碳酸盐岩风化过程中的U－Th不平衡研究－以黔中、黔北为例

为了进一步获得贵州碳酸盐岩风化成土过程的信息，为测定风化成土速率的研究工作奠定基础，本次研究工作通过U－Th的地球化学特征与主量元素、微量元素、稀土元素的地球化学特征的对比研究以及U－Th不平衡来研究贵州两个碳酸盐岩风化剖面的风化成土过程，并得出以下总体认识： 贵州碳酸盐岩风化剖面中的238U－234U－230Th不平衡说明风化剖面中的U－Th不平衡与风化过程密切相关，与风化壳中矿物和铁壳的演化特征密切相关。风化剖面不仅被简单的持续积累或者滤失过程所控制，而且被每一个土层中的复杂的重组过程所影响。U－Th不平衡也说明风化系统的扰动可能与中更新世晚期的气候变化有关。风化剖面中的U－Th不平衡是由母岩碳酸盐岩的风化、风化流体的溶解作用、表土层中的有机质、铁质结核带中的氧化铁矿物以及伊利石、高岭石等粘土矿物对U、Th的吸附作用、α反冲作用以及微生物的还原作用等共同作用的结果。 具体结论如下： （1）两个风化剖面中的U、Th都在半风化层中相对基岩强烈富集，安顺白云岩风化剖面中U、Th在全风化层中下部富集；而遵义石灰岩风化剖面中的U在全风化层中部富集，Th在全风化层上部富集，然后向表土层逐渐减少。 （2）U、Th在半风化层中相对基岩强烈富集，是因为在半风化层中，基岩中的原生矿物发生溶解、蚀变，生成新的次生粘土矿物伊利石，而伊利石对U、Th具有强烈的吸附能力。风化剖面中U、Th的富集主要与地表水的淋滤作用以及铁壳在进一步的风化过程中溶解释放出其中所富集的U、Th，而U、Th向下重新迁移的过程有关。 （3）风化剖面中U、Th的分布特征说明U、Th的含量与风化过程密切相关，与风化壳中的矿物和铁壳的演化特征密切相关。遵义石灰岩风化剖面中U、Th的淋失程度比安顺白云岩风化剖面中U、Th的淋失程度弱也说明了遵义石灰岩风化剖面的风化程度要低于安顺白云岩风化剖面的风化程度。 （4）安顺白云岩风化剖面中，234U/238U在<1和＞1之间交替变化。除在剖面中部，230Th/238U≈1外，230Th/238U基本上都＞1。 （5）安顺白云岩风化剖面中的238U －234U－230Th不平衡表明：安顺白云岩风化剖面中的U－Th不平衡是母岩碳酸盐岩的风化、风化流体的溶解作用、表土层中的有机质、铁质结核带中的氧化铁矿物以及伊利石、高岭石等粘土矿物对234U、230Th的吸附作用、α反冲作用以及微生物的还原作用等共同作用的结果。 （6）遵义石灰岩风化剖面中234U/238U除少数几个点外，大多数采样点的234U/238U都＜1。除了少数几个点外，大部分230Th/238U＞1。 （7）遵义石灰岩风化剖面中的238U －234U－230Th不平衡表明：234U－238U不平衡主要是由地表水和入渗水的溶解作用以及α反冲作用为主要的控制机制。而风化剖面中230Th－238U不平衡主要是由表土层中的有机质、高岭石、氧化铁矿物以及伊利石对230Th吸附作用和α反冲作用共同作用的结果。 （8）将U的迁移模型应用于本研究中的两个碳酸盐岩风化剖面，说明这两个风化剖面都被U的近期积累或者滤失过程所影响，风化系统处于过渡的不稳定状态，并通过U在风化剖面中的重新迁移将系统带回稳定状态。 （9）由等时线定年法计算出的安顺白云岩风化剖面的年龄范围为：87.0±7.8－479.2±47.9ka；遵义石灰岩风化剖面的年龄范围为：62.3±8.7－353.3±31.8ka。 （10）由等时线定年法可知：两个风化系统将在～1.1Ma达到稳定状态。 （11）碳酸盐岩风化剖面应用U的迁移模型得出的U的迁移过程与风化剖面中主量元素和微量元素的迁移特征相吻合，说明模型的选择是正确的。 （12）整个风化剖面的238U－234U－230Th不平衡说明风化剖面中的U－Th不平衡与风化过程密切相关，与风化壳中矿物和铁壳的演化特征密切相关。风化系统的扰动可能与中更新世晚期的气候变化有关。碳酸盐岩风化剖面被U的近期迁移过程所影响，风化剖面中的每一个单元甚至每一个土样都具有复杂的历史。这些单元或者土样是古老的风化历史和近期的重新迁移过程的叠加。

5-13岁儿童对惯性运动的认知发展

Research on naïve physics investigates children’s intuitive understanding of physical objects, phenomena and processes. Children, and also many adults, were found to have a misconception of inertia, called impetus theory. In order to investigate the development of this naïve concept and the mechanism underlying it, four age groups (5-year-olds, 2nd graders, 5th graders, and 8th graders) were included in this research. Modified experimental tasks were used to explore the effects of daily experience, perceptual cues and general information-processing ability on children’s understanding of inertia. The results of this research are: 1) Five- to thirteen-year-olds’ understanding of inertia problems which were constituted by two ogjects moving at the same spped undergoes an L-shaped developmental trend; Children’s performance became worse as they got older, and their performance in the experiment did not necessarily ascend with the improvement of their cognitive abilities. 2) The L-shaped developmental curve suggests that children in different ages used different strategies to solve inertia problems: Five- to eight-year-olds only used heuristic strategy, while eleven- to thirteen-year-olds solved problems by analyzing the details of inertia motion. 3) The different performance between familiar and unfamiliar problems showed that older children were not able to spontaneously transfer their knowledge and experience from daily action and observation of inertia to unfamiliar, abstract inertia problems. 4) Five- to eight-year-olds showed straight and fragmented pattern, while more eleven- to thirteen-year-olds showed standard impetus theory and revised impetus theory pattern, which showed that younger children were influenced by perceptual cues and their understanding of inertia was fragmented, while older children had coherent impetus theory. 5) When the perceptual cues were controlled, even 40 percent 5 years olds showed the information-processing ability to analyze the distance, speed and time of two objects traveling in two different directions at the same time, demonstrating that they have achieved a necessary level to theorize their naïve concept of inertia.