Outline of Curriculum Design Part I
This semester, we have offered the courses of analog circuits and digital circuits, both of which belong to the category of electronic circuits and are related to our major, and both of them are theoretical courses. As the saying goes, "it's too shallow to talk on paper. If you know it, you have to do it." It is not enough to learn anything from theory, not from practice and exploration. Therefore, it is timely and necessary to design an electronic circuit course immediately after the study of analog and digital electricity in this semester. This will not only deepen our position in electronic circuits, but also timely and truly apply what we have learned.
The course design of these two weeks, if nothing else, is really hard as far as the weather is concerned. Affected by the subtropical high, most of the south of the Yangtze River has been shrouded in high temperature for the past two weeks. People react slowly at high temperature, so it is difficult to sit still and use their brains to do things. The weather itself is hot, and there is no electric fan or air conditioner in the computer room. So it's really difficult to simulate on the computer. After sitting for a while, we were all soaked, but the scorching sun could not stop our thirst for knowledge and exploration. Through our unremitting efforts and practical pursuit, we finally completed the curriculum design.
During the part-time design of this course, I also encountered many problems. For example, it took me a long time to convert triangular waves and square waves into sine waves. First, I am far away from ambiguity, which directly leads to my inability to connect circuits smoothly. Then I read a lot of books and checked the information. Finally, I found the relevant chapters in the book and referred to them, and designed a circuit diagram to convert triangular waves and square waves into sine waves. But the design of digital frequency timing is not so smooth. I also checked the information, although I found the principle block diagram, but I have never designed the circuit diagram. In the end, I had no choice but to use the number "yes" instead. Here, I am deeply sorry!
This course design has benefited me a lot, not only consolidating the theoretical knowledge of analog and digital electricity, but also cultivating my practical ability and expanding my creative thinking. I hope there will be more similar course designs and similar exercise opportunities in the future!
Outline of Curriculum Design Part II
The two-week course design of single chip microcomputer has finally been successfully completed, which has both joys and sorrows. The design topic we chose was "electronic thermometer", which everyone thought was relatively simple. Actually, it's not. After doing this, we found that designing the circuit was very simple, but we thought the real difficulty was the program design, which was finally completed with the cooperation of Qi Xin.
When we first chose this topic, we were really at a loss, and we didn't know how to start with the hardware circuit, let alone how to solve the program, because we all learned the theoretical knowledge of single chip microcomputer and applied it to practice less. However, the three of us were not lazy, so we quickly divided our work to consult and collect information. We borrowed some reference books from the library, found some related materials on the Internet and consulted the instructor. Through continuous efforts, electronic thermometer's idea and model were finally determined. One person started to weld the hardware circuit, and the rest went to sort out and modify the program.
After some arrangement and modification, the circuit board can be soldered after the simulation is successful. When soldering the circuit board, we first lay out the hardware circuit and then solder it on the circuit board after confirming it is correct. We think this process is done so fast that the error of virtual welding appears later.
After the circuit board is soldered, check it carefully, and then conduct a power-on test. Therefore, the LCD screen is not displayed. After inspection, the LCD monitor is broken. After replacing it with a new one, the displayed value can be displayed. However, there is still a problem. When the alarm circuit does not alarm, after consulting the teacher, it is found that the voltage of the walking buzzer is too low because a too large resistor is connected in series. Then, we changed a small resistor, but at this moment, the buzzer kept barking and couldn't stop. But under the careful inspection of the three of us, it turned out to be welded at one end of the power amplifier circuit, which shows that our welding technology is not good enough. After welding the ends again, the digital temperature circuit finally succeeded in realizing its function. At that time, we were very excited and happy, because our hard work for two weeks was not in vain.
After completing the course design of single chip microcomputer, we found that we still have many shortcomings, and the knowledge we have learned is far from enough, so that some functions can not be passively completed. But by learning this practice, I have enhanced my hands-on potential, improved and consolidated the knowledge of single chip microcomputer, and personality is software. It strengthens our team spirit and makes us realize how important it is to apply theory to practice.
Outline of Curriculum Design Part III
I have been in contact with the course of mechanical principle for one semester, and it is this semester that I really feel the fun and boredom of learning machinery. I was attracted by the machines composed of mechanical devices and parts, especially the mechanical technologies such as automobiles, robots and space shuttles, and felt the greatness of mechanical workers. However, this excitement was finally realized near the end of the semester, and we ushered in the first mechanical course design.
Because it is the first time to do such a thing, I am out of the teacher's control, discuss the structural design of automatic feeding punch with my classmates in groups, and apply the mechanical principle I have learned for a semester to practice, which is another taste in my heart!
