Effects of gas adsorption and collisions on electrical transport in single-walled carbon nanotubes

Degassing of bundles of single-walled carbon nanotubes in vacuum at 500 K is found to drive the thermoelectricpower (TEP) strongly negative, indicating that the degassed metallic tubes in a bundle are n type. The magnitude of the negative TEP indicates that important asymmetry in the electronic carbon pi bands exists near the Fermi energy. Easily measurable increases in the TEP ( approximately 5-10 &mgr;V/K) and resistivity ( 2%-10%) are observed at 500 K upon exposure to N2 and He, suggesting that even gas collisions with the nanotube wall can contribute significantly to the transport properties.     

Three types of mathematical representational translations: Comparing empirical and theoretical results

Previous research has investigated the representational translation practices of high school students, high school teachers, and college preservice teachers in various mathematical contexts including linear functions. Findings from qualitative research has frequently led to new notions about participant work and understanding. Many quantitative research has investigated the degree to which some in these populations correctly perform these translations. However, it seems that only infrequently have empirical research investigated findings from qualitative studies and vice versa, and findings regarding one population are rarely compared with findings of another population. This study (a) empirically explores the frequency of success of preservice teachers (N = 80) regarding representational translations in the context of linear functions, (b) quantifies results from previous qualitative, literature‐based research regarding high school students and teachers, and (c) quantitatively compares the results. This study demonstrates that some mathematical representational translations are more difficult than others.     

Total Synthesis of (6R,10R,13R,14R,16R,17R,19S,20R,21R,24S, 25S,28S,30S,32R,33R,34R,36S,37S,39R)‐Azaspiracid‐3 Reveals Non‐Identity with the Natural Product

A convergent and stereoselective total synthesis of the previously assigned structure of azaspiracid‐3 has been achieved by a late‐stage Nozaki–Hiyama–Kishi coupling to form the C21?C22 bond with the C20 configuration unambiguously established from l ‐(+)‐tartaric acid. Postcoupling steps involved oxidation to an ynone, modified Stryker reduction of the alkyne, global deprotection, and oxidation of the resulting C1 primary alcohol to the carboxylic acid. The synthetic product matched naturally occurring azaspiracid‐3 by mass spectrometry, but differed both chromatographically and spectroscopically.     

Electrochemical Detection of Artemisinin Using Cobalt Sulphide/Reduced Graphene Oxide Nanocomposite

Solvothermally synthesized cobalt sulphide/reduced graphene oxide (CoS/rGO) was used to fabricate an electrochemical sensor for detection of artemisinin. Microscopic techniques were used to characterize CoS/rGO nanocomposite. The electrochemical sensor was fabricated by modifying the surface of glassy carbon electrode with CoS/rGO nanocomposite. [Fe(CN)6]^3−/4− was used as a mediator to aid oxidation of artemisinin. Differential pulse voltammetric technique was used for the detection of artemisinin. A linear range of 30–100 μM was used. Experimentally, a detection limit of 0.5 μM was obtained. Therefore, the developed sensor can be used for quality control of artemisinin.     

The number of certain dendrites of order three

In this paper, we calculate the number, up to homeomorphism, of a certain type of dendrites of order 3. This problem arises out of an attempt to characterize certain congruences of S(X), the semigroup of continuous self maps of a topological space X. The dendrites D under consideration are those which satisfy the condition that for each branch point b of D at least one of the components of D — {b} is either an arc or a triod. To facilitate our calculation we first show that each of such dendrites is homeomorphic to one of an apparently more restricted class. We then classify the dendrites into homeomorphism classes and finally calculate the number of such classes.     

Measurement of radon concentration in groundwater in the Ashanti region of Ghana

Radon in groundwater and their annual effective dose in the Ashanti region of Ghana have been determined using the continuous grab sampling technique and an AB-5 detector. Mean levels of radon were in the range of 0.51–46.16 Bq L^?1. Effective annual doses ranged from 0.18–16.16, 0.13–12.08 and 0.09–8.31 μSv y^?1 for infants, children and adults, respectively. These values are significantly lower than the reference level of 0.1 mSv y^?1 recommended by the WHO and United Nations Scientific Committee on the Effects of Atomic Radiation for members of the public.     

Characterization of certain accessible dendrites

In [2] we calculated the number, up to homeomorphism, of saws in class D _n,m, where n2 and 0mn–2. In this paper we characterize accessible simple B-finite dendrites of finite order, and accessible saws. We also calculate the number, up to homeomorphism, of accessible saws in the family D _n.     

Lost in Translation: Examining Translation Errors Associated With Mathematical Representations

Translation errors and conceptual misunderstandings made by students translating among graphical, tabular, and symbolic representations of linear functions were examined. The study situated student errors in the context of the “Translation‐Verification Model” developed specifically for the purpose of explaining student behavior during the process of translating relationships from one mathematical representation to another. Three distinct error types were identified to explain student performance. An examination of the error types revealed that specific translation errors tend to occur at different stages of the translation process. Translation errors are also related to “attribute density,” the amount of information inherently encoded in a given representation. The findings of the study have implications for teaching linear relationships—student weaknesses and strengths are identified.