3 M1-1Introduction & Reading

合集下载

《布洛赫定理》PPT课件 (2)教学提纲

黄昆（1919年9月2日－2005年7月6日）。
国际著名的中国物理学家、教育家、中国固体物理学先驱、中国半
导体技术奠基人。
黄昆1919年9月出生学理科研究所，获硕士学位，1947年在英国布
里斯托大学获得博士学位。
黄昆获得博士学位后曾在英国爱丁堡大学物理系、利物浦大学理论
(2). 固体比热的理论: 初步的晶格动力学理论 1907: 独立振子的量子理论(Einstein) 1912: 连续介质中的弹性波的量子理论(Debye) 1912: 周期结构中的弹性波(Born 和 von Karman)
(3). 金属导电的自由电子理论: Fermi 统计 1897: 电子的发现(Thomson) 1900: 金属电导和热传导的经典自由电子理论(Drude) 1924: 基于Fermi统计的自由电子理论(Pauli 和 Sommerfield)
凝聚态物理的重要性 (1)它为力学,流体力学,电子学,光学,冶金学及固态化学等经典科
学提供了量子力学基础. (2)它为高技术的发展作出了巨大贡献. 如它是晶体管,超导磁体,
固态激光器, 高灵敏辐射能量探测器等重大技术革新的源头. 对通信,计算以及利用能量所需的技术起着直接的作用, 对非核军事技术也产生了深刻的影响.
波矢空间的基本单元: Brillouin区
焦点: Brillouin区边界或区内某些特殊位置的能量-波矢色散关系
晶格动力学+固体能带理论
3. 范式的定量表述
标量波
波
矢量波
张量波
(电子) (电磁波） (晶格波）
(1)标量波在绝热近似，单电子近似下, 电子在周期场中的运动
(de Broglie波)方程:
5 Dielectrics and Ferroelectrics

第一章Introduction

1. 2 按主链(main chain)结构分
1）碳链(carbon chain)聚合物：大分子主链由碳原子组成。绝大多数烯类(olefin)和二烯 (diolefin)类聚合物 2）杂链(heterochain)聚合物：主链上除C外还有O、N、S等杂原子。如：聚酯 (polyester)、聚醚(polyether)、聚氨酯 (polyurethane)、聚硫橡胶(thio rubber)等。
通用型橡胶：丁苯(butadiene styrene)橡胶、顺丁 ➢ 分类： (cis 1.4 polybutadiene)橡胶、天然橡胶。
特种型橡胶：丁腈(butyronitrile)橡胶、硅 (silicone)橡胶、氯丁(chlorobutadine)橡胶。
• 纤维(fiber)
➢ 特点：弹性模量大；形变小；强度高；分子量小（一般为几万）。 ➢ 分类：
自由基阳离子或阴离子无特定的活性中心往往是带官能团单体间的反应单体一经引发迅速连锁增长由链引发增长及终止等基元反应组成各步反应速率和活化能差别很大反应速率和活化能差别很大反应逐步进行每一步的反应速率和活化能大致相同体系中只有单体和聚合物无分子量递增的中间产物体系由单体和分子量递增的一系列中间产物组成转化率随着反应时间而增加分子量变化不太分子量随着反应的进行缓慢增加而转化率在短期内很高聚合物最基本特征聚合物最基本特征分子量大分子量大平均分子量四
第一章绪论 (Introduction)
目的： ➢ 介绍高分子化学中一些重要的基本概念； ➢ 了解学习本课程的目的意义。要求： ➢ 掌握高分子化合物的基本概念、命名及分类； ➢ 初步了解聚合物的平均分子量、分子量分布、结构性能等基本概念；
一、定义及基本概念
1. 定义 (definition)

详细设计说明书

详细设计说明书1．导言（Introduction）本章对该文档的目的、功能范围、术语、相关文档、参考资料、版本更新进行说明。

1.1 目的（Purpose）本文档的目旨在推动软件工程的规范化，使设计人员遵循统一的详细设计书写规范，节省制作文档的时间，降低系统实现的风险，做到系统设计资料的规范性与全面性，以利于系统的实现、测试、维护、版本升级等。

详细设计的详细程度，应达到可以编写程序的程度。

1.2 范围（Scope）本文档用于软件设计阶段的详细设计，它的上游（依据的基线）是《概要设计说明书》，它的下游是源程序清单及单元测试计划，并为单元测试报告提供测试依据。

该范围应覆盖《概要设计说明书》中的功能点列表、性能点列表、接口列表。

软件详细设计的范围是：各子系统的公用模块实现设计、专用模块实现设计、存储过程实现设计、触发器实现设计、外部接口实现设计、部门角色授权设计、其他详细设计等。

按照3层结构（B/A/S）的布局，详细设计应从下面3个方面进行。

数据库服务器上的面向数据的设计：数据字典物理设计、基本表物理设计、中间表物理设计（报表设计）、临时表物理设计、视图物理设计、存储过程物理设计、触发器物理设计。

应用服务器上的面向业务逻辑的设计：接口数据设计、中间件设计、数据通信传输设计、可视构件设计、非可视构件设计、角色授权设计、功能点设计（功能点列表设计）。

浏览器上的面向对象的设计：录入修改界面设计、浏览查询界面设计、登录注册界面设计、信息发布界面设计。

1.3 术语定义（Terms Glossary）术语定义，如表6-16所示。

表6-16 术语定义1.4 参考资料（References）[1] 《概要设计说明书》[2] 《需求分析说明书》[3] 《软件合同》[4] 命名规范[5] 程序设计规范[6] 界面设计规范1.5 相关文档（Related Documents）[1] 源程序清单[2] 单元测试计划及报告[3] 《用户使用手册》1.6 版本更新记录（V ersion Updated Rcord）版本更新记录，如表6-17所示。

美国国际学术会议PPT

Case Study
3D Geospatial Function Monitoring Model of Arc Dam Deformation Based on the Improvement of Temperature Component
Part1 Introduction
3D Geospatial Function Monitoring Model of Arc Dam Deformation Based on the Improvement of Temperature Component
And we expand it according to bivariate polynomial as follows:
lm
T
bij f i (t)T j
(7)
i1 j1
Three types of components for f (t) are used to reflect the distribution of temperature
is not fixed and it increases obviously when the concrete is in the frozen state, which is
difficult to be depicted by the linear combination. Besides, only the influence of the
and the temperature component has the linear relationship with the temperature of
concrete. The temperature component is expressed as the linear combination of harmonic

新外研版八年级下册M1——M5英语作文背诵

1. Self-introductionDear Dale,I’m very glad to know you. Let me tell you something about myself.I’m a twelve-year-old boy with short black hair and a round face. I’m tall and thin. I have many hobbies, such as playing basketball, singing and reading books. I enjoy making friends as well. I’m friendly to my friends, so they like me. When I’m in trouble, I always feel nervous.I’m looking forward to knowing something about you. Please write to me.Yours,Daming2. My ProblemsDear Marnie,I am a Grade Eigh t student. I have some problems and don’t know what to do. I hope you can help me. I like English and often get good marks, but I can’t speak it well. I’m not good at sports. I can’t run fast and hate playing ball games and I never pass any PE test. My classmates often laugh at me because I am fat. This makes me unhappy. Besides, I find it difficult to make friends. Sometimes I feel lonely. What do you think I should do?I hope to hear from you soon.Yours,Jim3. A special trip to BeijingI have been to a lot of places. The trip to Beijing was special.During the National Day holiday in 2018, my parents and I took a trip to Beijing. We went there by train. First, my parents took me to visit the Summer Palace. Then my parents and I visited the Great Wall. On the Great Wall, I understood the meaning of the famous saying — he who has never been to the Great Wall is not a true man.The city is so wonderful that I want to go back again soon.4. Parents’ LoveMy parents give me all their love all the time. They look after me carefully every day. So I think I should thank my parents.Last year, I took part in an English competition. I felt very nervous. My parents tried hard to help me prepare for it. They told me to be confident and not to care much about the result. They said the process of learning was more important. With their help, I did very well that time. I felt happy and proud. I’d like to say “Thanks a lot! You’re great! I love you!” to my mum and dad.5. Life on MarsWe have just received a message from our spaceship to Mars. It has already landed on Mars and it has discovered people there. They live a happy life. They watch TV and listen to the radio in their free time, but their TVs and radios are different from the ones on our earth. They also play balls. They have ever thought about sending us a message. However, they don’t know how to do it. And they don’t know how to fly to our earth to visit us either. We have already decided to help them to solve the problems. They will visit us in their spaceship soon.6. My Dream JobWhen I was a little boy, my grandfather often told me stories about the moon. Even today, every time I watch the sky at night, I would imagine what is happening among the stars. I hope to be an astronautin the future so that I can walk in space. I want to walk on Mars and meet living things there. I know it’s not easy to be an astronaut. So I study hard and try to learn more about space in order to be a good astronaut.7. My New FriendI met my best friend for the first time on the first day when I came to my new school. I moved to the city with my parents because my father found a new job here. I didn’t know anyone in my class, so I stayed in the classroom quietly after class. Just then, a boy came to me. He started the conversation between us with a “Hi” and a big smile. At that moment, our friendship started. Meeting him is great! It’s lucky for me to have such a good friend.8. TaiyuanGood morning, everyone! Nice to meet you! I’m your tour guide today. Welcome to my home town — Taiyuan.Taiyuan is in the north of Shanxi. It has a very long history. There are many famous places of interest, such as Jinci Temple and Yingze Park.Taiyuan is also a good place for shopping and having delicious food. You can see a lot of new shopping centres. You can buy what you like there. If you want to try traditional Shanxi food, you can go to Food Street. The food there is both delicious and cheap.There are still many other interesting and exciting things waiting for you to enjoy. Let’s go for them!9. An unforgettable tripLast summer holiday, I went to Qingdao with my parents. Qingdao is far from my home town, so we went there by plane. Qingdao is a big and beautiful city. It’s famous for Laoshan Mountain and cl ean beaches. It’s not very hot in summer. We tasted a lot of delicious food in Qingdao, and I liked seafood best. We visited many famous sights and we enjoyed the trip a lot. I hope I can go there again in the future.。

