管径和氮掺杂对纳米管中氧气分子传输的影响

利用分子动力学模拟,通过构造不同管径的碳纳米管（直径分别为5.4,6.8,8.1 和9.5）,研究管径和氮掺杂（50%掺杂）对于纳米管中氧气分子传输的影响. 结果表明,管径越大越利于氧气分子的传输,氮掺杂也可以促进氧气分子的传输.     

Probing transient protein-mediated DNA linkages using nanoconfinement

We present an analytic technique for probing protein-catalyzed transient DNA loops that is based on nanofluidic channels. In these nanochannels, DNA is forced in a linear configuration that makes loops appear as folds whose size can easily be quantified. Using this technique, we study the interaction between T4 DNA ligase and DNA. We find that T4 DNA ligase binding changes the physical characteristics of the DNA polymer, in particular persistence length and effective width. We find that the rate of DNA fold unrolling is significantly reduced when T4 DNA ligase and ATP are applied to bare DNA. Together with evidence of T4 DNA ligase bridging two different segments of DNA based on AFM imaging, we thus conclude that ligase can transiently stabilize folded DNA configurations by coordinating genetically distant DNA stretches.     

分子伴侣与运动

分子伴侣是一类相互之间没有关系的蛋白,它们的功能是帮助其他含多肽结构的物质在体内进行正确的非共价的组装,但它们不是组装后结构的组成部分。热休克蛋白作为最大的一类分子伴侣,其生物学功能广泛。旨在通过查阅相关文献资料,了解分子伴侣及其与运动关系的研究现状和动态,并对此作系统的总结。     

肥胖病因学的分子生物学研究新进展

肥胖病因学研究是当前非常热门的研究领域。随着现代分子生物学技术的迅猛发展,有关肥胖病因的分子生物学研究也进展很快。该文对第８届国际肥胖学术会议上报道的有关ＵＣＰｓ、Ｌｅｐｔｉｎ及ＯＢ－Ｒ研究做一简述     

基于TKX-50的PBXs含能材料力学性能计算模拟

在含能材料中添加高分子粘结剂来制备高聚物粘结炸药(PBXs)是改善其力学性能的一种重要手段.含能材料1,1'-二羟基-5,5'-联四唑二羟胺盐(TKX-50)具有高储能、高爆速、低灵敏度和低毒性等特点.将TKX-50分别与HMX和RDX混合得到TKX-50/HMX混合体系和TKX-50/RDX混合体系.该文利用分子动力...     

Comparing the effectiveness of video and stereoscopic 360° virtual reality-supported instruction in high school biology courses

The promise of using immersive technologies in learning has increasingly been attracting researchers' and practitioners' attention. However, relevant empirical works are usually conducted in fully controlled Virtual Reality (VR) laboratories, as opposed to conventional settings. This quasi-experimental study compares the effectiveness of video learning resources to that of stereoscopic 360° VR, as supplements to the traditional instructional approach. The potential of such methods was examined in high school settings, in the context of the ‘Life and Evolution’ module, with participants (n = 70) divided equally into control and experimental groups. As a point of reference (control condition), we considered the adoption of Video Learning Resources, as students are more acquainted with this instructional method. In the intervention approach (experimental condition), students adopted the use of low-end mobile-VR (VeeR Mini VR Goggles). The key findings indicate differences in the learning motivation, confidence and satisfaction, but no statistically significant difference was identified regarding the factual or conceptual knowledge gains. The study offers insights on the potential of the investigated technologies in the subject of secondary school Biology and further provides implications for theory and practice.

Practitioner notes

What is already known about this topic

• Researchers' interest over the potential of Virtual Reality on different STEM disciplines is increasing consistently.
• An increasing number of efforts can be identified discussing the integration of multimedia learning resources in the secondary school context.
• Empirical studies on the subject of Biology are focusing on students' academic performance and achievement but not on learning motivation and satisfaction.

What this paper adds

• This quasi-experimental study comparatively examines academic performance, with the focus being on learning motivation and satisfaction, across different modalities (stereoscopic 360° Virtual Reality applications-VR, Video Learning Recourses-VLR).
• The findings demonstrate that both instructional methods are sufficient in enhancing students' knowledge acquisition and academic performance.
• The adoption of stereoscopic 360° VR influences students' learning motivation and impacts long-term memory retention.

Implications for practice and policy

• Educators are advised to consider the systematic adoption of “immersive” multimedia tools to enhance the subject of Biology as they can greatly encourage scientific inquiry.
• Instructional designers are advised to adopt open educational resources aligned to the curriculum of the local context.
• Educational researchers are advised to integrate stereoscopic 360°-VR solutions in the conventional classroom settings.