Due to the heightening of Danjiangkou Reservoir Dam, the relative water level difference in Beijing can reach more than 100 meters, and it can flow to Beijing by itself.
The Middle Route of South-to-North Water Transfer Project crosses the Funiu Mountain Range in the Jianghuai watershed. However, there is one of the nine passes in China. As long as you dig down about 18 meters, water can flow into Beijing from the reservoir without a large pump.
The East Line Project takes water from the Yangtze River, and there are two water intake gates, namely Sanjiangying and Gaogang, and Sanjiangying is the main water intake gate. Gaogang undertakes the task of replenishing water to Baoying Station through Sanyang River when the Yangtze River ebbs in winter and spring.
From the Yangtze River to Hongze Lake, the river water is pumped by Sanjiangying, transported to the east and west, and delivered into the river by Li Canal, Sanyang River, Subei Irrigation Canal and Huaihe River respectively.
From Hongze Lake to Rome Lake, water is delivered through the double-track canal and Xuhonghe River. Open a new river and use the second river to divert water from Hongze Lake to the Central Canal.
There are three water conveyance lines from Roman Lake to Nansi Lake: Zhong Canal to Hanzhuang Canal, Zhong Canal to Bulao River and Fangting River.
In Nansi Lake, in addition to using the water from the west of the lake, deep ditches must be dug in some lake sections, and the water must be pumped to the upper lake at the Second Dam Pumping Station.
From the north of Nansi Lake to Dongping Lake, the Ji Liang Canal is used to deliver water to Denglou, and a pumping station is built to pump water into the new lake area of Dongping Lake, and the water is transported to Bali Bay along the Liu Changhe River, and then pumped into the old lake area of Dongping Lake by the pumping station.
The location of crossing the Yellow River is chosen between Xieshan and Weishan, including the south bank water conveyance channel, crossing the Yellow River hub and the north bank exit, crossing Weishan and leading to Huangqu. The design flow of the tunnel crossing the Yellow River is 200m3/s, and an inverted rainbow tunnel with a diameter of 9.3m needs to be opened 70m below the bottom of the Yellow River.
After crossing the Yellow River, the river connects the small canal to Linqing, crosses the Wei Canal, enters the Wuqiao North South Canal via Linwu Canal to deliver water to Jiuxuanmen, and then reduces the flow through Machang River to deliver water to Tianjin Beidagang.
The main water conveyance line from the Yangtze River to Tianjin Beidagang Reservoir is about 1 156km long, including 646km south of the Yellow River, crossing the Yellow River 17km and 493km north of the Yellow River.
The main water conveyance project in Jiaodong area starts from Dongping Lake in the west and ends at Mishan Reservoir in Weihai City in the east, with a total length of 70 1km. From west to east, it can be divided into three sections: west, middle and east. The west section is a west-to-east gas transmission project. In the middle section, the Yellow River Diversion Project was used to divert water from Qingdao. Mishan Reservoir in Weihai is in the east, east of the Yellow River Diversion Channel. The planning of the East Line Project only includes the construction of the west section, that is, the 240-kilometer river course from Dongping Lake to Qing Ji section of the Yellow River. After completion, it will be connected with the emergency water transfer project in Jiaodong, Shandong Province, which can replace part of the Yellow River diversion project.
As for the western line project, it is still unknown. Because whether to transfer water, whether to transfer water, and how much water to transfer are still under investigation. But one thing is certain: a dam with a height of 100 to 200 meters must be built, and the water must be transported by pipeline and buried deeply. The western route project will greatly affect the environment in the west.
Question 2: How does the South-to-North Water Transfer Project make the water flow to the north? Let's just say. Generally speaking, water flows downwards under the action of gravity. If you want to change the direction of water flow, you can use the guiding measures in fluid mechanics and the methods driven by external forces, such as building ditches, pipelines and installing drainage equipment.
Question 3: The case of "How to Adjust the South-to-North Water Transfer Project" is a description of an actual situation, including one or more difficult problems, and may also include solutions to these problems; The teaching practice of teaching case description shows people some stories including typical behaviors, thoughts and emotions of teachers and students in rich narrative forms; An educational case is a story of an educational situation. People often express their opinions while telling a story, that is, comments. So a good case is a vivid story with wonderful comments.
Question 4: Problem research: Reflections on the teaching of "How to adjust the South-to-North Water Transfer Project".
