汽车专业毕业设计 翻译 中英文全automobile emissions.docx
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汽车专业毕业设计 翻译 中英文全automobile emissions.docx
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汽车专业毕业设计翻译中英文全automobileemissions
Lesson6-AutomobileEmissions
TrafficJam
BackgroundInformation
Emissionsfromanindividualcararegenerallylow,relativetothesmokestackimagemanypeopleassociatewithairpollutionbutinnumerouscitiesacrossthecountry,thepersonalautomobileisthesinglegreatestpolluterwithemissionsfrommillionsofvehiclesontheroad.Drivingaprivatecarisprobablyatypicalcitizen’smost“polluting”dailyactivity.
TheCleanAirActof1970gaveEPAbroadauthoritytoregulatemotorvehiclepollution,andtheagency’semissioncontrolpolicieshavebecomeprogressivelymorestringentsincetheearly1970’s.
EPAstandardsdictatehowmuchpollutionautosmayemitbutautomakersdecidehowtoachievethepollutionlimits.Theemissionreductionsofthe1970’scameaboutbecausefundamentalimprovementsinenginedesignplustheadditionofcharcoalcanisterstocollecthydrocarbonvaporsandexhaustgasrecirculationvalvestoreducenitrogenoxides.
Theadventof“firstgeneration”catalyticconvertersin1975significantlyreducedhydrocarbonandcarbonmonoxideemissions.Theuseofconvertersprovidedahugeindirectbenefitaswell.Theconvertersleadtothewidespreadintroductionofunleadedgasolinebecauseleadinactivatesthecatalyst.Thisresultedindramaticreductionsinambientleadlevelsandalleviatedmanyseriousenvironmentalandhumanhealthconcernsassociatedwithleadpollution.
Thenextmajormilestoneinvehicleemissioncontroltechnologycamein1980-81.Inresponsetotighterstandards,manufacturersequippednewcarswithevenmoresophisticatedemissioncontrolsystems.Thesesystemsgenerallyincludea“three-way”catalyst,anon-boardcomputer,andanoxygensensor.Thisequipmenthelpsoptimizetheefficiencyofthecatalyticconverter.
Provisionsofthe1990CleanAirActarefurtherreducingvehicleemissions.Mobilesourceprovisionsincludeeventightertailpipestandards,increaseddurability,improvedcontrolofevaporativeemissions,andcomputerizeddiagnosticsystemsthatidentifymalfunctioningemissioncontrols.
Eventhougheffortsbygovernmentandindustryhavegreatlyreducedtypicalvehicleemissions,thenumberofmilesAmericansdrivehasmorethandoubledsince1970.Theincreaseintravelhasoffsetmuchoftheemissioncontrolprogress.Thenetresultisamodestreductionineachautomotivepollutantexceptleadforwhichaggregateemissionshavedroppedbymorethan95percent.
Withozonecontinuingtopresentapersistenturbanairpollutionproblem,futurevehicleemissioncontrolprogramswillemphasizehydrocarbonandnitrogenoxidereductions.Carbonmonoxidecontrolwillremaincriticalinmanycitiesandlimitsonvehicle-generatedcarbondioxidemaybecomeimportantinthefuture.
Objectives
Aftercompletingthelesson,thestudentswillbeableto:
1.Describehowautomobileemissionspollutetheair.
2.Makeinferencesandpredictionsabouttrafficandairpollution.
3.Organizethedataintochartsandtablesforinterpretation.
4.Chooseareasonablesolutionfromvariousalternatives.
5.Interpretdataanddrawconclusionspertainingtotraffic.
6.Namethebenefitsofusinghighoccupancyvehicles.
Materials
1.OneTrafficSimulationDataTable1perstudent
2.OneTrafficSimulationDataTable2-5perstudent
3.16oz.plasticsodabottles(oneperteamof2-4students)
4.Largelimabeans,kidneybeans,blackbeans,lentils,andsplitpeasorotherbeansorobjectsofcomparablesize(enoughtomorethanfillallthesodabottles)
4.Plasticcups(fiveperteamof2-4students)
5.Onecalculatorperstudent(optional)
Preparation
1.Youwillneedtomakeone“trafficsimulator”perevery2-4studentteam.Atrafficsimulatorisasodabottlefilledwiththreekindsofbeansofdifferentsizes.Tomakethesimulators,placeonelargelimabeanineachbottle.Thisbeanrepresentsaformofmasstransit(bus)carrying55people.Next,placetwoblackbeansineachbottle.Theblackbeansrepresentacarpoolwiththreepeopleinthevehicle.Thenfilltherestofthebottlewithsmallkidneybeansuntilitistightlypacked.Thekidneybeansrepresentvehicles(cars,trucks,SUVs)carryingoneperson.Finally,putthetoponthebottleandclosetightly.
2.Togowitheachtrafficsimulatoryoumade,youwillalsoneedtopreparetwosmallcupsofsmallbeans(onewithlentilsrepresentingbicycles;theotherwithsplitpeasrepresentingpedestrians).Laterinthelesson,thestudentswillbeaskedtoexchangethesesmallerbeanswithsomeofthelargerbeansinthesimulators.
3.Ontheboard,maketheTrafficSimulatorKeychart.
Procedure
1.Askthestudentsiftheyhaveeverbeeninatrafficjamanddiscussbriefly.
