Understanding and Using Cyclic. Redundancy Checks 01
The study of the properties of metal complexes
The study of the properties of metalcomplexesMetal complexes are compounds formed by metal ions and ligands. They have unique properties that make them important in various fields like medicine, material science, nanotechnology, and environmental studies. Understanding the properties of metal complexes is crucial for designing new compounds with specific functions. In this article, we will discuss the important properties of metal complexes and their applications.Ligand Exchange ReactionsLigand exchange reactions are the most important properties of metal complexes. In these reactions, a ligand replaces another ligand from the metal ion, which results in the formation of a new complex. The rate of the ligand exchange reaction depends on the steric and electronic factors. Steric factors such as the size of the ligand and the geometry of the metal complex affect the rate of the reaction. Electronic factors such as the charge and the electronegativity of the ligand also play a crucial role.Applications: Ligand exchange reactions are important in catalysis and bioinorganic chemistry. Many catalysts use metal complexes because of their ability to undergo ligand exchange reactions. In bioinorganic chemistry, metal complexes play a crucial role in the transport and storage of metals in the body.Redox PropertiesRedox properties refer to the ability of a metal complex to undergo oxidation-reduction reactions. In these reactions, the metal ion changes its oxidation state, resulting in the formation of a new complex. The redox potential of a metal complex depends on the ligands and the metal ion. The presence of strong field ligands like cyanide and carbon monoxide increases the redox potential of the metal complex.Applications: Redox properties of metal complexes are important in electrochemistry and catalysis. In electrochemistry, metal complexes are used as mediators in the redoxreactions. In catalysis, many reactions are driven by the redox properties of metal complexes.Optical PropertiesOptical properties refer to the ability of a metal complex to exhibit color and luminescence. The color of a metal complex depends on the nature of the ligands and the metal ion. The presence of d-orbitals in the metal ion gives rise to the color of the complex. The luminescence of a metal complex depends on the energy gap between the ground and excited states.Applications: Optical properties of metal complexes are important in materials science, biology, and medicine. In materials science, metal complexes are used as dyes, pigments, and sensors. In biology, metal complexes are used as probes to study biological processes. In medicine, metal complexes are used as imaging agents and anticancer drugs.Structural PropertiesStructural properties refer to the geometry and bonding of a metal complex. The geometry of a metal complex is determined by the coordination number, the ligands, and the metal ion. The bonding in a metal complex can be classified as covalent, ionic, and dative.Applications: Structural properties of metal complexes are important in catalysis, material science, and environmental studies. In catalysis, the geometry and bonding of metal complexes determine their catalytic activity. In material science, the structure of metal complexes determines their thermal stability and mechanical properties. In environmental studies, the structure of metal complexes plays a crucial role in their toxicology and biodegradation.In conclusion, the study of the properties of metal complexes is crucial for their understanding and applications. The properties of metal complexes like ligand exchange reactions, redox properties, optical properties, and structural properties make them important in various fields like medicine, material science, nanotechnology, andenvironmental studies. Further research in this field will lead to the development of new compounds with specific functions.。
CRC校验
用C语言实现CRC校验计算在编写数据传输程序时,数据容错是一个非常重要的问题。
循环冗余位校验(Cyclicl Redundncy Check英文简称CRC)是目前运用非常广泛的一种数据容错方法,在数据传输,数据压缩等领域运用极其广泛。
CRC的实现分为硬件和软件两种方法,其中软件实现的关键在于计算速度。
如果单纯模拟硬件实现方法,则计算速度较慢。
笔者在编制一个数据通讯软件中,运用了一种新颖的查表法计算CRC,速度很快,效果极佳。
首先介绍其原理,如果每次参与CRC计算的信息为一个字节,该信息字节加到16位的累加器中去时,只有累加器的高8位或低8位与信息字节相互作用(异或),相互作用(异或)的结果记为组合值,那么累加器中的新值等于组合值加上(按模2异或)累加器中未改变的那一半即为新的CRC值。
组合值只有256种可能,因此可利用硬件模拟算法先算好它们的CRC值预先填入一张表中,该表的每一单元对应相对值的CRC。
这样就可以通过查表法来计算CRC值,以便大大提高CRC运算的速度。
下面给出用C语言编制的计算程序。
首先将CRC生成多项式及CRC值表定义为一个头文件CRC.H:#define CRC_CCITT 0x1021 //CCITT多项式#define REV_CCITT 0x8408 //反转CCITT多项式#define CRC16 0x8005 //CRC16多项式#define REV_CRC16 0x001 //反转CRC16多项式unsigned short crc_tble[256];//CRC值表注:16位CCITT多项式(X16 +X12 +X5 +1)和16位CRC16多项式(X16 +X15 +X2+1)为两种最常用的CRC多项式。
反转多项式是指在数据通讯时,信息字节先传送或接收低位字节,如重新排位影响CRC计算速度,故设反转多项式。
造表和查表法CRC计算函数。
#include crc.hvoid mk_crctble(unsigned short genpoly){unsigned short crc_tble[256];unsigned short ccnum=0;unsigned short i,j,k;for(i=0,k=0;i<256;i++,k++){i<<=8;for(j=8;j>0;j ){if((i^ccnum)&0x8000) ccnum=(ccnum<<=1)^genpoly;else ccnum<<=1;i<<=1;crc_tble[k]=ccnum;}}void crc_updte(unsigned short dt,unsigned short ccnum)ccnum=(ccnum<<=8)^crc_tble[(ccnum>>8)^dt];}}注:genpoly为CRC多项式,ccnum为累加器值(即为新的CRC值),dt为参与CRC计算的信息。
2021高考英语二轮专题复习阅读理解环境保护类提分训练(2021年真题集锦,含解析)新人教版
2021高考英语二轮专题复习阅读理解环境保护类提分训练(2021年真题集锦,含解析)新人教版(2020·大纲版全国卷·E)The oldest and most common source(来源)of renewable energy known to man,biomass is one of the most important forms of energy production in the United States and such a wide variety of biomass materials is everywhere—from trees and grasses to agricultural and city-life wastes—biomass promises to play a continuing role in providing power and heat for millions of people around the world.According to the Union of Concerned Scientists(UCS),biomass is a kind of renewable energy source that produces no carbon dioxide(二氧化碳),because the energy it contains comes from the plant matter is burned,it gives off the sun’s this way,biomass serves as a sort of natural battery(电池)for storing the sun’s long as biomass is produced continuously—with only as much grown as is used—the “battery”lasts forever.According to the Energy Information Administration, biomass has been one of the leading renewable energy sources in the United States for several years running through 2007, making up between and percent of the nation’s total electricity 2008—although the numbers aren’t all in yet—wind power probably took over first place because of the rapid development of wind farms across the country.Producing power from biomass helps reduce some 11 million tons of carbon dioxide each homeowners also try to make their own heat by using biomass practice may save homeowners’money, but it also produces a lot of pollution. So, the best way is to encourage power plants to use it.【文章大意】本文要紧介绍了biomass(生物能)将为世界上成千上万的人们提供能源和热量。
cyclone3引脚整理
FLASH_nC E, nCSO
I/O, Output(A S, AP Note 13
DATA1, ASDO
PLL[1..4 ]_CLKOUT p Note 3
I/O, Output
Clock, Input
来自于 PLL [1..4]. 的可选 positive 正端外部 时钟输出 。该引脚 如果被用 作PLL输 出,能被 指定为单 端或差分 I/O标准 。
专用全局 时钟输入 引脚,用 于差分全 局时钟输 入或用户 输入引脚 的 negative 负端输入 。不支持 编程弱上 拉电阻。 不使用时 连接到 GND,注9.
MSEL[0.. 3]
Input
配置输入 引脚,用 来设置 Cyclone III 设备 配置方案 。一些较 小的设备 或包装选 项不支持 AP注 13flash 编程,不 使用 MSEL3引 脚。
这些引脚 内部连接 5-KΩ resistor to GND。 当未被使 用时,连 接至GND, 不悬空。 Device Family Handbook :配置, 设计安全 性, Cyclone III Devices 远程系统 升级。如 果使用 JTAG 配 置,连到 GND.
nCE 应 该接到 模式,则 GND
CONF_DON E
Bidirect ional (opendrain)
专用配置 状态引 脚,随着 状态输 出,在配 置前和配 置期间, CONF_DON E pin drives low 当状态输 入,所有 数据被接 收后, CONF_DON E变为高 。然后设 备初始 化,进入 用户使用 模式。该 引脚不可 做I/O引 脚,引脚 应被拉 高,通过 上拉电阻 被释放。 10-KΩ.
Kostka-Foulkes polynomials cyclage graphs and charge statistic for the root system $C_{n}$
We draw an arrow T → T ′ between the two tableaux T and T ′ of ST (µ), if and only if there exists u in A∗ n and x = 1 ∈ An such that w(T ) ≡ xu and w(T ′ ) ≡ ux. Then we say that T ′ is a cocyclage of T. The essential tool to define this graph structure is the insertion algorithm for the semi-standard tableaux. The cyclage graph ST (µ) contains a unique row tableau Lµ which can not be obtained as the cocyclage of another tableau of ST (µ). Let Tµ be the unique semi-standard tableau of shape µ belonging to ST (µ). Then there is no cocyclage of Tµ . For any T ∈ ST (µ) all the paths joining Lµ to T have the same length. This length is called the cocharge of T and denoted cochA (T ). Similarly, all the paths joining T to Tµ have the same length called the charge of T. The maximal value of chA is µ = chA (Lλ ) = i (i − 1)µi . Moreover the charge and the cocharge satisfy the equality chA (T ) = µ − cochA (T ) for any T ∈ ST (µ). The initial cocyclage of the tableau T of reading w(T ) = xu with x = 1 is obtained by inserting x in the sub-tableau of T of reading u. Every tableau T ∈ ST (µ) can be related to Tµ by a sequence of initial cocyclages. So it is enough to consider initial cocyclages to define chA .. The charge of T can also be defined directly from w(T ) when µ is a dominant weight. Moreover it can be characterized in terms of the geometry of the crystal graph B (λ) associated to V (λ) [12]. In this article we restrict ourselves to the root system Cn . Our aim is two folds. First we establish Morris type recurrence formula for type Cn and use it to give explicit formulae for Kostka-Foulkes polynomials when λ is a row partition or a column partition of height 2. Next we introduce a cyclage graph structure and a notion of charge for type Cn . For any dominant weight λ, let V (λ) be the finite dimensional irreducible Uq (sp2n )-module with highest weight λ. In [11] Kashiwara and Nakashima have given a combinatorial description of B (λ) the crystal graph of V (λ) in terms of symplectic tableaux analogous to the semi-standard tableaux for type Cn . From the plactic monoid and the insertion algorithm described in [15] it is natural to try to obtain cyclage graphs for symplectic tableaux. Nevertheless the situation is more complex than for type An−1 . First we have to restrict the possible cocyclage operations to the initial cocyclage to avoid loops in our cyclage graphs. Moreover if we use the complete insertion algorithm for type Cn , the number of boxes of the cocyclage of a tableau T may be strictly less than that of T due to the contraction relation in the plactic monoid. The cyclage graphs obtained by this mean seem to be not relevant to define a charge related to the Kostka-Foulkes polynomials. To overcome this problem we will execute the insertion algorithm without this contraction relation and consider that the symplectic tableaux are filled by letters of the totally ordered alphabet C n = { n < · · · < 1 < 1 < · · · < n} which can be naturally embedded in the infinite alphabet C∞ = {· · · < n < · · · < 1 < 1 < · · · < n < · · ·}. Our convention for the alphabet Cn is not identical to that of [11] to dispose of a natural infinite extension of Cn . Denote by ST(n) the set of symplectic tableaux defined on Cn . If T ∈ ST(n) the initial cocyclage (without contraction) of T does not belong to ST(n) in general but belongs to ST(n + 1). So it is natural to consider the cyclage graph structure of ST = ∪ ST(n).
