3 resultados para Transfer matrix method

em Bucknell University Digital Commons - Pensilvania - USA


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The PM3 semiempirical quantum-mechanical method was found to systematically describe intermolecular hydrogen bonding in small polar molecules. PM3 shows charge transfer from the donor to acceptor molecules on the order of 0.02-0.06 units of charge when strong hydrogen bonds are formed. The PM3 method is predictive; calculated hydrogen bond energies with an absolute magnitude greater than 2 kcal mol-' suggest that the global minimum is a hydrogen bonded complex; absolute energies less than 2 kcal mol-' imply that other van der Waals complexes are more stable. The geometries of the PM3 hydrogen bonded complexes agree with high-resolution spectroscopic observations, gas electron diffraction data, and high-level ab initio calculations. The main limitations in the PM3 method are the underestimation of hydrogen bond lengths by 0.1-0.2 for some systems and the underestimation of reliable experimental hydrogen bond energies by approximately 1-2 kcal mol-l. The PM3 method predicts that ammonia is a good hydrogen bond acceptor and a poor hydrogen donor when interacting with neutral molecules. Electronegativity differences between F, N, and 0 predict that donor strength follows the order F > 0 > N and acceptor strength follows the order N > 0 > F. In the calculations presented in this article, the PM3 method mirrors these electronegativity differences, predicting the F-H- - -N bond to be the strongest and the N-H- - -F bond the weakest. It appears that the PM3 Hamiltonian is able to model hydrogen bonding because of the reduction of two-center repulsive forces brought about by the parameterization of the Gaussian core-core interactions. The ability of the PM3 method to model intermolecular hydrogen bonding means reasonably accurate quantum-mechanical calculations can be applied to small biologic systems.

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A method for the production of macrocyclic polystyrene via ring closing of a linear !,"-dibrominated polystyrene by an Atom Transfer Radical Coupling (ATRC) reaction is described. The dibrominated polystyrene chain was produced from two simultaneous atom transfer radical polymerizations (ATRPs) originating from a dibrominated benzal bromide initiator. To ensure the retention of the halogen end groups polymerization was allowed to proceed to less than 50% conversion. Using this precursor in an intramolecular ATRC (ring closing) reaction was found to yield in excess of 90% cyclic product based on refractive index-gel permeation chromatography (GPC) analysis. The cyclic architecture of the polymer was verified by GPC, Nuclear Magnetic Resonance (NMR), and mass spectrometry analysis. The utility of this method has been expanded by the addition of 2-methyl-2-nitrosopropane to the coupling reaction, which allows for the coupling to proceed at a faster rate and to yield macrocycles with incorporated alkoxyamine functionality. The alkoxyamine functionality allows for degradation of the cycles at high temperatures (>125° C) and we hypothesize that it may allow the macrocycles to act as a macroinitiator for a ring expansion polymerization in future studies.

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Engineering students continue to develop and show misconceptions due to prior knowledge and experiences (Miller, Streveler, Olds, Chi, Nelson, & Geist, 2007). Misconceptions have been documented in students’ understanding of heat transfer(Krause, Decker, Niska, Alford, & Griffin, 2003) by concept inventories (e.g., Jacobi,Martin, Mitchell, & Newell, 2003; Nottis, Prince, Vigeant, Nelson, & Hartsock, 2009). Students’ conceptual understanding has also been shown to vary by grade point average (Nottis et al., 2009). Inquiry-based activities (Nottis, Prince, & Vigeant, 2010) haveshown some success over traditional instructional methods (Tasoglu & Bakac, 2010) in altering misconceptions. The purpose of the current study was to determine whether undergraduate engineering students’ understanding of heat transfer concepts significantly changed after instruction with eight inquiry-based activities (Prince & Felder, 2007) supplementing instruction and whether students’ self reported GPA and prior knowledge, as measured by completion of specific engineering courses, affected these changes. The Heat and Energy Concept Inventory (Prince, Vigeant, & Nottis, 2010) was used to assess conceptual understanding. It was found that conceptual understanding significantly increased from pre- to post-test. It was also found that GPA had an effect on conceptual understanding of heat transfer; significant differences were found in post-test scores onthe concept inventory between GPA groups. However, there were mixed results when courses previously taken were analyzed. Future research should strive to analyze how prior knowledge effects conceptual understanding and aim to reduce the limitations of the current study such as, sampling method and methods of measuring GPA and priorknowledge.