微小米 Cortex-M1 启用 ProASIC3L 开发套件中 Core8051s 微控制器系统的

Application Note AC427July 20141© 2014 Microsemi Corporation Loading and Debugging Core8051s Application From External Flash MemoryTable of ContentsPurposeThis application note describes how to load and debug application code from external flash memory available on the Microsemi ® Cortex-M1-enabled ProASIC3L Development Kit.IntroductionA Core8051s based microcontroller system is implemented on the Microsemi M1 enabled ProASIC3L field programmable gate array (FPGA). The external flash memory is interfaced to the Core8051s microcontroller system to load and debug the application code.ReferencesThe following references are used in this document:•Core8051s Based Hardware Tutorial •Core8051s Based Software User GuidePurpose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Design Requirements . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Design Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2Design Description . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Running the Design Example . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Conclusion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22Appendix A – Design and Programming Files . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22List of Changes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23Loading and Debugging Core8051s Application From External Flash Memory2Design RequirementsDesign OverviewA Core8051s IP based microcontroller system is developed with peripheral IPs such as CoreGPIO,CoreUARTapb, CoreWatchdog, CoreTimer, and CoreAPB3 that are implemented on the Microsemi Cortex-M1-enabled ProASIC3L Development Kit . An external Micron JS28F640J3D-75 flash memory is interfaced to the Core8051s microcontroller system. A simple application is loaded into the external Micron JS28F640J3D-75 flash memory to blink the on-board LEDs. Figure 1 shows the Core8051s microcontroller system.Table 1 • Design RequirementsDesign RequirementsDescriptionHardware RequirementsCortex-M1-enabled ProASIC3L Development Kit-Host PC or LaptopAny 64-bit Windows Operating System Software RequirementsLibero ® System-on-Chip (SoC)v11.3SoftConsolev3.4One of the following serial terminal emulation programs:• HyperTerminal• TeraTerm• PuTTY -Figure 1 • Core8051s Microcontroller SystemDesign Description3Design DescriptionThis design example has the following IPs that are available in Libero SoC catalog:•Core8051s : an 8-bit microcontroller IP core •CoreGPIO : provides up to 32-bit inputs and 32-bit outputs for general purpose •CoreUARTapb : a serial communication interface •CoreWatchdog : provides a means of recovering from software crashes •CoreTimer : for interrupt-generation and programmable counter •CoreAPB3: a bus component that provides advanced microcontroller bus architecture (AMBA3)advanced peripheral bus (APB3) fabric supporting up to 16 APB slavesThe following sections provide a brief description of each IP and its configuration:•Core8051s Description•Difference Between Core8051s and Core8051•CoreAPB3 Description•External Flash Memory Description•CoreTimer Description•CoreWatchdog Description•CoreUARTapb Description•CoreGPIO Description•Description of Core8051s based Microcontroller System•Memory Map•Software Development Description Core8051s DescriptionThe Core8051s is a high-performance, 8-bit microcontroller IP core. It is an 8-bit embedded controller that executes all ASM51 instructions and has the same instruction set as 80C31. It provides software and hardware interrupts. It eliminates redundant bus states and implements parallel execution of fetch and execution phases. The Core8051s uses one clock per cycle, and most of the one byte instructions are performed in a single clock cycle. Figure 2 shows the Core8051s architecture.Difference Between Core8051s and Core8051The Core8051s is smaller and more flexible than the Core8051.The microcontroller-specific features such as SFR-mapped peripherals, power management circuitry, serial channel, I/O ports and timers of the original 8051 are not present in Core8051s. The Core8051s contains the main 8051 core logic, but it does not have peripheral logic. The Core8051s has an advanced peripheral bus interface that can be used like the SFR (special function register) bus to easily expand the functionality of the core by connecting it to the existing advanced peripheral bus IPs. The Core8051s allows to configure the coreFigure 2 • Core8051s ArchitectureLoading and Debugging Core8051s Application From External Flash Memory4with the peripheral functions (timers, UARTs, I/O ports, etc.) that are required for the application.Configure the Core8051s Configurator GUI as shown in Figure 3.Refer to the Core8051s Handbook for more details.CoreAPB3 DescriptionThe CoreAPB3 is a bus component that provides advanced microcontroller bus architecture (AMBA3)advanced peripheral bus (APB3) fabric supporting up to 16 APB slaves, and a single APB master. The CoreAPB3 can be used with an APB3 master that does not have a built-in APB address decoding, such as Core8051s. A single APB3 master is connected to CoreAPB3. The master’s PSEL and PADDR signals are used within the CoreAPB3 to decode the appropriate PSELS slave select signals, and only one signal can be active at a time. This address decoding depends on the RANGESIZE hardware parameter/generic. Refer to the CoreAPB3 Handbook for more information.Figure 3 • Core8051s Configurator GUIDesign Description5Configure the CoreAPB3 Configurator GUI as shown in Figure 4.External Flash Memory DescriptionPart Number:•Micron JS28F640J3D-75Architecture: •64 Mbit (64 blocks)Performance: •75 ns Initial Access Speed, 25 ns 8-word and 4-word Asynchronous page-mode reads •32-Byte Write buffer (4 μs per Byte Effective programming time)System voltage: •VCC = 2.7 V to 3.6 V and VCCQ = 2.7 V to 3.6 V Enhanced security options for code protection:•128-bit Protection Register (64-bits unique device identifier bits, 64-bits user-programmable OTP (one time programmable) bits)•Absolute protection with VPEN = GND •Individual block locking •Block erase/program lockout during power transitions Figure 4 • CoreAPB3 Configurator GUILoading and Debugging Core8051s Application From External Flash Memory6Software:•Program and erase suspend support•Flash data integrator (FDI)•Common flash interface (CFI) compatibleThe external flash memory device can be accessed as 8- or 16-bit words. A command user interface (CUI) serves as the interface between the system processor and the internal operation of the device. A valid command sequence written to the CUI that initiates the device automation. An internal write state machine (WSM) automatically executes the algorithms and timings necessary for block erase, program, and lock-bit configuration operations.Flash operations are command-based, where command codes are first issued to the flash memory, then the flash memory performs the required operation. Refer to the flash memory Micron JS28F640J3D-75 datasheet for a list of command codes and flowcharts. Flash memory has a read-only 8-bit status register that indicates the flash memory status and operational errors. Four types of data can be read from the flash memory: array data, device information, CFI data, and device status.The flash memory is set to Read Array mode by default after power-up or reset. Executing the Read Array command sets the flash memory to Read Array mode and reads the output array data. The flash memory remains in Read Array mode until a different read command is executed. To change the flash memory to Read Array mode while it is programming or erasing, first issue the suspend command. After suspending the operation, run the Read Array command to set to Read Array mode. When the program or erase operation is subsequently resumed, the flash memory automatically sets to Read Status mode. Issuing the Read Device Information command places the flash memory in Read Device Information mode and reads the output of the device information. The flash memory remains in Read Device Information mode until a different read command is issued. Also, performing a program, erase, or block-lock operation changes the flash memory to Read Status Register mode.Array programming is performed by first issuing the single-word/byte program command. This is followed by writing the desired data at the desired array address. The read mode of the device is automatically changed to Read Status Register mode, which remains in effect until another read-mode command is issued.Erasing a block changes zeros to ones. To change ones to zeros, a program operation must be performed. Erasing is performed on a block basis - an entire block is erased each time when an erase command sequence is issued. Once a block is fully erased, all addressable locations within that block read as logical ones (FFFFh). Only one block-erase operation can occur at a time, and it is not allowed during a program suspend. To perform a block-erase operation, issue the block erase command sequence at the required block address. An erase or programming operation can be suspended to perform other operations, and then subsequently resumed. To suspend an on-going erase or a program operation, issue the suspend command to any address.All blocks are unlocked at the factory. Blocks can be locked individually by issuing the set block lock bit command sequence to any address within a block. Once locked, blocks remain locked when power cable is unplugged or when the device is reset. All locked blocks are unlocked simultaneously by issuing the clear block lock bits command sequence to any device address. The locked blocks cannot be erased or programmed.The sequence of the commands that must be given to the flash memory are written in an XML file. The XML files are provided with the SoftConsole software for the JS28F640J3D-75 flash memory located at: C:\Program Files (x86)\Microsemi\SoftConsole v3.4\Sourcery-G++\share\sprite\flash.Design Description7CoreTimer DescriptionThe CoreTimer is an APB slave that provides a functionality for the interrupt generations, and a programmable decrementing counter. It is configurable and programmable, and can be used in either continuous or one-shot modes. It is an essential element in many designs because it supports accurate generation of timing for precise application control. Refer to the CoreTimer Handbook for more information. Configure the CoreTimer Configurator GUI as shown in Figure 5.CoreWatchdog DescriptionThe CoreWatchdog is an APB slave that provides a means of recovering from software crashes. When the CoreWatchdog is enabled, the core generates a soft reset if the microprocessor fails to refresh it on a regular basis. The CoreWatchdog can be configured based on a decrementing counter, which asserts a reset signal if it is allowed to time out. The width of the decrementing counter can be configured as either 16 or 32-bits. The processor-accessible registers in CoreWatchdog provide a means to control and monitor the operation of the core. Refer to the CoreWatchdog Handbook for more information.Configure the CoreWatchdog Configurator GUI as shown in Figure 6.Figure 5 • CoreTimer Configurator GUIFigure 6 • CoreWatchdog Configurator GUILoading and Debugging Core8051s Application From External Flash Memory8CoreUARTapb DescriptionThe CoreUARTapb is a serial communications interface that is primarily used in the embedded systems.The controller can operate in either an asynchronous (UART) or a synchronous mode. In asynchronous mode, the CoreUARTapb can be used to interface directly to industry standard UARTs. The CoreUARTapb has an APB-wrapper that adds an APB interface allowing the core to be connected to the APB bus and controlled by an APB bus master. Unlike a standard 8051 UART, the CoreUARTapb includes a baud rate generator and so does not need a separate timer for the baud rate. Refer to the CoreUARTapb Handbook for more information.Configure the CoreUARTapb Configurator GUI as shown in Figure 7.Figure 7 • CoreUARTapb Configurator GUIDesign Description9CoreGPIO DescriptionThe CoreGPIO is an APB bus peripheral that provides up to 32-bit inputs and 32-bit outputs for general purpose. Refer to the CoreGPIO Handbook for more information.Configure the CoreGPIO Configurator GUI as shown in Figure 8.Figure 8 • CoreGPIO Configurator GUILoading and Debugging Core8051s Application From External Flash Memory10Description of Core8051s based Microcontroller System All the peripherals are interfaced to the Core8051s as shown in Figure 9.Refer to the Core8051s Based Hardware Tutorial for more information.Figure 9 • SmartDesign Top-Level Block DiagramDesign Description Instantiate a two port RAM on the SmartDesign top-level and configure it as shown in Figure10.Figure 10 • SRAM ConfigurationExternal memory buffer and multiplexer are configured as shown in Figure11 and Figure12.Figure 11 • External Memory Buffer ConfigurationLoading and Debugging Core8051s Application From External Flash MemoryMemory MapRight-click the Modify Memory Map to see the memory map as shown in Figure 13.Software Development DescriptionThe drivers are generated from firmware catalog for CoreTimer, CoreGPIO, CoreWatchdog, CoreTimer,and hardware abstraction layer (HAL). The HAL is used by drivers to access the hardware and also allows the control of interrupts.Refer to the Core8051s Based Software User Guide for more information.The Core8051s hardware design provides access to the external flash memory and internal SRAM. The Core8051s flash programming flow for Core8051s program memory is similar to the existing programming flow for Cortex-M1 flash program memory. The principal difference is, instead of specifying the location, size and the type of the program memory in a linker script, the program memory details are given in a text file (a memory-region-file) which uses the same syntax as the memory command section of a GCC linker script. The SoftConsole project configuration must be modified to specify the memory-region-file as an argument to the actel-map.exe helper program. Application code is written in main.c of the SoftConsole project to blink the on-board LED's.Figure 12 • Multiplexer ConfigurationFigure 13 • Memory MapRunning the Design ExampleRunning the Design ExampleTo run the design example,1.Download the design example at,/download/rsc/?f=Core8051s_ExtFlashIntSRAM_DF2.Double-click the Program Device under Program Design to program the Cortex-M1-enabledProASIC3L Development Kit in the Design Flow window, as shown in Figure14.Figure 14 • Program DeviceLoading and Debugging Core8051s Application From External Flash Memory3.Open the SoftConsole project after successfully programming the device, as shown in Figure15.Figure 15 • SoftConsole Project WindowRunning the Design Example4.Right-click the Core8051s_ExtFlashIntSRAM on the left pane and click Properties, as shown inFigure16. The Properties window is displayed as shown in Figure16.Figure 16 • Project Properties5.Double-click Settings under C/C++ Build on the left pane of Properties window.Loading and Debugging Core8051s Application From External Flash Memory6.Click Tools Settings tab on the right pane and select the Memory map generator, as shown inFigure 17.7.Enter actel-map -M../intel-28f640-1x8-code-memory.txt text in the Command field.Note:The “intel-28f640-1x8” XML file, which is at C:\Program Files (x86)\Microsemi\SoftConsolev3.4\Sourcery-G++\share\sprite\flash is used for loading and debugging the JS28F640J3D-75 flash memory.Figure 17 • Memory Map GeneratorRunning the Design Example8.Right-click Core8051s_ExtFlashIntSRAM on the left pane and click Debug As > DebugConfigurations…, as shown in Figure18. The Debug Configurations window is displayed.Figure 18 • Debug ConfigurationsLoading and Debugging Core8051s Application From External Flash Memory9.Right-click Microsemi Core8051s Target and click New to create a new debug configuration, asshown in Figure19.Figure 19 • New Debug Configuration10.Click Debug.Figure 20 • Debug ConfigurationsRunning the Design Example After launching the debug session, the flash programming operation starts. The erase and writeoperations are shown in Figure21.Figure 21 • Flash ProgrammingLoading and Debugging Core8051s Application From External Flash Memory11.Start PuTTY (with settings 57600 baud rate, 8 data bits, and No parity), and choose Resumefrom the Run menu. The LEDs are scanned on the Cortex-M1-enabled ProASIC3L Development Kit in the forward and reverse direction. The messages are displayed as shown in Figure 22.12.Terminate and relaunch the debug session.13.Set break points at 60, 115 and 149 lines of main.c.14.Choose Resume from the Run menu.15.Choose Step Over from the Run menu until it reaches the 115 line of main.c. The “RunningCore8051s Application from External Flash Memory” message is displayed as shown in Figure 23.Figure 22 • Application Running From External Flash MemoryFigure 23 • Debug CodeRunning the Design Example2116.Choose Step Over from the Run menu. While stepping over the code, the LEDs blinks on theMicrosemi Cortex-M1-enabled ProASIC3L Development Kit . The message is displayed as shown in Figure 24.Figure 24 • Step OverLoading and Debugging Core8051s Application From External Flash Memory2217.Right-click Core8051s_ExtFlashIntSRAM Debug [Microsemi Core8051 Target] and clickTerminate and Remove the debug session as shown in Figure 25.18.Choose Exit from the File menu to close the SoftConsole project.19.Unplug the USB cables and power supply cable and plug-in the power supply cable. The sameLED scanning application runs from the non-volatile external flash memory.ConclusionThis application note describes how to load and debug the Core8051s application from the external flash memory using SoftConsole. The example design serves as a starting point to other Core8051s designs.It includes a Core8051s based system, firmware drivers, and a sample LED scanning application that runs from the external flash memory.Appendix A – Design and Programming FilesYou can download the design files from the Microsemi SoC Products Group website:/download/rsc/?f=Core8051s_ExtFlashIntSRAM_DFThe design file consists of Libero project and programming file. Refer to the Readme.txt file included in the design file for directory structure and description.Figure 25 • Terminate and Remove Debug SessionList of Changes 23List of ChangesThe following table lists the critical changes that were made in the current version of the application note.DateChanges Page Revision 1(July 2014)Initial Release.NA51900295-1/7.14© 2014 Microsemi Corporation. All rights reserved. Microsemi and the Microsemi logo are trademarks of Microsemi Corporation. All other trademarks and service marks are the property of their respective owners.Microsemi Corporate HeadquartersOne Enterprise, Aliso Viejo CA 92656 USA Within the USA: +1 (800) 713-4113 Outside the USA: +1 (949) 380-6100Sales: +1 (949) 380-6136Fax: +1 (949) 215-4996E-mail:***************************Microsemi Corporation (Nasdaq: MSCC) offers a comprehensive portfolio of semiconductor and system solutions for communications, defense and security, aerospace, and industrial markets. Products include high-performance and radiation-hardened analog mixed-signal integrated circuits, FPGAs, SoCs, and ASICs; power management products; timing and synchronization devices and precise time solutions, setting the world's standard for time; voice processing devices; RF solutions; discrete components; security technologies and scalable anti-tamper products; Power-over-Ethernet ICs and midspans; as well as custom design capabilities and services. Microsemi is headquartered in Aliso Viejo, Calif. and has approximately 3,400 employees globally. Learn more at .。

