一流课程《工程热力学》的教学创新研究与实践

《工程热力学》是人类开发和利用能源的重要基础课程,在全球面临化石能源短缺、严重大气污染和全球变暖的时代,是实现新能源开发和节能减排的重要工具,更应该做好一流课程的建设.结合时代要求,本课程改革注重培养学生的科学精神,激发爱国情怀和社会责任感;结合社会对人才的需求,修订教学大纲,引入"以学生为主体,问题为导向,持续改进"...     

对能源检测工作的几点认识

主要阐述了能源检测工作的重要性,从宣贯国家标准、培养复合型人才、完善检测体系、拓宽检测领域、提高检测水平等几个方面论述了如何做好能源检测工作以及能源检测工作今后努力的方向。指出能源检测是做好节能管理工作的基础,对提高企业经济效益具有重要的意义。     

建筑环境与设备工程专业工程热力学教学实践与探索

工程热力学是建筑环境与设备工程专业的专业基础课之一,是该专业毕业生适应多样化相关专业工作的知识源泉,也是部分学生继续深造的理论基础,其重要性不言而喻.在总结出建筑环境与设备专业的工程热力学教学要点后,针对教学中所反映的问题,提出相应的措施.     

工程热力学课程教学改革探讨

工程热力学是一门重要的技术基础课。针对近几年学生在工程热力学考试中的存在的问题逐个分析原因,提出相应的措施,并进行了一些课程教学内容的改革。     

熔盐水化物相变储能材料的应用及理论预测方法

论述了开发新型的熔盐水化物相变储能材料在能源利用领域的意义及必要性;介绍了预测熔盐水化物相图的各种热力学模型及其优缺点;指出吸附晶格的BET热力学模型是预测熔盐水化物相变储能材料的一种好方法。     

BEPCⅡ超导备用腔高功率耦合器测试达到400kW连续波功率

氢能源作为一种零污染、可再生能源日益受到重视,并成为洁净能源研究领域的国际前沿课题和热点。储氢问题是氢能源领域的一项重要课题。目前储氢研究包括化学储氢和物理储氢两个领域。物理吸附利用微孔材料物理吸附氢分子,因其在特定条件下对氢气具有良好、可逆的热力学吸附、脱附性能而受到广泛研究。提高材料对氢气的吸附作用使氢分子更容易、更牢固地吸附在微孔材料的表面或孔腔中,已成为进一步提高微孔材料储氢量的一条重要途径。     

能源新技术新兴产业发展动态与2035战略对策

技术创新深刻影响着全球能源工业的转型发展,发展能源领域新兴产业是立足我国国情现实,满足国家重大战略需求,实现技术创新驱动能源产业发展的需要。本文界定的"能源新技术"不仅涉及可再生能源和核能领域,而且涵盖非常规油气资源开发、传统化石能源的清洁高效转化与利用、能源传输以及终端用能等领域,是具有突破性或颠覆性的能源开发利用技术。在此基础上,明确了能源新技术新兴产业的范畴与定位,分析了当前国内外能源新技术新兴产业发展的现状与趋势,研判了面向2035年的能源新技术新兴产业重点领域与技术方向,详细论述了"十四五"时期我国能源新技术新兴产业发展的思路、目标与重点任务。研究提出:我国应着重发展先进燃煤发电、非常规天然气开发、能源互联网与综合能源服务、核能、风力发电、太阳能光伏发电、太阳能光热发电、生物质能、地热能、氢能源与燃料电池等10个领域41项能源新技术;建议设立9项工程科技攻关项目、1项多能互补分布式能源重大工程以及河北雄安新区和华南沿海地区两个能源新技术集成创新示范区;完善能源新技术及产业发展的顶层设计,并入节能产业,将战略性新兴产业中的"新能源产业"调整为"能源新技术产业"。     

建筑围护结构与暖通空调能量系统热力学基础研究

建筑暖通空调能量系统能耗是建筑能耗的主要组成部分,可以达到降低能耗、提升能源利用率的目的,该文开展建筑围护结构与暖通空调能量系统热力学基础研究,建立建筑围护结构与暖通空调能量系统热力学黑箱模型,对建筑内能量守恒关系进行分析,建筑围护结构与暖通空调能量系统最大理论功计算,基于模型的建筑围护结构与暖通空调能量系统热力学性能分析。通过研究可知,外部可避免损耗超过内部可避免损耗,应同时关注风冷热泵和其他部件造成的损耗,提升系统整体能量利用效率。     

面向机械类专业的《工程热力学》教学内容和教学方法研究与应用

在全球面临能源短缺和环境污染挑战的时代,《工程热力学》已经成为工科学生基础必修课程之一,以提高学生高效用能和节能减排意识,为后续专业课程学习打下扎实基础。结合时代要求和机械类专业特点,在课程的教学目标和教学内容制定上做了一定改进,并详细探讨了教学方法,以期提高教学质量,取得较好的教学效果。     

论复合注浆法在地基加固施工中的应用

注浆技术目前已成为我国岩土工程技术领域的一个重要分支,在土建、市政工程、水利电力、交通能源、隧道、地下铁道、矿井、地下建筑等许多领域有着广泛的应用。复合注浆是一种新型的基础加固技术,经工程实例检验,具有良好的加固效果。本文结合桥墩地基加固工程实例,对复合注浆法加固地基施工工艺进行了简要介绍。     

Research on Adaptability of Construction Project from Point of Ecology

Concept of zoology energy is advanced, zoology energy development trend line and zoology energy development curve of construction project are traced out in this paper. From the point of construction project itself, its adaptability can be shown in its own strong zoology energy, dominant in zoology energy sequence of its engineering population, great niche breath and less superpostion (overlap) in its engineering community. Adaptability of construction project is researched from the angle of ecology which can be taken as basic research of consistent development of construction project, and enrich evaluation system of construction project.     

