特斯拉Tesla Model 3 用户手册
特斯拉Model3用户手册说明书
• • • Contribute to your building’s overall sustainability with targeted investments that generate resultsTrane – by Trane Technologies (NYSE: TT), a global climate innovator – creates comfortable, energy efficient indoor environments through a broad portfolio of heating, ventilating and air conditioning systems and controls, services, parts and supply. For more information, please visit or .© 2020 Trane. All Rights Reserved.All trademarks referenced in this document are the trademarks of their respective owners.PROD-SLB055-ENMay 13, 2020The Trane Indoor Air Quality Assessment will provide concrete guidance based on your overall system performance. We’ll help you identify areas for improvement in order to meet guidelines and optimize indoor air quality.Where possible we will conduct the assessment remotely through your building automation system (BAS). All on-site assessments of the physical environment will be performed following recommended safety guidelines.When completed, your Account Manager will review the results and share a detailed IAQ assessment report that includes strategic recommendations, with a focus on the key drivers of indoor air quality: building ventilation, humidity control, filtration and clean air. For example:Modifying your controls sequences and setpoints to optimize ventilation and performanceAdding additional sensors to more closely measure humidity and temperature or adding a dedicated outdoor air unitIncorporating air cleaning technologies into your system, like MERV-13 filters or a robust photo catalytic air cleaning systemBuilding confidence with IAQIt’s a normal human emotion – fear of the unknown. Most people don’t know what building management does to ensure the quality of the air in their building. You can help build their confidence by ensuring your HVAC system is performing optimally to provide more comfortable, cleaner indoor air.Trane is here to help. Like you, we are passionate about clean indoor air. The Trane Air System Quality Recognition award recognizescustomers who share that commitment. Customers who participate in the Trane Indoor Air Quality Assessment may be recognized for their efforts by Trane.The U.S. Centers of Disease Control and Prevention (CDC) and World Health Organization (WHO) both published recommendations for occupyingworkplaces.1,2 In addition, two leading industry trade associations, ASHRAE and REHVA, published guidance for operating building HVAC systems.3,4 These HVAC-related recommendations generally focus on four key areas:Dilute: Proper ventilation ensures that plenty of fresh, outdoor air comes into the building to dilute the buildup of indoor contaminants. Adjusting building ventilation is one tool that can influence indoor air quality.Exhaust: Getting exhaust air out efficiently is equally important—especially air from kitchens,restrooms and combustion systems.Contain : Maintaining indoorhumidity levels within the ASHRAE-recommended range maximizes the comfort of building occupants.Clean : Of increasing concern is the HVAC system’s ability to reduce micro-organisms, such as mold, bacteria and viruses.1. Interim Guidance for Businesses and Employers to Plan and Respond to COVID-19, CDC2. Getting your workplace ready for COVID-19, WHO, dated 3 March 20203. ASHRAE Position Document on Infectious Aerosols, dated 14 April 20204. REHVA COVID-19 guidance document, dated 3 April 2020A fresh take on your indoor air quality—from the industry expertTo learn more and schedule your Indoor Air Quality Assessment, contact your local Trane office or visit today.The transmission of Covid-19 may occur in a variety of ways and circumstances, many of the aspects of which are currently not known. HVAC systems, products, services and other offerings have not been tested for their effectiveness in reducing the spread of Covid-19, including through the air in closed environments.。
model 3 使用手册
model 3 使用手册摘要：1.Model 3 简介2.Model 3 的外观和内饰3.Model 3 的性能和续航4.Model 3 的智能科技配置5.Model 3 的驾驶辅助系统6.Model 3 的充电和保养7.Model 3 的安全提示正文：【Model 3 简介】Model 3 是特斯拉公司推出的一款电动汽车，其定位为中高端消费者市场。
Model 3 凭借其出色的性能、时尚的外观和智能科技配置，受到了全球消费者的欢迎。
【Model 3 的外观和内饰】Model 3 的外观设计简约大方，采用了特斯拉家族式的设计语言。
内饰部分，Model 3 同样以简约为主题，取消了传统汽车的大部分物理按键，转而使用超大尺寸的中控触摸屏进行操作。
【Model 3 的性能和续航】Model 3 搭载了特斯拉先进的电动驱动系统，性能强劲。
根据不同的配置，Model 3 提供了多种续航里程选择，满足消费者不同的出行需求。
此外，Model 3 支持特斯拉的超级充电网络，充电速度快，方便出行。
