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A Design and Implementation of Active NetworkSocket ProgrammingK.L. Eddie Law, Roy LeungThe Edward S. Rogers Sr. Department of Electrical and Computer EngineeringUniversity of TorontoToronto, Canadaeddie@, roy.leung@utoronto.caAbstract—The concept of programmable nodes and active networks introduces programmability into communication networks. Code and data can be sent and modified on their ways to destinations. Recently, various research groups have designed and implemented their own design platforms. Each design has its own benefits and drawbacks. Moreover, there exists an interoperability problem among platforms. As a result, we introduce a concept that is similar to the network socket programming. We intentionally establish a set of simple interfaces for programming active applications. This set of interfaces, known as Active Network Socket Programming (ANSP), will be working on top of all other execution environments in future. Therefore, the ANSP offers a concept that is similar to “write once, run everywhere.” It is an open programming model that active applications can work on all execution environments. It solves the heterogeneity within active networks. This is especially useful when active applications need to access all regions within a heterogeneous network to deploy special service at critical points or to monitor the performance of the entire networks. Instead of introducing a new platform, our approach provides a thin, transparent layer on top of existing environments that can be easily installed for all active applications.Keywords-active networks; application programming interface; active network socket programming;I. I NTRODUCTIONIn 1990, Clark and Tennenhouse [1] proposed a design framework for introducing new network protocols for the Internet. Since the publication of that position paper, active network design framework [2, 3, 10] has slowly taken shape in the late 1990s. The active network paradigm allows program code and data to be delivered simultaneously on the Internet. Moreover, they may get executed and modified on their ways to their destinations. At the moment, there is a global active network backbone, the ABone, for experiments on active networks. Apart from the immaturity of the executing platform, the primary hindrance on the deployment of active networks on the Internet is more on the commercially related issues. For example, a vendor may hesitate to allow network routers to run some unknown programs that may affect their expected routing performance. As a result, alternatives were proposed to allow active network concept to operate on the Internet, such as the application layer active networking (ALAN) project [4] from the European research community. In the ALAN project, there are active server systems located at different places in the networks and active applications are allowed to run in these servers at the application layer. Another potential approach from the network service provider is to offer active network service as the premium service class in the networks. This service class should provide the best Quality of Service (QoS), and allow the access of computing facility in routers. With this approach, the network service providers can create a new source of income.The research in active networks has been progressing steadily. Since active networks introduce programmability on the Internet, appropriate executing platforms for the active applications to execute should be established. These operating platforms are known as execution environments (EEs) and a few of them have been created, e.g., the Active Signaling Protocol (ASP) [12] and the Active Network Transport System (ANTS) [11]. Hence, different active applications can be implemented to test the active networking concept.With these EEs, some experiments have been carried out to examine the active network concept, for example, the mobile networks [5], web proxies [6], and multicast routers [7]. Active networks introduce a lot of program flexibility and extensibility in networks. Several research groups have proposed various designs of execution environments to offer network computation within routers. Their performance and potential benefits to existing infrastructure are being evaluated [8, 9]. Unfortunately, they seldom concern the interoperability problems when the active networks consist of multiple execution environments. For example, there are three EEs in ABone. Active applications written for one particular EE cannot be operated on other platforms. This introduces another problem of resources partitioning for different EEs to operate. Moreover, there are always some critical network applications that need to run under all network routers, such as collecting information and deploying service at critical points to monitor the networks.In this paper, a framework known as Active Network Socket Programming (ANSP) model is proposed to work with all EEs. It offers the following primary objectives.• One single programming interface is introduced for writing active applications.• Since ANSP offers the programming interface, the design of EE can be made independent of the ANSP.This enables a transparency in developing andenhancing future execution environments.• ANSP addresses the interoperability issues among different execution environments.• Through the design of ANSP, the pros and cons of different EEs will be gained. This may help design abetter EE with improved performance in future.The primary objective of the ANSP is to enable all active applications that are written in ANSP can operate in the ABone testbed . While the proposed ANSP framework is essential in unifying the network environments, we believe that the availability of different environments is beneficial in the development of a better execution environment in future. ANSP is not intended to replace all existing environments, but to enable the studies of new network services which are orthogonal to the designs of execution environments. Therefore, ANSP is designed to be a thin and transparent layer on top of all execution environments. Currently, its deployment relies on automatic code loading with the underlying environments. As a result, the deployment of ANSP at a router is optional and does not require any change to the execution environments.II. D ESIGN I SSUES ON ANSPThe ANSP unifies existing programming interfaces among all EEs. Conceptually, the design of ANSP is similar to the middleware design that offers proper translation mechanisms to different EEs. The provisioning of a unified interface is only one part of the whole ANSP platform. There are many other issues that need to be considered. Apart from translating a set of programming interfaces to other executable calls in different EEs, there are other design issues that should be covered, e.g., • a unified thread library handles thread operations regardless of the thread libraries used in the EEs;• a global soft-store allows information sharing among capsules that may execute over different environmentsat a given router;• a unified addressing scheme used across different environments; more importantly, a routing informationexchange mechanism should be designed across EEs toobtain a global view of the unified networks;• a programming model that should be independent to any programming languages in active networks;• and finally, a translation mechanism to hide the heterogeneity of capsule header structures.A. Heterogeneity in programming modelEach execution environment provides various abstractions for its services and resources in the form of program calls. The model consists of a set of well-defined components, each of them has its own programming interfaces. For the abstractions, capsule-based programming model [10] is the most popular design in active networks. It is used in ANTS [11] and ASP [12], and they are being supported in ABone. Although they are developed based on the same capsule model, their respective components and interfaces are different. Therefore, programs written in one EE cannot run in anther EE. The conceptual views of the programming models in ANTS and ASP are shown in Figure 1.There are three distinct components in ANTS: application, capsule, and execution environment. There exist user interfaces for the active applications at only the source and destination routers. Then the users can specify their customized actions to the networks. According to the program function, the applications send one or more capsules to carry out the operations. Both applications and capsules operate on top of an execution environment that exports an interface to its internal programming resources. Capsule executes its program at each router it has visited. When it arrives at its destination, the application at destination may either reply it with another capsule or presents this arrival event to the user. One drawback with ANTS is that it only allows “bootstrap” application.Figure 1. Programming Models in ASP and ANTS.In contrast, ASP does not limit its users to run “bootstrap” applications. Its program interfaces are different from ANTS, but there are also has three components in ASP: application client, environment, and AAContext. The application client can run on active or non-active host. It can start an active application by simply sending a request message to the EE. The client presents information to users and allows its users to trigger actions at a nearby active router. AAContext is the core of the network service and its specification is divided into two parts. One part specifies its actions at its source and destination routers. Its role is similar to that of the application in ANTS, except that it does not provide a direct interface with the user. The other part defines its actions when it runs inside the active networks and it is similar to the functional behaviors of a capsule in ANTS.In order to deal with the heterogeneity of these two models, ANSP needs to introduce a new set of programming interfaces and map its interfaces and execution model to those within the routers’ EEs.B. Unified Thread LibraryEach execution environment must ensure the isolation of instance executions, so they do not affect each other or accessThe authors appreciate the Nortel Institute for Telecommunications (NIT) at the University of Toronto to allow them to access the computing facilitiesothers’ information. There are various ways to enforce the access control. One simple way is to have one virtual machine for one instance of active applications. This relies on the security design in the virtual machines to isolate services. ANTS is one example that is using this method. Nevertheless, the use of multiple virtual machines requires relatively large amount of resources and may be inefficient in some cases. Therefore, certain environments, such as ASP, allow network services to run within a virtual machine but restrict the use of their services to a limited set of libraries in their packages. For instance, ASP provides its thread library to enforce access control. Because of the differences in these types of thread mechanism, ANSP devises a new thread library to allow uniform accesses to different thread mechanisms.C. Soft-StoreSoft-store allows capsule to insert and retrieve information at a router, thus allowing more than one capsules to exchange information within a network. However, problem arises when a network service can execute under different environments within a router. The problem occurs especially when a network service inserts its soft-store information in one environment and retrieves its data at a later time in another environment at the same router. Due to the fact that execution environments are not allowed to exchange information, the network service cannot retrieve its previous data. Therefore, our ANSP framework needs to take into account of this problem and provides soft-store mechanism that allows universal access of its data at each router.D. Global View of a Unified NetworkWhen an active application is written with ANSP, it can execute on different environment seamlessly. The previously smaller and partitioned networks based on different EEs can now be merging into one large active network. It is then necessary to advise the network topology across the networks. However, different execution environments have different addressing schemes and proprietary routing protocols. In order to merge these partitions together, ANSP must provide a new unified addressing scheme. This new scheme should be interpretable by any environments through appropriate translations with the ANSP. Upon defining the new addressing scheme, a new routing protocol should be designed to operate among environments to exchange topology information. This allows each environment in a network to have a complete view of its network topology.E. Language-Independent ModelExecution environment can be programmed in any programming language. One of the most commonly used languages is Java [13] due to its dynamic code loading capability. In fact, both ANTS and ASP are developed in Java. Nevertheless, the active network architecture shown in Figure 2 does not restrict the use of additional environments that are developed in other languages. For instance, the active network daemon, anted, in Abone provides a workspace to execute multiple execution environments within a router. PLAN, for example, is implemented in Ocaml that will be deployable on ABone in future. Although the current active network is designed to deploy multiple environments that can be in any programming languages, there lacks the tool to allow active applications to run seamlessly upon these environments. Hence, one of the issues that ANSP needs to address is to design a programming model that can work with different programming languages. Although our current prototype only considers ANTS and ASP in its design, PLAN will be the next target to address the programming language issue and to improve the design of ANSP.Figure 2. ANSP Framework Model.F. Heterogeneity of Capsule Header StructureThe structures of the capsule headers