I have been thinking about "how to promote effective classroom teaching". How to design this class with effective classroom teaching? Think about the past competition classes, most of which are performances, so there are too many gorgeous things, but this is not conducive to effective classroom teaching. After careful consideration, I decided to use simple and clear knowledge throughout the teaching process. The main idea of teaching design is to make full use of the "inspiration-inquiry" teaching method, properly handle the teaching materials, create a scene where students actively construct new knowledge, mobilize the spirit of students' active participation, pay attention to students' development, create a democratic and equal teaching atmosphere, pay attention to the cultivation of students' innovative ability and divergent thinking, and provide a stage for students to fully display themselves and give play to their individuality. As Mr. Chen said: the effectiveness of teaching should be fully based on students' study habits and ways of thinking, and focus on the current classroom according to students' learning reality. 1, the teaching design fully embodies the new curriculum concept, and pays attention to the use of materials closely related to life to design problem scenarios (for example, through materials: 1952, Chairman Mao saw the lack of water in the northern region when he inspected the Yellow River, and then proposed that "there is more water in the south, but less water in the north, so we can borrow some water if conditions permit", which led to the topic: South-to-North Water Transfer Project. Clear thinking and careful attention to students' activities fully reflect students' subjectivity, supplement and excavate the contents of teaching materials in place, and let students discuss problems unconsciously in the process of "flowing" teaching. 2. Through the problem inquiry teaching in this class, students not only solved the problem of "why the South-to-North Water Transfer Project was transferred", but also mastered the ideas and general methods of exploring geographical issues to a certain extent, and their knowledge transfer ability was well trained and improved. 3. In the process of problem-based teaching, students' existing knowledge and experience are needed as the basis, and their thinking level is high. However, in practice, on the one hand, students' basic knowledge is not solid and life experience is lacking, on the other hand, the teaching method itself requires students to have enough time to think, explore and discuss, which will make the whole teaching process too compact and time-consuming. Therefore, make some necessary preparations before class, provide students with relevant information about the South-to-North Water Transfer Project, and arrange students from multiple levels. 4. Pay attention to the combination of old and new knowledge, and the connection between knowledge points is logical and natural. The integration of teaching materials is just right, and the knowledge system and internal connection are very strong, which is very helpful for the college entrance examination and examination in the future. Although a lot of preparations have been made for the possible problems in class before class, the collective wisdom can not be ignored or surpassed. During the discussion, the students put forward many original ideas, which opened my eyes and benefited me a lot. The design of some questions is a bit too big, so we should prepare lessons more carefully in the future. 6. One of the characteristics of geography class is to be good at using maps to cultivate students' analytical ability. In the teaching of modern educational technology, the traditional blackboard writing and blackboard painting are degenerating. In the future teaching, I will continue to maintain the characteristics of map teaching and attach importance to the importance of blackboard writing and blackboard drawing to teaching. 7. The new curriculum teaching pays attention to students' active participation. In class, teachers should give students as much time as possible to explore. In the past, I was always uneasy, afraid that students would not understand, and I always repeatedly emphasized that it was easy for students to rely on teachers and return to traditional teaching. Since the problem is thrown at students, I should believe that students have the ability to solve it, and I should also fully trust students. 8. After class, I listened to some comments from peers inside and outside the school. Although I heard a lot of highlights and advantages that I didn't find, I didn't expect to get such high evaluation and recognition from them, but I never relaxed. Maybe I don't feel as good in class as usual. Although I am an old teacher, I am still a little nervous, and so are the students. This shows that I still have great potential to tap, and there are still many places to improve. In the future, we should fully mobilize our own * * *, put ourselves in the students' shoes and prepare lessons from the students' point of view.
Question 5: How to Adjust the South-to-North Water Diversion Project 1. Teachers should write teaching experiences or stories that they think are of great significance, that is, they should be selective and typical, not comprehensive, and choose around the central issues. Not all events can be cases, but we should be good at capturing the "bright spots" in the teaching process.
2. The case should be written according to past experience, and the authenticity of the information in the case should be kept as much as possible, so that readers can feel immersive. You can go to the subject of the case, that is, the students, ask questions and investigate their true feelings.
3. Teaching cases are different from other teaching works.
Compared with teaching papers, teaching cases aim at recording in style and expression, and are mainly narrative, with discussion and explanation; In the way of thinking, it is a process from concrete to abstract. Through the vivid description of teaching "stories" and the description of specific students and teachers' psychological feelings, the advantages and disadvantages of teaching are reflected and summarized.
Question 6: How did the South-to-North Water Transfer Project reach Beijing? It starts from Danjiangkou Reservoir in Hubei Province, passes through Hebei Province in Henan Province, and enters Tuancheng Lake in Beijing through open channels, culverts, inverted siphons, aqueducts and crossings.