Survival of fossils under extreme shocks induced by hypervelocity impacts

Experimental data are shown for survival of fossilized diatoms undergoing shocks in the GPa range. The results were obtained from hypervelocity impact experiments which fired fossilized diatoms frozen in ice into water targets. After the shots, the material recovered from the target water was inspected for diatom fossils. Nine shots were carried out, at speeds from 0.388 to 5.34?km?s?1, corresponding to mean peak pressures of 0.2–19?GPa. In all cases, fragmented fossilized diatoms were recovered, but both the mean and the maximum fragment size decreased with increasing impact speed and hence peak pressure. Examples of intact diatoms were found after the impacts, even in some of the higher speed shots, but their frequency and size decreased significantly at the higher speeds. This is the first demonstration that fossils can survive and be transferred from projectile to target in hypervelocity impacts, implying that it is possible that, as suggested by other authors, terrestrial rocks ejected from the Earth by giant impacts from space, and which then strike the Moon, may successfully transfer terrestrial fossils to the Moon

Learning physics in context: a study of student learning about electricity and magnetism

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analyzed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyze environments which support student learning in the sciencesComment: 36 pages, 4 Figure

If I Only Had A Home Sweet Home

https://digitalcommons.library.umaine.edu/mmb-vp/5456/thumbnail.jp

Magnetism in SQUIDs at Millikelvin Temperatures

We have characterized the temperature dependence of the flux threading dc SQUIDs cooled to millikelvin temperatures. The flux increases as 1/T as temperature is lowered; moreover, the flux change is proportional to the density of trapped vortices. The data is compatible with the thermal polarization of surface spins in the trapped fields of the vortices. In the absence of trapped flux, we observe evidence of spin-glass freezing at low temperature. These results suggest an explanation for the "universal" 1/f flux noise in SQUIDs and superconducting qubits.Comment: 4 pages, 4 figure

Unstable Nonradial Oscillations on Helium Burning Neutron Stars

Material accreted onto a neutron star can stably burn in steady state only when the accretion rate is high (typically super-Eddington) or if a large flux from the neutron star crust permeates the outer atmosphere. For such situations we have analyzed the stability of nonradial oscillations, finding one unstable mode for pure helium accretion. This is a shallow surface wave which resides in the helium atmosphere above the heavier ashes of the ocean. It is excited by the increase in the nuclear reaction rate during the oscillations, and it grows on the timescale of a second. For a slowly rotating star, this mode has a frequency of approximately 20-30 Hz (for l=1), and we calculate the full spectrum that a rapidly rotating (>>30 Hz) neutron star would support. The short period X-ray binary 4U 1820--30 is accreting helium rich material and is the system most likely to show this unstable mode,especially when it is not exhibiting X-ray bursts. Our discovery of an unstable mode in a thermally stable atmosphere shows that nonradial perturbations have a different stability criterion than the spherically symmetric thermal perturbations that generate type I X-ray bursts.Comment: Accepted for publication in Astrophysical Journal, 22 pages, 14 figure

On the Importance of Engaging Students in Crafting Definitions

In this paper we describe an activity for engaging students in crafting definitions. We explore the strengths of this particular activity as well as the broader implications of engaging students in crafting definitions more generally