Studying on the increasing temperature in IT-SOFC： Effect of heat sources   总被引：1，自引：1，他引：1  

ZITOUNI Bariza BEN MOUSSA Hocine OULMI Kafia 《浙江大学学报(A卷英文版)》2007,8(9):1500-1504

The dimensions and the materials type limit the performance of fuel cell. The increase of the temperature in electrodes and electrolyte of the cell,is due to the over potential of activation (transfer of load),the over potential Ohmic (resistance of polarization),the over potential of reaction (heat released by the chemical reaction) and the over potential of diffusion. In this paper,we studied the thermo-electrical performance of an intermediate temperature solid oxide fuel cell (IT-SOFC) with electrode supported. The aim of this work is to study this increasing temperature of a single cell of an IT-SOFC under the influence of the following parameters: heat sources,functioning temperature and voltages of the cell,geometric configuration and materials type. The equation of energy in one dimension is numerically resolved by using the method of finite volumes. A computing program (FORTRAN) is developed locally for this purpose in order to obtain fields of temperature in every element of the cell.  相似文献   

Low frequency oscillatory flow in a rotating curved pipe     

陈华军  章本照  苏霄燕 《Journal of Zhejiang University. Science. B》2003,(4)

INTRODUCTIONThemotionoftheflowinarotatingcurvedpipeisafundamentalproblem ,whosesolutionhaspotentialapplicationsingasturbines ,elec tricgenerators ,electricmotorsandsomeequip mentsusedinseparationprocesses.Itisimpor tanttoknowtheflowstructurecharacteristic…  相似文献   

语文教学与儿童发展     

田本娜 《湖南第一师范学报》2002,2(2):64-69

“发展”是目前语文教学中普遍使用的术语，要正确理解它，既要学习传统教学发展理论，又要学习现代教学发展理论。小学语文教学的发展目标就是发展学生的语言能力、思想、情感及审美能力、思维能力，使他们掌握学习方法，养成良好的学习习惯。  相似文献   

Information effects on the response-reinforcer association     

Ben A. Williams 《Learning & behavior》1978,6(4):371-379

Pigeons were trained on a discrete-trial delayed reinforcement procedure with respect to one response key that was periodically illuminated. In some conditions, a second response key, or a tone, both previously paired with reinforcement, was interpolated in the delay-of-reinforcement interval. In comparison to a control condition with neither stimulus in the delay interval, the interpolated stimulus attenuated (blocked) the amount of responding that was maintained by the delayed reinforcement contingency. The degree of blocking was unaffected by whether the interpolated stimulus was the tone or keylight, in spite of the fact that the keylight evoked responding and the tone did not. A second study showed that the blocking effects involved the response-reinforcer association in that blocking occurred when the delayed reinforcement was response-dependent but did not occur when reinforcement was response-independent. The results thus show that response-reinforcer associations are affected by informational variables in the same manner as has been shown for stimulus-reinforcer associations. They also demonstrate that preexisting stimulus-reinforcer associations can block response-reinforcer associations, thus suggesting that both types of association depend upon the same associative process.  相似文献   

Understanding Students’ Perceptions of the Nature of Science in the Context of Their Gender and Their Parents’ Occupation     

Emran  Ameer  Spektor-levy  Ornit  Paz Tal  Ofra  Ben Zvi Assaraf  Orit 《Science & Education》2020,29(2):237-261

Science & Education - A thorough understanding of the concept of the nature of science (NOS) is essential to the development of scientific literacy among students, as it provides the students...  相似文献   

氯化亚汞声光器件换能器五层结构设计   总被引：2，自引：1，他引：2  

谢本亮 《赣南师范学院学报》2001,(3):21-24

提出用环氧树脂聚合物作为缓冲层 ,设计氯化亚汞声光器件的换能器。从器件的布喇格带宽出发 ,设计了五层结构的换能器 ,计算了以Ag为电极 ,ln或pb粘接层时 ,其五层的各自厚度 ,并确保了换能器倍频程带宽  相似文献   

An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry     

Abdulwali H. Aldahmash  Nasser S. Mansour  Saeed M. Alshamrani  Saeed Almohi 《Research in Science Education》2016,46(6):879-900

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Investigating and Promoting Trainee Science Teachers’ Conceptual Change of the Nature of Science with Digital Dialogue Games ‘InterLoc’     

Nasser Mansour  Rupert Wegerif  Nigel Skinner  Keith Postlethwaite  Lindsay Hetherington 《Research in Science Education》2016,46(5):667-684

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Tennessee Promise: A Response to Organizational Change     

Ben Littlepage  Teresa Clark  Randal Wilson  Logan Stout 《Community College Journal of Research & Practice》2018,42(6):379-388

Community colleges in Tennessee, either directly or indirectly, experienced unprecedented change as a result of Tennessee Promise. The present study explored how student support service administrators at three community colleges responded to organizational change as a result of the Tennessee Promise legislation. Investigators selected community colleges for the multi-site case study because the legislative impact would be actualized by the preparations made to serve incoming Promise recipients. The delivery of orientation services framed organizational change because the service staff facilitate connections and provide information to incoming students. Challenges like a shifting population, ill-equipped infrastructure, inadequate remediation support, heightened interest for social engagement opportunities, misinformation, and unmet fiscal needs left administrators seeking coherence through the change process. Investigators found community college administrators react to change similarly. Administrators acknowledged change as continuous, created a culture of innovation among stakeholders, and were not afraid to fail as responses to the organizational change phenomenon.  相似文献   

An Analysis of Peer Feedback Exchanged in Group Supervision          下载免费PDF全文

Edward Wahesh  Gulsah Kemer  Ben T. Willis  Christopher D. Schmidt 《Counselor Education & Supervision》2017,56(4):274-288

The authors examined the peer feedback exchanged in 2 supervision groups of counselors‐in‐training (CITs). CITs generated 169 statements grouped into 10 clusters representing 5 regions of peer feedback: counselor focus and engagement, insight‐oriented skills, exploratory skills, therapeutic alliance, and intervention activities. Both positive and corrective peer feedback was exchanged on topics ranging from counselor performance skills to case conceptualization.  相似文献