The wear process in three-body contact causes problems of abrasion such as volume loss and changes of geometry of the triboelements. The wear problem leads to increased failure and high costs for repairing or replacing equipment. To understand the nature of the wear behaviour and to predict the wear rate in advance, experimental investigation and numerical simulation of the wear process are required. In this work, the wear process is analysed and the influencing parameters governing the wear behaviour are investigated experimentally to develop a new wear model. Main influential factors are considered such as kinematics of abrasive particles, contact stiffness of the particle layer, friction characteristics, and wear factors. The experiments to study kinematics of particle layers are performed on a new observation tester. To define the contact stiffness of abrasive particles, experiments are conducted by the uniaxial spindle compression tester. Moreover, a tribometer test rig with applied load up to 200 N and velocity up to 1000 mm/s is used to investigate the friction characteristics and the wear behaviour of three-body tribosystem. Analyses of influential factors on the wear behaviour in dependency of predefined process parameter are carried out. Additionally, based on the results of the experimental investigations, approximation equations representing the relation of the influential factors and the process parameters are determined. A three-body wear model is build up to represent the wear behaviour by physical wear laws. Furthermore, these approximation equations and the relevant parameters obtained by experimental investigations are included in the Fleischer’s wear equation to simulate the wear process. With the coupled model the wear process of the sample can be simulated twodimensional over the sliding distance. It is possible to predict the wear depth and the wear intensity, which can be used to estimate the wear rate. Additionally, from the results of the wear simulation the worn surface and the local contact pressure in the contact region are determined which provide a deeper insight into the wear process. With this simulation the understanding of the wear behaviour can be improved which is important to solve wear problems.

Mathcad hat sich bereits als benutzerfreundliche Mathematiksoftware in vielen Industriezweigen etabliert. An der Professur Maschinenelemente der TU Chemnitz werden mit Hilfe dieser Software Simulationsprogramme für Pkw-Klimaanlagen erstellt. Bei der Analyse und Optimierung von Produkten, wie z.B. dem Kältemittelverdichter, kann es für den Anwender hilfreich sein, den zu untersuchenden Mechanismus und die daran wirkenden Kräfte räumlich zu visualisieren. Dies kann, sofern ein CAD Modell vom Mechanismus vorhanden ist, beispielsweise mit der Software Pro Engineer erfolgen. Jedoch ist es auch möglich, ohne Zusatzsoftware mit einer sehr einfachen Methode Körper und Mechanismen direkt in Mathcad dreidimensional darzustellen und zu animieren. Anhand einiger Beispiele wird die Vorgehensweise in der Präsentation detailliert erläutert.

How our career history influences experiences of our body in old age - abiography-based, mediaassisted analysis

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Hintergrund: Lernprozesse in der Therapie von Bewegungs- und Handlungsstörungen werden am und mit dem Körper vollzogen. Bisher fehlt eine zusammenhängende Theorie, die das gesamte Spektrum des körper- und leibbezogenen Lernens erfasst, beschreibt und erklärt. Fragestellung: Wie kann das körper- und leibbezogene Lernen definiert, beschrieben und erklärt werden? Methodisches Vorgehen: Sechs Therapieansätze aus den Bereichen der Ergotherapie und Physiotherapie werden analysiert anhand von Literatur, Gesprächen und Seminar- und Tagungsteilnahme. Gemeinsamkeiten und Unterschiede in den Lernprozessen der verschiedenen Therapieansätze werden anhand phänomenologischer, anthropologischer, soziologischer und kognitionswissenschaftlicher Theorien reflektiert, eine Theorie des körper- und leibbezogenen Lernens entworfen. Ergebnisse: In den Therapieansätzen werden unterschiedliche Strategien eingesetzt. Der Lernende nimmt entweder eine distanzierte und reflektierende Stellung zu seinem eigenen Körper ein oder lernt unmittelbar-erlebend mit dem Leib. „Leib“ steht für das unmittelbare Erleben, „Körper“ für das distanzierte Betrachten des Körpers. Lernen im Leibbezug geschieht durch Empfinden, Wahrnehmen und Erleben als Prägung, Inkorporierung und durch Nachahmung, als Versuch-Irrtum-Lernen, situatives Lernen und prozedurales Lernen. Lernprozesse im Körperbezug umfassen Verbalisieren, Reflektieren und Imaginieren beim motorischen und problemlösenden Lernen. Körper- und leibbezogenes Lernen geschieht im sinn- und bedeutungsvoll erlebten Handeln eingebettet in die Umwelt. Schlussfolgerungen: Lernen muss Körper und Leib einbeziehen, wenn es erfolgreich und nachhaltig sein soll. Die Theorie des körper- und leibbezogenen Lernens kann die Planung, Durchführung und Reflexion therapeutischer Praxis unterstützen. / Background: During therapy of movement and acting disorders, learning processes are executed both with and (all) over the body. To date, there is no coherent theory which covers all aspects of body-related learning. Question: How can body-related learning be defined, described and explained? Method: Six therapeutic approaches for occupational and physical therapy are analyzed based on literature, discussions and the participation in seminars and congresses. Differences in the learning processes of the various approaches are reflected on theories of phenomenology, anthropology, sociology and cognitive science and a theory of “Körper and Leib”-related learning conceptualized. Results: In the various therapeutic approaches, different strategies are used. The learner either adopts a distanced und reflecting attitude towards his body or he learns through immediate experience. “Körper” (the physical body) represents a distanced view of the body; “Leib” (the lived body) represents the immediate experience. But even the most distanced view does not take a person out of his/her “Leib”. “Leib”-related learning is based on imprinting through feeling, perception and experience, and on incorporation and imitation, trial-and-error learning, situative learning, and procedural learning. “Körper”related learning processes contain verbalization, reflection and imagination which are used with motor and problem-solving learning. “Körper and Leib”-related learning occurs through actions which are experienced as meaningful and relevant and are embedded into the environment. Conclusions: For successful and sustainable learning both “Körper” and “Leib” must be considered. The theory of “Körper and Leib”-related learning can support planning, implementation and reflection of the therapeutic practice.

This work refers to ball-intersections bodies as well as covering, packing, and kissing problems related to balls and spheres in normed spaces. A quick introduction to these topics and an overview of our results is given in Section 1.1 of Chapter 1. The needed background knowledge is collected in Section 1.2, also in Chapter 1. In Chapter 2 we define ball-intersection bodies and investigate special classes of them: ball-hulls, ball-intersections, equilateral ball-polyhedra, complete bodies and bodies of constant width. Thus, relations between the ball-hull and the ball-intersection of a set are given. We extend a minimal property of a special class of equilateral ball-polyhedra, known as Theorem of Chakerian, to all normed planes. In order to investigate bodies of constant width, we develop a concept of affine orthogonality, which is new even for the Euclidean subcase. In Chapter 2 we solve kissing, covering, and packing problems. For a given family of circles and lines we find at least one, but for some families even all circles kissing all the members of this family. For that reason we prove that a strictly convex, smooth normed plane is a topological Möbius plane. We give an exact geometric description of the maximal radius of all homothets of the unit disc that can be covered by 3 or 4 translates of it. Also we investigate configurations related to such coverings, namely a regular 4-covering and a Miquelian configuration of circles. We find the concealment number for a packing of translates of the unit ball.