Informationen des Bundesinstituts für Sportwissenschaft (BISp)

BISp-Informationen

Informationen des Bundesinstituts für Sportwissenschaft (BISp)     

Vapor-liquid equilibrium simulation of binary and ternary mixtures of CH4, C2H4 and iso-C4H10

The vapor-liquid equilibrium（VLE） properties for the binary and ternary mixtures of CH4,C2H4 and isoC4H10 are of great importance in the recovery of ethylene from mixture containing CH4 and C2H4 with iso-C4H10 as solvent.Hence,Gibbs ensemble Monte Carlo（GEMC） simulations were used to estimate vapor-liquid equilibrium for the binary and ternary mixtures of CH4,C2H4 and iso-C4H10 with the united atom potential NERD model.The selected simulation conditions are based on the experiment in the literature.The results of this work were shown to be in satisfactory agreement with available experimental data and predictions of Peng-Robinson equation of state.The structure of simulated liquid phase is also characterized by radial distribution function（RDF）,which contributes to further understanding of the VLE curve of these systems.RDF is not sensitive to the pressure and temperature range.With the increase of pressure or the decrease of temperature,the molecules tend to gather together.     

基于专利数据的技术融合研究综述

[目的/意义] 基于专利数据开展技术融合研究是技术融合研究的主要方式和热点方向,面向为技术融合后续研究工作开展提供参考和启发的目标,对国内外基于专利数据的技术融合研究现状进行较为全面的综述。[方法/过程] 将已有研究按研究内容划分为技术融合测度及预测方法研究、特定领域/多领域间/全领域的技术融合态势测度及趋势预测、技术融合的测度指标研究、影响技术融合的特征因素研究、基于技术融合视角进行技术机会发现以及技术融合与创新的关系研究六类,并对各类别取得的研究成果进行评述。[结果/结论] 基于专利数据开展技术融合研究已经取得一定的成果,但是仍旧存在测度依据不合理、预测方法缺乏验证、全领域研究关注度低的问题,这些问题可通过引入语义关系优化技术融合网络、采用图神经网络技术改进技术融合预测方法、完善全领域技术融合测度和预测方法来解决。     

Evaluation of the level of problem solving skills of Turkish higher education graduates in technology-rich environments

Educational technology research and development - This study aims to evaluate the level of Turkish higher education graduates’ problem-solving skills (PSSs) in technology-rich environments...     

A meta-analysis of the impact of mobile learning on mathematics achievement

Education and Information Technologies - The technological developments of the twenty-first century have enabled the emergence of alternative teaching-learning models and instructional tools. One...     

Drivers of teachers’ intentions to use mobile applications to teach science

Education and Information Technologies - Using mobile applications in science education has proven to be effective as it adds multiple benefits including learning gains, motivation to learn, and...     

Algorithmic thinking development through physical computing activities with Arduino in STEM education

Education and Information Technologies - The need to benefit from information technologies in the twenty-first century digital age is increasing in all economies to overcome problems and...     

Effects of ‘Environmental Chemistry’ Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables

The purpose of this study is to examine the effects of ‘environmental chemistry’ elective course via Technology-Embedded Scientific Inquiry (TESI) model on senior science student teachers’ (SSSTs) conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and technological pedagogical content knowledge (TPACK) levels. Within one group pre-test–post-test design, the study was conducted with 117 SSSTs (68 females and 49 males—aged 21–23 years) enrolled in an ‘environmental chemistry’ elective course in the spring semester of 2011–2012 academic-years. Instruments for data collection comprised of Environmental Chemistry Conceptual Understanding Questionnaire, TPACK survey, and Chemistry Attitudes and Experiences Questionnaire. Significant increases in the SSSTs’ conceptions of environmental chemistry concepts/issues, attitudes toward chemistry, and TPACK levels are attributed to the SSSTs learning how to use the innovative technologies in the contexts of the ‘environmental chemistry’ elective course and teaching practicum. The study implies that the TESI model may serve a useful purpose in experimental science courses that use the innovative technologies. However, to generalize feasibility of the TESI model, it should be evaluated with SSSTs in diverse learning contexts.