Main Progress of Microgravity Sciences and Space Life Sciences Research in China

Development of Mini Space Bioreactor System

微重力对空间细胞培养的影响规律一直是国际空间生物学的重点研究领域。而空间细胞培养技术和方法作为空间细胞生物学研究的基础，其概念性和原理性设计是正确区分重力对细胞的直接作用和间接作用的前提。另外，空间实验成本高昂，空间细胞培养装置的体积、重量、功耗是首要的制约因素。为保证充分物质交换，满足细胞代谢需求，同时尽可能降低由细胞供液形式产生的力学环境对细胞的影响，区分重力对细胞的直接作用和间接作用，我们研制了逆流片层式微型细胞培养装置。实验表明为使培养液流动对细胞生长影响最小，流动剪切应变率应小于1s-1。通过理论计算分析的逆流片层式微型细胞培养装培养室内流场及流动剪切范围表明，该装置可以满足要求。通过实验检测细胞培养时的氧耗、糖耗等，可以确定不同种类细胞的培养液流量范围。培养室内采用经表面改性的聚合物网架作为细胞载体，使得培养空间得到充分利用，并利于操作。从而为空间细胞培养研究提供了一种新的技术手段。

“Deborah Numbers”, Coupling Multiple Space and Time Scales and Governing Damage Evolution to Failure

Two different spatial levels are involved concerning damage accumulation to eventual failure. nucleation and growth rates of microdamage nN* and V*. It is found that the trans-scale length ratio c*/L does not directly affect the process. Instead, two independent dimensionless numbers: the trans-scale one * * ( V*)including the * **5 * N c V including mesoscopic parameters only, play the key role in the process of damage accumulation to failure. The above implies that there are three time scales involved in the process: the macroscopic imposed time scale tim = /a and two meso-scopic time scales, nucleation and growth of damage, (* *4) N N t =1 n c and tV=c*/V*. Clearly, the dimensionless number De*=tV/tim refers to the ratio of microdamage growth time scale over the macroscopically imposed time scale. So, analogous to the definition of Deborah number as the ratio of relaxation time over external one in rheology. Let De be the imposed Deborah number while De represents the competition and coupling between the microdamage growth and the macroscopically imposed wave loading. In stress-wave induced tensile failure (spallation) De* < 1, this means that microdamage has enough time to grow during the macroscopic wave loading. Thus, the microdamage growth appears to be the predominate mechanism governing the failure. Moreover, the dimensionless number D* = tV/tN characterizes the ratio of two intrinsic mesoscopic time scales: growth over nucleation. Similarly let D be the “intrinsic Deborah number”. Both time scales are relevant to intrinsic relaxation rather than imposed one. Furthermore, the intrinsic Deborah number D* implies a certain characteristic damage. In particular, it is derived that D* is a proper indicator of macroscopic critical damage to damage localization, like D* ∼ (10–3~10–2) in spallation. More importantly, we found that this small intrinsic Deborah number D* indicates the energy partition of microdamage dissipation over bulk plastic work. This explains why spallation can not be formulated by macroscopic energy criterion and must be treated by multi-scale analysis.

Priestley College: How do you successfully develop your new learning space? ...ask your students, of course!

When Priestley College began to plan the redevelopment of its learning resource centre, it continued the culture of student involvement that exists within the College by asking students to help plan and create the new development. This case study describes how the Jisc infoKit on 'Planning and Designing Technology-Rich Learning Spaces' was used as the starting point for ideas and planning, and how the finished development was the recognisable result of students' ideas and plans.

Designing Spaces for Effective Learning: A guide to 21st century learning space design

Increasing investment in estate and learning technologies, combined with the need for more cost-effective space utilisation, is making it increasingly important for senior managers to keep abreast of new thinking about the design of technology-rich learning spaces. Designing Spaces for Effective Learning, one of a series of guides, was launched at the JISC Conference 2006 which helped to meet this need. A visually-rich publication, it was designed to promote better understanding of what makes an effective design for the 21 century and to summarise the key points to consider when approaching a refurbishment or new-build project. The publication takes the reader on a ’walk through’ an educational institution, exploring the relationship between learning technologies and innovative examples of physical space design at each stage of the journey. Discussion of the key points is illustrated by ten case studies from further and higher education, and floor plans from AMA Alexi Marmot Associates, architects and space planners, which provide up-to-date guidelines on the integration of technologies into teaching and learning accommodation.