中国工业能源碳排放面板数据估算:1998—2010年

为弥补相关研究对中国工业碳排放估算过于粗略的不足,利用IPCC推荐的碳排放核算方法,基于30个省级行政区和36个两位数细分行业的工业能源消费数据,对1998—2010年中国工业能源碳排放总量、地区工业能源碳排放及工业细分行业能源碳排放进行估算,结果表明:工业能源碳排放占据中国能源碳排放的70%左右,主要集中分布在东部沿海地区(尤其是环渤海地区)和能源开采与加工、金属冶炼、设备制造及化工制品等重化工行业。因此,工业节能减排应考虑行业差异、地区差异及区域比较优势,依据行业与地区差别制定和实施适宜的工业低碳转型战略,推动工业结构优化升级与发展方式转变。     

温室温湿度控制系统设计

介绍了一种以89C51单片机为核心的温湿度控制系统,实现了对温室内温度、湿度两项主要参数的自动检测及显示,由键盘输入两项参数的参考值,系统模糊逻辑控制相应炉、泵通断,调节室内温湿度,使其趋于参考值。系统结构简单、可靠性高,可解决实际应用中的问题。     

山丹十号荒漠区日光温室不同栽培方式效果研究初报

在交通条件便利的荒漠区内修建日光温室,可充分利用区内优越的光热资源.本文通过对荒漠区内日光温室三种不同栽培方式的效果进行了研究,结果表明:沙粒基质营养液无土栽培虽能早熟,但不高效;客土栽培盐分易于积累,不利于连续高产;而有机生态型无土栽培能结合以上两种栽培方式的优点,为荒漠区最佳栽培方式.     

亚热带区塑料温室自然通风的研究

选择了亚热带区塑料温室的自然通风方式, 对通风设置提出了设计方案,从理论上提出了通风孔的面积计算式. 通过试验测试验证通风效果. 试验表明该种温室能有效地达到亚热带地区炎热季节温室通风降温的目的, 为亚热带区塑料温室设计提供参考.     

陕西省日光温室滴灌技术推广存在问题及对策

针对陕西省关中地区日光温室滴灌的实际情况，结合对杨凌、径阳和宝鸡等地的日光温室进行调查，分析了日光温室滴灌技术推广中存在的问题，提出了解决途径，为大棚滴灌技术的进一步推广提供参考。     

智能温室的设计

本文介绍用于营造人工环境、生产绿色无公害植物的智能温室。较系统地阐述了自动化温室的结构设计，控制系统的软、硬件设计及实现。     

论世界人口增长对气候变化的影响

当前人类面临一系列相互关联的复杂问题，其中最重要的问题就是人口剧增和生态危机，本就人口增长和全球气候变化作了简要分析，认为全球气候变化是随着人口增长而变化的，人口增长对气候变化负有不可推印的责任和影响。     

蔬菜大棚智能环境参数测控系统的研究

构建了一种蔬菜大棚智能环境参数测控系统。该系统采用分布式结构,CAN总线通讯方式。系统通过实时检测温室环境温度、湿度、光照度和C02浓度以及土壤湿度,与预设的参数指标进行比较,如果超出范围,自动打开控制系统,控制电灯、风机、喷水器、加热器、降温泵等进行操作,使蔬菜生长环境实现自动控制．上位机软件采用VB语言编写,可实现数据的存储、显示、控制参数设置、数据查询和打印等功能。     

陕西关中地区中油五号油桃日光温室高效栽培技术

主要阐述设施油桃中油5号树体生长调控、光照调控、成花管理、病虫害综合防治及优质结果枝培养等关键技术,系统阐述了我国关中地区设施油桃中油5号的配套高效栽培技术。     

Assessing students’ learning about fundamental concepts of climate change under two different conditions

Students from three different British Columbia grade six classes were followed through two weeks of instruction on climate change. Pre, post, and follow-up surveys were used to determine the differences in knowledge gained and retained by students that received direct instruction from their science teacher, and by those who received equivalent content instruction from outside presenters. The teacher participant also completed a survey on her experience with the researcher-designed lesson plans. Students’ results on the surveys were compared to results from a control group with no intervention. The teacher-based setting resulted in significantly higher knowledge gain, although no difference was found between the groups’ rate of knowledge decline thereafter. Highest gains in knowledge were for the carbon cycle and the human impacts topic, followed by understanding the difference between climate and weather. The students and teacher alike appeared to struggle with the topic of global warming and the greenhouse effect. The research suggests that with the appropriate background information the classroom teacher is likely to be more effective at conveying the science of climate change, particularly when it is taught through an understanding of the carbon cycle and its human impacts. It also suggests that those non-governmental organizations engaged in climate change education might be better served by investing their limited resources in the development of learning materials and subsequent professional development for teachers rather than focusing on in-school presentations.