A Review and Outlook for the Removal of Radon-Generated Po-210 Surface Contamination

The next generation low-background detectors operating deep underground aim for unprecedented low levels of radioactive backgrounds. The deposition and presence of radon progeny on detector surfaces is an added source of energetic background events. In addition to limiting the detector material's radon exposure in order to reduce potential surface backgrounds, it is just as important to clean surfaces to remove inevitable contamination. Such studies of radon progeny removal have generally found that a form of etching is effective at removing some of the progeny (Bi and Pb), however more aggressive techniques, including electropolishing, have been shown to effectively remove the Po atoms. In the absence of an aggressive etch, a significant fraction of the Po atoms are believed to either remain behind within the surface or redeposit from the etching solution back onto the surface. We explore the chemical nature of the aqueous Po ions and the effect of the oxidation state of Po to maximize the Po ions remaining in the etching solution of contaminated Cu surfaces. We present a review of the previous studies of surface radon progeny removal and our findings on the role of oxidizing agents and a cell potential in the preparation of a clean etching technique.Comment: Proceedings of the Low Radioactivity Techniques (LRT) 2017, Seoul, South Korea, May 24-26, 201

The Social Costs of an MTBE Ban in California

Resource /Energy Economics and Policy,

The Design and Validation of the Colorado Learning Attitudes about Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat

Single spin asymmetries in DIS

We consider possible mechanisms for single spin asymmetries in inclusive Deep Inelastic Scattering (DIS) processes with unpolarized leptons and transversely polarized nucleons. Tests for the effects of non-zero \bfk_\perp, for the properties of spin dependent quark fragmentations and for quark helicity conservation are suggested.Comment: 5 pages, LaTeX, no figures. Revised version, to be published in Phys. Rev. D. Some equations and statements added to clarify text and notation

Towards characterizing the relationship between students' interest in and their beliefs about physics

We examine the relationships between students' self-reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculusbased introductory mechanics course (N=391), were used to characterize students' beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self-rated interest (R=0.65). At the end of the term, students with more expert-like beliefs as measured by the 'Overall' CLASS score also rate themselves as more interested in physics. An analysis of students' reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world

Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs

Half-Twisted Correlators from the Coulomb Branch

We compute correlators of chiral operators in half-twisted (0,2) supersymmetric gauged linear sigma models. Our results give simple algebraic formulas for a (0,2) generalization of genus zero Gromov-Witten invariants of compact toric varieties. We derive compact expressions for deformed quantum cohomology relations and apply our general method to several examples.Comment: 21 pages, LaTex; typos corrected; some discussion adde

Abelian Duality

We show that on three-dimensional Riemannian manifolds without boundaries and with trivial first real de Rham cohomology group (and in no other dimensions) scalar field theory and Maxwell theory are equivalent: the ratio of the partition functions is given by the Ray-Singer torsion of the manifold. On the level of interaction with external currents, the equivalence persists provided there is a fixed relation between the charges and the currents.Comment: 11 pages, LaTeX, no figures, a reference added, submitted to Phys. Rev.

Interface Microstructures and Bond Formation in Ultrasonic Consolidation

The quality of ultrasonically consolidated parts critically depends on the bond quality between individual metal foils. This necessitates a detailed understanding of interface microstructures and ultrasonic bonding mechanism. There is a lack of information on interface microstructures in ultrasonically consolidated parts as well as a lack of consensus on the mechanism of metal ultrasonic welding, especially on matters such as plastic deformation and recrystallization. In the current work, interface microstructures of an ultrasonically consolidated multi-material Al 3003-Ni 201 sample were analyzed in detail using optical microscopy, scanning electron microscopy, energy dispersive spectroscopy, and orientation imaging microscopy. Based on the results of microstructural studies, the mechanism of metal ultrasonic welding has been discussed. The reasons for formation of defects/unbonded regions in ultrasonically consolidated parts have also been identified and discussedMechanical Engineerin