提高硬质合金工具使用寿命的研究

通过改变硬质合金剩余应力类型和状态，改善了硬质合金的性能，提高了硬质合金工具的使用寿命。     

凸轮的表面裂纹分析

本文对一凸轮的表面裂纹进行了分析。渗碳后表层残余奥氏体含量过高级网状碳化物导致该凸轮在精磨过程中出现了磨削裂纹，本文还提出了二次回火或冰冷处理等改进措施来防止磨削裂纹的产生。     

Effect of RE on Granulation of Eutectic Carbide in Ledeburite Steel

ＲｅｃｅｎｔｌｙｔｈｅｂｅｎｅｆｉｃｉａｌａｃｔｉｏｎｓｏｆＲＥｏｎｉｒｏｎａｎｄｓｔｅｅｌｓｈａｖｅｂｅｅｎｒｅｐｏｒｔｅｄａｒｏｕｎｄｔｈｅｗｏｒｌｄ．ＲＥｃａｎｎｏｔｏｎｌｙｄｅｏｘｉｄｉｚｅａｎｄｄｅｓｕｌｐｈｕｒｉｚｅｔｈｅｍｅｌｔａｎｄｆ...     

关于无限棒束间流动和传热特性的数值研究

应用非线性ｋε湍流模式，采用非正交曲线坐标系下求解三维ＮＳ方程的非交错网格有限体积方法，数值模拟了充分发展条件下，三角形排列无限棒束间通道内，不同的几何参数（Ｐ／Ｄ），雷诺数（Ｒｅ）下的流动和传热问题。给出了不同参数下的速度和温度分布以及湍流二次流动，分析了几何参数、雷诺数及二次流对棒束内流动和传热特性的影响，得到了不同参数下通道的摩擦系数和Ｎｕｓｅｌｔ数，并与经验关系式作了比较     

地基基础与上部结构共同作用和结构次生应力问题

本文考虑到上部结构与地基基础共同作用的事实,着重分析上部结构参与共同作用导致的内力重分布——次生应力问题。通过多个理论与实验的结果,对不同地基和基础条件下的次生应力进行了定量分析,探讨了造成次生应力的各种因素以及对建筑结构带来的危害。     

Disinfection of wastewaters: high-energy electron vs gamma irradiation

A study was undertaken to examine the sensitivity of a wastewater population of coliphage, total coliforms and total flora present in raw sewage and secondary effluent after irradiating with similar doses delivered by a high-energy electron beam and y -radiation. The electron beam study was conducted on a large scale at the Virginia Key Wastewater Treatment Plant, Miami, Fla. The facility is equipped with a 1.5 MeV, 50 mA electron accelerator, with a wastewater flow rate of 8 ls⁻¹. Concurrent y-radiation studies were conducted at laboratory scale using a 5000 Ci, ⁶⁰Co y -source. Three logs reduction of all three test organisms were observed at an electron beam dose of 500 krads, while at least four logs reduction were observed at the same dose utilizing the y-source.     

10MeV中子引起的~（238）U，~（209）Bi，Fe和~9Be的次级中子

１０ＭｅＶ中子引起的￣（２３８）Ｕ，￣（２０９）Ｂｉ，Ｆｅ和￣９Ｂｅ的次级中子双微分截面测量祁步嘉，唐洪庆，周祖英，周陈维，沈冠仁，柯尊建，孙振强，夏海鸿（中国原子能科学研究院核物理所，北京２７５－４６信箱，１０２４１３）次级中子双微分截面是核工程设...     

高效辐射换热器的研制

本文所介绍的高效辐射换热器是指在其环缝通道中安装有网状二次传热面的辐射换热器，用对比实验方法研究了它们在空气预热温度、给热系数和阻力系数上的差别．实验表明：高效辐射换热器可强化空气侧的传热，其综合传热系数达５９Ｗ／（ｍ２·℃），而阻力系数可控制在３０００Ｐａ以内．     

Mine,ours, and yours: Whose engagement and prior knowledge affects individual achievement from online collaborative learning?

In computer-supported collaborative learning research, studies examining the combined effects of individual level, group level and within-group differences level measures on individual achievement are scarce. The current study addressed this by examining whether individual, group and within-group differences regarding engagement and prior knowledge predict individual achievement. Engagement was operationalised as group members' exhibited activities in the task space (i.e., discussing domain-content) and social space (i.e., regulating ideas, actions and socioemotional processes). Prior knowledge and achievement were operationalised as group members' performance on a domain-related pre-test and post-test, respectively. Data was collected for 95 triads of secondary education students collaborating on a complex business-economics problem. Subsequently, three different multilevel models were tested to examine the combined effect. First a model with the individual level measures (model 1) was tested and in subsequent models the group level measures (model 2) and within-group levels measures (model 3) were added. Findings indicate model 2 showed the best fit; group members' individual engagement in the social space activities as well as the groups' average prior knowledge positively predicts individual achievement. No effects were found for either group members' or groups' engagement in the task space and for the within-group differences.     

Inquiry-based mobile learning in secondary school science education: A systematic review

Recent years have seen a growing call for inquiry-based learning in science education, and mobile technologies are perceived as increasingly valuable tools to support this approach. However, there is a lack of understanding of mobile technology-supported inquiry-based learning (mIBL) in secondary science education. More evidence-based, nuanced insights are needed into how using mobile technologies might facilitate students' engagement with various levels of inquiry and enhance their science learning. We, therefore, conducted a robust systematic literature review (SLR) of the research articles on mIBL in secondary school science education that have been published from 2000 to 2019. We reviewed and analysed 31 empirical studies (34 articles) to explore the types of mIBL, and the benefits and constraints of mIBL in secondary school science education. The findings of this SLR suggest new research areas for further exploration and provide implications for science teachers' selection, use and design of mIBL approaches in their teaching.