are different in different EEs. They carries capsule-related information, for example, the capsule types, sources and destinations. This information is important when certain decision needs to be made within its target environment. A unified model should allow its program code to be executed on different environments. However, the capsule header prevents different environments to interpret its information successfully. Therefore, ANSP should carry out appropriate translation to the header information before the target environment receives this capsule.III. ANSP P ROGRAMMING M ODELWe have outlined the design issues encountered with the ANSP. In the following, the design of the programming model in ANSP will be discussed. This proposed framework provides a set of unified programming interfaces that allows active applications to work on all execution environments. The framework is shown in Figure 2. It is composed of two layers integrated within the active network architecture. These two layers can operate independently without the other layer. The upper layer provides a unified programming model to active applications. The lower layer provides appropriate translation procedure to the ANSP applications when it is processed by different environments. This service is necessary because each environment has its own header definition.The ANSP framework provides a set of programming calls which are abstractions of ANSP services and resources. A capsule-based model is used for ANSP, and it is currently extended to map to other capsule-based models used in ANTSand ASP. The mapping possibility to other models remains as our future works. Hence, the mapping technique in ANSP allows any ANSP applications to access the same programming resources in different environments through a single set of interfaces. The mapping has to be done in a consistent and transparent manner. Therefore, the ANSP appears as an execution environment that provides a complete set of functionalities to active applications. While in fact, it is an overlay structure that makes use of the services provided from the underlying environments. In the following, the high-level functional descriptions of the ANSP model are described. Then, the implementations will be discussed. The ANSP programming model is based upon the interactions between four components: application client , application stub , capsule , and active service base.Figure 3. Information Flow with the ANSP.•Application Client : In a typical scenario, an active application requires some means to present information to its users, e.g., the state of the networks. A graphical user interface (GUI) is designed to operate with the application client if the ANSP runs on a non-active host.•Application Stub : When an application starts, it activates the application client to create a new instance of application stub at its near-by active node. There are two responsibilities for the application stub. One of them is to receive users’ instructions from the application client. Another one is to receive incoming capsules from networks and to perform appropriate actions. Typically, there are two types of actions, thatare, to reply or relay in capsules through the networks, or to notify the users regarding the incoming capsule. •Capsule : An active application may contain several capsule types. Each of them carries program code (also referred to as forwarding routine). Since the application defines a protocol to specify the interactions among capsules as well as the application stubs. Every capsule executes its forwarding routine at each router it visits along the path between the source and destination.•Active Service Base : An active service base is designed to export routers’ environments’ services and execute program calls from application stubs and capsules from different EEs. The base is loaded automatically at each router whenever a capsule arrives.The interactions among components within ANSP are shown in Figure 3. The designs of some key components in the ANSP will be discussed in the following subsections. A. Capsule (ANSPCapsule)ANSPXdr decode () ANSPXdr encode () int length ()Boolean execute ()New types of capsule are created by extending the abstract class ANSPCapsule . New extensions are required to define their own forwarding routines as well as their serialization procedures. These methods are indicated below:The execution of a capsule in ANSP is listed below. It is similar to the process in ANTS.1. A capsule is in serial binary representation before it issent to the network. When an active router receives a byte sequence, it invokes decode() to convert the sequence into a capsule. 2. The router invokes the forwarding routine of thecapsule, execute(). 3. When the capsule has finished its job and forwardsitself to its next hop by calling send(), this call implicitly invokes encode() to convert the capsule into a new serial byte representation. length() isused inside the call of encode() to determine the length of the resulting byte sequence. ANSP provides a XDR library called ANSPXdr to ease the jobs of encoding and decoding.B. Active Service Base (ANSPBase)In an active node, the Active Service Base provides a unified interface to export the available resources in EEs for the rest of the ANSP components. The services may include thread management, node query, and soft-store operation, as shown in Table 1.TABLE I. ACTIVE SERVICE BASE FUNCTION CALLSFunction Definition Descriptionboolean send (Capsule, Address) Transmit a capsule towards its destination using the routing table of theunderlying environment.ANSPAddress getLocalHost () Return address of the local host as an ANSPAddress structure. This isuseful when a capsule wants to check its current location.boolean isLocal (ANSPAddress) Return true if its input argument matches the local host’s address andreturn false otherwise.createThread () Create a new thread that is a class ofANSPThreadInterface (discussed later in Section VIA “Unified Thread Abstraction”).putSStore (key, Object) Object getSStore (key) removeSStore (key)The soft-store operations are provided by putSStore(), getSSTore(), and removeSStore(), and they put, retrieve, and remove data respectively. forName (PathName) Supported in ANSP to retrieve a classobject corresponding to the given path name in its argument. This code retrieval may rely on the code loading mechanism in the environment whennecessary.C. Application Client (ANSPClient)boolean start (args[])boolean start (args[],runningEEs) boolean start (args[],startClient)boolean start (args[],startClient, runningEE)Application Client is an interface between users and the nearby active source router. It does the following responsibilities.1. Code registration: It may be necessary to specify thelocation and name of the application code in some execution environments, e.g., ANTS. 2. Application initialization: It includes selecting anexecution environment to execute the application among those are available at the source router. Each active application can create an application client instance by extending the abstract class, ANSPClient . The extension inherits a method, start(), to automatically handle both the registration and initialization processes. All overloaded versions of start() accept a list of arguments, args , that are passed to the application stub during its initialization. An optional argument called runningEEs allows an application client to select a particular set of environment variables, specified by a list of standardized numerical environment ID, the ANEP ID, to perform code registration. If this argument is not specified, the default setting can only include ANTS and ASP. D. Application Stub (ANSPApplication)receive (ANSPCapsule)Application stubs reside at the source and destination routers to initialize the ANSP application after the application clients complete the initialization and registration processes. It is responsible for receiving and serving capsules from the networks as well as actions requested from the clients. A new instance is created by extending the application client abstract class, ANSPApplication . This extension includes the definition of a handling routine called receive(), which is invoked when a stub receives a new capsule.IV. ANSP E XAMPLE : T RACE -R OUTEA testbed has been created to verify the design correctnessof ANSP in heterogeneous environments. There are three types of router setting on this testbed:1. Router that contains ANTS and a ANSP daemonrunning on behalf of ASP; 2. Router that contains ASP and a ANSP daemon thatruns on behalf of ANTS; 3. Router that contains both ASP and ANTS.The prototype is written in Java [11] with a traceroute testing program. The program records the execution environments of all intermediate routers that it has visited between the source and destination. It also measures the RTT between them. Figure 4 shows the GUI from the application client, and it finds three execution environments along the path: ASP, ANTS, and ASP. The execution sequence of the traceroute program is shown in Figure 5.Figure 4. The GUI for the TRACEROUTE Program.The TraceCapsule program code is created byextending the ANSPCapsule abstract class. When execute() starts, it checks the Boolean value of returning to determine if it is returning from the destination. It is set to true if TraceCapsule is traveling back to the source router; otherwise it is false . When traveling towards the destination, TraceCapsule keeps track of the environments and addresses of the routers it has visited in two arrays, path and trace , respectively. When it arrives at a new router, it calls addHop() to append the router address and its environment to these two arrays. When it finally arrives at the destination, it sets returning to false and forwards itself back to the source by calling send().When it returns to source, it invokes deliverToApp() to deliver itself to the application stub that has been running at the source. TraceCapsule carries information in its data field through the networks by executing encode() and decode(), which encapsulates and de-capsulates its data using External Data Representation (XDR) respectively. The syntax of ANSP XDR follows the syntax of XDR library from ANTS. length() in TraceCapsule returns the data length, or it can be calculated by using the primitive types in the XDRlibrary.Figure 5. Flow of the TRACEROUTE Capsules.V. C ONCLUSIONSIn this paper, we present a new unified layered architecture for active networks. The new model is known as Active Network Socket Programming (ANSP). It allows each active application to be written once and run on multiple environments in active networks. Our experiments successfully verify the design of ANSP architecture, and it has been successfully deployed to work harmoniously with ANTS and ASP without making any changes to their architectures. In fact, the unified programming interface layer is light-weighted and can be dynamically deployable upon request.R EFERENCES[1] D.D. Clark, D.L. Tennenhouse, “Architectural Considerations for a NewGeneration of Protocols,” in Proc. ACM Sigcomm’90, pp.200-208, 1990. [2] D. Tennenhouse, J. M. Smith, W. D. Sicoskie, D. J. Wetherall, and G. J.Minden, “A survey of active network research,” IEEE Communications Magazine , pp. 80-86, Jan 1997.[3] D. Wetherall, U. Legedza, and J. Guttag, “Introducing new internetservices: Why and how,” IEEE Network Magazine, July/August 1998. [4] M. Fry, A. Ghosh, “Application Layer Active Networking,” in ComputerNetworks , Vol.31, No.7, pp.655-667, 1999.[5] K. W. Chin, “An Investigation into The Application of Active Networksto Mobile Computing Environments”, Curtin University of Technology, March 2000.[6] S. Bhattacharjee, K. L. Calvert, and E. W. Zegura, “Self OrganizingWide-Area Network Caches”, Proc. IEEE INFOCOM ’98, San Francisco, CA, 29 March-2 April 1998.[7] L. H. Leman, S. J. Garland, and D. L. Tennenhouse, “Active ReliableMulticast”, Proc. IEEE INFOCOM ’98, San Francisco, CA, 29 March-2 April 1998.[8] D. Descasper, G. Parulkar, B. Plattner, “A Scalable, High PerformanceActive Network Node”, In IEEE Network, January/February 1999.[9] E. L. Nygren, S. J. Garland, and M. F. Kaashoek, “PAN: a high-performance active network node supporting multiple mobile code system”, In the Proceedings of the 2nd IEEE Conference on Open Architectures and Network Programming (OpenArch ’99), March 1999. [10] D. L. Tennenhouse, and D. J. Wetherall. “Towards an Active NetworkArchitecture”, In Proceeding of Multimedia Computing and Networking , January 1996.[11] D. J. Wetherall, J. V. Guttag, D. L. Tennenhouse, “ANTS: A toolkit forBuilding and Dynamically Deploying Network Protocols”, Open Architectures and Network Programming, 1998 IEEE , 1998 , Page(s): 117 –129.[12] B. Braden, A. Cerpa, T. Faber, B. Lindell, G. Phillips, and J. Kann.“Introduction to the ASP Execution Environment”: /active-signal/ARP/index.html .[13] “The java language: A white paper,” Tech. Rep., Sun Microsystems,1998.。
毕设设计类外文翻译
