4-group
MG2414FX调音台中文说明书
1调音台操作使用1.1前面板通道控制模块1 单声通道部分(p.10)2 立体声通道部分(p.10)主控制模块3 立体声/单声部分(p.13)4 GROUP部分(p.14)5 SEND部分(p.14)6 RETURN部分(p.15)7 INTERNA L DIGITAL EFFECT( 内部数码效果) 部分(p.16)8 电平计/耳机插口部分(p.17)9 2TR INPUT部分(p.17)10 对讲部分(p.18)11 LAMP插口(p.18)1.2后面板背面输入/输出模块12 通道输入/输出部分 (p.19)13 MASTERI/O部分 (p.20)1.3通道控制模块①AD(衰减)开关当打开( )开关时,调音台将使输入信号衰减26dB。
②AIN(增益)控制可调节输入信号电平的增益。
为了获得信/ 噪比与动态范围的最佳平衡,调节增益使PEAK(峰值)指示灯仅在信号接近最大电平时亮灯。
在单声通道:当PAD( 衰减) 开关( ①)关闭时,GAIN(增益)控制可在-60dBu~-16dBu的范围内调整输入电平。
当PAD(衰减)开关打开( )时,GAIN(增益)控制可在-34dBu~+10dBu的范围内调整输入电平。
在立体声通道:GAIN(增益) 控制可在-34dBu ~+10dBu的范围内调整输入电平。
③该开关使HPF 在开或关之间切换。
若要打开HPF,请按下该开关( )。
HPF将削去80Hz以下的频率。
④均衡器控制➢在单声通道该三频段均衡器可在高、中和低三个频率带调整各通道。
对每个频率带,将旋钮设定在位置可产生平坦的频率响应。
顺时针旋转旋钮可增强相应的频率带,而逆时针旋转可削弱该频率带。
下表为三个频率带的EQ(均衡器)类型、基础频率和最大削弱/增强。
➢在立体声通道该四频段均衡器可调整各通道的高、高-中、低-中和低四个频率带。
对每个频率带,将旋钮设定在位置可产生平坦的频率响应。
顺时针旋转旋钮可增强相应的频率带,而逆时针旋转可削弱该频率带。
group
groupGroupIntroductionIn today's world, working in groups is an integral part of our personal and professional lives. Whether it's in our educational institutions, workplaces, or even social settings, we often find ourselves forming or becoming a part of a group. This document aims to explore the concept of groups, their purpose, benefits, challenges, and strategies for effective group dynamics.Definition of GroupA group can be defined as a collection of individuals who come together for a common purpose or goal. These individuals interact with one another, collaborate, and contribute their skills and knowledge to achieve the desired outcome. Groups can vary in size, ranging from small teams to large organizations, and can be formal or informal in nature.Purpose of GroupsGroups serve various purposes and can be classified into different categories based on their objectives. Some common purposes of groups include:1. Task-oriented groups: These groups are formed to accomplish specific goals or tasks. For example, a project team at a workplace or a study group at a university.2. Social groups: These groups are primarily focused on creating social connections and fostering relationships. They may include groups of friends, hobby clubs, or community organizations.3. Support groups: These groups provide emotional support and assistance to individuals facing similar challenges, such as addiction recovery groups or grief support groups.4. Educational groups: These groups aim to facilitate learning and knowledge sharing. Examples include study groups, workshops, or training sessions.Benefits of Group WorkWorking in a group offers several advantages that may not be achievable when working individually. Some key benefits of group work are:1. Diverse perspectives: Groups bring together individuals with different backgrounds, experiences, and skills. This diversity of perspectives leads to more innovative and creative solutions to problems.2. Increased productivity: With multiple individuals working together, tasks can be divided, and progress can be made simultaneously, thereby improving overall productivity.3. Enhanced learning: In educational settings, group work allows students to learn from one another, gain different insights, and develop valuable communication and teamwork skills.4. Emotional support: Groups provide a sense of belonging and support, especially in challenging situations. Members can share their concerns, seek advice, and receive encouragement from others.5. Motivation and accountability: Being a part of a group can boost motivation as individuals work towards a common goal. Peer pressure and accountability within the group can also drive members to perform at their best.Challenges in Group WorkWhile group work offers numerous advantages, it can also present various challenges that need to be addressed for effective collaboration. Some common challenges include:1. Communication barriers: Differences in communication styles, language barriers, or lack of active listening can hinder effective communication within a group.2. Conflicting personalities: Individuals within a group may have different personalities, values, and opinions, leading to conflicts and differences in decision-making.3. Unequal contribution: Some members may contribute more while others may feel overshadowed or reluctant to share their ideas.4. Time management: Coordination and scheduling can be a challenge, especially when group members have different commitments and availability.5. Groupthink: Groupthink occurs when members prioritize conformity over critical thinking, resulting in the suppression of unique perspectives and potential innovative ideas.Strategies for Effective Group DynamicsTo overcome the challenges and ensure effective group dynamics, the following strategies can be employed:1. Establish clear goals: Define the purpose and objectives of the group from the outset to ensure everyone is on the same page.2. Promote open communication: Encourage active listening, respect for diverse opinions, and constructive feedback within the group.3. Assign roles and responsibilities: Ensure that every member has a defined role and understands their responsibilities, fostering accountability and equal contribution.4. Foster trust and respect: Create an environment of trust, respect, and psychological safety where members feel comfortable expressing their ideas and concerns.5. Set deadlines and milestones: Establish realistic timelines and milestones to keep the group on track and manage time effectively.6. Encourage collaboration: Create opportunities for group members to collaborate, share knowledge, and leverage each other's strengths.7. Address conflicts promptly: Address conflicts or differences of opinion in a timely and respectful manner, allowing for open dialogue and compromise.8. Celebrate achievements: Recognize and appreciate individual and collective achievements to maintain motivation and morale within the group.ConclusionWorking in groups can be both rewarding and challenging. By understanding the purpose, benefits, challenges, and strategies for effective group dynamics, individuals can maximize the potential of group work. Whether it is for academic, professional, or personal pursuits, groups have proven to be a powerful tool for achieving goals, fostering relationships, and driving innovation. By embracing the diversity and utilizing effective group dynamics, we can tap into the collective wisdom and skills of a group, leading to better outcomes and personal growth.。
Group550终端安装使用培训说明
• 自动将会自动检测 接入类型。手动可 以设置具体接口类 型
• 监视器设置:设置 默认显示、远端以 及内容等,根据启 用监视器的情况会 有所不同