【Model 3 的智能科技配置】Model 3 配备了特斯拉最新的智能科技配置，包括自动泊车、自动驾驶辅助、智能召唤等功能。
这些功能不仅提高了驾驶的便捷性，还大大提升了驾驶的安全性。
【Model 3 的驾驶辅助系统】Model 3 搭载了特斯拉的自动驾驶辅助系统，可以通过摄像头、雷达等传感器实时监测周围环境，提供车道保持、自动紧急制动、自动变道等功能，帮助驾驶员更安全、轻松地驾驶。
【Model 3 的充电和保养】Model 3 的充电方式分为快充、慢充和超级充电。
快充和慢充可以通过家用电源或充电桩进行，超级充电则需要使用特斯拉的超级充电站。
在保养方面，Model 3 的保养周期较长，降低了保养成本。
【Model 3 的安全提示】为了确保驾驶安全，Model 3 提供了一系列安全提示功能，包括安全带提醒、车门未关提醒、驾驶辅助系统故障提醒等。
model 3 使用手册
model 3 使用手册
Model 3是特斯拉公司的一款电动汽车，以下是关于Model 3
使用手册的全面回答：
一、驾驶操作。
Model 3使用手册首先会详细介绍如何启动和停止车辆，包括
使用钥匙卡或者手机应用来解锁和锁定车辆，以及如何启动和停止
车辆的电动驱动系统。
此外，手册还会提供关于座椅调整、方向盘
操作、灯光控制、雨刮器操作等方面的详细说明。
二、车辆功能。
手册会对Model 3的各种功能进行介绍，包括中控屏的操作、
音频系统的使用、导航系统的设置、充电接口的使用等。
同时还会
介绍一些高级功能，比如Autopilot自动驾驶辅助系统的使用方法、智能预热功能的操作等。
三、维护保养。
使用手册还会包括对Model 3的日常维护保养的介绍，比如定
期检查轮胎气压、更换雨刮器片、定期检查刹车系统等。
此外，手
册还会提供一些故障排除的方法，比如如何处理电池充电问题、如
何应对车辆故障灯的提示等。
四、安全须知。
手册还会详细介绍Model 3的安全功能和安全驾驶注意事项，
包括安全带的正确使用、安全气囊的作用、紧急情况下的操作指南等。
五、法律法规。
最后，手册还会提供一些关于驾驶Model 3时需要遵守的法律
法规，比如交通标志的含义、交通规则的遵守等。
总之，Model 3使用手册会从驾驶操作、车辆功能、维护保养、安全须知和法律法规等多个方面全面介绍如何正确、安全地驾驶和
使用这款电动汽车。
希望这些信息能够帮助你更好地了解Model 3
的使用方法和注意事项。
model 3 使用手册
model 3 使用手册摘要：1.Model 3 简介2.Model 3 的外观设计3.Model 3 的性能表现4.Model 3 的安全配置5.Model 3 的驾驶辅助系统6.Model 3 的充电与续航7.Model 3 的使用与维护手册正文：【Model 3 简介】Model 3 是特斯拉（T esla）推出的一款纯电动轿车，自2017 年开始生产以来，受到了全球消费者的热捧。
Model 3 以其出色的性能、时尚的外观和环保的特点，成为了新能源汽车市场的佼佼者。
【Model 3 的外观设计】Model 3 采用了特斯拉家族式的设计语言，整体造型简约大气。
前脸封闭式格栅搭配两侧狭长的大灯，使车头看起来更加低矮、修长。
车身侧面，Model 3 线条流畅，营造出强烈的运动感。
车尾则采用了溜背式设计，进一步强调了其运动气息。
【Model 3 的性能表现】Model 3 搭载了一台最大功率可达202kW 的电动机，最大扭矩为404N·m。
其0-100km/h 加速时间仅需5.3 秒，性能表现相当出色。
与此同时，Model 3 提供了多种电池容量选择，最大续航里程可达660 公里（根据不同配置和电池容量，实际续航里程可能有所差异）。
【Model 3 的安全配置】Model 3 在安全方面同样表现优秀，车辆配备了主副驾驶座安全气囊、侧气囊、头部气帘等被动安全装备。
此外，Model 3 还搭载了主动安全驾驶辅助系统，包括自动紧急制动、车道保持辅助、交通信号灯识别等功能，有效降低驾驶风险。
【Model 3 的驾驶辅助系统】Model 3 配备了特斯拉的Autopilot 自动驾驶辅助系统，该系统集成了自适应巡航、车道保持、自动泊车等功能，使得驾驶变得更加轻松便捷。
通过不断升级的OTA（Over The Air）在线升级，Model 3 的自动驾驶辅助系统还将持续优化，为用户带来更智能的驾驶体验。
莱士特斯拉Tesla模型3电动汽车说明书
Evaluation System of Kemuhammadiyahan inUniversitas Muhammadiyah Sumatera Barat Ilpi Zukdi1,*, Sufyarma Marsidin2, Dasman Lanin3, Alizamar41Department of Islamic Education, Faculty of Tarbiyah and Teacher Training, Universitas Islam Negeri Imam Bonjol, Padang, Indonesia2Department of Educational Administration, Faculty of Education, Universitas Negeri Padang, Padang, Indonesia3Department of Public Administration, Faculty of Social Sciences, Universitas Negeri Padang, Padang, Indonesia4Department of Counseling Guidance, Faculty of Education, Universitas Negeri Padang, Padang, Indonesia*ABSTRACTKemuhammadiyahan is compulsory education given to all Muhammadiyah environment. Here, the function of education is as tool to serve society, to educate leafrners amar makruf nahi munkar and to form caders. This function is always developed to reach the perspective of Muhammadiyah education. Like religious learners, good character, better in science, art and technology as a form of amar makruf nahi munkar . Forms of this education are in intelectual development and learners identify. So, Kemuhammadiyahan is not just for science but also for learners attitude in their daily life. Finding of this research shows that to determine thele vel of learner’s achievement, yhe lectures had evaluated it. But, this is just for cognitive ability between mid and the last semester. This research is hoped to complete the evaluation system in Kemuhammadiyahan. As a result the perspective of Muhammadiyah education can be reached.Keywords: Kemuhammadiyahan, evaluation, student1. INTRODUCTIONThe basic problem in the evaluation of learning Kemuhammadiyahan is to prioritize learning outcomes in the cognitive aspects. The cognitive aspect tends to produce students who have religion and lack of learning independence, so it does not produce effective outcomes. According to Marzano, Pickering, & McTighe[1] to produce effective comes out there are five dimensions that must be considered, viz a. Possitive Attitude & Perception about Learning, b. Acquiring & Integrating Knowledge, c. Extending & Refining Knowledge, d. Using Konwledge Meaning Fully, e. Productive Habits of Mind.In the fifth step (e. Productive Habits of Mind), students who already feel that learning is a necessity, develop what is important for their lives, always look for propositions and evidence of something, always evaluate so that activities become more effective and never give up of problems that cannot yet be overcome, then he has become a successful learner. This