flowable教程（SolidWorks Flow Simulation教程的作品目录）

本文目录

• SolidWorks Flow Simulation教程的作品目录
• 如何用flowjo画scale bar
• SolidWorks Flow Simulation教程的内容介绍
• 如何用flow3D实现这个过程
• 新视野大学英语听说教程1~4原文

SolidWorks Flow Simulation教程的作品目录

前言　　本书使用说明　　第1章新建一个SolidWorks FlowSimulation　　项目11.1实例分析:歧管装配体1　　1.2项目描述1　　1.3模型准备2　　1.3.1内部分析2　　1.3.2外部分析2　　1.3.3歧管分析2　　1.3.4封盖2　　1.3.5封盖厚度3　　1.3.6手工创建封盖3　　1.3.7对零件添加封盖4　　1.3.8对装配体添加封盖4　　1.3.9检查模型5　　1.3.10内流体积7　　1.3.11无效接触7　　1.3.12项目向导9　　1.3.13参考轴11　　1.3.14排除不具备流动条件的腔11　　1.3.15绝热壁面12　　1.3.16粗糙度12　　1.3.17结果精度14　　1.3.18计算域14　　1.3.19加载结果选项19　　1.3.20监视求解器19　　1.3.21目标图窗口19　　1.3.22警告信息19　　1.4后处理22　　1.5讨论31　　1.6总结31　　第2章网格划分32　　2.1实例分析:化工头罩32　　2.2项目描述32　　2.3计算网格34　　2.4基础网格35　　2.5初始网格35　　2.6模型精度35　　2.7优化薄壁面求解36　　2.8结果精度/初始网格的级别38　　2.8.1关闭自动网格定义40　　2.8.2网格类型40　　2.8.3基本网格40　　2.8.4固流/流体接触面40　　2.8.5细化网格40　　2.8.6狭长通道40　　2.8.7高级狭长通道细化40　　2.9控制平面42　　2.10结果46　　2.11总结46　　练习2-1对方管进行网格划分47　　练习2-2分析薄壁箱53　　练习2-3对散热器进行网格划分57　　练习2-4对阀门装配体进行网格划分61　　第3章热分析63　　3.1实例分析：电子机箱63　　3.2项目描述63　　3.3风扇68　　3.4多孔板69　　3.5讨论72　　3.6总结72　　练习 对散热器电子芯片进行热分析72　　第4章外部瞬态分析78　　4.1实例分析:圆柱绕流78　　4.2项目描述78　　4.3雷诺数79　　4.4外部流动79　　4.5瞬态分析80　　4.6湍流强度80　　4.7求解自适应网格细化81　　4.8二维流动81　　4.9计算域82　　4.10计算控制选项82　　4.10.1完成82　　4.10.2细化82　　4.10.3保存82　　4.10.4高级82　　4.10.5阻力方程83　　4.10.6不稳定漩涡脱离84　　4.11时间动画85　　4.12讨论88　　4.13总结88　　练习 传热分析88　　第5章耦合传热96　　5.1实例分析：产热冷却板96　　5.2项目描述96　　5.3耦合传热96　　5.4真实气体97　　5.5总结101　　练习 多流体热交换101　　第6章EFD缩放105　　6.1实例分析：电子机箱105　　6.2项目描述105　　6.3EFD缩放105　　6.4总结112　　第7章多孔介质113　　7.1实例分析：催化转换器113　　7.2项目描述113　　7.3多孔介质介绍115　　7.3.1多孔性115　　7.3.2渗透类型115　　7.3.3阻力115　　7.3.4虚设实体116　　7.4设计变更119　　7.5讨论121　　7.6总结122　　练习 分析管道流动122　　第8章旋转参照系128　　8.1概述128　　8.2实例分析：风扇装配体128　　8.3项目描述128　　8.4总结133　　第9章参数研究134　　9.1实例分析: 活塞阀134　　9.2项目描述134　　9.3参数研究介绍135　　9.4稳态分析135　　9.5目标优化137　　9.5.1输入变量类型138　　9.5.2目标值相关性类型139　　9.5.3输出变量初始值139　　9.5.4运行优化研究140　　9.6设计方案142　　9.7总结144　　练习 求解几何相关的变量144　　第10章空化现象146　　10.1实例分析:锥形阀146　　10.2项目描述146　　10.3空化现象介绍146　　10.4讨论150　　10.5总结150　　第11章相对湿度151　　11.1概述151　　11.2实例分析:烹饪房151　　11.3项目描述151　　11.4总结156　　第12章粒子轨迹157　　12.1实例分析:飓风发生器157　　12.2项目描述157　　12.3粒子迹线概述157　　12.3.1粒子研究——物理设置161　　12.3.2粒子研究——壁面条件162　　12.4总结162　　练习 进行粒子研究163　　第13章超音速流动166　　13.1概述166　　13.2实例分析:圆锥体166　　13.3项目描述166　　13.3.1风阻系数166　　13.3.2激波169　　13.4讨论170　　13.5结论171　　第14章FEA 载荷传递172　　14.1实例分析:广告牌172　　14.2项目描述172　　14.3总结176