一年级上册英语试题-M1 Unit 1 Greetings课时练习牛津上海版(含答案)

Module 1 Getting to know youUnit 1 GreetingsI. Vocabulary:l. Basic words and expressions:morning, afternoon2. Extending words and expressions: eveningII. Sentence patterns:1 . Basic sentences:(1) - Hello, Ben! - Hi, Alice!(2) - Good morning, Ben. - Good morning, Alice.1) afternoon, Danny 2) evening, Linda(3) - Goodbye, Ben. - Goodbye, Alice.(4) Hello, I'm Danny.2. Extending sentences:Nice to see you.III. Dialogues:1. - Hello, Kitty! Good morning.- Good morning, Danny.2. - Hi, Danny! Nice to see you.-Nice to see you too, Kitty.- Goodbye, Danny.- Goodbye, Kitty.3. - Hello, I'm Tom.- Hello, I'm Danny.- Nice to see you, Danny.- Nice to see you too, Tom.IV. Functions:1 . Greetings.2. Farewell.3. Self-introduction.Period 1ExercisesI. Look and say（看图, 说单词）II. Look and say（用-Good morning和图中的小朋友打招呼）: Good morning, ________________.III. Look and say（用Good afternoon和图中的小朋友打招呼）Good afternoon, _____________.IV. Look and say（看图, 说句子）:V. Listen and tick（听录音, 给正确的图片打“√”)VI. Listen and circle（听录音, 圈出你听到的句子）:1. A, Good morning. B. Good afternoon.2. A. This is Danny. B. This is Alice.VII. Listen and number（听录音, 给图片正确编号）:VIII. Listen and judge（听录音, 判断听到的内容是否与图片一致, 用“√”或“×”表示）:IX. Read and judge（看图, 判断单词是否与图片相符, 用“√”或“×”表示）:1. morning2. afternoon3. Kitty4. AliceX. Look and choose（看单词, 选出正确的图片）:( ) 1. morning( ) 2. DannyXI. Read and tick（看图, 给正确的句子打“√”)A. Good morning, Kitty. ( )B. Good morning, Alice. ( )A. Good morning. ( )B. Good afternoon. ( )Period 2ExercisesI. Look and say（看图, 说单词）:II. Look and say（看图, 说话）:III . Read the words（正确朗读单词）:1 . morning 2. afternoon 3. hello 4. hiIV. Look and say（看图, 说句子）:V. Listen and tick.( 听录音, 给图片打“√”)：VI. Listen and number（听录音, 给图片正确编号）:VII. Listen and judge（听录音, 判断听到的内容是否与图片相符, “√”或“×”表示）:VIII. Listen and circle（听录音, 圈出听到的单词）:1 . A. morning B. afternoon 2. A. evening B. morning3. A. goodbye B. hello4. A. Peter B. JohnIX. Read and judge（看图, 判断单词是否与图片相符, 用用“√”或“×”表示）:X . Look and match（将图片与单词正确连线）:11. Read and choose（看图, 选择正确的内容）: ( ) l. A. Good morning. B. Goodbye.( ) 2. A. Good afternoon. B. Goodbye.Period 3ExercisesI. Look and say（看图, 说单词）:II. Look and say（看图, 说句子）:III. Look and read（正确朗读单词）:1 . morning 2. afternoon 3. hi 4. goodbye IV. Look and read（正确朗读句子）:1 . Nice to see you.2. Hello, Linda!3. Hi! I'm Tom.4. Good morning to you and to you.V. Listen and circle（听录音, 圈出正确的图片）:VI. Listen and number（听录音, 给图片正确编号）:VII. Listen and circle（听录音, 圈出听到的单词）:1. A. Kitty B. Alice2. A. Peter B. Danny3. A. hello B. hi4. A. morning B. afternoon VIII. Listen and choose（听录音, 选择听到的句子）:( ) 1. A. Good morning, Peter! B. Good morning, Tom!( ) 2. A. Nice to see you. B. Good morning to you.( ) 3. A. Goodbye, John. B. Good afternoon, John.( ) 4. A. Hi! I'm Alice. B. Hello! I'm Kitty.IX. Look and choose（看单词, 选择正确的图片）:X . Look and judge（看图, 判断单词和句子是否正确, 用“√”或“×”表示）: XI. Read and tick（看图, 给正确的句子打“√”):Revision for Module 1 unit 1SpeakingI．Look and say(看图, 说单词) ：10%II . Look and say（看图, 说话）: 10%III. Read the words正确朗读单词）: 10%1. afternoon2. morning3. evening4. Peter5. hello6. Kitty7. goodbye8. Tom9. Linda 10. John IV. Read the sentences（正确朗读句子）: 10％1. Hi! I'm Danny.2. Goodbye, Miss Fang.3. Nice to see you.4. Good evening, Linda!5. Good morning to you.V. Look and say（看图说话）:5 %VI. Sing a sing (唱一首Good morning的英语歌曲）: 5％ListeningI. Listen and circle(听录音, 圈出正确的图片）: 10%II. Listen and judge（听录音, 判断听到的内容是否与图片一致, 用“√”或“×”表示）:10% III. Listen and number（听录音, 给图片正确编号）: 10%IV. Listen and circle（听录音, 圈出正确的单词）：12%1 . A. evenining B. afternoon 2. A. hello B. hi3. A. Tam B. John4. A. Linda B. Kitty5. A. goodbye B. morning6. A. see B. you Writing1. Look and circle（看图, 圈出正确的单词）: 6 %II. Look and choose(看图, 选择正确的句子）: 4%Module 1 Getting to know youUnit 1 GreetingsPeriod 1ExercisesV. Listen and tick（听录音, 给正确的图片打“√”）:1. morning (A)2. This is Kitty. (A)VI. Listen and circle（听录音, 圈出你听到的句子）:1. Good afternoon. (B)2. This is Danny. (A)VII. Listen and number（听录音, 给图片正确编号）:Danny, Kitty, Alice (2, 1, 3)VIII. Listen and judge（听录音, 判断听到的内容是否与图片一致, 用“√”或“×”表示）:1. Good afternoon.（√）2. Good morning.（√）IX. 1. × 2. × 3. √ 4.√X. 1.A 2.AXI. 1.B 2.BPeriod 2ExercisesV. Listen and tick (听录音, 给正确的图片打“√”）:1. Good afternoon. (A)2. Hello, Kitty. (A)VI. Listen and number（听录音, 给图片正确编号）:Good evening. Good morning. Good afternoon. (2, 1, 3)VII. Listen and judge（听录音, 判断听到的内容是否与图片相符, 用“√”或“×”表示）:1. Hello, Alice.（×）2. Goodbye.（×）VIII. Listen and circle（听录音, 圈出听到的单词）:1. morning (A)2. evening(A)3. hello(B)4. John(B)IX. 1. ×2. ×3.√X. 略XI. 1. A 2. BPeriod 3ExercisesV. Listen and circle（听录音, 圈出正确的图片）:1. evening(A)2. Kitty (A)3. Danny( A)4. morning (A)VI. Listen and number（听录音, 给图片正确编号）:morning, afternoon, evening (3, 2, 1)。

