V. N. Parmon1,2, A. D. Simonov1, V. A. Sadykov1,2, S. F. Tikhov1 1Boreskov Institute of Catalysis, Siberian Branch, Russian Academy of Sciences, Novosibirsk, 630090 Russia 2Novosibirsk State University, Novosibirsk, 630090 Russia
Keywords: catalytic combustion, fluidized layer, catalysts, reactor, deactivation, sintering, attrition, structured catalysts, cermet
A catalytic method of combustion of a solid fuel in a fluidized bed is compared with a noncatalytic method. It is shown that the use of catalysts reduces the fuel consumption and sizes of heat generators approximately by an order of magnitude, while the specific load on the reactor volume increases by more than a factor of 20. Emission of toxic substances with fuel combustion products drastically decreases. Comparative stability of oxide non-platinum catalysts is estimated in the course of catalytic burning of the fuel with addition of an inert material. In burning fuels with a large content of sulphur, the maximum deactivation is found to occur within the first several tens of hours; this process is accompanied by sulphur accumulation in catalysts. Later on, the catalyst activity remains almost unchanged. It is found that a critical factor of catalyst stability is attrition resistance. The prospects of fuel burning in a layer of cermet honeycomb catalysts are demonstrated.
V. S. Babkin, V. A. Bunev, T. A. Bolshova
Voevodsky Institute of Chemical Kinetics and Combustion, Siberian Branch, Russian Academy of Sciences, Novosibirsk, 630090 Russia
Keywords: superadiabatic temperatures, flammability limits, autoignition, dimethyl ether, methane, propane
The existence of a new type of superadiabatic temperature phenomenon in flames and during autoignition due to a competition between chemical reactions is inferred from literature data and the results of mathematical modeling of chemical kinetics and numerical experiments. The mechanisms, conditions for the occurrence, and nature of the phenomenon are discussed. It is noted that this phenomenon may have promising academic and practical applications.
V. V. Lukashov1, V. V. Terekhov2, V. I. Terekhov2 1Novosibirsk State University, Novosibirsk, 630090 Russia 2Kutateladze Institute of Thermophysics, Siberian Branch, Russian Academy of Sciences, Novosibirsk, 630090 Russia
Keywords: near-wall flow, heat and mass transfer, combustion, turbulence, evaporation, porous injection, flame front, ignition and flame extinction
This paper presents a review of the current status of research on aerodynamics and heat and mass transfer in near-wall reacting flows with injection or evaporation of fuel from the wall. Laminar and turbulent flow regimes at subsonic flow velocities are considered. The effect of many factors on the flow structure, heat and mass transfer, and combustion stability are analyzed.
D. S. Sundaram1, V. Yang1, V. E. Zarko2,3 1School of Aerospace Engineering, Georgia Institute of Technology, Atlanta, GA, 30332, USA 2Voevodsky Institute of Chemical Kinetics and Combustion, Siberian Branch, Russian Academy of Sciences, Novosibirsk, 630090 Russia 3Research Institute of Applied Mathematics and Mechanics, Tomsk, 634050 Russia
Keywords: combustion, nanoparticles, aluminum, continuum, flame temperature, free-molecular heat transfer burning time, oxygen, combustion mechanism
Nano aluminum particles have received considerable attention in the combustion community; their physicochemical properties are quite favorable as compared with those of their micron-sized counterparts. The present work provides a comprehensive review of recent advances in the field of combustion of nano aluminum particles. The effect of the Knudsen number on heat and mass transfer properties of particles is first examined. Deficiencies of the currently available continuum models for combustion of nano aluminum particles are highlighted. Key physicochemical processes of particle combustion are identified and their respective time scales are compared to determine the combustion mechanisms for different particle sizes and pressures. Experimental data from several sources are gathered to elucidate the effect of the particle size on the flame temperature of aluminum particles. The flame structure and the combustion modes of aluminum particles are examined for wide ranges of pressures, particle sizes, and oxidizers. Key mechanisms that dictate the combustion behaviors are discussed. Measured burning times of nano aluminum particles are surveyed. The effects of the pressure, temperature, particle size, and type and concentration of the oxidizer on the burning time are discussed. A new correlation for the burning time of nano aluminum particles is established. Major outstanding issues to be addressed in the future work are identified.