小学上册第6次英语第4单元暑期作业
小学上册英语第4单元暑期作业英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.The cake is _______ (delicious) and sweet.2.I enjoy visiting ________ (亲戚) during the holidays.3.In which direction does the sun rise?A. NorthB. SouthC. EastD. WestC4.What do you call a drawing made using a pencil?A. PaintingB. SketchC. SculptureD. IllustrationB5.I enjoy listening to ________ (音乐) in my free time.6. A __________ is known for its long ears and strong legs.7.She helps her mom in the ___. (kitchen)8. A ______ is a type of fungus that can grow on trees.9.My sister is a great __________. (歌手)10.The study of Earth's geology is essential for understanding ______.11.What do you wear on your feet?A. HatB. ShoesC. GlovesD. Scarf12. Fire of London happened in ________ (1666). The Grea13.What is the name of the dog in "The Wizard of Oz"?A. TotoB. SnoopyC. PlutoD. BrianA14.Plants can grow in both _______ and dry conditions.15.The __________ was the first civilization in Mesopotamia.16.What do we call a person who studies paleontology?A. PaleontologistB. ArchaeologistC. GeologistD. Anthropologist17.My uncle is a fantastic ____ (chef).18.What do we call the leader of a country?A. PresidentB. KingC. MayorD. GovernorA19.How many wheels does a bicycle have?A. 2B. 3C. 4D. 5A20.What is the name of the famous bear from the jungle?A. BalooB. PaddingtonC. YogiD. WinnieA21.Pressure can affect the ________ of gases.22.__________ (微量元素) are necessary for health in small amounts.23. A chemical reaction can be fast or ______.24._____ (herbal) teas are soothing.25.I have a _____ (new/old) bicycle.26.The parakeet enjoys playing with ________________ (其他鸟).27.What do we call a doctor who takes care of teeth?A. PhysicianB. DentistC. ChiropractorD. SurgeonB28.What is the opposite of big?A. SmallB. LargeC. HugeD. Tall29.We have a ______ (丰富的) curriculum that includes arts and sciences.30.The _____ shows the positions of planets in the sky.31.The Earth's crust can vary in composition depending on the ______.32.He plays ______ (soccer) every Saturday.33.River flows northward through _____ (埃及). The Nile34.The reaction between an acid and a metal produces ______.35.What is the name of the famous American author known for "The Grapes of Wrath"?A. John SteinbeckB. Ernest HemingwayC. F. Scott FitzgeraldD. Mark TwainA36. A ______ is a method for analyzing substances.37. A _______ is a solution that has reached its maximum solute concentration.38.The first recorded civilization was the ______ (美索不达米亚).39.The boy has a new ________.40. A _______ provides food and shelter for animals.41.The bear catches fish in the ____.42.The _____ (小羊) bleats softly as it grazes in the field. 小羊在田野里吃草时轻声叫唤。
Unit 3 Understanding Chemistry(revised July 2014)
CQUniversityUnit 3: Understanding matter - atoms and moleculesCase study (4)Objectives (5)What is matter? (6)The Particle theory (6)States of matter (7)Chemical and physical changes (9)Classification of matter (11)Homogeneous matter (11)Heterogeneous mixtures (11)Special types of mixtures (12)Building blocks of matter (14)Elements (14)Atoms (15)Isotopes (17)Electron orbitals - energy levels and valence electrons (18)Ions (19)Molecules (20)Bonding (22)Ionic bonding (22)Covalent bonding (23)Rules to predict which type of bonding will occur (24)Multiple bonds (25)Cyclic bonding (26)Aromatic bonding (27)Hydrogen bonding (27)Unit 3: Understanding matter – atoms and molecules Page 3-2Chemical reactions (29)Energy of reactions (31)Catalysts (32)Enzymes – catalysts in the body (33)Measuring atoms and molecules – the mole (35)Mass – mole conversions. (36)Solutions (38)Dilutions (41)Calculating dilution factors (42)Preparing diluted solutions (43)Electrolytes (44)Acids and Bases (46)What is meant by pH? (48)Acid-base neutralisation (49)Buffers (49)Organic compounds (51)Biomolecules (52)Carbohydrates (55)Lipids (55)Amino acids and proteins (56)Bibliography (57)Unit 3: Understanding matter – atoms and molecules Page 3-3Unit 3: Understanding matter - atoms and molecules Case studyFiona presented at outpatients with symptoms of extreme lethargy, rapid breathing and abdominal pain. After an initial consultation it was revealed that Fiona suffers from insulin dependent diabetes mellitus and had missed taking her last insulin dose. Blood tests show a pH of 7.32 along with high concentrations of the electrolyte potassium and elevated glucose, ketones and lactic acid levels. Urine pH was very low at 4.3. These results along with an electrocardiograph showed erratic heart muscle activity confirmed that Fiona was in a state of metabolic acidosis and may be at risk of going into a coma.Immediate treatment for Fiona was administration of 10 mL of 10% calcium gluconate to reduce cardiac muscle excitability along with insulin and 50 mL 50% glucose. To help her breathing, Fiona was given ventolin.Once stabilised Fiona will need to take regular doses of insulin and maintain a healthy diet comprising of approximately 50% carbohydrates, 15% protein, less than 10% unsaturated fats, limited sugar and salt intake. Cholesterol should be maintained at or below 5.0 mmol/L and blood glucose (after fasting) to be 4.7 mmol/L.Understanding Fiona’s case:The chemistry involved in Fiona’s case requires an understanding of concentrations, acids, bases and buffers, chemical reactions, enzymes and types of biomolecules such as proteins.It is hoped that through studying this unit you will appreciate that the human body is made up of an array of molecules and that the body functions through a series of chemical reactions. When the body is unable to maintain a healthy state, treatment often includes the administration of medications at appropriate doses.Unit 3: Understanding matter – atoms and molecules Page 3-4ObjectivesOn completion of this section you should be able to:•name and describe the states of matter•use the particle theory to discuss matter•distinguish between chemical and physical changes•classify matter into pure substances and mixtures•describe an atom and its structure using terms such as nucleus, proton, neutron and electron •explain the meaning of the terms atomic number, mass number, isotopes and atomic weight •discuss why atoms bond to form molecules•explain what is meant by a molecular formula•explain aspects of chemical reactions such as reversibility, heat of reaction, role of catalysts and enzymes•define the terms solution, solute, solvent and solubility•describe what is meant by the term concentration and explain its importance in relation to the reporting of test results from clinical pathology laboratories•perform dilution calculations using a simple formula•define the terms electrolyte and non-electrolyte•define the terms acid, base and buffer•describe the pH scale of acidity•explain the difference between organic and inorganic compounds•name some biomolecules present in the body.Unit 3: Understanding matter – atoms and molecules Page 3-5What is matter?Matter is defined as being anything that occupies space and has mass. Mass is a measure of the amount of matter that an object contains. For example, a golf ball has more mass than a table tennis ball, and therefore contains more matter.But what does matter consist of?Before answering this question you are invited to perform the following mini-practical and reflect on possible explanations for the observations that you make.Mini-practical 3-1: Diffusion - Perfumes, dyes in waterEquipment: You will need some food colouring and a glass of water1.Recall how perfumes, nasty smells and nice food odours spread quickly in air.2.Place a couple of drops of food colouring in a glass of water and observe how the dye moves.3.Can you explain your observations?… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …What is happening? The spread of odours and colours suggests outward movement of particles from a concentrated source.Consider what happens when you mix a bucket of sand and a bucket of gravel. The combined mix does not equate to 2 buckets. On a micro scale this phenomenon can be observed using methanol and water. Mixing ½ a cup of water with ½ a cup of methanol results in a total volume of less than 1 cup. This observation is best explained by assuming that particles of water and methanol fit between each other.The particle theoryThe observations made in these mini-practicals suggest very strongly that matter is composed of particles. The particle theory is an accepted scientific theory that is used to explain many phenomena.The particle theory states that:•Matter is composed of particles.•Particles of matter are in constant random motion.•The speed at which particles move increases with increasing temperatures.•Particles of matter are held together by electrostatic forces.•Empty spaces exist between the particles of matter.Unit 3: Understanding matter – atoms and molecules Page 3-6All matter is composed of very small particles, called atoms (or groups of atoms called molecules). The distance particles are apart and the forces of attraction between the particles determine the form or state that the matter exists in.States of matterMatter exists in three different physical states. These physical states of matter are: solid, liquid and gas. If the particles of matter are strongly attracted to each other and held close together, it is in the solid state. When the forces of attraction are reduced but particles are still held closely together, matter is in the liquid state. If the distance between the particles is large and forces of attraction are negligible matter takes a gaseous form.Consider what happens when a corn kernel is heated in oil and forms popcorn. As the kernel is heated, the particles of moisture inside gain energy and the liquid changes to gas. The pressure inside the kernel increases to a point where the kernel ruptures. The starch and proteins in the kernel also expand and the texture becomes like airy foam. Refer to figure 3-1.Figure 3-1: Corn kernel and popped popcornAlthough there are three physical states of matter, it is important to realise that chemical substances are unchanged in these physical states. The only difference between them is in how closely they are packed together (the density of the substance which is the ratio of mass to volume) and in how rapidly these molecules are moving (their kinetic energy).Table 3-1 summarises the important characteristics of the three states of matter.Unit 3: Understanding matter – atoms and molecules Page 3-7Table 3-1: The three states of matter—solids, liquids and gasesthe particles are already packed together, aSolidsolid is not easily compressed.shape of a container (e.g., milk, blood,water)Particles in a liquid although held closelytogether are able to move past each other,allowing the liquid to flow. Like solids,liquids cannot be easily compressed.Gas Matter that takes both the shape and thevolume of its container.In the gas state particles of matter are at agreat distance apart and have negligibleforces of attraction between each other.This allows gases to expand without limit tofill any space and also explains why gasesare easily compressed. (e.g., oxygen)(Adapted from Hickman & Caon, 1995.)Matter can be transformed from one state to another by adding or removing energy in the form of heat. When a solid becomes a liquid it is said to melt and the temperature at which this happens is the melting point. When a liquid reaches boiling point, it transforms to a gas. This process is known as evaporation. As heat is removed, a gas turns to liquid and is said to condense. As more heat is removed and the liquid turns to a solid we say it freezes.Consider the process of evaporation. As heat is added to a liquid, the particles or molecules gain more energy and are able to move faster and further apart until they are able to overcome the forces of attraction that hold them together. When this occurs, the state of matter is that of a gas.Unit 3: Understanding matter – atoms and molecules Page 3-8The processes involved in change of state of matter are summarised in Figure 3-2.Melting EvaporationSOLID LIQUID GASFreezing CondensationFigure 3-2: Processes of change of state of matterChemical and physical changesThe change that occurs as matter changes state between solid, liquid and gas are physical changes. In physical changes no new substance is formed since the substance is the same, it just has different physical properties.A chemical change occurs when new substances are formed that have different properties and composition to the original material. Some indicators of a chemical change occurring is a change in colour, formation of gas, production of heat.So as to witness chemical and physical changes first hand you might like to perform the following tasks. Identify each task as being an example of either a physical or chemical change and suggest on a particle level what may be occurring.Mini-practical 3-2: Chemical and physical changesEquipment: You will need an egg, vinegar, a thermometer and a glass of hot water.1.Place an egg into a container of vinegar and leave for 48 hours. Observe any changes thatmay occur to the appearance and feel of the shell.… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …What is happening? The composition of the egg shell has changed chemically. The calcium carbonate in the egg shell has reacted with the acetic acid in the vinegar. This chemical reaction results in the removal of calcium from the egg shell making it go soft, or even disappear. Unit 3: Understanding matter – atoms and molecules Page 3-92.Place a (non digital) thermometer into a glass of hot water and observe any changes that areseen in the thermometer’s mercury or alcohol level over 2 hours.… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …What is happening? The mercury/alcohol level changes as a result of the temperature change of the water. When the water is hot, the particles of mercury/alcohol have greater energy and are able to move faster and at a greater distance apart. As the water cools, mercury/alcohol particles have less energy and so move closer together. The physical change in the mercury/alcoholallows it to be used effectively as an indicator of temperature in the thermometer.Activity 3-1Indicate in the following table whether the occurrences are physical or chemical changes.Occurrence Physical or chemicalExplanationchange?Melting iceBurning paperRusting ironTearing paperBreaking glassBoiling waterBleaching a stainFermenting grapesUnit 3: Understanding matter – atoms and molecules Page 3-10Classification of matterSome materials are composed of numerous types of matter (variable composition), while others consist of a single type of matter (constant composition).Homogeneous matterWhen matter has a constant or uniform composition, it is homogeneous. Homogenous matter has only one phase, each portion of the sample being identical in composition, resulting in the sample having the same composition throughout. Homogeneous matter can be either a homogeneous mixture (such as a solution where the solid is completely dissolved in the liquid as in a teaspoon of sugar in a cup of tea) or a pure substance (such as gold).Some other examples of homogenous mixtures include:•Salt water – a single phase, uniform mixture of salt dissolved in water.• A piece of steel – a single phase, uniform mixture of different metals forming an alloy.• A solution of bleach - a single phase, uniform mixture of hydrogen peroxide in water. Homogeneous mixtures can be separated by physical processes into pure substances.Pure substances are composed of elements or compounds. The smallest unit or particle of matter is the atom. Elements contain only one type of atom while compounds contain two or more types of atoms in fixed proportions. Pure substances cannot be broken down into smaller units by physical methods. Compounds can only be separated into elements by chemical methods. Heterogeneous mixturesWhen matter has variable composition it is a heterogeneous mixture. The components of a heterogeneous mixture are easily separated and have different properties. A heterogeneous mixture is composed of mixed or multiple phases. Heterogeneous mixtures can be separated by physical processes into homogeneous matter.Fruit salad is a good example of a heterogeneous mixture – it is composed of many different and distinguishable solid phases. Fruit salad can be separated into apples, grapes and strawberries etc. by hand.Some other examples of heterogeneous mixtures include:•The sand at the beach – composed of different solid phases as many different coloured sand particles can be observed.•Soft drink – composed of a gas and liquid phase as bubbles of carbon dioxide are present in the drink.•Blood – composed of different liquid phases since the components of blood are red and white blood cells, platelets and plasma which are easily separated when left to stand or whencentrifuged (spun at high speed).Unit 3: Understanding matter – atoms and molecules Page 3-11Activity 3-2Classify the following as either homogenous or heterogeneous mixtures:ExplanationMixture Homogeneous orheterogeneous?JellyAir when clouds are presentAir in a roomSalad dressing of vinegar andoilSpecial types of mixturesColloids and emulsions are names given to particular types of homogeneous mixtures. Remember a homogeneous mixture appears to have the same composition throughout since the particle sizes are too small to be seen. Colloids are mixtures where one substance is evenly dispersed throughout another. There are many examples, including gas/liquid colloids such as fog, or aerosol sprays; solid/gas colloids such as whipped cream or liquid/liquid colloids such as hand cream or homogenised milk. Liquid/liquid colloids are given a special name of emulsion.A suspension is a particular type of heterogeneous mixture, since it has large particles that settle out on standing. An example of a suspension is a preparation of the antibiotic, amoxicillin or augmentin, in water where the active ingredient is mixed with water but does not dissolve, rather remains as a suspended solid: this is why it is important to shake these medicines thoroughly before measuring a dose.Figure 3-3 provides a summary of information regarding the classification of matter.Unit 3: Understanding matter – atoms and molecules Page 3-12Figure 3-3: Classification of matterUnit 3: Understanding matter – atoms and molecules Page 3-13Unit 3: Understanding matter – atoms and molecules Page 3-14Building bl ocks of matterElementsAs mentioned previously, the elements are pure substances containing only one type of atom. Many atoms of the element need to be grouped together before macroscopic properties of the element are evident (e.g. lustre of metals). Elements cannot be broken down into simpler substances by chemicalmethods. There are approximately 92 naturally occurring elements and a number of synthetic ones. Many elements will be familiar to you, for example gold, silver, iron and carbon. All of the elements are listed systematically in the Periodic Table. A copy of the Periodic Table of the Elements is provided in Figure 3-4.Figure 3-4: The Periodic Table of the Elements (Adapted from Timberlake 1992)Consider the layout of the periodic table. The horizontal rows of the periodic table are calledperiods (or rows ). There are seven periods. And the vertical columns are called groups . There are 18 groups.The Periodic Table is designed so as to group elements with similar properties together. Thisgrouping system simplifies a study of the elements since knowledge of a particular group rather than every element (118 of them!) is usually all that is needed to predict the chemistry of the element. For example the chemical behaviour of the elements in group 1A (the alkali metals) with the exception of hydrogen, is very similar. Other groups that should be noted are group 2A (the alkaline earth metals), group7A (the halogens) and group 8A the noble gases. Note also that there is a zig zag black line going from the top left to bottom right of the periodic table. Elements on the left of this line (except for hydrogen) ar e metals , while those to the right of the line are non-metals . With theexception of aluminium, those elements located beside the stepped line are metalloids, which have some properties of both metals and nonmetals.You will notice that the names for the elements listed in the Periodic Table have been abbreviated using a form of shorthand notation. Elements are abbreviated using any of the following: •the first letter (e.g. hydrogen = H),•the first two letters (e.g. helium = He)•the first letter and another letter of the element name (e.g. chlorine = Cl) or•letters based on the Latin names of the element (e.g. potassium = K from the latin, Kalium) Table 3-2, provided for your interest only, presents the elements that are essential for the body to function.Table 3-2: Essential elements for the bodySymbolName of element Symbol Elements necessaryin trace amountsCarbon C Chlorine ClHydrogen H Cobalt CoOxygen O Fluorine FNitrogen N Iodine IIron Fe Magnesium MgCalcium Ca zinc ZnPhosphorus P Copper CuPotassium K Selenium SeSodium Na Manganese MnSulphur S Molybdenum MoAdapted from Strobe, 2008.AtomsThe smallest unit of an element is the atom. If an atom is split (as in a nuclear reactor) that atom no longer exists – different atoms are formed. The atom is made up of a central, extremely dense nucleus which is surrounded by a cloud of rapidly moving, extremely small electrons. The nucleus contains two types of particles, the proton and the neutron. (A representation of an atom is given in Figure 3-5). The electrons move around the nucleus at a larger distance and at high speed creating an electron cloud. This cloud can be likened to the appearance of the spinning blades of a helicopter. When the rotor is spinning, the two blades appear as if they occupy a circular cloud around the rotor. Electrons move in paths called electron energy shells or electron orbitals.Unit 3: Understanding matter – atoms and molecules Page 3-15Unit 3: Understanding matter – atoms and moleculesPage 3-16Figure 3-5: The arrangement of the subatomic particles in an atom.All of the subatomic particles are extremely small compared to the things you see around you.Because the mass of a subatomic particle is so minute, chemists find it convenient to use a very small unit of mass called an atomic mass unit (amu). A single proton and a single neutron each have a mass of 1 amu. Since the electron is so small and light, its mass is usually ignored in atomic mass calculations.The electron is much lighter than either the proton or neutron (approximately 2000 electrons equal the weight of one proton). Table 3-3, summarises some of the information known about the subatomic particles. (Note the use of scientific notation to write the mass of each particle.)The proton is positively charged, the electron, negatively charged and the neutron has no charge. All atoms are electrically neutral as they contain the same number of protons as electrons. Table 3-3: Characteristics of the subatomic particles in atomsSubatomic particle Electrical charge (relative values)Particle mass Atomic mass units (amu) Location in atomProton +1 1.67263 × 10-24 g 1.00728 Inside nucleus Neutron 0 1.67494 × 10-24 g 1.00867 Inside nucleus Electron–19.10939 × 10-28 g5.48580 × 10-4Outside nucleusAdapted from Gilbert, Kirss & Davies , 2004.Atoms of each element are identified by the number of protons present in the nucleus. The number of protons in a nucleus of an atom is defined by the atomic number . Different atoms have different atomic numbers. For example any atom with 1 proton will be a hydrogen atom, any atom with 2 protons will be a helium atom and any atom with 6 protons will be a carbon atom. Since atoms are neutral, the atomic number is also equivalent to the number of electrons.Another number which identifies an atom is the mass number . The mass number indicates the mass of the atom. Since the mass is due to protons and neutrons, it is possible to calculate the number of neutrons present in an atom by subtracting the atomic number (number of protons) from the mass number (number of protons and neutrons).Consider some examples of using atomic and mass numbers to determine the number of protons, neutrons and electrons in an atom:•Hydrogen has an atomic number of 1. This means that an atom of hydrogen has 1 proton and1 electron. The mass number of hydrogen is also 1 which indicates that hydrogen does nothave any neutrons.•Helium has an atomic number of 2, and therefore each helium atom contains 2 protons and 2 electrons. Since helium has a mass number of 4, there must also be 2 neutrons present.•An atom of potassium with an atomic number of 19 and mass number of 39 has 19 protons and 19 electrons (inferred from the atomic number) and 20 neutrons, (calculated bysubtracting atomic number from mass number, i.e. 39 – 19=20).The Periodic Table is arranged so that the atomic numbers increase from left to right across the table, and from top to bottom down the table.Activity 3-3Complete the following table:Atom Atomicnumber Mass number Number ofprotonsNumber ofelectronsNumber ofneutronsCarbon 6 6Sulfur 16 16 Fluorine 9 19Oxygen 16 8Sodium 11 23IsotopesAtoms of the same element always have the same number of protons present in the nucleus, however not all atoms of the same element have the same number of neutrons.Isotopes are atoms of the same element that have different numbers of neutrons. The atomic numbers of the isotopes are the same, but their mass numbers are different. When we are talking about isotopes we say the name of the element and then the mass number, e.g. carbon 13. When we write isotopes, the shorthand convention is to place the mass number as a superscript in front of the symbol, e.g. 13C. or it can also be written 136C, with both mass number and atomic numbers indicated.Most of the elements occur in nature as mixtures of isotopes. However, many isotopes are unstable. Indeed, some are radioactive and are continuously decomposing to form other elements. Of the seven known isotopes of carbon, only two, carbon-12 and carbon-13 are stable. You may have heard of carbon dating, which analyses the amount of carbon-14 present in carbon containing specimens. Other isotopes are used in radiation therapy. Unit 5 will introduce applications of radiation in medicine.Unit 3: Understanding matter – atoms and molecules Page 3-17Electron orbitals - energy levels and valence electronsThe chemical behaviour of an element is determined by its electronic configuration – i.e. how electrons are arranged around the nucleus of the atom.The cloud of electrons that surrounds the nucleus has electrons arranged in a series of seven discrete energy levels or orbitals. Orbitals closest to the nucleus have the lowest energy. Each energy level holds a different number of electrons. The maximum number of electrons in the first three energy levels is shown in the Table 3-4.Table 3-4: Electrons in first three energy levelsElectron energy level Maximum number of electrons1 22 83 18For the first 18 elements in the Periodic Table, energy levels tend to be filled with electrons consecutively. This means that 2 electrons enter the first energy level before any electrons enter the second energy level. Similarly, 8 electrons enter the second energy level before electrons begin to enter the third energy level. Note that so far a total of 10 electrons have been accounted for, so the next 8 electrons will enter the3rd energy level.The electrons in the outer energy level are referred to as valence electrons. These valence electrons have an important role in determining the chemical properties of the element.Activity 3-4a)Using the information from the Periodic Table (Atomic number) and the maximum number ofelectrons allowed in the first 3 energy levels, complete the following table by predicting how many valence electrons the following elements have.Element Atomic number Number of electronsNumber of valence electronsFluorineCarbonOxygenChlorineHydrogenNeonSodiumSulfurUnit 3: Understanding matter – atoms and molecules Page 3-18b)Of the elements in this table, there are three pairs, each pair belonging to a different group of thePeriodic Table. Can you identify the three pairs and name the group that each pair belongs to?… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …c)Do you notice a trend with the number of valence electrons for elements in the same group of thePeriodic Table?… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …… … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … … …… … …IonsAtoms may lose or gain valence electrons in order to attain the electronic configuration of a noble gas. If electrons are gained, the atom becomes negatively charged, and if electrons are lost, the atom becomes positively charged. These charged species are called ions. Positive ions are referred to as cations while negative ions are referred to as anions.Whether an atom forms an anion or cation is dependant on their relevant position in the Periodic Table. Metals (elements positioned on the left hand side of the stepped line) tend to lose electrons and become positively charged ions or cations. Non-metals (those elements positioned on the right hand side of the stepped line) tend to gain electrons and become negatively charged ions or anions.Following these guidelines you will notice that the gain or loss of electrons is kept at a minimum. Activity 3-5Using the position in the Periodic Table and the number of valence electrons for each of the elements in Activity 3-4, predict what type of ion will form and the number of charges on it.ElementPosition inPeriodic Table(metal/non-metal?)Number ofvalenceelectronsAnion orcation?Number ofcharges on theionFluorineOxygenChlorineHydrogenNeonSodiumSulfurUnit 3: Understanding matter – atoms and molecules Page 3-19。
Understanding the Science of Friction and Wear
Understanding the Science of Frictionand WearFriction and wear are an inseparable part of our lives. Everywhere we go, we encounter friction and wear in some form or the other. From the wheels of our vehicles to the zippers on our clothes, friction is always at play. But what is friction, and how does it work? How does friction affect the wear and tear of our belongings, and how can we prevent or reduce it? In this article, we will explore the science of friction and wear and try to answer these questions.What is Friction?Friction is a force that opposes motion between two surfaces that are in contact with each other. It is caused by the roughness of the surfaces and the interlocking of their microscopic bumps and ridges. When we try to slide one surface over another, the bumps and ridges of the surfaces get entangled, creating resistance that opposes the motion. This resistance is called friction.Friction can be either static or kinetic. Static friction is the force that must be overcome to start an object moving. Kinetic friction is the force that opposes the motion of a moving object. The amount of friction depends on the materials of the surfaces in contact, the surface area, and the force pressing the surfaces together. The roughness of the surfaces also plays a significant role in determining friction.How Does Friction Affect Wear?Friction and wear are closely related. When two surfaces rub against each other, friction causes some of the material to wear away. This wear can be in the form of abrasion, adhesion, or fatigue. Abrasion occurs when the rough surfaces of the materials rub against each other, causing small pieces of material to break away. Adhesion occurs when the surfaces stick together and then tear apart, causing material to be transferredfrom one surface to the other. Fatigue wear occurs when repeated cycles of loading and unloading cause cracks to form in the material, leading to surface damage or even failure.Wear can be minimized by reducing friction. This can be achieved through lubrication, the use of harder materials, or by smoothing the surfaces. Lubrication involves placing a substance, such as oil or grease, between the surfaces to reduce the friction. Using harder materials can reduce the wear and tear of the surfaces, as the harder material is less susceptible to abrasion or adhesion. Smoothing the surfaces can reduce the roughness of the surface, reducing the contact area and thus, reducing friction.ConclusionFriction and wear are natural phenomena that occur whenever two surfaces are in contact. Understanding the science of friction and wear can help us to prevent or reduce the wear and tear of our belongings. It can also help us to design better products that are more efficient, safer, and longer-lasting. As we continue to explore the properties of materials and the science of friction, we can look forward to a future with less friction and more wear-resistant materials.。
小学上册第9次英语第5单元综合卷(有答案)
小学上册英语第5单元综合卷(有答案)英语试题一、综合题(本题有100小题,每小题1分,共100分.每小题不选、错误,均不给分)1.What do we call the process of a caterpillar turning into a butterfly?A. MetamorphosisB. EvolutionC. TransformationD. Development 答案: A. Metamorphosis2.Helium was first discovered in the ______ spectrum.3.The capital of Indonesia is _______.4. A ____ has large, flapping ears and can hear very well.5.What do we call the stars and planets in the sky?A. UniverseB. Solar SystemC. GalaxyD. Atmosphere答案: A6.The _______ (The fall of the Berlin Wall) marked the end of Communist control in Eastern Europe.7.My friend is very ________.8.When it snows, I enjoy making __________ with my friends. (雪人)9.What is the main purpose of a refrigerator?A. To heat foodB. To cool foodC. To cook foodD. To freeze food答案: B10. A _____ (植物研究合作) can lead to groundbreaking discoveries.11.The __________ is a natural wonder located in the United States. (黄石公园)12.Turtles can live for a ______ (很长的时间).13.My brother is __________ (富有想象力).14. A ____(mixed-use development) combines residential and commercial spaces.15.What is the name of the famous ancient ruins in Mexico?A. TeotihuacanB. Machu PicchuC. Angkor WatD. Petra答案: A16.We visit the ______ (自然史博物馆) to learn about fossils.17.The discovery of ________ changed the course of history.18. A dolphin leaps gracefully out of the _______ and splashes down again.19.I enjoy playing ________ with my family.20.I like to ___ (play/watch) games.21.What do we call a young female goat?A. KidB. CalfC. LambD. Foal答案:A.Kid22.My friend is __________ (聪明绝顶).23.The _______ can change its shape with the seasons.24.The _____ (养分) in the soil is vital for plant health.25.What is the term for a young goat?A. CalfB. KidC. LambD. Foal答案: B26.An electric motor converts electrical energy into _______ energy.27.Animals that have scales are typically __________.28.The capital of Bonaire is __________.29.My favorite animal is a ______ (dolphin).30. A __________ is a reaction that involves a change in temperature.31.The first successful cloning of a mammal was of _____.32.I like to go ________ (爬山) with my friends.33.The ______ (小鸟) builds a nest for its eggs.34.My _____ (仓鼠) runs on its wheel.35.The ______ helps us learn about communication.36.The painting is very ___ (colorful).37.I often visit my ____.38.I can see a ______ in the sky. (bird)39. A strong acid has a pH less than ______.40.The atomic number of an element tells you the number of _____ (protons) it has.41.What do we call the part of the brain that controls balance?A. CerebellumB. CerebrumC. BrainstemD. Cortex答案:A42.The __________ is a famous natural landmark in the United States. (黄石公园)43.The capital of Ecuador is __________.44.The iguana is often seen basking in the ______ (阳光).45.The __________ (农业) is important for our economy.46.The ______ (小龙) is a mythical creature often found in ______ (故事).47.What is the term for a baby capybara?A. PupB. KitC. CalfD. Hatchling答案:c48.The fish swims in the ___. (water)49.The chemical formula for calcium chloride is ______.50.The ancient Romans practiced ________ (宗教多元).51.I want to _____ (go/stay) at home.52.The speed of light is very ______.53.What do we call a baby dog?A. KittenB. PuppyC. CalfD. Chick答案:B54.The chemical formula for yttrium oxide is _____.55.The Earth's surface is shaped by both climatic and ______ factors.56.Understanding plant _____ (结构) helps in gardening.57.The _____ (spoon) is shiny.58.The _____ (温带雨林) hosts a variety of plant species.59.The balloon is ______ (floating) in the air.60.The river is ______ (calm) and clear.61. A solution with a pH of contains more ______ than a solution with a pH of .62. A ____ is a large animal that can be trained to work.ets are made of ice, dust, and ______.64.__________ are used in the beauty industry for skincare.65.The _____ is a phenomenon where the moon blocks the sun.66.My cat enjoys the warmth of the _______ (阳光).67.The __________ is important for keeping bones strong.68.The __________ is the area of land between two rivers.69.The __________ (历史的深度剖析) reveals nuances.70.Certain plants can ______ (提供) habitat for endangered species.71. A _______ can measure the amount of energy consumed by a device.72.The ________ was a significant treaty that fostered diplomatic relations.73.The chemical symbol for silver is ________.74.I like to draw pictures of my ________ (玩具名) and imagine their adventures.75.I share my toys with my ______. (我和我的______分享玩具。
好奇探索星之源的英语作文
Curiosity is a rover designed by NASA to explore the Gale Crater on Mars,which is believed to be the source of a vast lake that once existed on the planet.This mission aims to investigate the planets climate and geology,as well as search for signs of ancient life.Launched in November2011,Curiosity landed on Mars in August2012.It is equipped with a variety of scientific instruments to study the Martian surface and atmosphere.One of its key instruments is the Mars Hand Lens Imager MAHLI,which captures highresolution images of the rovers surroundings.The rover has discovered evidence of an ancient riverbed and lakebed,suggesting that Mars once had liquid water.This is significant because water is considered a key ingredient for life.Curiosity has also found organic molecules,which are the building blocks of life,in Martian rocks.Curiosity has also measured the Martian atmosphere and found it to be composed mainly of carbon dioxide,with traces of other gases.The rover has also detected methane,a gas that can be produced by geological or biological processes.In addition to its scientific mission,Curiosity has also captured stunning images of the Martian landscape.The rover has sent back panoramic views of the Gale Crater,showing its rugged terrain and the towering Mount Sharp in the distance.Despite facing technical challenges and harsh conditions on Mars,Curiosity has exceeded its expected lifespan and continues to explore the Red Planet.It has provided valuable insights into Mars past and present,and has inspired further exploration of our neighboring planet.In conclusion,the Curiosity rovers mission to explore the source of Mars ancient lake has been a remarkable success.It has expanded our understanding of the planets history and potential for life,and has paved the way for future Mars missions.。
Unit1LifeChoicesLesson2UnderstandingandCopingwithS
情境对话:跟你的同桌,用下列所给词一起谈论彼此的喜恶。
love like enjoy quite like don’t mind don’t like can’t stand hate
感谢聆听
单击此处添加文本具体内容,简明扼要的阐述 您的观点。根据需要可酌情增减文字,以便观
将提到的方面写在活动4的左栏中。
“失去的东西再也不会回来!”我情不自禁地自言自语。
(1)单个过去分词或由过去分词构成的复合形容词作定语时,通常位于被修饰词之前,作前置定语。 (2)单个过去分词或过去分词修饰代词时,须位于被修饰词之后;过去分词短语作定语时,要后置。
Lead-in: Let's discuss!
定位文本:K: There are many ways to reduce stress. You can organise your
work or studies. In other words,you can make a list and do all the important things first.
读文本,核对答案
原文:Things I find stressful …. Well, I really hate .…. mm.…. doing exams. Mm ...I get very nervous the night before, you know. AndI can't sleep,you know what I mean? I'm also shy and I don’t like going to parties very much.I don't mind meeting people in small groups, you know.Ah…there’s another thing -in French lessons I can't stand talking in front of the class… er… I get nervous and … mm … make lots of mistakes.Things find relaxing? Well…mm…I like a lot of things.I love talking to my friends.And when l'm tired and want to relax,I enjoy listening to music andI like reading.Ah… actually, I quite like sitting around and doing nothing at all!
