高考物理题中的对称性应用分类解析

对称性广泛存在于各种事物之间，结构对称、物象对称、时间对称、空间对称、点对称、轴对称等等．对称性作为一种思维方法，虽然高考题中没有单独正面考查，但在每年的高考题中都有所渗透和体现，从侧面体现考生的思维能力和推理能力．本文就近年来高考命题中对称性的应用作一分类解析，以期能对各位教师在教学中有所启示．     

奇A核素范围的两个外推核

在新参量S、H正方形核素图中,稳定区奇A核素的上界表现出优美的三点共线对称组.文中说明了坐标差K(=S-H)=0,K,2K类奇A上界表现出的三点共线对称规律.当差△K=3时,这些三点共线对称组序数组成为(0,1,2),(0,4,8),(0,7,14),(0,10,20)与(0,-2,-4).又组成以序数K=1,4,7,10K=2,8,14,20与K=1,2;K=-2,-4的两组平行线,以此线性规律为基础,可外推得到两种核素 87 40 33 Zr47 7,与225 84 37 PO131 47,这两核素有可能微量天然存在,应该与平行线上的其它核素具有相似的核基本性质.     

化学试题中的空间对称意识

对称性是指图形或物体对某一对称元素（点、直线或平面1,在形状、大小、长短和排列等方面表现有完全等同或等价的性质,具有动作（反演、旋转反映1和图形一一对应的关系。在高中化学中具有对称的物质很多,如甲烷、乙烷、白磷、金刚石、立方烷等等。它们的结构在空间都高度对称,如甲烷分子是一个正四面体,一个碳原子在中心,4个氢原子在角上,这是一个典型的空间对称。     

量子态的对称性与多体纠缠分类

通过对量子态对称性的要求,本文提供了对N-量子比特多体纠缠态的一种可能分类。对称基可以被建立起来,通过两个整体特征：周期结构和循环单元,对称基底态可以分为若干类。并与相变现象类比,重新建立了对纠缠态等价性质的理解：不等价的纠缠态对应不同的相,他们之间的转变必然伴随相变现象。除此之外,包含不同相的量子态被归为对称破缺相。     

哲学观下的反演与对称

反演集合包含对称性,反演集合与对称破缺有非空交集,但反演集合不等于对称破缺,更不等于不对称性。反演集合的哲学基础是辩证矛盾,对称破缺的哲学基础是逻辑矛盾。在实际应用的一些反演变换分类方法中,许多事物只有在特定的坐标系下才便于分类。家族相似观下的反演与对称,其局部性本质的存在是家族相似性成立的基础。事物的共有本质是事物之间的对称子集,维特根斯坦不是反对本质的存在,而是指出本质只能在有限范围内使用。     

聋人与听力正常人拓扑性质知觉的比较实验研究

选取12名聋人被试与16名听力正常人被试,采用“不同拓扑等价性条件下目标刺激检测任务”的实验范式,对聋人与听力正常人的拓扑性质知觉进行了比较研究。结果表明:(1)在对拓扑等价任务和拓扑不等价任务的反应速度上,听力正常人存在显著差异,表现为对拓扑不等价任务的反应速度快于拓扑等价任务;聋人不存在显著差异。(2)在对拓扑等价任务和拓扑不等价任务的反应准确性上,聋人和听力正常人均不存在显著差异。(3)聋人和听力正常人对拓扑等价任务和拓扑不等价任务的反应速度均不存在显著差异。(4)聋人和听力正常人在对拓扑等价任务的反应准确性上不存在显著差异,而在对拓扑不等价任务的反应准确性上存在显著差异,表现为听力正常人的反应准确性高于聋人。     

函数对称性的探究

<正>函数是中学数学教学的主线,是中学数学的核心内容,也是整个高中数学的基础.函数的性质是竞赛和高考的重点与热点,函数的对称性是函数的一个基本性质,对称关系不仅广泛存在于数学问题中,而且利用对称性往往能更简捷地使问题得到解决,对称关系还充分体现了数学之美.本文拟从函数自身的对称性和不同函数之间的对称性这两个方面探讨函数与对称有关的性质.一、函数自身的对称性探究定理1.函数y=f(x)的图像关于点A(a,b)对称的充要条件是f(x)+f(2a-x)=2b.证明:(必要性)设点P(x,y)是y=f(x)图像上任一点,∵点P(x,y)关于点A(a,b)的对称点P′(2a-x,2b-y)也在y=f(x)图像     

