Solid phase extraction for analysis of biogenic carbonates by electrothermal vaporization inductively coupled plasma mass spectrometry (ETV-ICP-MS): an investigation of rare earth element signatures in otolith microchemistry

Uptake of trace elements into fish otoliths is governed by several factors such as life histories and environment in addition to stock and species differences. In an attempt to elucidate the elemental signatures of rare earth elements (REEs) in otoliths, a solid phase extraction (SPE) protocol was used in combination with electrothermal vaporization (ETV) as a sample introduction procedure for the determinations by inductively coupled plasma quadrupole mass spectrometry (ICP-MS). Effects of various parameters, such as carrier gas flow rate, atomization temperature and chemical modification, were examined for optimization of the conditions by ETV-ICP-MS. Atomization was achieved at 2800 °C. Lower temperatures (i.e. 2600 °C) resulted in severe memory problems due to incomplete atomization. Palladium was used as a chemical modifier. It was found that an increase in Pd concentration up to 0.5 μg in the injection volume (70 μl) led up to four-fold enhancement in the integrated signals. This phenomenon is attributed to the carrier effect of Pd rather than the stabilization since no significant losses were observed for high temperature drying around 700 °C even in the absence of Pd. Preconcentration was performed on-line at pH 5 by using a mini-column of Toyopearl AF-Chelate 650M chelating resin, which also eliminated the calcium matrix of otolith solutions. After preconcentration of 6.4 ml of solution, the concentrate was collected in 0.65 ml of 0.5% (v/v) HNO₃ in autosampler cups, and then analyzed by ETV-ICP-MS. The method was validated with the analysis of a fish otolith certified reference material (CRM) of emperor snapper, and then applied to samples. Results obtained from otoliths of fish captured in the same habitat indicated that otolith rare earth element concentrations are more dependent on environmental conditions of the habitat than on species differences.     

How Focusing Phenomena in the Instructional Environment Support Individual Students' Generalizations

This article sets forth a way of connecting the classroom instructional environment with individual students' generalizations. To do so, we advance the notion of focusing phenomena, that is, regularities in the ways in which teachers, students, artifacts, and curricular materials act together to direct attention toward certain mathematical properties over others. The construct of focusing phenomena emerged from an empirical study conducted during a 5-week unit on slope and linear functions in a high school classroom using a reform curriculum. Qualitative evidence from interviews with 7 students revealed that students interpreted the m value in y = b + mx as a difference rather than a ratio as a result of counterproductive generalization afforded by focusing phenomena. Classroom analysis revealed 4 focusing phenomena, which regularly directed students' attention to various sets of differences rather than to the coordination of quantities.     

Constructing Space for Science at the Royal Institution of Great Britain

Those who have worked in the Royal Institution of Great Britain have, since its foundation in 1799, made significant contributions to scientific knowledge, to its practical application, and to its communication to a wide variety of audiences. Such work cannot be carried out in an architectural vacuum, and in this paper we examine how the buildings of the Royal Institution, 20 and 21 Albemarle Street in central London, have shaped the work undertaken within its walls and how, on a number of occasions, the buildings have been reconfigured to take account of the evolving needs of scientific research and communication. This paper is based on the Conservation Plan of the Royal Institution that we wrote during 2003. The Conservation Plan did not examine the land owned by the Royal Institution to the north (i.e., 22 and 23 Albemarle Street; for this area see Richard Garnier, “Grafton Street, Mayfair,” Georgian Group Journal 13 (2003), 210–272), but it did discuss 18 and 19 Albemarle Street. In this paper we concentrate on the core Royal Institution buildings at 20 and 21 Albemarle Street. Other studies of the relationship of architecture,space, and science include Crosbie Smith and Jon Agar, ed., Making Space for Science: Territorial Themes in the Shaping of Knowledge (Basingstoke: Macmillan, 1997); Peter Galison and Emily Thompson, ed., The Architecture of Science (Cambridge, Mass.: MIT Press, 1999); and Sophie Forgan,“The architecture of science and the idea of a university,” Studies in History and Philosophy of Science 20 (1989), 405–434. Frank A.J.L. James is Professor of the History of Science at the Royal Institution; he has written widely on the history of nineteenth-century science in its social and cultural contexts and is editor of the Correspondence of Michael Faraday. He is President of the British Society for the History of Science. Anthony Peers is an Associate of Rodney Melville and Partners where he works in the field of building conservation as an architectural historian. He is a Council member of the Ancient Monument Society.     

An algorithm for detecting abelian monopoles inSU 2-valued lattice gauge-Higgs systems

We present an algorithm which calculates the monopole number of anSU ₂-valued lattice gauge field, together with a lattice Higgs field, on a simplicial lattice of dimension ≧3. The calculation is gauge invariant. The expected value of the monopole density (for a fixed Higgs field) does not depend on the Higgs field. Partially supported by NSF grants DMS 8607168 and DMS 8907753 Partially supported by PSC-CUNY and by NSF grant DMS 8805485