100 Nickel Catalyzed Decarbonylation of Aromatic Aldehydes Keying
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100 Nickel Catalyzed Decarbonylation of Aromatic Aldehydes Keying Ding, Faculty, Chemistry We report here the first systematic study of nickel catalyzed decarbonylation of aromatic aldehydes under relatively mild conditions. Aldehydes with electron donating groups at para and ortho positions are generally successful with our method. For aldehydes with electron withdrawing groups, significantly higher yields were achieved for ortho substituted substrates than para ones, probably due to the effects of steric hindrance or electron donors at the ortho position to suppress the Tishchenko reaction, an undesirable side reaction towards homo-coupled esters. 101 The Stones River Fault Zone, Central Tennessee: Reactivation of a Graben-Bounding Fault Mark Abolins, Faculty, Geosciences By overlaying published geological data on published geophysical data, the investigator shows that the Stones River fault zone likely coincides with the western edge of a subsurface graben. The Stones River fault zone is an inferred east-side-down subsurface structure located in central Tennessee. The fault zone strikes approx. 356 deg., contains at least one minor fault and numerous fault-parallel joints, is approx. 25 km long, and is associated with structural relief of approx. 40 m. Fault characteristics are based primarily on the orientation, length, and amplitude of the Stones River syncline, a macroscale fold mapped at the surface and interpreted as a fault- propagation fold. In addition, the fault interpretation is consistent with the depth of basement within a pair of boreholes that straddle the zone. A published density model based on gravity and seismic wave velocity data shows that the Stones River fault zone coincides with the western edge of a north-trending segment of a belt of higher density upper crust. As a whole, the belt trends north-northeast and cuts across the entire state of Tennessee. The belt is more than 25 km wide in places, and, within much of the belt, the density of the upper 5 km of the crust is inferred to be more than 25 kg per cubic meter higher than in adjoining areas. The investigator interprets this belt as a basement graben containing sedimentary and mafic igneous rocks. The timing of graben formation and fault reactivation are not tightly constrained. However, some grabens in Kentucky and Alabama formed during the Cambrian, and other cratonic grabens formed during the Precambrian. The most recent movement within the Stones River fault zone post-dates deposition of folded Ordovician strata, and movement may have coincided with the late Paleozoic reactivation of many Precambrian and Cambrian faults within the region. 102 Modules for Teaching Statistics with Pedagogies using Active Learning (MTStatPAL) Lisa Green, Faculty, Mathematics; Nancy McCormick, Faculty, Mathematics; Scott McDaniel, Faculty, University Studies; Ginger Rowell, Faculty, Mathematics; Jeremy Strayer, Faculty, Mathematics The American Statistical Association endorses the Guidelines for Assessment and Instruction in Statistics Education recommendations, which include using active learning to teach concepts in introductory statistics effectively. With support from a National Science Foundation Transforming Undergraduate Education in STEM Grant and prior support from an MTSU Instructional Technologies Development Grant, MTSU faculty developed a Modules for Teaching Statistics with Pedagogies using Active Learning (MTStatPAL) Workbook and corresponding out-of-class videos with embedded quizzes to help instructors effectively use active learning to teach important concepts in introductory statistics. The corresponding instructor materials include the traditional ancillary materials such as student handouts, objectives, directions, and a solutions guide. Moreover, instructors are also provided with an example script for use during the in-class activity and a video of an experienced professor completing the activity with a class. The MTStatPAL project team researched how the elements of the introductory statistics learning ecology (tasks students solve, kinds of classroom discourse, norms of participation, tools used for learning, and the practical ways the teacher orchestrates relations between these elements) are impacted by the implementation of the MTStatPAL modules. Data were collected using student surveys, teacher interviews, and pre- and post-tests. This poster provides the results from the successful course redesign to transition MTSU’s MATH 1530/1530K, Applied Statistics, course from being lecture-based to a student engaged approach. These materials were also tested at a two-year institution, and it was found that the materials are appropriate for this audience as well. 103 Roles