The simulated ab-initio molecular orbital (SAMO) method for polymers. Polyethylene and polyene

The application of the simulated ab-initio molecular orbital (SAMO) method — a new non-empirical technique — to the band structure of polymers is reported. The method uses full ab-initio results on small molecules to construct for polymers molecular orbitals which simulate those obtained from full ab-initio treatments. Results are compared with those obtained from published ab-initio and semi-empirical calculations.     

The determination of134Cs,137Cs,210Pb,226Ra and228Ra concentrations in nearshore marine sediments and seawater

Multi-radionuclide analyses of coastal marine sediments and seawater can be of considerable value in defining rates and mechanisms of nearshore processes. A preliminary study of¹³⁴Cs,¹³⁷Cs,²¹⁰Pb,²²⁶Ra and²²⁸Ra in the Clyde Sea Area has been performed. A summary of the marine geochemistries of these species and a detailed account of methods involved in their routine analysis are described.     

Investigation of ion/molecule reactions as a quantification method for phosphorylated positional isomers. an FT-ICR approach

A rapid and accurate method of quantifying positional isomeric mixtures of phosphorylated hexose and N-acetylhexosamine monosacchrides by using gas-phase ion/molecule reactions coupled with FT-ICR mass spectrometry is described. Trimethyl borate, the reagent gas, reacts readily with the singly charged negative ions of phosphorylated monosaccharides to form two stable product ions corresponding to the loss of one or two neutral molecules of methanol from the original adduct. Product distribution in the ion/molecule reaction spectra differs significantly for isomers phosphorylated in either the 1- or the 6-position. As a result, the percents of total ion current of these product ions for a mixture of the two isomers vary with its composition. In order to determine the percentage of each isomer in an unknown mixture, a multicomponent quantification method is utilized in which the percents of total ion current of the two product ions for each pure monosaccharide phosphate and the mixture are used in a two-equation, two-unknown system. The applicability of this method is demonstrated by successfully quantifying mock mixtures of four different isomeric pairs: Glucose-1-phosphate and glucose-6-phosphate; mannose-1-phosphate and mannose-6-phosphate; galactose-1-phosphate and galactose-6-phosphate; N-acetylglucosamine-1-phosphate and N-acetylglucosamine-6-phosphate. The effects of mixture concentrations and ion/molecule reaction conditions on the quantification are also discussed. Our results demonstrate that this assay is a fast, sensitive, and robust method to quantify isomeric mixtures of phosphorylated monosaccharides.     

Optochemical Sensor for Ammonia Based on a Lipophilized pH Indicator in a Hydrophobic Matrix

Abstract

An optical sensor for the determination of ammonia in water based on ion pairing has been investigated. A pH-sensitive dye is immobilized as an ion pair in a silicone matrix. The colour of the dye changes from yellow to blue depending on the concentration of ammonia in the sample solution. This change is reversible. The concentration of ammonia can be determined by measuring the transmittance at a given wavelength.

All measurements were performed with a dual-beam optical meter. The measurement range was from 5.9 × 10^?7 to 1 × 10^?3 M (0.01 to 17 mg/l) in 0.1 M phosphate buffer of pH 8. The detection limit was 10 μg/l. The response times at a flow rate of 2.5 ml/min were 4 min for t₉₀ and 10 min for t₁₀₀ at a change from 41.9 to 82.5 μM ammonia and 12 min for t₉₀ and 48 min for t₁₀₀ at a change from 160 to 0 μM ammonia. The operational lifetime of the ammonia sensor was limited to a period of a few days only. A continuous decrease in baseline signal and relative signal change was observed over the whole measurement. The storage stability was more than 10 months (dry). With respect to possible application of the ammonia sensor to environmental analysis, the influence of pH, typical interferences, such as amines and various detergents on the sensor response was investigated. No interference due to pH was observed in the range from pH 5 to pH 9. With methyl- and ethylamine the response was not completely reversible. The sensor was affected by cationic detergents, but not by anionic or neutral detergents.     

A bound on the Wasserstein-2 distance between linear combinations of independent random variables

We provide a bound on a distance between finitely supported elements and general elements of the unit sphere of ${?}^2\left({\mathbb{N}}^1\right)$. We use this bound to estimate the Wasserstein-2 distance between random variables represented by linear combinations of independent random variables. Our results are expressed in terms of a discrepancy measure related to Nourdin–Peccati’s Malliavin–Stein method. The main application is towards the computation of quantitative rates of convergence to elements of the second Wiener chaos. In particular, we explicit these rates for non-central asymptotic of sequences of quadratic forms and the behavior of the generalized Rosenblatt process at extreme critical exponent.     

Designing and using professional development resources for inquiry-based learning

This paper describes an attempt to design, analyse and refine professional development (PD) resources that encourage the implementation of inquiry-based learning (IBL). We describe the iterative development of the resources in England with over 100 mathematics teachers from secondary, tertiary and adult education and then analyse the impact these resources had on teachers’ beliefs and practices and the issues arising. This evaluation revealed that teachers had moved away from transmission-based orientations, encouraged by the use of less structured tasks and sample lesson plans, but some found it difficult to adopt IBL pedagogies. The most significant issues for teachers may be summarised as: confusing IBL with ‘discovery’ learning; developing and managing collaborative cultures within the classroom; and planning lessons that adapt to the emerging needs of learners.