Interior Design Supports Art Education: A Case StudyInterior design, as a field of study, is a rapidly growing area of interest – particularly for teenagers in the United States. Part of this interest stems from the proliferation ofdesign-related reality shows available through television media. Some art educators and curriculum specialists in the nation perceive the study of interior spaces as a ‘practical application’ of the arts.This article discusses an experiential design problem, originally used in higher education interior design studio courses that was modified and shared with students in third grade to address national academic standards. Later, this same project was modified for use with high school students in the educator’s community a nd with international design students in South Korea.Lastly, the project was presented in a workshop to art education students at a higher education institution. The project was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem-solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. Findings indicate that the project supported several visual art standards, including perception and community. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting art education.IntroductionThe design of interior spaces is a growing area of interest in the United States. Studies indicate that people spend 90 per cent of their time indoors, thereby making the quality design of interiors critical to the health and welfare of the population. Youth have been unconsciously encouraged since their childhood to develop awareness of their personal interior spaces and furnishings through popular storybooks they read that introduce the awareness of scale, proportion and ergonomics at a very young age (e.g. Three Little Bears and Alice in Wonderland). More recently, teens in the United States have become unexpectedly ‘hooked’ on design related reality shows such as Trading Spaces, Changing Rooms and Design on a Dime. Although Trading Spaces was originally intended for adults, according to the Wall Street Journal article titled ‘The Teen-Room Makeover’ (18 October 2002) the audience has more than 125,000 viewers aged 12 to 17 [1]. In support of that finding, a survey conducted in 2003 for a national chain of hardware stores discovered 65 per cent of teens said they have watched home improvement-related television shows [2].Teens seemingly have a growing interest in the design of interior spaces.In the United States in 2002, a qualitative study was developed to determine if interior design subject-matter could support national academic standards in elementary and secondary schools (kindergarten – twelfth grade) [3]. Findings of the study indicated that art educators and curriculum specialists perceived interior design to be supportive in meeting their standards as a type of ‘practical application’ of the arts. Perceptions of the curriculum specialists indicated they were looking for new ways to interpret fine art standards in their existing curriculum and that interior design offered one solution. As a result, the researcher, who was an interior design educator, was encouraged to identify and develop a project or lesson plan that could introduce children and youth to the importance of well-designed interior spaces yet support an art education standard in the nation.This article discusses an experiential interior design project that was modified from an exercise used in the freshman and sophomore college studio classes and shared with students in third grade, high school, and with international students in South Korea by this interior design educator. The educator was later invited to present this project to art education teachers at her university. The project supported several school district visual art standards, including perception and community. It was modified to address (1) the age group level and (2) a topic relevant to the audience. Goals of the design project were: (1) to explore creative problem solving, (2) to explore the application of design elements and principles, and (3) to increase student understanding of spatial relationships within an interior environment. This project may be of interest to current and future art educators and others interested in the potential of interior design content supporting visual art standards.Review of literatureThe review of literature briefly discusses (1) experiential learning theory, (2) findings from a qualitative study involving art educators, and (3) the interior design link with art education. The interior design project description and process of application will follow.Experiential learningExperiential learning theory, as an application of cognitive/perceptual models, is a tool toenhance the cognitive process of students. Specifically, the experiential learning cycleinvolves a concrete experience that leads to observations and reflections then to formation of abstract concepts and generalisations, before finally testing implications from concepts in new situations [4].The Association for Experiential Education defines experiential education astheprocess by which a learner constructs knowledge, skill and value from direct experience [5]. Drengson [6] defines experiential education as the process of practical engagement withconcepts and skills applied in a practical setting and delivered through physical and practical mental activity.One of the key components to enhance student learning is reflection. Dewey [7] suggests that to have meaning, an experience must be combined with thought. Kolb [8] suggests that reflections can offer a potential source of powerful data to link theory to practice. The mental engagement of an experiential learner can involve questioning, investigation, experimentation, curiosity, problem-solving, assuming responsibility, creativity and the construction of meaning [9].Experiential learning offers the spontaneous opportunity for learning, whether from unplanned moments, natural consequences, mistakes or successes [10]. Holistically, it involves not only the cognitive but also any combination of the senses, the emotions, and the physical [11].Qualitative study involving art educatorsIn 2001, a study was conducted to determine if interior design may be supportive tokindergarten – twelfth grade (K–12) teachers in meeting national academic standards,including the arts [12]. To understand perceptions of experts in interior design and elementary and secondary education, five focus group session sand six personal interviews were conducted with interior design educators, practitioners,K–12 teachers (elementary, junior high, and high school levels), national standards curriculum specialists (local and state level), and school-to-career curriculum specialists from June 2001 to April 2002[13].Focus group findings indicated that K–12teachers, at both elementary and secondary levels, felt that interior design could be supportive in meeting visual art standards because youth are frequently analysing their personal and public spaces. Participants described specific examples of interior design materials they currently needed in their course work to include: examples of good and bad interior spaces, information about elements and principles of design as they relate to interior spaces, and hands-on col our wheels of sturdy materials. In addition they requested that the materials be low cost, stimulating,‘touchable’,recyclable, self-contained, and fun. Lesson plans the visual art teachers suggested included:• reinvention of the ‘shoe box’ projec t;• development of well-known stories (The Three Pigs, Three Little Bears, and Alice in Wonderland) into space models to teach proportion and scale. In addition, it was suggestedthe following lesson plan: use of Goldilocks story to analyse ‘client or consumer needs’;• use of a Dr Seuss story (literary passage) to generate a conceptual model that enhances creativity;• study of cultural spaces at the junior high level that would enhance study of personal expression of identity in interiors [14].The visual arts curriculum specialists indicated hat interior design –as a ‘practical application’ should be introduced in elementary levels where there is a ‘small window of opportunity’ to give good information about the visual arts. See Table 1 fo r an example of the visual art standards in kindergarten – third grade levels. One visual art specialist advocated that the design process was more important to teach than a particular design method. He suggested moving students from designing personal spaces – and the study of elements and principles of design – in elementary levels to the analysis of private and public spaces in the junior high level. Then the high school levels could be reserved for additional indepth Exploration.Today, junior high and high school students are quite attracted to design-related reality shows. Over the last five years, the number of designrelated television shows has increased dramatically [15]. Why are these shows so attractive to teens and young adults? Rodriguez [16]has suggested that this interest is linked to the teens need for expression of self andself-identity.An individual’s unique identity is established through personalisation of space, which is critical to overall development of self [17]. Developing a sense of self involves the use of symbols to communicate to others one’s personal underlying identity.Interior design link with art educationIt is not common for interior design to be linked with art education in K–12 grade levels in the United States. However, the Foundation for Interior Design EducationResearch[18]standards and guidelines – the accreditation organization for higher education interior design programmes in the nation – reveal that there are many shared areas between visual arts and interior design (e.g.elements and principles of design).Rasmussen and Wright [19]advocate the need for a new model for art education. The new model should offer youth an aesthetic education that does more than just serve the traditional concerns of established arts curriculum. Experiences indicate that young people try to make sense of their own lives by creating contextual understanding through actively, and intentionally, making connections to signs, perceptions and experiences. This is a challenge to develop a new art education model that creates a balance between social andcontextual needs, knowledge of young people, and theaesthetic medium itself.The study of interior spaces offers one such context for learning in the physical environment.People spend 90 per cent of their time in interior spaces [20]. Youth consciously or unconsciously, analyse and respond to their near environment. They also learn best if they understand why they are learning what they are learning. Application of design and art to everyday life can assist in making connections in student learning, and develop more awareness of good design as well as an appreciation of the arts. Youth need theopportunity to learn more about design and human behavior so they can learn they have choices about how supportive their environments can be. Children can [determine] how design influences their behaviors; howdesign can be used to manipulate behavior; how design can encourage or discourage conversation, establish status, put people in power positions, increase or decrease anxiety [21].Therefore, based on (1) the experiential learning theoretical underpinnings, (2) recommendations made by art educators and curriculum specialists, and (3) a call for a new ways of teaching art education, an interior design educator at a higher education institution modified an experiential design project that involved the use of elements and principles of design and an opportunity for self-expression of personal spaces. The designproblem of the personal space was changed based on the grade level.Case study project descriptionAlthough art educators and curriculum specialists perceived that interior design content could be supportive to visual art standards, it was determined that a case study project needed to be developed and presented to various grade levels. It was also determined that a conceptual model of interior spaces should be used toenhance student creativity and exploration rather than a finite model that would offer too many rules and boundaries. Project descriptionThe experiential interior design project involved the construction of athree-dimensional concept model using 44 triangular and rectangular pieces of cardstock (stiff) paper in a neutral colour [22]. The objective was to discover, manipulate and create interior spaces based on a given design problem (e.g. design your space station on a planet of your choice or design your home in the Rocky Mountains of Colorado). The purpose ofthe project was to encourage students to design a conceptual structure from the interior out, keep-ing in mind the function of the building. The student’s model had to incorporate a minimum of six spaces and three levels to encourage vertical as well as horizontal volumes. All 44 pieces of cardstock had to be used in the finished model, which sometimes posed achallenge to the youth. The cardstock pieces could not be ripped, torn, or pierced. However, they could be bent and shapedaccording to the whim of the student.Flow from one space to another and one level to another was emphasized. The decision-making design process was explained and encouraged.Outcomes consisted of a three-dimensional abstract model which, if successfully executed, demonstrated the break-down of traditional spatial paradigms. Design problemsEach student grade level was given a different design problem based on the academic standards that were to be met in that class. In some cases, several academic standards were addressed at the same time. Two national standards for visual arts in the United States were selected to be supported with this project: communication and perception. The communication standard indicates that students in kindergarten – third grade should recognise the use of the visual arts as a means of communication (e.g. select and use visual images, themes and ideas in their own work). The perception standard indicates that students know, understand and apply elements of visual arts and principles of design (e.g. Identify elements and principles of design).Third grade studentsAfter procuring appropriate permission, the design educator brought volunteer college-age interior design students to the elementary school to help administer the project. Three third grade classes (twenty students in each class) had just finished a science unit on space and orbits and were studying specific visual art standards. The children were asked to design a personal space station on a planet of their choice. The goal was to help students relate the newly learned science information to something in real life (e.g. Their home), yet encourage exploration of visual arts (see Figs. 2–4).Each team of students was given the same 44 pieces of cardstock (all cut out) in a plastic bag, a cardboard base (15” x 15” square) on which to build the model, and cellophane tape to use in constructing the model. To enhance reflection of this experiential project, each team of three students was asked to give a two-minute