Far-infrared Laser Magnetospectroscopy of Donors and Acceptors in Ge

The energy levels of the donor impurity phosphorous and the acceptor impurity gallium in the elemental semiconductor host germanium have been investigated by measuring the absorption of radiation from a far-infrared laser as magnetic field intensity is varied

Mastering physics?

MasteringPhysics is a tutorial software package. The University of Wollongong adopted it for one stream of first-year physics in second session 2004. The goal of the research is to determine the impact MasteringPhysics had on examination results in the subject and on student opinion of the subject

Subterahertz Josephson plasma emission in layered high-T-C superconducting tunnel junctions

We investigated the emission of subterahertz frequency electromagnetic radiation from high-TC superconducting c-axis NdBa2Cu3O7−8/PrBa2Cu3O7−8/NdBa2Cu3O7−8 trilayer thin film tunneling junctions when external electric and magnetic fields are applied. The current-voltage characteristics under applied ab-plane magnetic fields H (up 8 T) exhibit well defined steps, Vn, such that eVn -hwp / (2n), where the plasma frequency wp-0.4 THz and n=1,2,3, . . . .. These steps may be interpreted using Josephson plasma dynamics. The applied voltage creates oscillating currents via the Josephson coupling energy EJ (EJ=hIJ /4e, where IJ is the Josephson current and h is Planck’s constant) and the charge energy EC (EC=e2 /2C, where C is the junction capacitance). Thus the Josephson plasma becomes excited by the tunneling current, with some of the energy being emitted as subterahertz frequency radiation. Our results provide a new insight into a solid-state quantum system with considerable potential for new solid-state terahertz emission sources

Complexity and interprofessional care.

Calls for greater collaboration between professionals in health and social care have led to pressures to move towards interprofessional education at both pre- and postregistration levels. Whilst this move has evolved out of ‘common sense’ demands, such a multiple systems approach to education does not fit easily into existing traditional disciplinary frameworks and there is, as yet, no proven theoretical framework to guide its development. What is more, it lacks a clear causality and predictability and therefore does not fit easily into traditional scientific frameworks with their focus on analysis, prediction and control. This article considers how complexity theory, with its focus on connectivity, diversity, self-organization, and emergence, can provide interprofessional education with a coherent theoretical foundation, freeing it from the constraints of a traditional linear framework, enabling it to be better understood, questioned and challenged as a new paradigm of learning