三角方程的解的等价性(下)

三、等价解的确定性从等价性的反面来看,让我们提出质疑:三角方程的解发生异变后,是否存在不等价的解?可以断言,任何三角方程如果有解并且发生异变,则所有不同形式的解一定等价,即不存在异变的不等价解,故能肯定,     

实平面内的双曲反演法

几何变换对研究图形及其性质有重大意义,利用几何变换可以简化问题,可以在解决多种问题上有显著的功效,又可以发现解题的线索等等。为此,本文将较详细介绍其中之一种双曲反演法。利用双曲反演变换进行解题的方法,称为双曲反演法。为了让读者更好地理解双曲反演法的理论根据以及更广泛地应用此法,下面将首先较全面地概括双曲反演变换的性质,介绍点、线、圆的反演象及其性质,然后再详细阐述利用这些性质进行解题的方法和例子。一、反演变换的定义在实平面内没有中心为O,半径为K的圆周δ,若有一变换a,将此平面上任一点p变成该点与点O连线上的一点p′,使得op·op′=K~2,也即是:对应点到圆心的距离之积为     

用Salagean算子刻画的K次对称单叶函数新子类

本文引进并研究用Salagean算子定义的一类K次对称单叶函数,得到系数估计,证明包含关系、给出了类中函数的积分算子、偏差定理、覆盖性质和极值点．所得结果推广了文[6]-[9]中的相应结果．     

关于商高数的Terai猜想

设{a,b,c}是一组b为偶数的本原商高数．证明了：当a是形如16（3k＋1）＋1的素数时,Terai猜想对于几乎所有这样的素数都成立,特别地,当a=17（b=144,c=145）时,Terai猜想成立;当a是形如16（8kl＋5（k＋l）＋3）＋1的素数时,Terai猜想成立．     

171Yb[521]1/2带单粒子轨道对转动惯量的贡献

采用含有对力的推转壳模型(CSM)的粒子数守恒方法(PNC)研究正常形变奇A核^171Yb的[521]1／2带的单粒子轨道对转动惯量的贡献．同时考虑单极对力与四极对力，实验结果在PNC方法的计算中得到了较好的重现，特别是来自每一个大壳和每一个推转的Nilsson轨道的贡献的微观机制也得到了很好的展现。     

MSi(M=Na,K)电子结构的第一性原理研究

采用基于第一性原理的密度泛函理论赝势平面波方法,对NaSi和KSi的电子结构进行了理论计算,能带结构计算表明NaSi是一种间接带隙半导体,禁带宽度为1.32eV;KSi是一种准直接带隙半导体,禁带宽度为1.42eV;并详细讨论了NaSi和KSi在费米面附近的价带与导带的电子态密度。     

一类集值映射的周期点集

设（x,d）是紧致度量空间,f：X→X是连续映射,k（X）为X的所有非空紧致子集赋予由d诱导的Hausdorff度量而得到的空间,由,诱导的集值映射f^-：k（X）→K（X）定义为f^-（A）={f（a）：a∈A）,主要考虑（X,f）的周期点集与（k（X）,f^-）的周期点集之间的关系,得到了如下重要结果：证明了若P（f^-）是闭集,则P（f）是闭集,并举例证明了它的逆命题不一定成立;证明了P（f^-）：r（X）能蕴含p（f）：X,并给出了一个反例说明了p（f）=X不一定蕴合P（f^-）=r（X）;证明了在X为有限集时p（f^-）：X能蕴含P（f^-）k（X）。     

Uniqueness of entire functions concerning weighted sharing

The uniqueness problem of entire functions concerning weighted sharing was discussed, and the following theorem was proved. Let f and 8 be two non-constant entire functions, m, n and k three positive integers, and n〉2k＋4. If Em（1,（f^n）^（k））= Em（1,（g^n）^（k））, then either f（z）=c1c^cz and 8（z）= c2c^cz or f=ts, where c, c1 and c2 are three constants satisfying （-1）^k（c1c2）^n（nc）^2k=], and t is a constant satisfying t^n=1. The theorem generalizes the result of Fang [Fang ML, Uniqueness and value sharing of entire functions, Computer ＆ Mathematics with Applications, 2002, 44： 823-831].     