九上英语单词M1--M12

九上英语单词于京田MI1、man-made 人造的2、natural 大自然的3、wonder 奇观、奇迹4、discussion 讨论、商讨5、eastern 在东边、来自东边6、though 虽然、但是7、loud （声音）响亮的8、wow 呀、哇（用于表示惊讶或赞叹）9、opinion 看法、主张10、,in one’s opinion 按某人的意见、据某人看来11、more than 超过12.electricity 电13、millions of 大量的、无数的14、below 在下面，在…以下15、shine 照耀16、sign 迹象、标志、标牌17、silent 寂静的18\、silver 银灰色的、银制的19、sky 天空20、grey 灰色的、（天气）阴沉的21、go through 穿过22、beside 在…旁边、在…附近23、reply 回答、答复24、clear （烟雾等）开始消失25、fall away 突然向下倾斜26、stream 小河、小溪27、nearly 几乎、差不多28、on top of 上面、盖住29、canyon 峡谷30、remain 逗留、留下31、by 在…旁边、靠近M21,found 创立，创建2.since then 从那以后3.flag 旗，旗帜4.until 直到…为止5.off 不上课，休息，不工作6.all kinds of 各种各样的7vacation 假期，假日8take a vacation 去度假9.season 度假旺季，节期10.kid 小孩11.have fun 玩得高兴，有乐趣12.band 乐队13.UT 英国14.as soon as 一…就…15.fourth 第四16.sixth 第六17.seventh 第七18.eighth 第八19.ninth 第九20.tenth 第十21.twelfth 第十二22.twentieth 第二十23.among 在…之中24.speech 演说，演讲25.pioneer 开拓者，先驱者26.grow 种植，栽培（植物）27corn 谷物，玉米28.following 接着的，接下来的y 摆放（餐桌）y the table 摆放餐桌31.over 完了的，结束的32.dish 盘，碟33.parade （庆祝）旅行33.ourselves 我们自己M31.including 包含，包括2.medal 奖牌，奖章3.attend 上（学），出席，参加（事件或活动）4.abroad 在国外，到国外5.once again 再一次6.doctor 博士7.degree 课程，学位8.whatever 无论什么，不管什么9.give up 放弃，（努力）10.amazing 惊人的，极好的11.will 意志，决心12.victory 成功，胜利13.simply 实在，的确14.Canadian 加拿大的，加拿大人的15.sick （感觉）不适的，生病的16.soldier 军人，士兵17.treat 医治，治疗18.war 战争19.wound 伤，伤口20.die for 为…而死21.wounded 爱伤的22.realise 了解，意识到23.dying 垂死的，即将死亡的24.care 照顾，照料25.take care of 照顾，护理26.tool 工具，器械27.invention 发明，发明物28.at than time 那时候29.on one’s own 独自一人eful 有用的，有益的31.rest 休息，睡眠32.himself 他自己33.manage 做成，（尤指）设法完成34.operation 手术35.continue （使）继续36.die of 死于…37.Canada 加拿大M41.platform （供上下火车用的）月台，站台2.meeting 会议，集会3.miss 未出席，未出现4.shut 关上，合上5.lock 锁，锁住6.simple 简单的，容易的7.anybody 任何人8.clock 钟，时钟9.ring 鸣响，发出铃声10.passenger 乘客，旅客11.address 地址12.text 文本，正文13.text message 短信14.couple 一对，两个15.a couple of 两个16.actully 事实上17.manage 管理，支配18.unhappy 不高兴的19.turn off 关掉，关闭（设备）20.order 命令，指示21.be worried 担心22.business 工作23.on business 出差24.sofa （长）沙发25.snack 点心，小吃26.midnight 午夜，子夜27.wake up 醒，醒来28.hand in 提交，上交29.empty 空的30.unable 不能做某事的31.all day long 整天32.burn .burnt （使）烧焦，（使）烤糊33.cup 杯子，一杯饮料34.task 任务，工作M51.upstairs 位于楼上的，往楼上，在楼上2.exhibition 展览，展览会3.rule 规则，法则4.against the rules 违反规定5.in trouble 遇上麻烦，处于困境6.tail 尾巴，尾7.rope 粗绳，绳子8.entry 进入权，进入许可9.No entry 禁止入内10.no good 不适合的，不方便的11.no wonder 难怪，不足为奇12.missing 找不到的，失踪的13.downstairs 位于楼下的，往楼下，在楼下14.punish 惩罚，惩处munications （复数）通信16.physics 物理学17.chemistry 化学18.dig 挖掘，掘洞19.coal 煤20.energy 能量，能源21.X-ray X射线，X光22.experiment 实验23.sand 沙，沙子24.control 操作，操纵25.truck 卡车，货车26.wheel 轮子，车轮pare with 比较…与…28.of all ages 所有年龄段的29.whole 全部的，整个的M61.deal 协议2.exam 考试3,fail 未能及格，未能达到4.guitar 吉他5.instrument 乐器，仪器6.musical 音乐的7.habit 习惯8.get into the habit of…养成…的习惯9.schoolwork 学生课业，功课10.volunteer 志愿者11.necessary 必要的，必须的12.shame 可惜，遗憾13.instead 代替，而不是14.instead of 而不是munity 社区，社会16.knowledge 知识，学识17.point （试图表达的）观点，看法18.consider 考虑，斟酌st word 最后一句话，最终决定e round 拜访（某人的家）21.reason 原因，理由22.try out 试用，试23.angry 愤怒的，生气的24.no longer 不再25.be angry with sb 生某人的气26.repair 修理，修补27.truth 事实，真相28.least 最少，最小29.at least 起码30.honest 诚实的，老实的31.apologise 认错，道歉32.bill 账单，账款33.pocket money 零花钱M71.discuss 讨论，谈论2.thinker 思想家3.wise 有判断力的，明智的43review 评论（文章）5.influence 影响，作用于6.sense 道理，意义，合理性7.make sense 易理解，合情理，有意义8.by the way 顺便提一下（用于交谈中插入新话题、题外话或评论）9.suppose 猜想，推测，相信，认为10.well-known 众所周知的，著名的11.adventure 冒险（经历）12.get into trouble 遇上麻烦13.run away 逃走，逃跑14.escape 逃离，逃脱15.cave 洞穴16.dead 死的，去世的17.for a time 一小段时间，一度，一时18.neighbour 邻居19.funeral 葬礼20.surprised 惊奇的，惊讶的21.alive 活着的22.southern 南方的23.state 州，邦24.pay for …付出代价25.action 举止，行为，情节26.everyday 日常的，普通的27.dialogue 对话M81.stand for 是……的缩写；代表2.memory 记忆；回忆3.point 比分4.decision 决定5.excuse （辩解的）理由；借口6.noon 中午；正午7.seat 座椅；座位8.no way 决不；不可能9.fair 公平的；合理的10.kick 踢11.mad 生气的；恼火的12.sportsman （尤指职业的）运动员13.high jump 跳高14.ability 能力15.hurdling 跨栏赛跑16.sportswoman （尤指职业的）女运动员17.race 赛跑；比赛18.record 记录；最佳记录19.method 方法；办法20.hurdles 跨栏赛跑21.Japan 日本22.break 打破（记录）；打碎23.sportsperson 运动员n 亚洲的；亚洲人的25.suffer 患有（疾病等）；经受26.suffer from受（某种病痛）折磨；因......而受苦27.first place 第一名；冠军28.stop sb.(from)doing sth 阻止某人做某事29.courage 勇气；胆量30.pride 自豪感；骄傲31.take pride in 感到骄傲M91.borrow 借入；借来2.put up 张贴；公布3.website 网站4.mail 邮件；信件5.textbook 教科书；课本6.mainly 大部分地；主要地7.thousands of 好几千；成千上万8.page 页；一页（纸）9.electronic 电子的10.technology 科技；技术11.powerful 有影响力的；能控制他人的12.memory 储存器；储存量13.full 满的；充满的14.fix 补救；挽救15.instructions 【复数】说明书16.lend （把某物）借出，借给（某人）17.properly 适合地；正确地18.look through 快速阅读；浏览19.printing 印刷20.at a time 每次；一次21.by hand 用手；靠手做22.development 发展；进步23.trade 买卖；交易24.result （因……而）产生；发生25.spread 扩展；蔓延；传播26.in a way 从某一角度；从某一点上看；在某种程度上pare…to 把……比作28.introduction 引进；采用；推行29.amount 量；数量30.store 存储；储藏31.varied 各种各样的；各不相同的32.form 种类；类型；形态；存在形式33.connection 电话连接；计算机网络连接34.single 仅一个的；单个的35.direction 方向36.replace 替换；取代37.wait and see 等等看；等着瞧M101.here we go 我们这就看看2.central 中心的；在中间的3.according to 根据；按照；据……所说4.magical 神奇的；迷人的5.height 高度；身高6.sailing boat 帆船7.northeast 在东北的8.sheep 羊；绵羊9.hat 帽子10.keep 使保持（某种状态）；记录；存储（信息）11.keep sb./sth.away （使）避开；（使）不靠近12.fly 苍蝇13.scissors 【复数】剪刀14.cut sth.off sth 把某物从某物上剪掉15.wool 羊毛16.diary 日记；日记簿17.keep a diary 写日记18.hate 憎恨；讨厌19.ant 蚂蚁20.brush （用刷子）刷21.brush sth.off sth 把某物从某物上刷掉22.at the time 那时；在那段时间23.be surprised at 对……感到惊奇24.period 阶段；时期25.spirit 精灵；神灵；精神26.relationship 关系27.relative 亲戚28.ham 火腿29.salad 色拉30.grape 葡萄31.surf 冲浪32.kangaroo 袋鼠33.riding 骑马（运动）zy 懒惰的；懒散的35.ride 骑马；乘车M111.bet 打赌，下赌注2.you bet 的确，当然，一定3.the thing is 答案是，问题是4.general 整体的，普遍的5.standarl 标准，水准6.feeling 感觉，直觉看法7.difficulty 困难，困境8.subject 主题9.add 添加10.recently 最近，近来11.menu 菜单12.be in with a chance 有可能，有机会13tonight （在）今晚，（在）今夜14.read out 朗读，宣读15.winner 获胜者pared with （与…）相比17.even though 即使，尽管18.rush 冲，奔19.blouse 女衬衫20.skirt 裙子21.Protect sth .against sth. 保护…，使….不受22.singer 歌手，歌唱家23.congratulations （复数）祝贺24.headmaster 男校长25.present 授予，呈递M121.factory 制造厂，工厂2.pollute 污染3.recycle 回收利用，再使用（废品）4.waste 废料，废弃物5.enemy 敌人，仇人6.crop 庄稼，作物7.kill 杀死，弄死8.oil 石油9.less 较小的，较少的，较少数，较少量10.hopeless 无望的，11.china 瓷，瓷器12.divide 分开13.plastic 塑料，塑料的14.policy 政策，方针15.reuse 再次使用，重复利用16.bottle 瓶17.throw away 扔掉，丢弃18.repeat 重说，重新做。

