基于NE555设计的脉冲信号发生器在实践教学的应用

该文介绍了由NE555构成的脉冲信号发生器的特点及电路构成,同时详细分析了电路各部分的工作原理,以及教学过程和教学效果。     

网元分组管理在专项优化分析中的应用

从网元管理系统入手,对网元管理系统功能、接口、技术的方面进行了需求分析,结合分析结果利用网元分组管理对数据信息进行专项优化分析。     

简易照明线路故障检测系统设计

本设计是基于照明线路断线探测,以AT89C52单片机作为电路的控制系统,电路由探测头检测电路、探测仪显示电路、带电电缆位置回放电路和电源电路等电路构成。系统采用N E555计时IC发出脉冲信号进入带磁芯的线圈检测带电电缆,采用光敏电阻进行坐标识别,回放显示带电电缆位置采用微处理器进行程序控制。该系统结构完整、功能完善、工作可靠,操作简单、直观。     

基于MOS管低频功率放大器的设计

基于集成运放NE5532设计而成的一种低频功率放大器,由直流稳压电源、电压放大电路、MOS管功率放大级电路、带阻滤波电路及数据采集显示模块五部分组成,其主要功能是将10Hz-50KHz的低频小信号放大,输出功率大于5W且波形无明显失真,并将系统的输出功率、直流电源的供给功率和整机效率实时显示出来。     

基于ADS的低噪声放大器的仿真设计

利用NE3210S01芯片对低噪声放大器进行设计,先介绍低噪声放大器的相关指标,对普通低噪声放大器进行改造,通过ADS软件对低噪声放大器进行仿真,然后对改造后的放大器的稳定性、噪声系数进行分析.     

基于MC9S12NE64的以太网驱动的实现

通过研究飞思卡尔公司MC9S12NE64芯片的网络通信模块——以太网介质访问控制模块EMAC和10M／100M的以太网物理层驱动模块EPHY的基本工作原理,基于该芯片,完成了以太网驱动的硬件电路设计,实现了以太网驱动的软件编程,提供了基于该芯片进行网络通信的底层封装,为智能家居的研究奠定了基础．     

中枢单胺类递质与运动性疲劳

通过查阅大量献资料，总结归纳了疲劳前后中枢单胺类神经递质的变化规律，分析其变化机制，探讨了中枢单胺类神经递质的变化对脑的影响及在运动中枢疲劳发生发展中的作用，从一个方面阐释了运动性疲劳发生的可能机制，为预防和治疗运动性疲劳提供新思路和新方法。     

Black-white IQ discrepancies may be related to differences in hemisphericity

WPPSI and McCarthy Scales subtests were ranked by members of the National Academy of Neuropsychology according to relative reliance on left-cerebral-hemisphere function. Pairs of blacks and whites matched for a variety of demographic variables were administered the WPPSI (132 pairs) and the McCarthy Scales (148 pairs). Difference scores were calculated, in standard score units, for each WPPSI and McCarthy subtest. A pattern of positive correlation occurred between the size of black-white differences and the judged degree of left-hemisphere involvement in the task, suggesting that black-white IQ discrepancies may be partially explained by differences in hemisphericity.     

Immediate and delayed recall of incidentally learned material: A comparison of paradigms across three developmental levels

Memory of incidentally learned material was investigated across three developmental levels in immediate and delay conditions. Subjects (56 first graders, 56 sixth graders, and 56 college students) were assigned randomly within developmental level to one of four experimental conditions: Type I immediate, Type I delay, Type II immediate, or Type II delay. In the Type I paradigm, subjects looked at pictures but were given no explicit instruction to remember, and in the Type II paradigm, subjects were instructed to remember specific pictures when shown all stimuli. Paradigm interacted with recall condition and significant amounts of incidental learning proved durable for sixth graders and college students. Incidental learning increased with age in both paradigms, suggesting that previously reported divergent developmental trends may not be the result of the type of paradigm.