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电子技术实训 第2版 教学配套课件 陈梓城 主编 第4章.pdf248页
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普通高等教育 “十一五”国家级规划教材
高等职业技术教育机电类专业规划教材 《电子技术实训》（第2版） 《电子技术实训》（第2版） 陈梓城 主编 陈梓城 主编 机械工业出版社 第1篇 实训基础篇―― 电子技术工艺基础
第4章 电子电路调试技术及故障检查的基本方法 4.1
电子电路调试技术综述 任何一台电子、电气设备组装完毕后，一般都要通过调
试，才能达到规定的技术指标要 求。另外，电子、电气设备
在长期运行中，会发生故障，需要维修。这些技术工作均离
不开 电子电路的调试工作。因此掌握电子电路调试技术十分
重要。 调试包括测试和调整两部分。调试又可分为整机调试和 电路调试。整机调试是对整机内的可调元器件及与电气指标 有关的机械传动部分等其他非电气部分进行调整，同时对整 机的电气性能进行测试，使其性能参数达到规定值。电路调 试即本章所述的电子电路调试，亦包括测试与调整两个方 面。测试是指在安装后对电路的参数进行测量。调整是指在 测试的基础上，对电路的参数进行修正，使之满足设计要 求。 4.1
电子电路调试技术综述 调试的方法有以下两种。 第一种是采用边安装边调试的方法。也就是把复杂电路
按原理框图上的功能分块进行安装和调试，在分块调试的基
础上逐步扩大安装和调试的范围，最后完成整机调试，这种
方法一般适用于新设计电路，以便于及时发现问题并给予解
决，以利于调试工艺文件的编制或修订。 第二种方法是整个电路安装完毕后，一次性调试。这种
方法一般适用于定型产品和需要相互配合才能运行的产品。 4.1
电子电路调试技术综述 调试过程中，应先进行电路调试，再进行整机调试。 在整机
正在加载中，请稍后...volts的用法和样例：
I sizzled in his blue volts like a desert prophet.
我焦灼在他蓝色的雷电里好象沙漠上的先知。
You shall know the meaning of volt.
你应知道"伏特"的含义。
Electricity in Britain is 240 volts, AC.
英国的电压是交流电240伏。
B:These are for one hundred volts,AC and DC.
这些适用一百伏特的电压，交流电和直流电都可以。
These are for one hundred volts,AC and DC.
这些适用一百伏特的电压，交流电和直流电都可以。
Ionization energy (ie) 3.894 electron volts.
volts的海词问答与网友补充：
volts的相关资料：
相关词典网站：剑桥雅思5Test&1&第二篇阅读翻译解析Nature&or&nurture?_frank_新浪博客
剑桥雅思5Test&1&第二篇阅读翻译解析Nature&or&nurture?
&剑桥雅思5
Test 1&第二篇阅读翻译解析
注：本人翻译水平有限，仅供学习分享，欢迎纠错。谢谢。​
Nature or nurture?
A few years ago, in one of the mostfascinating and
disturbing experiments
in&behavioural& psychology ,
StanleyMilgram of Yale University tested 40 subjects from walks of
life for theirwillingness to obey instructions given by a‘ leader’
in a situation in whichthe subjects Milgram told each volunteer
‘teacher-subject’ that the experimentwas in the noble cause of
education, and was designed to test whether or notpunishing pupils
for their mistakes would have a positive effect on the
pupils’ability to learn.
几年前,在一个最吸引人的和令人不安的行为心理学实验,&斯坦利&米尔格拉姆在耶鲁大学的测试40从各业他们愿意听从指示的“领袖”的情况主题米尔格拉姆告诉每个在teacher-subject的志愿者,实验是在教育的崇高事业,和被设计用来测试是否为其错误惩罚学生有积极的影响对学生的学习能力。
&Milgram’s experimental set-up involved
theteacher-subject before a panel of thirty switches labels ranging
from ’15 voltsof electricity（slight
shock）’ to’450 volts (danger-severe shock
)’ in steps of 15volts each. The teacher-subject was told that
beginning at the lowest level andincreasing in severity with each
successive wrong answer. The supposed ‘pupil’was in reality an
actor hired by Milgram to simulate receiving the shocks byemitting
a spectrum of groans, screams and writhings together with
anassortment of statements and expletives denouncing both the
experiment& and the experiment . Milgram told the
subjectto ignore the reactions of the pupil ,and to experiment
situation of& the moment .
