Theoretical study on a kind of cyclization mechanism of boron trichloride and hexamethyldisilazane to form the borazine ring for SiBCN ceramics precursor

Borazine rings act as a pivotal part in siliconboroncarbonitride ceramics (SiBCN) for high-temperature stability and great resistance to crystallization. A detailed investigation of the ring formation mechanism will guide the design and synthesis of SiBCN to meet application requirements under extreme conditions. Boron trichloride (BCl₃) and hexamethyldisilazane (HN(SiMe₃)₂) are common raw materials for the synthesis of precursors for SiBCN. In this paper, quantum chemical calculation was used to study the cyclization reaction mechanism between BCl₃ and HN(SiMe₃)₂ to form trichloroborazine (TCBZ) at the MP2/6-31G (d,p) level of theory. We discussed the structure properties, reaction pathways, energy barriers, reaction rates, and other aspects in detail. The results show that BCl₃ and HN(SiMe₃)₂ alternately participate in the reaction process, accompanied by the release of trimethylchlorosilane (TMCS), and that the entire reaction shows an absolute advantage in terms of energy. In the Step by step reaction, lower reaction barriers are formed due to the introduction of BCl₃ with more heat released compared to that for the introduction of HN(SiMe₃)₂. The final single-molecule cyclization and TMCS elimination steps are found to be faster compared to all previous bimolecular reactions.     

变压器内部故障在线检测方法仿真及误差分析

为研究变压器内部故障在线检测方法的有效性及抗干扰性,搭建实际变压器的非线性三维有限元模型.对变压器常见几种类型的内部故障进行详细的结构仿真,通过"场-路耦合法"构建各类型故障的ΔV-I1轨迹.同时,通过对正常绕组的测量信号设置一定的误差,构建了考虑测量误差时的误差轨迹.在此基础上,将正常时的标准轨迹、误差轨迹和各种类型的故障轨迹进行对比分析,通过对ΔV-I1轨迹特征差异的定性分析与定量计算,验证该方法在实际应用中的有效性,总结判断各类型故障的规则,同时针对测量误差所造成的干扰提出了建议.     

Supporting primary students' learning of fraction conceptual knowledge through digital games

With the advent of mobile technologies, well-designed fraction apps can be used to help children gain fraction knowledge, a challenging topic for both teachers and students. The present pilot study adopted a quasi-experimental design to investigate whether children can learn fraction concepts equally well if half of the lesson time (20 min) is replaced with game-based learning. Keeping the total lesson time (40 min) identical, the control group (N = 33) received traditional instruction, and the experimental group (N = 32) was presented with a blended learning approach spending half of the class time (20 min) playing tablet-based fraction games, where each of the learners had their own tablet. The results suggested that in the posttest, the experimental group achieved similar learning gains to the control group and appear to have achieved better performance in the transfer test than the control group. This paper also discusses the efficiency of game-based learning, the mechanism of how fraction games might enhance learning, and the potential of integrating game-based learning in educational settings.