Influence of the preparation conditions on the properties of gold catalysts for the oxidation of glucose

In this work, two deposition–precipitation methods for the preparation of gold catalysts for glucose oxidation were investigated. Thus far, gold colloids immobilized on carbon have been used for catalytic glucose oxidation, but the long-term stability of these systems was not sufficient. To improve the long-term stability we used the deposition–precipitation methods using NaOH (DP NaOH) or urea (DP urea) as precipitation agents as they were described by Haruta and Dekkers, respectively, using alumina as a support material. With these methods, it was possible to prepare highly active and selective catalysts which showed an excellent long-term stability. DP urea was found to be the preferred method, because in contrast to DP NaOH, no losses of gold occurred during the preparation, and it was possible to adjust various gold contents up to 10 wt% Au.     

Infrared study of nitrogen monoxide adsorption on palladium ion-exchanged ZSM-5 catalysts

The adsorption of NO at room temperature on a H-ZSM-5 catalyst exchanged with Pd(NH₃) ₄ ²⁺ complex and activated in oxygen at 773 K has been examined by FTIR spectroscopy. After the oxidizing treatment, the Pd tetrammine complex decomposed into Pd(II) ions and/or Pd(II) hydroxyl complexes dispersed in the zeolite channels. The subsequent adsorption of NO at room temperature led to the reduction of Pd(II) to Pd(I) entities, resulting in the formation and adsorption of NO₂ on H-ZSM-5. The Pd(I) entities were shown to adsorb NO and form mononitrosyl complexes dispersed in the zeolite porosity and characterized by a single infrared absorption band at 1881 cm^–1. The Pd(I) mononitrosyl complex was shown to reversibly coordinate water and NO₂ molecules. The resulting nitrosyl complex was characterized by a single NO vibration band at 1836 cm^–1.     

Robust cascaded automatic cruise control of electric vehicles

This article focuses on automatic cruise control for electrically driven vehicles. The objective is to track a given vehicle‐velocity profile. For this type of application, the so‐called wheel slip plays a key role, as it is a measure for the force transmitted from the wheel to the road. Conventional wheel‐ slip controllers are usually activated if the absolute value of the slip exceeds pre‐assumed thresholds. Furthermore, it is distinguished between a braking and acceleration maneuver using separately designed and implemented controllers. In contrast, the proposed concept requires neither an activation strategy for the slip controller nor a distinction between braking and acceleration. The cascaded control structure is based upon adaptive‐gains super twisting sliding‐mode algorithm, and the friction force estimator is realized as a second‐order sliding‐mode observer with constant gains. The effectiveness and robustness of the proposed concept are demonstrated in numerical simulations using a complex multibody vehicle model. Copyright © 2015 John Wiley & Sons, Ltd.     

Être à l’écoute des élèves : un incontournable dans la classe de mathématiques

Abstract

This article examines a unique professional development initiative in mathematics teaching that focuses on the design and field testing of pedagogical resources for primary teachers. We examine a particular aspect of the project—namely, helping teachers move from a model centred on explanation and repetitive exercises to an approach centred on listening and responding to students' thinking. In particular, the initiative emphasizes the important role played by students’ reasoning in the construction of their own computational algorithms. This analysis provides evidence that professional development that aims to deepen understanding of students’ mathematical thinking, that provides resources to support the implementation of new teaching strategies, and that strives to establish a collaborative environment enables educators to gain confidence and to develop expertise in their interactions with students in the context of problem solving.     

Developing authentic assessment: Case studies of secondary school mathematics teachers’ experiences

Abstract

Authentic assessment techniques in mathematics raise issues that merit the attention of practitioners, educators, and researchers. Teacher training in assessment, the reliability and validity of authentic assessment, the variety of methods employed in such assessment, and the ways assessment is employed are all concerns that emerge as new assessment techniques other than the expected paper‐and‐pencil tests are implemented. At the secondary school level, new assessment techniques are emerging in mathematics classrooms and little is known about these experiences. This article specifically addresses the issues associated with authentic assessment by describing and exploring mathematics teachers’ experiences as they implement these assessment techniques in their secondary school mathematics program. It summarizes the findings of a qualitative study of five secondary school mathematics teachers in Ontario, Canada, and offers suggestions as to how to support teachers through such a change project. How teachers use authentic assessment, the problems they encounter, and the theoretical and practical issues that emerge are all questions that require exploration and understanding.     

Ready steady push--a study of the role of arm posture in manual exertions

This study investigated arm posture and hand forces during bi-manual pushing. Nine male and eight female participants performed isometric exertions at two reach distances (0 and elbow-grip) and six different positions of the hand interface (handle), defined by the plane (longitudinal, lateral, horizontal) and orientation (0 degrees and 45 degrees). Electrogoniometer instruments were used to measure the displacements/postures of the wrist and elbow joints and the forearm, and force measuring strain gauges were used to measure the exerted hand forces (x-, y- and z-components). The results showed that ability to vary arm posture, particularly the forearm, is important during build up of force and that people tend to seek for a balance in the forces applied at the hands by exerting more in the vertical direction. Also, lateral plane handle positions permitted exertion of greater forces than longitudinal and horizontal plane positions.     

The development of a formative scenario-based computer assisted assessment tool in psychology for teachers: The PePCAA project

Formative computer assisted assessment has become increasingly attractive in Higher Education where providing useful feedback to large numbers of students can be difficult. However, the nature of such assessments has often been limited to objective questions such as multiple-choice. This paper reports on the development and initial trialling of a more innovative, formative use of computer assisted assessment in a Higher Education context. The European funded PePCAA (Pedagogical Psychology Computer Assisted Assessment) project developed a series of scenario-based computer-delivered formative assessments of pedagogical psychology for teachers and trainee teachers, using a range of software features, including the addition of confidence measurement. The project had a two-fold aim: to provide a tool to improve understanding of pedagogical psychology and to explore the potential of more innovative techniques of computer assisted assessment to motivate students and to assess deeper learning. The combination of computer-delivered formative assessment with innovative question styles and confidence ratings is believed to be unique for pedagogical psychology. Scenarios were based on realistic classroom situations and focused on problem solving or on utilising best practice. The PePCAA Learning Assessment Circle (PLAC) provided a framework for indexing the kinds of processes required of users. In the UK, small scale trialling involved a total of 23 teacher trainees such that each assessment was attempted by about seven participants. Participants completed evaluation questionnaires after each assessment. Responses from learners indicated that the UK scenarios were generally very well received and had at least partly achieved the aim of stimulating deeper learning. Transfer of assessments between countries proved more difficult than expected. The next stage of development should be to conduct a larger pilot, thus allowing full investigation of the reliability and validity of the assessments. There is also scope for further development of the PePCAA approach and for its application in other subjects.     

Spurious Valleys in the Error Surface of Recurrent Networks—Analysis and Avoidance

This paper gives a detailed analysis of the error surfaces of certain recurrent networks and explains some difficulties encountered in training recurrent networks. We show that these error surfaces contain many spurious valleys, and we analyze the mechanisms that cause the valleys to appear. We demonstrate that the principle mechanism can be understood through the analysis of the roots of random polynomials. This paper also provides suggestions for improvements in batch training procedures that can help avoid the difficulties caused by spurious valleys, thereby improving training speed and reliability.