如何用flowjo画scale bar

flowjo使用教程：
方法/步骤：
1、同样的，首先是圈细胞。把周边的细胞碎片舍弃掉，就变成了右图这样子啦。2、圈完细胞之后呢，根据你所做实验染得不同荧光，更改横、纵坐标轴。改完就是这个样子啦。是不是有点丑，哈哈哈，这时候我们可以调整横、纵坐标，让它变得好看点。注意，调整横纵坐标只是显示不同，对实验结果没有影响哦~大家可以放心修改。3、横纵坐标旁边都有“T”这个图标，点击后可以选择“log”。横纵坐标都修改后，就变成下图这个样子啦。是不是比原图好看多了。4、有时候小编会遇到散点图连成一条线的情况，这时候不要急，一般把纵坐标改为“Biex”模式就可以啦~

SolidWorks Flow Simulation教程的内容介绍

本套教程在保留了英文原版教程精华和风格的基础上，按照中国读者的阅读习惯进行编译，配套教学资料齐全，适于企业工程设计人员和大专院校、职业技术院校相关专业师生使用。

如何用flow3D实现这个过程

LOW-3D-CAST.v4.0.3.Win64 1CD求解器+铸造模拟AnyCASTING v6.0送视频教程
FLOW-3D Cast v4基于最近释放的FLOW-3D v11的求解器开发的，提供给了用户许多新的模拟仿真工具，提高金属铸件质量，以及一个新的创

新和直观的模型设置面板，这大大减少了现实生产中仿真的时间。用户可以通过仿真建立过程进行操作，在模型建立窗口的左侧的逻辑排列

设置面板上。铸造过程的元素可以以实际的名字来写入（像模具、铸造件、过滤器等）和适当的物理模型，然后会被自动激活。
FLOW-3D Cast v4中求解器和图形用户界面的主要改进包括：
一种预测应力的热应力模型，以及固体变形和压力响应中的实体部分。
对于在模具中建模冷却通道进行了多项改进。
改进了从砂芯模拟气体产生的功能。
一些新的数字选项可加快仿真速几倍以上。
在图形用户界面一个新的仿真管理功能，允许用户在进行仿真和仿真之前更好的来管理他们的仿真，并支持可视化模拟的整个过程。
改进的用户界面使得仿真设置更容易和直观。
一种国家最先进的后处理FlowSight，能够以以前绝无可能的方式来分结果。