A Paradigm for Assessing Conceptual and Procedural Knowledge in Engineering Students

Conceptual and procedural knowledge are two mutually‐supportive factors associated with the development of engineering skill. The present study extends previous work on undergraduate learning in engineering to provide further validation for an assessment paradigm capable of quantifying engineering students' conceptual and problem‐solving knowledge. Eight students who were enrolled in an introductory thermodynamics course and four who were enrolled in the course sequel provided verbal protocol data as they used instructional software. They were compared to existing data from a cohort of eleven science and engineering majors who had not taken thermodynamics. The results replicated earlier findings showing more cognitive activity on computer screens requiring overt user interaction compared to text‐based screens. The data also indicated that higher‐ versus lower‐performing students, based on course grades, engaged in more higher‐order cognitive processing. There was no evidence that students gained deeper cognitive processing as they advanced through the engineering curriculum.     

建筑环境与能源应用工程专业实践教学探索

实践教学是工科类高等院校专业教学的重要组成部分,对培养创新型工程应用人才起着决定性作用.针对新建地方本科院校的特点,剖析了当前我校建筑环境与能源应用工程专业在实验教学、课程设计、毕业设计（论文）、实训实习、课外科技创新活动等五个实践教学环节中存在的问题,基于校情和专业现状并借鉴兄弟院校的成功经验,提出可行的解决方案.旨在探索特色办学策略,实现科学发展,为培养本专业复合型工程技术应用人才打好坚实基础.     

An Introduction to Engineering Through an Integrated Reverse Engineering and Design Graphics Project

This paper discusses a new freshman course that merges previous topics in the “Introduction to Mechanical Engineering” and “Engineering Design Graphics” courses into a single integrated teaching effort. The main objective of the new course is to introduce students to mechanical engineering education and practice through lectures and laboratory experiences. A major effort in the course is devoted to a reverse engineering team project. The students are divided into four‐member teams and are instructed to select a simple mechanical assembly for dissection. They study and disassemble their object into basic constituent components, documenting this process with freehand sketches and notes. They use these sketches and other measured dimensions to construct 3‐D solid computer models of each major component. The teams then obtain .STL files of the solid models, which are used to make rapid physical prototypes of their parts. The teams conclude their project activities by generating engineering drawings directly from the 3‐D geometric data base. All of these efforts are integrated, documented, and submitted to the instructor as a final team project report.     

Systematic Design of a First-Year Mechanical Engineering Course at Carnegie Mellon University

Carnegie Mellon University offers a first-year course titled Fundamentals of Mechanical Engineering to introduce undergraduate students to the discipline of mechanical engineering. The goals of the course are to excite students about the field of mechanical engineering early in their careers, introduce basic mechanical engineering concepts in an integrated way, provide a link to the basic physics and mathematics courses, and present design and problem-solving skills as central engineering activities. These goals are met through a combination of real-world engineering examples, classroom demonstrations, and hands-on experience in assignments and laboratories. Over the eleven semesters that this course has been taught, teams of first-year students have designed and assembled energy conversion mechanisms using miniature steam engines and Meccano sets to drive a mobile vehicle or to generate electricity for lighting a bulb. This paper describes the systematic process used to design this course and emphasizes this process of carefully integrating lectures with classroom demonstrations, laboratory experiments and hands-on projects to encourage students' active learning.     

A Freshman Engineering Design Course

At the University of Maryland at College Park, a new freshman engineering design course introduces design through a project approach. This approach has three phases: design, manufacturing and assembly. First, students learn basic engineering concepts by designing a simple product. Next, they manufacture and/or procure the product's components. Finally, they assemble the components and test the finished product. Since drawings for this product are part of the project, students must also learn entry-level computer graphics. Reaction to teaching design so early in the engineering curriculum has been extremely favorable. Students are highly motivated by the design approach and, as a result, learn engineering fundamentals, develop critical thinking skills, learn to cooperate as team members and gain practical hands-on experience.     

An Introduction to Mechanical Engineering Design for Sophomores at Purdue University

Universities play a key role in developing future engineers who understand the full scope of the product realization process, and are well equipped to produce effective, creative solutions to open-ended problems. A key step toward instilling the problem-solving mind-set in students is to lay the proper foundation early. Thus, a new cornerstone course, Introduction to Mechanical Engineering Design, has been developed in the School of Mechanical Engineering at Purdue University to bridge the gap between the freshman science and mathematics courses, and the more traditional mechanical engineering core courses such as thermodynamics, heat transfer, fluid mechanics, and machine design. This paper presents the goals of the new sophomore course, some details of its implementation, and results of the first three offerings. The primary goal of the course is to teach the students effective strategies for solving problems that have many acceptable solutions. This goal is met by a mixture of design theory presentations and design practice in a carefully guided semester-long project. Distinction is made throughout the course between effective problem-solving strategies for single-solution problems, common in math, physics, and chemistry courses for example, and multiple-solution problem-solving strategies. Results from the first three offerings of this course indicate that it is changing the way students approach problems in their later courses. Plans for future revisions of the course are also included.     

Developing On‐Line Homework for Introductory Thermodynamics

Homework in engineering courses is used to develop problem‐solving skills and to provide students with the practice they need in order to achieve mastery of essential concepts and procedures in their disciplines. We describe homework exercises that were developed for introductory thermodynamics and delivered to students via the Internet. Records of student use were created automatically by the computer server. The data revealed students' patterns of software usage in the context of the course; additional data from course instructors revealed the extent to which completing the on‐line homework improved students' in‐class test performance.