A New Fluorinated Polymer Having Two Connected Rings in the Main Chain: Synthesis and Characterization of Fluorinated Poly(1,3-cyclohexadiene)

The high electronegativity and small size of the fluorine atom and the high stability of C-F bonds impart interesting properties and applications to fluorine containing polymers. The unique properties of fluoropolymers include high thermal stability, improved chemical resistance, low surface energies, low coefficients of friction, and low dielectric constants. Applications of fluorinated polymers include use as noncorrosive materials, polymer processing aids, chemically resistant and antifouling coatings, as well as interlayer dielectrics. Fluorine-containing polymers can be directly synthesized via polymerization of fluorine-containing monomers or by post-polymerization modification. The latter method can be used to attach fluorinated species, such as perfluoroalkyl groups, onto conventional polymer chains, thereby imparting properties of fluorine-containing polymers into conventional polymers and widening their range of potential applications.

Discourse and Cooperative Learning in the Math Classroom

In this action research study of my 6th grade math classroom I investigated the effects of increased student discourse and cooperative learning on the students’ ability to explain and understand math concepts and problem solving, as well as its effects on their use of vocabulary and written explanations. I also investigated how it affected students’ attitudes. I discovered that increased student discourse and cooperative learning resulted in positive changes in students’ attitudes about their ability to explain and understand math, as well as their actual ability to explain and understand math concepts. Evidence in regard to use of vocabulary and written explanations generally showed little change, but this may have been related to insufficient data. As a result of this research, I plan to continue to use cooperative learning groups and increased student discourse as a teaching practice in all of my math classes. I also plan to include training on cooperative learning strategies as well as more emphasis on vocabulary and writing in my math classroom.

The Effects Improving Student Discourse Has on Learning Mathematics

In this action research study of my 8th grade mathematics classroom, I investigated how improving student discourse affects learning mathematics. I conducted this study because I wanted to give students more opportunities to develop and share their ideas with their peers as well as with me. My idea was to create a learning environment that encouraged students to voice their opinions. In order to do so, I needed to reassure and model with my students that they were in a classroom where it was safe to take risks, and they should feel comfortable sharing their ideas. By facilitating activities for students to complete in groups, asking students to prepare work to share with the class, and offering more opportunities for students to work with each other on discovering and exploring math skills being presented, I set the tone for abundant student discourse to take place in the mathematics classroom. I discovered that students became more comfortable with math skills the more opportunities they had to discuss the ideas in various settings. I also found that as the study went on, students discovered the importance of being able to share their mathematical ideas and valued the ability to verbalize their thoughts with others. As a result of this study, I plan to continue offering many opportunities for students to work in groups as well as to share their ideas with the class.