verbal presentation in front of the class on their finished model. In this manner, they could discuss their design solution and the design educator could assess their use of creativity through design elements and principles.The college students and design educator rotated through the three classrooms of students to answer questions, encourage use of design elements and principles, and applaud their creative exploration. The third grade teachers assisted in supporting the structure of the class and encouraging shy students who were reluctant to begin.It was interesting to observe that the children rarely built the models on their provided classroom tables. Instead,they moved to the floor space, located the base for the model in between team members, and began construction. Each team member assumed a role in the process. One team member seemed t o act as the ‘designer’, one as the ‘builder/construction crew’ and the last as the ‘supplier’ of materials. Students excitedlydiscussed the positioning of the triangular pieces of cardstock in their model, their rooms in their space stations, and the different ways to turn the model to create different vantage points.The teams of third graders had one hour to complete the models. Then their verbal presentations began, interspersed with questions and comments from the design educator and third grade teachers. Informal observations indicatedthat application of design elements and principles was strong – perhaps due to the consistent rectangular and triangular shapes that had been provided – thereby supporting the visual arts perception standard. Manipulation of shapes was innovative. Line, shape and form were used to provide movement through adjoining spaces and offered a sense of verticality. Interior volumes were created that supported human behaveour in interior spaces. For example, one team’s presentation discussed how their space station boasted an exercise room with trampolines to strengthen human muscles that weakened as a result of zero gravity in outer space. The communication standard was supported in their finished models in a couple ways. First there was a theme of design as it relates to protection from foreign objects. For example, one team’s space station on Saturn incorporated a force field to protect it from flying rocks. Other visual themes of security and safety evoked the implementation of security cameras, alien detectors, missile launchers, telescope laboratories, control stations and transport rooms. Another visual theme related to circulation. Circulation within the structure was depicted by the third graders through the use of escalators, stairs, elevators and poles. A third visual theme was unique human needs as they relate to interior spaces. Almost every team’s space station incorporated a room for their mothers! In addition, depending on the students’ personal interests, unique space station features ranged from chemical rooms to sandboxes. It was obvious in their multiple unique design solutions their use of creativity had been explored and enhanced.Evaluation and assessment that took place, after the classes were dismissed, indicated that the third grade teachers perceived that this experiential design project supported the visual arts standards in both the communication and perception components as well as the third grade science academic standard concerning space and orbits. In addition, the experiential component of the project had unexpected results when certain quiet, unassuming students in the class became animated and highly engaged in learning. One teacher shared her excitement with the design educator about a new connection that wasformed with one of students that she had not been able to connect with before the design exercise.High school studentsAfter the case study with the third grade students, it was determined to offer this project to high school students. Diversity students in a nearby community were invited to attend a complimentary design workshop at a local library. The interior design educator was asked to present a design problem that would relate to arteducation (see Figs. 6–8).Their problem was to use the same experiential project and shapes to design and construct a conceptual model of their new home or cabin in the Rocky Mountain region. The same project constraints existed. Due to the students’ ages, discussions took place prior to the exercise about innovative problem-solving, the exploration of creativity and the elements and principles of design used within the design process. Some of these elements and principles included:Scale. Awareness of human scale was addressed to develop understanding of proportion and scale of the structure and interior spaces. Shape. Triangular shapes were deliberately selected to encourage students to break paradigms of rectangular interior spaces.Colour. The cardstock pieces were of a neutral colour to enhance spatial composition rather than draw attention to colour usage or juxtaposition. Volume/Mass. The mass of thethree-dimensional model was important in communicating the use of common elements and principles of design (e.g. line, rhythm). Line. A variety of different lines (e.g. diagonal, horizontal) were investigated in the manipulation of the shapes. Space. Space was created through the manipulation of shapes. Theories of complexity, mystery and refuge within interior spaces were discussed. Informal assessment of the finished design models indicated that the design solutions werevery creative.Later that semester, by invitation, the same design project was taken to college students training to be art educators in a mini-workshop format. The art education students found the exercise effective in enhancing creativity and understanding how interior design can enhance understanding of visual arts.International studentsAlthough there was no intention to meet a national visual arts academic standard at a specific grade level, this same experiential design project was presented in Seoul, South Korea to college-aged international students. The design problem was to use the same 44 pieces to develop a design concept model for acommercial building in Seoul. Language translators were used to help the design educatorintroduce the project, guide the students through the process, and understand their verbal presentations at the end of the workshop.Students commented during and after the workshop how the model enhanced their visual literacy skills (they used different words) and creativity within the context of everyday life. The experiential nature of the workshop was seemingly a pleasure to them (see Figs.9–11).Discussion and conclusionThis interior design case study project was designed to be experiential in nature to enhance student learning of the visual arts. Student and teacher assessment of the various groups indicated enthusiasm for the design project because it enhanced creativity, explored multiple design solutions, related to real life, and increased their understanding of human behaviour within the context of the physical environment. Teacherassessment of the age groups indicated that the project did support visual art standards at the appropriate grade level. In addition, their assessment indicated satisfaction with the manner in which the interior design project encouraged student usage of the design elements and principles and the application of design to everyday living. Several instructors indicated that quiet and shy students in their class became engaged in the learning process, which had not been previously observed. Perception of art educators and art education students was that this project supported a variety of visual art standards such as perception and communication. This interior design case study project can be modified for various age and cultural groups and may be of interest to educators who are interested in working collaboratively with colleagues from other disciplines.Visual art programmes in the United States are being cut from the K–12 curriculum. By linking visual arts to an up-and-coming aesthetic field, such as interior design, there may be new ways to sustain and grow visual art programmes in the nation.References1. Orndoff, K. (2003) ASID American Society of Interior Designers 2003 Strategic Environment Report. Future Impact Education, p. 9.2. Levitz, S. (2004) Teens Hooked on Home Décor, London Free Press (Ontario, CA), 24 June, p. D2.3. Clemons, S. (2002) Collaborative Links with K–12: A Proposed Model Integrating Interior Design with National Education Standards, Journal of Interior Design, Vol. 28, No. 1, pp.40–8.4. Rubin, S. G. (1983) Overcoming Obstacles to Institutionalization of Experiential Learning Programs, New Directions for Experiential Learning, Vol. 20, pp. 43–54.5. Luckman, C. (1996) Defining Experiential Education, Journal of Experiential Education, Vol. 19, No. 1, pp. 6–7.6. Drengson, A. R. (1995) What Means this Experience? in Kraft, R. J. & Sokofs, M. [Eds] The Theory of Experiential Education. Boulder, CO: Association for Experiential Education, pp. 87–93.7. Dewey, J. (1916) Democracy and Education. New York: Macmillan.8. Kolb, D. A. (1984). Experiential Learning: Experience as the Sources of Learning and Development. Englewood Cliffs, NJ: Prentice-Hall.9. Luckmann, C. op. cit.10. Ibid.11. Carver, R. (1996) Theory for Practice: A Framework for Thinking about Experiential Education, Journal of Experiential Education, Vol. 19, No. 1, pp. 8–13.12. Clemons, S. op. cit.13. Ibid.14. Ibid.15. Bien, L. (2003) Renovating how-to TV Shows in a Race to Duplicate Success of ‘Trading Spaces’. The Post Standard (Syracuse, NY), 31 October, p. E1.16. Rodriguez, E. M. (2003) Starting Young, Miami Herald, 28 December, p. H–1.17. Baillie S. & Goeters, P. (1997) Home as a Developmental Environment. Proceedings of the American Association of Housing Educators, New Orleans, LA, pp. 32–6.18. Foundation of Interior Design Education Research (FIDER) home page. Available from URL: / (Accessed 4th January 2005).19. Rasmussen, B & Wright, P. (2001) The theatre workshop as educational space: How imagined reality is voiced and conceived, International Journal of Education & the Arts, Vol. 2, No. 2, pp.1–13.20. Environmental Protection Agency (2006) An Introduction to Indoor Air Quality (online). Available from URL: /iaq/ ia-intro.html (Accessed 26th September 2006).21. InformeDesign (n.d.) Implications, Vol. 1, No. 2, p. 2 (online). Available from URL: /# (Accessed 4th January 2005).22. Curfman, J. & Clemons, S. (1992) From Forty-Four Pieces to a New Spatial Paradigm, in Birdsong, C. [Ed.] Proceedings of the Interior Design Educators Council Southwest Regional Meeting, New Orleans, pp. 2–4./detail/refdetail?tablename=SJWD_U&filename=SJWD00000744102&uid=WEEvR EcwSlJHSldSdnQ0SWZDdUlMV1dWZi9tOGkyYTBaTzBVQjVYeENXYVp4MVRJQjI3cmZRYS9YRmhvdnlxazJRPT 0=$9A4hF_YAuvQ5obgVAqNKPCYcEjKensW4IQMovwHtwkF4VYPoHbKxJw!!Interior Design in Augmented Reality EnvironmentABSTRACTThis article presents an application of Augmented Realitytechnology for interior design. Plus, an Educational InteriorDesign Project is reviewed. Along with the dramatic progress ofdigital technology, virtual information techniques are alsorequired for architectural projects. Thus, the new technology ofAugmented Reality offers many advantages for digitalarchitectural design and construction fields. AR is also beingconsidered as a new design approach for interior design. In an ARenvironment, the virtual furniture can be displayed and modifiedin real-time on the screen, allowing the user to have an interactiveexperience with the virtual furniture in a real-world environment.Here, AR environment is exploited as the new workingenvironment for architects in architectural design works, and thenthey can do their work conveniently as such collaborativediscussion through AR environment. Finally, this study proposesa newmethod for applying AR technology to interior designwork, where a user can view virtual furniture and communicatewith 3D virtual furniture data using a dynamic and flexible userinterface. Plus, all the properties of the virtual furniture can beadjusted using occlusion- based interaction method for a TangibleAugmented Reality. General TermsApplications of computer science in modeling, visualization andmultimedia, graphics and imaging, computer vision, human-computerinteraction, et al.KeywordsAugmented Reality, Tangible AR, CAAD, ARToolKit, Interiordesign.1. INTRODUCTIONVisualizing how a particular table or chair will look in a roombefore it is decorated is a difficult challenge for anyone. Hence,Augmented Reality (AR) technology has been proposed forinterior design applications by few previous authors, for example,Koller, C. Wooward, A. Petrovski; K. Hirokazu, et al. The relateddevices typically include data glassesconnected to a。
毕业设计英文
毕业设计英文Graduation design is an important part of undergraduate's comprehensive quality education. In order to improvestudents' hands-on ability, enhance their innovation and practical ability, and cultivate students' comprehensive qualities such as teamwork spirit, enhance students' ability to integrate theory with practice and systemically acquire knowledge, it is necessary for the university to strengthen the construction of the graduation design project.In modern society, artificial intelligence technology is developing rapidly. With the development of artificial intelligence technology, a large number of departments, industries and fields have become increasingly dependent on it. Therefore, the development of artificial intelligence technology has also made it become one of the research focuses of graduation design project.The purpose of my graduation design is to use artificial intelligence technology to solve some deep learning problems in the field of intelligent control. The specific goal is to build a high-precision image recognition system, which can recognize and identify the edges of objects in the picture more accurately.To achieve this goal, I need to master some basic knowledge of artificial intelligence, including machine learning algorithms and principles, convolutional neural networks, computer vision algorithm and so on. Then I plan to use the edge detection algorithm in image processing to detect the edges of objects in the image, and then input them into the convolutional neural network for training, build aconvolutional neural network for object recognition, andfinally evaluate the accuracy and robustness of therecognition results.At the same time, I need to take into account theinfluence of the environment, ambient light and other factors on the recognition effect, increase the robustness of the system, optimize the program code structure and parameters,so that the recognition rate of the system can be further improved.Finally, I will evaluate the recognition results of alarge number of objects in different environmental conditions, and compare them with the recognition results of traditional algorithms. I hope that my graduation design project can provide valuable reference for the further improvement of image recognition systems.。
