铝、铜、镍三元合金系中τ相的晶体结构变迁

A thorough investigation by means of X-rays has been carried out with the purpose to determine the nature of the ternary phase τ in Al-Cu-Ni alloys. In contrast with the conventional concept of alloy phase which is characterized by a definite type of crystal structure, systematic structure changes are found in the single phase field of τ which occupies quite an extensive area in the isothermal section of the phase diagram at room temperature. There are eight types of structures altogether, all derived from a basic rhombohedron with corners occupied by Al atoms and centres either occupied by the heavy atoms or remaining vacant. The basic rhombohedron is the building stone in the crystal architecture. By transforming the basic rhombohedron into a hexagonal prism in the usual way, all structures may be considered to be built up by stacking together a number of these hexagonal prisms along the triad. The transformation of one structure into another is quite systematic in the way that the number of the stacking stories in the unit cell increases according to the order 10, 11, 12, 13, 14, 15, 16, 17. The atomic arrangements in the different structures are closely related too, in the respect that they are all superstructures due to the presence of ordered vacancies in the rhombohedral centres.The principal factor controlling the formation of these structures has been fully considered. In view of the fact that the change of structure types follows closely with the content of Ni or Cu for alloys of constant Al content, the atomic size factor appears to be unimportant in the formation of these alloys. It has been shown that for alloy phases of the defect lattice type as the r-phase, the most fundamental factor is the average number of valency electrons per structural unit which is the basic rhombohedron in the present case. By assuming Hume-Rothery's valencies, the average number of valency electrons remains remarkably constant throughout the entire phase field, while the electron concentration varies with compositions. It has also been pointed out that for alloy phases where there is no unit cell change, the average number of electrons per structural unit is equivalent to the number of electrons per unit cell, and for alloy phase where there is no defect, this is in effect equivalent to the electron concentration.     

具有特殊电磁性能的有机物貭

大家知道,物体按其导电性能的不同,可以分成导体、絕緣休、半导体。按其磁性的不同則可分为鉄磁体、逆磁体、順磁体。对于多数的有机物质來讲,它們都是不导电的絕緣体和逆磁体、少部分的有机物质的电磁性能則与此相反,它們具有明显的半导体性能和一定的順磁性。对这部分有机物质的半导体性能的研究,早在本世紀初就已开始。但比較大量、系統、深     

Понтрягин示性式的超渡

<正> 一、引言在吴光磊的文章[1]中,他给出了在相配丛上建立示性式的超渡式的一般方法,并且具体地推出了陈氏示性式的超渡式.他还把同样的方法用于 Euler 示性式,比较自然地说明了陈省身关于 Gauss-Bonnet 公式的证明.在本文中,我们将沿用他的方法,给出示性式的超渡式.A.Borel-F.Hirzebruch 在[2]中已经用拓扑方法证明了示性类的超渡元素的存在.然而在本文中则用微分几何的方法把这个超渡过程具体地写出来了.     

只保留結合公理的几何——一般体上的三維射影几何

一、引言学过几何的同志們都很熟悉希尔伯特(Hilbert)的几何公理体系,在这体系中基本元素是:点、綫、面。这些元素滿足五組公理:結合公理、順序公理、合同公理、平行公理和連續公理。在本文中我們将研究一种几何,它的基本元素还是点、綫、面,但是只保留一組結合公理。希尔伯特在建立他的公理体系时,事实上并不很关心連續公理,在他所写的經典著作“几何基础”的第一版里,实貭上沒有提到康托尔(Cantor)公理或与其等价的公理。后来由于潘加来(Poincaré)等人提了意見,他才在第二版中添加了和康托尔公理等价的完备性公理,并証明了体系的完备性。因此,希尔伯特书的中心思想按其实貭来說是要发展一种和連續公理无关     

磁控管测e／m的数据采集与数值计算微机辅助实验教学的新尝试

磁控管测ｅ／ｍ的数据采集与数值计算微机辅助实验教学的新尝试程向明（西安交通大学物理系７１００４９）在磁控条件下，测量电子荷质比，是真空二极管的应用之一．由于该实验数据采集量较大，在数据处理时，是采用作图的外推法来寻找：磁控管阳极截止电流，求出ｅ／ｍ值...     

流动注射光纤动力学荧光法测定锰—锰—二元荧光配合物—高碘…

对二元荧光配合物作为动力学反应指示剂的可行性进行了考察，以８－羟基喹啉－５－磺酸铝高碘酸钠为指示反应，建立起流动注射光导纤维光谱技术测定痕量锰（Ⅱ）的动力学荧光分析新体系，此法线性范围为５－２００ｎｇ／ｍＬ，检出了为１ｎｇ／ｍＬ锰（Ⅱ）进行１１次测定的相对标准偏差为０．５％。分析速度为４５样次／ｈ。     

氧化硼玻璃的11B变温核磁共振研究

本文应用变温核磁共振(NMR)技术研究了氧化硼(B₂O₃)玻璃从玻璃态至融熔态之间的结构变化。实验表明,T>430℃时,以硼氧组环为基本组成单元的玻璃态结构开始解体;600℃2O₃双棱锥体分子相互连接而成的链状结构。链结构在T>930℃时发生断裂,最终成为游离的B₂O₃分子。 关键词：     

一种新型挡光环的设计

传统形式的挡光环是将挡光环与遮光罩内壁垂直设置,文中设计的新型挡光环是将挡光环与遮光罩内壁倾斜设置,使入射杂光的反射光线和一部分散射光线在挡光环与遮光罩内壁所夹的空间内多次衰减无法出射,剩余的散射光线也大多逆向光学系统传播,大大消弱了到达探测器的杂散光。新型挡光环的倾角α要始终保持αβ(β为入射杂光与遮光罩内壁的夹角)的分布,才能避免一些照射到挡光环表面上的杂散光直接散射进入光学系统。文中以探测微弱星体的卡塞格林空间相机为例,在外遮光罩内部分别设置2种构型的挡光环,用T racepro软件进行建模与仿真,结果表明:采用新型挡光环的空间相机与采用传统型挡光环的空间相机相比,其探测的星等提高了4个等级。     

函数列的黎曼积分极限定理的应用

利用函数列的极限理论方法,研究函数列积分极限中积分和极限可交换次序的问题.对一致收敛的可积函数列给出积分的极限定理,对一致有界局部一致收敛函数列给出积分控制收敛定理,通过大量实例表明该理论的意义所在.     

数学解题教学 启迪学生思维

在数学教学中应把培养学生思维能力作为核心,而培养思维能力的前提是启发学生积极思维,笔者在解题教学中启迪学生积极思维进行了教学实践．