Study of Bonding Between Glass and Plastic in Glass-reinforced Plastics, Extended Work Quarterly Progress Report, Jul. 1 - Sep. 30, 1966

Chemical bonding between glass and plastic in glass reinforced plastic composite materia

A study of bonding between glass and plastic in glass-reinforced plastics, phase II SUMMARY technical report no. 2, Nov. 1, 1964 - Oct. 31, 1965

Bonding between plastic materials and inorganic substrate in glass-reinforced plastic

Study of bonding between glass and plastic in glass-reinforced plastics - Extended work Quarterly progress report, Oct. 1 - Dec. 31, 1966

Surface modification effects on composite materials - chemical bonding between glass and plastic in glass reinforced plastic

Study of bonding between glass and plastic in glass-reinforced plastics - extended work Quarterly progress report no. VII, 1 Apr. - 30 Jun. 1966

Bonding between silica glass reinforcement and plastic matrix of glass-reinforced plastic composite materia

A study of bonding between glass and plastic in glass-reinforced plastics - Phase II QUARTERLY progress report no. VI, 1 May - 31 Jul. 1965

Direct bond formation between glass and plastic in glass-reinforced plastic materials - alkylation of surface-based silicon atoms for producing Si-R group

Investigating the Development of Proof Comprehension: The Case of Proof by Contradiction

This dissertation reports on an investigation of transition-to-proof students\u27 understanding of proof by contradiction. A plethora of research on the construction aspect of proof by contradiction is available and suggests that the method is one of the most difficult for students to construct and comprehend. However, there is little research on the students\u27 comprehension of proofs and, in particular, proofs by contradiction. This study aims to fill this gap in the literature. Applying the cognitive lens of Action-Process-Object-Schema (APOS) Theory to proof by contradiction, this study proposes a preliminary genetic decomposition for how a student might construct the concept `proof by contradiction\u27 and a series of five teaching interventions based on this preliminary genetic decomposition. Data was analyzed in two ways: (1) group analysis of the first two teaching interventions to consider students\u27 initial conceptions of the proof method and (2) case study analysis of two individuals to consider how students\u27 understanding developed over time. The genetic decomposition and teaching interventions were then revised based on the results of the data analysis. This study concludes with implications for teaching the concept of proof by contradiction and suggestions for further research on the topic

Application of Machine Learning on Fracture Interference

A method has been developed that locates and determines well-to-well hydraulic fracture interference (frac-hit) in shale plays using hard data. This method uses Artificial Neural Networks (ANN) with designated parameters and target outputs in conjunction with graphs of gas flowrate, tubing pressure, and cumulative gas prediction. The method was created to address the significant increase in frac-hit occurrences due to the infill wells being completed in shale plays. The production data of the well is first cleaned to eliminate outliers in the initial timeframe of the well and periods of no production so that the ANN model can be accurately trained. The model then predicts daily gas flowrate and is graphed against the wells cumulative gas and tubing pressures. The location of the section of variance from real data versus the predicted results will indicate a phenomenon at a given instant. This can indicate frac-hits through graphing a plot of a parent wells tubing pressure, gas flowrate, and cumulative gas production against a new child well at the location of variance that was observed in the model prediction. The results of ANN training and test results accurately predicted cases where frac-hits are observed in the given field. This model also was able to predict the onset of the frac-hit which correlated to the same time that a new well was being completed in the area. This method allowed further research into the results since it was able to provide predicted flowrates at the time periods of frac-hits rather than only the time of the hit. Therefore, the ANN model was determined to be an adequate choice in analyzing frac-hits due to the sheer volume of information that can be taken away from the results

A study of bonding between glass and plastic in glass-reinforced plastics, phase 3 Summary technical report no. 3, 31 Mar. 1966 - 15 Jul. 1967

Mechanical properties of chemical bonding between glass fibers and resin matri

A Mineralized Alga and Acritarch Dominated Microbiota from the Tully Formation (Givetian) of Pennsylvania, USA

Sphaeromorphic algal cysts, most probably of the prasinophyte Tasmanites, and acanthomorphic acritarch vesicles, most probably Solisphaeridium, occur in a single 20 cm thick bed of micritic limestone in the lower part of the Middle Devonian (Givetian) Tully Formation near Lock Haven, Pennsylvania. Specimens are composed of authigenic calcite and pyrite crystals about 5–10 µm in length. Some specimens are completely calcitic; some contain both pyrite and calcite; and many are composed totally of pyrite. The microfossils are about 80 to 150 µm in diameter. Many show signs of originally containing a flexible wall composed of at least two layers. Some appear to have been enclosed in a mucilaginous sheath or membrane when alive. The acanthomorphic forms have spines that are up to 20 µm in length, expand toward the base, and are circular in cross-section. The microflora occurs with microscopic molluscs, dacryoconarids, the enigmatic Jinonicella, and the oldest zooecia of ctenostome bryozoans known from North America. The microalgal horizon lacks macrofossils although small burrows are present. Microalgae and acritarchs have been preserved via a complex preservational process involving rapid, bacterially-mediated post-mortem mineralization of dead cells. The microfossil horizon, and possibly much of the Tully Formation at Lock Haven with similar lithology, formed in a relatively deep, off-shore basin with reduced oxygen availability in the substrate

A Case Study of Community of Inquiry Presences and Cognitive Load in Asynchronous Online STEM Courses

The design and facilitation of asynchronous online courses can have notable impacts on students related to persistence, performance, and perspectives. This case study presents current conditions for cognitive load and Community of Inquiry (CoI) presences in an asynchronous online introductory undergraduate STEM course. Researchers present the novel use of Python script to clean and organize data and a simplification of the instructional efficiency calculation for use of anonymous data. Key relationships between cognitive load and CoI presences are found through validated use of NASA-TLX instrument and transcript analysis of discussion posts. The data show that student presences are not consistent throughout a course but are consistent across sections. Instructor presences are not consistent throughout a course or across sections. The study also explored predominant factors within each presence, confirming previous reports of low cognitive presence in discussions. The highest extraneous cognitive load was reported for understanding expectations and preparing an initial post. These results provide support for improvements to course design and instructor professional development to promote Community of Inquiry and reduce extraneous cognitive load