of Proof: Activities That Are Lasting Sarah Bleiler-Baxter, Faculty, Mathematics and Science Education; Jeffrey Pair, Graduate student, Mathematics and Science Education In order for students to learn proof in a meaningful way, several roles of proof must be considered, such as verification, explanation, systematization, discovery, and communication (De Villiers, 1990). Students may find proof to be more meaningful if they know, understand, and experience the various functionalities of proof utilized by mathematicians in authentic disciplinary work. More research is needed to understand how the various roles of proof can be incorporated into mathematics instruction (Knuth, 2002; Hemmi, 2010). In this study, we consider student perceptions of their engagement in the five roles of proof at the end of an inquiry-based learning (IBL) proofs course, seeking insight into the activities/events of the course that were lasting, or most memorable, to students with respect to engaging in the five roles of proof. Through investigating student perceptions, we gain a sense of the residue of the course from the student perspective. We investigated 65 written reflections on an end-of-semester assignment from 13 undergraduates in an IBL transition-to-proof course. Students reflected on activities distinctive of the inquiry- based environment (such as discussing, presenting, conjecturing, and critiquing) as influential to their engagement in the roles of proof. For example, student-generated conjectures fostered an environment where the validity of the conjectures was truly in question, and students saw the need for proof as a means to convince (i.e., the verification role). Moreover, students recalled discussing as influential to their engagement in the explanation role of proof, and presenting and critiquing activities as influential to their engagement in the communication role. We provide student quotations highlighting our findings and offer implications for research/practice. 104 VFR Course Planning with Paper Charts versus Electronic Charts Tyler Babb, Faculty, Aerospace Pilots are now training with electronic flight bags (EFBs) which essentially replace their former paper navigation charts. There are several types of aviation software available. This research identified potential gaps in pilot knowledge when planning a VFR flight with software versus planning it with conventional tools and methods. The research identified a reduction in 90% of skills and/or knowledge required when flight planning with a common software. This paper was published in the International Journal of Aviation Science in December of 2016. 105 Professional Pilot Commercial Off-the-Shelf (COTS) EFB Usage, Policies, and Reliability Tyler Babb, Faculty, Aerospace Pilots are now using tablets such as iPads for flight-related information. This project surveyed more than 230 pilots from 80 different flight operations within the U.S. to find out how they comply with FAA regulatory requirements related to electronic flight bags (EFBs). The research also identified reliability discrepancies among common hardware/software combinations. 106 Using Optimal Control Theory to Identify Network Dynamics that Foster Synchrony Rachel Leander, Faculty, Mathematics; Suzanne Lenhart, Non-MTSU university faculty collaborator, Mathematics; Vladimir Protopopescu, Government agency collaborator, Computational Science The Kuramoto model describes the synchronization of a heterogeneous population of oscillators through a stationary and homogeneous network in which oscillators are coupled via their phase differences. It is used to model both physical and neurological systems. Recently, there has been interest in studying synchronization on time-varying networks, and time-varying generalizations of the Kuramoto network, in particular. Previous results indicate that networks with fast dynamics may be as efficient as static networks at promoting synchrony. In this presentation we use optimal control theory to study synchronization on a time-varying Kuramoto network. Our results indicate that time-varying networks can be more efficient than static networks at promoting synchrony and show that fast network dynamics are not necessary for efficiency. In particular, we show that near the synchronization threshold, time-varying networks can promote synchrony through slow oscillations that lengthen the duration of high synchrony states and shorten the duration of low synchrony states. Interestingly, repulsion is an essential feature of these optimal time-varying networks. 107 Characterization of Tilapia Skeletal and Cardiac Muscle Transcriptome and Identification of Muscle Degeneration Genes Walaa Shaalan, Visiting scholar, Biology; Ali Ali, Graduate student, Biology; Nassr-Allah Abdel-Hameid, Non-MTSU university faculty collaborator, Biology;