High <i>T</i><sub>g</sub> microspheres by dispersion copolymerization of <i>N</i>‐phenylmaleimide with styrenic or alkyl vinyl ether monomers
Bibliographic record
Abstract
Abstract Solution and dispersion copolymerizations of N ‐phenylmaleimide (PMI) with either styrenics or alkyl vinyl ethers (AVEs), systems with a tendency to give alternating polymers, were investigated with the goal of producing high glass transition particles. Equimolar solution copolymerization of PMI with styrenics gave alternating copolymers, whereas AVEs gave PMI‐rich copolymers (∼65:35) except for t ‐butyl vinyl ether, which gave copolymers with only a slight excess of PMI. These copolymers had glass transition temperatures ( T g s) ranging from 115 to 225 °C depending on comonomer(s). Dispersion copolymerization in ethanol‐based solvents in the presence of poly(vinylpyrrolidone) as steric stabilizer led to narrow‐disperse microspheres for many copolymers studied. Dispersion copolymeriations of PMI with styrenics required good cosolvents such as acetonitrile or methyl ethyl ketone as plasticizers during particle initiation and growth. Dispersion copolymerizations generally resulted in copolymer particles with compositions and T g s very similar to those of the corresponding copolymers formed by solution polymerization, with the exception of t ‐butyl vinyl ether (tBVE), which now behaved like the other AVEs. Dispersion terpolymerizations of PMI (50 mol %) with different ratios of either n ‐butylstyrene and t ‐butylstyrene or n ‐butyl vinyl ether and tBVE led to polymer particles with T g s that depended on the ratio of the two butyl monomers. © 2010 Wiley Periodicals, Inc. J Polym Sci Part A: Polym Chem, 2010
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.000 | 0.003 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".