共查询到20条相似文献，搜索用时 281 毫秒
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阐述了逆向工程技术的概念,介绍了逆向工程技术与传统模型制作技术的区别,并从扫描模型的建立、数据采集、数据处理、CAD模型的重建方面,对逆向工程的具体运作过程进行了比较详细的分析和研究.与传统模型制作方法相比,逆向工程技术具有效率高、成本低、操作简单等优点. 相似文献
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在实验教学中加强对本科生创新能力的培养日益受到重视。逆向工程技术是实现在已有产品基础上进行快速创新设计的重要途径,因而提出了面向产品创新设计的逆向工程技术实验。首先应用关节臂测量机来获取实体模型的点云数据,再用逆向软件对点云数据进行从点阶段到多边形和曲面阶段的一系列处理生成CAD模型,最后通过概念设计并结合正向软件对已有模型进行改进,实现创新设计。以一款手机壳模型的创新设计为例对实验教学流程进行了说明。该实验不仅能让学生掌握逆向工程的流程,并在此基础上进行创新设计,对提高学生的创新意识和设计能力具有重要的促进作用。 相似文献
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基于Catia的汽车车身逆向设计方法研究 总被引：1，自引：0，他引：1
于哲峰 《鞍山师范学院学报》2011,13(2):15-18
研究Catia软件在逆向工程中的应用方法,并利用Catia软件中逆向工程设计的功能模块,处理三坐标测量仪得到的点云数据并整合得到三围模型.本文对汽车车门的点云数据进行处理,应用Catia软件进行逆向设计,体现出较强的可行性和有效性,并对在车身设计的逆向工程中存在的问题进行了有益的探讨. 相似文献
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赵娜 《晋城职业技术学院学报》2023,(6):85-87
以装饰鱼的设计为例,提出以逆向工程数字化设计为基础的思路,通过三维数字化扫描、数据处理、逆向建模、3D打印和正向创新设计的过程,实现了模型的快速重构和创新,提高了工艺品的开发能力,降低了研发成本。 相似文献
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随着测量技术和计算机技术的发展,利用逆向工程技术对产品进行建模、仿真、优化及新产品开发成为现代设计的一大特点。阐述逆向工程的基本概念、产品几何形状的数字化技术、测量数据的预处理技术、模型重建等,并对逆向工程的未来趋势进行了展望。 相似文献
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本文论述了快速逆向工程的系统框架及其关键技术，系统集成是逆向工程的核心，关键技术是其支撑。简要阐述了逆向工程的基本内涵及其工作过程；构建了快速逆向工程系统结构框架；重点分析了快速逆向工程的关键技术-快速仿形测量、曲面重构与快速原型技术；最后对快速逆向工程中存在的问题进行了讨论。 相似文献
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基于COMET测量系统的逆向工程实验教学 总被引：1，自引：1，他引：0
提出了先进设计制造领域的逆向工程技术实验课程,给出了实施方案。通过实践证明,学生利用COMET光学测量系统以及相关的CATIA软件平台,对产品模型进行逆向造型设计,不仅能够了解产品的快速设计开发技术,而且有利于学生对逆向工程基本原理和关键技术的掌握,从而增强学生的工程实践和创新设计能力。 相似文献
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张之沧 《淮阴师范学院学报(哲学社会科学版)》2005,27(3):301-306,311,419
理查德·罗蒂立足后现代主义、解构主义、文化自由主义、相对主义和后哲学文化论,建立的协同性实用主义,批判分析哲学、现象学、传统的认识论、反映论、符合论和真理观,肯定解释学的功能与教化作用,否定客观性、绝对性、永恒性和不变性,反对理性主义、科学主义和实在论,主张解构形而上学,创立无冕哲学,提倡工具主义、约定主义、实用主义、多元主义,以及心灵与社会的协同性作用。 相似文献
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劳伦斯与非理性主义 总被引：1，自引：0，他引：1
刘洪涛 《北京师范大学学报(社会科学版)》2006,(3):41-48
以叔本华、尼采、弗洛伊德为代表的非理性主义是劳伦斯小说创作的思想基础。受叔本华影响,劳伦斯把生存意志作为人物行动的基本动力,这主要表现为向性力和精神占有欲。受尼采影响,劳伦斯赞美躯体,重视生命的内在能量和自我超越性,并与基督教决裂,成为西方基督教道德观的激烈批判者。劳伦斯在性与无意识这两个领域,对弗洛伊德精神分析理论有接受,也有超越。弗洛伊德与劳伦斯都把性、无意识与文明对立起来,但弗洛伊德进行的是否定性研究,强调对其疏导和控制,劳伦斯则认为性与无意识是原初的创造性力量,是生活的源泉,是对抗人之社会化和理性化的正面力量。非理性主义丰富和深化了劳伦斯对现代人心理世界的理解,加强了他的小说的社会批判力量。 相似文献
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着重描述湖南邵东保和堂柳东早二叠世早期栖霞组底部首次发现的史塔夫 (Staffella)类动物群 ,共 5属 2 0种 ,这五属分别是史塔夫亚科的 Staffella,Pseudoendothyra,Nankinella和卡勒亚科的 Sphaerulina,Pisolina.该类动物群笔者曾命名为 Pseudoendothyra jazvensis带 .这一发现不仅填补了湘东南栖霞组生物地层学研究的空白 ,而且对我国南方石炭、二叠纪的生物地层划分提供了新的依据 相似文献