means that evaluation is not only limited to cognitive aspects but also to the affective and psychomotor aspects. In the 2012 Chapter I Muhammadiyah Higher Education Guidelines, article 1 paragraph 4 emphasizes that the Muhammadiyah must be imbued and based not only on the ideological-philosophical level alone but also practically and applicatively so that it becomes one of the forces for the continuation and continuity of Muhammadiyah in achieving its goals as propaganda and tajdid movements across the ages.Based on the description in the paragraph above, then educators at the Kemuhammadiyahan course are required to develop and improve the quality of learning both learning models, teaching materials, media, strategies and evaluations that are in accordance with the characteristics of the Muhammadiyah Center [2], [3].With regard to evaluations, educational experts vary in providing limits. Fitzpatrick, Sanders, & Worthen[4] evaluation is: “identification, clarification, and application of defensible criteria to determine an evaluation object's value (worth or merit) in relation to those criteria”. In connection with these criteria Gronlund & Linn[5] states that evaluation is “the systematic process of collecting, analyzing, and interpreting information to determine the extent to which pupils are achieving instructional obj ectives”. Meanwhile Nitko[6] simply said that ev aluation is: “a decision-making process for students”.The definitions stated by the experts above give an understanding that evaluation is an activity comparing what has been achieved in learning with what should be achieved based on established criteria/standards. Harlen[7] explains, the terms that are often used in educational evaluation activities are assessment and evaluation, both have different meanings. Further said that: The terms “evaluation”and assessment in education are sometimes used with different meanings, but also interchangeably. In some countrie s, including the USA, the term “evaluation”is often used to refer to individualstudent 1st International Conference on Lifelong Learning and Education for Sustainability (ICLLES 2019)Copyright © 2020 The Authors. Published by Atlantis Press SARL.achievement, which in other countries including the UK is described as ”assessment”...“assessment” refers to the process of collecting evidence and making judgments relating to outcomes, such as students achievement of particular goals of learning or teacher and others understanding. Meanwhile Griffin & Nix[8] states that: Measurement, assessment and evaluation are hierarchical. The comparison of observation with the criteria is a measurement, the interpretation and description of the evidence is an assessment and the judgment of the value or implication of the behavior is an evaluation.Referring to the opinion of Griffin & Nix[8] above, it can be explained that measurement, evaluation and evaluation are hierarchical. Evaluation is preceded by assessment, while assessment is preceded by measurement. Measuring is the activity of comparing observations with criteria, while assessment is an activity of interpreting and describing measurement results, evaluation is the determination of values or behavioral implications.The explanation above gives an understanding that evaluation is inherent in the learning process. There are three areas that need to be evaluated by educators in learning, namely cognitive, affective and psychomotor. Evaluation has the aim to determine the success of learning for each student. Learning success has important meaning because it will be a benchmark for students to continue to the next level or not.Evaluation of the cognitive domain focuses on the ability of students to store knowledge in their memory and use it. In the cognitive realm, educators only measure the intellectual abilities possessed by each student. The affective domain requires changes in interests, attitudes and values in students. The affective domain also requires students to be able to develop an attitude of respect and be able to adjust to the surrounding environment. The psychomotor domain emphasizes more on the movements made by students. Movement can be in the form of coordination of muscles or limbs.In learning, including learning Kemuhammadiyahan as a course in the context of forming academic people who are moral, character and Muslim personality (learning to be), then these three