全文获取类型
收费全文 | 61篇 |
免费 | 0篇 |
专业分类
教育 | 35篇 |
科学研究 | 5篇 |
体育 | 20篇 |
信息传播 | 1篇 |
出版年
2021年 | 1篇 |
2020年 | 3篇 |
2018年 | 4篇 |
2017年 | 2篇 |
2015年 | 1篇 |
2014年 | 2篇 |
2013年 | 10篇 |
2012年 | 3篇 |
2011年 | 2篇 |
2010年 | 3篇 |
2009年 | 2篇 |
2008年 | 2篇 |
2007年 | 1篇 |
2006年 | 2篇 |
2005年 | 2篇 |
2004年 | 2篇 |
2003年 | 2篇 |
2001年 | 2篇 |
2000年 | 1篇 |
1998年 | 1篇 |
1994年 | 2篇 |
1991年 | 1篇 |
1989年 | 2篇 |
1988年 | 1篇 |
1986年 | 1篇 |
1979年 | 1篇 |
1976年 | 1篇 |
1974年 | 2篇 |
1973年 | 1篇 |
1972年 | 1篇 |
排序方式: 共有61条查询结果,搜索用时 31 毫秒
1.
2.
3.
Materials of nanoscale size exhibit properties that macroscopic materials often do not have. The same holds for bubbles on the nanoscale: nanoscale gaseous domains on a solid-liquid interface have surprising properties. These include the shape, the long life time, and even superstability. Such so-called surface nanobubbles may have wide applications. This prospective article covers the basic properties of surface nanobubbles and gives several examples of potential nanobubble applications in nanomaterials and nanodevices. For example, nanobubbles can be used as templates or nanostructures in surface functionalization. The nanobubbles produced in situ in a microfluidic system can even induce an autonomous motion of the nanoparticles on which they form. Their formation also has implications for the fluid transport in narrow channels in which they form. 相似文献
4.
5.
6.
7.
8.
9.
10.
Jörn R. Sparfeldt Rumena Kimmel Lena Löwenkamp Antje Steingräber Detlef H. Rost 《Educational Assessment》2013,18(4):214-232
Multiple-choice (MC) reading comprehension test items comprise three components: text passage, questions about the text, and MC answers. The construct validity of this format has been repeatedly criticized. In three between-subjects experiments, fourth graders (N 1 = 230, N 2 = 340, N 3 = 194) worked on three versions of MC items from the Progress in International Reading Literacy Study 2001 reading comprehension test with relevant components successively deleted: “original version” (text, questions, MC-answers), “version without text” (questions, MC-answers), “version without text and without questions” (only MC-answers). Answering correctly the MC items became more difficult as the relevant information was eliminated. In the two narrative fictional texts presented, the students' performance of the version without text was not better than chance. Conversely in the informational (fictional) text, the students' performance of the version without text was better than chance. In the third condition, students' performance was never better than chance. 相似文献