基矛Chebyshev传播方案IBr分子A电子态吸收截面的研究

基于Cheb）rshev多项式展开方法作为时间传播方案,利用含时波包动力学理论首次计算得到了与实验值相符的IBr分子A3П（1）电子态的吸收截面。     

甜樱桃S等位基因与育种

樱桃为蔷薇科李属植物,属配子体自交不亲和系统.该属植物其S基因在雌蕊中特异表达的蛋白产物S-RNase,能够降解同一品种花粉管中的RNA,抑制自体花粉的受精作用.S等位基因的结构在基因水平上都具有3个外显子和2个内含子,在蛋白水平上有5个高度保守区.S等位基因在雌蕊和花粉中的表达具有时间和组织特异性,并且受植物生长发育时期的调控,这种特异性的自交不亲和反应由多态的S位点单模型决定.分子系统发育树显示甜樱桃S等位基因聚为三类.S等位基因在樱桃各品种间配置授粉树和亲本育种的选配方面起重要作用.     

固体中的范德瓦耳斯相互作用研究与应用

介绍固体物理课程的分子晶体中范德瓦尔斯相互作用.概述有关范氏相互作用的研究动态,范氏力的产生根源,推导范氏相互作用势,例举范氏相互作用的具体应用.旨在强调这一领域研究的重要性,精心组织教学内容,激发学生的兴趣.     

Reconditional PCR方法在微生物分子生态学研究中的一种应用

虽然PCR扩增过程中所引入的杂和双链分子在TGGE或DGGE图谱分析微生物群落多样性结果时,对分析结果准确性的影响日益受到广泛关注,但迄今为止,尚未提出任何系统的关于去除PCR扩增过程中所引入杂和双链分子的可行性方法.本文将给出一种在克隆前较为有效减少样本中杂和双链的改良方法——“Reconditional PCR”.通过对原初PCR扩增进行上述改进,随后进行的TGGE分析可以更加准确反映种群遗传多样性,所构建的克隆文库也可以更准确地反映原初样本的生物多样性.     

等电子原理与小分子结构规则

用等电子原理对非过渡系ＡＢｎ型分子或离子的结构特点进行归纳,可以得到一些重要的分子结构规则．这些结构规则以总配位数式和等电子分子周期表为其集中的体现形式．     

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.