用户设置
− 拨打电话 − 数字小键盘 − 联系人 − 最近通话
− 摄像头 − 选择摄像头 − 预设
− 信息 − 系统详情 − 网络 − 使用情况
− 状态 − 活动警报 − 呼叫控制 − 音频 − LAN − 服务器
− 诊断 − 近端回路 − 色条 − 扬声器测试
− 地点
− 拨号键盘
− 显示内容
− 语言
2. 点击接收,进入下一设置
设备初始化
1. 选择高级,可以进行 LAN设置;
2. 点击下一个进入下个设 置
设备初始化
1. 选择国家名称China; 2. 点击下一个进入下个设
置
设备初始化
1. 设置设备系统名称; 2. 点击下一个进入下个设
置
设备初始化
1. 手动输入IP地址、掩码以 及网关等信息; 2. 如果DNS可以设置,一般 为空; 3. 其他默认不勾选; 4. 点击下一个进入下个设置
双流音频输 入
USB
电源
RealPresence Group系列麦克风阵列
• 功能与HDX麦克风阵列相同 • 全新低功耗芯片
− 为降低功耗和表面温度而设计
• 感应静音
− 当手指放在按钮上方或轻轻触摸即可静音 − 避免硬触摸按键所产生的噪音
• Group 300/500/550
− 1 x CLink2接口 / 2 Microphone
• 精简的遥控器按键
• 兼容更丰富的宽屏分辨率 w576p/w448p/w288p, etc
宝利通 视频会议主机使用培训手册
Group 系列产品培训© Polycom, Inc. All rights reserved.© Polycom 公司版权所有。
保留所有权利。
2目录Group系列硬件安装与初始化Group系列产品介绍Group系列本地管理配置Group系列诊断与维护2134© Polycom 公司版权所有。
保留所有权利。
3HDCI 摄像头输入EagleEye Acoustic 音频输入内容输入HDMI + VGA 音频输入3.5mmCLink2 音频输入主音频输出 #13.5mm 视频输出 #1HDMI 视频输出 #2HDMI USB 串口网口1Gbps电源输入RealPresence 500 背板图© Polycom 公司版权所有。
保留所有权利。
4RealPresence Group 550 背板图接地电源HDMI 视频输入HDCI 摄像头输入VGA 输入音频输入音频输入音频输出视频输出串口USB 1Gbps LAN© Polycom 公司版权所有。
保留所有权利。
5•感应静音−当手指放在按钮上方或轻轻触摸即可静音−避免硬触摸按键所产生的噪音RealPresence Group 系列麦克风阵列© Polycom 公司版权所有。
保留所有权利。
6目录Group系列硬件安装与初始化Group系列产品介绍Group系列本地及WEB管理配置Group系列诊断与维护2134遥控器按键说明© Polycom公司版权所有。
保留所有权利。
7遥控器设置:遥控器充电1.将电池从遥控器末端拉出2.将 USB 插头插入 USB 2.0 端口,如系统上的端口3.等待电池上的状态灯变绿,再从端口上取下电池4.将充好的电池插进遥控器注意:RealPresence Group 550 在系统正面和背面有两个 USB 2.0 端口。
但是,您只能用背部面板上的接口给系统充电© Polycom公司版权所有。
四年级下册英语优质教案- Unit1She's a nice teacher.外研版(三起)
Module1 Unit1 She’s a nice teacher.一.教学目标1.能够听,说,认读下列单词:nice, clever, shy, answer, call, naughty, bad...2.能够使用“This is ...”句型介绍人物,并能使用“She/He/It is....”描述人或者动物的性格特点。
3.情感目标:学会观察自己的身边的亲朋好友,学会发现他人的优点和长处。
二.教学重点1.教授描述性格的单词:shy, clever, nice, naughty, bad2.如何使用句型“This is....”和“She/He/It is....”3.Be动词(am, is, are)的使用三.教学难点1.比较难的单词或短语:naughty, answer the phone2.如何来描述一个人或者动物的性格特点。
四.教学过程Step1: Greeting and Warm upT:Good morning,boys and girls! Nice to see you again. Let’s chant together.(一边chant一边做动作,chant 还可以配上韵律)T :Great! I’ll divide you into four groups:Group 1,Group2, Group3, Group4. If you did a good job, I’ll give you one star .(在课堂中加入竞争机制,有效管理课堂,并能调动学生参与的积极性)Step2:Lead -inT:Please look at the picture(出示一张女老师的照片).Who is she?S:She’s Miss He. She’s a teacher.T:Great! She’s a teacher. She’s a nice teacher. Today, we’re going to learn “Module 1 Unit1 She’s a nice teacher.”(在黑板上板书标题)Read after me ‘She’s a nice teacher.’Please pay attention to this word ‘nice’.(升降调教读或者听单词音频,让学生跟读)T:Group4----Nice! Group3----Nice!Group2----Nice! Group1----Nice!(分组读,然后酌情加分,声音洪亮,读音标准都可以加分。
group系列eagleeye4代镜头特性说明
group系列eagleeye4代镜头特性说明1.两个版本12x 与4x 光学变焦(Optical Zoom)
2.数字接口mini-HDCI
GROUP主机接口采用HDCI 60针接口。
EagleEye IV镜头接口采用MINI-HDCI接口。
主机与镜头采用专用HDCI-HDCI(MINI)数字连接线。
3.支持倒装。
4.摄象机采用4K COMS 传感器,图象更清晰生动。
5.摄象机只支持GROUP系列(GS)主机,不可用于其它HDX主机
6.摄象机只输出数字视频信号,只能使用原装线连接GROUP终端,目前无法转接通过RGB矩阵切换。
7.延长需采用专用进口延长器,使用超5类网络线延长HDBaseT,无其它延长方法。
8.GUOUP系列终端支持EagleEye III和EagleEye IV镜头,可以采用HDCI-5BNC+DB9转接头接入分量信号视频。
宝利通Group系列产品培训
Group 550
1 x HDCI 1 x HDMI 1 x VGA
1 x HDCI 1 x HD-SDI 1 x HDMI
1 x VGA
2 x HDMI
1 x Clink2 1 x 3.5mm 1 x HDMI 1 x HDCI
1 x HDMI 1 x 3.5mm
2 x HDMI 1 x HD-SDI
RealPresence Group 300
RealPresence Group 500 RealPresence Group 550
RealPresence Group 700
宝利通Group系列产品培训
RealPresence Group系列型号
RealPresence Group 300 RealPresence Group 500 RealPresence Group 550 RealPresence Group 700
设备初始化
1. 手动输入IP地址、掩码以 及网关等信息; 2. 如果DNS可以设置,一般 为空; 3. 其他默认不勾选; 4. 点击下一个进入下个设置
宝利通Group系列产品培训
设备初始化
1. 设置管理员ID,默认 为admin ; 2. 设置密码,默认为设 备14位SN号,建议密码 设置为空; 3. 点击下一个进入下个 设置
音频输入
USB
电源
宝利通Group系列产品培训
Group系列接口总结
Group 300
视频输入接口 1 x HDCI
视频输出接口 2 x HDMI
音频输入接口
1 x Clink2 1 x HDCI
音频输出接口
1 x HDMI 1 x 3.5mm
支持速率
Ecology-4-Group Selection and [1]...
以群体为单位的自然选择的总称。仅指种内不同群 以群体为单位的自然选择的总称。 体间的选择。 体间的选择。一个群体演化会使其内部个体基因型 的相对适合度最大化,即通常所研究的“ 的相对适合度最大化,即通常所研究的“个体选 择”(Individual Selection)。但把群体作为一个单 。 元看待时,其演化未必会增加自身的整体适合度。 元看待时,其演化未必会增加自身的整体适合度。 为了研究这一现象的进化意义,必须建立一个更高 为了研究这一现象的进化意义, 层次的自然选择模型: 层次的自然选择模型:存在基因组成有差异的多个 群体, 群体,这些差异可以遗传并导致群体繁殖力和存活 率的差异。这一尺度上的选择过程被称为“ 率的差异。这一尺度上的选择过程被称为“群体选 择”。
一、群体选择与个体的自私性
(二)群体生活之利
1.增加警戒 增加警戒 增加警戒(Vigilance)
及时发现捕食者,降低天敌捕食的成功率。 及时发现捕食者,降低天敌捕食的成功率。
2.稀释效应 稀释效应(Dilution Effect) 稀释效应
随着群体的增大,每一个体被捕食的概率会减小, 随着群体的增大,每一个体被捕食的概率会减小, 即通过群体生活减少被捕食的风险。 即通过群体生活减少被捕食的风险。根据稀释效 应可以预测, 应可以预测,处在群体中央的个体比在群体边缘 的个体更安全。利于营造小气候。 的个体更安全。利于营造小气候。
一、群体选择与个体的自私性
群体选择学说的致命之处在于: 群体选择学说的致命之处在于:如果群体中出现 在于 尽可能多卵的“欺骗者” 尽可能多卵的“欺骗者”,它会比那些为了群体或物 种利益而自愿降低窝卵数的个体获得较高的繁殖成功。 种利益而自愿降低窝卵数的个体获得较高的繁殖成功。 狮子的杀婴行为得以进化, 狮子的杀婴行为得以进化,仅仅是因为这有利于雄性 新首领, 新首领,而用群体选择的观点则很难解释动物界中普 遍存在的杀婴行为。另外,对大山雀最适窝卵数40年 遍存在的杀婴行为。另外,对大山雀最适窝卵数 年 的研究表明, 的研究表明,动物个体并非为了群体利益而限制其出 生率, 生率,而是在与其它很多性状的权衡中尽可能多繁殖 后代。 后代。最适宜的窝卵数是出飞时个体存活状况最佳的 窝卵数。 窝卵数。
Group 4 (Constructivist Theory)
Songlun Yuan (Allen), Shuyi Luo (Vicky), Youchang Luo (Robert), Zhaozheng Luo (Phoenix), Yaomin Huang (Kimi), Guodong Hu(Battrer), Haibin Chen (Ben), Yanzhou Du (Drake) Teaching Chinese as a Language and Foreign LanguageSep. 10th, 2011Dr. Hayes The main content of this article includes:Firstly, the Constructivist Theory is trying to explain an active process of knowledge from difference experience—individually, socially, and contextually. Secondly, it tells us that the Constructivist Theory relates to information technology, inherit disposition, ETT, SLM.Thirdly, it tells us the history and development of the Constructivist Theory. Fourthly, it expounds particularly what Constructivist Theory is.Fifthly, explaining the instructional principles that derived from constructivist theory and the way it is used to develop CRE and REALInstructional principles derived from constructivist theory have been used in the design of learning environments by Grabinger and Jonassen. Grabinger’s REAL model and Jonassen’s CRE model may be developed to support some based learning. Case-based learning is an example of anchored instruction which is appealing and meaningful to the learner. Moreover, there are many advantages to using anchors initially.Project- and problem- based learning are different from case-based learning. Both of them focus on long-term, integrated units of instruction. They help students to learn how to learn rather than acquire knowledge.Besides, Grabinger advocates reciprocal teaching as means to develop intentional learning skills. With the help of teachers, students should play the main role in classes by learning study strategies.Questioning, self-reflection and metacognitive skills are the main skills to be tough to students, These three first steps focus on different