学科之间是互相联系 英语作文
The Interconnectedness of Disciplines: A Bridge to Comprehensive UnderstandingIn the realm of education, the traditional silo approach, where subjects are taught in isolation, is gradually giving way to a more integrated and interconnected approach. This shift recognizes the inherent interconnectedness of disciplines and the value of cross-pollination in fostering a deeper, more comprehensive understanding of knowledge. The interconnectedness of disciplines is not just a theoretical concept; it is a practical imperative in today's world, where complex problems often require interdisciplinary solutions.The sciences, for instance, are not just a collection of unrelated facts and theories. Instead, they are an interconnected web of knowledge, with physics, chemistry, and biology influencing and being influenced by each other. The laws of thermodynamics, for example, have profound implications for the study of ecology and the understanding of how energy flows through biological systems. Similarly, the principles of genetics inform our understanding of the chemical reactions that occur within cells.The humanities and social sciences are also deeply interconnected. History, for instance, is not just a record of past events; it is a mirror reflecting the values, beliefs, and social structures of a society. Economics, on the other hand, provides insights into the forces that shape these structures and the distribution of resources within a society. Political science examines theinstitutions and processes that govern a society, while sociology studies the interactions and relationships within that society. Each of these disciplines contributes to our understanding of the world and human experience, and each benefits from the insights provided by the others.The arts, too, are not exempt from this interconnectedness. While they may seem removed from the more "practical" disciplines, the arts provide a unique perspective on human experience and expression. Theyreflect and shape our values, beliefs, and social norms. They also provide a medium for critical thinking and problem-solving, often in ways that are not possible through more traditional academic disciplines.The interconnectedness of disciplines is not just a theoretical concept; it has practical applications in the real world. In today's world, problems are increasingly complex and multifaceted. Climate change, for example, is not just a scientific issue; it has profound social, economic, and political implications. Similarly, issueslike poverty and inequality require a multifaceted approach that draws on insights from across the disciplines.The interconnectedness of disciplines also fosters creativity and innovation. By bringing together ideas and perspectives from different fields, we create new ways of thinking and new solutions to problems. This cross-pollination of ideas is crucial in fostering a culture of innovation and creativity.In conclusion, the interconnectedness of disciplines is a critical aspect of education and understanding. Itfosters a deeper, more comprehensive understanding of knowledge and equips students with the tools and perspectives they need to address the complex problems of today's world. By bridging the gaps between differentfields of study, we create a more interconnected andcomprehensive understanding of the world, one that isbetter prepared to meet the challenges of the future.**学科之间的互联互通:通向全面理解的桥梁**在教育领域,传统的孤立教学方法,即各个学科分别教授,正在逐渐被更加综合和互联的教学方法所取代。
高三化学实验英语阅读理解20题
高三化学实验英语阅读理解20题1<背景文章>The Aim and Procedure of a Classic Chemical ExperimentThe purpose of this chemical experiment is to observe the reaction between copper sulfate and iron. In this experiment, we will take copper sulfate solution and iron filings as the main reactants.First, prepare a beaker and pour a certain amount of copper sulfate solution into it. The copper sulfate solution is blue in color. Then, add some iron filings slowly into the beaker. As the reaction proceeds, we can observe several phenomena. The iron filings gradually disappear, and the color of the solution changes.The reaction equation is as follows: Fe + CuSO₄ = FeSO₄ + Cu. This reaction shows that iron is more reactive than copper and can displace copper from its salt solution.After the reaction is complete, we can filter the solution to obtain solid copper. The copper obtained is reddish-brown in color.In conclusion, through this experiment, we can understand the reactivity of different metals and observe the phenomenon of displacement reaction.1. What is the color of copper sulfate solution?B. GreenC. BlueD. Yellow答案:C。
第2章课后习题答案
第2章课后习题答案REVIEW QUESTIONSIndividual1.Define hedonic consumption and provide an example.Hedonic consumption is the multi-sensory, fantasy, and emotional aspects of consumers’ interactions with products. The Owens-Corning FiberglassCorporation was the first company to trademark a color when it used brightpink for its insulation material and adopted the Pink Panther cartooncharacter as its spokes-character. Harley-Davidson actually tried totrademark the distinctive sound made by a “hog” revving up.(3 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 3)2.Does the size of a package influence how much of the contents we eat?Provide an example.Yes. When pouring or eating foods from larger boxes, these boxes suggest itis appropriate or “acceptable” to eat more than smaller ones—and we do!An example is a family size bag of chips or a case of beer.(3 minutes, Chapter Objective 6, AACSB: Reflective Thinking, Course Learning Outcome 3)3.How does the sense of touch influence consumers’ reactions to products?Moods are stimulated or relaxed based on sensations reaching the skin,whether from a luxurious massage or the bite of a winter wind. Touch haseven been shown to be a factor in sales interactions (holding an item makes a consumer feel attached to it; touch can increase tips/coupon redemption).We are more sure about what we perceive when we can touch it.(3 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 3)4.Identify and describe the three stages of perception.Exposure occurs when a stimulus comes within the range of someone’ssensory receptors. Attention refers to the extent to which processing activityis devoted to a particular stimulus. Interpretation refers to the meaning thatwe assign to sensory stimuli.(3 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 3)5.What is the difference between an absolute threshold and a differentialthreshold?The absolute threshold refers to the minimum amount of stimulation that can be detected on a given sensory channel. The differential threshold refers tothe ability of a sensory system to detect changes or differences between twostimuli.(1 minute, Chapter Objective 4, AACSB: Analytic Skills, Course Learning Outcome 3) 6.Does subliminal perception work? Why or why not?Some research by clinical psychologists suggests that people can be influenced by subliminal messages under very specific conditions, though it is doubtful that these techniques would be of much use in most marketing contexts. Effective messages must be very specifically tailored to individuals, rather than the mass messages required by advertising.(2 minutes, Chapter Objective 5, AACSB: Reflective Thinking, Course Learning Outcome 3)7.“Consumers practice a form of ‘psychic economy.’ ” What does this mean?Psychic economy is picking and choosing among stimuli to avoid beingoverwhelmed. How do they choose? Both personal and stimulus factors helpto decide.(3 minutes, Chapter Objective 5, Course Learning Outcome 3)8.Describe two factors that can lead to stimulus adaptation.Five factors can lead to stimulus adaptation:∙Intensity:Less-intense stimuli (e.g., soft sounds or dim colors) habituate because they have less sensory impact.∙Duration: Stimuli that require relatively lengthy exposure in order to be processed tend to habituate because they require a long attention span.∙Discrimination: Simple stimuli tend to habituate because they do not require attention to detail.∙Exposure: Frequently encountered stimuli tend to habituate as the rate of exposure increases.∙Relevance: Stimuli that are irrelevant or unimportant will habituate because they fail to attract attention.(2 minutes, Chapter Objective 5, AACSB: Reflective Thinking, Course Learning Outcome 3)9.Define a “schema” and provide an example of how this concept is rele vant tomarketing. Consumers assign meaning to stimuli based on the schema, or set of beliefs, to which the stimulus is assigned. An applied example of a schemais given in the opening vignette to the chapter when Gary is revolted at thethought of warm milk.(3 minutes, Chapter Objective 6, AACSB: Analytic Skills, Course Learning Outcome 3) 10.“The whole is greater than the sum of its parts.” Explain this statement.Gestalt roughly means whole, pattern, or configuration, and this perspective is best summarized by the saying “the whole is greater than the sum of its parts.”(3 minutes, Chapter Objective 6, Course Learning Outcome 3)11.List the three semiotic components of a marketing message, giving anexample of each. The object is the product that is the focus of the message(e.g., Marlboro cigarettes). The sign is the sensory image that represents theintended meanings of the object (e.g., the Marlboro cowboy). The interpretant is the meaning derived (e.g., rugged, individualistic, American).(3 minutes, Chapter Objective 7, AACSB: Reflective Thinking, Course Learning Outcome 3)12.What do we mean by the idea of hyperreality? Give an example that is notdiscussed in the chapter. How does this concept differ from augmented reality?Hyperreality refers to the process of making real what is initially simulation or “hype.” Advertisers create new relationships between objects and interpretants by inventing new connections between products and benefits, such as equating Marlboro cigarettes with the American frontier spirit. An example that is not discussed in the chapter is the Mad Men line of clothing at Banana Republic. Augmented reality is different because it refers to media AR adds a digital layer to a real, physical layer to create a combined experience (e.g. 3-D films, smartphone apps), whereas hyperreality takes something that is not real and makes it real.(5 minutes, Chapter Objective 6, AACSB: Analytic Skills, Course Learning Outcome 3)13.What is a positioning strategy? What are some ways marketers can positiontheir products?A positioning strategy is a fundamental part of a company’s marketi ng effortsas it uses elements of the marketing mix (i.e., product design, price, distribution, and marketing communications) to influence the consumer’s interpretation of its meaning. Marketers can use many dimensions to carve out a brand’s position in th e marketplace. These include:∙Lifestyle: Grey Poupon mustard is a “higher-class” condiment.∙Price leadership: L’Oréal’s Noisôme brand face cream is sold in upscale beauty shops, whereas its Plenitude brand is available for one-sixth theprice in discount stores—even though both are based on the samechemical formula.∙Attributes: Bounty paper towels are “the quicker picker upper.”∙Product class: The Mazda Miata is a sporty convertible.∙Competitors: Northwestern Insurance is “the quiet company.”∙Occasions: Wr igley’s gum is an alternative at times when smoking is not permitted.∙Users: Levi’s Dockers are targeted primarily to men in their 20s to 40s.∙Quality: At Ford, “Quality is job 1.”(5 minutes, Chapter Objective 2, AACSB: Reflective Thinking, Course Learning Outcome 3)CONSUMER BEHAVIOR CHALLENGEDiscussion QuestionsIndividual1.Many studies have shown that our sensory detection abilities decline as wegrow older. Discuss the implications of the absolute threshold for marketersattempting to appeal to the elderly.It would be wise to begin this exercise by identifying the particular senses and the ways in which they decline, as the consumer gets older. Once this hasbeen done, students should brainstorm to develop a list of the ways that amessage may not be received or interpreted correctly. Students might beencouraged to develop a matrix, placing the senses down the left-hand sideand forms of communication across the top. The matrix then should be filledin with descriptions of how communications may fail and how these failurescould be avoided. For example, print advertisements aimed at an olderaudience could use larger type; radio and television ads could decrease thepace of information presented and slightly increase the volume to allow older recipients to more fully process the information; and retail stores andrestaurants could increase lighting.(7 minutes, Chapter Objective 4, AACSB: Analytic Skills, Course Learning Outcome 3) 2.If some forms of subliminal persuasion may have the desired effect ofinfluencing consumers, do you think the use of these techniques is ethical?Explain your answer.Many students will consider the use of subliminal persuasion to be unethical.Accordingly, a discussion could focus on why subliminal messages areundesirable. An interesting issue to raise may be how, or even if, subliminalpersuasion differs from other advertising that consumers are exposed toevery day. Once these differences have been noted, the discussion could turn toward analyzing the reasons why individuals react negatively to subliminalpersuasion. Students who believe the use of these techniques is ethical should be encouraged to develop their arguments so that those representing eachside of the argument might see the opposing view. Regardless of the position adopted by the majority of students, be prepared to stimulate discussion bydeveloping an argument in favor of the use of subliminal messages. Thisargument could center on the idea that subliminal persuasion might result inless “clutter.” Arguing for its effectiveness, the amount of advertising coulddecrease overall.(10 minutes, Chapter Objective 5, AACSB: Ethical Understanding and Reasoning Abilities, Course Learning Outcome 3)3.Do you believe that marketers have the right to use any or all-public spacesto deliver product messages? Where would you draw the line in terms ofplaces and products that should be restricted?This question needs to be split into two parts: 1) whether marketers have theright to use any public spaces and 2) whether they have the right to use allpublic spaces. These are the two extremes on the issue, and the students willmost likely find themselves somewhere between complete and unlimitedaccess for marketers on one hand and complete and total ban on the other. A key concept in this discussion is the definition of “public spaces” and,therefore, a common definition should be adopted early in the discussion. Todevelop their position on this issue, students should be encouraged to listboth appropriate and inappropriate places for product messages and offerreasons why each place should be categorized in a particular way. See if theythink signs on the highway should be eliminated. If they agree, ask them howthey would ever find McDonald’s!