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作为教法中的教学模式系统,是由要素构成的。已有的成功的教学模式,其所构成的共同要素是:目、趣、序、思、练、诊、结七者。 相似文献
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Elizabeth Cavicchi 《Interchange》2008,39(4):415-442
A teacher and a college student explore experimental science and its history by reading historical texts, and responding with
replications and experiments of their own. A curriculum of ever-widening possibilities evolves in their ongoing interactions
with each other, history, and such materials as pendulums, flame, and resonant singing tubes. Narratives illustrate how questions,
observations, and developments emerge in class interactions, along with the pair’s reflections on history and research. This
study applies the research pedagogy of critical exploration, developed by Eleanor Duckworth from the interviewing of Piaget
and Inhelder and exploratory activities of the 1960s Elementary Science Study. Complexity as the subject matter opens up possibilities
which foster curiosity among participants. Like Galileo, Tyndall, Xu Shou, and others, this student recurrently came upon
new physical behaviors. His responses to these phenomena enabled him to learn from yet other unexpected happenings. These
explorations have implications for opening up classrooms to unforeseen possibilities for learning.
Teaching . . . is more about a conscientious participation in expanding the space of the possible by creating the conditions for the emergence of the not-yet-imaginable. . . . Teaching, like learning, is not about convergence onto a pre-established truth, but about divergence - about broadening what can be known and done. In other words, the emphasis is not on what is, but what might be brought forth. Teaching thus comes to be a participation in a recursively elaborative process of opening up new spaces of possibility while exploring current spaces. (Davis & Sumara, 2007, p. 64)相似文献
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A K Nandakumaran 《Resonance》2006,11(12):45-55
In this article, we present certain topics such as quadrature of planar regions, introduced prior to the invention of calculus
by Newton, and consider his other mathematical contributions, to binomial theorem and infinite series, cubics, theory of equations
and imaginary roots. As the development of calculus and its enormous applications are well known, we will not discuss much
about it.
