共查询到20条相似文献，搜索用时 645 毫秒
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袁其辉 《闽西职业技术学院学报》2001,(4):87-88
利用计算程序,从稳定、应力计算方面,对重力式浆砌石堤的各种断面形式,取不同的计算参数,特别是非常情况下防洪堤内外水位差值,进行计算,分析其对断面稳定的影响,进而提出适应山区河流的堤型结构。 相似文献
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施炜 《漯河职业技术学院学报》2009,8(5):49-51
在电网互联越来越紧密的今天,对于大型互联电力系统的一个子系统进行在线电压稳定评估时,准确计算外网对于内部系统电压稳定的贡献是至关重要的。要解决这样的问题,使得电压稳定计算能适应电网互联的发展趋势的需要,就需要利用到互联电网的分解协调计算。在分解协调计算模式下,各分区在各自进行分区内独立计算的时候,通过网络数据交换,实时获得外网的等值数据,从而获得与全网计算相同的结果。 相似文献
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党育哲 《十堰职业技术学院学报》1995,(3)
本文介绍了调速阀“最小稳定压差值”的理论计算方法.计算表明,不同结构参数、使用参数和稳流要求的调速阀所必须的“最小稳定压差值”有程度不同的差异.具体计算调速阀“最小稳定压差值”,为合理使用,为这方面的深入研究提供了方便. 相似文献
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本文结合工程实例，介绍碗扣式悬挑钢管脚手架的荷载计算，整体稳定和单肢稳定计算等设计方法。 相似文献
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《佳木斯教育学院学报》2019,(11)
土坡稳定分析是土力学重要的教学内容之一。条分法是进行土坡稳定分析的一种经典算法,目前仍被普遍使用。但条分法步骤较多,计算量庞大,并且容易出错。土坡稳定分析的教学过程容易被条分法的计算细节所影响,授课效果不理想。本文介绍了边坡计算软件SLIDE在土坡稳定分析教学中的应用,在掌握了土坡稳定分析的条分法的基本原理和计算步骤之后,利用SLIDE软件分析土坡的稳定性,确定最危险滑动圆弧的安全系数。SLIDE软件应用于土坡稳定的分析的教学不仅可以激发学生的学习兴趣,显著提高教学效果,而且能够培养学生利用工程软件解决实际问题的能力。 相似文献
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丁晓玲 《濮阳职业技术学院学报》2009,22(6):146-147
本文对各种软土坝基上堤坝在静、动力作用下的稳定性规律进行研究,分析了软基上堤坝极限高度计算、抗滑稳定计算和动力计算,使堤坝在满足稳定的条件下,尽可能地增高以满足设计要求,充分发挥其经济和防洪效益。 相似文献
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库岸稳定问题是水利工程中十分重要和常见的工程问题。组成岸坡岩土体可分为岩石岸坡和土质岸坡。本文结合南宁市邕宁梯级工程,对影响岩石岸坡的稳定因素进行探讨,并通过"岩土软件GEO5"进行计算,计算结果表明:坡外河水位及岩体裂隙水位的变化对岸坡稳定影响显著,坡外河水位对边坡稳定有利,裂隙水对边坡稳定不利。 相似文献
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介绍了冷弯薄壁型钢结构的一系列优点,对外冷弯薄壁型钢轴心受压构件稳定承载力的计算原理进行了简单的总结,并详细说明了我国规范关于冷弯薄壁型钢轴心受压构件稳定承载力的计算方法. 相似文献
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本文运用主稳定函数法和连接图稳定性方法对五种类型网络的全局同步能力进行比较。实验结果表明，主稳定函数法对阈值计算精确度高但麻烦，连接图稳定性方法不需要计算指数和耦合矩阵的特征值，由于定理条件的充分性，导致阈值计算结果和实际相比偏大。 相似文献
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程娟 《扬州职业大学学报》2014,(2):37-39
建筑结构的施工常通过搭设各种脚手架完成。在超高层建筑施工中导轨框架式爬升脚手架应用越来越广泛,文章在对导轨框架式爬升脚手架进行简单介绍的基础上,以某工程实例为依据,讨论了导轨框架式脚手架的布置、安装、搭设施工要点以及安全防护措施。 相似文献
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Klaus Nielsen 《Studies in Continuing Education》2013,35(3):247-261
This article proposes the need to address scaffold instructions from a situated learning perspective. Based on an empirical study of how apprentice bakers learn their trade, it is claimed that studies of learning at the workplace yield important insights into our understanding of scaffold instructions. Seen from the perspective of the apprentices, scaffold instruction represents access to more responsibility in practice, it supports their identities as future bakers and they learn bodily know-how. When scaffold instruction failed, it was often in relation to situations where the apprentices were placed in marginal positions in the community of practice or in relation to a central workplace situation. 相似文献
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Chun-mao Han Li-ping Zhang Jin-zhang Sun Hai-fei Shi Jie Zhou Chang-you Gao 《Journal of Zhejiang University. Science. B》2010,11(7):524-530
To create a scaffold that is suitable for the construction of tissue-engineered skin, a novel asymmetric porous scaffold with
different pore sizes on either side was prepared by combining a collagen-chitosan porous membrane with fibrin glue. Tissue-engineered
skin was fabricated using this asymmetric scaffold, fibroblasts, and a human keratinocyte line (HaCaT). Epidermal cells could
be seen growing easily and achieved confluence on the fibrin glue on the upper surface of the scaffold. Scanning electron
microscopy showed typical shuttle-like fibroblasts adhering to the wall of the scaffold and fluorescence microscopy showed
them growing in the dermal layer of the scaffold. The constructed composite skin substitute had a histological structure similar
to that of normal skin tissue after three weeks of culture. The results of our study suggest that the asymmetric scaffold