Before the design, the instructor explained all the requirements and conditions in the design process clearly, conceived two parts of the mechanism in his mind, namely the feeding mechanism and the stamping mechanism, designed each part separately, and finally combined them to complete the whole design. This process seems a little simple, but in fact, everything is difficult at the beginning. Unexpectedly, the word "difficult" is almost insurmountable. For example, in order to meet the intermittent conditions of feeding, it is necessary to design a sheave mechanism that meets the motion conditions according to the prescribed motion rules, that is, parameters, which is not mentioned in the course of mechanical principle, because this part is only understood in the textbook, but it is imperative to involve this sheave mechanism in the whole course design. So Zheng and I ran to the library, searched hard, and finally borrowed six reference books related to the course design. After we got it back, we looked at it one by one and browsed the content related to pulleys. As a result, to our delight, all the parameters of the sheave mechanism are listed, and there is another example, which quickly designs the sheave mechanism according to the idea of the example, that is, completes the design of the feeding mechanism.
A grooved wheel feeding mechanism is made, and our stamping mechanism has great problems. It is unheard of to combine cam mechanism and linkage mechanism to complete a specific movement. Cam mechanism is easy to calculate, but the linkage mechanism must meet the angle condition and height condition at the same time, and the analytical method will not be understood in a short time. In order to buy time, we can only choose graphic method. Captain Zhang Ruipeng and Zheng Guang sat in front of the computer all night. Drawing with CAD, communicating with QQ voice, high technology has obviously been introduced into our curriculum design. The two "engineers" spoke out the existing problems while drawing, and finally broke through the problem the next morning when they were working at night. At the same time, the other five of us also came up with two backup schemes, each with improved parameters. A week later, the scheme was basically completed and entered the drawing stage. However, after repeated discussions by seven people before drawing, we decided to adopt the third set of cam-connecting rod combination scheme, because this scheme can well meet the characteristics of quick return, while the other two schemes are lacking in this feature, so the choice of the scheme is settled.
Drawing can be said to be a common practice in learning machinery, but this most basic kung fu is the most time-consuming and tests people's patience and carefulness. Starting from this week, two No.2 drawings must be completed on Wednesday to fully present our design organization. Because our organization is complicated, besides the most basic structure diagram, we should also complete the side view of the structure diagram so that the teacher can read our homework when defending. This task undoubtedly increased our workload. What impressed me the most was that after arriving at the studio at one o'clock on Tuesday afternoon, in order to finish the drawings before leaving in the evening, we painted until nine o'clock in the evening. At five o'clock in the afternoon, we were really hungry and simply ordered fast food to the studio. Several people had a special painting meal together, which may become a good memory among classmates after graduation. On Wednesday, we finished the course design report and improved the drawings. After getting everything ready, I will wait for the defense on Thursday. I only hope that our group can achieve good results in the defense, that is, the double perfection of process and result. Of course, this is the most perfect ending of this course design.
The fourth part of the outline of curriculum design
After four weeks of intense and hard work, the course design is over, and I look at my own design. I'm happy and worried. I'm glad my design is finally finished, but I'm afraid my design has many shortcomings.
Curriculum design is a practical training for the comprehensive application of our professional curriculum knowledge, and it is an essential process before we enter the society and engage in professional work. A journey of a thousand miles begins with a single step. Through this course design, I deeply realized the true meaning of this famous saying. Carefully designing courses today and learning to take this step in a down-to-earth manner will lay a solid foundation for running steadily in the social tide tomorrow.
Our course design topic is: designing the transmission device of belt conveyor.
The service life of the device (as shown on the right) is 65,438+00 years. The circumferential force f of the dust drum is 1.500, the belt speed v is1.6m, the drum diameter d is 250 mm, and the drum length l is 600 mm.
In this course design, we are divided into eight stages:
1, design preparation 2, overall design 3, design calculation of transmission parts 4, sketch drawing of assembly drawing 5, assembly drawing 6, working drawing of parts 7, writing design specification 8, defense
I've had a lot of trouble in my calculations in the past few weeks. First of all, in the process of choosing a motor, I don't know how to choose what type of motor after calculating some data that should be calculated. Although there are tables attached to the textbook and some parameters of various motors, I made a mistake and had to choose again. In the selection of motor, we should consider the price, power and transmission ratio used in the design, especially the feasibility and economic cost of the scheme. In the process of transmission ratio allocation, I allocated it unreasonably at first, and the transmission score of the reducer was 4, which finally led to trouble in calculating the gear. Had to be redistributed from scratch. When we redistribute the transmission ratio, we should consider the later gear calculation to make the diameter of the dividing circle of the gear reasonable.