挖掘机外文翻译外文文献中英翻译

挖掘机臂液压系统的模型化参量估计摘要首先介绍了液压挖掘机的一个改装的电动液压的比例系统。

根据负载独立流量分配（ LUDV ）系统的原则和特点，以动臂液压系统为例并忽略液压缸中的油大量泄漏，建立一个力平衡方程和一个液压缸的连续性方程。

基于电动液压的比例阀门的流体运动方程，测试的分析穿过阀门的压力的不同。

结果显示压力的差异并不会改变负载，此时负载接近。

然后假设穿过阀门的液压油与阀芯的位移成正比并且不受负载影响，提出了一个电液控制系统的简化模型。

同时通过分析结构和承重的动臂装置，并将机械臂的力矩等效方程与旋转法、参数估计估计法结合起来建立了液压缸以等质量等为参数的受力平衡参数方程。

最后用阶跃电流控制电液比例阀来测试动臂液压缸中液压油的阶跃响应。

根据实验曲线，阀门的流量增益系数被确定为×10-4m3/(s·A)，并验证了该模型。

关键词：挖掘机，电液比例系统，负载独立流量分配（ LUDV ）系统，建模，参数估计1 引言由于液压挖掘机具有高效率、多功能的优点，所以被广泛应用于矿山，道路建设，民事和军事建设，危险废物清理领域。

液压挖掘机在施工机械领域中也发挥了重要作用。

目前，机电一体化和自动化已成为施工机械发展的最新趋势。

因此，自动挖掘机在许多国家逐渐变得普遍并被认为重点。

挖掘机可以用许多控制方法自动地控制操作器。

每种使用方法，研究员必须知道操作器结构和液压机构的动态和静态特征。

即确切的数学模型有利于控制器的设计。

然而，来自外部的干扰使得机械结构模型和各种非线性液压制动器的时变参数很难确定。

关于挖掘机时滞控制的研究已经有人在研究了。

NGUYEN利用模糊的滑动方式和阻抗来控制挖掘机动臂的运动，SHAHRAM等采取了阻抗对挖掘机远距传物的控制。

液压机构非线性模型已经由研究员开发出来了。

然而，复杂和昂贵的设计控制器限制了它的应用。

在本文，根据提出的模型，根据工程学和受力平衡，挖掘机臂液压机构模型简化为连续均衡的液压缸和流动均衡的电液比例阀；同时，确定了模型的参量的估计方法和等式。

AH & M Pumps Operation Manual-Chinese

出于对操作人员的安全考虑，请注意本手册中所提供的信息仅适用于WARMAN原装部件及WARMAN推荐的配套轴承。
•
Tapped Holes (for Eye Bolts) and Lugs (for Shackles) on Warman Parts are for liftingIndividual Parts Only.
泵装配.................................................................................................... …………………………5
框板及盖板螺栓的安装–见图2.......................................…………………………………………………..5
WARMAN INTERNATIONAL LTD
WARMAN PUMPS
ASSEMBLY AND MAINTENANCE
INSTRUCTIONS
SUPPLEMENT ‘P3’
Warman International Ltd. is the owner of the Copyright subsisting in this Manual. The Manual may not be reproduced or copied in whole or in part in any form or by any means without the prior consent in writing of Warman International Ltd.
不允许泵在持续的低流量、零流量或其他可能使介质汽化的条件下运行。其产生的压力会导致人员伤亡和设备受损。
•
DO NOT APPLY HEAT TO IMPELLER BOSS OR NOSEin an effort to loosen the impeller thread prior to impeller removal. Personnel injury and equipment damage couldresult from the impeller shattering or exploding when the heat is applied.

高分子化学公式

高分子化学名词解释第一章绪论(Introduction)（1）分子量的计算公式：M0：重复单元数的分子量M1：结构单元数的分子量（2）数均分子量：N1，N2…N i分别是分子量为M1，M2…M i的聚合物分子的分子数。

x i表示相应的分子所占的数量分数。

（3）重均分子量：m1，m2…m i分别是分子量为M1，M2…M i的聚合物分子的重量W i表示相应的分子所占的重量分数（4）Z均分子量：（5）粘均分子量：α：高分子稀溶液特性粘度—分子量关系式中的指数，一般在 0.5～0.9之间（6）分布指数：分布指数第二章自由基聚合(Free-Radical Polymerization)（1）引发剂分解动力学：引发剂的分解速率：引发剂的浓度引发剂分解一般属于一级反应，因而分解速率为的一次方。

将上式积分得：进而得到半衰期（引发剂分解至起始浓度一半时所需的时间）对应半衰期时：，由前面的推导有：半衰期（2）自由基聚合微观动力学链引发速率：链增长速率：链终止速率：式中：kd、kp、kt分别为引发、增长及终止速率常数；[M]为体系中单体总浓度；为体系中活性种（自由基）的总浓度；f为引发剂效率。

推导如下：链引发反应由以下两个基元反应组成：式中：为初级自由基；为单体自由基。

若第二步的反应速率远大于第一步反应（一般均满足此假设），有：引入引发剂效率后，得引发速率的计算式如下：一般用单体的消失速率来表示链增长速率，即：链增长反应如下式：引入自由基聚合动力学中的第一个假定：等活性理论，即链自由基的活性与链长基本无关，即各步速率常数相等，kp1=kp2=kp3=…kp x=kp推得：自由基聚合一般以双基终止为主要的终止方式，在不考虑链转移反应的情况下，终止反应方程式如下：偶合终止：歧化终止：终止总速率：式中：Rtc为偶合终止速率；Rtd为歧化终止速率；Rt为总终止速率；ktc、ktd、kt为相应的速率常数。

在以上公式的基础上，引入处理自由基动力学的三个假设，得到以单体消耗速率表示的总聚合速率，其计算公式为：以及单体浓度随时间的变化关系为：若引发剂浓度可视为常数，则上式还原为：以上公式推导如下：自由基浓度较难测定，也很难定量化，因而无实用价值，引入处理自由基动力学的第二个假定——稳态假定，假定体系中自由基浓度在经过一段很短的时间后保持一个恒定值，或者说引发速率和终止速率相等， Ri=Rt即：解出：再引入处理自由基动力学的第三个假定：大分子的聚合度很大，用于引发的单体远少于增长消耗的单体， Ri <<Rp由此，用单体消失速率来表示的聚合总速率就等于链增长速率代入引发速率的表达式得：代入引发剂浓度随时间的变化关系得到：积分得：两边同时变号当引发剂的浓度可看作常数时即：即：此时：可略去高阶无穷小量得：（3）动力学链长及平均聚合度1）不考虑链转移反应自由基聚合过程中双基终止有两种方式，一种为双基偶合终止，另一种为双基歧化终止，二者所占的分率的不同将会引起平均聚合度的改变，但两种终止方式不会改变动力学链长的大小，二者的计算公式为：式中：Rtc为双基偶合终止的反应速率；Rtd为双基歧化终止的反应速率；Rp为链增长速率。

