瞬态热传导的奇异边界法及其MATLAB实现

基于动力学问题时间依赖基本解的奇异边界法是一种无网格边界配点法.该方法引入源点强度因子的概念从而避免了基本解的源点奇异性,具有数学简单、编程容易、精度高等优点.将该方法用于瞬态热传导问题的数值模拟,运用MATLAB实现该问题的数值研究,并创建相应的MATLAB工具箱.针对二维和三维瞬态热传导问题,进行了基于反插值技术和经验公式的奇异边界法MATLAB算例实现.针对支撑圆坯低温瞬态温度场的模拟结果表明,瞬态热传导奇异边界法的MATLAB工具箱具有简单、方便、精确可靠的优点.研究成果有助于发展瞬态热传导的奇异边界法,并为瞬态热传导问题的数值分析和仿真提供了一种简单高效的模拟工具.     

三维瞬态弹性动力场的基本解及边界积分方程

三维瞬态动力场的求解,一直为世人所瞩目,本文拟采用边界积分方程——边界单元法进行求解。与其它数值方法相比较,本方法由于采用了动力场区域的基本解,因此在处理无限域或半无限域的动力场问题时可以毋须人为地去划定边界,附加相应的边界约束条件。同时在求解过程中,采用了权函数与奇异格林函数,使得域积分可以转化为边界积     

有限元法求解瞬态温度场时的数值振荡研究

针对有限元求解瞬态温度场时解的振荡问题,通过对热传导矩阵和热容矩阵的分析,研究了数值仿真中解的振荡原因以及消除振荡的方法.研究结果表明,热传导矩阵违反了热力学第二定律,以及在迭代初期协调热容矩阵的单元内温度变化率的连续性假设与实际偏差很大是产生数值振荡的原因.规范单元形状和采用适当的集中热容矩阵,可以有效消除数值振荡.同时,以无限大平板传热过程为背景,通过不同计算方法的对比,验证分析了结论.     

基于非傅里叶的有限空圆柱体的温度场解析解及其在谐波均匀的圆柱体上的应用

在有限空圆柱体的热冲击问题中引进非傅里叶分析,考虑了在极端热传递条件下的非稳态热传递过程中热量传播速度的有限性,建立了有限空圆柱体的轴对称非傅里叶温度场的数学模型,利用分离变量法和杜哈尔积分求得有限空圆柱体双曲型热传导问题的精确解析解.并将结果应用于外表面是谐波均匀的热通量的有限空圆柱体,得到其瞬态温度场及其径向、轴向温度分布规律.     

边界节点法计算二维瞬态热传导问题

采用边界节点法(BKM)结合双重互易法(DRM)求解二维瞬态热传导问题.采用差分格式处理时间变量,可将原瞬态热传导方程转化为一系列非齐次修正的Helmholtz方程.随后,方程的解可分为特解和齐次解两部分计算,引入双重互易法在区域内部配点求解方程的特解,采用边界节点法仅需边界配点求解方程的齐次解.给出的数值算例显示该方法计算精度高,适用性好,具有很好的稳定性和收敛性,适合求解瞬态热传导问题.     

带相变的连续浇铸铸坯温度场分析

本文通过适当变换，将考虑铸坯相变潜热影响的三维稳态非线性温度场问题，化成等效的二维瞬态非线性问题来求解，并用等效比热代替相变影响，给出了有限元计算公式，并对相变区作了精确仔细的处理．     

基于虚拟元方法的二维带源夹紧方板问题求解

应用虚拟元方法研究二维带源夹紧方板问题,推导该方板的平面瞬态温度场的数值解并讨论网格剖分的细化程度对二维带源夹紧方板的平面瞬态温度场的影响.通过二维带源夹紧功能梯度材料板的平面瞬态热方程的数值计算,证明了理论分析结果的正确性,并且步长越精细,计算结果越精确,所得的等温线图符合实际温度场分布规律,因此该方法可以为检验其它近似方法提供参考.     