domains need to be applied in carrying out evaluations. The most urgent criterion for the success of this subject is the change in attitude, mentality and behavior of students. Keblowska[9] argues that: "the affective domain plays a very important role in the learning process ..."2. RESEARCH METHODSThis research was designed in the form of qualitative research with a type of case study. This research was conducted at the University of Muhammadiyah, West Sumatra. Research informants consisted of AIK lecturers as key informants and students at the Faculty of Economics, the Faculty of Islamic Religion and the Faculty of Forestry. The technique used in determining the informants in this study used snowball technique (snowball sampling).Data collection is done by several techniques, namely: Observation; the researcher observes lecturers and students as well as the learning process and the implementation of the evaluation. Observation is directed at the implementation of evaluation activities. So that the observation is well directed, the researcher uses the observation sheet / guide to further make a field note. Interview; The researcher conducted interviews with informants related to the implementation of the Kemuhammadiyahan evaluation. This technique is used to complement the data obtained by observation in order to obtain wider and more complete data. Data collection tools used were interview guides and tape recorders as data recording devices.Documentation; researchers studied several documents related to evaluation instruments. Data collection is done by a qualitative approach. Therefore this data analysis is in accordance with qualitative research which is a cycle [10]. Thus it can be said that data analysis activities cannot be separated from data collection activities [11].The next data analysis is to use descriptive techniques as recommended by Miles and Huberman[12], namely by performing data reduction, data presentation, and drawing conclusions.Checking the validity of the data in this study uses four criteria as suggested by Lincoln & Guba[13] and Sugiyono[10], namely: (1) credibility (internal validity), (2) tranferability (external validity), (3) dependability (reliability), and (4) confirmability (objectivity).3. RESULTS AND DISCUSSION3.1. ResultsBased on the results of data collection that has been done at the Universitas Muhammadiyah Sumatera Barat, all faculties have conducted an evaluation. There are two evaluation activities, namely in the middle and end of the semester. The midterm evaluation is carried out after eighty-one meetings are held in class and the ninth meeting is held in the midterm evaluation. The evaluation at the end of the semester is carried out after the face-to-face meeting was completed 15 times.To see the evaluation process that has been running can be described as follows:Picture 1 The process of evaluating Kemuhammadiyahan at Universitas Muhammadiyah Sumatera BaratBased on the picture above it can be seen, the orientation of the evaluation of Kemuhammadiyahan is to the mastery of the material that has been taught by conducting a written test. There are two possibilities for learning outcomes, namely graduating and not graduating. For students who do not graduate, they must repeat the same semester the following year.Based on interviews and observations supported by documentation, the evaluation instruments are all in the form of written tests that are more focused on the cognitive realm. This means that all material in the evaluation contains questions about the extent to which students know about the material that has been given. Therefore, the evaluation only measures the intellectual abilities possessed by each student both on the Midterm Examination and on the Final Semester Examination.3.2. DiscussionFrom the results of the above research it can be seen that the evaluation that has been running on the Kemuhammadiyahan course at Muhammadiyah University, West Sumatra consists of mid and end semester evaluations. Both of these evaluations only focus on the cognitive realm.As a special subject that contains a mission, of course, it is not only enough to measure the intellectual abilities possessed by students. But further than that makes this course to form his attitude. Rosevelt in Lickona[14] asserts that: educating someone on their minds and not on morals is the same as educating someone who has