What can student-generated diagrams tell us about their understanding of chemical equations?

Chemical equations are representations that use symbols to summarise the net changes occurring in a reaction whereas depictions such as drawings of the submicroscopic level provide representations of the chemical transformations. While the ability to balance and interpret chemical equations is key to understanding many concepts in chemistry, many undergraduate chemistry students struggle to master these skills. The equations contain a great deal of implicit information and novices may not be able to make the connection between the equation and the actual chemical transformations that are occurring. This paper reports on a study which used submicroscopic diagrams to probe students' understanding of chemical equations. Assessment tasks required students to interpret diagrams, construct diagrams and to relate diagrams to symbolic representations. The analysis showed that some students have misconceptions about the molecular nature and chemical formulae and could not distinguish between coefficients and subscripts when representing chemical formulae. While students were generally able to balance a chemical equation presented as a set of diagrams, a significant number could not generate the balanced equation based on a diagram of the progress of a reaction, The study has demonstrated the use of student-generated diagrams to provide insight into students' understandings of chemical equations.

On Lipschitz properties of generated aggregation functions

This article discusses Lipschitz properties of generated aggregation functions. Such generated functions include triangular norms and conorms, quasi-arithmetic means, uninorms, nullnorms and continuous generated functions with a neutral element. The Lipschitz property guarantees stability of aggregation operations with respect to input inaccuracies, and is important for applications. We provide verifiable sufficient conditions to determine when a generated aggregation function holds the k-Lipschitz property, and calculate the Lipschitz constants of power means. We also establish sufficient conditions which guarantee that a generated aggregation function is not Lipschitz. We found the only 1-Lipschitz generated function with a neutral element e ∈]0, 1[.

High functional coherence in k-partite protein cliques of protein interaction networks

We introduce a new topological concept called k-partite protein cliques to study protein interaction (PPI) networks. In particular, we examine functional coherence of proteins in k-partite protein cliques. A k-partite protein clique is a k-partite maximal clique comprising two or more nonoverlapping protein subsets between any two of which full interactions are exhibited. In the detection of PPI’s k-partite maximal cliques, we propose to transform PPI networks into induced K-partite graphs with proteins as vertices where edges only exist among the graph’s partites. Then, we present a k-partite maximal clique mining (MaCMik) algorithm to enumerate k-partite maximal cliques from K-partite graphs. Our MaCMik algorithm is applied to a yeast PPI network. We observe that there does exist interesting and unusually high functional coherence in k-partite protein cliques—most proteins in k-partite protein cliques, especially those in the same partites, share the same functions. Therefore, the idea of k-partite protein cliques suggests a novel approach to characterizing PPI networks, and may help function prediction for unknown proteins.

Student-generated submicro diagrams : a useful tool for teaching and learning chemical equations and stoichiometry

This paper reports on a pedagogical approach to the teaching of chemical equations introduced to first year university students with little previous chemical knowledge. During the instruction period students had to interpret and construct diagrams of reactions at the submicro level, and relate them to chemical equations at the symbolic level with the aim of improving their conceptual understanding of chemical equations and stoichiometry. Students received instruction in symbol conventions, practice through graded tutorial tasks, and feedback on their efforts over the semester. Analysis of the student responses to formative test and summative exam items over consecutive years indicates that there was a consistent improvement in the abilities of the various cohorts to answer stoichiometry questions correctly. The responses provide evidence for diagrams of the submicro level being used as tools for reasoning in solving chemical problems, to recognise misconceptions of chemical formulae and to recognise the value of using various multiple representations of chemical reactions connecting the submicro and symbolic levels of representation. The student-generated submicro diagrams serve as a visualisation tool for teaching and learning abstract concepts in solving stoichiometric problems. We argue that the use of diagrams of the submicro level provides a more complete picture of the reaction, rather than a net summary of a chemical equation, leading to a deeper conceptual understanding.

The effect of potential bias on the formation of ionic liquid generated surface films on Mg alloys