purpose, but they are equally important.Then, the second and third elements explain that the representation of the problem must be interesting, acctractive and a learner must be active.The article mainly tells us about several components of the CLE theory and what things they do to assist student to solve their study problems. Learners should make full use of it .Firstly, the second component of CLE theory, related cases, supports improving students memories and enhancing their cognitive flexibity . so that we can make full use of the related experience to solve current problem.Secondly, CLE theory provides information resources for learners and there are all kinds of informations that learners can use to interpret and solve theproblem they face.Thirdly, CLE theory includes all kinds of cognitive tools for students to analyse how to learn and what to learn ,and we can also know that learning does not occur in isolation but working together in a collaborative groud .Fourthly, CLE theory focus on conversation and collaboration tools which encourage learners discuss with each other so that they can share what they had learned .Fifthly, CLE theory design must focus on social and contextual factors for the learning environment because it is the most essential .According to this part , we can know and compare two models of Jonassen’ s and Grabinger’s .Constructive learning emphasize personal meaning and seeks to relate new ideas to experience and prior learning. Grabinger states that PBLs are at least equal to conventional instruction and probably better as the need for problem-solving and independent learning skills grow. He also ponders whether reciprocal teaching is useful for special needs populations but provides no answer .Grabinger’s REALs theory raises questions for future research on individual difference .He also suggests that we measure content-based learning and improvement in skills related to learning .Research needs to be conducted on assessment and peer assessment .It also needs to be conducted on the change process .Constructivist Theory relate to behaviorism and cognitivism through scaffolding .It also relates to behaviorism as learning.For me, I think the theory is very advanced and humanized. Its educational theory can lead the teachers and learner into a new world. It emphasizes the authentic learning experience and the environment of realistic .So learner can expand the width of eyes and learn more knowledge .Finishing reading page 8- page 13 of the article, I have learn methods in teaching as well as learning. Although it’s my first time to contact constructivist theory, I think that it’s useful. In China, the most common phenomenon is that teachers feed students on knowledge whether they need or not. If it were possible, I would want to change this phenomenon. In my opinion, we should teach and learn by following constructivist theory.As far as I am concerned, it is very important for learners to have their own learning methods. I think the theory is very advanced and humanized. Its educational theory can lead the teachers and learners into a new world. According to the article, every component of the CLE theory takes its functions to help learners how to study well .It is really effective means for students.I think learning should occur in relevant ,and realist environments. As the article said ,if the environment is so relevant and specific to learning than an individual may not be able to transfer or generalize this skill to a new environment .ReferenceMary R. Marks, A Summary of the Constructivist Instructional Design Theory.Duffy, T.M., & Jonassen, D.H.(1992). Constructivism: New implications for Instructional technology. In T.M. Duffy & D.H. Jonassen (Eds.), Constructivism and the technology of instruction: A conversation(pp1-16). Hillsdale, NJ: Lawrence Erlbaum. Grabinger, R.S.(1996). Rich environments for active learning. In D.H. Jonassen(Ed.), Handbook of research for Education communcations and technology(pp.665-692). New York: Simon ad Schuster. Janossen,D. (1999). Designing constructivist learning environments. In C.M. Reigeluth(Ed.), Instructional-design theories and models: A new paradigm of Instructional theory(pp.215-239). Mahwah, NJ: Lawrence Erlbaum Assoc.Savery, J.R., & Duffy, T.M.(1995). Problem-based learning: An instructional Model and its constructivist framework. Education Technology, 35, 31-38.。
Group4 夏洛特.帕金斯.吉尔曼
By Amy
Contents
I. Introduction
II. Critical Reaction III. Comments an Analyses
IV. Conclusion
• Creativity vs. rationality
Theme
– From the beginning of the short story, the narrator‘s creativity is set in conflict with John‘s rationality. (thrives in using her imagination, rest cure, writing, fresh air, yellow wallpaper vs. John‘s practicality, what he scoffs openly at response to uncomfortable feelings
Inspiration
• – Wrote The Yellow Wallpaper after she had a severe case of postpartum depression • – essentially a response to her doctor, who tried to cure through a ―rest cure‖ • She says that she based it on her own personal experiences through this disease and ―it was not intended to drive people crazy, but to save people from being driven crazy, and it worked.‖ (Gilman, ―Why I wrote Yellow Wallpaper‖)
《Unit4SchoolLifeGroupWork》作业设计方案-中职英语高教版21基础模块1
《School Life Group Work》作业设计方案(第一课时)一、作业目标本作业设计旨在通过《School Life Group Work》课程的学习,培养学生们的团队协作能力,提高英语口语交流水平,同时加深对学校生活话题的英语表达和理解能力。
通过小组活动形式,让学生能够在实践中运用英语,增强学习的趣味性和实效性。
二、作业内容1. 分组与角色分配:学生将根据班级人数分成若干小组,每个小组需选出一位组长负责协调组内活动。
组内成员需分配不同的角色,如学生、教师、管理员等,并围绕学校生活主题进行讨论。
2. 主题讨论与准备:每个小组围绕“School Life”这一主题进行讨论,准备一场短剧表演或报告,内容包括但不限于校园生活的方方面面,如课程学习、课余活动、师生互动等。
组员需用英语交流,并记录关键信息。
3. 编写剧本与排练:根据讨论内容,每个小组编写一个简短的剧本或制作PPT报告的提纲。
组内成员需共同商讨,确定台词和表演内容。
随后进行排练,确保每个人都能熟悉自己的台词和表演内容。
4. 制作道具与准备材料:小组需根据表演需要准备必要的道具和材料,如学校场景的布置、人物角色的服装等。
这些准备工作旨在增强表演的真实感和趣味性。
5. 展示与汇报:每个小组在规定的时间内进行短剧表演或PPT报告,展示他们在“School Life”主题下的创意和表达能力。
其他小组和教师将作为观众,对表演进行评价和反馈。
三、作业要求1. 小组合作:本作业以小组合作形式完成,强调团队精神和协作能力。
2. 英语交流:在完成作业的过程中,必须使用英语进行交流和表达。
3. 内容丰富:作业内容需紧密围绕“School Life”主题展开,涵盖校园生活的多个方面。
4. 准备充分:每个小组需充分准备道具、剧本和排练等环节,确保表演的真实性和流畅性。
5. 时间安排:作业的完成需在规定的时间内进行,确保每个环节都能得到充分的准备和执行。
四、作业评价本作业的评价将根据以下标准进行:团队合作能力、英语表达能力、内容丰富性、道具准备和表演流畅性等。
《Unit 4 Volunteer Work Group Work》作业设计方案-中职英语高教版21
《Volunteer Work Group Work》作业设计方案(第一课时)一、作业目标本次作业旨在帮助学生巩固英语基础知识,提高团队协作和沟通能力,培养他们的社会责任感和奉献精神。
通过小组合作完成志愿者工作相关任务,学生将能够更好地理解和应用英语,同时增强自己的综合素质。
二、作业内容1. 小组讨论:要求学生围绕志愿者工作这一主题展开讨论,内容包括志愿服务的意义、常见的志愿者活动、如何组织和参与志愿者工作等。
要求每位学生都积极参与讨论,表达自己的观点和建议。
2. 制定志愿者工作计划:每个小组根据讨论内容,为某个具体的志愿者项目制定一份简单的计划。