A. M. Starik, A. M. Savel'ev, N. S. Titova
Baranov Central Institute of Aviation Motors, Moscow, 111116 Russia
Keywords: nanoparticles, ignition, combustion, composite fuel, reaction mechanism, condensed phase, nonstationary nucleation
Modern research of properties of aluminum nanoparticles and specific features of their combustion in various media is reviewed. Particular attention is paid to the mechanism of combustion of Al nanoparticles in air and water vapor. Results of experimental and theoretical investigations are presented, which testify to the validity of the gas-phase concept of combustion of Al nanoparticles. A large part of the paper deals with numerical studies of combustion of a composite fuel consisting of a hydrocarbon (methane) and Al nanoparticles in air. The kinetic mechanism of Al combustion in the gas phase is presented. The mechanisms of ignition of this fuel are analyzed. The methodology of simulating the formation of the condensed phase consisting of Al2O3 particles is discussed. Results of experimental investigations of ignition and combustion of liquid and vaporized hydrocarbon fuels containing a moderate amount of Al nanoparticles are presented.
V. M. Fomin, A. V. Fedorov
Khristianovich Institute of Theoretical and Applied Mechanics, Siberian Branch, Russian Academy of Sciences, Novosibirsk, 630090 Russia
Keywords: combustion, ignition, detonation, homogeneous/heterogeneous medium, physical and mathematical modeling
Investigations in the field of mechanics of reacting media performed at the Khristianovich Institute of Theoretical and Applied Mechanics of the Siberian Branch of the Russian Academy of Sciences since the 1950s up to now are briefly reviewed.
M. A. Abramova1,2, V. V. Krasheninnikov3, H. Liberska4, M. Farnika5 1Institute of Philosophy and Law, Nikolaeva str., 8, Novosibirsk, 630090, Russia 2Novosibirsk State University, str. Pirogova, 2, Novosibirsk, 630090, Russia 3Novosibirsk state pedagogical University, Vilyuiskaya str., 28, Novosibirsk, 630126, Russia 4Casimir the Great University, Bydgoszcz, Poland, Jana Karola Chodkiewicza 30, 85-064 Bydgoszcz, Poland 5University of Zielona Gora, Poland, Licealna 9, 65-417 Zielona Góra, Poland
Keywords: paradigm of education, didactic encyclopedism, didactic utilitarianism, German-Russian and Anglo-Saxon education systems
Subsection: GENESIS, CONTEMPORARY INTERPRETATION AND PROGNOSIS OF EDUCATION
In the article the educational concepts which became a basis of formation of the Anglo-Saxon and German-Russian education systems are analyzed. The basic principles, the specifics of their realization in the construction of educational process, the difference in perception of the teacher’s role are revealed. The authors note that, in the didactic encyclopedism concept, the criteria of assessment of the efficiency of pupils’ educational activity have become, first of all, the volume, systematic character of the gained knowledge, the analysis ability, the quality of humanitarian training of specialists. The strategy of the training material exposition was based on the principle of deduction. This approach formed the basis of the German-Russian education system, as well as the education systems of some countries of Eastern Europe. In opposition to it there is a concept of didactic utilitarianism, the foundation of the Anglo-Saxon education system, which is characterized by realization of the activity approach and the emphasis on the development of personality in the course of acquiring empirical experience. The existence of such opposition within the educational systems of the USA, Russia and Europe is conditioned by the history of development of the countries. Presently, there takes place interpenetration of ideas, concepts and approaches. Thus, for the Anglo-Saxon system there becomes important not only the experience formation, but also a certain knowledge of the individual, including in the field of humanities. For the German-Russian education system, on the contrary, in the last decades there has been more characteristic drifting away from the principle of fundamentalization of education and strengthening the attention towards the technology of construction of the educational process. Signing by the countries of Europe of the Bologna declaration has only aggravated the situation of revision of educational paradigms, which can have both constructive and destructive consequences for the preservation of national specifics of educational systems. As one of the ways of harmonization of the unfolding changes is the idea of «Education throughout life» (or the principle of continuity of education), which is to become a mechanism of adaptation of the individual and his/her overcoming the difficulties of transition. But the German-Russian model of education, whose focus is on the fundamental nature of knowledge, has turned out to be less adapted for the realization of this principle in difference unlike the Anglo-Saxon education system where responsibility for the obtained educational result is entirely laid on the student. Thus, the authors have come to a conclusion that the change of educational paradigms not only promotes development, but also can easily become a factor causing a loss by the education system of the basic principle of implementation of educational activity, the principle of cultural congruence.
