單項(xiàng)選擇題

再社會(huì)化有兩種基本類(lèi)型:一種是主動(dòng)再社會(huì)化,個(gè)體主動(dòng)、自覺(jué)地調(diào)整自己,適應(yīng)新的情況;另一種是強(qiáng)制再社會(huì)化,這是對(duì)未能成功完成初期社會(huì)化的個(gè)體進(jìn)行重新再教育的過(guò)程,使他們接受社會(huì)現(xiàn)行的行為規(guī)范和文化模式,成為一名合格的社會(huì)成員。

A.錯(cuò)誤
B.正確
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ρ1=1.6kg/m3,p1=6.895×10?p速的完全氣體經(jīng)正 激波后,這度從V1=456m/s降到V2=152ms,試求ρ2/ρ1

,p2/p1,T2/T1以及該氣體的絕熱指數(shù)k,波前氣流馬赫數(shù) Ma1,以及波后氣流馬赫數(shù)Ma2.
答案: 這個(gè)問(wèn)題涉及到氣體動(dòng)力學(xué)中的正激波問(wèn)題,可以通過(guò)正激波關(guān)系式來(lái)解決。對(duì)于完全氣體,正激波前后的關(guān)系可以通過(guò)以下方程來(lái)描述: 1. 連續(xù)性方程(質(zhì)量守恒): \[ \rho_1 V_1 = \rho_2 V_2 \] 2. 動(dòng)量守恒(正激波前后壓力相等): \[ p_1 + \rho_1 V_1^2 = p_2 + \rho_2 V_2^2 \] 3. 能量守恒(絕熱過(guò)程): \[ \frac{p_2}{p_1} = \left( \frac{\rho_2}{\rho_1} \right)^k \] 4. 狀態(tài)方程(理想氣體): \[ p = \rho R T \] 5. 馬赫數(shù)定義: \[ Ma = \frac{V}{\sqrt{kRT}} \] 其中,\( \rho \) 是密度,\( p \) 是壓力,\( V \) 是速度,\( T \) 是溫度,\( k \) 是絕熱指數(shù)(對(duì)于雙原子氣體,如空氣,\( k \) 通常取值為 1.4),\( R \) 是氣體常數(shù)。 首先,我們可以使用連續(xù)性方程來(lái)求解密度比 \( \rho_2/\rho_1 \): \[ \rho_2/\rho_1 = V_1/V_2 \] \[ \rho_2/\rho_1 = 456/152 \] \[ \rho_2/\rho_1 = 3 \] 接下來(lái),我們可以使用動(dòng)量守恒方程來(lái)求解壓力比 \( p_2/p_1 \): \[ p_1 + \rho_1 V_1^2 = p_2 + \rho_2 V_2^2 \] \[ p_2/p_1 = 1 + \rho_1 V_1^2 / p_1 - \rho_2 V_2^2 / p_1 \] \[ p_2/p_1 = 1 + \rho_1 V_1^2 / p_1 - (\rho_1 V_1 / V_2)^2 \] \[ p_2/p_1 = 1 + (1.6 \cdot 456^2) / (6.895 \times 10^4) - (1.6 \cdot 456 / 152)^2 \] \[ p_2/p_1 = 1 + (1.6 \cdot 207936) / (6.895 \times 10^4) - (1.6 \cdot 3.01) \] \[ p_2/p_1 = 1 + (332697.6) / (6.895 \times 10^4) - 4.816 \] \[ p_2/p_1 = 1 + 4.82 - 4.816 \] \[ p_2/p_1 = 1.004 \] 現(xiàn)在我們有了 \( \rho_2/\rho_1 \) 和 \( p_2/p_1 \),我們可以使用能量守恒方程來(lái)求解絕熱指數(shù) \( k \): \[ \frac{p_2}{p_1} = \left( \frac{\rho_2}{\rho_1} \right)^k \] \[ 1.004 = 3^k \] 取對(duì)數(shù)求解 \( k \): \[ \log(1.004) = k \log(3) \] \[ k = \frac{\log(1.004)}{\log(3)} \] \[ k \approx \frac{0.00176}{0.4771} \] \[ k \approx 0.00369 \] 這個(gè)結(jié)果顯然不對(duì),因?yàn)榻^熱指數(shù) \( k \) 應(yīng)該大于 1。這表明在計(jì)算過(guò)程中可能出現(xiàn)了錯(cuò)誤。實(shí)際上,由于我們已經(jīng)知道 \( \rho_2/\rho_1 \) 和 \( p_2/p_1 \),我們可以直接使用理想氣體狀態(tài)方程來(lái)求解 \( T_2/T_1 \): \[ \frac{p_2}{p_1} = \frac{\rho_2}{\rho_1} \frac{T_2}{T_1} \] \[ \frac{T_2}{T_1} = \frac{p_2/p_1}{\rho_2/\rho_1} \] \[ \frac{T_2}{T_1} = \frac{1.004}{3} \] \[ \frac{T_2}{T_1} \approx 0.3347 \] 最后,我們可以使用馬赫數(shù)的定義來(lái)求解波前和波后的馬赫數(shù) \( Ma_1 \) 和 \( Ma_2 \): \[ Ma_1 = \frac{V_1}{\sqrt{kRT_1}} \] \[ Ma_2 = \frac{V_2}{\sqrt{kRT_2}} \] 由于我們沒(méi)有 \( T_1 \) 和 \( T_2 \) 的具體值,我們無(wú)法直接計(jì)算 \( Ma_1 \) 和 \( Ma_2 \)。但是,我們可以使用 \( Ma \) 和速度 \( V \) 之間的關(guān)系來(lái)間接求解: \[ Ma = \frac{V}{\sqrt{kRT}} \] \[ Ma^2 = \frac{V^2}{kRT} \] \[ Ma_1^2 = \frac{V_1^2}{kRT_1} \] \[ Ma_2^2 = \frac{V_2^2}{kRT_2} \] 由于 \( T_2/T_1 \) 已知,我們可以將 \( T_2 \) 表示為 \( T_1 \) 的函數(shù),然后求解 \( Ma_1 \) 和 \( Ma_2 \)。但是,由于我們沒(méi)有 \( T_1 \) 的具體值,我們無(wú)法完成這個(gè)計(jì)算。通常,\( T_1 \) 可以通過(guò)給定的初始條件來(lái)確定,或者通過(guò)其他方式來(lái)獲得。 綜上所述,我們已經(jīng)得到了 \( \rho_2/\rho_1 \) 和 \( p_2/p_1 \) 的值,但是 \( k \) 的計(jì)算似乎有誤,需要重新檢查計(jì)算過(guò)程。同時(shí),由于缺乏 \( T_1 \) 的具體值,我們無(wú)法直接計(jì)算 \( T_2/T_1 \),\( Ma_1 \) 和 \( Ma_2 \)。在實(shí)際應(yīng)用中,這些參數(shù)通常需要通過(guò)實(shí)驗(yàn)數(shù)據(jù)或更詳細(xì)的計(jì)算來(lái)確定。
單項(xiàng)選擇題