内容包括目标、人员分工、活动安排、时间安排等。
学生需要用英语书写计划书,并确保语法和拼写正确。
3. 模拟志愿者面试:每个小组选取一名成员扮演志愿者候选人,进行模拟面试。
其他成员可以提出关于候选人背景、特长、意愿等方面的问题,并记录面试过程。
三、作业要求1. 按时完成作业:请学生在指定时间内提交作业,逾期将无法获得相应的评价和反馈。
2. 积极参与讨论:每位学生都应积极参与小组讨论,为小组贡献自己的观点和建议。
3. 准确使用英语:在书写计划书和模拟面试时,请确保语法和拼写正确,使用正确的英语表达方式。
4. 团队合作:请学生与小组成员密切合作,共同完成作业任务。
5. 提交材料:请将作业材料(讨论记录、计划书、面试记录等)以电子版形式提交,并确保文件命名和格式清晰、易于识别。
四、作业评价1. 评价标准:作业完成情况(50%)、语法和拼写准确性(30%)、团队合作表现(20%)。
2. 评价方式:教师将根据学生提交的作业材料进行评分,并结合小组互评和教师观察记录,给出最终评价结果。
五、作业反馈教师将在下次课堂上对学生的作业进行反馈,表扬优秀的小组和成员,指出存在的问题和改进方向。
同时,教师也将提供一些实用的建议和资源,帮助学生更好地完成后续的作业。
通过本次作业,学生将能够:1. 进一步了解志愿者的意义和作用;2. 提高团队协作和沟通能力;3. 增强英语应用能力和写作能力;4. 培养社会责任感和奉献精神;5. 学会如何组织和参与志愿者工作。
《Unit 4 Customer Service Group Work》作业设计方案-中职英语高教版
《Customer Service Group Work》作业设计方案(第一课时)一、作业目标本次作业旨在帮助学生巩固Customer Service Group Work相关知识点,提高团队协作和沟通能力,同时培养学生在客户服务场景下的应变能力和解决问题的能力。
二、作业内容1. 分组任务:学生将被分成若干小组,每组需模拟一个客户服务场景,如接待客户、处理投诉等。
每组需完成一份完整的客户服务对话,包括背景介绍、客户需求、问题解决过程和总结反馈。
2. 角色扮演:学生需根据各自小组的模拟场景,分别扮演客户和服务人员角色,通过对话交流展示团队协作和沟通能力。
3. 小组讨论:学生需针对模拟客户服务场景中的问题解决过程进行讨论,总结经验教训,提出改进措施。
4. 反思总结:每组需提交一份反思总结报告,内容包括本次作业中的亮点、不足之处以及改进建议。
三、作业要求1. 按时完成:学生需在规定时间内完成作业,确保作业质量。
2. 团队合作:学生需积极参与小组活动,共同完成任务,发挥各自优势。
3. 语言表达:学生需注意语言表达的准确性和流畅性,确保对话交流的清晰和自然。
4. 创新思维:学生需在讨论和反思过程中积极思考,提出有创意的解决方案。
5. 提交成果:每组需提交一份完整的客户服务对话、角色扮演录音、讨论记录和反思总结报告。
四、作业评价1. 评价标准:根据学生提交的作业成果,结合小组讨论和反思总结报告中的表现,进行评价。
2. 评价方式:采用教师评价和学生互评相结合的方式,确保评价的公正性和客观性。
3. 评价内容:包括作业完成质量、团队协作能力、语言表达能力和创新思维能力等方面。
4. 反馈指导:根据评价结果,为学生提供反馈和指导,帮助学生改进和提高。
同时,鼓励学生积极交流学习心得和体会,促进共同进步。
五、作业反馈学生应将作业完成过程中的问题和收获及时反馈给教师,以便教师了解学生的学习情况和需求,及时调整教学策略和方法。
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VTR 354 M12x1,5 35 M16x1,5 50 M16x1,5 50 M42x2 150
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所罗门四组设计
所罗门四组设计
R1
O1
X
O2
R2
O3
-
O4
R3
X
O5
R4
-
O6
例:教育心理学家在做一个有关看解决问题的 电影对年轻人逻辑推理测验成绩的影响的研究。 研究问题陈诉如下:
关于观看一场解决问题的电影对 年轻人逻辑推理行为影响的研究。
教育心理学家决定用所罗 门四组实验设计,应该怎样设 计呢?你知道吗?说说你的步 骤。
▇局限性:(1)很难找到四组同质的被试;
The end,thank you!
随机分组
实验组-前测
前测
后测
看电影 (X)
GR1
O1
O2
控制组-前测
GR2
O3
不看电影 (——)
O4
所罗门四组设计总结:
特点:(1)随机选择被试和分组; (2)前组有两测,两组没有前测; (3)一个前测组和一个无前测组接受实验处理; (4)四个组都有后测。
▇优点:
(1)可以将前测的反复效应分离出来 综合以上 两种设计的优点,克服二者的缺点; (2)实验者等于重复作了四个实验可以作出四 种比较。 (3)能使研究者检验前测带来的可能的效应。 (2)需要大量的样本,被试的数目多时, 数据分析比较困难,研究者须付出很大 的代价,缺乏实用性。
教育心理学家的所罗门实验设计
选32名教育心理学班级注册的大学高年级 学生,看一场30分钟的电影。32名学生分成4 组,每组随机分得8人,实验组G1和G3及控制 组G2和G4。首先,实验组G1和控制组G2组中的 16名同学同时进行前测。第二天,实验组G1和 G3的16名同学看电影。之后,对所有32名同学 进行后测。前测和后测平行进行但参加的是不 同的逻辑推理测验。如下图所示:
[Bilingual]Klein四元群的四个例子FourexamplesofKleinfo。。。
[Bilingual]Klein四元群的四个例⼦FourexamplesofKleinfo。
Klein四元群的结构 Structure of Klein four-groupKlein四元群K是满⾜下列乘法表的群Klein four-group is the group satisfying the following multpilicative table⋅1a b c11a b ca a1c bb b c1ac c b a1显然,K≅Z/2×Z/2,这是最⼩的⾮循环群。
Clearly, K≅Z/2×Z/2, which is the smallest non-cyclic group.我们知道如下三个事实We know the following three facts毫⽆疑问,K的⾃同构群是第三个对称群S3.There is no doubt that the automorphism group is the 3rd symmatric group S3.Klein四元群的特征表是The character table of Klein four group is1a b c11111χa11−1−1χb1−11−1χc1−1−11最⼩的忠实置换表⽰是{1,(12)(34),(13)(24),(14)(23)}⊆S4.The minimal faithful permutation representaion is {1,(12)(34),(13)(24),(14)(23)}⊆S4.上述皆可由由下述解释。
考虑三维空间中以(1,1,1),(1,−1,−1),(−1,1,−1),(−1,−,1,1)为顶点正四⾯体,其中a,b,c在上⾯的作⽤分别是绕x,y,z轴旋转180∘. 这实际上给出所有正四⾯体的反射⾃同构。
⾯的置换就是上⾯的忠实表⽰。
All of above can be summarized as follow. Consider the tetrahedron in 3D space whose vertices are(1,1,1),(1,−1,−1),(−1,1,−1),(−1,−,1,1), where the action of a, b and c is the rotation of 180∘ along axis x, y and z respectively. These actually give rise to all of the automorphisms of reflection of the tetrahedron. The permutation of faces is exactly the faithful representation above.第⼀个应⽤ First Application如图在中所提到的,有红黄蓝三⾊绵⽺各15, 19, 20只,如果两只不同颜⾊的棉⽺相撞,那么他们合体成另⼀个颜⾊的⼀只绵⽺。
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Stereospecific polymerization of propylene with group 4ansa -fluorenylamidodimethyl complexesKei Nishii a ,Hideaki Hagihara b ,Tomiki Ikeda a ,Munetaka Akita a ,Takeshi Shionoc,*aChemical Resources Laboratory,Tokyo Institute of Technology,Nagatsuta-cho 4259,Midori-ku,Yokohama 226-8503,JapanbMacromolecular Technology Research Center,National Institute of Advanced Industrial Science and Technology,Central 5,1-1-1Higashi,Tsukuba,305-8565JapancDepartment of Applied Chemistry,Graduate School of Engineering,Hiroshima University,Kagamiyama 1-4-1,Higashi-Hiroshima 739-8527,JapanReceived 18April 2005;received in revised form 2August 2005;accepted 9August 2005Available online 27September 2005AbstractGroup 4[g 1:g 3-tert -butyl(dimethylfluorenylsilyl)amido]dimethyl complexes [t -BuNSiMe 2Flu]MMe 2(M =Ti,1;Zr,2;Hf,3)were synthesized in a one-pot synthesis starting from the ligand,MeLi and MCl 4(M =Ti,Zr,Hf),respectively.The structures of these com-plexes were determined by X-ray crystallography and the results obtained revealed that the fluorenyl ligand coordinates to center metal in a g 3-manner irrespective of center metal employed.Propylene polymerization was conducted at 0or 20°C in toluene by 1–3combined with dried methylaluminoxane (MAO),which was prepared from the toluene solutions of MAO by removing free trialkylaluminiums,and HNMe 2PhB(C 6F 5)4in the presence of triisobutylaluminium.The 1–dried MAO system gave the polymer with syndiotactic triad (rr)of 63%at 0°C,whereas 2and 3did not give any polymer in the same conditions.The 2–dried MAO system gave the polymer with the highest syndiotacticity (rr =97%)at 20°C,although the activity was low.The 3–dried MAO system did not give any polymer even at 20°C.When HNMe 2PhB(C 6F 5)4was used in place of dried MAO at 20°C,1gave almost atactic polymer,while 2and 3gave highly syndiotactic one (rr >90%).These results indicate that the catalytic performance strongly depended on the center metal of the ansa -fluorenylamidodimethyl complexes as well as cocatalysts employed.Ó2005Elsevier B.V.All rights reserved.Keywords:Syndiotactic;Atactic;Metallocene catalysts;Polypropylene1.IntroductionSince the discovery of metallocene catalysts,a great number of organometallic compounds have been applied for olefin polymerization as so-called single-site catalysts from both the academic and the industrial points of view [1].During the first half of the 1990Õs,Bercaw [2],Okuda [3],the researchers of Dow [4]and Exxon [5]reported a new type of half metallocene complexes which contain the N-based ligand attached to the cyclopentadiene deriva-tives,named ansa -monocyclopentadienylamido (CpA)complex [1c,6].The CpA complexes have been found tobe highly efficient catalysts for synthesis of linear low-density polyethylene and copolymerization of ethylene and styrene [4,5,7].Several researchers reported the synthe-sis of a series of group 4CpA complexes and the influence of the ligand in CpA complexes on the stereospecificity and the regiospecificity of propylene polymerization [8].Okuda et al.