M1 知识点讲解

Module 1 My First Day at Senior HighPeriod I New Words and Introduction重点单词讲解（A级）1. amazing adj. 令人惊讶的amaze vt.使惊奇 amazed adj. 吃惊的，惊讶的 amazement n．惊愕，惊异①be amazed at/by... 对…大为惊奇②be amazed to do sth. 对做某事感到惊讶③be amazed that＋从句因……而感到惊奇辨析：amazing与amazedamazing adj.令人吃惊的，多指事物，具有主动意味。

The meal is amazingly cheap. 这顿饭出奇地便宜amazed adj.吃惊的，感到惊奇的，多指人的情感，具有被动意义本单元中与amaze用法相同的动词有：bore vt.使厌烦bored adj.感到厌烦的boring adj.令人乏味的，无聊的embarrass vt.使窘迫，使人不好意思embarrassed adj.感到不好意思的，尴尬的embarrassing adj.令人难堪的disappoint vt.使失望disappointed adj.感到失望的disappointing adj.令人失望的归纳：动词加-ing形式和动词加-ed形式的形容词都可以在句中作定语和表语。

v.-ed形式通常表示主语所处的状态或感受（主要描绘人或事处于的一种状态），而v.-ing形式多表示主语所具有的特征（主要描绘人或事）。

活学巧练：All the members of the foreign delegation were ______ at the________chan ges of our country.A. amazing; amazedB. amazed; amazedC. amazing; amazingD. amazed; amazing2．instruction n. (常用作复数) 指示，指令，说明instructive adj. 有益的，提供丰富知识的 instructor n. 教员，教练，指导员①follow the/sb…s instructions 按照说明Eg. Follow the instructions on the bottle.按照瓶子上的说明去做。

1AM1

Module 1 Getting to know youUnit 1 Greetings教学内容:教时安排:the first period教学内容:认知内容: 能听懂会说Hello / Hi_____. I’m_____.能力要求：学会用所学句型进行情境表演。

情感态度：用学到的内容自我介绍，主动与同学打招呼，认识更多的新朋友。

教学过程:the second period教学内容:认知内容: 能听懂会说Good morning. /Good afternoon. / Goodbye.能力要求：学会用新知识问候并自我介绍。

情感态度：通过本课时问候语的学习，培养学生的主动打招呼的良好习惯，并鼓励学生用这些问候语与新同学交朋友，增进同学之间的了解和友谊。

教学过程:Module 1 Getting to know youUnit 2 My classmates教学内容:教时安排:the first period教学内容:认知内容: 能认读单词book, ruler, pencil, rubber能力要求：学会用所学句型进行情境表演。

情感态度：学生在游戏和表演中学习新的知识,并能通过有趣的儿歌来巩固新学的词汇。

教学过程:the second period教学内容:认知内容: 能听懂会说Give me…,please/Here you are./Thank you. 能力要求：学生学会用句型向别人借物品,情感态度：学生在游戏和表演中学习新的知识, 并通过游戏和表演来巩固新知识,创设良好的活动氛围, 让学生带着愉快的心情去迎接新的挑战. 教学过程:Module 1 Getting to know youUnit 3 My face教学内容:教时安排:the first period教学内容:认知内容: 能听懂会说eye, ear, nose, mouth, face能力要求：学会用句型This is…向他人介绍自己脸部各部分的器官。

语料库检索使用指南

Homework for Introduction parthttp://211.69.132.28/ 检索的库为：introduction 子语料库语料库使用练习目标一：熟悉语步与词汇的对应关系；目标二：学习以扩展意义单位为基础的新语义观（核心词、搭配、类联接、语义倾向、语义韵）；目标三：掌握有语言问题后如何查找相应答案的技能。

提交的作业文件名为：姓名+introduction提交的内容： 1. 在三个introductions，标注：1）M1, M2, M3；2)每个move的内容要点（用汉语）；3）每个语步的经典句型划线，4）红颜色标注：语步1中的评价性形容词、语步2的转折连词（引出现有研究的问题），语步3中代表弥补现有研究不足的表达（如研究目的等）2. 回答表格中基于语料库检索的8个问题。

提交时间：周二上课的班级提交时间为周一晚9：30：提交给刘琴同学的QQ邮箱周三上课的班级提交时间为周二晚9:30 ，提交到周颖同学的QQ邮箱Direction :1.Download 3 introduction parts from 3 journal articles in your own professional fields. Identify the 3 moves of the introduction part and mark them respectively by M1, M2, M3.and point out the main point of each move inChinese in barckets. Mark evaluative adj.in M1（评价性形容词）, disjunctive conj.（转折连词）in M2, and the expressions implying filling gaps, such as research purpose in M3 in red.Move1 : statements about the subjects. (M1), (main points :problems, background information, definition, importance ,etc) , Move2 : review of relevant studies(M2) (description & comments , point out the weakness of existing researches)Move3: introduction of the present study(M3)(purposes to fill the gaps, research focuses, questions, hypothesis,etc.)2.Underline the representative sentence patterns in each move and summarize it in the bracket such as [importance]3.Answer the questions in the right column of the form based on the corpus data.（注意：如果你不会调节表格，请把答案写在表格外）Sample :The separation of mixtures of alkanes is an important activity in the petroleum and petrochemical industries. For example, the products from a catalytic催化isomerization reactor consist of a mixture of linear, mono-methyl and di-methyl alkanes. Of these, the di-branched molecules are the most desired ingredients in petrol because they have the highest octane number. It is therefore required to separate the di-methyl alkanes and recycle the linear and mono-methyl alkanes back to the isomerization reactor. In the detergent industry, the linear alkanes are the desired components and need to be separated from the alkanes mixture[M1: 通过现实需要突出研究的重要性与意义].Selective sorption on zeolites is often used for separation of alkanes mixture（1-7文献被省略）. The choice of the zeolite depends on the specific separation task in hand. For example, small-pore Zeolite A are used for separation of linear alkanes using the molecular sieving principle. However, the branched molecules cannot enter the zeolite structure[M2:指出现有研究方法及方法中存在的问题]. This study aims to overcome this limitation. Both linear and branched molecules are allowed inside the medium-pore MFI matrix and the sorption hierarchy in MFI will be dictated both by the alkanes chain length and degree of branching.[M3：本研究目的和采用新方法的优势]Introduction的写作方法：说明论文特定主题与较为广泛的研究领域之间的关系，同时提供足够的背景资料。

秋外研版高中英语必修一课件：M1 Introduction(共26张PPT)

PE
5P.EWahnidchITof them are not academic
physics IT
(学术的) subjects? 6o.pWenhich are your favorite subjects?
Complete the sentences with the help of P1 2 the words in the box.
hope that one day we will be
amply rewarded. 就像一个专心致志进行探索的科学家那样，我们必须抱有这样的希望，终有一天，我们的努力会取得丰硕的成果。
Homework
Read the passage and preview the new words and expressions on Page 2&3.
You may do like this: answers with your 1. I like _______ because _c_l_a_s_s_m_a_t_e_s_..
2. I think __W__h_a_t_’s__y_oiusrimoppoinritoannt because _a_b_o_u_t__t_h_e__s_u.bjects?
4 Maths Chinese
Aftern oon
5 Maths 6 Geography 7 Music
Maths PE
Politics
Art Chinese English English
English Chemistry
PE English
Chinese History
Chinese
IT
Discuss your
•9、要学生做的事，教职员躬亲共做；要学生学的知识，教职员躬亲共学；要学生守的规则，教职员躬亲共守。2021/9/82021/9/8Wednesday, September 08, 2021 •10、阅读一切好书如同和过去最杰出的人谈话。2021/9/82021/9/82021/9/89/8/2021 8:20:58 PM •11、只有让学生不把全部时间都用在学习上，而留下许多自由支配的时间，他才能顺利地学习……（这）是教育过程的逻辑。2021/9/82021/9/82021/9/8Sep-218-Sep-21 •12、要记住，你不仅是教课的教师，也是学生的教育者，生活的导师和道德的引路人。2021/9/82021/9/82021/9/8Wednesday, September 08, 2021

欧洲规范NA to BS EN 1993-1-1

• 6.3.2.4(2)B • 6.3.3(5) • 6.3.4(1) • 7.2.1(1)B • 7.2.2(1)B • 7.2.3(1)B • BB.1.3(3)B
b) decisions on the status of BS EN 1993-1-1:2005 informative annexes; and
Contents
introduction 1 NA.1 Scope 1 NA.2 Nationally determined Parameters 1 NA.3 decisions on the status of informative annexes 7 NA.4 references to non-contradictory complementary information 7 Bibliography 8
• 2.3.1(1) • 3.1(2) • 3.2.1(1) • 3.2.2(1) • 3.2.3(1) • 3.2.3(3)B • 3.2.4(1)B • 5.2.1(3) • 5.2.2(8)
• 5.3.2(3) • 5.3.2(11) • 5.3.4(3) • 6.1(1) • 6.1(1)B • 6.3.2.2(2) • 6.3.2.3(1) • 6.3.2.3(2) • 6.3.2.4(1)B
NA.2.6
Fracture toughness [BS EN 1993-1-1:2005, 3.2.3(1)]
For buildings and other quasi-statically loaded structures the lowest service temperature in the steel should be taken as the lowest air temperature which may be taken as −5°C for internal steelwork and −15°C for external steelwork. For bridges the lowest service temperature in the steel should be determined according to the NA to BS EN 1991-1-5 for the bridge location. For structures susceptible to fatigue it is recommended that the requirements for bridges should be applied. in other cases (e.g. the internal steelwork in cold stores) the lowest service temperature in the steel should be taken as the lowest air temperature expected to occur within the intended design life of the structure.

