Quasiparticle cooling of a single-Cooper-pair-transistor

A superconducting tunnel junction is used to directly extract quasiparticles from one of the leads of a single-Cooper-pair-transistor. The consequent reduction in quasiparticle density causes a lower rate of quasiparticle tunneling onto the device. This rate is directly measured by radio-frequency reflectometry. Local cooling may be of direct benefit in reducing the effect of quasiparticles on coherent superconducting nanostructures.Comment: 4 figure

Electric field induced charge noise in doped silicon: ionization of phosphorus donors

We report low frequency charge noise measurement on silicon substrates with different phosphorus doping densities. The measurements are performed with aluminum single electron transistors (SETs) at millikelvin temperatures where the substrates are in the insulating regime. By measuring the SET Coulomb oscillations, we find a gate voltage dependent charge noise on the more heavily doped substrate. This charge noise, which is seen to have a 1/f spectrum, is attributed to the electric field induced tunneling of electrons from their phosphorus donor potentials.Comment: 4 page, 3 figure

Distributed resource discovery using a context sensitive infrastructure

Distributed Resource Discovery in a World Wide Web environment using full-text indices will never scale. The distinct properties of WWW information (volume, rate of change, topical diversity) limits the scaleability of traditional approaches to distributed Resource Discovery. An approach combining metadata clustering and query routing can, on the other hand, be proven to scale much better. This paper presents the Content-Sensitive Infrastructure, which is a design building on these results. We also present an analytical framework for comparing scaleability of different distribution strategies

Understanding the Transition between High School and College Mathematics and Science

Mathematics and science education is gaining increasing recognition as key for the well-being of individuals and society. Accordingly, the transition from high school to college is particularly important to ensure that students are prepared for college mathematics and science. The goal of this study was to understand how high school mathematics and science course-taking related to performance in college. Specifically, the study employed a nonparametric regression method to examine the relationship between high school mathematics and science courses, and academic performance in college mathematics and science courses. The results provide some evidence pertaining to the positive benefits from high school course-taking. Namely, students who completed high school trigonometry and lab-based chemistry tended to earn higher grades in college algebra and general chemistry, respectively. However, there was also evidence that high school coursework in biology and physics did not improve course performance in general biology and college physics beyond standardized test scores. Interestingly, students who completed high school calculus earned better grades in general biology. The implications of the findings are discussed for high school curriculum and alignment in standards between high schools and colleges