is a promising biologically functional material for skin tissue engineering, with prospects for clinical applications. 相似文献
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语文是一门充满人文情怀的学科,如何提升学生对于语文学习的兴趣,理解文字背后的意义是当下语文任课教师应当思考的重要问题。本文立足于高中语文教学的真实情况,从“支架构建的理论内涵”“支架教学模式在课程实践中的运用”两方面出发,对于如何促进教育教学中学习支架的构建进行分析与探究。 相似文献
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We investigated the structural behavior and bearing capacity of system scaffolds. The research showed that the critical load of a system scaffold structure without diagonal braces is similar to that of a door-shaped steel scaffold structure. Joint stiffness between vertical props in system scaffolds can be defined based on a comparison between analytical and experimental results. When the number of scaffold stories increases, the critical loads of system scaffolds decrease. Diagonal braces markedly enhance the critical load of system scaffolds. The coupling joint position between vertical props should be kept away from story-to-story joints to prevent a reduction in critical loads. The critical load of a system scaffold decreases as the quantity of extended vertical props at the bottom of the structure increases. A large Christmas tree set up by system scaffolds under various loads was used as an example for analysis and to check the design of system scaffolds. 相似文献
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具身认知强调认知是身体参与的认知,通过身体、环境、感知、心智的互动融合完成知识的表征。科技场馆借助实体场馆与先进信息技术的融合,构建了具身学习的场域。文章首先基于具身认知理论,在科技场馆的具身学习中融合三种环境(即物理环境、社会环境和心理环境)和三类具身(即实感具身、实境具身和离线具身),设计了科技场馆学习支架。随后,文章在“电流的磁效应”主题学习中开展了两轮迭代设计研究,验证科技场馆学习支架的应用效果。最后,文章形成了修正后的科技场馆学习支架,以提升学习者身体在场的行动参与感,帮助学习者身体体验的内化与经验建构,为学习者在科技场馆中的具身学习提供有效的学习支持。 相似文献
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Policy documents in science education suggest that even at the earliest years of formal schooling, students are capable of constructing scientific explanations about focal content. Nonetheless, few research studies provide insights into how to effectively provide scaffolds appropriate for late elementary‐age students' fruitful creation of scientific explanations. This article describes two research studies to address the question, what makes explanation construction difficult for elementary students? The studies were conducted in urban fourth, fifth, and sixth grade classrooms where students were learning science through curricular units that contained 8 weeks of scaffold‐rich activities focused on explanation construction. The first study focused on the kind and amount of information scaffold‐rich assessments provided about young students' abilities to construct explanations under a range of scaffold conditions. Results demonstrated that fifth and sixth grade tests provided strong information about a range of students' abilities to construct explanations under a range of supported conditions. On balance, the fourth grade test did not provide as much information, nor was this test curricular‐sensitive. The second study provided information on pre–post test achievement relative to the amount of curricular intervention utilized over the 8‐week time period with each cohort. Results demonstrated that when taking the amount of the intervention into account, there were strong learning gains in all three grade‐level cohorts. In conjunction with the pre–post study, a type‐of‐error analysis was conducted to better understand the nature of errors among younger students. This analysis revealed that our youngest students generated the most incomplete responses and struggled in particular ways with generating valid evidence. Conclusions emphasize the synergistic value of research studies on scaffold‐rich assessments, curricular scaffolds, and teacher guidance toward a more complete understanding of how to support young students' explanation construction. © 2011 Wiley Periodicals, Inc. J Res Sci Teach 49: 141–165, 2012 相似文献