The hydrophobicity of the lotus leaf is mainly due to its surface micro-nano composite structure. In order to mimic the lotus structure, ZnO micro-nano composite hydrophobic films were prepared via the three-step meth...The hydrophobicity of the lotus leaf is mainly due to its surface micro-nano composite structure. In order to mimic the lotus structure, ZnO micro-nano composite hydrophobic films were prepared via the three-step method. On thin buffer films of SiO2, which were first fabricated on glass substrates by the so,gel dip-coating method, a ZnO seed layer was deposited via RF magnetron sputtering. Then two different ZnO films, micro-nano and micro-only flowerlike structures, were grown by the hydrothermal method. The prepared films have different hydrophobic properties after surface modification. The structures of the obtained ZnO films were characterized using x-ray diffraction and field-emission scanning electron microscopy. A conclusion that a micro-nano composite structure is more beneficial to hydrophobicity than a micro-only structure was obtained through research into the effect of structure on hydrophobic properties.展开更多
目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名...目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名研究生作为研究对象,采用随机数字表法分为研究组与对照组,每组26名。研究组接受“三步教学法”联合CBL教学模式,对照组接受传统讲授式教学方法(lecture based learning,LBL)。比较两组培训前后考试成绩及学员对教学模式的满意度。结果培训前,两组考试成绩比较差异无统计学意义;培训后,两组考试成绩均高于培训前,且研究组高于对照组,差异有统计学意义(P<0.05)。研究组在影像学检查综合分析能力、临床思维能力、文献阅读水平、团队合作能力、学习兴趣、教学方法方面的满意度均高于对照组,差异有统计学意义(P<0.05)。结论“三步教学法”联合CBL在研究生介入专业选修课教学培训中成效显著,且学员满意度较高。展开更多
基金supported by the Science Fund of Anhui Province,China(Grant No 070414187)the National Fund for Fostering Talents in Basic Science of China(Grant No J0630319/J0103)
文摘The hydrophobicity of the lotus leaf is mainly due to its surface micro-nano composite structure. In order to mimic the lotus structure, ZnO micro-nano composite hydrophobic films were prepared via the three-step method. On thin buffer films of SiO2, which were first fabricated on glass substrates by the so,gel dip-coating method, a ZnO seed layer was deposited via RF magnetron sputtering. Then two different ZnO films, micro-nano and micro-only flowerlike structures, were grown by the hydrothermal method. The prepared films have different hydrophobic properties after surface modification. The structures of the obtained ZnO films were characterized using x-ray diffraction and field-emission scanning electron microscopy. A conclusion that a micro-nano composite structure is more beneficial to hydrophobicity than a micro-only structure was obtained through research into the effect of structure on hydrophobic properties.
文摘目的探讨“三步教学法”联合以案例为基础的教学模式(case-based learning,CBL)在研究生介入专业选修课教学实践中的应用效果。方法选取2019年1月至2022年12月于首都医科大学附属北京佑安医院选修肿瘤微创介入治疗基础与进展课程的52名研究生作为研究对象,采用随机数字表法分为研究组与对照组,每组26名。研究组接受“三步教学法”联合CBL教学模式,对照组接受传统讲授式教学方法(lecture based learning,LBL)。比较两组培训前后考试成绩及学员对教学模式的满意度。结果培训前,两组考试成绩比较差异无统计学意义;培训后,两组考试成绩均高于培训前,且研究组高于对照组,差异有统计学意义(P<0.05)。研究组在影像学检查综合分析能力、临床思维能力、文献阅读水平、团队合作能力、学习兴趣、教学方法方面的满意度均高于对照组,差异有统计学意义(P<0.05)。结论“三步教学法”联合CBL在研究生介入专业选修课教学培训中成效显著,且学员满意度较高。
