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区段站课程设计

交通运输学院区段站课程设计指导教师评语及成绩兰州交通大学交通运输学院课程设计任务书所在系:交通运输课程名称:站场与枢纽设计指导教师(签名):专业班级:学生姓名:学号:2、运量A B C 本站计A 6+25+0+0 3+10+0+0 1+0+0+5 10+35+0+5B 6+18+0+0 0+5+0+0 0+0+3+0 6+23+3+0C 3+17+0+0 0+3+0+0 0+0+2+0 3+20+2+0本站1+0+0+5 0+0+3+0 0+0+2+0 1+0+5+5计10+35+0+5 6+28+3+0 3+15+2+0 1+0+5+5注:客+直+区段+摘挂3、主要计算条件(1)单线铁路Ⅰ级干线(2)衔接各方向的限制坡度甲方向:6‰牵引方式:单机乙方向:6‰牵引方式:单机(3)区间最小曲线半径800m(4)牵引种类:内燃机车4、信、联、闭方式(1)甲方向为继电半自动,乙方向为继电半自动。

(2)道岔操纵方式为电气集中。

(3)正线用高柱色灯信号机,站线用矮柱色灯信号机。

5、机车车辆类型及牵引定数(1)货运机车:东风4,长度21.1m,自重135t;(2)客运机车:东风,长度17.0m,自重124t;目录第一章原始资料分析1.1原始资料 (1)1.2分析 (2)第二章车站基本布置图选择2.1.车站类型确定2.2.各项设备互相位置的确定·······················································2.2.1客运业务设备及客运业务运转设备·············································2.2.2货物运转设备·································································2.2.3机务设备······································································2.2.4货运业务设备·································································2.2.5车辆设备······································································2.3第三方向引入位置·····························································2.4、根据以上分析,绘出车站原则性配置············································第三章各项设备的设计和计算3.1、各项设备数量的确定····························································3.1.1到发线的数量··································································3.2.3确定咽喉区的平行进路数量····················································3.2.4确定线路间距··································································3.2.5到发线路的分组确定到发线的使用············································3.2.6道岔、渡线、梯线的布置······················································3.2.7咽喉长度、到发线有效长、车站全长的计算····································3.2.7.1咽喉区相邻道岔间距计算···················································3.2.7.2道岔中心、警冲标、出站信号机、尽头式机待线车挡坐标的计算···········3.2.7.3线路有效长的计算···························································第四章总结4.1、不足与遗憾·····························································4.2、收获与体会·····························································第五章参考文献第一章原始资料分析1、原始资料1、单线铁路区段站D在铁路上的位置如下:2、到发线有效长:850m。

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