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Cylindrical templates enable materials with cylindrical pores. Cylindrical persistent micelle templates enable independent control of pore and wall dimensions where increasing the material content (TiO₂) increases the wall thickness alone. 

Herein, we report the implementation of core-crosslinked persistent micelle templates for the fabrication of mesoporous metal oxides with independent control of the material wall thickness with constant pore size. 

Multimaterial heterostructures have led to characteristics surpassing the individual components. Nature controls the architecture and placement of multiple materials through biomineralization of nanoparticles (NPs); however, synthetic heterostructure formation remains limited and generally departs from the elegance of self-assembly. Here, a class of block polymer structure-directing agents (SDAs) are developed containing repeat units capable of persistent (covalent) NP interactions that enable the direct fabrication of nanoscale porous heterostructures, where a single material is localized at the pore surface as a continuous layer. This SDA binding motif (design rule 1) enables sequence-controlled heterostructures, where the composition profile and interfaces correspond to the synthetic addition order. This approach is generalized with 5 material sequences using an SDA with only persistent SDA-NP interactions (“P-NP1−NP2”; NPi = TiO2, Nb2O5, ZrO2). Expanding these polymer SDA design guidelines, it is shown that the combination of both persistent and dynamic (noncovalent) SDA-NP interactions (“PD-NP1−NP2”) improves the production of uniform interconnected porosity (design rule 2). The resulting competitive binding between two segments of the SDA (P- vs D-) requires additional time for the first NP type (NP1) to reach and covalently attach to the SDA (design rule 3). The combination of these three design rules enables the direct self-assembly of heterostructures that localize a single material at the pore surface while preserving continuous porosity. 

Automatic short answer grading is an important research direction in the exploration of how to use artificial intelligence (AI)-based tools to improve education. Current state-of-theart approaches use neural language models to create vectorized representations of students responses, followed by classifiers to predict the score. However, these approaches have several key limitations, including i) they use pre-trained language models that are not well-adapted to educational subject domains and/or student-generated text and ii) they almost always train one model per question, ignoring the linkage across question and result in a significant model storage problem due to the size of advanced language models. In this paper, we study the problem of automatic short answer grading for students’ responses to math questions and propose a novel framework for this task. First, we use MathBERT, a variant of the popular language model BERT adapted to mathematical content, as our base model and fine-tune it on the downstream task of student response grading. Second, we use an in-context learning approach that provides scoring examples as input to the language model to provide additional context information and promote generalization to previously unseen questions. We evaluate our framework on a real-world dataset of student responses to open-ended math questions and show that our framework (often significantly) outperform existing approaches, especially for new questions that are not seen during training.