毕业设计 英文
毕业设计英文Graduation DesignFor my graduation design, I have chosen to focus on creating a sustainable and eco-friendly product that promotes a healthy lifestyle. The design is centered around a smart water bottle that tracks and monitors an individual's hydration levels throughout the day.The water bottle is made from recycled materials and has a sleek and ergonomic design, making it easy to carry around. It is equipped with a built-in sensor that measures the amount of water consumed and sends the data to a corresponding mobile app. The app then analyzes the data and provides personalized recommendations for the user's water intake, taking into consideration factors such as age, weight, and physical activity.In addition to tracking how much water is consumed, the water bottle also reminds the user to drink water at regular intervals. This is done through gentle vibrating alerts and notifications on the user's smartphone. The smart water bottle also has a built-in alarm system that alerts the user when they have not consumed enough water during a specified time period, ensuring that they stay hydrated throughout the day.The app also provides a comprehensive analysis of the user's hydration patterns, allowing them to set hydration goals and track their progress over time. It also provides tips and reminders on the importance of staying hydrated and offers suggestions for other healthy habits that can be incorporated into one's daily routine.The smart water bottle also contributes to reducing plastic waste by encouraging users to refill their bottle instead of purchasing single-use plastic bottles. The app includes a feature that helps the user locate nearby water fountains and refill stations, making it convenient and easy to stay hydrated while on-the-go.Overall, my graduation design aims to promote a sustainable and healthy lifestyle by encouraging individuals to stay hydrated and reduce their environmental footprint. By combining technology and design, this smart water bottle provides a practical solution to a common problem while also raising awareness about the importance of hydration and environmental conservation.。
毕业设计英语翻译
STUDY ON BOUNDARY NOTCH OF CEMENTECARBIDE CUTTING TOOL1W ANG Guicheng, PEI Hongjie, LI Qinfeng , ZHANG ChunJiangsu University, Zhenjiang, Jiangsu, 212013 ChinaAbstract The performance of cemented carbide cutting tools directly influence machining quality of the machined workpiece .In this paper, the forming mechanism of boundary notch of cemented carbide cutting tool is studied, related theories analyzed, a definition of the boundary notch size presented, and main factors to influence boundary notch of tool pointed out. Besides forming process and change lay of the boundary notch of tool are found out, and a certain number of measures to decrease and control the boundary notch of tool have been advanced.Key words boundary notch; cemented carbide cutting tool; cutting burr; corner radius; tool cutting edge angle1 INTRODUCTIONThe wear and boundary notch of cemented carbide cutting tools are often found in the machining. They directly influence machining quality of the machined workpiece and the cutting performance and life of the cutter. Especially, in the precision machining, flexible manufacturing system (FMS) and other automation manufacture, wear and boundary notch behaviors of cemented carbide tools are even more important. Metal cutting experie nces have expounded that wear and boundary notch of the cemented carbide cutting tools are more serious in the machining of the workpiece in which the strain hardening is high and the remaining is not even. It seriously influences the machining quality of the machined piece and the cutting performance and life of the cutter. But, so far, there has not been much research on the boundary notch mechanism of cemented carbide cutting cutter, and the technical measures to reduce boundary notch of cemented carbide cutting tools are fewer[1,2]. So that, the based on the machining experiments of friction welded joint, this research focuses on the forming processes and main rules of the boundary notch, and has developed several measures to resist or lessen boundary notch, which provides a theoretical and experimental base to ensure cutting performances of cutters and machining quality.2 THE FORMING PROCESS AND MAIN SIZE OF BOUNDARY NOTCHThe boundary notch of cemented carbide cutting tools is a wear area, which is relatively large, resulting from friction between main cutting edge and the surface of the workpiece as the following Fig.1. Fig.1 (a) shows a traditional wearing type of the flank. The rake face A r and flank face A a are also shown. Fig.1 (b) shows the main dimension of boundary notch of the lathe tool, in which VN represented the height of boundary notch and C refers to the width. It is apparent that the greater the dimensions of VN and C are, the greater it destroys the performance of tools and influences the machining quality[3,4].By experiment, the forming process of the boundary notch can be divided into the following three steps: firstly, several micro cracks are produced at main cutting edge. Secondly, the mesh fractures are found in the boundary areas and they will spread. Finally, the piece material will be denuded and the boundary notch is formed. In the subsequent cutting process, the dimension of the boundary becomes bigger and bigger.Fig. 2 shows the forming process of boundary notch of the cemented carbide cutting tools.Main factors to influence boundary notch are mechanical performance of the piece material, the cutter material, and geometry parameter of the cutter. The following experiments were carried out in order to expound the forming mechanism and evolution rules of the boundary notch..Fig. 1 Boundary notch of the cemented carbide cutting tool in turningFig.2 Forming process of boundary notch of the cemented carbide cutting tools.3 EXPERIMENT CONDITIONS AND TESTING MEASURESThe lathe C6130 and reversible cutting tool are used in the experiment. Five cutter materials are employed. Main mechanical parameters of cutter material are shown in Table 1.The machining piece is the friction-welded line of the single hydraulic pillar. The width of the welded line is 15mm and the machining allowance is 5.5mm. Besides, the above pillar is welded with 270SiMn and 45# steel. The relatively mechanical performances of the welded line are shown in Table 2.Based on manufacturing experience and relative information in China and other countries about similar machining process, the chosen machining and tool geometry parameters are shown in Table 3.The boundary notch dimensions of the cemented carbide cutting tools (boundary notch height VN and width C are directly attained by tool microscope. In order to ensure reliability of the results, repeated experiments are carried out. The recurrent performance is good.4 EXPERIMENT RESULTS AND ANALYSIS4.1 Cutter MaterialsFor different cutter materials, as shown in Fig. 3, the machining performance and the ability to resist boundary notch are distinctly different.From Fig. 3, we can find the boundary notch dimensions are relatively large when YD10,YD15 and YW are used. Whereas the boundary notch dimension is sma llest when YTS25 is used. Because of the asymmetry allowances impacts and vibrations will take place. YTS25 cutter has better impact-resisting performance and boundary notch dimension.Therefore, YTS25 cutter material is selected to do the following experiments.Table 1 Material Performances of CuttersTable 2 Mechanical Performances of CuttersTable 3 Cutting Parameters4.2 Influences of Cutting Edge AngleThe results of the variety boundary notch are shown as in Fig. 4 when the cutting edge angle is changed. From Fig. 4 we can find that, with the lessening of the cutting edge angle Kr , the dimensions of the boundary notch decrease. The reason is tha t with the lessening of the cutting edge angle Kr , the length of the cutting edge that acts on cutting becomes larger and the average loads on the cutting edge become lighter.4.3 Influences of Cutter Corner Radius rεThe results of the variety boundary notch with the cutter corner changing are shown as Fig. 5.The boundary notch dimension decreases with the cutter corner radius rε becominglesser. The reason is that with the increasing of the cutter corner radius, the impact-resistance performance.Fig. 3 Different boundary notch results to different utter materialFig. 4 Influences of cutting edge angle K rincreases and the volume of the cutter that endures heat becomes larger. Therefore, under the same cutting conditions, boundary notch dimensions (VN, C) decrease when the cutter corner radius becomes lesser.4.4 Influences of Negative Chamfer bαlThe experiment results of the variety boundary notch are shown as in Fig. 6 when the width of the negative chamfer is changed. The dimension of the boundary notch will decreasewhen the width of the negative chamfer bαl decreases. Therefore, in order to resist or decrease the cutter boundary notch, the lesser negative chamfer bαl should be chosen.4.5 Deburring Machining ProcessThe burrs have some influences on cutter boundary notch in metal machining process. A deburring cutter is chosen to decrease the adverse influence on cutter. A different result between deburring machining process and common machining process is shown as in Fig. 7. It can be seen that about 75% of the boundary notch is decreased. So, burr is a main factor to produce and increase the boundary notch of the cutter.Fig.5 Influence of cutter corner radius RFig.6 Influences of negative chamfer widthFig.7 Deburring machining process and common machining process5 CONCLUSIONSFrom above experimental research and theoretical analysis, the following conclusions are attained:1) Boundary notch of the cutting tool can be expressed by boundary notch height VN and boundary notch width C. The forming processes of boundary notch can be divided into three steps:micro-tipping appears firstly; Then, mesh fractures expand; Finally, boundary notch results.(2) Main factors that influence boundary notch of cemented carbide cutter are piece material,cutter material and cutter geometry parameters.(3) Deburring machining process and adjusting cutting tool geometry parameters (to reduce edge angle K r and width of negative chamfer bαl, to increase cutter corner radius rε) can be chosen to decrease effectively boundary notch, which ensures the quality of workpiece and cutting performances of cutting tool.ACKNOWLEDGEMENTSThe authors are grateful to Natural Science Foundation of P.R.C. for support of this project(Grant No. 59775071 and 50275066).REFERENCES[1] W ANG Guicheng. Inner Stress in the Surface of Brazed Cemented Carbide CuttingTool.Cemented Carbide.1989,6(4):p.169~172(in Chinese)[2] W ANG Guicheng. Cutting Performances of Brazed Cemented Carbide Cutting Tool.Cemented Carbide. 1993, 10(1):p.69~72(in Chinese)[3] ZHOU Zehua. The Principles of Metal Cutting. Shanghai: Shanghai Science andTechnology Press,1985(in Chinese)关于硬质合金刀具刀刃磨损的研究王桂城，裴鸿杰，李庆丰，张春江苏大学，中国江苏镇江摘要硬质合金刀具的性能直接影响到工件的切削质量。
毕业设计英文翻译
The first dam for which there are reliable records was build on the Nile River sometime before 4000 B.C.It was used to divert the Nile and provide a site for the ancient city of Memphis.The oldest dam still in use is the Almanza Dam in Spain,which was constructed in the sixteenth ceentury.With the passage of time, materials and construction have improved, making possible the erection of such large dams as the Nurek Dam, which is being constructed in the U.S.S.R. On the vaksh River near the border of Afghanistan. This dam will be 1017ft(333m)high, of earth and rock fill. The failure of a dam may cause serious loss of life and property; consequently, the design and maintenance of dams are commonly under government surveillance. In the United States over 30000 dams are under the control of state authorities. The 1972 Federal Dam Safety Act (PL92-367) requires periodic inspections of dams by qualified experts. The failure of the Teton Dam in Idaho in June 1976 added to the concern for dam safety in the United States.1.Type of DamsDams are classified on the basis of the type and materials of construction, as gravity, arch, buttress, and earth. The first three types are usually constructed of concrete. A gravity dam depends on its own weight for stability and it straight in plan although sometimes slightly curved. Arch dams transmit most of the horizontal thrust of the water behind them to the abutments by arch action and have thinner cross sections than comparable gravity dams. Arch dams can be used only in narrow canyons where the walls are capable of withstanding the thrust produced by the arch action. The simplest of the many types of buttresses. Earth dams are embankments of rock or earth with provision for controlling seepage by means of an impermeable core or upstream blanket. More than one type of dam may be included in a single structure. Curved dams may combine both gravity and arch action to achieve stability. Long dams often have a concrete river section containning spollway and sluice gates and earth or rock-fill wing dams for the remainder of their length.The selection of the best type of dam for a given site is a problem in both engineering feasibility and cost. Feasibility is governed by topography, geology and climate. For example, because concrete spalls when subjected to alternate freezing and thawing, arch and buttress dams With thin concrete section are sometimes avoided in areas subject to extreme cold. The relative cost of the various type of dams depends mainly on the availability of construction materials near the site and the accessibility of transportation facilities. Dams are sometimes built in stages with the second or later stages constructed a decade or longer after the stage.The height of a dam is defined as the difference in elevation between the roadway, or spillway crest, and the lowest part of the excayated foundation. However, figures quoted for heights of dams are oftendetemined in other ways. Frequently the height is taken net height above the old riverbed.。
