The influence of polar ice-covered environments on the corrosion-related static electric field (CRSE) of underwater vehicles is critical for understanding and applying the characteristics of underwater electric fields in polar regions. This study utilizes a combined methodology involving COMSOL Multiphysics 6.1 simulations and laboratory-simulated experiments to systematically investigate the distribution characteristics of underwater vehicle electric fields under ice-covered conditions. By comparing the electric field distributions in scenarios with and without ice coverage, this study clarifies the effect of ice presence on the behavior of underwater electric fields. The simulation results demonstrate that the existence of ice layers enhances both the electric potential and field strength, with the degree of influence depending on the ice layer conductivity, thickness, and proximity of the measurement points to the ice layer. The accumulation of error analysis and laboratory experiments corroborates the reliability of the simulation results, demonstrating that ice layers enhance electric field signals by modifying the conductive properties of the surrounding medium, whereas the overall spatial distribution characteristics remain largely consistent. These findings offer a theoretical and technical basis for the optimization of stealth strategies in polar underwater vehicles and contribute to the advancement of electric field detection technologies.

The Arctic ice layer serves as an excellent cover for strategic nuclear submarine forces, but it also poses significant challenges when submarines surface. This paper proposes a method for breaking through the ice layer and surfacing in polar environments based on the principle of resonance. This method eliminates the need for direct contact between the submarine and the ice layer, solving the current issues with submarine ice-breaking methods that demand high strength from the submarine and pose risks to both the submarine and its crew. Through theoretical analysis, numerical simulation and experimental verification, the vibration characteristics and fracture mechanism of the ice layer under the action of excitation loads were studied. Experiments showed that when the excitation frequency matched the fundamental eigenfrequency Ω1 of the ice layer, obvious resonance occurred and cracks appeared in the ice layer. A dynamic model of the ice layer was established using Abaqus software, and modal extraction and stress analysis were carried out. The error between the Ω1 obtained by numerical simulation and the experimental results was only 0.53%, verifying the reliability of the model. After applying the excitation load with a frequency of Ω1, the stress in the ice layer gradually expanded to the strength limit of the ice, achieving an ice-breaking effect consistent with the experimental results. Experimental and simulation results showed that the use of Ω1 for resonance ice-breaking had the best effect. When the ice layer resonated, the stress increased first and then stabilized, and cracks occurred before the stress stabilized to achieve the ice-breaking effect.

This study investigates how the traditional Chinese “philosophy of self-cultivation and awakening” (xiu-wu) can be systematically harnessed to foster Higher-Order Thinking Skills (HOTS) among undergraduates. Through historical–philosophical reconstruction and conceptual analysis, the study distills three recurring instructional principles—gradual cultivation (jian-xiu), gradual awakening (jian-wu), and sudden awakening (dun-wu), and their dialectical synthesis, and re-casts them as design parameters for thinking-centered instruction. These principles are then translated into a macro-level instructional metaphor, the Bridge-Building Model, which sequences curricular elements as bridge piers (the teaching process of “gradual cultivation”), bridge deck (student-constructed “an isolated fragments of knowing”), and final closure (holistic knowledge). The model integrates constructivist, behaviorist and intuitive dimensions: repetitive, scaffolded tasks foster behavioral automaticity; guided reflection precipitates incremental insight; and calibrated “epistemic shocks” elicit sudden reorganization of conceptual schemata. The framework clarifies the locus, timing and contingency of each phase while acknowledging the metaphysical indeterminacy of ultimate “holistic” mastery. By translating classical Chinese pedagogical insights into operational design heuristics, the paper offers higher-education instructors a culturally grounded, theoretically coherent blueprint for systematically nurturing HOTS without sacrificing the spontaneity essential to creative cognition.