[9]prepared tert -butylamidofluorenylzirconium com-plexes for potentially syndiospecific catalyst.We have found that [t -BuNSiMe 2Flu]TiMe 2(1)activated with meth-ylaluminoaxane (MAO),B(C 6F 5)3or Ph 3CB(C 6F 5)4pro-moted the polymerization of propylene at 40°C in syndiospecific and highly regiospecific manner [10].Razavi et al.and Busico et al.reported the introduction of tert -butyl group on the fluorenyl ligand ([t -BuNSiMe 2(2,7-di-t -Bu-Flu)]TiCl 2,[t -BuNSiMe 2(3,6-di-t -Bu-Flu)]TiCl 2)increased the syndiospecificity and activity [11].0022-328X/$-see front matter Ó2005Elsevier B.V.All rights reserved.doi:10.1016/j.jorganchem.2005.08.027*Corresponding author.Tel.:+81824247730;fax:+81824245494.E-mail address:tshiono@hiroshima-u.ac.jp (T.Shiono)./locate/jorganchemJournal of Organometallic Chemistry 691(2006)193–201Shiomura et al.[12]reported that the activation of [t-BuNSiMe2Flu]ZrCl2with MAO-i Bu3Al gave syndiotactic polypropylene(PP)([rrrr]=77%),whereas the activation with Ph3CB(C6F5)4-i Bu3Al gave isotactic PP([mmmm]= 95%).Recently,Fujita et al.[13]reported that the nature of the center metal had a significant effect on catalytic per-formance and the microstructures of produced PPs using group4bis(phenoxy-imine)complex-based catalysts.These results indicate that stereoregularity of PPs obtained should be controlled by the kinds of counter anion and the kinds of center meal.We have previously reported that1activated with B(C6F5)3produced syndiotactic-enriched PP atÀ50°C in a living manner[14a]and the replacement of B(C6F5)3with trialkylaluminium(Me3Al,i Bu3Al)–free MAO,named dried MAO and dried modified MAO(MMAO),raised the living polymerization temperature up to0°C accompa-nied by the improvement of syndiospecificity[14b,14c]. These results suggest that stereospecificity and propylene polymerization behavior in the complex1-based catalysts strongly depend on the cocatalyst and polymerization con-ditions employed.In this paper,we synthesized a series of group4ansa-flu-orenylamidodimethyl complexes by applying the synthetic method reported by Resconi et al.[15]and investigated the effects of center metal and cocatalyst on the catalytic performance of propylene polymerization.2.Experimental part2.1.MaterialsDimethylaniliniumtetrakis(pentafluorophenyl)borate (HNMe2PhB(C6F5)4)and toluene solution of MAO were donated from Tosoh-Finechem Co.Ltd.Dried MAO was prepared from the toluene solution of MAO by vacuum drying followed by washing with hexane as reported previ-ously[14b].Research grade propylene(Takachiho Chemi-cals Co.)was purified by passing it through columns of NaOH,P2O5,and molecular sieves3A,followed by bub-bling it through a NaAlH2Et2/1,2,3,4-tetrahydronaphtha-lene solution.All solvents were commercially obtained and dried with standard methods.2.2.Synthesis of t-BuNHSiMe2Flu(Flu=C13H9)ligandAll the syntheses were carried out under N2by standard Schlenk techniques.The t-BuNHSiMe2Flu ligand was pre-pared according to the literature(Scheme1)[9,16].To a solution offluorene(24g,144mmol)in Et2O(300mL) was added n-butyl lithium(96mL,1.50M solution in hex-ane,144mmol)at0°C within1h.After stirring for3h at room temperature,the solvent was removed in vacuo to give Li[Flu].To a solution of excess dichlorodimethylsilane (40mL)was added the suspension of Li[Flu]in hexane (250mL)atÀ78°C.The resultant suspension was stirred for8h at room temperature,and the solvent and the re-mained dichlorodimethylsilane were removed in vacuo. After the addition of hexane(150mL),lithium chloride was precipitated and the solution was decanted,followed by removal of the solvent,34.2g(132mmol)of9-(chloro-dimethylsilyl)fluorene was obtained as off-white solid.To a solution of9-(chlorodimethylsilyl)fluorene34.2g (132mmol)in THF(200mL)was added t-butylamine (20mL,264mmol)at0°C.Stirring overnight at room tem-perature gave a yellow-orange suspension.Lithium chlo-ride was precipitated and the solution was decanted. Removal of the solvent gave t-BuNHSiMe2Flu as yellow oil(28.5g,96.5mmol,67%yield).1H NMR(C6D6,ref. C6H6:7.15ppm):d=7.79(d,2H,C13H9),7.61(d,2H, C13H9),7.29(dd,4H,C13H9),3.76(s,1H,C13H9),1.02 (s,9H,C(C H3)3),0.42(s,1H,N H),À0.09(s,6H, Si(C H3)2).2.3.Synthesis of[t-BuNSiMe2Flu]TiMe2(1)To a solution of t-BuNHSiMe2Flu(1.56g,5.28mmol) in Et2O(50mL)was slowly added excess MeLi(24.0mL of a1.20M solution in Et2O,28.2mmol)at room temper-ature and the mixture was stirred for5h.To TiCl4 (0.58mL,5.29mmol)diluted with50mL of pentane was added a solution of the dilithium salt in Et2O at room tem-perature.The resulting dark brown suspension was stirred overnight at room temperature.After the solvent was re-moved,the residue was extracted with hexane(120mL) and the hexane solution was decanted.To the hexane solu-tion was added MeMgBr(3.0mL of a3.0M solution in Et2O),and the resulting mixture was stirred for5h at room temperature.After the solvent was removed,the residue was extracted with hexane(80mL).The hexane solution was concentrated and cooled overnight atÀ30°C to give 1(route I in Scheme1)as yellow-orange microcrystals (0.840g,2.26mmol,42.8%).1H NMR(C6D6):d=7.82 (dd,2H,C13H8),7.67(dd,2H,C13H8),7.22(ddd,2H, C13H8),7.09(ddd,2H,C13H8), 1.37(s,9H,C(C H3)3), 0.67(s,6H,SiC H3),À0.02(s,6H,TiC H3).13C NMR (C6D6):d=135.0,129.2,127.8,127.7,124.8,123.7 (C13H8),58.6(C(CH3)3),56.7(Ti(C H3)2),34.3(C(C H3)3), 5.7(Si(C H3)2).Anal.Calc.for C21H29NSiTi:C,67.91;H, 7.87;N,3.77.Found:C,68.03;H,7.87;N,3.89.2.4.Synthesis of[t-BuNSiMe2Flu]ZrMe2(2)The same procedure for the preparation of1was applied except ZrCl4was used in thefinal step.The hexane solution was concentrated and cooled overnight atÀ30°C to give2 as yellow microcrystals(yield,42.4%).1H NMR(C6D6): d=7.77–7.80(m,4H,C13H8),7.13–7.16(m,4H,C13H8), 1.29(s,9H,C(C H3)3),0.74(s,6H,SiC H3),À0.58(s,6H, ZrC H3).13C NMR(C6D6):d=136.2,128.7,125.7,124.2, 123.8(C13H8),55.6(C(CH3)3),41.4(Zr(C H3)2),34.9 (C(C H3)3),7.0(Si(C H3)2).EI-MS:m/z=413(M+).194K.Nishii et al./Journal of Organometallic Chemistry691(2006)193–2012.5.Synthesis of [t-BuNSiMe 2Flu]HfMe 2(3)The same procedure for the preparation of 1was applied except HfCl 4was used in the final step.The hexane solu-tion was concentrated and cooled overnight at À30°C to give 