太阳能光伏发电及其发展

论述开发利用太阳能的重要性和光伏发电在未来能源结构中的重要地位。介绍最近太阳能电池和光伏发电在世界和中国的发展情况,并讨论开发太阳能利用产品来发展阳光经济的前景。     

基于经济与排放效益的混合动力和纯电动公交车发展前景分析

以混合动力和纯电动公交车为研究对象,基于购置成本和使用成本构建全生命周期成本模型,利用GREET模型分析“油井到车轮”二氧化碳排放量,并与传统柴油公交车对比,分析50万公里名义寿命周期内乐观和保守两种情景下新能源公交车的发展前景.结果表明:在乐观情景下,纯电动公交车拥有最优的生命周期成本和二氧化碳减排量,较柴油车分别低37％和35％;在保守情景下,混合动力公交车拥有与柴油公交车持平的生命周期成本及较低的二氧化碳排放量,较同时期柴油车低30％,纯电动公交车的生命周期成本则远高于柴油车.未来10年混合动力公交车具备良好的应用前景,纯电动公交车则需要电源结构优化和电池技术突破之后才能显示较强的竞争力.     

马氏体相变形核机制的研究

应用JEM-2100电镜、QUANTA-400环扫电镜对钢中马氏体相变的形核进行了观察,发现马氏体不仅可在奥氏体晶内形核,而且可在晶界、相界面等处形核。认为马氏体是在缺陷处依靠结构涨落、能量涨落形核,是晶格重构的过程,不是切变过程。研究计算了马氏体晶核的临界尺寸和形核功。     

偶应力问题的非协调元分析

从偶应力弹性体势能泛函的驻值条件出发,得到了偶应力理论中非协调元体系的能量相容原理。基于其常应力(常偶应力)分片检验条件的强形式,对平面四结点单元的非协调试探内函数进行了优化,提出了一种稳定有效的非协调元方法。有限元列式中,微转动和宏观转动相等的约束条件通过罚因子的形式引入。分析了含中心圆孔的无限平板,在单轴拉伸以及纯剪状态时,偶应力的存在对孔周应力集中的影响。算例表明,该单元计算效率高,精度好,即使在材料本征长度很小时,仍然能够得到相当理想的结果     

面向新工科建设的新能源汽车专业方向相关课程教学形成性评价探究

新工科背景下,为了适应新能源汽车产业的蓬勃发展,培养新能源汽车专业人才已成为车辆工程专业教学的重要任务.在探讨面向新工科建设的新能源汽车专业方向相关课程教学形成性评价实施思路的基础上,提出了以增强工程实践能力为目标的形成性评价教学措施,旨在为新能源汽车专业方向相关课程教学中形成性评价的实施与应用提供参考.     

“双一流”背景下能源学科研究生创新创业教育路径探析

基于高等学校“双一流”建设和能源学科高层次人才培养的内在需求,针对目前能源学科研究生“双创”教育存在问题,结合中南大学能源科学与工程学院研究生培养现状,分别从培养方案、课程案例、师资队伍、学科竞赛、实践平台、考核方式等方面优化能源学科研究生“双创”教育的路径,提高能源学科研究生的“双创”意识、营造“双创”氛围、构建“双创”教育体系,着力培养具有“双创”能力的能源学科高水平人才,为高等学校工科类专业研究生“双创”教育的探索和拔尖人才的培养提供参考。     

浅谈调动工科学生学习专业课的主动性

文章以如何提高"测控技术与仪器"专业学生学习《电子测量》课程的主动性为例,简要分析高校教师如何以学生为中心,优化教学方法与课堂组织形式,将抽象、死板的工科知识讲解转化为能有效吸引学生注意力、引发学生主动思考的问题讨论,将工科专业大学生被动学习状态转换为主动要学的精神面貌。     

Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum*

Engineering education has been slow to adopt research-based educational innovations. Few prior works on such adoption have investigated the combined classroom experiences of instructors and students when such innovations are being implemented. Therefore, this work focuses on the lived experiences of an instructor and her students when adopting an active, blended, and collaborative learning environment, known as Freeform, in a second-year dynamics course. Weekly reflections from the instructor were processed alongside student interviews using Thematic Analysis to discern prominent themes in their perspectives for comparison and discussion. The results indicate that the instructor navigated internal tensions between her previous instructional preferences and the philosophy and resources of Freeform. Similarly, students had to adapt to this new philosophy and suite of resources that were uncommon for their institution. Ultimately, this work highlights the contextual natures of teaching and learning, and how situational factors can influence educational innovation.     

The place of content and pedagogy in shaping sustainability learning outcomes in higher education

This research investigates the ways in which undergraduate courses dealing with the environment address sustainable development (SD), and contribute to the development of sustainability learning outcomes (SLO). The participants in the study were 13 instructors, and 360 students who were enrolled in 13 courses that addressed the environment in a technical university. Mixed methods were used for data collection and analysis. We found that courses that address the environment are varied in the way that they address sustainable development, and in the pedagogy they use. We also found links between teaching methods and the pattern of reported SLOs: skills development was promoted mainly in courses with a high degree of participatory learning; changes in awareness and attitudes were reported mainly in courses that addressed sustainable development, and motivation to promote sustainable development was reported mainly in courses that addressed sustainable development and also provided opportunities for active and participatory learning. The implications of our research are discussed.