Texte remanié de : Thèse Ph. D. : French literature : Lampeter : 1975. / Bibliogr. p. 261-277. Index.

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Dissertation--Universität Augsburg, 2001. / Bibliogr. p. 309-352.

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Doctorat en philosophie et lettres / info:eu-repo/semantics/nonPublished

Molecular-based quantum cellular automata (m-QCA), as an extension of quantum-dot QCAs, offer a novel alternative in which binary information can be encoded in the molecular charge configuration of a cell and propagated via nearest-neighbor Coulombic cell-cell interactions. Appropriate functionality of m-QCAs involves a complex relationship between quantum mechanical effects, such as electron transfer processes within the molecular building blocks, and electrostatic interactions between cells. In the first part of this document, the influence of structural distortions in single m-QCA is addressed within a minimal model using an diabatic-to-adiabatic transformation. Thus, it is shown that even small changes of the classical square geometry between driver and target cells, such as those induced by distance variations or shape distortions, can make cells respond to interactions in a far less symmetric fashion, modifying and potentially impairing the expected computational behavior of the m-QCA. The model has been further extended to consider time-dependent external electric fields in which a special emphasis is given to the profiles in which this external parameter can interact with the associated molecular complex. The results of the model have been validated by a direct comparison with first-principle calculations allowing to conclude the plausibility to induce the intra-molecular charge transfer process in a controllable manner via the interaction with the external electric field. The influence played by the electric field profile in the response of the molecular complex is also investigated. The results suggests a major role played by this variable in terms of the time length in which the intra-molecular charge transfer can be observed. In the second part, first-principle theoretical calculations of the self-assembly properties and electronic structure of Ferrocene-functionalized complexes have been carried out. Hence, five different molecular complexes which offer a potential playground to realistic implement the m-QCA paradigm have been investigated. The main emphasis is given to study the interaction between localized charge-carrier molecular states and the delocalized surface states. The results of these calculations demonstrate the possibility to obtain real systems in which intra-molecular charge localization can be combined with self-assembly scaffolding and absorbed on either Highly oriented pyrolytic graphite (HOPG) or metallic-surfaces. Finally, the validation of these findings is carried out via comparison with accesible experimental results and opening the gate to plausible strategies where the paradigm can be implemented.

The purpose of this study was to determine eighth grade students&rsquo / skills of translating among different representations / graphic, table, equation, and verbal sentence / of algebraic concepts. Moreover, it was also aimed to investigate if there is any gender difference regarding the translation skills of students translating multiple representations, and their most common errors in making these translations. For data collection, 18 schools were selected randomly from 103 elementary schools in &Ccedil / ankaya district of Ankara. Then all of the eighth grade students in each school were selected as sample. In total 705 eighth grade students were participated in the study. To assess students&rsquo / translation skills &ldquo / Translation among different representations of algebraic concepts test&rdquo / (TADRACT) was developed by researcher. Descriptive statistics were obtained to understand students&rsquo / achievement in translation process. To compare mean scores of female and male students, the statistical analysis of Independent Samples t-test was used. Every question were examined in detail to determine any misconceptions, and most frequent errors students made in translating among different algebraic representations. The results of test indicated that 8th grade students had poor skill in translations of four different representations / verbal statement, equation, table, graphic / in algebraic concepts. There was no significant difference between mean scores of girls and mean scores of boys. The most problematic translations were from other representations / equation, table, graphic / to verbal statement, and translations from other three representations / verbal statement, equation, graphic / to table were the easiest translations.

This study has aimed to examine effectiveness of the peer instruction on sixth grade students&rsquo / science achievement, attitudes concerning current electricity and retention rates of what has already learnt about current electricity as compared to the conventional instruction. The study was conducted during 2005-2006 spring semester with 121 students from the four classes of two elementary schools in the central Yenimahalle district of Ankara. Current Electricity Achievement Test (CEAT) and Attitude toward Current Electricity Scale (ATCES) were administered as pretest to all groups in order to determine students&rsquo / level of prior knowledge and level of interest toward the subject before the treatment, respectively. Then, treatment started in experimental group. It continued three weeks throughout the current electricity subject. While experimental group implementing the peer instruction, control group continued with their conventional lecturing. Immediately after three weeks, students both in control and experimental groups were post tested with the same test and scale. Moreover, three months after the post tests, delayed post test on the CEAT was also administered to both experimental and control groups. The data obtained from the administration of tests and scales were analyzed by the statistical techniques of MANCOVA / follow up ANCOVA&rsquo / s and repeated measure ANCOVA. Results of the statistical analysis indicated that the peer instruction has significantly greater effect on students&rsquo / science achievement and retention rates as compared to the conventional instruction. However, the statistical analysis failed to show a significant difference between the attitudes of students instructed by the peer instruction and the conventional instruction.