共查询到19条相似文献,搜索用时 125 毫秒
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陈萍 《淮北职业技术学院学报》2011,10(1):20-21
南京大学研发的0M99型密立根油滴仪设计了联动开关,在油滴下落的同时开始计时,从而忽略了油滴加速下落的时间。实验表明这样做避免了人的反应速度带来的更大的误差,令结果更精确。 相似文献
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本文分析了油滴的挥发性和匀速下落问题对密立根油滴实验的影响 ,提出了实验过程中该注意的问题 相似文献
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尹升道 《潍坊教育学院学报》1990,(2)
密立根利用带电小油滴在电场中的运动,精确地测定了电子电荷的量值,奠定了原子物理学的发展.实验原理是利用小油滴在重力、浮力、粘滞阻力作用下自由下落的速率及小油滴重力、浮力、粘滞阻力和电场力作用下竖直向上的速率而求出小油滴带电量,从而推出电子电量.在计算中利用Sktose定律及一般情况下的修正,计算半径时用了循环迭代法.本文谨根据自己的实验情况作有关简介. 相似文献
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由于密立根油滴实验中油滴大小,带电量各异,选择的油滴不同对实验结果带来的误差也不同。通 过实验对在不同条件下,选择最合适的油滴进行讨论,得出最佳油滴的选择标准。 相似文献
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由于密立根油滴实验中油滴大小,带电量各异,选择的油滴不同对实验结果带来的误差也不同。通过实验对在不同条件下,选择最合适的油滴进行讨论,得出最佳油滴的选择标准。 相似文献
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利用油滴上升时的最小速度差,确定油滴所带电量和油滴电量的改变是基本电荷的多少倍,给出密立根油滴实验数据处理的一种新方法. 相似文献
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基于OBE教育理念,采用BOPPPS手段,探讨了密立根油滴实验的教学过程。通过对教学过程进行细化,建立学习目标,且对实验原理、油滴选取、电荷电量、元电荷计算等关键问题进行系统讨论,构建了参与式学习的关键过程。在该教学模式下,引导学生掌握密立根油滴实验中出现的实验难点、重点,学会独立完成密立根油滴实验,获得计算油滴电量和基本元电荷的方法,为实验课堂教学提供了一种新的教学模式参考。 相似文献
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密立根油滴实验是近代物理中一个重要的基础实验,从油滴的选取与控制,油滴挥发对实验结果的影响以及环境光线亮度对实验观察的影响等方面进行了深入分析,有助于对该实验的改进以及教研工作的开展。 相似文献
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Distance students are time poor and some drop out of their studies because they fall behind with coursework. This raises the issue of how course teams decide upon how many study hours should be included in a course. This article presents a number of Open University projects that have addressed student workload management and relates how learning design has incorporated these findings into advice for new module development. Moreover, the article also discusses how recent automatic feedback systems can motivate and support time-poor students when writing their assignments. This is an important finding as drop-out can occur when students are unable to devote the necessary time to their summative assessments and drop out of the learning process. 相似文献
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基于文献含油制冷剂R600a两相流动摩擦压降实验数据,采用文献中6种关联式模型对含油制冷剂R600a两相摩擦压降的实验数据进行预测判断。结果表明:油影响因子模型Schlager关联式和Eckel关联式的预测值与实验值平均绝对偏差分别为27.3%和24.4%;混合物性的两相增强因子模型Zurcher关联式和Hu关联式的预测值与实验值的平均绝对偏差分别为33.8%和34.0%,上述关联式预测值普遍低于实验值。 相似文献
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Stephen Klassen 《Science & Education》2009,18(5):593-607
The Millikan oil drop experiment has been characterized as one of the ‘most beautiful’ physics experiments of all time and,
certainly, as one of the most frustrating of all the exercises in the undergraduate physics laboratory. A literature review
reveals that work done on addressing student difficulties in performing the oil drop experiment has, to date, not achieved
a significant measure of success. The historical background of the oil drop experiment is well established in the literature
from the perspective of historians of science, but not so from the perspective of teachers and students of science. A summary
of historical details surrounding the original experiment suitable for use in revising the instructional approach is presented.
Both Millikan and his graduate student, Fletcher, are featured with the view to emphasizing details that humanize the protagonists
and that are likely to raise student interest. The issue of the necessary reliance on presuppositions in doing speculative
research is raised, both from the historical account and from the insights of university physics students who heard the historical
account and performed the experiment. Difficulties current students have in performing the experiment are discussed from the
perspective of Hodson (Stud Sci Educ 22:85–142, 1993) framework and the students’ own observations. Last, further historical
materials are outlined that may be used to encourage student insight into the fundamental nature of electricity. It is proposed
that these aspects are essential as a basis for identifying and addressing student difficulties with the Millikan oil drop
experiment.
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
Stephen KlassenEmail: |
Stephen Klassen teaches in the Department of Physics at the University of Winnipeg. His BSc and MSc were earned in Physics, and his PhD in Science Education. He has presented research at many conferences with special emphasis on including history of science in classroom activities at the college and university level. His present research interests focus on the basis of narrative and learning theories for contextual learning and for pedagogical thought experiments. 相似文献
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实验以B3(Pseudom-onas)、B6(Bacil-lus)、B7(Bacil-lus)、D4(Pseudom-onas)为石油降解菌,通过单因素实验,研究了培养时间、石油浓度、温度、溶氧量、初始pH值等因素对各单菌降解石油性能的影响,确定了各菌最适宜的石油降解条件.四株菌在纱布封口1、60 r/min振荡培养12 d较为适宜,它们适宜的降油石油浓度、温度和初始pH是:B3为4 000 mg/L、32℃、pH8.4,B6为3 000 mg/L、32℃、pH 7.3,B7为4 000 mg/L、26℃、pH7.3,D4为3 000 mg/L、26℃、Ph 7.3. 相似文献
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汪磊 《上海师范大学学报(哲学社会科学版)》2003,32(2):119-124
本文主要从油画的材质色层、油画的传统语言与技法知识、油画所负载的绘画本质等方面进行研究。通过对佛兰德斯和北欧、意大利和南欧的色层语言的分析,可以看出油画这种艺术形式之所以能长时期吸引人们,与它的材质密切相关。这种由材质形成的色层语言不仅生动地表现了对自然的摹仿,而且体现出它独特的色层美感。因此,研究油画作品时,除研究油画再现自然中的美外,对油画色层语言生命力的探寻也是极为有意义的。 相似文献