新视野大学英语听说教程1~4原文

我有， reward vt. 报答，酬谢，奖励
n. 1.报答，奖赏 2.报酬，酬金
frustrate vt. 1.使沮丧，使灰心 2.使挫败，使受挫折
junior n. 1.年少者 2.地位较低者，晚辈
positive a. 1.积极的，肯定的 2.确实的，明确的
senior n. 较年长者
former a. 在前的，以前的，旧时的
n. 前者
unlike prep. 不像；和... ...不同
▲intimidate vt. 恐吓，威胁
opportunity n. 机会，时机
online a. & ad. 连线的, 联网的; 连线地, 联网地
communication n. 交流，交际；通信
medium n. 媒质，媒介物，传导体
a. 中等的，适中的
phone n. 电话，电话机
modem n. 调制解调器
access n. 1.接近，进入 2.通道，入口
technology n. 工艺，技术
participate vi. 参与，参加
virtual a. 1.虚构的，虚拟的 2.实质上的，事实上的，实际上的
commitment n. 1.信奉，献身 2.承诺，许诺，保证
discipline n. 1.纪律; 控制 2.惩罚，处分 3.学科
minimum a. 最低的，最小的
n. 最低限度，最少量
assignment n. 1.（分派的）任务，（指定的）作业 2.分配，指派
notebook n. 笔记簿
embarrass vt. 使窘迫，使尴尬，使不好意思
screen n. 1. 屏幕，银幕 2. 屏风，帘，纱窗
continual a. 1.不间断的，不停的 2.多次重复的，频频的
continually ad. 1. 不间断地，不停地 2. 多次重复地，频频地
finally ad. 最后，终于
▲reap vt. 1.获得，得到 2.收割，收获
benefit n. 益处，好处
vt. 有益于
insight n. 洞察力，洞悉，深刻的见解
culture n. 文化，文明
communicate vi. 交流，交际
vt. 传达，传播
favorite (英favourite) a. 特别受宠的
n. 特别喜爱的人（或物）
activity n. 活动，行动
gap n. 缺口，裂口

Phrases and Expressions
be well worth + sth./ doing sth. 值得... ...的
not only ...but also ... 不仅... ...而且 ... ...
far from 一点都不
a couple of 两三个
get access to 可以使用；获得
keep up with 跟上，不落后
feel like sth./doing sth. 想做，想要
give up 停止，放弃
reap the benefits of 获得益处，得到好处
come across 偶然遇上
trade for 用... ... 换
participate in 参加
now that 既然, 由于
reach out to 接触, 联系

community n. 社区，社会, 团体，界
expand v. 1.（使）扩大，（使）扩张，(使)扩展 2.膨胀
aware a. 意识到的，知道的
unique a. 1.惟一的，独特的 ，独一无二的 2.极不寻常的，极好的
following a. 接着的，下述的
n. 一批追随者
ideal a. 1.完满的；理想的 2.想像的，空想的
visual a. 视觉的，看得见的
barrier n. 1.栅栏，关卡，检票口 2.障碍，隔阂 3.屏障
addition n. 1.加，加法 2.增加的人（或物）
reflect v. 1.深思，考虑，反省 2.反映, 体现 3.反射，显示
environment n. 环境，周围状况，自然环境
critical a. 1.决定性的，关键性的，危急的 2.批评的，批判的
ability n. 能力，本领, 才能，才智
perspective n. 视角，观点，想法
peer n. 同龄人，同等地位的人
instruct vt. 1.指示，命令；通知 2.教育，指导
instructor n. 教师；指导者
arise vi. 1.产生；出现；发生 2.（由... ...）引起，（由... ...）产生，起源于 3.起身，起床
absolute a. 十足的，地道的
absolutely ad. 十足地，地道
understanding n. 1.理解力 2.谅解
reinforce vt. 增强，加强，加固
requirement n. 要求，必要条件; 需要，需要的东西
likely a. 可能的，有希望的
ad. 可能地
commit vt. 1.使用; 用于 2.犯（错误、罪行等），干（蠢事、坏事等) 3.使承担义务，使承诺
input n. 输入，投入
essential a. 必不可少的，绝对必要的，非常重要的
n. 要素，要点
challenge vt. 1.对... ... 质疑，对... ... 怀疑 2.向... ... 挑战
normally ad. 通常，正常地
sequence n. 1. 连续，一连串 2. 次序，顺序
sequential a. 连续的
vital a. 1.极其重要的 2.有生命的，充满生机的
effective a. 1.有效的，生效的，起作用的 2.效果好的, 给人印象深刻的
Phrases and Expressions
play a role in ... 起 ... ...作用
be aware of 对... ...清楚
in addition 另外，加之
reflect on 深思，考虑，反省
allow for 考虑到，顾及，为... ...留出余地

