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排序方式: 共有112条查询结果,搜索用时 31 毫秒
11.
12.
Reduction of water evaporation in polymerase chain reaction microfluidic devices based on oscillating-flow 总被引:1,自引:0,他引:1
Alessandro Polini Elisa Mele Anna Giovanna Sciancalepore Salvatore Girardo Adriana Biasco Andrea Camposeo Roberto Cingolani David A. Weitz Dario Pisignano 《Biomicrofluidics》2010,4(3)
Producing polymeric or hybrid microfluidic devices operating at high temperatures with reduced or no water evaporation is a challenge for many on-chip applications including polymerase chain reaction (PCR). We study sample evaporation in polymeric and hybrid devices, realized by glass microchannels for avoiding water diffusion toward the elastomer used for chip fabrication. The method dramatically reduces water evaporation in PCR devices that are found to exhibit optimal stability and effective operation under oscillating-flow. This approach maintains the flexibility, ease of fabrication, and low cost of disposable chips, and can be extended to other high-temperature microfluidic biochemical reactors. 相似文献
13.
Found in all eukaryotic cells, linker histones H1 are known to bind to and rearrange nucleosomal linker DNA. In vitro, the fundamental nature of H1∕DNA interactions has attracted wide interest among research communities-from biologists to physicists. Hence, H1∕DNA binding processes and structural and dynamical information about these self-assemblies are of broad importance. Targeting a quantitative understanding of H1 induced DNA compaction mechanisms, our strategy is based on using small-angle x-ray microdiffraction in combination with microfluidics. The usage of microfluidic hydrodynamic focusing devices facilitates a microscale control of these self-assembly processes, which cannot be achieved using conventional bulk setups. In addition, the method enables time-resolved access to structure formation in situ, in particular, to transient intermediate states. The observed time dependent structure evolution shows that the H1∕DNA interaction can be described as a two-step process: an initial unspecific binding of H1 to DNA is followed by a rearrangement of molecules within the formed assemblies. The second step is most likely induced by interactions between the DNA and the H1's charged side chains. This leads to an increase in lattice spacing within the DNA∕protein assembly and induces a decrease in the correlation length of the mesophases, probably due to a local bending of the DNA. 相似文献
14.
Katharine H. Zeiders Sara D. Bayless Chelsea L. Derlan Adriana J. Umaña-Taylor Kimberly A. Updegraff Laudan B. Jahromi 《Child development》2019,90(3):e373-e385
Ethnic–racial identity (ERI) development and ethnic–racial discrimination are two salient experiences among adolescents in the United States. Despite growing awareness of the costs and benefits of these experiences individually, we know little about how they may influence one another. The current study examined competing hypotheses relating discrimination and components of ERI (i.e., exploration, resolution, affirmation) among a sample of Mexican-origin adolescent mothers (N = 181; Mage at Wave 1 = 16.83, SD = 1.01) across six waves of data. Findings revealed that within-person changes in discrimination predicted subsequent ERI resolution and affirmation; however, ERI did not predict subsequent discrimination. Between-person effects of discrimination on affirmation were significant. Our findings underscore the importance of discrimination experiences in shaping Mexican-origin adolescent mothers’ normative developmental competencies. 相似文献
15.
Barreto Lucas Passos Rodrigues Adriana Araújo Dutra de Oliveira Giordanna Camilla Bié de Almeida Laila Thayanne Gomes Felix Matheus Augusto Campelo Silva Penha de Souza Quadros Ana Luiza Macedo Andrea Mara Mortimer Eduardo Fleury 《Research in Science Education》2021,51(1):135-152
Research in Science Education - This research draws on Legitimation Code Theory (LCT) to understand the epistemic dimension of the higher education classroom discourse of a professor who is well... 相似文献
16.
Robert A. Reiser Marcy P. Driscoll Dale S. Farland Adriana Vergara Martin C. Tessmer 《Educational technology research and development : ETR & D》1986,34(1):31-38
The purpose of this study was to determine the effects of various mastery criteria on student performance and attitude in
a course in which mastery learning strategies were employed.
Undergraduates in an introductory course in educational psychology were randomly assigned to one of three treatments—one in
which mastery criteria gradually increased from 70% to 90%, a second in which mastery criteria gradually decreased from 90%
to 70%, or a third in which mastery criteria remained constant at 80%. Results indicated that although the high mastery criterion
(90%) had a positive effect on some aspects of quiz performance, it did not have an effect on final examination performance.
Results also indicated that students preferred that mastery criteria remain constant during a semester. These findings, when
examined in light of previous research, call into question some prior notions regarding the levels at which mastery criteria
should be set. 相似文献
17.
Robert A. Reiser Marcy P. Driscoll Adriana Vergara 《Educational technology research and development : ETR & D》1987,35(4):195-202
This study examined whether the criteria for mastering unit quizzes in a mastery-oriented course should increase, decrease,
or remain fixed across units. Subjects were randomly assigned to one of three treatments, one in which mastery criteria on
unit quizzes gradually increased, a second in which mastery criteria gradually decreased, and a third in which mastery criteria
remained fixed. Results indicated that students in the fixed criterion condition proceeded through the course at the steadiest
pace and performed better than the other students on the unit quizzes they mastered. In addition, the vast majority of subjects
indicated that they preferred the fixed criterion condition. These results strengthen the notion that the level of performance
expected of students in a mastery-oriented course should not vary across units. 相似文献
18.
Adriana Auyuanet Helena Modzelewski Silvia Loureiro Daniel Alessandrini Marina Míguez 《European Journal of Engineering Education》2018,43(1):55-64
This paper presents and analyses the results obtained by applying Active Learning techniques in overcrowded Physics lectures at the University of the Republic, Uruguay. The course referred to is Physics 1, the first Physics course that all students of the Faculty of Engineering take in their first semester for all the Engineering-related careers. Qualitative and quantitative data corresponding to three semesters are shown and discussed, indicating that the students that attended these lectures outperformed the students that followed the course in the traditional way: the pass rates increased, whereas the failure rates decreased. The students highly valued this methodology, in particular, the interactive and relaxed dynamics, highlighting the concern of professors to answer questions by means of new questions so as to promote reasoning. The results obtained point to a work path that deserves to be deepened and extended to other Engineering courses. 相似文献
19.
20.
Luis R. Pino-Fan Vicenç Font Wilson Gordillo Víctor Larios Adriana Breda 《International Journal of Science and Mathematics Education》2018,16(6):1091-1113
In this article, we present the results of the administration of a questionnaire designed to evaluate the understanding that civil engineering students have of the antiderivative. The questionnaire was simultaneously administered to samples of Mexican and Colombian students. For the analysis of the answers, we used some theoretical and methodological notions provided by the theoretical model known as Onto-Semiotic Approach (OSA) to mathematical cognition and instruction. The results revealed the meanings of the antiderivative that are more predominantly used by civil engineering students. Also, the comparison between the mathematical activity of Mexican and Colombian students provides information that allows concluding that the meanings mobilized could be shared among their communities and are not particular of their classroom or university. 相似文献