毕业设计翻译定稿 英汉对照(绝版)
A Comparison of AASHTO Bridge Load Rating Methods Authors:Cristopher D. Moen, Ph.D., P.E., Virginia Tech, Blacksburg, VA, cmoen@Leo Fernandez, P.E., TranSystems, New York, NY, lafernandez@INTRODUCTIONThe capacity of an existing highway bridge is traditionally quantified with a load rating factor. This factor, when multiplied by the design live load magnitude, describes the total live load a bridge can safely carry. The load rating factor, RF, is related to the capacity of the controlling structural component in the bridge, C, and the dead load D and live load L applied to that component with the equation:L DC RF -=（1）Visual bridge inspections provide engineers with information to quantify the degradation in structural integrity of a bridge (i.e., the reduction in C). The trends in RF over time can be employed by bridge owners to make decisions regarding bridge maintenance and replacement. For example, when a bridge is first constructed, RF=1.3 means that a bridge can safely carry 1.3 times the weight of its design live load (i.e., that C-D, the existing capacity after accounting for dead load, is 1.3 times the design live load L). If the RF decreases to 0.8 after 20 years of service, deterioration of the primary structural components has most likely occurred and rehabilitation or replacement should be considered.Equation (1) is a simple idea, but C, D, and L can be highly variable and difficult to characterize depending upon the bridge location, bridge type, daily traffic flow, structural system (e.g., simple or continuous span) and choice of constructionmaterials (e.g. steel, reinforced or prestressed concrete, composite construction). The American Association of State Highway and Transportation Officials (AASHTO) Manual for Condition Evaluation of Bridges (MCEB) provides a formal load rating procedure to assist engineers in the evaluation of existing bridges [AASHTO 1994 with interims through 2003]. The MCEB provides two load rating methods, one based on an allowable stress approach (ASR) and another based on a load factor approach (LFR). Both the ASR and LFR methods are consistent with the design loading and capacity calculations outlined in the AASHTO Standard Specification for the Design of Highway Bridges [AASHTO 2002]. Recently momentum has shifted towards a probabilistic-based bridge design approach with the publication of the AASHTO LRFD Bridge Design Specifications [AASHTO 2007]. Bridges designed with this code have a uniform probability of failure (i.e., a uniform reliability). The AASHTO Manual for Condition Evaluation and Load and Resistance Factor Rating (LRFR) of Highway Bridges [AASHTO 2003] extends this idea of uniform reliability from LRFD to the load rating of existing bridges and is currently the recommended load rating method (over the ASR and LFR methods) by the Federal Highway Administration (FHWA).The transition from ASR and LFR to LRFR bridge load rating methodology represents a positive shift towards a more accurate and rational bridge evaluation strategy. Bridge owners are optimistic that the LRFR load rating methodology will improve bridge safety and economy, but they are also currently dealing with the tough questions related to its implementation. Why do ASR, LFR, and LRFR methods produce different load rating factors for the same bridge? Should we change the posting limit on a bridge if the LRFR rating is lower than the MCEB ratings? What are the major philosophical differences between the three methods? It is the goal of this paper to answer some of these questions (and at the same time dispel common myths) with a succinct summary of the history of the three methods. A comparison of the LFR and LRFR methods for a typical highway bridge will also bepresented, with special focus on the benefits inherent in the rational, probabilistic approach of the LRFR load rating method. This paper is also written to serve as an introduction to load rating methodologies for students and engineers new to the bridge evaluation field.S UMMARY OF EXISTING LITERATURESeveral reports have been published which summarize the development of AASHTO design and load rating methodologies. FHWA NHI Report 07-019 is an excellent historical reference describing the evolution of AASHTO live loadings (including the HS20-44 truck) and load factor design [Kulicki 2007b]. NCHRP Report 368 describes the development of the AASHTO LRFD design approach[Nowak 1999], and is supplemented by the NCHRP Project No. 20-7/186 report[Kulicki 2007a] with additional load factor calibration research. NCHRP Report 454 documents the calibration of the AASHTO LRFR load factors [Moses 2000], and NCHRP Web Document 28 describes the implementation of the LRFR load rating method [NCHRP 2001]. The NCHRP Project 20-7/Task 122 report supplements Web Document 28 with a detailed comparison of the LRFR and LFD load rating approaches [Mertz 2005].AASHTO A LLOWABLE STRESS RATING METHODThe Allowable Stress Rating (ASR) method is the most traditional of the three load rating methods, primarily because the performance of a bridge is evaluated under service conditions in the load rating equation [AASHTO 1994]:)1(21l L A D A C RF +-= （2） C is calculated with a “working stress” approach where the capacity of the primary structural members is limited to a proportion of the assumed failure stress (e.g., 0.55F y for structural steel in tension and 0.3f’c for concrete in compression.) Consistent with the service level approach, the demand dead load D and live load Lare unfactored, i.e. A 1=1.0 and A 2=1.0.The uncertainty in the strength of the bridge is accounted for in the ASR approach by limiting the applied stresses, but the variability in the demand loads is neglected. For example, dead load on a bridge has a relatively low variability because the dimensional tolerances of the primary structural members (e.g., a hot-rolled steel girder) are small [Nowak 2000]. Vehicular traffic loads on a bridge have a higher uncertainty because of varying traffic volume (annual average daily truck traffic or ADTT) and varying types of vehicular traffic (e.g., primarily trucks on an interstate or primarily cars on a parkway). The ASR method also does not consider redundancy of a bridge (e.g., continuous or simple spans, hammerhead piers or multiple column bents) or the amplified uncertainty in the capacity of aging structural members versus newly constructed members. The ASR method’s treatment of capacity and demand results in load rating factors lacking a uniform level of reliability (i.e., a uniform probability of failure) across all types of highway bridges. For example, with the ASR method, two bridges can have RF=2 even though one bridge carries a high ADTT with a non-redundant superstructure (higher probability of failure) while the other bridge carries a low AADT with a redundant superstructure (lower probability of failure).AASHTO L OAD F ACTOR R ATING METHODIn contrast to the ASR method’s service load approach to load rating, the AASHTO Load Factor Rating (LFR) method evaluates the capacity of a bridge at its ultimate limit state . The LFR load rating factor equation is:12(1)nR A D RF A L I φ-=+ （3） where the capacity C of the bridge in (2) has been replaced with φ R n , the predicted strength of the controlling structural component in the bridge. R n is the nominal capacity of the structural component and φ is a strength reduction factor which accounts for the uncertainty associated with the material properties,workmanship, and failure mechanisms (e.g., shear, flexure, or compression). For example, φ is 0.90 for the flexural strength of a concrete beam and 0.70 for a concrete column with transverse ties [AASHTO 2002]. The lower φ for the concrete column means that there is more uncertainty inherent in the structural behavior and strength prediction for a concrete column than for a concrete beam. The dead load factor A 1 is 1.3 to account for unanticipated permanent load and A 2 is either 1.3 or2.17, defining a live load envelope ranging from an expected design level (Inventory) to an extreme short term loading (Operating) [AASHTO 1994].The LFR method is different from the ASR method because it calculates the load rating factor RF by quantifying the potential for failure of a bridge (and associated loss of life and property) instead of quantifying the behavior of a bridge in service . The LFR method is similar to the ASR method in that it does not account for the influence of redundancy on the reliability of a bridge. Also, the load factors A 1 and A 2 are defined without a formal reliability analysis (i.e., they are not derived by considering probability distributions of capacity and demand) and therefore do not produce rating factors consistent with a uniform probability of failure.AASHTO L OAD AND R ESISTANCE F ACTOR R ATING METHODThe AASHTO Load and Resistance Factor Rating (LRFR) method evaluates the existing capacity of a bridge using structural reliability theory [Melchers 1999; Nowak 2000]. The LRFR rating factor equation is similar in form to (2) and (3):(1)c s n DC DW L R DC DW RF LL IM ϕϕϕγγγ--=+ （4） where ϕc is a strength reduction factor that accounts for the increased variability in the member strength of existing bridges when compared to new bridges [Moses 1987]. The factor ϕs addresses the failure of structural systems and penalizes older non-redundant structures with lower load ratings [Ghosn 1998]. The dead load factors γDC and γDW have been separated in LRFR to account for a lower variability indead load for primary structural components DC (e.g., columns and beams) and a higher variability for bridge deck wearing surfaces DW.Another important difference between the LRFR method and the ASR and LFR methods is the use of the HL93 notional design live load, which is a modern update to the HS20-44 notional load first implemented in 1944 [Kulicki 2007b] (notional in this case means that the design live load is not meant to represent actual truck traffic but instead is a simplified approximation intended to conservatively simulate the influence of live load across many types of bridge spans). The HL93 loading produces live load demands which are more consistent with modern truck traffic than the HS20-44 live load. The HL93 design loading combines the HS20-44 truck with a uniform load and also considers the load case of a tandem trailer with closely spaced axles and relatively high axle loads (in combination with a uniform load) [AASHTO 2007]. The design tandem load increases the shear demand on shorter bridges and produces, in combination with the design lane load, a live load effect greater than or equal to the AASHTO legal live load Type 3, Type 3S2, and Type 3-3 vehicles [AASHTO 1994].AASHTO LFR VS. LRFR LOAD RATING COMPARISONA parameter study is conducted in this section to explore the differences between the AASHTO LFR and LRFD load rating methods. The ASR method is not included in the study because it evaluates the live load capacity of a bridge at service levels, which makes it difficult to compare against the ultimate limit state LFR and LRFR methods (also note that the ASR method employs less modern “working stress” methods for calculating member capacities than LFR and LRFR). A simple span multi-girder bridge with steel girders and a composite concrete bridge deck is considered. The flexural capacity of an interior girder is assumed to control the load rating. AASHTO legal loads are employed in the study to provide a consistent live loading between the rating methods (although the impact factor and live loaddistribution factor for the controlling girder will be different for LFR and LRFR methods).The LFR load rating equation in (3) is rewritten as:u 12LFR LFD LFD M A D RF A B I L-= （5） where M u is the LFD flexural capacity of the composite girder (φ is implicit in the calculation of M u ), B LFD is the live load distribution factor for an interior girder[AASHTO 1994]:5.5LFD S B = （6） and the live load impact factor I LFD is [AASHTO 1994]:501125LFD I =++ （7） The span length of the bridge is denoted as . A 1 and A 2 are chosen as 1.3 in this study to compare the LFR Operating rating with the LRFR rating method (the intent of the LRFR legal load rating is to provide a single rating level consistent with the LFD Operating level [AASHTO 2003]).The LRFR equation in (4) is rewritten to be consistent with (5):u2c s DC D LFR L LRFD LRFD M M RF B I Lϕϕγγ-= （8） Where B LRFD is the live load distribution factor for moment in an interior girder[AASHTO 2007]0.60.230.075()()()9.512g LRFD sK S S B t =+ （9） and I LRFD , the live load impact factor, is 1.33 [AASHTO 2007]. M D is the dead load moment assuming that the dead load effects from a wearing surface and utilities are zero (i.e., DW is zero) and γDC is 1.25. M u is assumed equivalent in (5) and (8) because the LFD and LRFD prediction methods for the flexural capacity of composite girders are founded on a common structural basis [Tonias 2007]. The term K g /12 t s 3 in (9) is assumed equal to 1 as suggested by the LRFD specification forpreliminary design [AASHTO 2007] (this approximation reduces the number of variables in the parameter study). The term LL in (4), i.e. the LRFD