Energy exchanges between atoms with a quartz crystal μ\mu-balance

We propose an experimental method to fully characterize the energy exchange of particles during the physical vapor deposition process of thin surface layers. Our approach is based on the careful observation of perturbations of the oscillation frequency of a Quartz Crystal $\mu$-balance induced by the particles interaction. With this technique, it is possible to measure the momentum exchange of the atoms during the evaporation process and determine the ideal evaporation rate for an uniform energy distribution. We are able to follow the desorption dynamics of particles immediately after the first layers have been formed. These results are in close relation to the surface binding energy of the evaporated material, they offer a better control to obtain the desired properties of the thin surface layer. We applied our technique to investigate the physical vapor evaporation process for diverse elements, usually implemented in the development of film surface layers, such as Cu, W, Au, Gd and In, and confirm that our results are in agreement with measurements done previously with other techniques such as low-temperature photoluminescence

Converging science and literature cultures: learning physics via The Little Prince novella

Primary level education follows a pedagogy model where literature and science have been historically separated. Natural children processes are disrupted, as learning based on play curiosity is completely transformed by a chalkboard model. Specific experimental realizations can link thinking processes based on science to study problems contextualized by literature. Converging the essences of these two cultures has the potential to enhance the education experience, dramatically. This paper proposes a new didactic strategy using experimental demonstrations based on The Little Prince story, providing a journey through different philosophical questions about nature and Universe laws. Therefore, the story is used as a scientific metaphor applied to a teaching-learning situation. A workshop was implemented to a group of 26 students attending sixth grade (mean age  =  12 years old), from two primary schools located in Heredia, Costa Rica. In order to evaluate the sessions' performance, Pearson's test for independence was used to contrast association within a set of variables related to perception of learning processes and emerging interest in science. Overall 77% of the students perceived an increased interest in science, despite gender characteristics. Curiously, a gender association was observed related to the preferences girls and boys have for specific experimental demonstrations. Additionally, 92% of the students perceived learning of scientific concepts after the sessions delivered. Our research establishes a new didactic strategy with the potential to break historical pedagogical patterns and could pave the way into integration of contrasting disciplines.Universidad de Costa Rica/[TC-695]/UCR/Costa RicaUCR::Vicerrectoría de Docencia::Ciencias Básicas::Facultad de Ciencias::Escuela de FísicaUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Básicas::Centro de Investigación en Ciencia e Ingeniería de Materiales (CICIMA)UCR::Vicerrectoría de Docencia::Ingeniería::Facultad de Ingeniería::Escuela de Ingeniería MecánicaUCR::Vicerrectoría de Docencia::Ingeniería::Facultad de Ingeniería::Escuela de Ingeniería CivilUCR::Vicerrectoría de Docencia::Ciencias Sociales::Facultad de Ciencias Económicas::Escuela de EstadísticaUCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Básicas::Centro de Investigaciones en Matemáticas Puras y Aplicadas (CIMPA)UCR::Vicerrectoría de Investigación::Unidades de Investigación::Ciencias Básicas::Centro de Investigación en Ciencias Atómicas Nucleares y Moleculares (CICANUM