the potential to be a threat to society. This means that if only intellectual intelligence is concerned without being accompanied by moral values, it will not benefit itself, the environment, society, nation and state.Kilpatrick in Lickona[14] argues that the fundamental problem faced by schools today is moral. Other problems stem from this problem. This affirms that education has a very strategic position in the formation of values in students. According to Brady[15] what is shown by students in the midst of the community is a reflection of the educational process that he obtained while at school. Therefore in the education process the formation of values for students becomes something urgent.Value is a general principle, which provides community members with a certain size or standard to make judgments and choices about certain actions and ideals [16]. Values are preferences that are preferred both regarding social relations and about ideals and efforts to achieve them [17].In Law No. 20 of 2003 concerning the National Education System explicitly contains hopes that future generations possess: spiritual, religious, self-control, personality and noble character. To realize this the government emphasizes character education. Hidayati, Zaim, Rukun, & Darmansyah[18] argues that the purpose of character education is to build students who are experienced, have skills and noble attitudes so that they are able to compete in the face of globalization.Thus it can be said that attitude is one of the most important elements in preparing students to compete in the future, because according to Fishbean & Ajzen[19] attitude is an inclination to respond consistently to things that are likes or dislikes of an object. The responses given or shown can be either verbal or non-verbal responses. Elfindri et al[20] argue that when talking about affective or attitude, there are several dimensions that need to be understood, namely dimensions in the affective domain, among others, the dimensions of soft skills and character. The realm of soft skills is the process of forming attitudes that lead to the optimal functioning of knowledge and skills. While the formation of character, more to the formation of daily behavior in relation to items that can enter into this dimension.Based on the descriptions that have been stated above it can be concluded that the measurement of affective domains is very much needed in the evaluation of the Kemuhammadiyahan course. Evaluation is not only on the results but also during the lecture process. For this reason, an evaluation system can be carried out as described below:Picture 2 Schematics Evaluation System for the Kemuhammadiyahan Course4. CONCLUSIONIn this section conclusions will be made based on the results of research and discussion as described earlier. The conclusions referred to, namely 1) Evaluation of learning of the Kemuhammadiyahan course at Muhammadiyah University of West Sumatra was carried out in two forms, namely midterm and end of semester evaluations; and 2) The evaluation material is more focused on the cognitive domain while the affective and psychomotor domains have not been touched.REFERENCES[1] R. J. Marzano, D. Pickering, and J. McTighe, Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria: Mid-Continent Regional Educational Lab., Aurora, CO., 1993.[2] I. Setiawan, “Pembelajaran Al-Islam dan Kemuhammadiyahan yang Menggembirakan (Dengan Pendekatan Integrasi-Interkoneksi),” in Prosiding Seminar Nasional Al-Islam dan Kemuhammadiyahan, 2001, pp. 123–135.[3] S. Arifin, “Rekonstruksi Al-Islam-Kemuhammadiyahan (AIK) Perguruan Tinggi Muhammadiyah sebagai Praksis Pendidikan Nilai,” EDUKASI J. Penelit. Pendidik. Agama dan Keagamaan, vol. 13, no. 2, pp. 201–221, 2015.[4] D. Darojat and W. M., “Model Evaluasi Program Pendidikan,” Islamidina, vol. 14, no. 1, pp. 1–28, 2015.[5] N. E. Gronlund and L. L. Robert, Measurement and Evaluation in Teaching, 6th ed. New York: Macmillan, 1990.[6] R. Mohamed and O. Lebar, “Authentic Assessment in Assessing Higher Order Thinking Skills,” Int. J. Acad. Res. Bus. Soc. Sci., vol. 7, no. 2, pp. 466–476, 2017.[7] W. Harlen, Assessment of Learning. London: Sage Publication, 2007.[8] P. Griffin and P. Nix,Educational Assessmentand Reporting. Sydney: Harcout Brace Javanovich, Publisher, 1991.