IEC防爆知识入门

基本结构参数为隔爆接合面的长度和隔爆接合面的间隙.
隔爆型电气设备(EX d)
Introduction
A16
增安型电气设备是一种在正常条件下不会产生电弧,火花或可能点燃爆炸性混合物的高温的设备结构上,采取措施提高安全程度,以避免在正常和认可的过载条件下出现这些现象的电气设备,即它是一种依靠高质量的材料,设计和装配来消除电火花或局部过热的结构技术.
地区
IEC/CENELEC 北美(美国及加拿大)
0区(气体) 20区(粉尘)
1区(气体) 21区(粉尘)
1区(气体,粉尘)
2区(气体) 22区(粉尘)
2区(气体,粉尘)
中
国
0区(气体)
1区(气体)
20区(粉尘)
21区(粉尘)
2区(气体) 22区(粉尘)
危险场所的区域划分
Introduction
A8
温度组别
浇封型电气设备(EX m)
Introduction
A21
无火花型电气设备在正常工作条件下,不得产生火花及超过温度组别的最高表面温度,但在特定外壳(限制呼吸外壳)内允许火花或热表面存在.
目前无火花型电气设备可分为以下五种类型:
1) Ex nA - 无火花型设备(传统技术) 2) Ex nR - 限制呼吸外壳 3) Ex nL - 限制能量设备 4) Ex nZ - 简单正压 5) Ex nC - 有火花设备
T1 T2 T3 T4 T5 T6
最高表面温度
450 o C 300 o C 200 o C 135 o C 100 o C
o
85 C
环境温度 = 40oC
除非不同的状态在高于此环境温度下运行,会降低

八年级下册英语m一到m三第三人称结合作文

八年级下册英语m一到m三第三人称结合作文全文共3篇示例，供读者参考篇1The Third-Person Narrative in English CompositionIntroductionIn English composition, one of the most common perspectives used is the third-person narrative. This narrative style involves telling a story or discussing a topic from an outside or objective point of view. By using the third person, writers can maintain a sense of neutrality and distance from the subject matter, allowing readers to form their own opinions and interpretations. In this essay, we will explore the use of the third-person narrative in English composition, focusing on its application in middle school English textbooks M1 to M3.The Use of the Third-Person Narrative in English CompositionThe third-person narrative is a versatile and widely used style in English composition. It allows writers to present information in a clear and objective manner, avoiding personal biases or emotions. This narrative style is particularly useful in academicwriting, where objectivity and neutrality are valued. In middle school English textbooks M1 to M3, the third-person narrative is often employed in various types of writing, including essays, stories, and reports.For example, in an essay about the importance of environmental conservation, a writer using the third-person narrative might present facts and statistics about pollution, deforestation, and climate change without interjecting personal opinions. This allows readers to draw their own conclusions based on the information presented. In a story about a character facing a difficult decision, the third-person narrative can create a sense of distance from the emotions and motivations of the character, allowing readers to make their own judgments about the character's actions.In addition, the third-person narrative is often used in reports and explanations of complex topics in middle school English textbooks M1 to M3. For example, a report on the causes of World War II might use the third person to present historical events and political decisions in a factual and unbiased manner. This helps students to understand the context and significance of these events without getting caught up in personal opinions or biases.ConclusionThe third-person narrative is a valuable tool in English composition, allowing writers to present information in a clear, objective, and unbiased manner. In middle school English textbooks M1 to M3, the third-person narrative is often used in various types of writing to educate and inform students about a wide range of topics. By mastering the use of the third-person narrative, students can improve their writing skills and develop a deeper understanding of the world around them.篇2Title: The Power of Third Person Narration in English CompositionIn English composition, the use of third person narration is a powerful tool that can greatly enhance the quality and impact of a written piece. By providing a more objective and distant perspective, third person narration allows writers to effectively convey their message and evoke emotions in readers. In this essay, we will explore the importance and benefits of using third person narration in English composition, with a focus on the texts from Grade 8 English textbooks M1 to M3.One of the key advantages of third person narration is its ability to create a sense of detachment and objectivity in the storytelling. By using pronouns such as "he," "she," or "they," writers can distance themselves from the narrative and present events from a more impartial viewpoint. This can be particularly useful when writing about sensitive or controversial topics, as it allows the writer to present multiple perspectives without bias or prejudice.In the Grade 8 English textbooks M1 to M3, we can see how third person narration is used to great effect in various texts. For example, in a short story titled "The Lost City," the author employs third person narration to depict the protagonist's journey through a mysterious and eerie landscape. By using third person pronouns, the author is able to create a sense of suspense and tension, drawing readers into the story and keeping them engaged until the very end.Another benefit of third person narration is its ability to convey a sense of universality and timelessness in a written piece. By focusing on the actions and experiences of characters rather than the thoughts and feelings of a specific individual, writers can create a story that resonates with readers from different backgrounds and time periods. This can make the themes andmessages of a text more relatable and impactful, fostering a deeper connection between the writer and the audience.In the Grade 8 English textbooks M1 to M3, we can also see how third person narration is used to explore complex themes and ideas. For example, in a poem titled "A Winter's Tale," the poet employs third person narration to describe the beauty and harshness of winter in vivid detail. By using descriptive language and evocative imagery, the poet is able to evoke strong emotions in readers and create a sense of empathy and understanding towards the natural world.Overall, the use of third person narration in English composition can greatly enhance the quality and impact of a written piece. By providing a more objective and distant perspective, third person narration allows writers to effectively convey their message and evoke emotions in readers. In the Grade 8 English textbooks M1 to M3, we can see how third person narration is used to great effect in various texts, creating stories that are engaging, relatable, and thought-provoking. As aspiring writers, we can learn a lot from these examples and strive to incorporate third person narration into our own compositions, in order to create works that are powerful, engaging, and meaningful.篇3Title: The Importance of Using the Third Person Singular in English (M1 to M3)In English, using the third person singular form is essential for clear communication and accurate expression. The third person singular refers to individuals or things spoken about in the singular form, such as he, she, it, or singular nouns.First and foremost, using the third person singular helps to avoid ambiguity in communication. For example, in a sentence like "They loves to play basketball," it is unclear whether the subject is singular or plural. By using the correct form, the sentence should read "He loves to play basketball" or "They love to play basketball." This allows the reader or listener to understand the intended meaning of the sentence clearly.Additionally, using the third person singular form is important for maintaining proper grammar. In English, verbs must agree in number with their subjects. For example, in the sentence "She go to school every day," the verb "go" does not agree with the singular subject "she." The correct form should be "She goes to school every day." This adherence to grammar rulesensures that our writing and speech are clear, organized, and correct.Moreover, using the third person singular form is crucial for writing in a formal or academic setting. Academic papers, reports, and essays require precise language and adherence to grammar rules. Using the correct form demonstrates a writer's attention to detail and professionalism. It also shows respect for the reader by presenting information clearly and concisely.Furthermore, the use of the third person singular form is important in storytelling and narratives. When writing fiction or recounting events, using he, she, or it helps to distinguish characters and keep the narrative flow. It allows the reader to follow the story's plot and characters' actions easily. For example, instead of saying "I went to the store, and then you bought some groceries," it is more appropriate to write "She went to the store, and then she bought some groceries."In conclusion, the third person singular form is essential for effective communication, proper grammar, formal writing, and storytelling. By using he, she, or it correctly, we can convey our thoughts and ideas clearly, maintain grammatical accuracy, and engage readers in our narratives. Therefore, mastering the use ofthe third person singular is crucial for English language learners and writers alike.。