K. A. Kravchenko
Novosibirsk state pedagogical University, Vilyuiskaya str., 28, Novosibirsk, 630126, Russia
Keywords: exercise drawing, technical-analytical competence, artistic image, professional perception, artistic thinking, creative interpretation
Subsection: ARTISTIC AND AESTHETIC EDUCATION: THEORY AND PRACTICE
The author analyzes the content of the exercise drawing, the structure of which includes the technical-analytical competence and the artistic-figurative component. In the pictorial activities these two principles are inseparable. Activation of creative thinking improves the quality of the image, whereas the in-depth study of the scientific foundations of educational drawing helps in creating a convincing artistic image. The article notes that the process of learning the drawing techniques is based on the development of such mental and cognitive processes as perception and thinking. The process of perception is based on the task of creating the image. The results of perception are processed through the operations of thought. In the exercise drawing, the image creation process is built on a permanent combination of analysis and synthesis. Drawing any object from nature, the student analyzes the design shape, spatial position, the distribution of light and shade and other features and regularities of the model. The result is an abstraction of one or more properties or characteristics of the studied phenomenon. However, the abstraction is not an end in itself but only a means of knowledge of the whole; after abstraction there comes generalization as a result of synthesis. The lack of artistic synthesis that combines all the characteristics and properties of nature, linking them into a coherent artistic drawing, explains typical of many drawings scattered, chaotic character, dispersion of the composition. The task of the pedagogue in the process of teaching the drawing techniques is to direct the attention of the student from the live observation to abstraction, for example, from the external forms of a natural object to its design, proportions, internal rhythmic organization, which determine the character of a complex shape. When drawing from life, the student must learn to combine the results of living contemplation and abstract thinking. Learning the technical- analytical side of the drawings process, it is necessary to understand that it should not be the only task of learning, especially in the senior years of studying, when the foundations of a creative approach to art are being laid. The possibilities of acquiring pictorial competence in the creative process are greatly enhanced, it is just important to provide it with problematic situations of a cognitive character, i.e., the situations where the student is given the opportunity to solve the artistic tasks of creating an artistic image in the exercise drawing by way of his/her own conclusions.
D. M. Spektor
Institute of Art Education of the Russian Academy of Education, Str. Pogodinskaya, 8, korp. 1, Moscow, 119435, Russia
Keywords: art education, aesthetic development, emotions, typical and unique situations, spontaneity
Subsection: ARTISTIC AND AESTHETIC EDUCATION: THEORY AND PRACTICE
The diverse apologetics has not managed to fix a clearly delineated purpose for the sphere of art development. The change of the established evaluations is possible only with the change of general views on the sphere of emotions. Its reconsideration significantly changes also the purpose and structure of the artistic-aesthetic development. The methodologically consistent extraction of a «teaching process situation» out of the framework of mastering the known and putting it into the «here and now» context, making accent on the contextual perception-action serve as a methodological reference point of the planned transformations. Culture is called to cultivate a number of basal instincts in the human being. In the historically first form of a cult it initiated the defense instinct, or an ecstatic condition, in which inhibition was realized of the reflectory schemes of reaction (including the most significant self-preservation instinct), while triggering the collective-spontaneous reactions. Transcendental aesthetics absorbs this primary thing as a spontaneous reaction to unique situations together with their addressing the group in the form of requirements of harmonization, expressiveness and playing with such type of situations as the general-cultural attitude towards the world. Returning its original missions to aesthetics requires its rethinking, including in terms of didactics, as a developed systems of skills of aesthetical (inspiring a group spirit) shaping of spontaneous initiatives. The further rethinking of ontological subcurrent of didactics can be seen in shifting of the accents of art development from mastering the technical-pictorial skills and «the history of arts» to the general conditions of development of emotional sphere. And within its framework the first role should be taken by the purposes and practical tasks of arts (in their original role of turning to the unique) or «art» in its deftness of turning the everyday experience into a poem. In the most general form, the conclusion from the above would be the methodologically consistent extraction of a «teaching process situation» out of the framework of «mastering the known and established» and putting into the context of «event» while making accent on the situational-spontaneous perception-action. In light of the proposed interpretation, the mastering of aesthetics is an intense work of self-improvement. First of all, it is a fundamental reworking of the sphere of «direct experience», which is substituted by the consciously formed openness with respect to inner sources of harmony (synthesis). It is also re-orientation of development towards its true subject, the sphere of the one-time and unique, which initiates, in particular, going out of the limits of natural separateness (the sublime), and, at the same time, keeping the frames of the beautiful (inner-ordered game of emotions). Ultimately, it is cultivation of the «harmonious person» not inside the monastery walls, in the monastery cells or studios, but in the environment of joint experiences and actions.