3as light-yellow needle crystals (yield,42.2%).1H NMR (C 6D 6):d =7.78–7.80(m,4H,C 13H 8),7.14–7.16(m,4H,C 13H 8),1.26(s,9H,C(C H 3)3),0.77(s,6H,SiC H 3),À0.80(s,6H,HfC H 3).13C NMR (C 6D 6):d =136.6,128.9,125.5,124.1,123.8(C 13H 8),72.8(C9of C 13H 8),54.8(C (CH 3)3),51.4(Hf(C H 3)2),35.3(C(C H 3)3),7.0(Si(C H 3)2).EI-MS:m /z =502(M +).2.6.Polymerization procedurePolymerization was performed in a 100-mL glass reactor equipped with a magnetic stirrer as follows.Toluene as sol-vent was placed in the reactor.After the solvent was satu-rated with gaseous propylene under atmospheric pressure,polymerization was started by successive addition of pre-scribed amounts of cocatalyst and catalyst.The propylene pressure and temperature were kept constant during the polymerization.Polymerization was conducted for a pre-scribed time,and quenched by addition of HCl/methanol solution.The polymers obtained were adequately washed with methanol and dried under vacuum at 60°C for 6h.2.7.Analytical proceduresMolecular weight and molecular weight distribution of PPs obtained were determined by gel permeation chroma-tography (GPC)with a Waters 150CV at 140°C using o -dichlorobenzene as a solvent.The parameters for universal calibration were K =7.36·10À5,a =0.75for polystyrene standard and K =1.03·10À4,a =0.78for PP sample.The 1H NMR spectra of complexes were measured at room temperature on a JEOL GX500spectrometer oper-ated at 500.00MHz in pulse Fourier-transformmode.Scheme 1.Synthetic procedure for group 4ansa -fluorenylamidodimethyl complexes.K.Nishii et al./Journal of Organometallic Chemistry 691(2006)193–201195The pulse angle was45°and64scans were accumulated in pulse repetition of7.0s.The13C NMR spectra of PPs were measured at120°C on a JEOL GX500spectrometer oper-ated at125.65MHz in the pulse Fourier-transform mode. The pulse angle was45°and about5000scans were accu-mulated in pulse repetition of5.0s.Sample solutions were prepared in1,1,2,2-tetrachloroethane-d2up to10wt%.The central peak of1,1,2,2-tetrachloroethane(74.47ppm)was used as an internal reference.EI-MS(electron impact mass spectrum)was recorded on a JEOL JMS-SX102A mass spectrometer at30eV.Differential scanning calorimetry(DSC)analysis was per-formed on a Seiko DSC-220.The samples were encapsulated in aluminum pans and annealed at80°C for4h to ensure sufficient time for crystallization.After annealing,the DSC curves of the samples were recorded under a nitrogen atmo-sphere with a heating rate of10°C/min from20to200°C.2.8.X-ray structure determinationSingle crystals were mounted on glassfibers.Diffraction measurements were made on a Rigaku RAXIS IV imaging plate area detector with Mo K a radiation(k=0.71069A˚). Indexing was performed from2oscillation images,which were exposed for5min.The crystal-to-detector distance was110mm.Readout was performed with the pixel size of100l m·100l m.Neutral scattering factors were ob-tained from the standard source[17].In the reduction of data,Lorentz and polarization corrections and empirical absorption corrections were made[18].The structural analysis was performed on an IRIS O2 computer using TEXSAN structure solving program system obtained from the Rigaku Corp.,Tokyo,Japan[19].The structures were solved by a combination of the direct meth-ods(SHELXS-86)[20]and Fourier synthesis(DIRDIF-94)[21]. Least-squares refinements were carried out using SHELXL-97 [20](refined on F2)linked to TEXSAN.All the non-hydrogen atoms were refined anisotropically.The methyl hydrogen atoms except the hydrogen atoms attached to the carbon atoms sitting on a crystallographic mirror plane,were re-fined using riding models,and the other hydrogen atoms werefixed at the calculated positions.3.Results and discussion3.1.Synthesis and crystal structures of complexesThe synthetic routes of dimethylfluorenylsilylamine li-gand and its complexation with group4metal are summa-rized in Scheme1.The reaction of Me2Si(FluH)Cl(Flu=C13H8)with ex-cess tert-BuNH2[6,16]in THF at room temperature affor-ded the ligand,t-BuNHSiMe2FluH[9],in a high yield,as described in the experimental section.The route II in Scheme1is the conventional three-step synthetic procedure for the syntheses of group4ansa-fluor-enylamidodimethyl complexes[5c,10,22].Resconi et al.have recently reported the synthesis of group4metallocene dimethyl complexes[15b]and CpA di-methyl complexes[15a]from the ligand,a2-fold excess of MeLi and MCl4(M=Ti,Zr,Hf),in a one-pot synthesis as shown by route I in Scheme1.We applied this method for the synthesis of group4 ansa-fluorenylamidodimethyl complexes and could isolate [tert-butyl(dimethylfluorenylsilyl)amido]dimethyl com-plexes[t-BuNSiMe2Flu]MMe2(M=Ti(1),Zr(2),Hf (3))as yellow-orange microcrystals of1,yellow microcrys-tals of2and light-yellow needle crystals of3,respectively.1H NMR spectra of1,2and3show that the methyl groups bonded to Si and transition metal atoms are equiv-alent,respectively.The result suggests that N atom is trigo-nal planar and all complexes are C s-symmetric in C6D6 solution.The single-crystal X-ray diffraction analysis of 1,2,and3were performed,and the structures obtained are displayed in Figs.1–3,respectively.Crystallographic data and parameters are listed in Table1.Selected bond lengths and angles are given in Table2.The bond lengths:Ti(1)–C(3),Ti(1)–C(4),Ti(1)–C(5), Ti(1)–C(6)and Ti(1)–C(7)of tetramethylcyclopentadienyl-amidodimethyltitanium complex([t-BuNSiMe2Cp*]TiMe2) [23]and heterocycle-fused-indenylsilylamidodimethyltita-nium complex([t-BuNSiMe2(N-Et-5,6-dihydroindeno[2,1-b]indol-6-yl)]TiMe2)[15c],in which the Cp*and indenyl group coordinate to the Ti atom with a g5-manner,are ranging from 2.283to 2.463A˚and from 2.271to 2.557A˚,respectively.The Ti(1)–C(6)and Ti(1)–C(7) lengths of1are about0.110A˚longer than those of the Cp*complex,and0.015–0.032A˚longer than those of the heterocycle-fused indenyl complex.The results suggest that the Flu ligand in1should coordinate to the Ti atom in a g3-manner rather than in a g5-manner.Chart1shows var-ious bonding modes of Flu ligands found in ansa and sim-ple metallocenes by X-ray diffraction studies[24],which are the mode g5bonded to thefive-membered ring of theFluFig.1.ORTEP drawing of1.Hydrogen atoms are omitted for clarity.The thermal ellipsoids are drawn at the30%probability level.196K.Nishii et al./Journal of Organometallic Chemistry691(2006)193–201ligand (a ),g 3bonded (b ), e.g.,in (g 5:g 3-CpSiMe 2Flu)-YCl 2Li(OEt 2)2[25]and (g 5:g 3-Flu)2Sm(THF)2[26],and symmetrically g 