米尔格拉姆的试验装置涉及teacher-subject三十前面板开关标签从“15伏特的电力(轻微电击)”,“450伏特(danger-severe休克)”步骤15伏特。teacher-subject被告知开始最低水平和增加的程度与每个连续错误的答案。所谓“学生”在现实中雇佣的演员米尔格拉姆模拟接收呻吟的冲击通过发射光谱,尖叫声和苦难与各式各样的语句和咒骂谴责实验和实验。米尔格拉姆告诉忽略学生的反应,及试验情况。
& As the experiment unfolds, the pupil
worlddeliberately give the wrong answers to questions posed by the
teacher, therebybringing on various electrical punishments, even up
to the danger level of 300volts and beyond. Many of the teacher
&subjects balked at administering thehigher
levels of punishment ,and turned to Milgram with questioning looks
and/orcomplaints about continuing the experiment .
随着实验的展开,学生世界故意给错误的答案去回答老师所提出的问题,从而将有各种电气的惩罚,甚至高达300伏特的危险水平。许多老师科目管理回避实施更高水平的惩罚,和转向米尔格拉姆质疑看起来和/或抱怨继续实验。
&In these situations, Milgram calmly
explainedthat the teacher &subject was to ignore
the pupils cries for mercy and carry onwith the experiment. If the
subject was still reluctant to proceed, Milgramsaid
that& it was important for the sakeof the
experiment that the procedure be followed through to the end. His
finalargument was, ‘you have no other choice. You must go on,’ what
Milgram wastrying to discover was the number of teacher-subjects
who would be willing toadminister the highest levels of shock, even
in the face of strong personal andmoral revulsion against the rules
and conditions of the experiment.
在这些情况下,米尔格拉姆平静地解释说,&teacher-subjects是忽视学生的呼声慈爱和继续实验。如果这个话题仍不愿继续下去,米尔格拉姆说,这是重要的为了实验过程之后进行到底。他最后的论点是,你别无选择。你必须继续,“米尔格拉姆是试图发现的数量teacher-subjects谁愿意管理水平最高的冲击,即使面对强大的个人和道德厌恶的规则和条件实验。
&Prior to carrying out the experiment ,
Milgramexplained his idea to a group of 39 psychiatrists and asked
them to predict theaverage percentage of people in an ordinary
population who would be willing toadminister the highest shock
level of 450 volts .
在进行实验之前,米尔格拉姆解释他的想法一群39精神病学家,要求他们去预测平均在一个普通的人口比例的人愿意管理的冲击最高水平450伏特。
&the overwhelming consensus was that
virtuallyall the teacher-subjects would refuse to obey the
experimenter .thepsychiatrists felt that ‘most subjects would not
go beyond 150 volts’ and theyfurther anticipated that only four per
cent would go up to 300 volts.Furthermore, they thought that only a
lunatic fringe of about one in 1000 wouldgive the highest shock of
450 volts.
压倒性共识是几乎所有teacher-subjects将拒绝服从实验者。精神病学家认为最科目不会超越150伏特”和他们进一步预期,只有百分之四会涨到300伏特。此外,他们认为只有大约1000年的极端分子会给最高的450伏特的冲击。
&What were the actual results? Well, over
60per cent of the teacher-subjects continued to obey Milgram up to
the 450-voltlimit! In repetitions of the experiment in order
countries , the percentage ofobedient teacher-subjects was even
higher , reaching 85 per cent in onecountry.& How
can we possibly account forthis vast discrepancy between what calm,
rational, knowledgeable people predictin the comfort of their study
and what pressured, flustered, but cooperative‘teachers’ actually
do in the laboratory of real life?&
那么实际的结果是什么?嗯,超过60%的teacher-subjects继续遵守米尔格拉姆高达450伏特的电流限制!&在重复实验的国家,听话teacher-subjects的比例更高,达到85%的在一个国家。我们怎么可能占这巨大的差异冷静,理性的,知识渊博的人预测在舒适的学习和压力,慌张,但合作的教师在实验室做真正的生活?
