全文获取类型
收费全文 | 255315篇 |
免费 | 27783篇 |
国内免费 | 21442篇 |
学科分类
工业技术 | 304540篇 |
出版年
2024年 | 1113篇 |
2023年 | 3732篇 |
2022年 | 6875篇 |
2021年 | 8093篇 |
2020年 | 8105篇 |
2019年 | 7369篇 |
2018年 | 7068篇 |
2017年 | 8825篇 |
2016年 | 10019篇 |
2015年 | 10459篇 |
2014年 | 14272篇 |
2013年 | 15671篇 |
2012年 | 16917篇 |
2011年 | 19299篇 |
2010年 | 15304篇 |
2009年 | 16628篇 |
2008年 | 16344篇 |
2007年 | 18286篇 |
2006年 | 16381篇 |
2005年 | 14044篇 |
2004年 | 11709篇 |
2003年 | 10680篇 |
2002年 | 8532篇 |
2001年 | 6945篇 |
2000年 | 6041篇 |
1999年 | 4664篇 |
1998年 | 3665篇 |
1997年 | 2958篇 |
1996年 | 2722篇 |
1995年 | 2522篇 |
1994年 | 2126篇 |
1993年 | 1651篇 |
1992年 | 1313篇 |
1991年 | 927篇 |
1990年 | 681篇 |
1989年 | 621篇 |
1988年 | 387篇 |
1987年 | 256篇 |
1986年 | 229篇 |
1985年 | 197篇 |
1984年 | 186篇 |
1983年 | 97篇 |
1982年 | 121篇 |
1981年 | 92篇 |
1980年 | 78篇 |
1979年 | 72篇 |
1978年 | 40篇 |
1977年 | 32篇 |
1976年 | 30篇 |
1951年 | 24篇 |
排序方式: 共有10000条查询结果,搜索用时 15 毫秒
21.
The present work deals with the modelling of damage behaviour for sheet moulding compound (SMC) composite materials using a finite element analysis package. Specifically, a comparison is made between the results obtained experimentally for a three-point bending test, and those obtained from numerical simulation using a material model already implemented. The simulation has been performed for the material models available within the PAM-CRASH software. The simulation results are compared and validated with respect to experimentation. 相似文献
22.
为了提高非稳定渗流计算的计算精度 ,通过数学分析得到了水位传导系数随时间变化时 ,一类非稳定渗流井流模型的半解析解 ,并进行了计算比较 相似文献
23.
WC/Cu复合材料制备及其高温性能 总被引:11,自引:0,他引:11
用机械合金化法结合冷变形,制备了WC/Cu复合材料,研究了冷变形后复合材料的组织特征和高温退火时韵性能变化。结果表明:烧结后的材料经冷变形,组织呈显著纤维状,WC颗粒弥散分布,密度明显提高,达到理论密度的99.2%;复合材料经600~900℃高温退火,强度和硬度略有下降,塑性则有大幅提高;900℃退火时未发生明显的再结晶,界面结合良好;所制备的WC/Cu复合材料有优良的综合性能。 相似文献
24.
From its foundation until 2004, ETRI has registered over 1,000 US patents. This letter analyzes the characteristics of these patents and addresses the explanatory factors affecting their citation counts. For explanatory variables, research team related variables, invention specific variables, and geographical domain related variables are suggested. Zero‐altered count data models are used to test the impact of independent variables. A key finding is that technological cumulativeness, the scale of invention, outputs in the electronic field, and the degree of dependence on the US technology domain positively affect the citation counts of ETRI‐invented US patents. The magnitude of international presence appears to negatively affect the citation counts of ETRI‐invented US patents. 相似文献
25.
串行和并行接口模式是A/D转换器诸多分类中的一种,但却是应用中器件选择的一个重要指标.在同样的转换分辨率及转换速度的前提下,不同的接口方式不但影响了电路结构,更重要的是将在高速数据采集的过程中对采样周期产生较大影响.本文通过12位串行ADC ADS7822和并行ADC ADS774与AT89C51的接口电路,给出二者采样时间的差异性. 相似文献
26.
