HUSTserver:一种可靠的高性能附网存储系统的实现

1　Introduction　Emergingapplicationssuchasdatawarehousing ,multimediacontentdistribution ,electroniccom merce ,medicaldatabaseandsatellitedatabaseshavesubstantialstoragerequirementsthataregrowingatadramaticallyrate .Suchapplicationsrequirescalable ,highly availableandcost effectivestoragesystems .Traditionalstoragesystemsrelyonacentralcon troller (fileserver ,diskarraycontroller)toaccessstorageandcopydatabetweenstoragedevicesandclients,whichlimitstheirscalability .Withthedra maticshifttowards…     

甘氨酸和水（1：1）氢键相互作用的理论研究

用5种DFT方法、MP2和HF方法,对甘氨酸和一个水分予之间的相互作用进行了研究,找到了4种稳定结构,均为环状双氢键结构;计算了4种结构的最优化几何参数和结合能,并对结合能进行了基组叠加误差（BSSE）校正．报道了红外光谱、红外强度和振动频率位移．用自洽反应场模型在6—311＋＋g（d,p）基组水平上研究了溶剂效应的影响,结果表明溶剂的极性对络合物的结构以及相对稳定性都有很大影响．     

埋氧层及铝层对SOI/玻璃静电键合的影响

介绍了SOI/Pyrex玻璃静电键合的实验过程和实验现象,利用电流表对静电键合电流进行测量。发现埋氧层厚度越厚,键合电流越小,键合波扩散速度越小。提高键合电压,能有效增大键合电流及加快键合速度。实验也表明玻璃表面溅射铝层对键合产生较大影响。理论分析了产生这些现象的原因,得出埋氧层厚度和键合电压与静电力的关系式。还提出从阳极引一探针电极到SOI器件层,提高玻璃耗尽层与器件层之间电压,实现厚埋氧层SOI片与玻璃键合的方法。     

锌配合物[Zn（H2O）6]（NO2-C9H4O64H2O的合成和晶体结构

合成了一种新颖的配合物[Zn（H2O）6]（NO2-C9H4O6）2-4H2O,并用x-射线单晶衍射仪测定了其结构．晶体数据表明,该配合物属三斜晶系,P-1空间群,晶胞参数为：a=6．850（19）A,b=6．92（2）A,c=19．25（6）A,α=92．74（5）°,β=92．10（5）°,γ=118．13（3）°,V=802（4）A3,Z=1,Dcalc=1．562g·cm-3,／I,=0．869mm-1,F（000）=388,R1=0．0787,wR2=0．2106．在配合物结构单元中,zn原子与六个水分子配位,形成略有畸变的八面体阳离子基团,阳离子基团和5-硝基-1,2,3-苯三甲酸负一价阴离子通过氢键相互作用连接在一起形成二维三明治状超分子化合物．     

低掺量胶粉对EPS系统粘接砂浆拉伸粘结强度的影响

选取了市场中常见的几种可再分散乳胶粉,采用低掺量配比拌制粘接砂浆,列出试验资料,分析了在较低的可再分散乳胶粉掺量下,胶粉对EPS薄抹灰系统中胶粘剂拉伸粘结强度的影响效果。     

Students' Pre- and Post-Teaching Analogical Reasoning When They Draw their Analogies

Analogies are parts of human thought. From them, we can acquire new knowledge or change that which already exists in our cognitive structure. In this sense, understanding the analogical reasoning process becomes an essential condition to understand how we learn. Despite the importance of such an understanding, there is no general agreement in cognitive science literature about this issue. In this study, we investigated students' analogical reasoning as a creative process where an environment was set up to foster the students' generating and explaining their own analogies. Data were gathered from pre- and post-teaching interviews, in which the 13–14-year-old students were asked to make comparisons that could explain how atoms are bound. Such data supported the discussion about how students reasoned analogically. Our results made it evident that the task aims and the students' salient knowledge exerted a great influence on the drawing of analogies.     

Students' Visualization of Metallic Bonding and the Malleability of Metals

This study investigated the mental representations of metallic bonding and the malleability of metals held by three male students aged 14–15 (Year 10) who were attending a Hong Kong school. One student was selected by their chemistry teacher as representing each of the highest, the medium, and the lowest level of attainment in chemistry in a school that admitted students of average general attainment. The students were interviewed and their understandings probed through their provision of drawings and their interpretation of the diagrams that had been previously used by their teacher. Dual coding theory was used to interpret the relative significance of visual and verbal input and the interaction between the two for their understanding. There was evidence that students relied on verbal recall in providing their initial understandings and showed an appreciation of the nature of the structural components of the electron-sea model of metallic bonding. However, they varied in terms of their appreciation of the electrostatic force which was responsible for the malleability of metals. The study suggests that a clearer understanding of the electrostatic force involved can be attained when students experience visual and verbal representations simultaneously, a conclusion supported by dual coding theory. Principles for good practice in using diagrams in teaching are discussed.     

Teaching chemical bonding through jigsaw cooperative learning

This study examined the effectiveness of jigsaw cooperative learning in teaching chemical bonding at tertiary level. This study was carried out in two different classes in the Department of Primary Science Education of Atatürk University during the 2005–2006 academic year. One of the classes was the non‐jigsaw group (control) and the other was the jigsaw group (experimental). Students in the jigsaw group were divided into four ‘home groups’ since chemical bonding is divided into four subtopics (Modules A, B, C and D). Each of these home groups consisted of four students. The subjects covered were ionic bonding (Module A), covalent bonding (Module B), hydrogen bonding and van der Waals (Module C) and basic concepts about bonds (Module D). The main instrument for obtaining data was the Chemical Bonding Achievement Test (CBAT), which was applied to both groups. The CBAT was divided into four modules (A, B, C and D), in which each module consisted of five questions (four multiple‐choice and one open‐ended). The data obtained indicated that the students in the jigsaw group were more successful than those in the non‐jigsaw group.     

Study on Interfacial Bonding State of Ag-Cu in Cold Pressure Welding

Thetechnologyofcoldpressureweldingiswidelyusedtoachievethejoiningofthesameordifferentmetalswithdif ferentthermal physicspropertiesandotherconditions ,foritsparesenergysources ,simplifiestheweldingequipment,anditdoesnotneedtobeheatedanddoesnotcausethemeltingandtheheateffectzone ,brittlecompounds .Accordinglythetechnologymaybesatisfyingwithdemandforcomprehensivepropertiesinindustry ,andwillsettletheconflictbetweentheincreasingdeficienciesandgrowingdemands .Onthesideofmetallurgicability[1] ,thewe…