First-passage and extreme-value statistics of a particle subject to a constant force plus a random force

We consider a particle which moves on the x axis and is subject to a constant force, such as gravity, plus a random force in the form of Gaussian white noise. We analyze the statistics of first arrival at point $x_1$ of a particle which starts at $x_0$ with velocity $v_0$. The probability that the particle has not yet arrived at $x_1$ after a time $t$, the mean time of first arrival, and the velocity distribution at first arrival are all considered. We also study the statistics of the first return of the particle to its starting point. Finally, we point out that the extreme-value statistics of the particle and the first-passage statistics are closely related, and we derive the distribution of the maximum displacement $m={\rm max}_t[x(t)]$.Comment: Contains an analysis of the extreme-value statistics not included in first versio

Partial survival and inelastic collapse for a randomly accelerated particle

We present an exact derivation of the survival probability of a randomly accelerated particle subject to partial absorption at the origin. We determine the persistence exponent and the amplitude associated to the decay of the survival probability at large times. For the problem of inelastic reflection at the origin, with coefficient of restitution $r$, we give a new derivation of the condition for inelastic collapse, $r<r_c=e^{-\pi/\sqrt{3}}$, and determine the persistence exponent exactly.Comment: 6 page

Studying the scale and q^2 dependence of K^+-->pi^+e^+e^- decay

We extract the K^+-->pi^+e^+e^- amplitude scale at q^2=0 from the recent Brookhaven E865 high-statistics data. We find that the q^2=0 scale is fitted in excellent agreement with the theoretical long-distance amplitude. Lastly, we find that the observed q^2 shape is explained by the combined effect of the pion and kaon form-factor vector-meson-dominance rho, omega and phi poles, and a charged pion loop coupled to a virtual photon-->e^+e^- transition.Comment: 8 pages, 3 figure

Ways to teach modelling—a 50 year study

This article describes a sequence of design research projects, some exploratory others more formal, on the teaching of modelling and the analysis of modelling skills. The initial motivation was the author’s observation that the teaching of applied mathematics in UK high schools and universities involved no active modelling by students, but was entirely focused on their learning standards models of a restricted range of phenomena, largely from Newtonian mechanics. This did not develop the numeracy/mathematical literacy that was so clearly important for future citizens. Early explorations started with modelling workshops with high school teachers and mathematics undergraduates, observed and analysed—in some case using video. The theoretical basis of this work has been essentially heuristic, though the Shell Centre studies included, for example, a detailed analysis of formulation processes that has not, as so often, been directly replicated. Recent work has focused on developing a formative assessment approach to teaching modelling that has proved both successful and popular. Finally, the system-level challenges in trying to establish modelling as an integral part of mathematics curricula are briefly discussed