Relativmessung der Elektronenpolarisation beimxβ-Zerfall: RaE(Bi210)-P32

An apparatus is described for comparing the longitudinal polarization valuesP ofβ-particles from different emitters by the method of double scattering. For RaE(Bi²¹⁰) and P³² we have measured the ratio of polarization values to be P(RaE)/ P(P³²)=0·757±0·022 at 540 keV. This is in good agreement with previous measurements. Ratios of matrix elements are determined from polarization and spectrum shape data of RaE, but these values are not reliable because the spectrum shape shows a systematic discrepancy between theory and experiment below 200 keV. A discussion of electron polarization and spectrum shape data of P³² shows that deviations of polarization from the allowed value are probably very small.     

Orientation dependence of surface enhanced raman intensities: results from abinitio calculations

Time dependent Hartree—Fock methods have been used to calculate Raman intensifies for H₂ adsorbed onto a model lithium cluster as a function of the orientation of H₂ relative to the cluster surface. The intensity is found to be largest for perpendicular adsorption, dropping to a small value at an intermediate angle, and then rising to a second but smaller maximum for parallel adsorption. The results are interpreted using a model which correlates enhancement to lithium cluster orbital energy shifts induced by the static quadrupole field Of H₂.     

An upper bound for a percolation constant

Résumé Dans cette note, nous étudions le temps minimum que prend un fluide pour se répandre à travers un milieu quand les temps nécessaires pour traverser les arcs du milieu sont des variables aléatoires indépendantes les unes des autres et tirées de la distribution uniforme et rectangulaire.     

Targeting large phosp(III)azane macrocyles [{P(mu-NR)}(2)(LL)](n) (n> or = 2)

The condensation reactions of the dimer [ClP(micro-NR)](2) with organic diacids [LL(H)(2)], possessing linear orientations of their organic groups, result in the formation of phospha(III)zane macrocyles of the type [{P(mu-NR)}(2)(LL)](n) of various sizes. The series of macrocycles [{P(mu-N(t)Bu)}(2){1,5-(NH)(2)C(10)H(6)}](3), [{P(mu-NCy)}(2)(1,5-O(2)C(10)H(6))](n) [n = 3; n = 4], [{P(mu-N(t)Bu)}(2){1,4-(NH)(2)C(6)H(4)}](4), [{P(mu-N(t)Bu)}(2)(1,4-O(2)C(6)H(4))], [{P(mu-NCy)}(2)(1,4-O(2)C(6)H(4))](3) and [{P(mu-N(t)Bu)}(2){(NH)C(6)H(4)OC(6)H(4)(NH)}](2) can be related to classical organic frameworks, like calixarenes.     

How does imposing a step-by-step solution method impact students’ approach to mathematical word problem solving?

This paper presents the second phase of a larger research program with the purpose of exploring the possible consequences of a gap between what is done in the classroom regarding mathematical word problem solving and what research shows to be effective in this particular field of study. Data from the first phase of our study on teachers’ self-proclaimed practices showed that one-third of elementary teachers from the region of Quebec require their students to follow a specific sequential problem-solving method, known as the ‘what I know, what I look for’ method. These results led us to hypothesize that the observed gap may have an impact on students’ comprehension of mathematical word problems. The use of this particular method was the foundation for us to study, in the second phase, the effect of the imposition of this sequential method on students’ literal and inferential understanding of word problems. A total of 278 fourth graders (9–10 years old) solved mathematical word problems followed by a test to assess their understanding of the word problems they had just solved. The results suggest that the use of this problem solving method does not seem to improve or impair students’ understanding. From a more fundamental point of view, our study led us to the conclusion that the way word problem solving is addressed in the mathematics classroom, through sequential and inflexible methods, does not help students develop their word problem solving competence.