[9] M. Keblowska, “The Place of Affect in Second Language Acquisition,” in Second Language Learning and Teaching: New Perspective on Individual Differences in Language Learning and Teaching, M. Pawlak, Ed. New York: Springer Publishing Company, 2012.[10] Sugiyono, Metode Penelitian Kuantitatif, Kualitatif dan R&D, 15th ed. Bandung: Alfabeta, 2012.[11] W. Mantja, Etnografi, Desain Penelitian Kualitatif Pendidikan dan Manajemen Pendidikan. Malang: Elang Mas, 2007.[12] M. B. Miles and A. M. Huberman, Qualitative Data Analysis: A Sourcebook of New Methods. London: Sage Publications, 1987.[13] Lincoln and Guba, Naturalistik Inquiri. Baverly Hills: Sage Publication, 1985.[14] T. Lickona, Mendidik untuk Membentuk Karakter: Bagaimana Sekolah dapat Memberikan Sikap Hormat dan Tanggungjawab. Jakarta: Bumi Aksara, 2012.[15] A. Brady, “Integrating the Spiritual-Cultural, Rights-Responsibilities, and Economics of a Citizenship Development Higher Learning through a Differently Conceived and Practiced Sociology in (Second Language) English in the Japanese University,” Creat. Educ., vol. 4, no. 12, pp. 75–82, 2013.[16] Mustari, Nilai Karakter: Refleksi untuk Pendidikan. Jakarta: Raja Grafindo Persada, 2014. [17] D. Darimis, “Revitalisation of Moral Values in Minangkabau Culture: Perspective Model of Reality Counseling,” in Proceeding of the Third International Seminar on Languages and Arts, 2014, pp. 88–93. [18] A. Hidayati, M. Zaim, K. Rukun, and D. Darmansyah, “The Development of Character Education Curriculum for Elementary Students in West Sumatera,” Int. J. Educ. Res., vol. 2, no. 6, pp. 189–198, 2014. [19] M. Fishbean and A. Icek, Belief, Attitude, Intention and Behavior: An Introduction to Theory and Research. California: Addison-Wesley Publishing Company, 1975.[20] Elfindri, Pendidikan Karakter: Kerangka, Metode dan Aplikasi untuk Pendidikan dan Profesional. Jakarta: Baduose Media, 2012.。
特斯拉ModelS用户手册说明书
restrictions are lifted.Trane® restaurant specialists have collaborated with leaders in restaurant facility management and members of RFMA® to develop recommendations for dark and kitchen-only HVAC system operation. The following temporary setting changes are intended to reduce energy use and cost, while running units enough to maintain proper humidity management and help prevent issues with the restaurant’s building integrity.that contract an outside company forbuilding monitoring and managementshould share this document (or otherpreferred temporary settings) for remoteimplementation.3Record all current settings! Document set points, schedules and otherimportant information. Writing downeverything will expedite start up whennormal settings can be restored.4Monitor conditions. If necessary, adjust settings to improve comfort, humidity orair quality.HVAC System Operation GuidesThe following information provides operational guidelines that will be effective in most situations. Theserecommendations can be applied to systems controlled by a programmable or smart thermostat, a local interface on a system controller or a building automation system with web or mobile phone access.If you need additional assistance, including a customized strategy for a unique situation, contact your local Trane office for additional support.Dark RestaurantsAdditional actions:Identify and shut down all gas-consumingappliances: cooking equipment, water heaters, etc. Turn equipment off and shut off gas supply valves to the appliances.Shut down all make-up air units, including condensing units and exhaust fans, at the unit disconnect on the roof.HVAC space heating and cooling equipment should remain energized, and gas supply valves should remain open.All interior and exterior lighting: adjust time-of-day schedules to unoccupied or restaurant closed levels.Turn off dish washing machines, booster heaters and other non-critical appliances in the dish area/scullery.Turn off all heat generating non-critical equipment throughout the restaurant.Walk-in coolers, freezers and ice machines:determine which can be shut down. Remove all food products, drain water and leave the doors open for ventilation.Leave the manager’s door open for ventilationif possible.* Relative Humidity Set Point if HVAC Equipment is equipped with active dehumidification—hot gas reheat.