热功当量实验中对终温T的修正

因为实验系统并非理想的绝热系统，在实验过程中始终与环境之间存在热量交换。导致实验的终温比应达到的温度低一些，因此，本实验中将应用牛顿冷却定律对系统的终温进行直接修正。     

混合法测固体比热容实验中的散热修正方法

在混合法测固体比热容实验中,由于测量系统与外界环境存在热量交换,需要对实验中测得的温度值进行修正,文章就该实验中的几种散热修正方法进行了讨论。     

不同惯性系中力的变换公式的推导方法

不同惯性系中力的变换规律,在一些书中只给出了力的变换关系,未给出具体推导过程。文献利用相对论中动量和能量的关系,推出了不同坐标系中力的变换的普遍规律。本文从牛顿第二定律入手,用相对论中时间、速度的变换关系也可推出不同坐标系中力的变换公式。     

一个公式的推导与应用举例

用滑轮组匀速向上提起物体时，若不计摩擦、绳重及其他阻力，其机械效率的另一个计算公式是：     

不同惯性系中力的变换公式的推导方法

不同惯性系中力的变换规律，在一些书＾［１］［２］中只给出了力的变换关系，未给出具体推导过程。文献＾［３］利用相对论中动量和能量的关系，推出了不同坐标系中的变换的普遍规律。本文从牛顿第二定律入手，用相对论中时间、速度的变换关系也可推出不同坐标系中力的变换公式。     

一个计算有机物不饱和度的通用公式

采用三种方法导出了计算有机物不饱和度的通用公式Ｆ＝１＋１／２∑／Ｋ（－２）ｎｋ。     

一个计算有机物不饱和度的通用公式

采用三种方法导出了计算有机物不饱和度的通用公式     

理论公式的约束条件造成的系统误差修正实例

在实验和测量工作中 ,系统误差的存在是不可避免的 ,若不能有效地加以消除 ,就会使测量结果受到歪曲 ,从而不能保证测量结果的正确性 ,按照偶然误差理论评定测量结果的精密度大小也就失去意义。因此 ,在任何一项实验工作和具体测量中 ,首先必须要想办法最大限度地减小和消除一切可能存在的系统误差     

常温环境下利用水中热能的一种方法

本建立起常温下获取水中热能使之转变为有用功的一种新方法，它不同于已知的热泵，可能成为获取清洁能源的新途径。     

气压公式及其温度修正

推导和分析了量度地球大气压强的近似公式，并用不同物理模型对其温度进行了修正。     

A Framework to Understand Students' Differentiation Between Heat Energy and Temperature and its Educational Implications

The main objective of this article is to investigate whether students' understanding of heat energy and temperature forms part of a 'hard-core' (Lakatos, 1970) of epistemological beliefs and the degree to which it affects their ability to learn thermodynamics in the classroom. Results obtained based on science major freshman students (n = 99) show that even after having responded correctly in one context that approximates the kinetic view of heat energy students fall back on the caloric theory of heat in a different context. It was also found that there is little relationship between the ability to differentiate between heat energy and temperature and performance on a problem of thermodynamics. Students in this study had been exposed to the kinetic theory in the previous semester and yet some of them had no problem in consistently using the caloric theory, while others switched between the two conceptualizations. It is concluded that an epistemological belief in the caloric theory of heat forms part of the hard-core of students' framework and that the conceptual shift to the kinetic theory requires radical restructuring (Chinn & Brewer, 1993). The question we need to ask is not only what are the students' prior epistemological beliefs, but as to what are the conditions under which the hard-core could crumble. A framework that could facilitate conceptual shifts is formulated.     

A Lakatosian Framework to Analyze Situations of Cognitive Conflict and Controversy in Students' Understanding of Heat Energy and Temperature

The objective of this study is to analyze secondary school students' interactions (conflicts, controversies, and arguments) as they participate in an intact classroom activity designed to facilitate their understanding of heat energy and temperature. The study is based on 32 ninth-grade students in a public school in Londrina, Brazil. Results obtained show that the differentiation between heat energy and temperature constitutes considerable difficulties for the students, and can be considered as part of the hard-core of their understanding (Lakatos, 1970, Criticism and the Growth of Knowledge, Cambridge University Press, Cambridge, UK, pp. 91–196). Student interactions (video taped) were classified into an Alternative Model, Transitional Model, and Scientific Model, depending on the degree to which they reflected a progressive transition in their hard-core. Students generally resisted a change in their conceptual understanding. Some students were able to question the hard-core of their beliefs and construct a Transitory Model. Some students experienced a further progressive transition by constructing a Scientific Model, based on the understanding that Temperature only measures the energy of agitation. Methodology used also provided a glimpse of how a particular student grappled with the conflicts in order to facilitate progressive transition in understanding. It is concluded that given the opportunity to discuss, reflect, consider alternative/conflicting situations, students can construct models that increase progressively in their heuristic/explanatory power.     

考试立法：规范考试秩序的治本之策

近年来,国家级考试中频繁发生作弊行为,折射出考试法律缺位问题。规范考试管理,实行依法治考,需要通过制定考试法,以规范和制约考试设置和实施中的公权力,维护公民参加考试的权利,平衡各考试主体之间的权利义务关系,保障考试的公平公正和安全有序进行。