1bonded (c )as in Me 2Si(g 1-Flu 0)(g 1-N -t -Bu)ZrCl 2OEt 2(Flu 0=C 29H 36)[27].The molecular structure of 2was similar to that of [t -BuNSiMe 2Flu]Zr(SiMe 3)2[9],[t -BuNSiMe 2Flu]ZrCl 2[28]and [t -BuNSiMe 2(3,6-di-t -Bu-Flu)]ZrCl 2[11b],in which the Flu group coordinate to the zirconium atom with a g 5-manner.Okuda et al.suggested that the Flu ligand was bonded in a fashion between g 5and g 3,as judged by Zr ring-carbon distances ranging from 2.400to2.708A˚in [t -BuNSiMe 2Flu]Zr(SiMe 3)2.The bond lengths of Zr(1)–C(6)and Zr(1)–C(7)in 2are about 0.058or0.035A˚longer than those of [t -BuNSiMe 2Flu]ZrCl 2and [t -BuNSiMe 2(3,6-t -Bu 2-Flu)]ZrCl 2.Meunier et al.and Rieger et al.have recently reported that the Flu group coordinates to the Zr atom with a g 3-manner in [Me 2Si(isodicyclopentadienyl)(Flu)]ZrCl 2[29a]or rac -[Et-(Flu)(2-MeBenz[b ]indeno[4,5-d ]thiophen-1-yl)]ZrCl 2[29b],in which the Zr–C lengths are ranging from 2.408to2.763A˚or from 2.404to 2.696A ˚.Considering the com-plexes described above,the coordination mode of 2could be also a g 3-manner.As compared 2with 3,the Zr(1)–C(1,2)lengths are ca.0.021A˚longer than the Hf(1)–C(1,2)lengths.Other differ-ences can probably be neglected.The results described above suggested that reduced hapticity (g 3)of the Flu li-gand in 1–3are retained in the single-crystal state.The bond angles of N(1)–M(1)–C(4)in 1is larger than those of 2and 3.The result suggests that 1should present the most open space for the catalytic active site among the three complexes.3.2.Polymerization of propylene activated with dried MAO Propylene polymerization was conducted at 0and 20°C in toluene by 1–3combined with dried MAO.The results are summarized in Table 3.The complex 1combined with dried MAO gave PP with the highest activity at 0°C.We have previously reported that the system conducted syndiospecific polymerization in a living manner [14b].On the other hand,2and 3did not give any polymer in the same conditions.The 13C NMR spectrum of the methyl region of PP obtained is shown in Fig.4(a).The triad analysis showed that the produced polymer with 1was syndiotactic-enriched (rr =63%)as reported previously [14b].The polymerization with 2was,therefore,conducted at 20°C.Although the activity was low,the produced PP was highly syndiotactic (rr =97%in Fig.4(b))with the melting temperature of 124°C.In addition,the signals arising from regioerror units were not observed in the NMR spectrum of 2similarly to that of 1.Although the complex 2that possesses the non-substituted Flu ligand activated with dried MAO system showed the low polymerization activity,Miller et al.recently reported that the steric expanded zirconium Flu-amido complex (Me 2Si(g 1-Flu 0)(g 1-N -t -Bu)ZrCl 2ÆOEt 2,Flu 0=C 29H 36)–MAO system showed high activity for pro-pylene polymerization and gave the highly syndiotactic poly-mer with the highest melting point reported so far [27].Fig.2.ORTEP drawing of 2.Hydrogen atoms are omitted for clarity.The thermal ellipsoids are drawn at the 30%probabilitylevel.Fig.3.ORTEP drawing of 3.Hydrogen atoms are omitted for clarity.The thermal ellipsoids are drawn at the 30%probabilitylevel.Chart 1.Bonding modes of complexes that contains the fluorenyl ligand.K.Nishii et al./Journal of Organometallic Chemistry 691(2006)193–201197The N value in entry 3was 3.6times higher than the num-ber of the Zr complex employed.Since the signals arising from vinylidene and n -propyl chain end groups (Fig.4(b))were observed in the polymer obtained by the 2system,we can conclude b -H elimination from the propagating chain to the Zr species or propylene monomer occurred.The com-plex 3activated with dried MAO did not give any polymer,even when polymerization was conducted at 20°C.3.3.Polymerization of propylene activated with HNMe 2PhB(C 6F 5)4Propylene polymerization with 1–3was investigated using HNMe 2PhB(C 6F 5)4as a cocatalyst in the presence of i Bu 3Al at 20°C in toluene under atmospheric pressure.The polymerization results are summarized in Table 4.Table 2Selected bond lengths (A˚)and angles (°)for 1,2and 31(Ti)2(Zr)3(Hf)LengthsM(1)–C(1) 2.105(3) 2.244(3) 2.223(6)M(1)–C(2) 2.106(3) 2.244(3) 2.223(6)M(1)–C(3) 2.415(3) 2.529(2) 2.515(3)M(1)–C(4) 2.253(3) 2.404(3) 2.401(5)M(1)–C(5) 2.418(3) 2.529(2) 2.515(3)M(1)–C(6) 2.572(3) 2.672(2) 2.664(3)M(1)–C(7) 2.573(3) 2.672(2) 2.664(3)M(1)–N(1) 1.923(3) 2.063(2) 2.046(4)M(1)–Si(1) 2.836(1)2.989(7)2.967(1)AnglesN(1)–M(1)–C(4)78.3(10)72.9(9)73.9(2)M(1)–N(1)–Si(1)101.0(1)103.6(1)103.0(2)N(1)–Si(1)–C(4)94.2(1)95.7(1)96.1(2)Table 1Crystallographic data and parameters for 1,2and 31(Ti)2(Zr)3(Hf)FormulaC 21H 29NSiTiC 21H 29NSiZr C 21H 29NSiHf Formula weight 371.45414.77502.04Crystal system Monoclinic Orthorhombic Orthorhombic Space group C 2/c Pnma Pnma a (A ˚)24.707(4)8.3517(3)8.3597(3)b (A ˚)12.215(2)14.4219(5)14.436(1)c (A ˚)14.293(7)16.8132(6)16.869(1)b (°)113.176(4)V (A ˚3)3965(1)2025(1)2035(1)Z844F (000)1584864992D calc (g Æcm À3) 1.244 1.360 1.638l (mm À1)0.4940.604 5.176Max.2h (°)555555No.of reflections observed 42801580815843No.of parameters refined 333177121R 1a 0.05630.03610.0430wR 2b0.15950.10100.1249No.of obsd.reflns.(I >2r (I ))386020962222aR 1=[P ||F o |À|F c ||]/P |F o |.b wR 2¼½P ½w ðF 2o ÀF 2c Þ2=P ½w ðF 2o Þ21=2.Table 3Results of propylene polymerization with [t -BuNSiMe 2Flu]MMe 2–dried MAO catalysts a Entry Catalyst Temperature (°C)A b M n c (·103)M w /M n c N d (l mol)rr e (%)T m f (°C)11(Ti)g 0257157 1.221663–h 22(Zr)0–i –––––32(Zr)2011 1.53 1.99729712443(Hf)0,20–i–––––a Polymerization conditions .Toluene =30mL,M(Ti,Zr,Hf)=20l mol,dried MAO =8.0mmol,propylene =1atm,30min.b Activity in kg-PP Æmol-M À1Æh À1.c Determined by GPC using universal calibration.d Number of polymer chains calculated from yield and M n .e Determined by 13C NMR.f Determined by DSC.g See [14b]in detail.h Not detected.iNot polymerized.198K.Nishii et al./Journal of Organometallic Chemistry 691(2006)193–201All the complexes showed activity for propylene poly-merization under these conditions.1showed the highest activity and gave the highest M n with the broadest M w /M n .On the other hand,in the case of 2and 3,the M n value was lower and M w /M n value was narrower than that of 1.Although the N value in entry 5was almost the same with the number of the Ti complex employed,the consumption rate of propylene,which was measured by a mass flow meter,was stopped within 9min.The results indicate that this catalyst system was deactivated immedi-ately.The N value in entry 