共查询到20条相似文献，搜索用时 187 毫秒
1.
微生物燃料电池耦合人工湿地处理废水过程中的产电研究(英文) 总被引：2，自引：0，他引：2
构建了一种连续流无膜人工湿地-微生物燃料电池,其水力停留时间为 2 d. 系统以葡萄糖为基质启动2 ～ 3 d 后,在外接电阻为 1 kΩ时,其稳定输出电流密度高于 2 A /m3,同时,COD 去除率大于 90% . 比较了阴阳极间距为 10,20,30 和 40 cm 的系统. 当间距为 20 cm 时,系统的产电电压、库仑效率和能量密度皆最高,分别为 560 mV,0. 313% 和 0. 149 W /m3,且 COD 去除率也为最高,达到 94. 9%. 此外,各系统中的 DO最低浓度均出现在装置中部. 结果表明,COD 去除率越高,系统产能越高,因而库仑效率也越高. 人工湿地-微生物燃料电池系统作为一种低成本及环境友好的污水处理同步产电技术显示出实际应用潜力. 相似文献
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为提高生物燃料电池的输出功率,降低内阻,构建了直接空气阴极单室生物燃料电池(ACMFC),基质为葡萄糖模拟废水,阴极为空气电极,阳极为泡沫金属.考察了电池的产电性能,结果表明,ACMFC的开路电压为0.576 V,最大输出功率为774.8 mW/m2(或21 458 mW/m3忘废水).放电曲线测试表明,ACMFC首次放电比容量和比能量分别为220.22 mAh/L和106.48 mWh/L.当ACMFC对外供电分别处于活化极化区和欧姆极化区时,非欧姆电阻占总内阻的比例分别为85.8%和76.1%.提高ACMFC产电能力需要同时降低电池的非欧姆内阻和欧姆内阻. 相似文献
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张晶 《三门峡职业技术学院学报》2023,(2):129-135
光催化型微生物燃料电池是一种可同步实现污染物去除和产电两种效能的新型水污染处理技术。研究综述了国内外光催化型微生物燃料电池现状,重点介绍光催化型微生物燃料电池的机理、构型、电极材料、产电微生物和在污染物去除方面的应用,并对其未来发展进行展望。 相似文献
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问题1化学电池的电压高低、电流大小以及电容量多少取决于什么因素?电池的输出电压高低、放电电流大小、使用寿命长短等,是电池设计、制造者首先要考虑的问题.电池的输出电压高低,首先取决于电池的电动势大小.电池的电动势即两极的电势差[正极的电极电位减去负极的电极电位(φ正-φ负),如标准铜锌电池的电动势E=φ(Cu 2+/Cu)-φ(Zn 2+/Zn)=0.34 V-(-0.76 V)=1.10 V]. 相似文献
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基于光生伏特和塞贝克效应设计了一种混合利用光电和热电的聚光光伏及温差发电一体化装置。该装置利用聚光透镜克服了太阳能能流密度低的缺陷,采用紫铜片对光伏电池进行热传递,余热能量通过温差发电装置实现二次发电,从而提高太阳能电池转换效率。为了测试温差发电对装置的影响,分别进行启动和不启动温差系统试验,发现输出电流基本相等,联合发电状态下,输出电压有约0. 5V明显提升。实验结果显示:当温差发电片和聚光光伏电池的负载选择合适的参数时,装置的输出功率提高5. 26%,太阳能转换效率能提高了5. 45%。 相似文献
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钟振忠 《浙江工贸职业技术学院学报》2016,(4):50-53
以微机电制程制作微型燃料电池为研究基础,讨论了集电板开孔率、燃料对流方式、以及电池组装时锁紧力对性能之影响.实验结果表明,相同开孔率集电板,电池性能随集电板开孔数增加而提升;强制对流方式的单电池比较适合高电流密度输出使用,而自然对流式电池较适合低电流长时间输出使用;电池组装之锁紧力必须在不使流道结构变型的情况下增加才能有效提升其性能;由于PDMS基材有比较少的积水现象,因此PDMS基材单电池比硅基材更适合用在自然对流式微型燃料电池上. 相似文献
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《浙江大学学报(A卷英文版)》2015,(1):3
Wei-feng LIU,Shao-an CHENG,2014.Microbial fuel cells for energy production from wastewaters:the way toward practical application.Journal of Zhejiang University-SCIENCE A(Applied Physics&Engineering),15(11):841-961.[doi:10.1631/jzus.A1400277]从废水中回收能量的微生物燃料电池技术:走向实际应用的机遇和挑战 相似文献
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通过手性柱高效液相色谱（HPLC）分析法,从实验室保藏菌种以及采集的土样中筛选出能立体选择性催化帕罗西汀中间体的产脂肪酶的微生物菌株.其中,编号为油4的菌株所产的脂肪酶具有相对较高的催化活力和立体选择性,在反应温度为35℃,反应时间为14 h时,催化水解化反应的底物转化率为39.64%,产物对映体过量值为17.8%. 相似文献
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周兴伟 《数理化学习(高中版)》2016,(4):54+56
化学电源中的燃料电池一直是高考出题的热点内容,通常是以新科技材料为背景设计内容,微生物燃料电池很好的体现了高中化学知识在新科技中的具体化应用,培养了学生兴趣的同时又能提高了他们对知识的应用能力. 相似文献
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Ibtisam Azaiza Varda Bar Igal Galili 《International Journal of Science and Mathematics Education》2006,4(1):45-71
The study investigated elementary school pupils' ideas concerning the concept of electricity and the effect of school instruction on the pupil's views. Pupils of different cultural backgrounds were assessed to ascertain their knowledge in four areas: Relation of certain natural phenomena to electricity; Mental models (images) of direct current in a circuit; Images possessed regarding electricity and electric current. Pupils' ideas were investigated before and after instruction, thus providing information about the effect of instruction on the views of pupils. In construct to the previous findings, certain phenomena (lightning and thunder among them) were related by the pupils to electricity even before those were taught. Evidently, the instruction changed the mental models and images of electricity and electric current. 相似文献
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The present study investigated relationships between gender, interest and experience in electricity, and conceptual change text manipulations on learning fundamental direct current concepts. Conceptual change text has been shown to lead to better conceptual understanding of electrical concepts than traditional didactic text, but previous research suggested that the effect interacted with the gender of the participants. We hypothesized that interest moderated this interaction. In this study, men and women who had higher or lower interest in electricity and greater or lessor experience with electricity read conceptual change or traditional text. When interest level, experience, and prior knowledge were not included in the analysis, both gender and text type produced significant main effects. When interest level, experience, and prior knowledge were included in the analysis, conceptual change text led to better understanding of electricity concepts than did the traditional text, and the effect of gender was eliminated. This finding supports the hypothesis that prior interest level, experience, and knowledge mediate apparent gender differences in learning about electricity. It suggests that conceptual change text manipulations are likely to be effective for both men and women. © 1997 John Wiley & Sons, Inc. J Res Sci Teach 34: 107–123, 1997. 相似文献
