Blocking and unblocking in a navigation task

Rodrigo, Chamizo, McLaren, & Mackintosh (1997) demonstrated the blocking effect in a navigational task using a swimming pool: rats initially trained to use three landmarks (ABC) to find an invisible platform learned less about a fourth landmark (X) added later than did rats trained from the outset with these four landmarks (ABCX). The aim of the experiment reported here was to demonstrate unblocking using a similar procedure as in the previous work. Three groups of rats were initially trained to find an invisible platfom in the presence of three landmarks: ABC for the Blocking and Unblocking groups and LMN for the Control group. Then, all animals were trained to find the platform in the presence of four landmarks, ABCX. In this second training, unlike animals in the Blocking group to which only a new landmark (X) was added in comparison to the first training, the animals in the Unblocking group also had a change in the platform position. In the Control group, both the four landmarks and the platform position were totally new at the beginning of this second training. As in Rodrigo et al. (1997) a blocking effect was found: rats in the Blocking group learned less with respect to the added landmark (X) than did animals in the Control group. However, rats in the Unblocking group learned about the added landmark (X) as well as did animals in the Control group. The results are interpreted as an unblocking effect due to a change in the platform position between the two phases of training, similarly to what is normal in classical conditioning experiments, in which a change in the conditions of reinforcement between the two training phases of a blocking design produce an attenuation or elimination of this effect. These results are explained within an error-correcting connectionist account of spatial navigation (McLaren, 2002)

Influence of geometrical parameters on the flexural rigidity of the LHC dipole cold mass assembly

In order to predict the mechanical behavior of the LHC dipole cold mass in situations such as handling, transport and cool down, a number of important structural parameters are required. The dipole's flexural rigidity determines entirely the mechanical elastic behavior of the cold mass. Therefore, models of a bent cold mass were created to calculate its rigidity. This paper presents a simplified parametric finite element model, created to study the deflection of the cold mass in different situations and supporting conditions. The sensitivity of the models to the supporting conditions is computed. To provide the finite element and the analytical models with input, the deflection of the cold mass under discrete loads in normal condition and then 90-degrees rotated were measured with a laser tracker. By comparing models with measurements, the vertical and transversal rigidity of the cold mass assembly are determined. Additionally, the paper reports on the plastic behavior of the cold mass assembly in the range of the deformations that are needed to correct cold masses that result, after final welding of the outer skin, with unacceptable sagitta

The LHC Dipole Geometry as Built in Industry

The LHC dipoles magnets are produced in 5 industrial production sites in Europe. The production is well underway and more than half of the total quantity has been delivered to CERN. One of the important characteristics of the dipole magnets is their geometry. To achieve the requested mechanical tolerances on the magnets, which are 15 m long and have a 28 t mass, the final assembly operations includes precise optical measurements. To ensure the good quality and high production rate, the final assembly procedure has been automated as much as possible. The authors report here about the assembly procedure, the features of the software that guides the optical measurements (and consequently the assembly operations) and the results obtained on the geometry in the different sites

Resolución de problemas científicos escolares y promoción de competencias de pensamiento científico. ¿Qué piensan los docentes de química en ejercicio?

