Nickel/Cobalt nanoparticles for electrochemical production of hydrogen

The electrolytic production of hydrogen (POH) from alkaline water electrolysis is at the forefront of technology for alternative energy sources of the future. The present work evaluates the improvement of electro-catalytic activity (ECA) on Ni electrodes for the POH by electrodeposition of cobalt (Co). Tests were conducted in alkaline solution and the ECA of Ni and Ni–Co electrodes for the POH were compared using alternative and direct current techniques. Tafel polarization tests exemplified a significant improvement in the ECA of the bimetallic electrode (Ni–Co) compared with the Ni-electrode. Besides, the bimetallic electrode required less input overpotential energy (η) for the given POH rate under constant current density. Electrochemical impedance spectroscopy (EIS) revealed a significant increase in the number of electrochemical active sites and changed the surface morphology following the electrodeposition of Co over Ni electrodes.     

基于项目的电类课程过程性考核模式的探索与应用

目前高等学校的考核方式存在一定的弊端:考试内容中记忆成分占比较大、考试形式单一、一次考试定成绩、考试反馈不够等等,因此应该加大过程性考核的比例,增加平时成绩的占比,注重学习过程中对知识的积累,针对电类课程特点,课程具有实践性、工程性、创新性,因此探索基于项目的过程性考核方式,促进以学为中心的教学方式,克服教师的满堂灌的现象,提高学生的创新实践能力。     

基于信息化教学平台的“即时互动教学”模式应用——以“报关业务技能”课程为例

“报关业务技能”是报关与国际货运专业的一门专业课程,政策性和实践性都非常强,合适的教学模式对学生专业技能的掌握至关重要。随着“互联网+”越来越多地应用于教育领域,“即时互动”也在教学中成为一种趋势。文章以“超星学习通”作为信息化教学平台,探索即时互动教学模式,并将其应用于教学实践,不断提升教学成效。     

《电机与拖动基础》课程教学改革研究

针对《电机与拖动基础》课程特点和传统教学方法弊端,提出了一系列改革措施。通过引入计算机仿真加深学生对基本概念和基本原理的认知；应用对比教学法有利于学生掌握各知识点的共性和差异；采用问题教学法使学生带着问题去学习,提高学习的针对性；通过规范实验流程、增加设计性和综合性实验,培养学生基本实验设计能力,提高学生理论实践结合能力和创新能力；采用多种考核方式,客观反映学生学习效果,督促学生重视实验过程。     

水利信息网络与信息资源整合共享的必要性研究

长期以来,我国在水利资源管理上存在整体性不足、各自为战的特点,因而在未来发展的过程中,要想提高水利管理的现代化程度,就要重视网络与信息安全结合的整体性,并不断提高研究的层级。基于此,文章主要分析水利信息网络与资源整合共享的必要性,并探讨系统框架分析建设路径,以提高水利网络与信息安全资源共享的实际效果。     

攀西地区钒钛磁铁矿资源开发利用水平评估方法研究

攀西地区钒钛磁铁矿资源丰富,在对该地区在产钒钛磁铁矿矿山开发利用现状调查研究的基础上,结合资源开发、生态保护、经济效益三个方面考虑,提出了一套适用于矿产资源开发利用水平评估的指标体系及评估方法,评估结果充分反应了攀西地区钒钛磁铁矿开发利用现状。      

社会主义核心价值观融入高职英语教学研究

在经济全球化、文化碰撞融合、价值多元化的开放时代,高职学生的价值观形成遇到挑战。社会主义核心价值观兼顾国家、社会、个人三个层面,是新时代中国发展、社会进步和个人发展的根本指针。高职英语课堂是中西文化交融的前沿阵地。为了培养有德行、有技能的新时代劳动者,最终实现“以德立人、以技立业”,高职英语课堂有责任融入社会主义核心价值观,将知识传授、技能培养与德育相结合。     

Malic acid production from renewables: a review

Malic acid derived from fossil resources is currently applied in the food and beverage industries with a medium global production capacity. However, in the transition from a fossil-based to a bio-based economy, biotechnologically produced l -malic acid may become an important platform chemical with many new applications, especially in the field of biopolymers. In this review, currently used petrochemical production routes to dl -malic acid are outlined and insights into possible bio-based alternatives for microbial l -malic acid production are provided. Besides ecological reasons, the possibility to produce enantiopure l -malic acid by microbial fermentation is the biggest advantage over chemical synthesis. State-of-the-art and open challenges concerning production host engineering, substrate choice and downstream processing are addressed. With regard to production hosts, a literature overview is given covering the leading natural production strains of Aspergillus, Ustilago and Aureobasidium, as well as Escherichia coli as the most important engineered recombinant host. The utilization of renewable substrates as an alternative to glucose is emphasized in particular as a key aspect for a competitive bio-based production. Out of the alternative substrates discussed in this review, the industrial side-streams crude glycerol and molasses seem to be most promising for large-scale l -malic acid production. © 2019 The Authors. Journal of Chemical Technology & Biotechnology published by John Wiley & Sons Ltd on behalf of Society of Chemical Industry.     

The effects of augmented virtual science laboratories on middle school students' understanding of gas properties

The Next Generation Science Standards (NGSS) emphasize authentic scientific practices such as developing models and constructing explanations of phenomena. However, research documents how students struggle to explain observable phenomena with molecular-level behaviors with current classroom experiences. For example, physical laboratory experiences in science enable students to interact with observable scientific phenomena, but students often fail to make connections to underlying molecular-level behaviors. Virtual laboratory experiences and computer-based visualizations enable students to interact with unobservable scientific concepts, but students can have difficulties connecting to actual instantiations of the observed phenomenon. This paper investigates how combining physical and virtual experiences into augmented virtual science laboratories can help students build upon intuitive ideas and develop molecular-level explanations of macroscopic phenomena. Specifically, this study uses the Frame, a sensor-augmented virtual lab that uses sensors as physical inputs to control scientific simulations. Eighth-grade students (N = 45) engaged in a Frame lab focused on the properties of gas. Results demonstrate that students using the Frame lab made progress developing molecular-level explanations of gas behavior and refining alternative and partial ideas into normative ideas about gases. This study offers insights for how augmented virtual labs can be designed to enhance science learning and encourage scientific practices as called for in the NGSS.