New method to determine PSD using supercritical adsorption: Applied to methane adsorption in activated carbon

Adsorption of supercritical fluids is increasingly carried out to determine the micropore size distribution. This is largely motivated by the advances in the use of supercritical adsorption in high energy applications, such as hydrogen and methane storage in porous media. Experimental data are reported as mass excess versus pressure, and when these data are matched against the theoretical mass excess, significant errors could occur if the void volume used in the calculation of the experimental mass excess is incorrectly determined [Malbrunot, P.; Vidal, D.; Vermesse, J.; Chahine, R.; Bose, T. K. Langmuir 1997, 13, 539]. 1 The incorrect value for the void volume leads to a wrong description of the maximum in the plot of mass excess versus pressure as well as the part of the isotherm over the pressure region where the isotherm is decreasing. Because of this uncertainty in the maximum and the decreasing part of the isotherm, we propose a new method in which the problems associated with this are completely avoided. Our method involves only the relationship between the amount that is introduced into the adsorption cell and the equilibrium pressure. This information of direct experimental data has two distinct advantages. The first is that the data is the raw data without any manipulation (i.e., involving further calculations), and the second one is that this relationship always monotonically increases with pressure. We will illustrate this new method with the adsorption data of methane in a commercial sample of activated carbon.

Virtual teachers: Negotiating new spaces for teaching bodies

In 2002, the authors reviewed the educational performance of a state education department virtual schooling service during its first 2 years of operation, 2000-2001 (Pendergast, Kapitzke, Land, Luke, & Bahr, 2002). Established by Education Queensland, the Virtual Schooling Service (VSS) utilises synchronous and asynchronous online delivery strategies and a range of learning technologies to support students at a distance (see http://education.qld.gov.au/learningplace/vss/). The service commenced with a focus on senior secondary subjects. At present, there are over 700 students in 89 schools across the state enrolled in 9 subjects. In response to the recommendations of the study, a series of professional development activities were conducted with the VSS teachers by the authors. Opportunity for critical reflection was provided, including consideration of the ways in which the teachers were developing as a learning community. Some data, including visual representations, were collected from participants with the purpose of understanding how VSS teachers are constructed as professionals. This study compares and contrasts that data with self-constructions of teacher professionals in other fields.