2.Havethestudentsdrawaquicksketchofatrafficjam.Givethemaboutfiveminutestodrawandthenaskthemwhattheythinkcausestrafficjams.
3.Havethestudentsdrawsomethingtorepresentairqualityintheirpictures.Remindthemofthe“KnockingOverPollutants”lessonandhowtheclasshadmadeinvisiblethingsvisible.Givethemtimetocompletethisandthendiscuss.Guidestudentstoidentifyground-levelozone,nitrogenoxides,andcarbonmonoxideasthemostcommonpollutantsthatcomeheavilyfromcars,trucks,andothermotorvehicles.
4.Writetheword“emissions”ontheboardandexplainthattheexhaustthatcomesfromcartailpipesiscalled“emissions.”Emissionsalsocomefromunderthehoodofthecarwhentheenginegetshot.Askthestudentstoexplainwhyatrafficjamwouldcauseevenmorepollutionthanalargenumberofcarsmovingfreely.Guidestudentstounderstandthatcarsidlingintrafficoratthedrive-throughwindowsusefuelinefficientlybecausetheyarenotmovingforwardtowardtheirdestination.
5.Writetheword“congestion”ontheboardandaskthestudentstodefineitandexplainhow“congestion”isappliedtotraffic.Tellthestudentsthattherearepeoplecalledtransportationplannerswhosejobitistofigureouthowtogetridofthecongestionincities.Thesepeopleoftenusemodelsintheirworktogetapictureofwhattrafficmightbelikeinacity.Trafficplannershavetothinkalotabouthowtoreduceairpollution.
6.Showstudentsapre-maketrafficsimulatorandtellthemthatinthislessontheywillbetransportationplannersusingamodelcalleda“trafficsimulator.”
7.Dividethestudentsintoteamsof2-4(dependingonthenumberoftrafficsimulatorsavailable).Giveeachteamasimulatorandexplainthatthesimulatorrepresentsatrafficjam.ExplainwhateachtypeofbeanrepresentsusingtheTrafficSimulatorKeychart.
8.Havethestudentsshaketheirsimulators.Askthemwhathappens.Theyshouldrespondthatthebeansbarelymove.Askthestudentswhythismodelislikeahighwayorstreet.Pointoutthatitisaconfinedspaceandcanonlyholdafiniteamount.Whenyouhavetoomanycarsonthehighway,thevehiclesslowdownandcan’tmoveverymuch.Whenthereisallthatcongestion,airpollutionincreases.
9.Explainthatthismodelrepresentsa“rushhour”situationinwhichpeoplearetryingtogettoworkinthemorning.Discussthesizeofeach“vehicle”andthenumberofpeopleitcanmove.Giveeachstudentacopyofthe“TrafficSimulationDataTable1”handout.Havethestudentsopenthetrafficsimulatorsandcountthenumberofbeans/vehicleofeachtypecurrentlyinthesimulator.HavethemrecordthisdatainDataTable1.
10.Guidethestudentstodeterminethemathematicaloperationfordiscoveringhowmanytotalpeoplearecarriedbyeachtypeofvehicle(multiplication)anddemonstratewithanexample(e.g.5busesx55peopleperbus=275peoplecarriedbybuses).AskthestudentstocalculatethetotalnumberofpeoplecarriedbyeachtypeofvehicleandenterthisdatainDataTable1.InstructthestudentstoalsocalculatethetotalnumberofvehiclesinthisscenarioaswellasthetotalnumberofpeoplebeingmovedandwritethenumbersintheTotalcolumnofTable1.Tellthestudentstoleavethe“PollutionValue”rowblankfornow.
11.Tellthestudentsthat,asgoodtransportationplanners,wewantthebeans/vehiclestomoveaboutfreelysothatthepeoplecangetwheretheyaregoinginatimelyfashionandnotcreateexcessairpollution.
12.Askthestudentsifthereareanyotheroptionsforgettingtoworkotherthantheonesalreadynamed.(Ifthestudentssuggesttrains,planes,orboats,indicatethatwearefocusingonroadsincities.)Focusonbicyclesandwalkingastwowayspeoplecangettoworkandwritetheminonthetrafficsimulatorkeyintheblankspacesnexttolentilandsplitpea.Indicatethattheycarryonepersonandwritethatinthe“numberofpeople”column.
13.Handouttwoadditionalcupsofsmallbeans;onewithlentilsrepresentingbicyclesandtheotherwithsplitpeasrepresentingwalkersor“pedestrians”.Discusswhythesebeansaresmall(abicycletakesupapproximately1/12ofthespaceacardoes).Indicate,however,thatittakeslongertogofardistancesbybicycleandevenlongertogobyfoot.Inaddition,tellstudentsthatsomeemployeesareallowedtoteleworkwhichmeansthattheycanworkfromhomeratherthanattheoffice.Inthisactivity,nomorethanfivepeoplewhoarerepresentedinthesimulatorsatthebeginningwillbeallowedtoteleworksothestudentsmaytakeoutuptofivebeans.
14.Nowchallengethestudentstoworkinagroupusingthesimulatortofindbeancombinationsthatallowthebean“traffic”tomovefreelybuttomovethemaximumnumberofpeopleaspossible.Giveeachteamthreeadditionalplasticcupsfortheirextrabeans.Makeextrabeansofeachtypeavailabletothestudents.HandoutcopiesoftheTraf
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