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INTRODUCTION Distributed cogeneration technology is a hot topic in electrical and energy industries (Ferguson and Ugursal, 2004). China’s need to limit the power usage in some places to meet the peak power demand in summer of recent years stimulated and supported increasing research on distributed generation tech- nologies. Fuel cells, as renewable energy sources, are considered one of the most promising sources of distributed electrical power. Operational fuel cell systems have perform… 相似文献
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Laurent Liégeois G′erard Chasseigne Sophie Papin Etienne Mullet 《International Journal of Science Education》2013,35(9):1129-1145
This paper reports two studies into the understanding of the concept of potential difference in the current-potential difference-resistance context among 8th-12th graders (Study 1), and the efficiency of a learning device derived from Social Judgment Theory (Study 2). These two studies showed that: (a) when asked to infer potential difference from resistance and current information, most participants only relied on current and ignored or greatly underestimated the importance of resistance information; (b) exposure to an electricity course did not much alter the way participants infer potential difference from resistance and current information; (c) a simple learning device considerably improved the way participants infer potential difference from resistance and current information; and (d) this observed improvement promised to be durable, at least in the short term. 相似文献
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As part of a project concerned with developing a better understanding of the detail of appropriate teaching of direct current
(DC) electricity concepts, extensive individual interviews were conducted with a number of experienced senior high school
physics teachers. These interviews explored teachers’ perceptions of difficulties in student learning and their own teaching
of DC electricity, their uses of models and analogies in this teaching, and their own understandings of the concepts of DC
electricity. Eight high school physics teachers from the Australian state of Victoria were interviewed: three who had a strong
focus on student understanding in their classrooms and five who used more traditional approaches. We also interviewed three
authors of textbooks then currently used in senior high school physics in Victoria, all of whom were also teachers of high
school physics. All but one of these eleven interviewees was a very experienced teacher of DC electricity at the senior high
school level. The interview data are summarized and implications for curriculum and teaching/learning of electricity are considered.
There was a wide range of views among the teachers about the difficulties of both the concepts of DC electricity and the teaching
of these concepts, and about the nature of physics knowledge. A number of the interviewees revealed levels of conceptual understanding
that we see as of concern. Some of the teachers whose understanding causes us concern made clear early in the interview their
view that the concepts of DC electricity were essentially straight forward; in all cases these interviewees had by the end
of the interview reconsidered this position. 相似文献
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许培德 《江西电力职业技术学院学报》2014,(2):13-18
首先阐述了电力市场建设现状和改革目的,介绍了大用户直购电交易的定义,分析了大用户直购电的提出背景及其在国外的应用及取得的成绩,并阐述开展大用户直接购电交易的目的,揭示目前我国大用户直购电交易是电力市场建设发展的必然趋势,最后详细阐述了实行大用户直购电的意义。 相似文献
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In view of the lack of work on the understanding of resistance concept, we studied the understanding that high school students (from the eighth to the twelfth grades) were able to develop with regard to the interrelationships between this concept, and the potential difference and current concepts (Ohm's law). In addition, we explored the immediate effects of exposure to electricity courses on the intuitive mastery of these relationships. The participants were presented with information on potential difference and intensity of current and asked to predict the corresponding resistance values. In this current-potential difference context, the resistance concept was difficult to understand. For the majority of participants, resistance was a direct function of both current and potential difference, which is more reminiscent of the concept of power than of the concept of resistance. The systematic teaching of electricity concepts and Ohm's law had only limited, positive as well as negative, effects on the understanding of these relationships. The implications for education are discussed. 相似文献