Learning a foreign language was one of the most difficult yet most rewarding experiences of my life. Although at times, learning a language was frustrating, it was well worth the effort.
My experience with a foreign language began in junior middle school, when I took my first English class. I had a kind and patient teacher who often praised all of the students. Because of this positive method, I eagerly answered all the questions I could, never worrying much about making mistakes. I was at the top of my class for two years.
When I went to senior middle school, I was eager to continue studying English; however, my experience in senior school was very different from before. While my former teacher had been patient with all the students, my new teacher quickly punished those who gave incorrect answers. Whenever we answered incorrectly, she pointed a long stick at us and, shaking it up and down, shouted, “No! No! No!“ It didn’t take me long to lose my eagerness to answer questions. Not only did I lose my joy in answering questions, but also I totally lost my desire to say anything at all in English.
However, that state didn’t last long. When I went to college, I learned that all students were required to take an English course. Unlike my senior middle school teacher, my college English teachers were patient and kind, and none of them carried long, pointed sticks! However, the situation was far from perfect. As our classes were very large, I was only able to answer a couple of questions in each class period. Also, after a few weeks of classes, I noticed there were many students who spoke much better than I did. I began to feel intimidated. So, once again, although for different reasons, I was afraid to speak. It seemed my English was going to stay at the same level forever.
That was the situation until a couple of years later, when I was offered an opportunity to study English through an online course. The communication medium was a computer, phone line, and modem. I soon got access to the necessary equipment, learned the technology from a friend and participated in the virtual classroom 5 to 7 days a week.
Online learning is not easier than regular classroom study; it requires much time, commitment and discipline to keep up with the flow of the course. I worked hard to meet the minimum standards set by the course and to complete assignments on time.
I practiced all the time. I carried a little dictionary with me everywhere I went, as well as a notebook in which I listed any new words I heard. I made many, sometimes embarrassing, mistakes. Once in a while I cried with frustration, and sometimes I felt like giving up. But I didn’t feel intimidated by students who spoke faster than I did because I took all the time I needed to think out my ideas and wrote a reply before posting it on the screen. Then, one day I realized I could understand just about everything I came across, and most importantly, I could “say“ anything I wanted to in English. Although I still made many mistakes and was continually learning, I had finally reaped the benefits of all that hard work.
Learning a foreign language has been a most trying experience for me, but one that I wouldn’t trade for anything. Not only did learning another language teach me the value of hard work, but it also gave me insights into another culture, and my mind was opened to new ways of seeing things. The most wonderful result of having learned a foreign language was that I could communicate with many more people than before. Talking with people is one of my favorite activities, so being able to speak a new language lets me meet new people, participate in conversations, and form new, unforgettable friendships. Now that I speak a foreign language, instead of staring into space when English is being spoken, I can participate and make friends. I am able to reach out to others and bridge the gap between my language and culture and theirs.

Keys to Successful Online Learning
While regular schools still exist, the virtual classroom plays an important role in today’s learning community. Job opportunities for students are expanding rapidly and more people of all ages are becoming aware of online learning that allows them to study at home. Online students, however, require unique qualities to be successful. The following list discusses some ideal qualities of successful online students.
1. Be open-minded about sharing life, work, and learning experiences as part of online learning.
Many different people find that the online method requires them to use their experiences and that online learning offers them a place to communicate with each other. This forum for communication removes the visual barriers that hinder some students from expressing themselves. In addition, students are given time to reflect on the information before replying. In this way, students can help to keep the online environment open and friendly.
2. Be able to communicate through writing.
In the virtual classroom nearly all communication is written, so it is critical that students feel comfortable expressing themselves in writing. Some students have limited writing abilities which need to be improved before or as part of the online experience. This usually requires extra commitment by these students. Whether working alone or in a group, students share ideas, perspectives and discussions on the subject being studied, and read about those of their classmates. In this way, students gain great insight from their peers, learning from each other as well as the instructor.
3. Be willing to “speak up“ if problems arise.
Remember that instructors cannot see their students in an online course. This means students must be absolutely explicit with their comments and requests. If they experience technical difficulties, or problems in understanding something about the course, they MUST speak up; otherwise there is no way anyone can know something is wrong. If one person does not understand something, possibly several others have the same problem. If another student is able to help, she/he probably will. While explaining something to others, students reinforce their own knowledge about the subject.
4. Take the program seriously.
Online learning is not easier than study in regular classrooms. In fact, many students say it requires much more time and effort. Requirements for online courses are not less than those of any quality program. Successful students, however, see online learning as a convenient way to receive their education — not an easier way. Many online students sit at computers for hours at a time during evenings and on weekends in order to complete their assignments. When other people are finished and having fun is most likely the time when online students do their course work. Online students need to commit 4 to 15 hours a week for each course.
5. Accept critical thinking and decision making as part of online learning.
Online courses require students to make decisions based on facts as well as experience. It is absolutely necessary for students to assimilate information and make the right decisions based on critical thinking. In a positive online environment, students feel valued by the instructor, by their classmates and by their own work.
6. Be able to think ideas through before replying.
Providing meaningful and quality input into the virtual classroom is an essential part of online learning. Time is given to allow for careful development of answers. Testing and challenging of ideas is encouraged. Many times online students will not always be right; they just need to be prepared to accept a challenge.
7. Keep up with the progress of the course.
Online learning is normally sequential and requires commitment on the students’ part. Keeping up with the face-to-face class and completing all work on time is vital. Once students get behind, it is almost impossible to catch up. Students need to want to be there and need to want the experience. The instructor may have to communicate with students personally to offer help and remind them of the need to keep up.
Just as many excellent instructors may not be effective online facilitators, not all students have the necessary qualities to perform well online. People who have the qualities discussed above usually make very successful online students. If you have these qualities, learning online may be one of the best discoveries you will ever make.

