高考教室被占用，娃們?cè)诩規(guī)滋旌献鞲阏撐?/h1>

本周一6月5日

上午上課 學(xué)校布置論文題目，培訓(xùn)圖書館檢索，以及知網(wǎng)論文下載，同時(shí)對(duì)論文格式提出要求，論文格式滿足核心期刊投稿要求。

下午小組討論，從學(xué)校圖書館進(jìn)入知網(wǎng)下載論文。討論方案

本周二--本周五（6日-9日）論文寫作，周五下午三點(diǎn)論文提交

一共四個(gè)選題

1.數(shù)學(xué)題目：易拉罐的一生

2.物理題目：逆風(fēng)的方向，更適合飛翔

3.化學(xué)題目：視覺盛宴-物質(zhì)的燃燒

4.文綜題目：尋幽探微，暢游四方

我家物理娃仍然選的物理題目，題目要求：請(qǐng)?jiān)?0頁內(nèi)寫一篇可以解決和解釋上述問題的研究論文。(你可以用英文或中文寫。)

第一部分

Part 1 Shown below is the Blackbird, a vehicle built in 2009. There is no source of stored energy such as a battery or gasoline engine; all of the power used to move the car comes from the wind. The only important mechanism in the car is a gearbox that can transfer power between the wheels and the propeller. The Blackbird was driven both directly downwind and directly upwind, as shown below. In each case the car remained exactly parallel (or anti-parallel) to the wind without turning. The tests were conducted on level ground, in steady, uniform wind, and continued long enough to reach the steady state.

When driving downwind, the builders claim that they were able to drive “faster than the wind”: that is v>vw, with, so that the car experienced a relative headwind while traveling. Commenters on the Internet claimed, often angrily, that this was physically impossible and that the Blackbird was a hoax. Some commenters also claimed that the upwind case was physically impossible. a. Consider first the downwind faster than the wind case. ? Is the motion actually possible as claimed? If not, offer a brief explanation! ? If the motion is possible, is power transferred from the propeller to the wheels or vice versa? ? If the motion is possible, what ground speed is attained? For this question, suppose that when transferring power in either direction between the propeller and the wheels, a fraction α of the useful work is lost; let the wind speed be vw. Neglect all other losses of energy. b. Answer the previous questions for the upwind case

第二部分

Part 2 Shown below is the Vestas Sailrocket 2, which is a high performing sailboat powered only by wind. On 16 November the Vestas Sailrocket 2 team reached a speed of 59.23 knots (around 30.47 m/s) over the 500 m course at Walvis Bay in Namibia. Sailrocket’s peak speed during the record breaking run was 62.53 knots (32.17 m/s) in winds of just 25 knots (13 m/s). ? Please explain how a sail boat sails against the wind? ? Please explain in detail how the Vestas Sailrocket 2 achieved its speed more than twice the wind speed? ? Please explain how the design helps the Vestas Sailrocket 2 to have such superior performance in terms of sail surface, hydrofoil, and hull structure, etc.

以上是題目要求，5日下午，孩子們就下載了論文pdf文件，讀了文獻(xiàn)后，小組同學(xué)們就開始了計(jì)算。下面是計(jì)算手稿，最終論文完成后，孩子們覺得周一下午進(jìn)行的初算是錯(cuò)誤的。

之后孩子們的工作主要通過線上討論和完成，周四的時(shí)候，小組成員說要聚集一下，共同討論一些問題，一位

同學(xué)的家長提供了大學(xué)教室，孩子們共同花費(fèi)了3個(gè)多小時(shí)，達(dá)成了共識(shí)。周五下午，按時(shí)提交了論文。以下是論文的節(jié)選

論文題目：題目：逆風(fēng)的方向，更適合飛翔 ——風(fēng)力車、帆船研究

小組共5人，兒子的分工是：2.3.1 定量分析解法一、3.2 帆船行駛分析、3.3 帆船的優(yōu)點(diǎn)分析。以下是兒子寫的2.3.1的逆風(fēng)分析的其中一部分，孩子們還沒有評(píng)獎(jiǎng)，不知會(huì)不會(huì)發(fā)表，這是孩子們的原創(chuàng)論文，不便于發(fā)出全部。

定量的分析另外一位同學(xué)也計(jì)算了一個(gè)方法，在2.3.1部分 定量分析解法二。

以下是孩子們的參考文獻(xiàn)：

這次論文寫作，小組的分工合作非常好，有不同的思考，還能達(dá)成一定的共識(shí)，沒想到短短的5天，孩子們還能出些分析成果。自己帶本科生和研究生也有一個(gè)體會(huì)，只要導(dǎo)師指導(dǎo)個(gè)方向，軟件也好，方法也好，學(xué)習(xí)有主動(dòng)性的孩子們都能夠很好的去完成。