Edexcel BTEC级别3国际舞蹈-第一版-2010年1月

Aim and purposeIn this unit learners will gain an understanding of dance genres from around the globe. The emphasis is on practical work underpinned by theoretical knowledge regarding history and context.Unit introductionWe live in a multi-cultural society and therefore dancers need to know about the many forms that dance can take throughout the world. In order to understand fully why there are so many diverse forms of dance, dancers also need to know the reasons for their growth and development. Why and how does flamenco differ from salsa? Why is Indian dance performed in such a way? What makes the dance style in Nigeria different from the dance style in Ghana? This knowledge will help dancers to gain more enjoyment from the performance of these many different dances and also help them to understand what it means to dance in its broadest sense.Learners will consider the sociological and cultural reasons for the emergence of different genres and styles, enabling them to appreciate the wider significance of dance in all its manifestations. They will gain an understanding of the history of different dance genres as well as the context in which they originated and developed. Primarily, however, this unit focuses on learners’ physical grasp of the dance genres selected for delivery within this unit.Learners will acquire the appropriate technical skills dependent on the key features of the chosen dance styles. They will consider the kind of movement typical of the genres and how this movement is patterned in time and space in order to produce a distinctive style. This process will lead to performances of the dance genres chosen, where stylistic as well as physical reproduction of movement is essential.On completion of the unit, learners will have gained a practical and theoretical knowledge of a selection of dances from around the world. International Dance can be a stand-alone unit or integrated with performance and choreographic units.Learners will need to take part in at least two performances. Each performance should last approximately two to three minutes.Learning outcomesOn completion of this unit a learner should:1Understand the history and context of different genres of international dance 2Be able to reproduce key features of different genres of international dance 3 Be able to perform combinations within the international dance genre.Unit content1Understand the history and context of different genres of international dance History: origin and development of international dance genres eg dances from Africa, China, India, Japan, Thailand, Europe, South America, Indonesia, Korea, South Pacific, AustraliaContext: social/cultural traditions; type of dance; values of dance; environmental and social conditions;geographical location; climate; political groupings; external contacts2Be able to reproduce key features of different genres of international dance Key features: appropriate posture; alignment; balance; co-ordination; elevation; stamina; strength;flexibility; use of torso/individual body parts; musicality; timing; relationship between performers; use of space; dynamic range; facial expression3Be able to perform combinations within the international dance genre Rehearsal process: self-discipline; appropriate presentation; commitment; concentration; timemanagement; application of direction/correctionsMovement memory training: practice; discipline; repetition and recallAccurate performance combinations: content of movement actions; alignment of limbs; spatial awareness;shape; rhythmic accuracyPerformance skills: appropriate use of dynamics; projection; focus; interpretation of style; communication to the audience; expressionLearners will need to take part in at least two performances. Each performance should last approximately two to three minutes.Assessment and grading criteriaIn order to pass this unit, the evidence that the learner presents for assessment needs to demonstrate that they can meet all the learning outcomes for the unit. The assessment criteria for a pass grade describe the level of achievement required to pass this unit.Assessment and grading criteriaTo achieve a pass grade the evidence must show that the learner is able to:To achieve a merit grade theevidence must show that, inaddition to the pass criteria,the learner is able to:To achieve a distinction gradethe evidence must show that,in addition to the pass andmerit criteria, the learner isable to:P1discuss the origin anddevelopment of internationaldance genres[IE]M1explain the origin anddevelopment of internationaldance genresD1critically comment on theorigin and development ofinternational dance genresP2demonstrate the key features of specified traditional dancegenres with some level of skill[EP]M2demonstrate the key featuresof specified traditional dancegenres with aptitudeD2demonstrate the key featuresof specified internationaldance genres demonstratinghigh levels of skill andaccomplishmentP3utilise the rehearsal process, working with a sense of self-discipline[SM, TW, EP]M3utilise the rehearsal processeffectively, working with self-disciplineD3work with dedication duringthe rehearsal process,demonstrating self-disciplinethroughoutP4execute international dance performances with evidenceof accuracy, expression,interpretation and sense ofstyle.[EP]M4execute international danceperformances accuratelywith appropriate use ofexpression, interpretationand sense of style.D4execute international danceperformances accuratelywith highly effective use ofexpression, interpretationand sense of style.PLTS: This summary references where applicable, in the square brackets, the elements of the personal, learning and thinking skills applicable in the pass criteria. It identifies opportunities for learners to demonstrate effective application of the referenced elements of the skills.Key IE – independent enquirersCT – creative thinkers RL – reflective learnersTW – team workersSM – self-managersEP – effective participatorsEssential guidance for tutorsDeliveryThe emphasis in this unit is on the practice and performance of traditional dance genres and therefore delivery should be mainly through practical dance workshops, culminating in performance. These practical workshops will be accompanied by individual research, tutor-led lectures and discussions into the origin, development and function of the dance genres studied. It is suggested that dance experts, visiting companies and artists in different genres and styles within the region could be called upon in order to provide practical workshops as well as background information.The study of the history and context of traditional dance genres could be approached through a varietyof methods. The sharing of individual research, presentations, handouts, discussions, observationof performances and tutor-led lectures would ensure a broad dissemination of knowledge. Every encouragement should be given for learners to view professional dance works in a wide variety of genres, whether live or pre-recorded.Key features and characteristics of the traditional dance genres should be approached from a practical point of view, during which the learner will acquire the necessary knowledge and understanding through practice and performance. Workshops and classes led by experts will help learners with the acquisition and development of the necessary technical and performance skills. Rehearsal time is also an important element where learners can gain understanding of the significance of refining and perfecting combinations.The unit lends itself to the delivery of all criteria in one assignment, showing a natural progression from exploration through to performance. Criteria can be separated however, for example the theoretical element could be covered in an isolated assignment and this would map to grading criterion 1. The practical elements of learning, rehearsing and performing are interlinked, making it difficult although not impossible to separate these criteria.Learners should demonstrate all criteria twice; at least two genres should be studied during the delivery of the unit. Each performance should last approximately two to three minutes.Outline learning planThe outline learning plan has been included in this unit as guidance and can be used in conjunction with the programme of suggested assignments.The outline learning plan demonstrates one way in planning the delivery and assessment of this unit.Topic and suggested assignments/activities and/assessmentIntroduction: What is International Dance?T utor-led session about international dance genres and unit content.Assignment 1: African Dance – P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4Learners are given a power point presentation on African dance, covering history and context.They are then asked to supplement this with their own research findings and present this verbally either individually/in small groups.Learners take part in regular workshops in the selected genre, learning how to reproduce key features. Learners are taught a piece/combination in the selected genre for which they rehearse and potentially provide input. This culminates in a performance.Assignment 2: Flamenco – P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4Learners are given a lecture about flamenco, covering history and context.In small groups, learners further research the genre and present their knowledge as PowerPoint presentations. Learners take part in regular workshops in the selected genre, learning how to reproduce key features. Learners are taught a piece/combination in the selected genre for which they rehearse and potentially provide input. This culminates in a performance.Assignment 3: Salsa – P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4Learners are given a lecture about salsa, covering history and context.Individually, learners further research the genre and present their knowledge in written format.Learners take part in regular workshops in the selected genre, learning how to reproduce key features. Learners are taught a piece/combination in the selected genre for which they rehearse and potentially provide input. This culminates in a performance.AssessmentEvidence for the practical criteria can be in the form of filming workshops and dance performances. The rehearsal process can be monitored effectively by the tutor completing observation sheets. Performances of dance may take the form of street theatre, procession, carnival or ritual ceremony according to the genre of dance and the way it is usually performed within a particular society. All performances must be recorded on video/DVD for assessment purposes. T o produce evidence for the theoretical component, learners could write an essay, give a presentation or answer questions orally.In order to evidence all criteria in one assessment, learners could attend a lecture and subsequently produce a presentation (learning outcome 1) participate in workshops where they learn the key features of thestyle (learning outcome 2), rehearse (learning outcome 3) and then take part in a performance (learning outcome 4).For P1, learners would write about where, when and how a dance genre originated and developed,but would not go beyond the descriptive details. For M1, learners would go onto explain the origins and developments in detail but perhaps not include an additional personal perspective. For D1, learners would show evidence of a more analytical approach, adding personal opinion and informed judgements about the styleFor P2, learners would be able to grasp a basic physical understanding of key features. They would reproduce movement demonstrating some skills such as timing, use of space, dynamics, etc. For M2, learners would not only be able to competently reproduce key features, but do so with ease. For D2, learners would add flair and technical skill in order to gain this grade.For P3, learners would demonstrate some skills in the execution and management of rehearsals, but would fluctuate. Effective commitment to some areas of the process, for example teamwork and contribution of ideas would constitute awarding M3. That is to say, if learners have some areas of improvement, for example time-keeping, they would not achieve a distinction. Learners showing consistency in their professional approach to the rehearsal process would be awarded D3.For P4, learners would be able to reproduce certain sections of a dance correctly but may make occasional errors. Some performance skills may be evident, for example use of focus which is perhaps used intermittently throughout the dance. For M4, learners would accurately reproduce material as well as demonstrating some interpretive and performance skills. For D4, learners would be expected to perform a flawless dance that also demonstrates effective projection and charisma.Programme of suggested assignmentsThe table below shows a programme of suggested assignments that cover the pass, merit and distinction criteria in the assessment and grading grid. This is for guidance and it is recommended that centres either write their own assignments or adapt any Edexcel assignments to meet local needs and resources. Criteria covered Assignment title Scenario Assessment methodP1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4African Dance Learners research andverbally present theirfindings. They thenparticipate in workshopswhere they learn keyfeatures. This culminates ina performance of a piece inthis style (involving learnerinput).Video evidence of verbaldiscussion, presentations,workshops, finalperformance.T utor observations of therehearsal process.●●P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4Flamenco Learners present researchin the form of PowerPointpresentations. They attendworkshops in the stylewhich culminate in theperformance of a piece(involving learner input).PowerPoint presentation,filming of workshops andfinal performance.T utor observations of therehearsal process.●●P1, M1, D1, P2, M2, D2, P3, M3, D3, P4, M4, D4Salsa Learners present research inthe form of a written piece.They attend workshops inthe style which culminate inthe performance of a piece(involving learner input).Written evidence ofresearch, filming ofworkshops and finalperformance.T utor observations of therehearsal process.●●Links to National Occupational Standards, other BTEC units, other BTECqualiﬁ cations and other relevant units and qualiﬁ cationsThis unit forms part of the BTEC Performing and Production Arts sector suite. This unit has particular links with the following unit titles in the BTEC Performing and Production Arts suite:Level 1Level 2Level 3Exploring Dance Skills The Development of Dance The Historical Context ofPerformancePerforming Dance Dance PerformanceEssential resourcesA practical studio is required with sprung floor. Mirrors would be a useful resource. Sound equipment and video/DVD playback facilities are needed. A video camera is essential for gathering of evidence. Visual aids such as specialist publications and videos/DVDs are required for both practical and theoretical work. Access to the internet will help to facilitate acquisition of knowledge. Equipment for presentations such as overhead projectors and whiteboards are also required.Employer engagement and vocational contextsCentres are encouraged to develop links with professional dance companies, choreographers, local colleges and practitioners. This could be in the form of talks, demonstrations, workshops, professional classes, taught repertoire, performance opportunities, theatre visits, and any education resources that are available to centres.Indicative reading for learnersT extbooksCutting J – History and the Morris Dance: A Look at Morris Dancing from Its Earliest Days Until 1850 (Dance Books, 2005) ISBN 9781852731083Dance Perspectives Foundation – International Encyclopedia of Dance: 5 (Oxford University Press, 1998) ISBN 9780195123098Glass B – African American Dance: An Illustrated History (McFarland & Co, 2006) ISBN 9780786428168 Mansingh S – Incredible India: Classical Dances (Wisdom T ree, 2007) ISBN 9788183280679 Schonberg B – World Ballet and Dance: An International Yearbook (Dance Books, 2008)ISBN 9781852730420Whelan F – The Complete Guide to Irish Dance (Appletree Press, 2007) ISBN 9780862818050 Websites Dance Around the World Festival The Edinburgh Scottish Dance ResourceDelivery of personal, learning and thinking skillsThe table below identifies the opportunities for personal, learning and thinking skills (PLTS) that have been included within the pass assessment criteria of this unit.Skill When learners are …Independent enquirers researching the origin and development of international dance genresT eam workers engaging in group work during the rehearsal processSelf-managers taking responsibility for managing time effectively during the rehearsal process Effective participators learning, rehearsing and performing international dance genres.Although PLTS are identified within this unit as an inherent part of the assessment criteria, there are further opportunities to develop a range of PLTS through various approaches to teaching and learning.Skill When learners are …Independent enquirers contacting dance companies and practitioners for additional information, visitingthe theatreCreative thinkers making links between modern and traditional dance genresReflective learners observing own execution of key features and making appropriate improvements T eam workers discussing ideas, sharing tasks, collaborating effectivelySelf-managers prioritising tasks within the rehearsal process.Effective participators suggesting ideas, working cooperatively, contributing positively.Functional Skills – Level 2Skill When learners are …ICT – Develop, present andcommunicate informationPresent information in ways that are fit forpurpose and audienceword-processing historical research EnglishSpeaking and listening – make a range of contributions to discussions and make effective presentations in a wide range of contexts giving PowerPoint presentations or having verbal discussions about international dance stylesReading – compare, select, read andunderstand texts and use them to gatherinformation, ideas, arguments and opinionsresearching international dance stylesWriting – write documents, including extended writing pieces, communicating information, ideas and opinions, effectively and persuasively writing pieces about historical context of international dance styles.。