修正狭义相对论

修正狭义相对论下两惯性系的时间关系变为t’=t/(1-β)～(1/2)(β=V/C),用该式表述两惯性系之间的时间关系更为精确。以此为出发点,进而可推导出速度合成公式、质量和速度的关系m=m0/(1-β)～(1/2)(β=V/C)、质量和能量的联系E=△mCV。以此计算出u介子到达海平面的可能性增大。     

刚体动能的一种计算方法

根据克尼希定理和刚体转动的有关理论，导出了由关于质心对称的任两对称点的速度来计算刚体动能的一种算式。并用两个算例说明了该式的优越性。     

关于方幂和中因子7的指数

设　n=7αC ,　 7 c.本文给出下列方幂和中因子 7的指数公式 :　 ∑n-1k =0(x+ 2k) r,∑n-1k =0(x+ 4k) r     

Elementary Teachers＇ Perceptions About Implementation of Inclusive Education

The Disabilities Education Act was introduced in June, 1997 in the Turkish Education System. The Act states that schools have a duty to educate children with disabilities in general education classrooms. All children with disabilities should be educated with non-disabled children at their own age and have access to the general education curriculum. The philosophy of inclusive education aims at helping all children learn in regular classrooms. Children learn at their own pace and style within a nurturing learning environment because schools are important places for children to develop friendships and learn social skills. Children with and without disabilities learn together and from each other in inclusive classes. On the other hand, when children attend classes that reflect the similarities and differences of people in the real world, they learn to appreciate diversity. The aim of this study is to examine the perceptions of teachers about implementation of inclusive education in elementary schools. In order to collect data for this study, a questionnaire which consisted of eight open-ended questions was developed and administered to 66 elementary school teachers. The teachers worked at primary schools and taught 1-5 grades. They were asked to write their opinions and experiences about the implementation of inclusive education in the elementary schools. Primary school teachers generally have a positive attitude about inclusive education and its philosophical and psychological foundation. However, they express that they encounter some difficulties in implementing inclusive classrooms. A crowded classroom is a main obstacle to obtain desired objectives in educational activities. The levels of students＇ disability are related to effectiveness of classroom management. The effectiveness of inclusive education depends on not only the teachers＇ quality but also the school administrators＇. Some superintendents assess the effectiveness of teachers in inclusive and regular classrooms in the same way.     

With Tools and Strategies Teachers Use in Online Courses： A Mexican Public University Case

The rapid development of ICT （information technology and communication） in the last two decades has changed society substantially as a whole. For higher education institutions, the external environment pressure to incorporate ICT in their educational and administrative processes has forced them to invest in resources for infrastructure and training. In addition, teachers have found that they can use technology in their teaching, but lack of full knowledge of how to use it effectively from a pedagogical point of view. The incorporation of new education modalities depends largely on the contextual variables prevailing in the institution and teachers. In UABC （Autonomous University of Baja California）, the early days of online education go hack to 1996, so the study period was from 1996 to 2009. An online survey was designed to fmd out the teachers＇ backgrounds and involvement in online education, their experience as online teachers, and the tools and practices used. Of 97 teachers who were identified with some experience in online teaching, 70% responded to the Survey （68）. It was found that the highest percentage （33%） of teachers who responded the survey started teaching online between 2003 and 2006. 56% of teachers have been teaching between one and five online courses. On the other hand, most teachers recognized that 30%-79% of the content of their courses were online based. The most popular learning management system used is moodle followed by blackboard in teachers＇ preference. In general, teachers expressed using the three main communication tools of online education： forums, chat and e-mail, favoring the use of e-mail. The communication slrategies teachers often use in their courses promoted student-student and student-teacher interaction. In their evaluation strategies, most said that they used self-assessment, rubrics and to a lesser extent online exams and co-evaluation. The results show that most teachers who have been involved in online education in UABC campus have expressed havi