** Operate a single HVAC unit equipped with active dehumidification in a large dining area to help maintain minimum RH levels.Kitchen-Only RestaurantsAdditional actions:Identify and shut down all non-operational electric and gas consuming appliances : cooking equipment, bar equipment, displays, etc.If the hood it serves is shut down or non-operational, shut down a make-up air unit’s included condensing units and exhaust fans.In non-operational areas, adjust lighting time-of-day schedules to unoccupied levels.* Relative Humidity Set Point if HVAC Equipment is equipped with active dehumidification—hot gas reheat.** Operate a single HVAC unit equipped with active dehumidification in a large dining area to help maintain minimum RH levels.SPACETEMPERATURE SET POINTSSYSTEM CHANGE OVERAUTOFAN MODE AUTOTrane® Pivot® Smart ThermostatAdditional ConsiderationsChanging Multi-Site Enterprise Management SystemsIf equipped with an enterprise management system, change settings remotely to save time and ensure consistent, effective dark and kitchen-only conditions at multiple restaurant sites. Use the system’s functionality to implement uniform changes across multiple buildings.Adapting Settings in Single-Building Simple Thermostat SystemsIf your restaurant runs on a simple non-programmable thermostat, your ability to adjust settings may be more limited. Use this table to help guide temporary setting and operational changes.And When You Are Ready to Reopen…Trane’s restaurant HVAC professionals are ready to help. We are here to answer your questions during the shutdown and standing by to offer support when you are ready to get back up and running again. Contact us if you need new, replacement or temporary rental HVAC equipment. Your local Trane office is prepared to respond quickly when you need emergency replacements, parts or supplies.Contact your local office by visiting April 24, 2020Trane – by Trane Technologies (NYSE: TT), a global climate innovator – creates comfortable, energy efficient indoor environments through a broad portfolio of heating, ventilating and air conditioning systems and controls, services, parts and supply. For more information, please visit or .© 2020 Trane. All Rights Reserved.All trademarks referenced in this document are the trademarks of their respective owners.This is for informational purposes only. Trane believes the facts and suggestions presented here to be accurate. However, final design and application decisions are your responsibility. Trane disclaims any responsibility for actions taken on the material presented.。
model 3 使用手册
model 3 使用手册（实用版）目录1.model 3 简介2.model 3 的特性与功能3.使用 model 3 的步骤与技巧4.model 3 的维护与保养5.model 3 的安全须知正文【model 3 简介】model 3 是一款由特斯拉公司生产的电动汽车，具有出色的性能和舒适的内饰。
它的设计简洁大方，线条流畅，极具未来感。
model 3 提供了多种颜色和配置选择，可以满足不同消费者的需求。
【model 3 的特性与功能】model 3 具有以下几个特性和功能:1.长续航里程:model 3 的续航里程可以达到 358 英里 (579 公里),可以满足日常使用和远程旅行的需求。
2.快速充电:model 3 可以在超级充电站进行快速充电，大约 30 分钟可以充至 80% 电量。
3.智能自动驾驶:model 3 配备了智能自动驾驶系统，可以实现自动驾驶和自动泊车等功能。
4.舒适内饰:model 3 的内饰采用了高品质材料和精湛工艺，提供了舒适的驾驶环境和宽敞的后排空间。
【使用 model 3 的步骤与技巧】1.开车前准备：在开车前，需要检查车辆的电量、轮胎压力和刹车系统等，以确保安全行驶。
2.进入车辆：进入车辆后，需要调整座椅和后视镜，系好安全带，然后启动车辆。
3.驾驶车辆：在驾驶车辆时，需要遵守交通规则，注意安全行驶。
model3 提供了多种驾驶模式，可以根据不同的驾驶情况进行选择。
4.充电：当车辆电量不足时，需要及时充电。
可以前往特斯拉超级充电站或者使用家庭充电桩进行充电。
5.维护与保养：为了保持车辆的性能和安全性，需要定期进行维护和保养。
建议每年进行一次全面的车辆检查和保养。
【model 3 的安全须知】在驾驶 model 3 时，需要遵守交通规则，注意安全行驶。
以下是一些安全须知:1.系好安全带：驾驶员和乘客需要系好安全带，以保证安全。
2.不要酒后驾车：酒后驾车会影响驾驶员的判断和反应能力，会增加交通事故的风险。
特斯拉Model3用户指导
用户指南
CHINA
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概述............................................................... 2
内部简介.................................................................................2 外观简介.................................................................................3 触摸屏简介............................................................................. 4
保养........................................................... 109
保养时间表......................................................................... 109 轮胎养护.............................................................................110 清洁....................................................................................115 雨刮器片和清洗器喷头 ...................................................... 118 储液罐................................................................................ 119 顶升和举升......................................................................... 121 零配件................................................................................ 122
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前后开启和关排闭 座椅......................................................................................