平板的三维分析

本文对平板的位移进行适当的假定，求得了三维Navier方程的解，并分析了平板的板面条件；在实例中，我们应用Navier方程的解求解了平板的边值问题，得到了封闭解．这里的结果严格地满足控制方程，能精确地反映边界上应力分布复杂的边界效应．     

基于滑动Kriging插值的MLPG法求解结构非耦合热应力问题

将基于滑动Kriging插值的无网格局部Petrov-Galerkin(MLPG)法用来求解二维结构非耦合热应力问题,首先进行瞬态热传导的求解,然后再通过顺序耦合法将不同时刻节点温度作为附加体力项施加到应力分析中.瞬态温度场和非耦合热应力分析通过加权余量法来离散,同时用Heaviside分段函数作为局部弱形式的权函数.由于滑动Kriging插值构造的形函数满足Kroneckerδ函数的性质,因此方便了本质边界条件的施加.刚度矩阵形成过程中只涉及到边界积分而没有涉及到区域积分,因此可以减少计算工作量,最后通过两个数值算例来验证本文方法的有效性.     

半无限介质瞬态热传导的同伦分析法

应用同伦分析法(HAM)求解半无限介质瞬态热传导问题,该问题在不同的热场中有着广泛的应用.将得到的分析结果与精确解和积分法结果进行比较.比较表明,和其它近似方法相比,HAM能够提供更好的近似值.得到了铜、铁和铝在不同时间热流量的变化和温度的分布.     

升值之言该如何听

自今年6月中国暗示将松动人民币汇率以来,人民币升值幅度仅为0．4％,这大大低于华盛顿的期待,因此,中美两国的关系日益紧张起来。随着失业率的膨胀,以及选举年即将到来,美国国会再一次将人民币汇率摆上了议事日程：9月6日,华盛顿两位高官为缓和中美关系前往北京,就人民币及其他重要问题进行高峰会晤,以期达成共识。     

From A to B to Z

Semigroup Forum - The variety generated by the Brandt semigroup $$B_2$$ can be defined within the variety generated by the semigroup $$A_2$$ by the single identity $$x^2y^2\approx y^2x^2$$ . Edmond...     

How to distribute antidote to control epidemics

We give a rigorous analysis of variations of the contact process on a finite graph in which the cure rate is allowed to vary from one vertex to the next, and even to depend on the current state of the system. In particular, we study the epidemic threshold in the models where the cure rate is proportional to the degree of the node or when it is proportional to the number of its infected neighbors. © 2010 Wiley Periodicals, Inc. Random Struct. Alg., 2010     

Learning to represent,representing to learn

This study explores how students learn to create, discuss, and reason with representations to solve problems. A summer school algebra class for seventh and eighth graders provided opportunities for students to create and use representations as problem-solving tools. This case study follows the learning trajectories of three boys. Two of the three boys had been low-achievers in their previous math classes, and one was a high achiever. Analysis of all three boys’ written work reveals how their representations became more sophisticated over time. Their small group interactions while problem-solving also show changes in how they communicated and reasoned with representations. For these boys, representation functioned as a learning practice. Through constructing and reasoning with representations, the boys were able to engage in generalizing and justifying claims, discuss quadratic growth, and collaborate and persist in problem-solving. Negotiating different student-constructed representations of a problem also gave them opportunities to act with agency, as they made choices and judgments about the validity of the different perspectives. These findings have implications for the importance of giving all students access to mathematics through representations, with representational thinking serving as a central disciplinary practice and as a learning practice that supports further mathematics learning.     

Sampling to provide or to bound: With applications to fully dynamic graph algorithms

In dynamic graph algorithms the following provide-or-bound problem has to be solved quickly: Given a set S containing a subset R and a way of generating random elements from S testing for membership in R, either (i) provide an element of R, or (ii) give a (small) upper bound on the size of R that holds with high probability. We give an optimal algorithm for this problem. This algorithm improves the time per operation for various dynamic graph algorithms by a factor of O(log n). For example, it improves the time per update for fully dynamic connectivity from O(log³n) to O(log²n). © 1997 John Wiley & Sons, Inc. Random Struct. Alg., 11 , 369–379 (1997)