任务驱动法在“微生物学实验”混合式教学中的实践

通过“微生物学实验”课程多年来的混合式教学实践发现,学生的主动性是学习效果的核心要素。鉴于在以往的教学实践中,无论采用何种教学手段,总有部分学生的学习主动性不能得到体现。我们近年来采用轮流组长责任制下的任务驱动教学法,极大地调动了所有学生的学习动力。每位学生在担任组长工作时从课前任务、课堂执行、课后总结等方面都发挥了重要作用,而不担任组长时也会积极主动地配合组长工作。最终,实验课程学习成绩优秀率占比、体现素质能力培养的成绩分项都显著提升。同时,课程教学也收获了良好的学生认可和反馈。     

探索以“霍乱弧菌检测虚拟仿真实验”为载体的混合式实验教学模式

虚拟仿真实验是一种现代信息化和智慧教学的重要方法,对高等医学院校教学质量的发展起到重要的推进作用。我们自主开发建设的“霍乱弧菌检测与防控虚拟仿真实验”,既弥补了因生物安全问题不能开展的实验教学,也解决了微生物学检验实验教学中存在的操作标准化问题。采用“三步进阶”混合教学模式,实现以“学生为中心”的师生互动模式,创建“设计性实验报告”,与育人元素有机结合,培育医学生的职业使命感。细化考核标准,实现过程性评价。探索课前启发铺垫、课中内化升华、课后巩固拓展混合式实验教学模式,有效提高学生的实验技能,实现知行合一、素能共育的教学目标。     

“环境工程微生物学”线上线下混合式教学的改革与实践

“环境工程微生物学”是环境工程专业的一门基础课程,但由于环境微生物学概念抽象、内容繁冗,大部分学生在课堂上注意力不集中,难以理解和应用生物氧化过程、微生物在环境工程中的作用等内容,教学效果较差。为提高学生的学习效果和教师的教学感受,基于超星泛雅网络教学平台,对环境工程微生物学的教学内容、教学方法、考核方式等进行线上线下混合式教学改革与实践。实践结果表明改革后的课程激发了学生内在学习的动力,使学生具有了自学和继续学习的能力,在知识、能力、素质这3个方面取得了成效,并有效提升了学生的专业能力和综合素质;同时,课程教师的教学方法、教学能力、教学感受以及信息技术均得到提升和改进,加强了课程创新实践,提升了环境工程类专业课程的教学质量。     

疫情常态化下“发酵工程”线上线下混合式教学模式的改革与探索

新型冠状病毒肺炎疫情防控常态化下,线上线下混合式教学成为了许多高校课程采用的新型教学模式。本课程团队以学生为中心,结合传统教学法（Lecture-Based Learning,LBL）和慕课教学的优点,重新构建了“发酵工程”课程的教学过程,对课程的教学目标、教学要求、教学章节、教学考核、教学方法等进行了一系列的改革探索,并尝试了线上翻转课堂和课程思政融入课堂的教学模式,学生自主学习的积极性得以提高,促进、提升了课程的教与学效果。     

Solvation Force and Confinement-Induced Phase Transitions of Model Ultra Thin Films

Abstract

The static (equilibrium) properties of atomically thin films confined between two surfaces are studied as a function of surface separation by Grand Canonical Monte Carlo and Molecular Dynamics simulations. A model was used, in which the fluid and wall species consist of two different Lennard-Jones rare gas atoms. This was designed to mimic the static SFA experiments in which it is known that epitaxy is not necessary for inducing an oscillatory solvation force in simple non polar liquids. We have been able to simulate, using this simple system, many aspects of the equilibrium properties observed in the experiments. The solvation force is an exponentially damped, periodic curve. All peaks of maximum amplitude in the solvation force correspond to solid-like structures. These structures melt in increasing the surface separation. A further increase in separation leads to the addition of a whole layer and the recrystallisation of the film. In addition this model displays an interesting phenomenon of confinement induced solid-solid phase transition. Two different stable packing (bcc and triclinic) can be observed in the bilayer film and a transition from one to the other occurs when the surface separation is changed. This phase change has been studied as a function of pressure and temperature. As compared to the simulations using a ‘commensurate’ model, in which the fluid and wall species are made of like atoms, the results obtained here are in much better agreement with experimental findings.     