lane loading, is approximated by 2L in (8). This conversion from lane loading to wheel line loading allows for the cancellation of L (i.e., the live load variable) when (8) and (5) are formulated as a ratio:(10)Rearranging the term M u in (10) leads to:（11）The relationship between the LRFR and LFR load rating equations, as described in (11), is explored in Figure 1 to Figure 4. M D/M u is assumed as 0.30 for the bridge span lengths considered in this study. Equation (11) varies only slightly (a maximum of 5%) when M D/M u ranges between 0.10 to 0.50 because the LFR and LRFR dead load factors are similar, i.e. γDC=1.25 and A1=1.3. Figure 1 demonstrates that the LRFR legal load rating is less than the LFD Operating rating for both short and long single span bridges (the span range is 20 ft. to 200 ft. in this study). This is consistent with the findings of NCHRP Web Document 28, which demonstrates that the LRFR legal load rating is lower than the LFD Operating rating but higher than the LFD Inventory rating [NCHRP 2001]. RF LRFR increases for longer span lengths because the live load distribution factor B LRFD in (9) decreases with increasing . RF LRFR also increases as the girder spacing, S, increases (S ranges from 3 ft. to 7 ft. in Figure 1) because the LRFD live load distribution factor B LRFD decreases relative to the LFD live load distribution factor B LFD for larger girder spacings.FIGURE 1-COMPARISON OF LRFR AND LFR (OPERATING) LEGAL LOAD RATING FACTORS FOR FLEXURE IN AN INTERIOR GIRDER OF A SIMPLE SPAN MULTI-GIRDER COMPOSITE BRIDGEThe volume of traffic is directly accounted for in the LRFR load rating method by considering the Average Daily Truck Traffic (ADTT) (this is an improvement over the LFR method which does not account for frequency of bridge usage when calculating RF). Figure 2 highlights the variability of the LRFR legal load rating with ADTT. RF LRFR is approximately 30% greater for a lightly traveled bridge (ADTT≤100) when compared to a heavily traveled bridge (ADTT≥5000), and the LRFR load rating trends toward the LFD Operating load rating for lightly traveled bridges.FIGURE 2 - INFLUENCE OF ANNUAL DAILY TRUCK TRAFFIC ON THE LRFR LEGAL LOAD RATING FACTOR (S=4 FT.)The factors ϕs and ϕc account for system redundancy and the increased uncertainty from bridge deterioration in the LRFR load rating method respectively (this is an important update to the LFR rating method which assumes one level of uncertainty for all bridge types and bridge conditions). Figure 3 demonstrates that RF LRFR decreases by approximately 30% as the bridge condition deteriorates from good to poor. Bridges with a small number of girders (e.g., 3 or 4 girders) are considered to be more susceptible to catastrophic collapse, which is reflected in the lower RF LRFR load rating factors in Figure 4.FIGURE 3 –INFLUENCE OF CONDITION FACTOR ϕs ON THE LRFR LOAD RATING FACTOR (S=4 FT.)FIGURE 4 - INFLUENCE OF SYSTEM FACTOR ϕc ON LRFR LOAD RATING FACTOR (S=4 FT.)D ISCUSSIONThe LRFR load rating method represents an important step in the evolution of bridge evaluation strategies. The method is calibrated to produce a uniform level of reliability across all existing highway bridges (i.e., a uniform probability of failure) and is an improvement over the ASR and LFR methods because it allows bridge owners to account for traffic volume, system redundancy, and the increased uncertainty in the predicted strength of deteriorating bridge components. The LRFR load rating method can be used as a foundation for the development of more accurate performance-based bridge evaluation strategies in the future, where bridge owners directly calculate the existing capacity (or reliability) with in service data from a structural health monitoring network and make maintenance decisions based on relationships between corrosion, structural capacity, and repair or replacement costs.Reliability-based cost models have been proposed, for example [Nowak 2000]: T I F F C C C P =+ (12)Where CT is the total cost of the bridge over its lifetime, CI is the initial cost, CF is the failure cost of the bridge (which could include rehabilitation costs), and PF is the failure probability of the bridge. As PF increases (i.e., as the bridge deteriorates over time), the total cost CT increases, which ties the reliability of the bridge to economy and provides a metric from which to optimize maintenance decisions and minimum rehabilitation costs in a highway system. The continued evolution of bridge evaluation strategies depends on improved methods for evaluating the structural capacity of bridges and defining correlation between corrosion in bridges, strength loss, and failure rates [ASCE 2009].The AASHTO LRFR load rating method is a step forward in bridge evaluation strategy when compared to the ASR and LFR methods because it is calibrated to produce a uniform reliability across all existing highway bridges. The LRFR method provides factors which account for the volume of traffic on the bridge, the redundancy of the superstructure, and the increased uncertainty in structural capacity associated with a deteriorating structure. The flexural LRFR load rating factor for an interior steel composite girder in a multi-girder bridge is up to 40% lower than the LFR Operating load rating over a span range of 20 ft. to 200 ft. and for girder spacings between 3 ft. and 7 ft. The LRFR flexural load rating factor increases for longer span lengths and larger girder spacings, influenced primarily by the LRFD live load distribution factor.A CKNOWLEDGEMENTSThe authors are grateful for the guidance provided by Bala Sivakumar in the organization of this paper. The authors also wish to thank Kelley Rehm and Bob Cullen at AASHTO for their help identifying historical references pertaining to AASHTO live load vehicles and design procedures.R EFERENCESAASHTO, Manual for Condition Evaluation of Bridges, Second Edition, with 1995, 1996, 1998, 2000, 2001, and 2003 Revisions, AASHTO, Washington, D.C., 1994.AASHTO, Standard Specifications for Highway Bridges, 17th Edition, AASHTO, Washington, D.C., 2002.AASHTO, Manual for Condition Evaluation and Load and Resistance Factor Rating (LRFR) of Highway Bridges, AASHTO, Washington, D.C., 2003.AASHTO, LRFD Bridge Design Specifications, 4th Edition, AASHTO, Washington, D.C., 2007.ASCE, "ASCE/SEI-AASHTO Ad-Hoc Group on Bridge Inspection, Rehabilitation, and Replacement White Paper on Bridge Inspection and Rating", ASCE Journal of Bridge Engineering, 14(1), 2009, 1-5.Ghosn, M., Moses, F., NCHRP Report 406: Redundancy in Highway Bridge Superstructures, TRB, National Research Council, Washington, D.C., 1998.Kulicki, J.M., Prucz, Zolan, Clancy, Chad M., Mertz, Dennis R., Updating the Calibration Report for AASHTO LRFD Code (Project No. NCHRP 20-7/186), AASHTO, Washington, DC, 2007a.Kulicki, J.M., Stuffle, Timothy J., Development of AASHTO Vehicular Loads (FWHA NHI 07-019), Federal Highway Administration, National Highway Institute (NHNI-10), 2007b.Melchers, R.E., Structural Reliability Analysis and Prediction, John Wiley and Sons, New York, 1999.Mertz, D.R., Load Rating by Load and Resistance Factor Evaluation Method (NCHRP Project 20-07/Task 122), TRB, National Research Council, Washington DC, 2005.Moses, F., NCHRP Report 454: Calibration of Load Factors for LRFR BridgeEvaluation, TRB, National Research Council, Washington, D.C., 2000.Moses, F., Verma, D., NCHRP Report 301: Load Capacity Evaluation of Existing Bridges, TRB, National Research Council, Washington, D.C., 1987.NCHRP, Manual for Condition Evaluation and Load Rating of Highway Bridges Using Load and Resistance Factor Philosophy (NCHRP Web Document 28), TRB, National Research Council, Washington DC, 2001.Nowak, A.S., NCHRP Report 368: Calibration of LRFD Bridge Design Code, TRB, National Research Council, Washington D.C., 1999.Nowak, A.S., Collins, Kevin R., Reliability of Structures, McGraw Hill, New York, 2000.Tonias, D.E., Zhao, J.J., Bridge Engineering: Design, Rehabilitation, and Maintentance of Modern Highway Bridges, McGraw-Hill, New York, 2007.AASHTO关于桥梁荷载等级评定方法的比较作者:Cristopher D. Moen，Ph.D.，P.E.，Virginia Tech，Blacksburg，VA，cmoen@Leo Fernandez，P.E.，TranSystems，New York，NY，lafernandez@绪论：现有的高速公路桥梁的承载能力是用传统单一荷载等级因数定量化的。
毕业设计英文怎么说
毕业设计英文怎么说毕业设计英文怎么说？在大学生活中，毕业设计是一个重要的环节，它是学生通过独立研究和实践，展示自己所学知识和技能的机会。
但是，对于一些同学来说，他们可能会遇到一个问题：毕业设计英文怎么说呢？首先，我们可以从整体上来看待这个问题。
毕业设计在英文中可以被称为"graduation project"或者"final year project"。
这两个短语都可以用来表达毕业设计的含义。
"Graduation project"更加强调这是一个与毕业相关的项目，而"final year project"则更加突出了它是在大学最后一年完成的。
接下来，我们可以进一步探讨毕业设计的具体内容。
毕业设计的内容通常是根据学生所学专业的要求来确定的。
例如，对于计算机科学专业的学生来说，他们的毕业设计可能涉及软件开发、数据分析或者人工智能等方面。
而对于艺术设计专业的学生来说，他们的毕业设计可能会涉及绘画、雕塑或者摄影等方面。
因此，在选择毕业设计的英文表达时，我们可以根据具体的专业内容来进行描述。
除了上述的短语之外，我们还可以使用一些动词来描述毕业设计。
例如，我们可以使用"conduct"来表示进行毕业设计的过程，使用"complete"来表示完成毕业设计的过程，使用"present"来表示展示毕业设计的过程。
这些动词可以帮助我们更加准确地描述毕业设计的各个阶段。
此外，我们还可以通过描述毕业设计的目的和意义来进一步丰富我们的英文表达。
毕业设计不仅仅是一个学术项目，它也是一个展示学生能力和才华的机会。
通过毕业设计，学生可以将所学的理论知识应用到实际项目中，提升自己的实践能力和解决问题的能力。
因此，我们可以使用一些形容词来描述毕业设计的目的和意义，例如"meaningful"、"challenging"、"rewarding"等。
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山东理工大学毕业设计（外文翻译材料）学院：专业：学生姓名：指导教师：电气与电子工程学院电气工程及其自动化孙晗姜殿波外文翻译（原文）Low-order dynamic equivalent estimation of powersystems using data of phasor measurement unitsAbstractThis paper utilizes data measured by phasor measurement units (PMUs) to extract a low-order dynamic equivalent model for power system stability studies. Theestimated model is a 2-order model for synchronous machines. This model has the advantage of simplicity of classical model and considerably reduces theoversimplifying error of classical model. This method offers an alternative approach to analytical model reduction techniques based on the detailed system models. The proposed method uses the synchronized bus voltage and current phasors measured by PMUs. Using post disturbance data, electrical and mechanical parameters of theequivalent generator are estimated sequentially. Furthermore, a new approach for estimation of two-machine and single machine infinite bus (SMIB) equivalentsystems are presented for analysis of electromechanical oscillations. To evaluate the performance of the proposed approach, simulations are performed on a two area13-bus test system and real measured PMU data. Simulation results show that the estimated model can represent the dynamic behavior of the studied system with good approximation.Keywords∙Phasor measurement unit;∙Model estimation;∙Power system model reduction;∙Power system oscillationsIntroduction1With the development of electrical industry, the scales of power systems have become larger than ever. Owing to the dimension of interconnected power systems, it is often impractical to represent the entire system model in detail. Therefore, reduced order dynamic equivalents are used to represent groups of generators or external systems [1].Many efforts are devoted to reduce power system model using analyticalapproach [1],[2], [3] and [4]. Analytical approaches based on the concept of coherency have the benefit of saving power system structure. However, these approaches need detailed parameters of all power system machines and elements. Due to continuous variation of system parameters and changing environment of nowadays power system, analytical approach may not be a good choice for model reduction. To overcome this shortcoming and take system structure and parameters changes into account, measurement based approaches have been proposed [5] and [6]. Measurement-based methods use dynamic responses of system disturbance to estimate dynamic equivalent parameters. The unknown parameters of the dynamic equivalent model can be determined using identification and parameter estimation methods [7]. The main drawback of measurement based approach is their need for fast dynamic response of power system. Fortunately, modern power systems use wide area measurement system (WAMS) [8] and [9] that utilize phasor measurement unit (PMU) as a basis for data gathering system. PMUs measure phasors of voltage, current and frequency with a time stamp in the time interval down to 20 ms. A review of application of PMUs to power system operation and PMU placement methods has been provided in[10]. Therefore from organization point of view, there would be no concern about gathering fast dynamic response of power system. In [5] and [11], a new method for parameter estimation using neural network has been presented. Wavelet transform is used in [12] for identification of inter-area oscillations using measured data by PMU. Third-order synchronous generator model estimation is presented in [13] and [14]. In these methods, transfer function of the machine is calculated by linearizing its equations about the operating point and estimating the2parameters. These methods have limited accuracy because of linearization error. Power system Thevenin model estimation for use in voltage stability evaluation is performed in [6]. This method uses continuously changing operating data in power system for parameter estimation. Reference [15]equivalences two sides of a tie line by two classical machines and estimates their parameters by neglecting the damping effect. This approach uses the inter-area oscillation components in the bus voltages resulting from disturbances. The main attributes of measurement based methods are the ability to aggregate several coherent or non-coherent groups of generators without requiring a large data set.In this paper, a new measurement based method using synchronized phasor measurements is presented. Dynamic equivalent of the external system viewed from the measured bus is identified in the form of classical or second-order model of synchronous generator. Estimation of the model parameters is done in two simple steps. At the first step, electrical parameters of equivalent machine are estimated. Mechanical parameters are estimated in the next step. Estimation of electrical parameters is carried out by two methods. In one method, using non-linear least square, electrical parameters of the machine and its internal voltage angle are estimated together. In the other method, electrical parameters are estimated without