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研究了Ce对Al—16%Si合金熔体粘滞性的影响。结果表明:Ce的加入增加了合金熔体的粘度,且随着Ce含量的增加粘度值也增加。结合加入Ce的Al—16%Si合金氢含量的变化、凝固组织和DSC曲线研究了熔体结构的变化,分析了粘度与液态结构变化之间的关系。 相似文献
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三盐基硫酸铅的生产工艺条件研究 总被引:2,自引:0,他引:2
介绍了氧化铅法中硝酸铅法生产三盐基硫酸铅两种生产工艺 ,对氧化铅法中硫酸的加入量、酸度、温度、时间等生产条件进行了研究 ,确定了最佳生产工艺条件 ,并对两种方法进行了简单对比 相似文献
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列举了业主规定的压型钢板的涂装配套及膜厚要求,介绍了锌加的涂装工艺、安全与环保、质量检验。 相似文献
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Sn-incorporated folded sheets mesoporous materials (Sn-FSM-16) with various contents of Sn were synthesized by using a mixture of water glass, SnCl4 and NaOH as starting materials. Hexadecyltrimethyl-ammonium chloride (surfactant) was used to intercalate into the layered silicate. The reaction process was followed by measurements of XRD patterns of intermediates. The Sn-FSM-16 was formed via the following mechanism: (1) layered silicates such as - - and -Na2Si2O5 were formed as intermediates by the calcination of the mixture of the starting materials; (2) the surfactant was intercalated into the layered silicates; (3) the surfactant-silicate complex with hexagonal structure was obtained as a precursor of Sn-FSM-16; (4) the precursor was calcined to decompose the surfactant in the interlayer and was changed to Sn-FSM-16. The structural aspect of Sn in Sn-FSM-16 was studied by XPS profiles of Sn 3d
5/2 and Si2p, 29 Si MAS NMR and FTIR. The content of Sn in Sn-FSM increased with increasing concentrations of both Sn and NaOH in the starting materials. The surface area of Sn-FSM-16 decreased with an increase of Sn content in Sn-FSM (1160–620 m2/g). 相似文献
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B. Giesbers B. Rienties D. Tempelaar W. Gijselaers 《Journal of Computer Assisted Learning》2014,30(1):30-50
With the increased affordances of synchronous communication tools, more opportunities for online learning to resemble face‐to‐face settings have recently become available. However, synchronous communication does not afford as much time for reflection as asynchronous communication. Therefore, a combination of synchronous and asynchronous communication in e‐learning would seem desirable to optimally support learner engagement and the quality of student learning. It is still an open question though, how to best design online learning with a blend of synchronous and asynchronous communication opportunities over time. Few studies have investigated the relationship between learners' actual use of synchronous and asynchronous communication over time. Therefore, this study addressed that relationship in an online course (N = 110), taking into account student motivation, and employing a dynamic inter‐temporal perspective. In line with our assumptions, we found some support for the expected association between autonomous motivation and engagement in asynchronous and synchronous communication, be it restricted primarily to the first course period. Also, positive relations between engagement in synchronous and asynchronous communication were found, with the strongest influence from using asynchronous to synchronous communication. This study adds to the knowledge base needed to develop guidelines on how synchronous communication can be combined with asynchronous learning. 相似文献