catena-Poly[copper(I)-di-μ-bromido-copper(I)-bis­[μ-4-methyl-1H-1,2,4-triazole-5(4H)-thione-κ2 S:S]]

In the title coordination polymer, [CuBr(C3H5N3S)]n, the CuI atom adopts a tetra­hdral CuS2Br2 coordination geometry arising from two S-bonded 4-methyl-1H-1,2,4-triazole-3(4H)-thione ligands and two bromide ions. Both the S and Br atoms act as bridging ligands, connecting pairs of CuI atoms and generating chains propagating in [100]. Inter-chain N—H⋯N hydrogen bonds generate layers in the ac plane. Weak intra-chain N—H⋯Br inter­actions also occur

Correlation between TcT_c and anisotropic scattering in Tl2_2Ba2_2CuO6+δ_{6+\delta}

Angle-dependent magnetoresistance measurements are used to determine the isotropic and anisotropic components of the transport scattering rate in overdoped Tl$_2$Ba$_2$CuO$_{6+\delta}$ for a range of $T_c$ values between 15K and 35K. The size of the anisotropic scattering term is found to scale linearly with $T_c$, establishing a link between the superconducting and normal state physics. Comparison with results from angle resolved photoemission spectroscopy indicates that the transport and quasiparticle lifetimes are distinct.Comment: 5 pages, 3 figures, accepted for publication in Physical Review Letter

de Haas-van Alphen effect investigation of the electronic structure of Al substituted MgB_2

We report a de Haas-van Alphen (dHvA) study of the electronic structure of Al doped crystals of MgB$_2$. We have measured crystals with $\sim 7.5$% Al which have a $T_c$ of 33.6 K, ($\sim 14$% lower than pure MgB$_2$). dHvA frequencies for the $\sigma$ tube orbits in the doped samples are lower than in pure MgB$_2$, implying a $16\pm2$ reduction in the number of holes in this sheet of Fermi surface. The mass of the quasiparticles on the larger $\sigma$ orbit is lighter than the pure case indicating a reduction in electron-phonon coupling constant $\lambda$. These observations are compared with band structure calculations, and found to be in excellent agreement.Comment: 4 pages with figure

Iodido(N-phenyl­thio­urea)bis­(triphenyl­phosphine)copper(I)

The coordination geometry of the Cu atom in the title compound, [CuI(C7H8N2S)(C18H15P)2], is distorted tetra­hedral; it is coordinated by two triphenyl­phosphine P atoms, one S atom from N-phenyl­thio­urea (ptu) and one I atom. The crystal structure is stabilized by intra- and inter­molecular N—H⋯I and N—H⋯S inter­actions

Bis[4-(4-pyridyl)pyridinium] μ-4,4′-bipyridine-bis­[tetra­aqua­(4,4′-bipyridine)manganese(II)] bis­(5-sulfonatobenzene-1,3-dicarboxyl­ate) 4,4′-bipyridine solvate penta­deca­hydrate

The crystal structure of the title compound, (C10H9N2)2[Mn2(C10H8N2)3(H2O)8](C8H3O7S)2·C10H8N2·15H2O, consists of dinuclear MnII complex cations, sulfonato­benzene­dicarboxyl­ate trianions, 4-(4-pyridyl)pyridinium cations, uncoordin­ated 4,4′-bipyridine and uncoordinated water mol­ecules. One 4,4′-bipyridine mol­ecule bridges two Mn atoms, forming a centrosymmetric dinuclear complex; the mid-point of the C—C bond linking the pyridine rings of the bridging ligand is located on an inversion center. Each MnII atom is coordinated by four water and two 4,4′-bipyridine mol­ecules in a distorted octa­hedral geometry. The MnII atom deviates by 0.591 (5) and 0.209 (2) Å from the mean planes of the coordinated pyridine rings. In the 4-(4-pyridyl)pyridinium cation, the two pyridine rings are twisted with respect to each other, making dihedral angle of 34.78 (17)°. The uncoordinated bipyridine mol­ecule is also centrosymmetric. One of uncoordinated water mol­ecules has site symmetry 2, and the other uncoordinated water mol­ecule is located close to an inversion center and its one H atom is disordered equally over two sites. Extensive π–π stacking between pyridine rings is observed and an extensive hydrogen-bonding network of the types N—H⋯N, O—H⋯N and O—H⋯O is present