Teaching Children at Home
Record numbers of children are being taken out of school and taught by their parents at home. Up to 100 children a month are leaving the classroom because parents are not satisfied with schools. Around 15,000 families now teach their children at home, a rise of 50 per cent from last year, according to the latest figures.
This present rise in home schooling is blamed on the nature of examinations, not getting children into the school of choice, and dissatisfaction with teaching methods. Some parents prefer keeping children home because of attacks by other students and a lack of discipline in schools. Researchers say, however, many families prefer teaching at home because they feel the idea of public schooling is not modern. They believe schools will be things of the past in 20 years as media technology, like the Internet, teaches children.
Under the law, parents must teach their children, whether at school or at home. Community officials are charged with protecting their schooling. Professor Meighan of Nottingham University says parents were fed up with the requirements of existing schools. For him, schools are an out-of-date concept from the days of the town crier (市政传令员), when it was difficult to get information and a central person was needed to communicate knowledge. He also thinks parents are recognizing education is moving on and don’t want their children to be held back by out-of-date methods.
Meighan suggests children will be taught at home using the Internet, computers, and video(录像片). He thinks future schools will be small groups of children, sharing equipment in their homes. The teachers may become advisers who sort through the information.
Future schooling was questioned by Sir Christopher Ball of the Royal(皇家的) Society of Arts. He thinks learning in the future will include an international curriculum and international standards. He sees some present models of schooling — community schools and home schooling, for example — becoming more central and other models, not yet existing, may develop.
How Personal Choice Brings O-Level Success at 13
Leslie Barson is already running the type of school that researchers think will teach children in the future. Based partly at a community centre and partly in family homes, the Otherwise Club includes some 35 families around north London. Professional teachers are brought in to help with special subjects, but mostly parents and children work together on units like studying the Greeks or the American Civil War, reading about events, making costumes(戏装), and learning how people used to live.
Parents choosing home schooling say the freedom of home learning allows some children to sit one or two GCEs by the age of 13. Ms. Barson’s own children, Luis, age 12, and 7-year-old Lilly, have never attended school. She pays around 2,000 pounds a year for private teachers to help in special areas. She set up the Otherwise Club six years ago with just a few students. She thinks the purpose of teaching children is to develop their self-worth. Her son agrees. Luis, now teaching himself math, said, “I like the freedom to learn things that interest me, especially music. I don’t feel I am missing out on anything by not being at school because I am a member of various clubs and have friends who attend normal school.“
The ’Danger’ of Separating Students
Home schooling could change children’s relations with their peers and older people because of long periods spent with their parents. Most professors agree future learning will be more centred around the home, and fear children could become isolated and shy. Professor Michael Barber of London University said pupils could spend half their time at school, half at home as a way to solve this problem. He believes very strongly that children need the experience of school to ensure the quality of being taught the basics and being examined. He thinks children must spend time with peers to learn the rules of work in a democratic(民主的) society and to learn how to deal with relations with more people than just their parents. Margaret Rudland, head teacher in Hammersmith, also thinks children must experience actual peer relations.

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