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清抛使脚洁光用垫外内、汽部饰修车补车漆罩及车身维修
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座椅开启和关安闭 全带......................................................................................
开启和关闭
高电功压率部壁件挂式连接器
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关电于池电保池养
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TESLA
TESLA MOTORS TESLA ROADSTER
MODEL 3
本文档所包含的所有其他的商标是其各自所有者的财产；本文使用这些商标，并不意味对其产品或服务的赞助或背书认可。严禁擅 用本文档中显示的或汽车上的任何商标。
内容
用户信息
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检清查洁和雨更刷换喷雨水刷头片
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儿童开启和关安闭 全座椅..................................................................................
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拆检加卸查注维电制挡护池动风板组液玻冷璃却清液洗液
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安全气囊.......................................................................................................................................................................
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保更12341100险换2467丝保盒险的丝位置
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顶升程序
108
零车配身件维及修改装
109
行驶系统 中 驾驶员设定......................................................................................
方向正调折抬头座确整叠起枕椅的驾后套盘驾驶排驶座位椅置 .............................................................................................
MODEL 3
用户指南
馳名車國際服務中
5.9
馳名車國際服務中 文件的适用性 最新软件版本发布的功能可能在本文档中未做描述，但在 “ 发行说明 ” 中会有描述。触摸触摸屏上方中央 “Tesla” 的 “T”，然 后，点击 “ 发行说明 ” 链接， “ 发行说明 ” 会显示在触摸屏上。如果本文档中包含的信息与 “ 发行说明 ” 中的信息发生冲突，请 以后者为准。 插图 本文档中所提供的插图仅用于演示目的。根据车辆选择、软件版本和市场区域，您的 Model 3 触摸屏上显示的信息可能会稍有 不同。 产品规格 在印刷时，本文档中所载的所有规格及说明已被证实是准确的。但是，因为持续改善是特斯拉的目标，我们保留随时进行改装 的权利。 错误或疏漏 如需就本文档中的任何错误或疏漏进行沟通，请发送电子邮件至：ownersmanualfeedback@.
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开锁启定和后关车闭窗
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维日月加高修检液压保周安养期全周期
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座位和安全约束系统 打关调从没开闭节车电开内时启打高开度
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保检更使轮持查换用胎轮和防压胎保滑力压养和链监力轮车控胎轮
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打关内没开闭部电紧时急打松开开
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补向仅更胎轮充换工胎气轮具注胎箱入密轮封胎剂密罐封剂和空气
90123
杯托无使内儿自离钥没钥用部童动开匙电匙钥外内锁保上失时.车匙门定护锁效从.门把和锁时车锁手解内.定锁打.和开解车.锁门.............................................................................................
打插充停更开入电止改充期接状电间口态接指设口示置灯
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行李箱...............................................................................................
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©2017 TESLA MOTORS, INC. 保留所有权利。
本文档中的所有信息以及所有 MODEL 3® 软件的版权及其他知识产权归 TESLA MOTORS 及其授权人所有。 未经 TESLA MOTORS, INC. 及其授权人事先书面许可，不得对资料进行全部或部分复印、复制或修改。可根据要求提供其他信息。 以下是 TESLA MOTORS, INC. 在美国和其他国家 （地区）的商标或注册商标：