Shear strength of adhesively bonded polyolefins with minimal surface preparation

Interest in polyethylene and polypropylene bonding has increased in the last years. However, adhesive joints with adherends which are of low surface energy and which are chemically inert present several difficulties. Generally, their high degree of chemical resistance to solvents and dissimilar solubility parameters limit the usefulness of solvent bonding as a viable assembly technique. One successful approach to adhesive bonding of these materials involves proper selection of surface pre-treatment prior to bonding. With the correct pre-treatment it is possible to glue these materials with one or more of several adhesives required by the applications involved. A second approach is the use of adhesives without surface pre-treatment, such as hot melts, high tack pressure-sensitive adhesives, solvent-based specialty adhesives and, more recently, structural acrylic adhesives as such 3M DP-8005® and Loctite 3030®. In this paper, the shear strengths of two acrylic adhesives were evaluated using the lap shear test method ASTM D3163 and the block shear test method ASTM D4501. Two different industrial polyolefins (polyethylene and polypropylene) were used for adherends. However, the focus of this study was to measure the shear strength of polyethylene joints with acrylic adhesives. The effect of abrasion was also studied. Some test specimens were manually abraded using 180 and 320 grade abrasive paper. An additional goal of this work was to examine the effect of temperature and moisture on mechanical strength of adhesive joints.

Effect of immersion cleansers on the bond strength between a denture base resin and acrylic resin teeth

The aim of the present study was to assess the shear bond strength between a heat-polymerized denture base resin and acrylic resin teeth after immersion in different denture cleansers by simulating a 180-day use. Two acrylic teeth (Biotone, Biotone IPN, Dentsply Ind. e Com., Rio de Janeiro, RJ, Brazil) were chosen for bonding to a heat-polymerized denture base resin (Lucitone 550- Dentsply Ind. e Com., Rio de Janeiro, RJ, Brazil). Eighty specimens were produced and divided into eight groups (n=10) according to their experimental condition (distilled water, 2% chlorhexidine digluconate, 1% sodium hypochlorite and Corega Tabs). Shear bond strength tests (MPa) were performed with a universal testing machine at a crosshead speed of 0.5 mm/min. Data were analyzed by two-way analysis of variance (ANOVA) and Student-Newman-Keuls' multiple comparisons post hoc analysis (α=.05). The shear bond strength results revealed statistically significant differences between the groups. For the Biotone IPN tooth, significantly lower shear bond strength values were found for the group immersed in sodium-perborate solution (4.48±2.18 MPa) than for the group immersed in distilled water (control group) (10.83±1.84 MPa). For Biotone, significantly higher bond strength values (10.04±3.28 MPa) were found for the group immersed in Corega Tabs than for the control group (5.45±2.93 MPa). The immersion in denture cleanser solutions was more detrimental to the conventional acrylic denture tooth (Biotone) than to the highly cross-linked denture tooth (Biotone IPN). However, this effect was not observed for the groups immersed in Corega Tabs solution, regardless of the type of denture tooth. © 2013 Elsevier Ltd.

Exploring first-year academic achievement through structural equation modelling

The purpose of this research was to develop and test a multicausal model of the individual characteristics associated with academic success in first-year Australian university students. This model comprised the constructs of: previous academic performance, achievement motivation, self-regulatory learning strategies, and personality traits, with end-of-semester grades the dependent variable of interest. The study involved the distribution of a questionnaire, which assessed motivation, self-regulatory learning strategies and personality traits, to 1193 students at the start of their first year at university. Students' academic records were accessed at the end of their first year of study to ascertain their first and second semester grades. This study established that previous high academic performance, use of self-regulatory learning strategies, and being introverted and agreeable, were indicators of academic success in the first semester of university study. Achievement motivation and the personality trait of conscientiousness were indirectly related to first semester grades, through the influence they had on the students' use of self-regulatory learning strategies. First semester grades were predictive of second semester grades. This research provides valuable information for both educators and students about the factors intrinsic to the individual that are associated with successful performance in the first year at university.