以学生为中心的物理化学远程教学初探

During the fight against the new coronavirus epidemic, the "Physical Chemistry" team of Beijing Normal University used various network platforms and tools, such as MOOC of China University, Rain Classroom and WeChat Group in the teaching process. The exploration and practice of online learning of "Physical Chemistry" is carried out based on MOOC teaching, with student learning as the center and teacher guidance as the support. Taking the most difficult chapter of "fundamentals for statistical thermodynamic" as an example, we designed a complex teaching program that includes previews, watching MOOC videos in class, real-time online exercises, teachers' answers, and after-class reflection and questioning. The students were encouraged to learn independently through the reserved information, designed activities and assignments. Practice shows that the online course has cultivated the students' self-management ability, trained their critical thinking skills, and achieved good teaching results.     

Student enrichment in mathematics: a case study with first year university students

ABSTRACT

This paper presents an enrichment case study to showcase a possible avenue for attending to the needs of academically strong mathematics students. We report on a group of university students who were presented with the opportunity of exploring a specific first year mathematics topic deeper, using an inquiry-based learning approach as part of an enrichment programme. Following the intervention, students completed a questionnaire and a few were interviewed to establish their experiences of the enrichment programme. We discuss the successes and pitfalls of the intervention and report on the impact it had on the participants.     

‘New mathematics’ and teaching

Inside the scientific world it is not always understood that the mood of mathematics, which is a product and a part of culture, can change with time. This is partly why many have been surprised by the coming of the so‐called new mathematics.

In the truly creative mathematical mind two opposite tendencies coexist: the logical and the imaginative. Apparently it seems that new mathematics can be reduced to a purely logical machinery. In fact it contains as much imaginative contributions as classical mathematics. But it is difficult to show simultaneously the logical sequence of propositions and the clumsy progression of research itself. Mathematical exposition does not always follow the ‘ most natural slopes’ of the mind. Unfamiliar presentations often give an impression of ‘ abstraction ‘, more familiar ones an impression of concreteness ‘.

So it appears that difficulties with new mathematics are mostly of psychological origin. Misuses of it can easily raise up intolerance reactions and emotional blocks. Perhaps insisting upon the fact that, here as elsewhere, it is important to be able to guess, to realize that intuition and imagination are essential, could help to make new mathematics better understood, more useful and more able to be considered as a unifing element among sciences.     

Chaos in social learning with multiple true states

Most existing social learning models assume that there is only one underlying true state. In this work, we consider a social learning model with multiple true states, in which agents in different groups receive different signal sequences generated by their corresponding underlying true states. Each agent updates his belief by combining his rational self-adjustment based on the external signals he received and the influence of his neighbors according to their communication. We observe chaotic oscillation in the belief evolution, which implies that neither true state could be learnt correctly by calculating the largest Lyapunov exponents and Hurst exponents.     

中学生学习自我效能感、学习策略与学业成就的关系

以学习自我效能感和学习策略量表为工具,通过方差分析、相关分析和路径分析等方法,重点考察了学习自我效能感和学习策略这两个因素对学业成就的影响路径以及相互间的关系.发现中学生的学习自我效能感与学习策略间存在着显著的相关关系;学习自我效能感和学习策略对初中生的学业成就有显著回归效应,而学习策略对高中生的学业成就有显著回归效应;学习自我效能感可通过影响学习策略来间接影响学业成就.     

Evaluation of three interventions teaching area measurement as spatial structuring to young children

We evaluated the effects of three instructional interventions designed to support young children’s understanding of area measurement as a structuring process. Replicating microgenetic procedures we used in previous research with older children to ascertain whether we can build these competencies earlier, we also extended the previous focus on correctness to include analyses of children’s use of procedural and conceptual knowledge and examined individual differences in strategy shifts before and after transitions, enabling a more detailed examination of the hypothesized necessity of development through each level of a learning trajectory. The two experimental interventions focused on a dynamic conception of area measurement while also emphasizing unit concepts, such as unit identification, iteration, and composition. The findings confirm and extend earlier results that seeing a complete record of the structure of the 2D array—in the form of a drawing of organized rows and columns—supported children’s spatial structuring and performance.     

Quantum chemical electron impact mass spectrum prediction for de novo structure elucidation: Assessment against experimental reference data and comparison to competitive fragmentation modeling

We investigate the success of the quantum chemical electron impact mass spectrum (QCEIMS) method in predicting the electron impact mass spectra of a diverse test set of 61 small molecules selected to be representative of common fragmentations and reactions in electron impact mass spectra. Comparison with experimental spectra is performed using the standard matching algorithms, and the relative ranking position of the actual molecule matching the spectra within the NIST‐11 library is examined. We find that the correct spectrum is ranked in the top two matches from structural isomers in more than 50% of the cases. QCEIMS, thus, reproduces the distribution of peaks sufficiently well to identify the compounds, with the RMSD and mean absolute difference between appropriately normalized predicted and experimental spectra being at most 9% and 3% respectively, even though the most intense peaks are often qualitatively poorly reproduced. We also compare the QCEIMS method to competitive fragmentation modeling for electron ionization, a training‐based mass spectrum prediction method, and remarkably we find the QCEIMS performs equivalently or better. We conclude that QCEIMS will be very useful for those who wish to identify new compounds which are not well represented in the mass spectral databases.     

Distance versus Capillary Flow Dynamics-Based Detection Methods on a Microfluidic Paper-Based Analytical Device (μPAD)

In recent years, there has been high interest in paper-based microfluidic sensors or microfluidic paper-based analytical devices (μPADs) towards low-cost, portable, and easy-to-use sensing for chemical and biological targets. μPAD allows spontaneous liquid flow without any external or internal pumping, as well as an innate filtration capability. Although both optical (colorimetric and fluorescent) and electrochemical detection have been demonstrated on μPADs, several limitations still remain, such as the need for additional equipment, vulnerability to ambient lighting perturbation, and inferior sensitivity. Herein, alternative detection methods on μPADs are reviewed to resolve these issues, including relatively well studied distance-based measurements and the newer capillary flow dynamics-based method. Detection principles, assay performance, strengths, and weaknesses are explained for these methods, along with their potential future applications towards point-of-care medical diagnostics and other field-based applications.