不同覆盖层厚度对土石坝动力响应的影响

为研究深厚基础覆盖层上土石坝的动力稳定性问题,利用有限元弹塑性动力分析方法进行覆盖层土石坝动力响应分析,通过输入一条实测地震波,研究不同覆盖层厚度对土石坝坝体动力响应的影响规律。结果表明,不同覆盖层厚度对土石坝位移和加速度动力响应规律的影响不同,土石坝动力响应并非随覆盖层厚度的增加而逐渐增大,而是存在一个临界厚度,超过这个厚度以后,动力响应有所降低。     

考虑流固耦合作用的双槽渡槽地震响应分析

为研究考虑流固耦合的大型双槽渡槽结构动力响应特性,采用空间8节点非协调元,基于流固耦合动力相互作用理论及弹性理论推导计算公式,编制了有限元计算程序。对南水北调中线双洎河渡槽的典型三跨进行了模态分析和地震时程响应计算,结果表明:槽内有水将大大增加渡槽结构质量矩阵中的数值,使结构自振频率明显降低,考虑流固耦合动力作用工况较空槽工况对应的地震响应值(包括位移、速度、加速度等)大,对结构整体抗震不利。     

某大型岸边循环水泵房有限元分析

随着循环水泵房的大型化及复杂化,通过采用空间有限元计算程序对大型复杂的循环水泵房进行整体结构分析的方法,已是一种趋势。文章结合某大型岸边循环水泵房的有限元分析,探讨MIDAS大型空间有限元程序在工程中的应用。     

细骨料品种对外掺MgO砂浆膨胀性能的影响研究

 为了阐明骨料岩性对MgO混凝土膨胀特性的影响规律及作用机理,研究了20,38,60℃水养护温度下不同骨料砂浆的膨胀率,并结合能谱、元素聚类及相分布等微观测试手段深入分析了水泥基体区与细骨料界面过渡区的微结构及元素富集特性。研究结果表明：养护温度从20℃提高至60℃时,砂浆膨胀率增大,且天然砂与辉石闪长岩砂浆的膨胀率最高,其次为灰岩砂浆,玄武岩砂浆最小。38℃水养条件下,辉石闪长岩砂浆和玄武岩砂浆界面区的Ca,Mg元素富集程度高于灰岩与天然砂砂浆,天然砂较高的表面孔隙率和表面含水率有助于吸引更多的MgO迁移至界面区,快速水化形成晶粒尺寸较大、结构较疏松的“外部膨胀水化产物”水镁石;骨料颗粒通过影响界面过渡区的元素富集特性、水化物相类型和形态来影响MgO砂浆的膨胀特性,含有细粉的人工细骨料可以通过改变外掺MgO水泥水化程度和MgO含量来改变MgO砂浆的特性。     

鲁基厂水电站尾水洞围岩稳定分析

采用非线性弹塑性有限元方法,根据地下洞室施工开挖过程及锚固方法,对云南鲁基厂水电站尾水洞进行了正常开挖工况及施工完建地震工况下围岩稳定分析计算。分析结果表明设计采用的锚喷及衬砌支护方案基本合理。采用的弹塑性有限元基本理论及支护计算方法、洞室支护方案等对同类工程的设计、施工具有一定的参考意义。     

阿海水电站主厂房和副厂房三维有限元结构分析

采用有限元计算软件ANSYS,对阿海水电站主厂房及下游副厂房在各工况下其应力和变形进行了三维有限元分析,根据结构各部位的应力分析结果,计算结构配筋,并与类似工程施工图配筋进行对比,为施工图设计配筋提供依据。     

板桩式海堤结构有限元数值模拟分析

为改变浙江沿海海堤功能单一,土石料用量大的缺点,开展新型海堤结构研究。对板桩式海堤结构进行有限元数值模拟研究,分析在竖向荷载及回填土压力作用下,结构的变形及承载能力。可以得出,桩土的位移量均不大,土体未发生明显的塑性变形,桩身应力不大,可进行实际工程的应用。     

纳子峡面板砂砾石坝渗流性态三维有限元分析

根据纳子峡水电站工程坝址区地形地质条件,建立了坝址区三维渗流有限元模型,计算分析了正常蓄水、设计洪水和校核洪水3种工况下坝体及坝基的稳定渗流场,获得了坝体和坝基的位势分布、坝体各分区的渗透坡降及渗透流量等。计算结果表明,在各种工况下坝体及坝基的渗流场符合一般规律,混凝土面板及防渗帷幕等组成的防渗系统可消减水头84%以上,其作用明显;混凝土面板及坝基防渗帷幕的渗透坡降较大,垫层、砂砾料区等的渗透坡降很小,坝体各分区的渗透坡降均小于材料的容许渗透坡降,大坝防渗排水系统的设计在技术上是合理的。     

台阶地形上波浪运动的数值研究

波浪在水深剧变地形上的传播，可以简化为波浪在台阶地形上的传播.利用二维数值波浪水槽可以很好地模拟这一过程，特别是对波浪在台阶上的非线性变形.数值计算结果与实验测量进行了比较，结果吻合良好.     

Research on Basic Design Education: An International Survey

This paper reports on the results of a survey and qualitative analysis on the teaching of ‘Basic Design’ in schools of design and architecture located in 22 countries. In the context of this research work, Basic Design means the teaching and learning of design fundamentals that may also be commonly referred to as the Principles of Two- and Three-dimensional Design. The body of knowledge associated with Basic Design may be regarded as part of the general theory of teaching and learning design as practiced in many design schools and which has its origins in the classical design schools such as the Bauhaus. In the author’s perception and practice, the pedagogy of Basic Design promotes a holistic, creative and experimental methodology that develops the learning style and cognitive abilities of students with respect to the fundamental principles of design. This includes an understanding of the elements of shape, colour, texture, light, and rhythm in a manner complementary but usually unrelated to the common design methods teaching approach. As is well known among design practitioners, including architects and industrial designers, a deep understanding of the purpose of these fundamental design elements and principles is still relevant to contemporary design practice. The main objective of the research described in this paper was to determine the status and development of Basic Design pedagogy in a significant number of contemporary design schools. On the basis of the results of two surveys conducted in 2001–2002, this paper will identify and illustrate interesting aspects concerning the programmes and organisation of courses delivered by teachers of ‘Basic Design’. This work will also survey the viewpoints of Basic Design teachers in elementary years of design courses and of those teaching design through projects during the subsequent years of the same courses. Interestingly, the design project teachers surveyed in this research expressed a desire to be more involved in the teaching of Basic Design fundamentals which indicates strongly that Basic Design principles are still relevant in contemporary design education terms as they have ever been and that more research is needed in order to better understand and apply the related pedagogy.