Earlier, he was in TIFR, Bangalore. His research interests include partial differential equations, homogenization, controllability
and control problems, analysis, etc. 相似文献
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隐性衔接语篇连贯指的是不含显性衔接手段,如替代,省略,重复等,实现语义连贯的语篇。作为一种特殊的语言现象,隐性衔接语篇也是一种心理上的表征,是人类对认识世界的经验总结从语言上的反应。理想化认识模型（ICM）是人们在特定的文化背景中对某领域中的经验和知识所作出的抽象的、统一的、理想化的理解,它具有关联性、选择性、典型性,体验性等特征。正是因为人类对认知世界的体验,形成各种认知模型（CM）,而认知模型（CM）稳定而有规律,具有典型性特征。在认知过程中,各种认知模型（CM）之间的互相关联与相互选择,正好为人们解读隐性衔接语篇提供了认知上的新视角。 相似文献
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M. Gail Jones Ron Blonder Grant E. Gardner Virginie Albe Michael Falvo Joel Chevrier 《International Journal of Science Education》2013,35(9):1490-1512
Nanotechnology has been touted as the next ‘industrial revolution’ of our modern age. In order for successful research, development, and social discourses to take place in this field, education research is needed to inform the development of standards, course development, and workforce preparation. In addition, there is a growing need to educate citizens and students about risks, benefits, and social and ethical issues related to nanotechnology. This position paper describes the advancements that have been made in nanoscale science and nanotechnology, and the challenges that exist to educate students and the public about critical nanoscience concepts. This paper reviews the current research on nanotechnology education including curricula, educational programs, informal education, and teacher education. Furthermore, the unique risks, benefits and ethics of these unusual technological applications are described in relation to nanoeducation goals. Finally, we outline needed future research in the areas of nanoscience content, standards and curricula, nanoscience pedagogy, teacher education, and the risks, benefits, and social and ethical dimensions for education in this emerging field. 相似文献
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陈金香黄川聪周涛吴玉萍 《福建工程学院学报》2021,(3):211-215
在氮气保护下,制备了3种二芳基乙烯化合物1o、2o 和3o,通过核磁共振进行结构表征,运用紫外-可见吸收光谱对其光致变色性能进行研究。在紫外光照射下,3种化合物在可见光区均出现了特征的关环吸收峰,最大吸收波长分别为440、511和605nm,溶液的颜色分别由无色变为黄色、红色和蓝色,到达光稳态时间分别为150、160和600s。到达光稳态的溶液在可见光照射下,发生开环反应,溶液颜色由有色恢复到无色。实验结果表明,乙烯环与二芳基不同位点的连接影响着二芳基乙烯分子的π-π共轭性,从而影响化合物的光致变色性能。 相似文献
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Virginia W. Berninger William D. Winn Patricia Stock Robert D. Abbott Kate Eschen Shin-Ju Lin Noelia Garcia Marci Anderson-Youngstrom Heather Murphy Dan Lovitt Pamala Trivedi Janine Jones Dagmar Amtmann William Nagy 《Reading and writing》2008,21(1-2):95-129
Two instructional experiments used randomized, controlled designs to evaluate the effectiveness of writing instruction for
students with carefully diagnosed dyslexia, which is both an oral reading and writing disorder, characterized by impaired
word decoding, reading, and spelling. In Study 1 (4th to 6th grade sample and 7th to 9th grade sample), students were randomly
assigned to orthographic or morphological spelling treatment but all students were taught strategies for planning, writing,
and reviewing/revising narrative and expository texts. Both treatments resulted in improvement on three measures of spelling
and one measure of composition. Morphological treatment resulted in better improvement in spelling pseudowords, whereas orthographic
treatment resulted in better improvement in rate of reading pseudowords. In Study 2 (4th to 6th grade sample), students were
randomly assigned to explicit language treatment (phonological working memory + phonological-orthographic spelling + science
report writing training) or nonverbal problem solving treatment (virtual reality-based computer simulation, drawing maps,
and building clay models). Both treatments used science content material and resulted in significant improvement in spelling
and reading pseudowords (accuracy and rate). The surprising finding was that hands-on, engaging science problem solving led
to more improvement in phonological working memory than did specialized phonological instruction. Only when spelling instruction
emphasized orthography or morphology (Study 1) did real word spelling improve.
Preparation of this chapter was supported by Grant Nos. HD25858 and P50 33812 from the National Institute of Child Health
and Human Development (NICHD).
In Study 1 teaching assistants included Sylvia Abbott, Marci Anderson-Youngstrom, Belle Chennault, Kate Eschen, Noelia Garcia,
Sandra Hiramatsu, Lynn Junell, Julia Kim, Stephanie King, Shin-Ju (Cindy) Lin, Rebecca Metzger, Heather Murphy, Jennifer Norton,
Sue Palewicz, Rebecca Pirie, and Suzanna West. Also on the assessment team were Sylvia Abbott, Belle Chenault, Kate Eschen,
and Rebecca Pirie. Certified teachers Diana Hoffer and Christina Johnson implemented the composition lessons written by the
first author. In Study 2, teaching assistants included Nicole Alston-Abel, Leah Altemeier, Wade Altom, Marci Anderson-Youngstrom,
Annie Boyd, Nicole Garcia, Laura Gould, Marta Holsinger, Yen-Ling Lee, Shin-Ju (Cindy) Lin, Laurie McCarthy, Heather Murphy,
Hema O’Shea, Michelle Proux, Kristine Tardiff, and Kari Terjeson. Janine Jones supervised the assessment team. Margaret McShane
and Doug Stock served as administrative assistants. 相似文献