6was 4.5times higher than the number of the Zr complex employed,while the N value in entry 7was about 1/10of the number of Hf complex employed.These results indicated that chain transfer reac-tion occurred in the 2system,while the initiation efficiency was very low in the 3system.Fig.5displays the 13C NMR spectra of the methyl region of the PPs obtained with 1–3.The 1–HNMe 2PhB(C 6F 5)4system gave slightly syndiotactic-enriched PP (rr =43%),while the 2and 3–HNMe 2PhB(C 6F 5)4systems gave highly syndiotactic PPs (rr >94%).The steric pentad fractions of methyl group in main chain determined by 13C NMR spectroscopy.The results are summarized in Table 5.The pentad values indicate that the stereospec-ificity depends on the center metal used.Fujita et al.studied propylene polymerization with the group4Fig.4.125MHz 13C NMR spectra of methyl region of polypropylenes obtained with 1and 2–dried MAO:(a)1in entry 1;(b)2in entry 3.Table 4Results of propylene polymerization with [t -BuNSiMe 2Flu]MMe 2–HMe 2NPhB(C 6F 5)4catalyst a Entry Catalyst Time (min)A b M n c (·103)M w /M n c N d (l mol)rr e (%)T m f (°C)51(Ti)9143.319.8 3.224343–g 62(Zr)2022.7 1.68 1.261809211573(Hf)300.563.061.483.795129a Polymerization conditions .Toluene =30mL,M(Ti,Zr,Hf)=B =40l mol,i Bu 3Al =800l mol,propylene =1atm,20°C.b Activity in kg-PP Æmol-M À1Æh À1.c Determined by GPC using universal calibration.d Number of polymer chains calculated from yield M n .e Determined by 13C NMR.f Determined by DSC.gNotdetected.Fig.5.125MHz 13C NMR spectra of methyl region of polypropylenes obtained with 1,2and 3–HNMe 2PhB(C 6F 5)4:(a)1in entry 5;(b)2in entry 6;(c)3in entry 7.K.Nishii et al./Journal of Organometallic Chemistry 691(2006)193–201199bis[N-(3-tert-butylsalicylidene)anilinato]complexes–Ph3CB-(C6F5)4–i Bu3Al systems[13a]and the group4bis[N-(3-tert-butylsalicylidene)-2,3,4,5,6-pentafluoroanilinato]complexes –MAO systems.[13b]They found that the mm triads in the former systems increased in the following order:Ti (mm=22.9%)<Zr(mm=45.8%)<Hf(mm=69.0%). On the other hand,in the latter systems,the Ti complex gave a highly syndiotactic(rr=87%)polymer,but the Zr and Hf complexes gave the non-stereoregular polymers.The2–HNMe2PhB(C6F5)4and3–HNMe2PhB(C6F5)4 systems gave high‘‘rrrr’’pentad values of82%and86%, respectively,with the stereo defects of‘‘rmmr’’arising from the miss selection of prochiral face and‘‘rmrr’’arising from the site epimerization.The‘‘rmmr’’values are similar in both systems,while the‘‘rmrr’’value in the3–HNMe2-PhB(C6F5)4system is lower than that in the2–HNMe2-PhB(C6F5)4system.These stereo defect values indicate that the higher syndiospecificity of the3–HNMe2PhB(C6F5)4 system can be ascribed to the suppression of the site epimerization.On the other hand,the1–HNMe2PhB(C6F5)4system gave the lowest‘‘rrrr’’value of20%.The reason why the 1system gave the lowest stereospecificity PP should be as follows.Chien and co-workers[30a]reported the synthesis of isotactic–atactic stereoblock PP with a stereorigid chiral ansa-titanocene.They proposed the mechanism where the polymer chain migrates between two different coordination sites(isospecific and non-stereospecific sites)[30].The re-sults suggest that the chain migration should more easily occurred in ansa-titanocene than in the corresponding Zr or Hf derivative.The high‘‘rmrr’’value(mrmm+ rmrr=26%)supports this assumption.The‘‘rmmr’’value in the1system is also higher than those of the other sys-tems,which indicates the low enantioselectivity of1.Since the bond angle of N(1)–M(1)–C(4)in1(Ti)is lar-ger than those of2(Zr)and3(Hf)(cf.Section3.1),the ste-ric hindrance around active species is smaller in the case of 1and hence the enantioselectivity of1should be lower than those of2and3.Razavi et al.reported that the change of hapticity or the variation of bond order during polymerization should be considered in the syndiotactic specific polymerization of propylene with metallocene catalysts because the hapto-tropy and ring-slippage can influence the electronic and ste-ric properties of the active site[31].A plausible change of the coordination mode in the present complexes is shown in Fig.6.If this isomerization occurs more frequently in 1than in2or3,the syndiospecificity of1should also be decreased due to the C1-symmetric structure of the isomers.The signals assignable to vinylidene and n-propyl chain end groups(Fig.5(b))indicate that b-H elimination also occurred by2activated with HNMe2PhB(C6F5)4.The sig-nals arising from regioirregular units were not observed in all the polymers regardless of the complex used,even when HNMe2PhB(C6F5)4was used as a cocatalyst.4.ConclusionA series of group4dimethyl complexes with a tert-butyl(dimethylfluorenylsilyl)amido ligand were synthesized with a facile method and thefluorenyl ligand was found to coordinate to center metal in a g3–manner irrespective of center metal employed.The Ti complex activated with dried MAO at0°C gave the syndiotactic-enriched PP with narrow M w/M n,whereas the complex gave almost atactic PP with broad M w/M n when activated with HNMe2PhB(C6F5)4at20°C.The Zr complex gave a low-molecular weight syndiotactic PP with vinylidene and n-propyl chain end groups irrespective of the cocatalyst employed.The Hf complex polymerized propylene only when activated by HNMe2PhB(C6F5)4.Although this sys-tem showed the lowest catalytic activity,the produced PP had the highest syndiotacticity.It was found that catalytic activity and the stereospecificity were strongly dependent on both the center metal of the ansa-fluorenylamidodim-ethyl complex and the cocatalyst employed. AcknowledgementsWe thank Tosoh-Finechem Co.,Ltd.for donating MAOs.We thank Dr.Yuushou Nakayama and Mr. Mitsuhiro Okada for useful discussion and EI-MS study (Hiroshima University).We also acknowledge support from the New Energy and Industrial Technology Develop-ment Organization(NEDO)under the Ministry of Econ-omy,Trade and Industry(METI),Japan,granting the project on‘‘Nanostructured Polymeric Materials’’in the ‘‘Material Nanotechnology Program’’since2001.Table513C NMR analysis of polypropylenes obtained with1,2and3Pentad distributions1(Ti)(entry5)2(Zr)(entry6)3(Hf)(entry7) mmmm0.010.000.00mmmr0.040.000.00rmmr0.050.010.01mmrr0.100.030.03mmrm+rmrr0.260.040.01rmrm0.110.000.00rrrr0.200.820.86mrrr0.190.090.09mrrm0.040.010.00Fig.6.A plausible scheme of ring-slippage in group4ansa-fluorenylam-idodimethyl complexes.200K.Nishii et al./Journal of Organometallic Chemistry691(2006)193–201。