A. I. D’Souza M. G. Stapelbroek P. N. Dolan P. S. Wijewarnasuriya R. E. DeWames D. S. Smith J. C. Ehlert 《Journal of Electronic Materials》2003,32(7):633-638
The 1/f noise in photovoltaic (PV) molecular-beam epitaxy (MBE)-grown Hg1−xCdxTe double-layer planar heterostructure (DLPH) large-area detectors is a critical noise component with the potential to limit
sensitivity of the cross-track infrared sounder (CrIS) instrument. Therefore, an understanding of the origins and mechanisms
of noise currents in these PV detectors is of great importance. Excess low-frequency noise has been measured on a number of
1000-μm-diameter active-area detectors of varying “quality” (i.e., having a wide range of I-V characteristics at 78 K). The
1/f noise was measured as a function of cut-off wavelength under illuminated conditions. For short-wave infrared (SWIR) detectors
at 98 K, minimal 1/f noise was measured when the total current was dominated by diffusion with white noise spectral density
in the mid-10−15A/Hz1/2 range. For SWIR detectors dominated by other than diffusion current, the ratio, α, of the noise current in unit bandwidth
in(f = 1 Hz, Vd = −60 mV, and Δf = 1 Hz) to dark current Id(Vd = −60 mV) was αSW-d = in/Id ∼ 1 × 10−3. The SWIR detectors measured at 0 mV under illuminated conditions had median αSW-P = in/Iph ∼ 7 × 10−6. For mid-wave infrared (MWIR) detectors, αMW-d = in/Id ∼ 2 × 10−4, due to tunneling current contributions to the 1/f noise. Measurements on forty-nine 1000-μm-diameter MWIR detectors under
illuminated conditions at 98 K and −60 mV bias resulted in αMW-P = in/Iph = 4.16 ± 1.69 × 10−6. A significant point to note is that the photo-induced noise spectra are nearly identical at 0 mV and 100 mV reverse bias,
with a noise-current-to-photocurrent ratio, αMW-P, in the mid 10−6 range. For long-wave infrared (LWIR) detectors measured at 78 K, the ratio, αLW-d = in/Id ∼ 6 × 10−6, for the best performers. The majority of the LWIR detectors exhibited αLW-d on the order of 2 × 10−5. The photo-induced 1/f noise had αLW-P = in/Iph ∼ 5 × 10−6. The value of the noise-current-to-dark-current ratio, α appears to increase with increasing bandgap. It is not clear if
this is due to different current mechanisms impacting 1/f noise performance. Measurements on detectors of different bandgaps
are needed at temperatures where diffusion current is the dominant current. Excess low-frequency noise measurements made as
a function of detector reverse bias indicate 1/f noise may result primarily from the dominant current mechanism at each particular
bias. The 1/f noise was not a direct function of the applied bias. 相似文献
27.
The Intellectual Development of Science and Engineering Students. Part 2: Teaching to Promote Growth
As college students experience the challenges of their classes and extracurricular activities, they undergo a developmental progression in which they gradually relinquish their belief in the certainty of knowledge and the omniscience of authorities and take increasing responsibility for their own learning. At the highest developmental level normally seen in college students (which few attain before graduation), they display attitudes and thinking patterns resembling those of expert scientists and engineers, including habitually and skillfully gathering and analyzing evidence to support their judgments. This paper proposes an instructional model designed to provide a suitable balance of challenge and support to advance students to that level. The model components are (1) variety and choice of learning tasks; (2) explicit communication and explanation of expectations; (3) modeling, practice, and constructive feedback on high‐level tasks; (4) a student‐centered instructional environment; and (5) respect for students at all levels of development. 相似文献
28.
29.
30.