Concepts of scale held by students with visual impairment

This study investigated students' with visual impairment concepts about linear size and scale. Specifically the study examined the accuracy of students' concepts over many orders of magnitude as well as experiences students have had in and out‐of‐school learning about size and scale. The results of assessments of 17 students with visual impairment were compared to those of students with normal sight. The study showed that students with visual impairment were most accurate for measurements in the human scale and were least accurate with very large and very small scales that cannot be directly experienced. However, when compared to students with normal sight, students with visual impairment were more accurate at large and small scales than their normally sighted peers. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 46: 506–519, 2009     

System thinking skills at the elementary school level

This study deals with the development of system thinking skills at the elementary school level. It addresses the question of whether elementary school students can deal with complex systems. The sample included 40 4th grade students from one school in a small town in Israel. The students studied an inquiry‐based earth systems curriculum that focuses on the hydro‐cycle. The program involved lab simulations and experiments, direct interaction with components and processes of the water cycle in the outdoor learning environment and knowledge integration activities. Despite the students' minimal initial system thinking abilities, most of them made significant progress with their ability to analyze the hydrological earth system to its components and processes. As a result, they recognized interconnections between components of a system. Some of the students reached higher system thinking abilities, such as identifying interrelationships among several earth systems and identifying hidden parts of the hydrological system. The direct contact with real phenomena and processes in small scale scenarios enabled these students to create a concrete local water cycle, which could later be expanded into large scale abstract global cycles. The incorporation of outdoor inquiry‐based learning with lab inquiry‐based activities and knowledge integration assignments contributed to the 4th grade students' capacity to develop basic system thinking abilities at their young age. This suggests that although system thinking is regarded as a high order thinking skill, it can be developed to a certain extent in elementary school. With a proper long‐term curriculum, these abilities can serve as the basis for the development of higher stages of system thinking at the junior–high/middle school level. © 2009 Wiley Periodicals, Inc. J Res Sci Teach 47: 540–563, 2010     

三元固体配合物[Sm（C9H6NO）2（C6H5COO）]·H2O的标准摩尔生成焓

按照文献合成了三元固体配合物[Sm（C9H6NO）2（C6H5COO）]·H2O通过红外光谱进行表征．利用Hess定理设计了配位反应的热化学循环,并在常压298．15K下,分别测定了六水氯化钐、苯甲酸、8-羟基喹啉以及配合物在混合溶剂中的溶解焓,根据热化学原理求出了298．15K时,配位反应的反应焓;并进一步计算出了[Sm（C9H6NO）2（C6H5COO）]·H2O三元固体配合物的标准摩尔生成焓．     

伯克利加州大学地球与行星科学系本科教育现状研究

本文详细介绍了笔者访问美国伯克利加州大学期间了解和感受到的该校地球与行星科学系本科教育体系及措施。使学生获取知识、培养学生定量分析和解决问题的能力、培养学生的沟通能力是该系本科教育的目的和要求,通过合理的课程设置和有效的主客观评价体系,该系在美国地球科学教育和研究领域长期处于领导地位。     

董仲舒五行学说论

现存文献中,《春秋繁露》第一次详尽阐述出木、火、土、金、水五行的位次、相互关系及其推演的逻辑与过程。五行的排列并不是任意随便的,木是五行之始,水为五行之终结,土则是五行之核心,这是一种"天次之序"。五行之间,按照木、火、土、金、水的排列,渐次而生,顺位而成,同时,间隙相胜,隔位而尅。五行的相生、相胜是自然世界和人类社会共同的法则,遵从这一法则与否,便形成五行之顺与逆,大量的自然现象、政事历史已经证验了顺逆五行的不同结果。五行也会通过紊乱、无序的变异征兆来反映天意、天志。但自然现象的变异,原因又并不在天,而完全在于人,是政事的失策、治理的不当、伦常的无序所造成的。土在五行之中,虽不名一方,也不占一时,但的确能够统摄、领导五行世界里所有一切。董仲舒五行学说的根本目的是要论证现实伦常的合理性。五行可以与貌、言、视、听、心之五事,与春、夏、秋、冬之四时相对应。五行与五事、哲学与现实之间互因互果,双向连动,循环诠释。     

一个可能最终确定以太存在与否的实验

分析了“光行差”现象、“光速不变”现象、“洛奇钢盘实验”,认为地球有可能拖曳以太。论证了在绕地轨道上进行迈克尔逊一莫雷实验可以最终确定是否存在以太,并设计了相应的设备。     

浅析容县采茶剧

采茶剧是一种具有浓郁地方特色的剧目,以其喜闻乐见的形式,通俗易懂的语言,在弘扬民族传统美德,和睦家庭关系等方面发挥着重要的教化作用,颇受中老年观众的欢迎。文章将从容州采茶剧的鲜明地方特色、浓厚的生活气息和风趣诙谐的表演形式,以及受到广大劳动人民的喜爱,长演不衰等原因进行分析研究。     

孤石花岗岩残积土层中挖孔桩设计评述与改进

在肯定人工挖孔桩的技术性能、尤其是在阐明含孤石花岗岩残积土层中独特优点的基础上，重点论述适当扩底、合理配筋与简化柱下单桩基础桩帽设计，在保证安全的前提下带来的经济效益。     

高含冰量冻土路堑施工技术

介绍青藏铁路高含冰量冻土路堑施工的工艺流程、施工工艺、路堑开挖、换填、保温材料铺设、热棒施工及施工应注意事项。     

突出地质大学特色办好海洋科学专业

本文介绍了作者在开办海洋科学专业中的基本观点,强调地学在中国地质大学具有深厚的传统和明显的特色,把地学的基础研究和应用研究作为地质大学发展海洋学科的核心任务,是办好海洋科学专业的必由之路。