Demonstration of the electrogenicity of proton translocation during the phosphorylation step in gastric H+K+-ATPase

Summary Membrane fragments containing the H⁺K^–-ATPase from parietal cells have been adsorbed to a planar lipid membrane. The transport activity of the enzyme was determined by measuring electrical currents via the capacitive coupling between the membrane sheets and the planar lipid film. To initiate the pump currents by the ATPase a light-driven concentration jump of ATP from caged ATP was applied as demonstrated previously for Na⁺K⁺-ATPase (Fendler, K., Grell, E., Haubs, M., Bamberg, E. 1985.EMBO J. 4:3079–3085). Since H⁺K⁺-ATPase is an electroneutrally working enzyme no stationary pump currents were observed in the presence of K⁺. By separation of the H⁺ and K⁺ transport steps of the reaction cycle, however, the electrogenic step of the phosphorylation could be measured. This was achieved in the absence of K⁺ or at low concentrations of K⁺. The observed transient current is ATP dependent which can be assigned to the proton movement during the phosphorylation. From this it was conclueded that the K⁺ transport during dephosphorylation is electrogenic, too, in contrast to the Na⁺K⁺-ATPase where the K⁺ step is electroneutral. The transient current was measured at different ionic conditions and could be blocked by vanadate and by the H⁺K⁺-ATPase specific inhibitor omeprazole. An alternative mechanism for activation of this inhibitor is discussed.     

Ordered Water Structure and Enhanced Reactivity

Analogies are drawn between the ordered structure of the colloidal water pool of reversed micelles, water present in the micropores of dense cellulose acetate films and the water vicinal to interfaces in biological systems. Chemical reactivity is enhanced in the solvent which is entirely different from normal water. In particular, it is possible to use the stretched water present in the cellulose acetate films to synthesise biochemicals.     

Overcoming Space‐Charge Effect for Efficient Thick‐Film Non‐Fullerene Organic Solar Cells

Organic solar cells (OSCs) containing non‐fullerene acceptors have realized high power conversion efficiency (PCE) up to 14%. However, most of these high‐performance non‐fullerene OSCs have been reported with optimal active layer thickness of about 100 nm, mainly due to the low electron mobility (≈10^?4–10^?5 cm² V^?1 s^?1) of non‐fullerene acceptors, which are not suitable for roll‐to‐roll large‐scale processing. In this work, an efficient non‐fullerene OSC based on poly[(5,6‐difluoro‐2,1,3‐benzothiadiazol‐4,7‐diyl)‐alt‐(3,3′″‐di(2‐octyldodecyl)‐2,2′;5′,2″;5″,2′″‐quaterthiophen‐5,5′′′‐diyl)] (PffBT4T‐2OD):EH‐IDTBR (consists of electron‐rich indaceno[1,2‐b:5,6‐b′]dithiophene as the central unit and an electron‐deficient 5,6‐benzo[c][1,2,5]thiadiazole unit flanked with rhodanine as the peripheral group) with thickness‐independent PCE (maintaining a PCE of 9.1% with an active layer thickness of 300 nm) is presented by optimizing device architectures to overcome the space‐charge effects. Optical modeling reveals that most of the incident light is absorbed near the transparent electrode side in thick‐film devices. The transport distance of electrons with lower mobility will therefore be shortened when using inverted device architecture, in which most of the excitons are generated close to the cathode side and therefore substantially reduces the accumulation of electrons in the device. As a result, an efficient thick‐film non‐fullerene OSC is realized. These results provide important guidelines for the development of more efficient thick‐film non‐fullerene OSCs.     

Enhancing theoretical understanding of a practical biology course using active and self-directed learning strategies

Laboratories are recognised as central in science education, allowing students to consolidate knowledge and master practical skills, however, their effectiveness has been questioned. Whilst laboratory practicals are useful for students’ learning of basic procedures, they have been shown to be less effective for developing conceptual understanding of the subject. Interactive lectures and bespoke digital resources were utilised in order to enhance theoretical understanding of laboratory practical molecular sessions, thus enabling students to take responsibility for and direct their own learning, encouraging inquiry-based learning. Providing easy to access additional learning resources offered students an opportunity to better prepare themselves for the laboratory, and consolidate their knowledge through subsequent review and self-testing in their own time. Grades before and after implementation of these active learning strategies were analysed to look at the impact on student learning and this study demonstrates that integrating these into a challenging practical biology course improved grades significantly with a concomitant increase in the number of ‘A’ grades attained. Feedback to evaluate use and perceptions of both interactive lectures and digital resources were also analysed. It has been shown here that these activities enhanced student experience and understanding of the course.