Parabolic subgroups in FC-type Artin groups

Parabolic subgroups are the building blocks of Artin groups. This paper extends previous results of Cumplido, Gebhardt, Gonzales-Meneses and Wiest, known only for parabolic subgroups of finite type Artin groups, to parabolic subgroups of FC-type Artin groups. We show that the class of finite type parabolic subgroups is closed under intersection. We also study an analog of the curve complex for mapping class group constructed by Cumplido et al. using parabolic subgroups. We extend the construction of this complex, called the complex of parabolic subgroups, to FC-type Artin groups. We show that this simplicial complex is, in most cases, infinite diameter and conjecture that it is δ-hyperbolic.     

Patterns—a fundamental idea of mathematical thinking and learning

Taking advantage of patterns is typical of our everyday experience as well as our mathematical thinking and learning. For example a working day or a morning at school displays a certain structure, which can be described in terms of patterns. On the one hand regular structures give us the feeling of permanence and enable us to make predictions. On the other hand they also provide a chance to be creative and to vary common procedures. School students usually encounter patterns in math classes either as number patterns or geometric patterns. There are also patterns that teachers can find in analyzing the errors students make during their calculations (error patterns) as well as patterns that are inherent to mathematical problems. One could even go so far as to say that identifying and describing patterns is elementary for mathematics (cf. Devlin 2003). Practising good interacting with patterns supports not only the active learning of mathematics but also a deeper understanding of the world in general. Patterns can be explored, identified, extended, reproduced, compared, varied, represented, described and created. This paper provides some examples of pattern utilization and detailed analyses thereof. These ideas serve as “hooks” to encourage the good use of patterns to facilitate active learning processes in mathematics.     

Modules of piecewise polynomials and their freeness

Partially supported by NSF Grant DMS-9004123 and ARO through MSI Cornell (DAAG 29-85-C-0018)     

The effect of olefinic terminal chains on the mesomorphic properties of 4,4'-disubstituted diphenyldiacetylenes

New diphenyldiacetylenes of the type with A, B = H and/or F; m = 0, 1; n = 1-4; and X = C n H 2n + 1 , F, CF 3 or CN were synthesized and their mesomorphic properties determined by hot stage polarizing microscopy and DSC. When m = 0, all of these compounds showed only a nematic phase except when X = CF 3 when both nematic and smectic A phases were seen. Both clearing and melting temperatures were higher than those reported for substitution with the corresponding alkyl chains but the much larger increase in clearing temperatures produced considerably wider nematic phases. Eutectic mixtures of a few of these olefins yielded nematic materials also having much wider temperature ranges and higher clearing temperatures than the eutectic mixtures of the alkyl compounds, while retaining their high birefringence and low viscosities. Such materials are of interest for beam-steering devices.

Four of the diacetylenes with m = 1 ( A, B = H) were also prepared ( X = C 6 H 13 , F, n = 2, 3). When X was C 6 H 13 ( n = 2), the nematic range was smaller in the 2- than in the 1-olefin but wider than in the alkyl series. When X = F, either no nematic phase or a monotropic one was observed, whereas the 1-olefins gave a much wider nematic phase. Both transition temperatures were lower than those for the corresponding 1-olefin and alkyl analogues. The compound with X = C 6 H 13 and n = 2 had a melting temperature below room temperature.     

Quantitative Impact of a Cognitive Modeling Intelligent Tutoring System on Student Performance in Balancing Chemical Equations

The need for improved interactive tutoring capabilities in educational software for chemistry problem solving is an important one clearly articulated by teachers and students. To deliver the next generation of individualized interactive capabilities users demand, it is necessary to go beyond the conventional computer-assisted instruction methodology. The focus of this paper is the assessment with first-semester general chemistry students of a recently developed artificial intelligence (AI) tutor for balancing chemical equations. This is the first such assessment of an AI-based learning tool in chemistry. Students in CHEM 121 in the Fall 2001 semester at Duquesne University (N = 273) participated in the study. Students were divided into a test group that used the AI tutor as part of their study activities and a control group that did not use the tutor. It was found that the tutor improved the performance of the test group students to a statistically significant degree, helping the weakest students the most. This study establishes the feasibility of an AI-based approach to creating advanced new tutoring software for chemistry problem solving. Access to a Web-based demonstration of the equation-balancing tutor may be obtained by emailing the corresponding author.