PENERAPAN PROJECT BASED LEARNING MODEL MELALUI KARYA SENI PERTUNJUKAN PADA KELOMPOK PETUALANG BELAJAR SEMI PALAR BANDUNG

Individu dalam proses pembelajarannya memiliki cara yang berbeda untuk mengembangkan berbagai kecerdasan yang ada dalam dirinya. Pada dasarnya, setiap peserta didik memiliki potensi dan minat untuk dikembangkan dalam menempuh pendidikannya sesuai kompetensi yang dimiliki. Tujuan penulisan ini adalah untuk mendeskripsikan bagaimana cara belajar Kelompok Petualang Belajar, membuat rancangan desain project based learning model melalui karya seni pertunjukan, mengimplementasikan rancangan, serta melakukan evaluasi terhadap keseluruhan proses dan hasil kegiatan seni berupa kreasi dan apresiasi. Penelitian ini dapat menjadi sebuah topik untuk diangkat dalam penelitian ilmiah. Dimana, peranan guru bukan semata-mata mengimplementasikan kurikulum saja melainkan mampu menafsirkan kata-kata dalam kurikulum yang bersifat normatif. Dengan kata lain, peranan guru disini harus menjadi pelaku yang kreatif dan interpretatif. Adapun penerapan model pembelajaran pada kelompok petualang belajar menjadi salah satu alternatif penerapan model yang tepat guna menghadapi generasi Z saat ini. Teori-teori yang digunakan dalam penelitian ini diantaranya: (1) teori belajar, (2) teori pendidikan, (3) teori generasi, (4) teori pembelajaran holistik, dan (5) karya seni pertunjukan. Penelitian ini menggunakan metode penelitian Project Based Research berdasarkan paradigma kualitatif dengan pendekatan multidisiplin. Adapun rancangan penelitian yang dilakukan ditempuh melalui diagnosis masalah, prescribe, implementasi, dan evaluasi. Project Based Learning Model Merupakan pembelajaran berbasis pada proyek dan pengalaman dengan mengembangkan minat dan potensi peserta didik. Hal ini ditujukan dengan adanya konsep pembelajaran seni terpadu yang diterapkan melalui karya seni pertunjukan.-----Individuals in the learning process have different ways to develop the various intelligences that exist in him. Basically, each learner has the potential and interest to be developed in his education according to the competence. The purpose of this paper is to describe how to learn Learning Group of Learners, to design the design of project based learning model through the works of performing arts, to implement the design, and to evaluate the whole process and the result of art activities in the form of creation and appreciation. This research can be a topic to be raised in scientific research. Where, the role of teachers is not merely to implement the curriculum alone but able to interpret the words in the curriculum that is normative. In other words, the role of the teacher here must be a creative and interpretive actor. The application of learning models in the group of learning adventurers to be an alternative application of appropriate models to face the current Z generation. Theories used in this research include: (1) learning theory, (2) educational theory, (3) generation theory, (4) holistic learning theory, and (5) works of performing arts. This research uses Research Based Research method based on qualitative paradigm with multidisciplinary approach. The research design is done through the diagnosis of problems, prescribe, implementation, and evaluation. Project Based Learning Model Merupakan pembelajaran berbasis pada proyek dan pengalaman dengan mengembangkan minat dan potensi peserta didik. Hal ini ditujukan dengan adanya konsep pembelajaran seni terpadu yang diterapkan melalui karya seni pertunjuka

Robust motifs in 2-phenylethylammonium and related tetrahalometallates

The novel crystal structures of seven compounds which combine 2-phenylethylammonium cations and perhalometallate anions, all with the general formula (C8H9NH3 +)2 MX4 2 , were determined to establish the effect of metal atom and halogen ligand substitution on the structures and hydrogen bonding interactions. Five of the structures, bis(2-phenylethylammonium) tetrachlorozincate, (C8H9NH3 +)2 ZnCl4 2 , bis(2-phenylethylammonium) tetraiodozincate, (C8H9NH3 +)2 ZnI4 2 , bis(2- phenylethylammonium) tetrabromodichloroiodozincate, (C8H9NH3 +)2 ZnCl2BrI2 , bis(2- phenylethylammonium) tetrabromocadmate, (C8H9NH3 +)2 CdBr4 2 , and bis(2- phenylethylammonium) tetrabromomercurate, (C8H9NH3 +)2 HgBr4 2 , were found to be isostructural, while two of the compounds containing iodo ligands, bis(2-phenylethylammonium) tetraiodocadmate, (C8H9NH3 +)2 CdI4 2 , and bis(2-phenylethylammonium) tetraiodomercurate, (C8H9NH3 +)2 HgI4 2 , crystallize in a different, but related disordered structure. Strong N+–H/X –M hydrogen bonding interactions, as well as weaker C–H/p aromatic interactions occur in all seven structures, and two robust tetrameric hydrogen bonded zero-dimensional motifs are present in all seven structures. C–H/ Cl–M hydrogen bonding interactions are present in the structure of bis(2-phenylethylammonium) tetrachlorozincate, and result in the distortion of the geometry of the 2-phenylethylammonium cation. Comparison of the identified zero-dimensional hydrogen bonding motifs with those occurring in related structures reported in the literature shows that the motifs are robust and can tolerate changes in cation, metal and ligand to a large extent.www.rsc.org/crystengcom