After selecting the motor and transmission ratio, we began to enter the key point of our course design: transmission design calculation. At first, I didn't know where to start. Under the enthusiastic explanation and guidance of Mr. Yang and Mr. Zhang, I understood the algorithm and gear selection in transmission design. When selecting the gear type, precision grade, material and number of teeth, we must carefully complete it step by step according to the calculation ideas in the book, especially the selection and calculation of some data must be reasonable. After the selection of gear type, precision grade, material and number of teeth, the contact strength design of tooth surface and the bending strength calculation of tooth root are carried out respectively. Finally, through the comparison of these two calculations, the diameter of the indexing circle and the number of teeth of the gear are determined.
The last difficulty in this design is the design of the shaft. Under the careful guidance of two teachers, I adopted the method of drawing while calculating, determined the low-speed axis and the high-speed axis, and then checked them separately. In this link, I think the inspection of the shaft is a difficult point. Because I didn't learn the mechanics of materials well, the calculation was in trouble, which fully reflected the coherence and comprehensiveness of knowledge. Any problems in the usual study will bring great trouble to the later study.
After the calculation, I began to draw. Because I studied sketch and computer drawing in my freshman year, it is very difficult for me to draw by hand. I have forgotten a lot of drawing knowledge, and I have to review with a book, which has delayed a lot of time. Through this course design, I realize that every subject we study is very important, and we should study hard. In the process of drawing, be careful, pay special attention not to have more lines and fewer lines, and pay attention to the neatness of the drawings. Only in this way can we draw a good picture.
To tell the truth, the course design is really a little tired. However, when I set out to clean up my design achievements and reflect on my three-week mental journey, a rare joy of success immediately dispelled my fatigue. Although this is the first step for me to learn to walk, it is also a small victory in my life, but it makes me feel a lot more mature and has a feeling that I haven't known for a long time. Through the course design, I deeply realized that this is dry goods. Meticulous. In the course of course design, many calculations sometimes make me feel a little annoyed: because of carelessness, I made mistakes in both calculations and had to start again without feeling. But when I think of Professor Zhou Weiping, Chief Inspector Huang Hanwei always patiently teaches us, the social responsibility I should bear in the future, and the accidents that shocked the world because of some minor mistakes in the world, I can't help but remind myself that I must cultivate a high sense of responsibility. A good habit of taking it seriously. This course design gave me a rare exercise in my work style. Just three weeks is the course design, which makes me find that my knowledge is really so lacking, and my ability to comprehensively use the professional knowledge I have learned is so insufficient. After studying so many courses for several years, I realized today that I don't need them. I am really impatient to think of this, but the teacher told me that this shows that the curriculum design really made me gain something.
Finally, I want to thank my teachers. Your harsh criticism awakened me, your professionalism touched me, your teachings inspired me, and your expectations inspired me. Thank the teachers for giving me a hard wing today. I am proud of you today, and you will be proud of me tomorrow.
Summary of Curriculum Design Chapter 5
This semester, we have offered the courses of analog circuits and digital circuits, both of which belong to the category of electronic circuits and are related to our major, and both of them are theoretical courses. As the saying goes, "it's too shallow to talk on paper. If you know it, you have to do it." It is not enough to learn anything from theory, not from practice and exploration. Therefore, it is timely and necessary to design an electronic circuit course immediately after the study of analog and digital electricity in this semester. This will not only deepen our position in electronic circuits, but also timely and truly apply what we have learned.
The course design of these two weeks, if nothing else, is really hard as far as the weather is concerned. Affected by the subtropical high, most of the south of the Yangtze River has been shrouded in high temperature for the past two weeks. People react slowly at high temperature, so it is difficult to sit still and use their brains to do things. The weather itself is hot, and there is no electric fan or air conditioner in the computer room. So it's really difficult to simulate on the computer. After sitting for a while, we were all soaked, but the scorching sun could not stop our thirst for knowledge and exploration. Through our unremitting efforts and practical pursuit, we finally completed the curriculum design.
During the part-time design of this course, I also encountered many problems. For example, it took me a long time to convert triangular waves and square waves into sine waves. First, I am far away from ambiguity, which directly leads to my inability to connect circuits smoothly. Then I read a lot of books and checked the information. Finally, I found the relevant chapters in the book and referred to them, and designed a circuit diagram to convert triangular waves and square waves into sine waves. But the design of digital frequency timing is not so smooth. I also checked the information, although I found the principle block diagram, but I couldn't design the circuit diagram all the time, so I had to use the number "yes" instead. Here, I am deeply sorry!
This course design has benefited me a lot, not only consolidating the theoretical knowledge of analog and digital electricity, but also cultivating my practical ability and expanding my creative thinking. I hope there will be more similar course designs and similar exercise opportunities in the future!
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