(10 minutes, Chapter Objective 5, AACSB: Analytic Skills, Course Learning Outcome 3)4.The slogan for the movie Godzilla was “Size does matter.” Should this be theslogan for America as well? Many marketers seem to believe so. The averageserving size for a fountain drink has gone from 12 ounces to 20 ounces. Anindustry consultant explains that the 32-ounce Big Gulp is so popular because “people like something large in their hands. The larger the better.” Hardee’sMonster Burger, complete with two beef patties and five pieces of bacon,weighs in at 63 grams of fat and more than 900 calories. Clothes haveball ooned as well: Kickwear makes women’s jeans with 40-inch-diameter legs.The standard for TV sets used to be 19 inches; now it is 32 inches. HulkingSUVs have replaced tiny sports cars as the status vehicle of the newmillennium. One consumer psychologist theorized that consuming big thingsis reassuring: “Large things compensate for our vulnerability,” she says. “Itgives us insulation, the feeling that we’re less likely to die.” What is up withour fascination with bigness? Is this a uniquely American preference? Do youbelieve that “bigger is better”? Is this a sound marketing strategy?This question comprises multiple questions. The first, “What’s up with ourfascination with bigness?” is very general and should spark some generalcomments or discussion. If anything specific is to come from this particularquestion, students should be directed to theorize as to “why” people in theUnited States prefer bigger sizes. The second question, “Is this a uniquelyAmerican preference?” can only really be addressed when students have aconcept of product size in other countries. Thus, foreign students andstudents who have lived or studied abroad will be a good resource here.Another option if assigning this question as an at-home project is to havestudents research product sizes in other countries to make comparisons. Itmight be helpful if you give a few specific products for them to research, such as soft drinks, automobiles, and televisions. The third question, “Do youbelieve that ‘bigger is better’?” should be directed toward whether or notlarger sizes benefit the consumer. The final question examines whethersuper-sized products benefit the marketer. (Possible At-Home Project Idea) (10 minutes, Chapter Objective 4, AACSB: Analytic Skills, Course Learning Outcome 3)5.Playmobil toys recreate real-life settings such as a police station or hospital.A new offering the company calls Security Check Point features armedairport security officers, a metal detector, and an X-ray screening machine.Some parents proteste d; one wrote this comment on : “Iapplaud Playmobil for attempting to provide us with the tools we need toteach our children to unquestioningly obey the commands of the StateSecurity Apparatus. However, unfortunately, this product falls short of doing that. There’s no brown figure for little Josh to profile, taser, and detain.” APlaymobil executive comments, “The whole premise behind Playmobil toys is to familiarize the child with the realities of life through play. If you are takinga child for a first flight to Florida from New Jersey to visit grandparents, yousay, ‘This is what the terminal looks like, and when we get here we have totake our shoes off and walk though security.’ ” Where should toymakersdraw the line between reality and play?This is a great question to include in class discussion because it will generatestrong opinions from students. Connect responses to chapter material, withan emphasis on the interpretation of the stimulus, and connect it with thenext chapter pointing out that the Playmobil approach provides learningopportunities for children.(10 minutes, Chapter Objective 6, AACSB: Ethical Understanding and Reasoning Skills, Course Learning Outcome 3)6.Augmented reality applications may reach the level of sophistication wherewe observe almost everything through the screen of our smartphones in orderto receive an “enhanced” experience. Do you view this as a positivedevelopment or a problem?Augm ented reality can add value to a consumer’s experience by allowingconsumers to apply an additional layer of data/images to their existing views, which can deepen the consumer’s understanding of the product/productfeatures. Marketers can use this additional layer to provide customizedproducts and/or promotional offers. However, AR can also serve as adistraction from the real life sensory experience and may result in information overload. Some students may mention privacy concerns, as the provider ofthe AR experience can track information about their preferences, or becauseultimately AR technology may allow others (including sellers) to recognizeand find information about them as they walk down the street or into a store.It may also lead to unwelcome offers (spam) from marketers.(10 minutes, Chapter Objective 4, AACSB: Reflective Thinking and Ethical Understanding and Reasoning Skills, Course Learning Outcome 3)Application QuestionsIndividual1.Interview three to five male and three to five female friends regarding theirperceptions of both men’s and women’s fragrances. Construct a perceptualmap for each set of products. Based on your map of perfumes, do you seeany areas that are not adequately served by current offerings? What (if any)gender differences did you obtain regarding both the relevant dimensionsused by raters and the placement of specific brands along these dimensions?Perceptual map is included here and in the chapter summary underobjective one, but it is not in the chapter any more.Have the students start this project by listing a number of descriptive wordsthat are or could be used when positioning perfumes in the market place.Have them ask the respondents to position various perfumes on the mapaccording to their impressions of the perfumes selected. For the part of thequestion about areas that are not adequately served by the current offerings, students should identify “gaps” in the map and determine whether filling thegap will add value to the target consumers. Students may also want tocreate a separate perceptual map by gender to help analyze the differences.(Possible Field Project Idea)(20 minutes, Chapter Objective 1, AACSB: Analytic Skills, Course Learning Outcome 3)2.Assume that you are a consultant for a marketer who wants to design apackage for a new premium chocolate bar targeted to an affluent market.What recommendations would you provide in terms of such packageelements as color, symbolism, and graphic design? Give the reasons for your suggestions.Most students will recognize that the label (package), the weight of theproduct, and the brand name of the product are combined to communicatethe image of the product. In this exercise, the students are examining apremium product targeted to an affluent market. Obviously, the suggestionsdeveloped by students are likely to reflect their own experiences. What needs to be added to the discussion of product labels and names is: (1) the colorsthat will augment the desired premium image, (2) the smell that is associated with candy, (3) the sound of the candy wrapper in your hand, and (4) thesymbolism that may be used to position the product in the consumer’s mind.The issue of symbolism may provide the best avenue for discussion, and abroader discussion of how symbols can be used in advertising and promotion would be helpful.(15 minutes, Chapter Objective 3, AACSB: Reflective Thinking, Course Learning Outcome 3)ing magazines archived in the library, track the packaging of a specificbrand over time. Find an example of gradual changes in package design thatmay have been below the j.n.d.You might give a few hints here. For example, Aunt Jemima, the Morton SaltGirl, and Betty Crocker are trademarks that changed over time .d can befound in ads. Package changes include Ivory Soap, Kellogg’s Rice Krispies, and Campbell Soup. Students can simply examine automobile ads to see howstyles of a particular car have changed over the years—the body is the car’spackage. (Possible Field Project Idea)This question needs to be assigned with appropriate time to complete the work. The examples found may mirror thechanges in design for the Pepsi logo.(20 minutes, Chapter Objective 4, AACSB: Reflective Thinking, Course Learning Outcome 3)4.Visit a set of websites for one type of product (e.g., personal computers,perfumes, laundry detergents, or athletic shoes) and analyze the colors andother design principles employed. Which sites “work” and which don’t? Why?Look through a current magazine and select one ad that captures yourattention over the others. Explain why this ad attracts you.See if the students will notice how similar many of the products and brandsare in terms of shape, weight, color, and size as depicted on the websites. Agood way to approach this project is to pick a mainstream product such as anApple computer (because of its bright colors). Be sure to have students statewhat they mean by “it will work” (a success) and how this was measured.Have one or two students go online to demonstrate how they approachedthis project. (Possible At-Home Project Idea)After students have indicated what ad caught their attention, probe to see ifthere are any other reasons. This is a good opportunity to remind studentsabout what ads are likely to get their attention because of personal factorsand stimulus factors (contrast and novelty are discussed in #5). Ask theclass if any other aspects of the ad struck them. (Possible Field Project Idea) (20 minutes, Chapter Objective 5, AACSB: Analytic Skills, Course Learning Outcome 3)5.Find ads that utilize the techniques of contrast and novelty. Give youropinion of the effectiveness of each ad and whether the technique is likely tobe appropriate for the consumers targeted by the ad.Opinions will vary here. Some people like novelty in most everything, whileothers want people to be more serious. You should look for students toidentify different ways marketers create a contrast, and for students torecognize how contrast (including novelty) is used to get their attention andovercome advertising clutter. (Possible Field Project Idea)(15 minutes, Chapter Objective 5, AACSB: Analytic Skills, Course Learning Outcome 3)。
LA-960粒子尺寸分析仪应用说明书
The particle size of piezoelectric ceramics plays a crucial role in calcination and sintering temperature, which affects the processing time, and, subsequently, the performance of the final pressed component. It is for this reason that particle size analysis is used at different stages of the manufacturing process; beginning with the raw materials through the final stage of the creation of a spray-dried powder. The LA-960 is ideally suited for tracking this synthesis.IntroductionIn 1880, French physicists Jacques and Pierre Curie* discovered that mechanical stress generates electrical energy in naturally occurring crystals such as quartz and tourmaline. They called this phenomenon the “piezoelectric effect.” Conversely, when an electric field is imposed, the piezoelectric material deforms. The Curie brothers called this the “inverse piezoelectric effect.” If an alternating charge is applied, cyclical expansion and contraction then follows (Figure 1). The magnitude of this dimensional change is proportional to the magnitude of the electrical energy. This unique ability makes piezoelectric material useful for various applications such as Dry Powder Inhalers (DPI), SONAR, ultrasonography, Tire Pressure Monitoring Systems (TPMS), barbecue igniters, and many more. This unique ability continues to prompt scientists to explore various synthesis routes and fabrication processing techniques for piezoelectric ceramic powders such as:• Lead Zirconate Titanate – Pb(Zr 1-x Ti x )O 3• Barium Titanate – BaTiO 3• Sodium Bismuth Titanate – Na 0.5Bi 0.5TiO 3 (NBT)•Bismuth ferrite – BiFeO 3Of these, the most studied and widely used material for this fabrication is lead zirconate titanate (PZT).PZT ProcessingPZT is often fabricated by a solid-state reaction among PbO, TiO 2 and ZrO 2. And by appropriate adjustment of the zirconate-titanate ratio, PZT properties can be optimized for different applications. In other words, the efficiency of electrical to mechanical energy conversion and vice versa is dependent of the ratio of zirconate to titanate. The shape of the final pressed PZT (Figure 2) also affects the netenergy conversion as each physical dimension determinesits own electrical resonances. For instance, a disc willexhibit radial and thickness resonance, where as a rod will have length, width, and thickness resonances.The Importance of Particle SizeWhile PZT processing through a solid-state reaction is relatively simple and inexpensive, it typically leads to particle aggregation and poor powder homogenity. Particle aggregation in turn, leads to high calcination and sintering temperature and time, which raises the overall cost of the PZT production. The presence of large particles also lowers the compaction strength of the pressed component and ultimately leads to lower performance of the final piezoelectric product. T o mitigate this issue, particle size is monitored and controlled throughout PZT synthesis (Figure 3, below) with emphasis on analysis at the raw material inspection, mixing, milling, and spray-drying PZT powder steps.Figure 2. Final pressed soft and hard PZT discsFigure 1. Cyclic expansion and contraction of piezoelectric material…Incoming raw materials………………Figure 3. PZT processing stepsPage 2Measurement ExamplesThe Partica LA-960 Laser Diffraction Particle SizeAnalyzer, with a dynamic size range from 10 nm to 5 mm, was used in this study. Mie theory was selected to offer better accuracy when converting angular scattering data collected from the laser diffraction system into particle size distribution. Unlike the Fraunhofer approximation, the applicability of Mie theory is not limited to small angle forward