This work presents a comprehensive quantum dynamics calculation of the bound rovibrational eigenstates of argon trimer (Ar3), using the ScalIT suite of parallel codes. The Ar3 rovibrational energy levels are computed to a very high level of accuracy (10(-3) cm(-1) or better), and up to the highest rotational and vibrational excitations for which bound states exist. For many of these rovibrational states, wavefunctions are also computed. Rare gas clusters such as Ar3 are interesting because the interatomic interactions manifest through long-range van der Waals forces, rather than through covalent chemical bonding. As a consequence, they exhibit strong Coriolis coupling between the rotational and vibrational degrees of freedom, as well as highly delocalized states, all of which renders accurate quantum dynamical calculation difficult. Moreover, with its (comparatively) deep potential well and heavy masses, Ar3 is an especially challenging rare gas trimer case. There are a great many rovibrational eigenstates to compute, and a very high density of states. Consequently, very few previous rovibrational state calculations for Ar3 may be found in the current literature-and only for the lowest-lying rotational excitations.
A flipped chemistry class for middle school education majors was “unflipped” during the conversion from in-person to online-only instruction during the beginning of the COVID-19 pandemic. The process balanced the best practices of online education with practicality due to the short time frame. Successes and failures in the conversion process are outlined, with adaptations suggested for failures, and a record of the class’s social and emotional experience is summarized. Successful implementation of checklists and conversion guides increased student confidence in the class’s direction and gave a sense of stability in an unstable time. The online component of the flipped classroom is examined for its adequacy as an online-only option. Approaches to student emotional and mental health are addressed, as well as behavioral issues resulting from learning remotely. Difficulties in the conversion primarily stemmed from the inability to use hands-on activities and a decrease in student engagement. Though external factors most likely accounted for the majority of the decrease in engagement, an activity and strategies are proposed to increase student buy-in and motivation. Finally, this paper includes a discussion of activity choice and implementation for increasing the benefits and transparency of activities for students working from home.
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