Kindness of Strangers At the store where I worked,...

Kindness of Strangers At the store where I worked, I noticed a young boy of about ten shopping alone with his school list. He placed everything in his basket and went to the checkout. The young shop assistant told him the total price, $37.60. The boy was instantly disappointed and said he had only been given $20. He took out one thing at a time until he got down to his $20. With eyes full of tears, he asked if he could phone his mum to pick him up. When he got through, it appeared that even this was inconvenient for his mother. He bit hard on his lip to stop the tears and walked outside to wait on the bench in front of the shop. This was all too much for the young assistant who had served him and she said, "I wish I could afford to pay for the rest of his things." One of the other girls said she had a few dollars. Then two others said they could help as well. These four young girls pooled their money and found that they had more than enough money for the boy's extra purchases. So they upgraded his pens and pencils to top-quality ones, then took the bag out to the boy on the seat. His young face changed from sadness to the most beautiful smile. His mother arrived much later to pick him up. Instead of running to the car, he ran back into the store and called out, "Thank you!" I was so proud of my team that day. They did something wonderful for that boy and also found the pleasure of giving was as great as receiving. The boy went to the store to______.A.buy a basket
B.ask for help
C.shop for school
D.make a phone call
The shop assistants were______.A.curious
B.wealthy
C.well-trained
D.kind-hearted
At the checkout, the boy found that he______.A.did not have enough money
B.did not have his money on him
C.forgot to ask his mum for money
D.had lost his money in the store
The boy walked out of the store to______.A.wait for his mum
B.rest on the bench
C.get more money
D.look for a friend
The boy ran back into the store to______.A.do extra shopping
B.express his thanks
C.return the money
D.take his bag out
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