scattering or particles larger than 50 µm. For this reason, choosing appropriate refractive indices for the particulate and the medium is important [1].T wo example raw materials [2] and two PZT powders were measured in 0.1 wt % aqueous sodium pyrophosphate solution (Darvan C is another commonly used surfactant).Lead accounts for approximately 60 weight percent of PZT [3]. Since lead oxide is a hazardous material with a rather high vapor pressure at 980-1020°C (calcination temperations), lead may volatilize and change the productcomposition. It is, therefore, desired that the startingpowder is less than 10 µm diameter with a medium size of 1-2 µm. A real refrative index of 2.20 and imaginary value of 1i was used here after investing the influence of the optical modal with the Method Expert wizard in HORIBA’s LA-960 software. In this case, lead II oxide will need to be milled before processing.An overlay of the particle size distirbution of soft and hard PZT (refractive index 2.32-1i) is displayed here with the soft PZT exhibiting a bi-modal size distribution. The final PZT is typically milled and spray-dried to less than 10 µm with a median size of 1-3 µm. The goal is to achieve single modal narrow distribution since a broad particle size distribution often indicates low powder homogeneity and purity. That brings the validity of the measured soft PZT bi-modal distribution into question. T o confirm these results, the PSA-300 static imaging analysis system was used [1] (Figure 6). While optical microscopy was not able identify particle sizes lower than 0.5 µm, the image captureddistinctively showed the existence of two populations.Figure 4. An overlay of passing and non-passing lead oxides are shown here using lead IV and lead II oxides as examples, respectively.Figure 5. An overlay of soft and hard PZT with hard PZT displaying a single modal distribution, typically preferred for further pressing of final PZT component.ConclusionsThis application note shows how the laser diffraction technique can be effectively used as an inspection tool for the synthesis of piezoelectric ceramics. While PZT is used as an example in this paper, the manufacturing of many other lead-free piezoelectric components are also highly dependent on particle size. The LA-960 can assist in the development and quality control of the process by rapidly determining the particle size to guide the manufacturing process, thereby, reducing production costs.* Pierre Curie’s wife, Marie Curie discovered radioactivity. She made history by being the first woman to win Nobel Prize.T ogether, the Curie family took home five Nobel Prizes. That made history too.References1. ISO 13320 (2009) Particle size analysis - Laserdiffraction methods.2. Sigma Aldrich lead oxides.3. Elena Aksel and Jacob L. Jones “Advances in Lead-Free Piezoelectric Materials for Sensors and Actuators”Sensors 2010, pp 1-2.*********************/scientific USA: +1 (800) 446-7422 •France:+33 (0)1 64 54 13 00 • Japan: +81 (0)3 38618231T h i sdocumentisnotcontractuallybindingunderanycircumstances©218HORIBAInstruments,Inc.Figure 6. Static image analysis of the soft PZT sample.。
目前的硬盘技术有哪些
目前的硬盘技术有哪些1、RAID(Redundent Array of Inexpensive Disks)磁盘阵列技术RAID实际上可以理解成一种使用磁盘驱动器的方法,它将一组磁盘驱动器用某种逻辑方式联系起来,作为逻辑上的一个磁盘驱动器来使用。
这种技术的优点是成本低、功耗小、传输速率高,可以提供容错功能、安全性更高,以及比起传统的大直径磁盘驱动器来,在同样的容量下,价格要低许多。
RAID现在主要应用在服务器硬盘上,但就像任何高端技术一样,RAID也在向PC机上转移。
也许所有的PC机都用上了SCSI磁盘驱动器的RAID的那一天,才是PC机真正的“出头之日”。
2、PRML(Partial Response Maximum Likelyhood,部分响应完全匹配)读取通道技术PRML技术简单的讲就是将硬盘数据读取电路分成两段“操作流水线”,流水线第一段将磁头读取的信号进行数字化处理然后只选取部分“标准”信号移交第二段继续处理,第二段将所接收的信号与PRML芯片预置信号模型进行对比,然后选取差异最小的信号进行组合后输出以完成数据的读取过程。
PRML技术可以降低硬盘读取数据的错误率,因此可以进一步提高磁盘数据密集度。
PRML技术的普通采用,使硬盘的容量、速度、可靠性都有了不同程度的提高。
3、S.M.A.R.T.(Self-Monitoring,Analysis and Reporting Technology)技术由于硬盘的容量越来越大,为了保证数据的安全性,硬盘厂商都在努力寻求一种硬盘安全监测机制,S.M.A.R.T.技术便应运而生。
S.M.A.R.T.即“自我监测、分析及报告技术”。
它可以监控磁头、磁盘、电机、电路等部件,由硬盘的监测电路和主机上的监测软件对被监对象的运行情况与历史记录和预设的安全值进行分析、比较,一旦出现安全值范围以外的情况,它就会自动向用户发出警告。
而更先进的技术还可以自动降低硬盘的运行速度,把重要数据文件转存到其它安全扇区,通过S.M.A.R.T.技术可以对硬盘潜在故障进行有效预测,提高数据的安全性。
crc8校验查表法实现方法
/*CRC-8 for Dallas iButton productsFrom Maxim/Dallas AP Note 27"Understanding and Using Cyclic Redundancy Checks withDallas Semiconductor iButton Products"The Ap note describes the CRC-8 algorithm used in theiButton products. Their implementation involves a 256 byte CRC table. This algorithm is implemented here. In additiontwo other algorithms are shown. One uses nibble arrays and the other uses boolean arithmetic.18JAN03 - T. Scott Dattalo*//*crc array from the Maxim ApNote*/unsigned char crc_array[256] = {0x00, 0x5e, 0xbc, 0xe2, 0x61, 0x3f, 0xdd, 0x83,0xc2, 0x9c, 0x7e, 0x20, 0xa3, 0xfd, 0x1f, 0x41,0x9d, 0xc3, 0x21, 0x7f, 0xfc, 0xa2, 0x40, 0x1e,0x5f, 0x01, 0xe3, 0xbd, 0x3e, 0x60, 0x82, 0xdc,0x23, 0x7d, 0x9f, 0xc1, 0x42, 0x1c, 0xfe, 0xa0,0xe1, 0xbf, 0x5d, 0x03, 0x80, 0xde, 0x3c, 0x62,0xbe, 0xe0, 0x02, 0x5c, 0xdf, 0x81, 0x63, 0x3d,0x7c, 0x22, 0xc0, 0x9e, 0x1d, 0x43, 0xa1, 0xff,0x46, 0x18, 0xfa, 0xa4, 0x27, 0x79, 0x9b, 0xc5,0x84, 0xda, 0x38, 0x66, 0xe5, 0xbb, 0x59, 0x07,0xdb, 0x85, 0x67, 0x39, 0xba, 0xe4, 0x06, 0x58,0x19, 0x47, 0xa5, 0xfb, 0x78, 0x26, 0xc4, 0x9a,0x65, 0x3b, 0xd9, 0x87, 0x04, 0x5a, 0xb8, 0xe6,0xa7, 0xf9, 0x1b, 0x45, 0xc6, 0x98, 0x7a, 0x24,0xf8, 0xa6, 0x44, 0x1a, 0x99, 0xc7, 0x25, 0x7b,0x3a, 0x64, 0x86, 0xd8, 0x5b, 0x05, 0xe7, 0xb9,0x8c, 0xd2, 0x30, 0x6e, 0xed, 0xb3, 0x51, 0x0f,0x4e, 0x10, 0xf2, 0xac, 0x2f, 0x71, 0x93, 0xcd,0x11, 0x4f, 0xad, 0xf3, 0x70, 0x2e, 0xcc, 0x92,0xd3, 0x8d, 0x6f, 0x31, 0xb2, 0xec, 0x0e, 0x50,0xaf, 0xf1, 0x13, 0x4d, 0xce, 0x90, 0x72, 0x2c,0x6d, 0x33, 0xd1, 0x8f, 0x0c, 0x52, 0xb0, 0xee,0x32, 0x6c, 0x8e, 0xd0, 0x53, 0x0d, 0xef, 0xb1,0xf0, 0xae, 0x4c, 0x12, 0x91, 0xcf, 0x2d, 0x73,0xca, 0x94, 0x76, 0x28, 0xab, 0xf5, 0x17, 0x49,0x08, 0x56, 0xb4, 0xea, 0x69, 0x37, 0xd5, 0x8b,0x57, 0x09, 0xeb, 0xb5, 0x36, 0x68, 0x8a, 0xd4,0x95, 0xcb, 0x29, 0x77, 0xf4, 0xaa, 0x48, 0x16,0xe9, 0xb7, 0x55, 0x0b, 0x88, 0xd6, 0x34, 0x6a,0x2b, 0x75, 0x97, 0xc9, 0x4a, 0x14, 0xf6, 0xa8,0x74, 0x2a, 0xc8, 0x96, 0x15, 0x4b, 0xa9, 0xf7,0xb6, 0xe8, 0x0a, 0x54, 0xd7, 0x89, 0x6b, 0x35,};unsigned char r1[16] = {0x00, 0x5e, 0xbc, 0xe2, 0x61, 0x3f, 0xdd, 0x83,0xc2, 0x9c, 0x7e, 0x20, 0xa3, 0xfd, 0x1f, 0x41,};unsigned char r2[16] = {0x00, 0x9d, 0x23, 0xbe, 0x46, 0xdb, 0x65, 0xf8,0x8c, 0x11, 0xaf, 0x32, 0xca, 0x57, 0xe9, 0x74};/*crc - global crc stored here*/unsigned char crc;/*===========================================================*/unsigned char crc_bits(int data){int i = (data ^ crc) & 0xff;crc = 0;if(i & 1)crc ^= 0x5e;if(i & 2)crc ^= 0xbc;if(i & 4)crc ^= 0x61;if(i & 8)crc ^= 0xc2;if(i & 0x10)crc ^= 0x9d;if(i & 0x20)crc ^= 0x23;if(i & 0x40)crc ^= 0x46;if(i & 0x80)crc ^= 0x8c;return crc;}/*===========================================================*/unsigned char crc_table(int data){int i = (data ^ crc) & 0xff;crc = crc_array[(data ^ crc)&0xff];return crc;}/*===========================================================*/ unsigned char crc_nibbles(int data){int i = (data ^ crc) & 0xff;crc = r1[i&0xf] ^ r2[i>>4];return crc;}/*===========================================================*/ /* crc8 - test all three crc algorithms*/unsigned char crc8(int data){unsigned char c;c = crc;crc_table(data);printf(" 0x%02x 0x%02x", data, crc);crc = c;crc_bits(data);printf(" 0x%02x", crc);crc = c;crc_nibbles(data);printf(" 0x%02x\n", crc);return crc;}/*===========================================================*/int main(int argc, char **argv){int i;crc = 0xff;/*Standard check for the string "123456789"*/for(i='1'; i<='9'; i++) {crc8(i);printf(" %d 0x%02x\n",i,crc);}printf("\n----\n\n");/*Orthogonal checkSet the crc =0 and data = 2^n and compute new crc*/crc = 0x00;crc8(1);crc = 0x00;crc8(2);crc = 0x00;crc8(4);crc = 0x00;crc8(8);crc = 0x00;crc8(16);crc = 0x00;crc8(32);crc = 0x00;crc8(64);crc = 0x00;crc8(128);/*CRC example in the Dallas APNote */crc=0;i = 0x02;printf(" %3x 0x%02x\n",i,crc8(i));i = 0x1c;printf(" %3x 0x%02x\n",i,crc8(i));i = 0xb8;printf(" %3x 0x%02x\n",i,crc8(i));i = 0x01;printf(" %3x 0x%02x\n",i,crc8(i));i = 0x00;printf(" %3x 0x%02x\n",i,crc8(i));i = 0x00;printf(" %3x 0x%02x\n",i,crc8(i));i = 0x00;printf(" %3x 0x%02x\n",i,crc8(i));i = 0xa2;printf(" %3x 0x%02x\n",i,crc8(i));return 0;}。
半永久性调度
sps-ConfigDL SPS-ConfigDL OPTIONAL,--Need ON ------用于下行SPS
sps-ConfigUL SPS-ConfigUL OPTIONAL--Need ON ------用于上行SPS
}
} OPTIONAL -- Need ON
Table 9.2-1A: Special fields for Semi-Persistent ScheduHng Release PDCCH ValFdatic
Table 9,2-2: PUCCH Resource value for Downlink Semi-Per sistent Scheduling
图3: TPC comma nd for PUCCH 字段在SPS中的含义
标签: 分类:LTE Ite sps
半静态调度
半永久性调度
it
配置了SPS的UE,其PDSCH/PUSCH 何时使用C-RNTI ,或是使用
SPS C-RNTI来加扰可参见36.213的7.1节和8.0节。
这里,我将用于指示SPS激活的PDCCH所在的子帧称为“ SPS激活子帧”将用于指示SPS释放的PDCCH所在的子帧称为“SPS释放子帧” 而其它周期性发送PDSCH (虽然下行SPS激活子帧也携带PDSCH,但这里不包含在内)或PUSCH的SPS相关子帧称为“ SPS 子帧”。
这个概念会在介绍下行HARQ时用到。
36.213的7.1节、8.0节和9.2节
⑹36.300的11.1.1节和11.1.2节
[7]36.321的5.3.1节、5.4.1节和5.10节
[8]36.331的SPS-Config。
高中英语专练8 阅读理解
专练8 阅读理解AI am Fionn Ferreira, an Irish teenager. Thank you judges for this honor and giving this award in my hand. I am very delighted to have won $50,000 for my project. My project came about as I was constantly hearing about plastic pollution on the news. And I also see the real effects on our beaches every day. I discovered, to my shock, that at present no filtration(过滤)for microplastics takes place in any European wastewater treatment centers, so I set up my project and started looking for a solution.Seeing that there was none, I decided to study further, finally finding a way to use the fberofluid(铁磁流体),a liquid which sticks to the plastic allowing it to be removed using magnets(磁体).After over 1,000 tests I have proved that my method would remove 87% or higher of microplastics.I grew up in West Cork, Ireland. My hometown is surrounded by untouched nature. This has been my first inspiration about how nature works. I soon discovered that science really was in everything. The fact that I lived in such a remote place meant that I had to build my own equipment and lab to do tests and experiments.Inspired by scientists such as Ben Feringa and his work with organic chemistry and nanotechnology(纳米技术),I would like to study chemistry or chemical engineering when finishing my last year of secondary school. Both of these subjects will be suited to me as I really enjoy problem-solving and experiments.One of the most valuable rewards from the science fair for me is the opportunity to present my work to a group of professional judges. Winning the prize is a great honor to me as this is a recognition of my project and ideas.Also, the prize will give my project more attention. There is nothing I would like to see more than my project to be used in removing microplastics in our oceans worldwide.26.Why did Fionn set up the project?A.To win the prize.B. To clean the air.C.To remove microplastics.D. To build a wastewater center.27.According to paragraph 3, what gave Fionn the creative ideas?A.The sandy beaches.B. The nature of his hometown.C.The new technology.D. The results of his experiments.28.According to the passage, which word can best describe Fionn?A.Honest.B. Determined.C. Fearless.D. Humorous.29.This passage might be .A. a news reportB. a science surveyC. a thanks-giving letterD. an awarding speechcA high school soccer player leaps into the air, hits the ball with his head and directs it to ateammate. Amid today's growing awareness surrounding head injuries in sports, would wearinghelmets protect the teen and prevent a possible concussion(脑震荡)?Almost not. Two top doctors who specialize in sports helmet injuries一Dr. JamesRobinson and Dr. Larry Lemak, founders of Lemak Sports Medicine, said that there was no good scientific evidence that helmets could reduce the rate of concussion. Both of them regarded proper training, not helmets, as the best concussion prevention for soccer players.That doesn't mean there*s no need to worry about soccer concussions. For boys soccer, concussions accounted for 23 percent of all game injuries and 10 percent of all practice injuries, according to the study. For girls soccer, the study found concussions accounted for 36 percent of game injuries and 31 percent of practice injuries.Knowing that, why isn't a helmet useful? Isn't some protection better than none at all? The doctors outlined several reasons helmets provide little protection.First, wearing a helmet makes the head heavier. A heavier upper part may be more dangerous to the beginners. Secondly—and perhaps most importantly for girls, whose neck muscles are often weaker than boys一a helmet makes the head heavier. Imagine a top-heavy head, Robinson said, which increases the risk of falls. Since girls already face a heightened concussion risk, helmets could be especially dangerous for them. Lastly wearing helmets often gives teens a false sense of security. When helmets were matedated(授权)in hockey, head injuries increased "because they felt unbeatable.,, "Sometimes the kids wearing helmets are more daring,said Chad Harrelson, boys soccer coach at St. PauPs in Mobile, '"because they think they have that added layer of protection.,, Both coaches and doctors agree on three main ways to prevent soccer concussions. Firstly, learn proper rules and follow norms. Players who understand soccer's rules and behave themselves are less likely to put themselves in harm's way. Secondly, promote proper technique. Ifs important to have players know where other players are positioned. This reduces contact and can prevent head-to-head collisions or other dangerous situations. Thirdly, strengthen neck muscles which can protect both your necks and heads.30.What can we learn from the words of two top doctors?A.High quality helmets are a wise choice.B. Athletes need wear helmets.C . Science is on the side of helmets. D. Helmets provide little protection.31.The data in paragraph 3 serves as an evidence to show .A.training is the best preventionB. how girls players get injuredC. boys are more likely to be hurt in trainingD. why concussion should be concerned about32.What is paragraph 5 mainly about?A. Why helmets are useless.B. How helmets work.C. What causes head injuries.D. Whom helmets are fit for.33.What does the underlined word "norms" in the last paragraph mean?A. The early examples.B. The set standards.C. The suggestions of the athletes.D. The ways of using helmets.DUniversity educators largely think highly of the wonders of teaching through technology, but experts question whether something is lost when professors and lecturers rely too heavily on electronic media or when interaction with students takes place remotely—in cyberspace rather than the real space of the classroom. Hans Ulrich Gumbrecht, the Professor of Literature at Stanford University, is one such expert. 