著者

中村 竣 岩本 雄馬 寺本 進 岡本 光司

出版者

一般社団法人 日本航空宇宙学会

雑誌

航空宇宙技術 (ISSN:18840477)

巻号頁・発行日

vol.22, pp.94-100, 2023 (Released:2023-12-06)

参考文献数

15

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Incoming wakes can induce separated boundary layer instability, and cause performance losses in turbine cascades of a gas turbine. An efficient numerical method that can analyze unsteady incoming wake effects is desirable from practical point of view. In the present study, an extended harmonic balance method (Chebyshev-based harmonic balance, C-HB) is introduced to the analysis of the incoming wake effect on the separated boundary layer. Convection of a one-dimensional wake-like profile and the flow around the flat plate whose front part is replaced by the NACA0012 with the incoming wake at a Reynolds number Re = 92,000 are computed by the C-HB method. The result shows that the C-HB method can resolve the transient phenomenon of wake convection and the associated linear instability of the flow around the blade.

著者

岡本 光司

出版者

全国数学教育学会

雑誌

数学教育学研究 : 全国数学教育学会誌 (ISSN:13412620)

巻号頁・発行日

vol.19, no.2, pp.15-26, 2013-06-22 (Released:2019-01-17)

参考文献数

26

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This article is concerned with “class culture” in mathematics learning based on the widely accepted idea of ‘culture’. We define the purpose of the article as follows: ・Building on previous studies about the characteristics and effects of culture, we will consider and discuss the status and role of “children’s questions” in mathematics learning. As a result of our discussion, we have gained several insights (from ① to ⑫). In addition, we have given several examples of children’s questions.① “Children’s questions” are generated in a “class culture.” Moreover the former in turn contributes to the shaping of the latter.② Individual “children’s questions” are often related to something universal or paradigmatic.③ “Children’s questions” can provide strong motives for cooperative learning in school.④ “Children’s questions” can help overthrow the stale procedures of learning.⑤ “Children’s questions” can stimulate the children to surpass themselves. ⑥ “Children’s questions” can enliven activities for collective learning. ⑦ “Children’s questions” can instigate interaction between tangible resources (such as textbooks, reference books, teaching materials, etc.) and intangible ones (value judgments, beliefs, thought processes, behavior, etc.).⑧ “Questioning” can be one of the effective strategies for mutual nurturing.⑨ Learning activities in which the people involved appreciate and recommend “questioning” can lay the foundation of the understanding of others.⑩ “Questioning” can encourage learners to strive for superior values.⑪ Learning activities in which “children’s questions” are appreciated and recommended may be valuable not only in terms of efficiency and economy but also in terms of spiritual and moral cultivation. ⑫ “Questioning” can trigger the formation of true identities.