面向航空通信应用的边沿触发器教学设计

研究和分析了面向航空通信应用的边沿触发器教学设计。以边沿触发电路实现原理为核心,引导边沿触发机制的探究式学习；以航空机载网络通信为具体应用背景,引入科学研究和工程实现中实际问题,设计曼切斯特码检测系统实验；使得边沿触发器教学成为“知识再创造”的过程和创新实践的新载体,以期培养新工科背景下的独立、创新和实践精神。     

Design and Optimization of Thick-Walled Cylinders with Load Localization Near the End Face

Strength of Materials - The paper presents a procedure for determining the design parameters of multilayer thick-walled structures with a local load on the inner surface portion located near the...     

中国菊花主题花展及其对行业发展的作用

中国的菊花主题花展(菊花展览)是最重要的赏菊形式,对我国3种主要类型的菊花展览,即综合性菊花展览(中国菊花展览会、国际博览会菊花专项展和各级城市菊花展)、菊花专类园和菊花花田花海的发展现状进行了研究,并分析了菊花展览在促进菊花产业发展、弘扬菊花文化、服务生态文明及美丽乡村建设、加强菊花非物质文化遗产保护中的重要作用,为推动我国菊花展览水平的提高提供借鉴。     

积分中值屈服准则解析厚板轧制椭圆速度场

为解决非线性Mises比塑性功率积分困难以及由此导致的轧制功率解析式难以获得的问题,本文通过建立并利用线性比塑性功率表达式对提出的椭圆速度场进行能量分析,得到了轧制力能参数的解析解.文中通过对变角度屈服函数求积分中值,构建了一个新的屈服准则,它是主应力分量的线性组合,在π平面上的轨迹是逼近Mises圆的等边非等角的十二边形,其基于Lode参数表达式的理论结果也与实验数据吻合较好.同时,根据厚板轧制时金属流动速度从入口到出口逐渐增大的特点,提出了水平速度分量满足椭圆方程的速度场,该速度场满足运动许可条件.通过相应的轧制能量分析,获得了基于线性屈服准则的内部变形功率以及基于应变矢量内积法上的摩擦功率与剪切功率.在此之上,通过泛函的极值变分导出了轧制力矩、轧制力以及应力状态系数的解析解,并与现场实测数据进行了对比,结果表明利用本文提出的屈服准则与速度场所建立的轧制力矩与轧制力模型与实测值吻合较好,其中轧制力误差小于5.3%,轧制力矩误差在6%左右.     

Viscosity of Fe90B x Si(10 − x) melts

High Temperature - The temperature dependences of the viscosity of liquid Fe90B x Si(10 − x) alloys are studied in the mode of heating and subsequent cooling. The temperature dependences of...     

Stamping of Nonuniform Channels. 5. Calculation Methods for Channel Extrusion. 5.1. Formulas

Russian Engineering Research - Formulas are derived for the most important parameters of channel extrusion.     

A conceptualization of intended learning outcomes supporting self‐regulated learners in indicating learning paths

Intended learning outcomes (ILOs) indicate what learners will be able to achieve after they are taught. Traditionally, ILOs are expressed as plain text or unstructured documents. What if all ILOs of a specific course of study can be conceptualized through a structured diagrammatic technique? It was hypothesized that learners can benefit from this conceptualization in learning, especially in self‐regulated learning. The aim of this study was to investigate whether the ILOs represented in unstructured or structured formats can facilitate learners to identify learning paths. The results revealed that the mean ratings of all learning paths were statistically significantly higher with structured ILOs.