& One’s first inclination might be to
arguethat there must be some sort of built-in animal aggression
instinct that wasactivated by the experiment , and that Milgram’s
teacher-subjects were justfollowing a genetic need to discharge
this pent-up primal urge onto the pupilby administering the
electrical shock. A modern hard-core sociobiologist mighteven go so
far as to clam that this aggressive instinct evolved as
anadvantageous trait, having been of survival valve to our
ancestors in theirstruggle against the hardships of life on the
pains and in the caves, ultimatelyfinding its way into our genetic
make-up as a remnant of our ancient animalways.
一个人的第一倾向可能是认为一定有某种内置动物侵略本能,由实验中,激活后,米尔格拉姆的teacher-subjects只是基因需要放电这个被压抑的原始冲动到学生管理的电击。现代核心社会生物学家甚至走这么远来蛤这咄咄逼人的本能进化作为一个有利的特质,是我们祖先生存阀的斗争生活的艰辛在痛苦和洞穴,最终发现在我们的基因组成的残余古代动物的方式。
An alternative tothis notion of genetic programming is to
see the teacher-subjects’ actions as aresult of the social
environment under which the experiment was carried out.
&As Milgram himself pointed out, Most subjectsin
the experiment see their behavior in a larger context that is
benevolent anduseful to society-the pursuit of scientific truth.
The psychological laboratoryhas a strong claim to legitimacy and
evokes trust and confidence in those whoperform there. An action
such as shocking a victim, which in isolation appearsevil, acquires
a completely different meaning when placed in this
setting.’
这个遗传规划的概念的另一种选择是看到teacher-subjects的行动结果的社会环境下进行实验。米尔格拉姆本人指出,大多数受试者在实验中看到他们的行为在一个更大的上下文中,仁慈的和有用的社会追求科学真理。心理实验室拥有强大的合法性和唤起那些执行的信任和信心。操作等令人震惊的受害者,孤立地出现邪恶,放置在此设置时获得一个完全不同的含义。
Thus , in thisexplanation the subject merges his unique
personality and personal and moralcode with that of larger
institutional structures, surrendering individualproperties like
loyalty , self & sacrifice and discipline to the
service ofmalevolent systems of authority.
因此,在这个解释主体合并他独特的个性和个人和道德准则与更大的体制结构,如忠诚、自我牺牲和放弃个人属性学科服务的恶意的权力系统。
&Here we have two radically different
explanationsfor the sake of an institutional authority figure. The
problem for biologists,psychologists and anthropologist is to sort
out which of sociobiology & todiscover the degree
to which hard-wired genetic programming dictates, that is,their
biases, the interaction of animals and humans with their
environment,that is ,their behavior. Put another way, sociobiology
is concerned withelucidating the biological basis of all
这里我们有两种截然不同的解释为了一个制度权威人物。的问题生物学家、心理学家和人类学家是解决社会生物学——发现天生的遗传规划规定的程度,也就是说,他们的偏见,动物和人类之间的相互作用与他们的环境,也就是说,它们的行为。换句话说,社会生物学是关心阐明所有行为的生物学基础。
deliberately&&&adv.&故意地；谨慎地；慎重地
expletive&&&&n.&填补物；咒骂语&&&&adj.&附加的；填补的
writhing&&&&&vt.&翻滚，打滚；因剧痛扭动/蠕动；盘绕（writhe的现在分词）
4.&reaction
&n.&反应，感应；反动，复古；反作用
mercy&&&&&&&
&n.&仁慈，宽容；怜悯；幸运；善行n.
(Mercy)人名；(英)默西，默茜(女名)；(法)梅西
6. inclination&
&&n.倾向，爱好；斜坡
7. pent-up&&
&adj.&被压抑的；幽闭的
8.&&malevolent&&&adj.&恶毒的；有恶意的；坏心肠的
9.repetition
&&&n.&重复(如重说、重做等)；反复(如反复说、反复做等)；仿制；复制；复制品；副本
10.&institutional&
&adj.&制度的；制度上的，学会的；由来已久的；&习以为常的，公共机构的；&慈善机构的
11. instinct&&
n.&本能，直觉；天性&&&
adj.&充满着的
12.&remnant&n.&剩余n.
(Remnant)人名；(英)雷姆南特adj.&剩余的
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