Rapid quantitative detection of Yersinia pestis by lateral-flow immunoassay and up-converting phosphor technology-based biosensor

Up-converting phosphor technology (UPT)-based lateral-flow immunoassay has been developed for quantitative detection of Yersinia pestis rapidly and specifically. In this assay, 400 nm up-converting phosphor particles were used as the reporter. A sandwich immumoassay was employed by using a polyclonal antibody against F1 antigen of Y. pestis immobilized on the nitrocellulose membrane and the same antibody conjugated to the UPT particles. The signal detection of the strips was performed by the UPT-based biosensor that could provide a 980 nm IR laser to excite the phosphor particles, then collect the visible luminescence emitted by the UPT particles and finally convert it to the voltage as a signal. V-T and V-c stand for the multiplied voltage units for the test and the control line, respectively, and the ratio V-T/V-C is directly proportional to the number of Y pestis in a sample. We observed a good linearity between the ratio and log CFU/ml of Y pestis above the detection limit, which was approximately 10(4) CFU/mI. The precision of the intra- and inter-assay was below 15% (coefficient of variation, CV). Cross-reactivity with related Gram-negative enteric bacteria was not found. The UPT-LF immunoassay system presented here takes less than 30 min to perform from the sample treatment to the data analysis. The current paper includes only preliminary data concerning the biomedical aspects of the assay, but is more concentrated on the technical details of establishing a rapid manual assay using a state-of-the-art label chemistry. (c) 2006 Elsevier B.V. All rights reserved.

不同学习策略对改变学生物理要领错误的影响

In the field of misconceptions research, previous research was focused mainly on the effect of naive concepts on the learning of scientific concept. In this study, from the viewpoint of declarative and procedural knowledge, conceptual errors on Newtonian mechanics were studied comparatively between high-performance and low-performance students. Furthermore, the effects of self-explain learning strategies and reflective learning on the change of subjects' conceptual errors were explored. The result of experiments indicated: 1. There was significant difference in the number of conceptual errors of declarative and procedural knowledge between high-performance students and low-performance students. And Low-performance students made more conceptual errors of procedural knowledge than that of declarative knowledge. For high-performance students, there was no distinct difference between these two kinds of errors. 2. In the distribution of conceptual errors, most errors of declarative knowledge were mainly focused on the understanding of concepts of friction and acceleration. The errors of procedure knowledge most errors concentrated on the judgment of vector direction and the conceptual understanding. 3. Compared with high-performance students, the representation of conceptual declarative knowledge of low-performance students is less complex, more concrete and context bound. 4. The comparative analysis of problem-solving strategies showed: high-performance students preferred to apply analytic strategy, solving problems based on physical concepts and principles; low-performance students preferred to use context strategy, solving problem according to the literal meaning of problems, subjective and groundless presumption and wrong concepts and principles. 5. Self-explain strategies can help students correct their conceptual errors effectively. Reflective learning could help students to correct the concept errors in some degree, but the distinct effect was not observed.