three-point pressure system 中文意思是什麼
three-point pressure system
解釋
三點壓力系統-
The design manual falls into three parts : chapter 1, as the overal design part, mainly descirbes how to determine which mechanisms with what metal structures shall be used and illustrates how to design its boom structure and balancing system, including point search, calculation and check ; chapter 2 introduces how to design the crane ' s running gear, including model selection, wheel pressure calculation and overall stability check ; and chapter 3 deals with model selection of its lifting mechanism and related calculations
說明書詳細的介紹了該型號起重機的總體設計及行走機構設計和計算過程，總共分為三章：第一章為起重機總體設計部分，主要內容是起重機各機構和金屬結構型式的確定，並用作圖法對臂架結構和平衡系統進行設計，包括了機構找點，驗算及校核；第二部分是運行機構的設計計算，包括了運行機構的選型，輪壓計算，整機穩定性校核；第三部分為起升機構的傳動方案選型和設計計算。 -
With the pressure measurement system for the swirl chamber diesel engine, by using the methods of equivalent power and the seven point three degree average for the indicator diagram, we can correct the tdc, smooth the pressure curve and make more accurate pressure data that is a well basis for the calculation of combustion heat release rate
摘要本文在自行開發的渦流室柴油機壓力數據測錄系統的基礎上，利用等效功法和七點三次加權移動平均法，分別對示功圖進行了上止點校正和壓力曲線光順，使壓力數據更精確，為燃燒放熱率的計算打下了良好的基礎。 -
The design of the experiment tried to be guided by structural learning theory, aim at developing autonomous innovational study, and greatly improve the results of biology teaching by building a classroom teaching system of embodying the diversification of teaching means, the opening characteristic of the teaching space and the autonomy of students " study. the design of the experiment also tried to explore the effective ways and concrete measures of improving the results of biology teaching according to the characteristics of the physiological development of the students, explore the feasibility of the investigation of biology teaching in senior grade three under the pressure of the university entrance examination and the point of entry between the examination - taking education and all - round education
實驗設計力求以建構主義學習理論為指導，以自主創新性學習培養為目標，通過建構體現教學手段多樣化、教學空間開放性、學生學習自主性的課堂教學體系，大面積提高生物教學成績；根據學生心理發展的特點探索提高生物教學成績的有效途徑和具體措施；探索在高考壓力下，高三生物教學研究的可行性和「應試教育」與「素質教育」的結合點。
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