2,482 research outputs found

    Muonic Hydrogen and the Third Zemach Moment

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    We determine the third Zemach moment of hydrogen (_(2)) using only the world data on elastic electron-proton scattering. This moment dominates the O (Z alpha)^5 hadronic correction to the Lamb shift in muonic atoms. The resulting moment, _(2) = 2.71(13) fm^3, is somewhat larger than previously inferred values based on models. The contribution of that moment to the muonic hydrogen 2S level is -0.0247(12) meV.Comment: 3 pages, no figures, revtex - submitted to Physical Review

    The genesis of BIF in the Transvaal Supergroup, South Africa.

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    Bounds on R-parity Violation from Resonant Slepton Production at the LHC

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    We consider the ATLAS and CMS searches for dijet resonances, as well as the ATLAS search for like-sign dimuon pairs at the LHC with 7 TeV center of mass energy. We interpret their exclusions in terms of bounds on the supersymmetric R-parity violating parameter space. For this we focus on resonant slepton production followed by the corresponding decay.Comment: 17 pages, 11 figures, 3 table

    Crustal structure and kinematics of the TAMMAR propagating rift system on the Mid-Atlantic Ridge from seismic refraction and satellite altimetry gravity

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    The TAMMAR segment of the Mid-Atlantic Ridge forms a classic propagating system centred about two degrees south of the Kane Fracture Zone. The segment is propagating to the south at a rate of 14 mm yr−1, 15 per cent faster than the half-spreading rate. Here, we use seismic refraction data across the propagating rift, sheared zone and failed rift to investigate the crustal structure of the system. Inversion of the seismic data agrees remarkably well with crustal thicknesses determined from gravity modelling. We show that the crust is thickened beneath the highly magmatic propagating rift, reaching a maximum thickness of almost 8 km along the seismic line and an inferred (from gravity) thickness of about 9 km at its centre. In contrast, the crust in the sheared zone is mostly 4.5–6.5 km thick, averaging over 1 km thinner than normal oceanic crust, and reaching a minimum thickness of only 3.5 km in its NW corner. Along the seismic line, it reaches a minimum thickness of under 5 km. The PmP reflection beneath the sheared zone and failed rift is very weak or absent, suggesting serpentinisation beneath the Moho, and thus effective transport of water through the sheared zone crust. We ascribe this increased porosity in the sheared zone to extensive fracturing and faulting during deformation. We show that a bookshelf-faulting kinematic model predicts significantly more crustal thinning than is observed, suggesting that an additional mechanism of deformation is required. We therefore propose that deformation is partitioned between bookshelf faulting and simple shear, with no more than 60 per cent taken up by bookshelf faulting

    Digital tools in secondary chemistry education – added value or modern gimmicks?

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    The article addresses the challenges faced by teachers incorporating digital tools into chemistry education to prepare students for responsible participation in a digital society. Against the background of the Technology Acceptance Model (TAM), the study analyzes the value that chemistry teachers place on digital tools and examines specific factors that influence their implementation in teaching. For this purpose, we conducted and analyzed interviews with 10 secondary school chemistry teachers in Germany. The findings revealed that while subject-specific digital tools were highly valued by teachers, several barriers to their strategic integration exist, including time constraints, high workloads, failing infrastructure, lack of technical support, and a fear of change. The study concludes that subject-specific digital tools have the potential to enhance learning outcomes and recommends teacher training and further education as well as future research to focus on developing and supporting opportunities for teachers to implement subject-specific digital tools to create a more dynamic and engaging learning experiences for students
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