In the article the results of an investigation conducted within the framework of the project FONDECYT 1070795 are exposed. The aims of the research were to identify and characterize the representations and knowledge that teachers in service have, from an average level of education, with respect to the competences of scientific thought and problem solution, and the way in which both should be approached. With the use of an intentional sample of 133, teachers selected from a total of 117 who were incorporated to other phases of the research trough the administration of a questionnaire especially designed, was show the predominance of a very fragmented image, sometimes contradictory, about the solution of problems and about relation between competences of scientific thought; this representation incorporates aspects of great value for the formation of the competent students, and at the same time it includes other aspects that in no way favor this formation, according to the present assessments. It is remarkable that both competences for scientific thought and solution of problems are not constituted as a totality and coherent system in the thinking of the teachers who participated in the research. It should be pointed out that we found data that show an oscillating valuation of the subjective character of the problematic situations and the problem itself; these data show, as well, that teachers give a very important role to language. It is stated that teachers give an oscillating value to the fact that students must deal with theories. It should be noted too that their approaches to the algorithmic processes are very vague, and sometimes contradictory.En el artículo se exponen los resultados de una investigación realizada en el marco del proyecto FONDECYT 1070795, cuyo objetivo consistió en identificar y caracterizar las nociones que tienen los profesores de nivel medio respecto a las competencias de pensamiento científico y solución de problemas, y la manera en que ambos deben trabajarse en la enseñanza de la química. Con el empleo de una muestra intencional de 33 profesores, seleccionados de un total de 117 que se incorporaron a otras fases de la investigación y mediante la administración de un cuestionario especialmente diseñado, se logró poner de manifiesto que en ellos predomina una imagen fragmentada y a veces contradictoria de la solución de problemas y de las competencias de pensamiento científico; dicha representación incorpora aspectos de inestimable valor para la formación del estudiante competente, a la vez que incluye otros que en manera alguna favorecen dicha formación en correspondencia con las exigencias actuales. Es notable que competencias de pensamiento científico y solución de problemas no se constituyan como sistema totalmente coherente en la conceptualización de los profesores investigados. Como dato relevante, se constató la oscilante valoración del carácter subjetivo de las situaciones problémicas y los problemas; junto al papel importante que, en opinión de gran parte de los profesores, desempeña el lenguaje, se le otorga un valor oscilante al trabajo con la teoría por parte de los estudiantes; igualmente resulta difusa, y a veces contradictoria, su aproximación a los procesos de algoritmización

EndCap Module Production for the ATLAS Silicon Tracker (SCT) at CERN and the University of Geneva

This note describes the infrastructure, procedure and quality assurance for the construction of approximately one third of the EndCap modules for the ATLAS Semiconductor Tracker (SCT) by groups at the University of Geneva and CERN

Measurement of Exclusive rho^0 rho^0 Production in Two-Photon Collisions at High Q^2 at LEP

Exclusive rho rho production in two-photon collisions involving a single highly virtual photon is studied with data collected at LEP at centre-of-mass energies 89GeV < \sqrt{s} < 209GeV with a total integrated luminosity of 854.7pb^-1 The cross section of the process gamma gamma^* -> rho rho is determined as a function of the photon virtuality, Q^2 and the two-photon centre-of-mass energy, Wgg, in the kinematic region: 1.2GeV^2 < Q^2 < 30GeV^2 and 1.1GeV < Wgg < 3GeV

Search for a Higgs Boson Decaying to Weak Boson Pairs at LEP

A Higgs particle produced in association with a Z boson and decaying into weak boson pairs is searched for in 336.4 1/pb of data collected by the L3 experiment at LEP at centre-of-mass energies from 200 to 209 GeV. Limits on the branching fraction of the Higgs boson decay into two weak bosons as a function of the Higgs mass are derived. These results are combined with the L3 search for a Higgs boson decaying to photon pairs. A Higgs produced with a Standard Model e+e- --> Zh cross section and decaying only into electroweak boson pairs is excluded at 95% CL for a mass below 107 GeV

Measurement of the Tau Branching Fractions into Leptons

Using data collected with the L3 detector near the Z resonance, corresponding to an integrated luminosity of 150pb-1, the branching fractions of the tau lepton into electron and muon are measured to be B(tau->e nu nu) = (17.806 +- 0.104 (stat.) +- 0.076 (syst.)) %, B(tau->mu nu nu) = (17.342 +- 0.110 (stat.) +- 0.067 (syst.)) %. From these results the ratio of the charged current coupling constants of the muon and the electron is determined to be g_mu/g_e = 1.0007 +- 0.0051. Assuming electron-muon universality, the Fermi constant is measured in tau lepton decays as G_F = (1.1616 +- 0.0058) 10^{-5} GeV^{-2}. Furthermore, the coupling constant of the strong interaction at the tau mass scale is obtained as alpha_s(m_tau^2) = 0.322 +- 0.009 (exp.) +- 0.015 (theory)