特征线方法(Method of Characteristics,MOC)因其具备强大的几何处理能力,且在计算过程中亦能兼顾计算成本和计算精度,被广泛应用于高保真数值模拟计算中。常见的中子输运计算方法除MOC外,还包括碰撞概率法(Collision Probability metho...特征线方法(Method of Characteristics,MOC)因其具备强大的几何处理能力,且在计算过程中亦能兼顾计算成本和计算精度,被广泛应用于高保真数值模拟计算中。常见的中子输运计算方法除MOC外,还包括碰撞概率法(Collision Probability method,CP)和界面流法(Interface Current method,IC)等。本文从方法理论以及数值计算两方面将MOC、CP和IC进行比较分析,评估其在pin-by-pin计算中的能力。同时在MOC计算中,不同的参数选择会对计算成本和计算精度产生影响,因此有必要进行敏感性分析以寻求最佳参数。本文首先将三种计算方法从原理上进行比较分析,再基于2D C5G7-MOX基准题完成了数值计算及MOC参数敏感性初步分析。计算结果表明:MOC在计算精度、计算效率和内存开销上均优于CP和IC。MOC的计算耗时和内存开销分别为23.9 min和37.5 MB,与参考解的相对误差仅为6.04×10^(-4)。而CP和IC的计算耗时分别为MOC的56.7倍和15.6倍,内存开销分别为MOC的407.7倍和32.8倍。进一步通过参数敏感性分析发现:网格划分对计算内存开销以及计算时间的影响最大,而极角的选择对计算精度的影响最大,并且给出一组综合优化建议参数:网格划分6×6,极角为GAUS且数目为2,方位角个数为30。该组参数的计算耗时为45.4 min,内存开销为264.7 MB,相对误差为5.9×10^(-5),归一化后的栅元均方根误差为0.002 55。展开更多
By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service te...By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.展开更多
文摘特征线方法(Method of Characteristics,MOC)因其具备强大的几何处理能力,且在计算过程中亦能兼顾计算成本和计算精度,被广泛应用于高保真数值模拟计算中。常见的中子输运计算方法除MOC外,还包括碰撞概率法(Collision Probability method,CP)和界面流法(Interface Current method,IC)等。本文从方法理论以及数值计算两方面将MOC、CP和IC进行比较分析,评估其在pin-by-pin计算中的能力。同时在MOC计算中,不同的参数选择会对计算成本和计算精度产生影响,因此有必要进行敏感性分析以寻求最佳参数。本文首先将三种计算方法从原理上进行比较分析,再基于2D C5G7-MOX基准题完成了数值计算及MOC参数敏感性初步分析。计算结果表明:MOC在计算精度、计算效率和内存开销上均优于CP和IC。MOC的计算耗时和内存开销分别为23.9 min和37.5 MB,与参考解的相对误差仅为6.04×10^(-4)。而CP和IC的计算耗时分别为MOC的56.7倍和15.6倍,内存开销分别为MOC的407.7倍和32.8倍。进一步通过参数敏感性分析发现:网格划分对计算内存开销以及计算时间的影响最大,而极角的选择对计算精度的影响最大,并且给出一组综合优化建议参数:网格划分6×6,极角为GAUS且数目为2,方位角个数为30。该组参数的计算耗时为45.4 min,内存开销为264.7 MB,相对误差为5.9×10^(-5),归一化后的栅元均方根误差为0.002 55。
文摘By constructing a model,this study seeks to provide suggestions for strengthening pre-service teachers’informatization teaching ability.It aims to answer the following research questions:(1)What do the pre-service teachers know about informatization instruction?What is their level of informatization teaching ability?(2)What factors influence pre-service teachers’ability to deliver informatization instruction?How to overcome the obstacles?The inquiry focuses on the theoretical exploration of informatization teaching ability,questionnaire,and interview analysis on the current condition and improvement of pre-service teachers’informatization teaching ability.The data from the questionnaire and interview of the pre-service teachers were evaluated from three dimensions:awareness and attitude towards informatization teaching,knowledge of informatization teaching,and the ability to apply informatization teaching skills innovatively and comprehensively.The 3S-7D(Three Subjects and Seven Duties)model consisting of three subjects and the seven duties that go with them is established.The three subjects include pre-service teachers,teacher educators,and higher education schools.The seven duties involve pre-service teachers demonstrating learning motivation,cross-discipline thinking,and information and communications technology mastery;teacher educators actively constructing informatization teaching practice and formative assessment;and higher education schools providing adequate hardware and software equipment while offering cooperative opportunities with primary and junior schools through institutionalization.
