Photoluminescence from nanocrystalline graphite monofluoride

We synthesize and study the structural and optical properties of nanocrystalline graphene monofluoride and graphite monofluoride, which are carbon-based wide bandgap materials. Using laser excitations 2.41 - 5.08 eV, we identify six emission modes of graphite monofluoride, spanning the visible spectrum from red to violet. The energy and linewidth of the modes point to defect-induced midgap states as the source of the photoemission. We discuss possible candidates. Our findings open the window to electro-optical applications of graphene fluoride.Comment: 11 pages including supporting information, 2 figure

Gas Adsorption Mechanism and Kinetics of an Elastic Layer-Structured Metal–Organic Framework

The gate adsorption mechanism and kinetics of an elastic layer-structured metal–organic framework (ELM), [Cu­(bpy)₂(BF₄)₂]_<i>n</i> (ELM-11), that shows typical single-step CO₂ gate adsorption/desorption isotherms accompanied with dynamic structural transformation in a wide temperature range were investigated. Adsorption of quite a small amount of CO₂ on the external surface of ELM-11 crystals was observed at the pressure just below a gate adsorption pressure and induced a slight structural change in ELM-11. The structural change should start occurring at the outer parts of ELM-11 and transmit to more inner parts with rising pressure. The adsorption provides the stabilization of the framework through the interaction between fluid–solid and fluid–fluid and enables the framework to expand largely along the stacking direction. The CO₂ adsorption rate of ELM-11 is almost comparable to that of Zeolite 5A at around ambient temperatures and shows temperature dependence with an anti-Arrhenius trend: higher adsorption rate with lower temperature

An Enforcement of 'Distinct Teaching Practice' at Hiroshima University (IV)

本稿の目的は, 本年度完成した「特色ある教育実習プログラム」の実施に関して, 事前指導と本実習の接続性に焦点を当て検証することである。検証の結果, 以下の点が明らかになった。①事前指導と本実習の接続性に関して, 概ね効果的であった。事前指導における学習指導案の作成方法, 教材研究の仕方, 児童・生徒理解が本実習に生かされている。本実習に向けての心構えや意識の向上, 必要な力量への気づき等が本実習へのスムーズな導入に繋がっている。②本実習を想定した創意工夫ある事前指導が各附属学校においてなされているが, 事前指導を通して明確化された課題に対して本実習までにどのような指導をするのか, その指導における大学と附属学校の役割と連携のあり方について検討を行う必要がある。③「接続性」に関する最大の課題は, 一連の各教育実習科目の位置づけ, 目的, 及び意義について, 教育実習生, 大学及び附属学校教職員が再度認識し直し共有化することにある