An electrochemical approach to the formation of a protective surface film on Mg alloys immersed in the ionic liquid (IL), trihexyl(tetradecyl)phosphonium–bis 2,4,4-trimethylpentylphosphinate, was investigated in this work. Initially, cyclic voltammetry was used with the Mg alloy being cycled from OCP to more anodic potentials. EIS data indicate that, under these circumstances, an optimum level of protection was achieved at intermediate potentials (e.g., 0 or 0.25 V versus Ag/AgCl). In the second part of this paper, a small constant bias was applied to the Mg alloy immersed in the IL for extended periods using a novel cell design. This electrochemical cell allowed us to monitor in situ surface film formation on the metal surface as well as the subsequent corrosion behaviour of the metal in a corrosive medium. This apparatus was used to investigate the evolution of the surface film on an AZ31 magnesium alloy under a potential bias (between ±100 mV versus open circuit) applied for over 24 h, and the film evolution was monitored using electrochemical impedance spectroscopy (EIS). A film resistance was determined from the EIS data and it was shown that this increased substantially during the first few hours (independent of the bias potential used) with a subsequent decrease upon longer exposure of the surface to the IL. Preliminary characterization of the film formed on the Mg alloy surface using ToF-SIMS indicates that a multilayer surface exists with a phosphorous rich outer layer and a native oxide/hydroxide film underlying this. The corrosion performance of a treated AZ31 specimen when exposed to 0.1 M NaCl aqueous solution showed considerable improvement, consistent with electrochemical data.

Enhancing narrative coherence in simulated interviews about child abuse

Purpose – Simulated child interviews, where adults play the role of a child witness for trainee investigative interviewers, are an essential tool used to train investigators to adhere to non-leading, open-ended questions. The aim of this study is to examine whether the use of a training procedure that guides persons playing the role of a child in simulated interviews results in interviewees producing more coherent narratives (measured by the number of story grammar details).

Design/methodology/approach – A total of 80 police officers individually engaged in ten-minute interviews, whereby an untrained (colleague), or trained respondent, played the role of the child interviewee. For each child respondent condition, the interviews varied according to child age (five or eight years).

Findings – As predicted, trained respondents reported a higher proportion of story grammar elements and a lower proportion of contextual information than the untrained respondents, as well as more story grammar elements in response to open-ended questions. However, there were limitations in how well both groups tailored their story grammar to the age of the child they were representing.

Originality/value – These findings demonstrate that our training procedure promotes a more coherent interviewee account, and facilitates a response style that is more reinforcing of open-ended questions.

Structure and thermal stability of natural rubber reinforced with in situ generated zinc sorbate

In situ prepared zinc disorbate (ZDS) in natural rubber (NR) by the reaction of zinc oxide and sorbic acid was used to reinforce the dicumyl peroxide-cured NR vulcanizate. The changes in mechanical properties of NR vulcanizates after ageing and were determined and the structures and thermal stability of vulcanizates were also analyzed using scanning electron microscope and thermal gravimetric analyzer. The change ratios in tensile strength and elongation at break of NR vulcanizate with theoretic formation of ZDS of 21phr can be increased to -33 from -44 and -27 from -38 after ageing and the initial weight loss temperature of NR vulcanizate can be increased for about 7°C as compared to un-reinforced NR vulcanizate, indicating that the antioxidative behavior and thermal stability of NR can be improved significantly with theoretic formation of ZDS of 21phr.

Neighborhood coherence and edge based approaches to film scene extraction

In order to enable high-level semantics-based video annotation and interpretation, we tackle the problem of automatic decomposition of motion pictures into meaningful story units, namely scenes. Since a scene is a complicated and subjective concept, we first propose guidelines from film production to determine when a scene change occurs in film. We examine different rules and conventions followed as part of Film Grammar to guide and shape our algorithmic solution for determining a scene boundary. Two different techniques are proposed as new solutions in this paper. Our experimental results on 10 full-length movies show that our technique based on shot sequence coherence performs well and reasonably better than the color edges-based approach.

Multi-theoretic approaches to understanding the science classroom

Multi-camera on-site video technology and post-lesson video stimulated interviews were used in a purposefully inclusive research design to generate a complex data set amenable to parallel analyses from several complementary theoretical perspectives. The symposium reports the results of parallel analyses employing positioning theory, systemic functional linguistics, distributed cognition and representational analysis of the same nine-lesson sequence in a single science classroom during the teaching of a single topic: States of Matter. Without contesting the coherence and value of a well-constructed mono-theoretic research study, the argument is made that all such studies present an inevitably partial account of a setting as complex as the science classroom: privileging some aspects and ignoring others. In this symposium, the first presentation examined the rationale for multi-theoretic research designs, highlighting the dangers of the circular amplification of those constructs predetermined by the choice of theory and outlining the intended benefits of multi-theoretic designs that offer less partial accounts of classroom practice. The second and third presentations reported the results of analyses of the same lesson sequence on the topic “states of matter” using the analytical perspectives of positioning theory and systemic functional linguistics. The final presentation reported the comparative analysis of student learning of density over the same three lessons from distributed cognition and representational perspectives. The research design promoted a form of reciprocal interrogation, where the analyses provided insights into classroom practice and the comparison of the analyses facilitated the reflexive interrogation of the selected theories, while also optimally anticipating the subsequent synthesis of the interpretive accounts generated by each analysis of the same setting for the purpose of informing instructional advocacy.