6<I think this enthusiastic and sometimes childish and blind pushing toward the more technology the better, the more websites the better teacher, and so forth, is very dangerous一is, indeed, self-destructive," he indicates.However, Gumbrecht warns that there are few, if any, studies either supportingor disapproving the assumption that traditional ways of teaching are superior to teaching via the Internet. He says that he could point only to his "insight that real classroom presence should be kept," and emphasizes the need for educators to examine critically where technology serves a useful pedagogical(教学法的)function and where it does not.Yet, Gumbrecht allows that, for courses in which knowledge transmission(传递)is the sole purpose, electronic media probably can do the job well enough. Indeed, given the 20th century's knowledge explosion and the increasing costs of higher education, using technology as opposed to real-life teachers fbr the transmission of information is probably unavoidable, he admits. In any case, knowledge transmission should not be the core function of the university he maintains, noting that universities should be places where people deal with open questions, places for ''intellectual complexity" and "riskfill thinking”.6<We are not about finding or transmitting solutions; we are not about recipes; we are not about making intellectual life easy. Challenges with complexity are what expands your mind. It is something like intellectualgymnastics. And this is what makes you a suitable member of the society."Moreover, discussions in the physical presence of others can lead to the intellectual innovation. M There9s a qualitative change, and you don't know how it happens. Discussions in the physical presence have the power of being the catalyst(催化齐!J)fbr such intellectual breakthroughs. The possibility of in-classroom teaching— of letting something happen which cannot happen if you teach by the transmission of information一is a strength."38.What is Professor Gumbrecht's major concern about teaching?A.The systems of teaching through technology.B.S tudents’ overdependence on electronic media.C.The trend towards the more technology the better.D.Experts’ questions on remote interaction with students.39.Professor Gumbercht might agree that university education should .A.replace the real-life teachers for the increasing costsB.facilitate solution transmission for the knowledge explosionC.prepare students for a well-rounded life for societyD.help students establish core values40.According to the passage, discussion in the physical presence of others canA.reduce the intellectual complexityB.be the catalyst for the qualitative changesC.lead to swifter and stronger information transmissionbine traditional teaching ways well with technology41.Which of the following would be the best title for the passage?A.Cyberspace InteractionB.Traditional Teaching Has Its PlaceC.The Core Function Of The Universityrmation Transmission Cannot Help You Survive。
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Lecture 9Cyclic Redundancy Checking (CRC), Idle RQ, Continuous RQ, Selective Retransmission and Go-Back-N error recovery(Recap last lecture) Idle RQ and Continuous RQ are two forms of ARQ – where data packets are automatically re-sent if the receiving station does not acknowledge correct reception of the packet. The CRC is what the receiver uses to determine whether or not it has received the data correctly.Cyclic Redundancy Checking (CRC):A powerful method for detecting errors in the received data is by grouping the bytes of data into a block and calculating a Cyclic Redundancy Check (CRC). This is usually done by the data link protocol and the calculated CRC is appended to the end of the data link layer frame. The CRC is the only field which is by convention sent most significant bit first. (This is contrary to all header and payload bytes which are sent LSB first.) Thus the first bit of a CRC-16 to be sent is the bit corresponding to X16 and the last, the bit corresponding to X1.The CRC is calculated by performing a modulo 2 division of the data by a generator polynomial and recording the remainder after divisionFor a generator of R bits, the resulting (R - 1) -bit checksum will detect: •all single bit errors•most double bit errors•most odd number-of-bit errors•all error bursts less than R in length•most error bursts greater than or equal to R in lengthThree polynomials are in common use they are:•CRC-16 = x16 + x15 + x2+ 1•CRC-CCITT = x16 + x12 + x5 + 1•CRC-32 = x32 + x26 + x23 + x22 + x16 + x12 + x11 + x10 + x8 + x7 + x5 + x4 + x2 + x + 1 (used in Ethernet)Although this division may be performed in software, it usually performed using a shift register and X-OR gates. The hardware solution for implementing a CRC is much simpler than a software approach. One example for a CRC-16 is:On reception, the process is reversed. The CRC register is first set to zero (or the initial value on transmission, if non-zero). The bits (this time including the CRC) are fed into the register on each clock cycle. If the CRC contains the value zero (assuming initialisation was zero), the CRC is valid, if not it has detected an error. The CRC-16 is able to detect all single errors, all double errors, all odd numbers of errors and all errors with burst less than 16 bits in length. In addition 99.9984 % of other error patterns will be detected.Selective retransmission is simply another name for ARQ: only corrupted or lost packets are retransmitted.Go-back-N error recovery:The recovery of a corrupted frame proceeds in three stages:•First, the corrupted frame is discarded at the remote node's receiver. The loss of the frame is revealed when a correct (but out-of-sequence) frame issubsequently received.•Second, the remote node requests retransmission of the missing frame (s).•The final stage consists of retransmission of the lost frame(s).A remote node may request retransmission of corrupted frames by initiating Go-Back-N error recovery by sending a REJ (Reject) frame. The remote node sends a REJ frame to instruct the sending station to begin retransmission of frames at the frame number indicated (in the N(R) value of the REJ frame). The receivercontinues to discard received frames until one is received with the expected sequence number.Upon receipt of a REJ (by the local node), the transmitter winds-back the sequence of frames pending transmission to the indicated frame. The transmitter then retransmits the requested frame followed by all successive I-frames. This is sometimes known as "wind back" of the transmitter.Factors affecting the efficiency of data transmission on satellite links.First a bit about Propagation Time ( t p )Light & radio waves travel through space at a velocity of 3x108 ms-1 .This is a propagation time of 3.3 ns per metre.Signals propagate down cables at about 0.67 times this velocity: ie about 2x108 ms-1. In practical terms this is a propagation time of 5ns per metre.We saw in Question 4 that a minimum frame size is 64 Bytes = 512bits. So a minimal frame occupies512 / 10,000,000 = 0.0152ms.At a speed of 5ns per metre, 512 bits will therefore occupy 10.24km of cable. Similary, a maximum frame of about 1.5kBytes (12k bits) will take 1.2msThe only time that an Ethernet controller can detect collisions on the wire is when it is in the transmit mode. When an Ethernet NIC has finished transmitting and switches to receive mode, the only thing it listens for is the 64 bit preamble that signals the start of a data frame. The minimum frame size in Ethernet is specified such that, based on the speed of propagation of electrical signals in copper cables, an Ethernet card is guaranteed to remain in transmit mode and therefore detecting collisions long enough for a collision to propagate back to it from the farthest point on the wire from it.Take, for example, a length of 10base5 thick Ethernet cabling exactly 500 meters long (the maximum that the spec allows) with two stations, Station A and Station B, attached to the farthest ends of it. If Station A begins to transmit, it will have transmitted 25 bits by the time the signal reaches Station B, 500 meters away. If Station B begins to transmit at the last possible instant before Station A's signal reaches it, the collision will reach Station A 25 bit-times later (the time it takes for the signal on the wire to travel one bit-length -- 20 metres in cable). Station A will have transmitted only 50 bits when the collision reaches it – which is well within the 64bit preamble period. The collision will, therefore be correctly detected.Meanwhile, back at efficiency …A data link (whether cable or a satellite link) is most efficiently used when it is always occupied by data but avoiding collisions. A satellite link that is not actively relaying data is costing money. Satellites were chosen for this example because they are 35,800 km above the Earth’s surface and thus the propagation time is 0.12s or 0.24s for the round-trip of earth back to earth. Assuming that an =ARQ protocol is used it means that one packet of data cannot be sent until the first is acknowledged – a delay of at least two round- trips or 0.48s (480ms) . If a packet is the minimal length of 512 bits (0.0152ms) then the link is only actually transmitting data for 0.0152ms every packet exchange.In other words the time for a packet is 0.0152ms and the time before another can be sent is 480 + 0.0152, so the occupancy is 0.0152 / (480 + 0.0152) = 3.17 x 10-5 or 0.00317% !!General efficiency equation:U = t F / (t F + 2t P) x 100%Where U is the efficiencyt F is the frame time lengtht P is the A-to-B propagation timeLet’s do an efficiency calculation again, this time for 500 metres of cable and a 0.0152ms data packet where we are using ARQ.t F = 0.015ms, t P = 500m / 2x108 ms-1 = 0.0025msSo U =0.0015 / (0.0015 + 2x0.0025)= 0.0015 / 0.0065= 0.230723.07%Conclusions:It seems that the longer the path length, the lower the efficiency when using an ARQ system. With satellite links, it seems that ARQ is not the system to use!What are some likely internet connection routes?ISP = Internet Service Provider (BT, AOL, NTL etc)In the earlier days of internet availability to home users, it is true that your ISP would have had thousands of phone lines, from the Public Switched Telephone Network, PSTN, coming into their premises, each of which would be connected to an individual modem. The RS232 output from the modems would then be connected to a computer system and thence to servers for e-mail, internet and other online content.Nowadays, third-party network providers, like BT, provide local “Points of Presence” – POPs – which are the large rooms containing thousands of modems. Whatever your ISP company, you are likely to use the same POP as other company’s customers, but with a different dial-up number. POPs are run bycompanies called NSPs – Network Service Providers. The modem outputs at the POP are fed to a router which decides which ISP network you belong to and then forwards your network connection to a Network Access Point (NAP) via a high-capacity data link. This then connects you to your ISP’s network, which contains their online content and e-mail servers as well as a Gateway through to the Internet. Many ISPs are connected at more than one point to one or more NSPs. The additional connections improve resilience to failuresNote: A T3 link is a 45 Mbps backbone.Backbones are typically fibre optic trunk lines. The trunk line has multiple fibre optic cables combined together to increase the capacity. Fibre optic cables are designated OC for optical carrier, such as OC-3, OC-12 or OC-48. An OC-3 line is capable of transmitting 155 Mbps while an OC-48 can transmit 2,488 Mbps (2.488 Gbps). Today there are many companies that operate their own high-capacity backbones, and all of them interconnect at various NAPs around the world. In this way, everyone on the Internet, no matter where they are and what company they use, is able to talk to everyone else on the planet. The entire Internet is a gigantic, sprawling agreement between companies to intercommunicate freely.Protocol of the InternetEvery machine on the Internet has a unique identifying number, called an IP Address. The IP stands for Internet Protocol, and a typical IP address looks like this: 216.27.61.137The four numbers in an IP address are called octets, because they each have eight positions when viewed in binary form. If you add all the positions together, you get 32, which is why IP addresses are considered 32-bit numbers. The total number of possible combinations per octet is 28 or 256. Combine the four octets and you get 232 or a possible 4,294,967,296 unique values!Out of the almost 4.3 billion possible combinations, certain values are restricted from use as typical IP addresses. For example, the IP address 0.0.0.0 is reserved for the default network and the address 255.255.255.255 is used for broadcasts. The octets serve a purpose other than simply separating the numbers. They are used to create classes of IP addresses that can be assigned to a particular business, government or other entity based on size and need. The octets are split into two sections: Net and Host. The Net section always contains the first octet. It is used to identify the network that a computer belongs to. Host (sometimes referred to as Node) identifies the actual computer on the network. The Host section always contains the last octet. There are five IP classes plus certain special addresses.In 1983, the University of Wisconsin created the Domain Name System (DNS), which maps text names to IP addresses automatically. This way you only need to remember for example, instead of the IP address.Servers and those with permanent connections to the internet have fixed – or static IP addresses – but when dial-up connections are made, the IP address is assigned dynamically – so any one user may never have the same IP address twice. This helps to conserve the limited number of IP addresses – with the limitation of 4.3 billion.There are already an estimated 600-800 million Internet users worldwide. If this doubles by the year 2005 it will still only account for 16% of the world’s population.。