estimation of the internal angle, which is calculated after estimation of the transient reactance. The latter method is faster, while the former yields more accurate results. Machine modelling is then extended to model the prevailing tie-line oscillations using SMIB and two-area equivalent.The remainder of the paper is organized as follows. In Section ‘The equivalent machine parameter estimati on’, estimation of the classical model is formulated and presented with two methods. Section ‘Illustration using the SMIB system’ and Section ‘Estimation of external power system dynamics for a two-area system’ provide simulation results of these methods on the SMIB and two-area systems. In Section ‘Estimation of external power system dynamics for a two-area system’, it is also shown how to identify a two-machine or SMIB equivalent model to investigate34tie-line inter-area oscillations. The application of estimation approach on the real datais presented in Section ‘Application on the real PMU data’. Conclusions are given in Section ‘Conclusion’. The equivalent machine parameter estimation The classical or the second-order model of synchronous machine is the simplest model that can be used in electromechanical dynamics analysis. This model offers considerable computational simplicity; it allows the transient electrical performance of a machine to be represented by a simple voltage source with fixed magnitudebehind an effective transient reactance as shown in Fig. 1[16]. This model has good performance in determining the first swing stability [17]. When the system issubjected to a disturbance, parameters of the classical model can be estimated using post disturbance data. The electrical parameters of the model to be estimated are the generator internal voltage (E ), transient reactance () and the variable rotor phase angle (δ ). The mechanical parameters to be estimated are dampingcoefficient K d and inertia constant (H). As stated above, the generator internalvoltage is assumed to be constant but the rotor phase angle varies from one sample to the other.Fig. 1.Circuit diagram of a classical model of a synchronous generator.Estimation of the classical model can be divided into two steps: estimation of the electrical parameters and estimation of the mechanical parameters.Estimation of electrical parametersIn this work, two different formulations for estimation of electrical part of classical model are presented.Nonlinear Least Square-1 (NLS1)According to Fig. 1, relationship between the internal voltage and the terminal voltage can be stated as follows:where, U and I are the generator terminal voltage and current phasors. By separating real and imaginary parts, (1) is divided into two equations as presented in the following.where, and I j are real and imaginary parts of terminal voltage and current,respectively. Considering the last m samples, the above equations can be rewritten asfollowing.With 2m equations in (4) and (5) only m+2 variables, i.e. E,X d and δi,i=1,…,m are unknown. If m≻2 then the set of equations will be over determined and can be calculated using the following nonlinear least square optimization:56In(6) a suitable choice for initial conditions can be and . In the above least square formulation, with m sets of measurements, the Jacobian matrix has the size of (m+2)×(m+2). Therefore, by increasing the number of measurement sets, computational effort will increase progressively. Nonlinear Least Square-2 (NLS2) n the least square formulation of (6)with m sets of measurements, m unknowns arethe generator internal angle corresponding to the individual samples. The following formulation removes these variables from the optimization problem. By assuming the terminal voltage phasor as the angle reference,(1)By decomposing the current term (I) into real and imaginary parts, Eq. (7) can be written as follows:where I r and Ij are the real and imaginary part if I. By calculating squared absolute value of the two sides of above equation, the following equation can be obtained.where, Q is the generator reactive power output (Q=-UI j ) and I is the magnitude of generator output current .With m sets of measurements, there will be m equations with only two unknownvariablesEand . Therefore, two measurement samples would be sufficient tosolve the equations. For more accurate estimation of parameters using m samples(m>2), the following least square error optimization should be solved:The next step is to calculate the angle difference between the internal voltage and theterminal voltage.By adding the terminal voltage angle (measured by PMU) to δ′ the internal rotor angle will be obtained as δ=θ+δ′ ; where θ is the angle of terminal bus voltagei.e., θ=∠U. In the NLS2 formulation, the size of Jacobean matrix is 2×2, i.e. this formulation is independent of the number of sample sets. Therefore, by increasing the number of measurement sets, the surplus calculation time will be minimal. On the other hand, unlike to NLS1 method, simultaneous estimation of δ is not included in NLS2 method. Hence, the NLS1 method has a better performance on the description of machine or external system dynamic behavior.After estimation of the equivalent internal angle, mechanical parameters of the equivalent machine can be estimated.Estimation of mechanical parametersThe swing equation of synchronous machine is used to describe variations of the rotor angle δ during disturbance.7where, Pmech and Pelec are the mechanical power input and electrical power output of machine, respectively. K d is damping coefficient and H is inertia constant. Using the estimated internal angle (δ′) from NLS1 or NLS2 method, (12) can be used to estimate H and K d. Before then, however (12) should be transformed to a discrete form using the Bilinear or Tustin method [18]. In this method theoperator is substituted with , where z is operator of z transform and T is sampling period. The discrete form of (12)is:where, P a is the acceleration power and is equal to Pmech-Pelec. With m set of measurement (m⩾4) the parameters H and K d can be estimated using thefollowing linear least square optimization:where,It should be mentioned that in the classical representation of synchronous machine,Pmech is assumed to be constant, i.e. the governor control is not taken to account. The steady-state or pre-disturbance value of Pelec can be usedfor Pmech to satisfy the equality of Pelec and Pmech in pre-disturbance time window. In practice, the steady state value of Pelec is not constant and changes continuously. In this case the moving average value of pre-disturbance Pelec can be used for determination of Pmech. Another solution for this problem is to8assume Pmech as an unknown variable and to modify the least square formulationof (14) to include Pmech as an unknown variable to be estimated.Illustration using the SMIB systemIn this section, simulation results on the SMIB system are sampled and taken as the measurement data to estimate its machine parameters using the proposed algorithms. All the simulations are carried out using the Power System Toolbox [19]. At first, to validate the accuracy of the proposed methods, the machine in the SMIB system is simulated with classical model. The system parameters are given in Appendix ‘SMIB system parameters’. To simulate a disturbance on the system, a three phase fault with duration of 0.05s is applied on the line connecting the machine to infinite bus. NLS1 and NLS2 methods are implemented on the post disturbance generator terminal voltage and current phasors.To simulate PMU data flow, the sampling time interval is selected to be 30 sample/s. It should be noted that the sampling rate of currently installed PMUs is varying from 12 sample/s to 60 sample/s. The sensitivity of estimation method is investigated by changing the sampling time. It is observed that the estimation performance has negligible sensitivity to change of sampling rate in this range. Therefore, the sampling interval is selected to be 30 sample/s in the simulated test cases. From the large number of simulations, it is observed that selecting data window equal or greater than 3 times than the smallest system oscillation frequency is enough for estimation approach. In the SMIB test system, data window is selected to be 3.3 s or 100 samples.In this test case, the estimated model and original system have the same order and it is expected that the estimated parameters be equal to the original simulated machine parameters. Table 1 shows the estimation results for this case. As it can be observed from this table, the estimation error is negligible. The little error is due to the effect of Tustin linearisation error.Table 1.9Parameter estimation results for classical and detailed generator model for SMIB test case.(pu)1011The difference between estimated and original model accounts the effect of higher order dynamics.In order to validate the estimation results, similar disturbance is applied on the SMIBsystem with detailed model, with the original second-order model, and with the second-order NLS1 and NLS2 estimated models. Active power and speed a oscillations of generator are shown in Fig. 2 and Fig. 3, respectively.Fig. 2.Generator active power oscillations.Fig. 3.Generator speed oscillations.From Fig. 2 and Fig. 3 one can observe that NLS1 and NLS2 estimated parameters are better approximations of the detailed generator model with respect to the original classical model, and yield oscillations very close to the oscillations of detailed model. In other words, the estimated parameters are changed in such direction to compensate the difference between the second-order model and the detailed model, and represent the effect of higher order dynamics on the oscillatory mode. Characteristics of the oscillatory modes with different models of the SMIB system are shown in Table 2. These modes are extracted by applying Prony method in the time response of 0 to 5 s on the post-disturbance oscillations of active power [20]. As shown in the Table 3, damping ratios (DR) of NLS1 and NLS2 models are approximately equal, but the oscillation damping frequency (DF) in the NLS1 model is more accurate than the other.Table 2.Oscillatory mode for different models of SMIB system.Table 3.Parameters of the estimated equivalent machine from Bus 3, Bus 13 and SMIB of Buses 3&13, at three levels of loading121314coherent group [15]. This system is a good example to demonstrate application of the proposed method. The system data are given in[15].Fig. 4.Single-line diagram of the two-area power system.Suppose that we are interested in studying the dynamics of Area-2, and thus representG3 and G4 in detail. Therefore, Area-1 consisting of G1 and G2 can be viewed as an external system from Bus 3. The reduced system diagram is shown in Fig. 5.Fig. 5.Simplified structure of the two-area system reduced from Bus 3.At the first step, to estimate the external system dynamic parameters(Geq parameters), post-disturbance data should be acquired. A three-phase short circuit fault with duration of 0.05 s without any line switching is applied at Bus 101 to simulate a disturbance on the two-area system. The post-disturbance voltage of Bus 3 and current of the line 3–101 are used as the input data to NLS1. This means that at least one PMU must be installed at Bus 3 or Bus 101. Table 3 shows the results of estimating the Geq parameters. The parameter estimation is performed at three levels of loading.Also, Table 4 compares the dominant oscillation mode (λ) of the system reduced system at three levels of loading. From Table 3 it can be observed that, in the most of cases but not in all cases, when the loading level increases, decreasesand H and K d increase. There is one case that the trend is not true. In this case, unlike to the other cases, that power is coming to the reference bus. In this situation, the estimation of tends to zero and be very small. Since cannot be a negative parameter, it cannot change and decrease anymore. Therefore, will be estimated near zero. It should be mentioned that in this case tends to be negative in the optimization procedure, but we have limited it’s lower limit to zero. Therefore it cannot exceed its limit. This limitation changes the monotonic trend for estimation values of other parameters such as H and K d. In addition, as shown in Table 4, the final results show lower accuracy and performance compared with other cases. As can be observed from Table 4, even in the large error of the proposed method in some cases, the provided results are more acceptable with respect to INA technique. Consequently, in most cases, the output of the proposed method is more reliable with respect to analytical approach. In order to provide better comparison with classical model, the simulation result of two-area system that analytically reduced by inertia aggregated technique (INA) [21] is also added. By this way, the performance of the15estimated reduced model with analytically reduced model can be compared. Fig.6 shows disturbance response of the detailed model, analytically reduced model and estimated reduced model. As shown in Fig. 6, the estimated model presents more acceptable results in comparison with the analytically reduced model.Table 4.Disturbance response of the two models at three levels of loading to three-phase fault on Bus 101.1617Fig. 6.Disturbance response of the detail model, analytically reduced model and estimated reduced model.From the results of Table 4, it can be concluded that estimation error of oscillation frequency is more than damping estimation error, and the error of damping ratio decreases by increasing the loading of the tie-line.So far, to overcome some drawbacks of estimation of power system from one side, a new technique is presented. In the new approach, we have reduced the external system, viewed from the measurement bus, to an equivalent classic machine model. It is also possible to reduce and replace both sides of the tie-line, and convert it to atwo-machine or a SMIB system. This process is explained in the following.References[1]A. Ishchenko, J. Myrzik, W. 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