311 research outputs found
Variational Monte Carlo Calculations of H and He with a relativistic Hamiltonian - II
In relativistic Hamiltonians the two-nucleon interaction is expressed as a
sum of , the interaction in the rest frame,
and the ``boost interaction'' which depends upon the
total momentum and vanishes in the rest frame. The
can be regarded as a sum of four terms: , ,
and ; the first three originate from the
relativistic energy-momentum relation, Lorentz contraction and Thomas
precession, while the last is purely quantum. The contributions of and have been previously calculated with the
variational Monte Carlo method for H and He. In this brief note we
report the results of similar calculations for the contributions of and . These are found to be rather small.Comment: 7 pages, P-94-09-07
Intrinsic operators for the electromagnetic nuclear current
The intrinsic electromagnetic nuclear meson exchange charge and current
operators arising from a separation of the center-of-mass motion are derived
for a one-boson-exchange model for the nuclear interaction with scalar,
pseudoscalar and vector meson exchange including leading order relativistic
terms. Explicit expressions for the meson exchange operators corresponding to
the different meson types are given in detail for a two-nucleon system. These
intrinsic operators are to be evaluated between intrinsic wave functions in
their center-of-mass frame.Comment: 54 pages revtex, no figure
Secondary Students' Dynamic Modeling Processes: Analyzing, Reasoning About, Synthesizing, and Testing Models of Stream Ecosystems
In this paper, we explore dynamic modeling as an opportunity for students to think about the science content they are learning. We examined the “Cognitive Strategies for Modeling” (CSMs) in which students engaged as they created dynamic models. We audio- and videotape-recorded eight pairs of ninth grade science students and analyzed their conversations and actions. In analyzing appropriate objects and factors for their model, some students merely enumerated potential factors whereas others engaged in rich, substantial, mindful analysis. In reasoning about their models, students discussed relationships in depth, concentrated only on the most important key relationships, or encountered difficulty distinguishing between causal and correlational relationships. In synthesizing working models, students mapped their model to aid visualization, focused on their goal, or talked about their model's appearance or form. Students attempted to articulate explanations for their relationships, but sometimes their explanations were shallow. In testing their models, some students tested thoroughly but only a few persisted in debugging their model's behavior so that it matched their expectations. In our conclusion we suggest that creating dynamic models has great potential for use in classrooms to engage students in thought about science content, particularly in those thinking strategies best fostered by dynamic modeling: analysis, relational reasoning, synthesis, testing and debugging, and making explanations.Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/45184/1/10956_2004_Article_412477.pd
Testing of CP, CPT and causality violation with the light propagation in vacuum in presence of the uniform electric and magnetic fields
We have considered the structure of the fundamental symmetry violating part
of the photon refractive index in vacuum in the presence of constant electric
and magnetic fields. This part of the refractive index can, in principle,
contain CPT symmetry breaking terms. Some of the terms violate Lorentz
invariance, whereas the others violate locality and causality. Estimates of
these effects, using laser experiments are considered.Comment: 12 page
Standardized test outcomes for students engaged in inquiry-based science curricula in the context of urban reform
Considerable effort has been made over the past decade to address the needs of learners in large urban districts through scaleable reform initiatives. We examine the effects of a multifaceted scaling reform that focuses on supporting standards based science teaching in urban middle schools. The effort was one component of a systemic reform effort in the Detroit Public Schools, and was centered on highly specified and developed project-based inquiry science units supported by aligned professional development and learning technologies. Two cohorts of 7th and 8th graders that participated in the project units are compared with the remainder of the district population, using results from the high-stakes state standardized test in science. Both the initial and scaled up cohorts show increases in science content understanding and process skills over their peers, and significantly higher pass rates on the statewide test. The relative gains occur up to a year and a half after participation in the curriculum, and show little attenuation with in the second cohort when scaling occurred and the number of teachers involved increased. The effect of participation in units at different grade levels is independent and cumulative, with higher levels of participation associated with similarly higher achievement scores. Examination of results by gender reveals that the curriculum effort succeeds in reducing the gender gap in achievement experienced by urban African-American boys. These findings demonstrate that standards-based, inquiry science curriculum can lead to standardized achievement test gains in historically underserved urban students, when the curriculum is highly specified, developed, and aligned with professional development and administrative support. © 2008 Wiley Periodicals, Inc. J Res Sci Teach 45: 922–939, 2008Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/61206/1/20248_ftp.pd
Spin 1 fields in Riemann-Cartan space-times "via" Duffin-Kemmer-Petiau theory
We consider massive spin 1 fields, in Riemann-Cartan space-times, described
by Duffin-Kemmer-Petiau theory. We show that this approach induces a coupling
between the spin 1 field and the space-time torsion which breaks the usual
equivalence with the Proca theory, but that such equivalence is preserved in
the context of the Teleparallel Equivalent of General Relativity.Comment: 8 pages, no figures, revtex. Dedicated to Professor Gerhard Wilhelm
Bund on the occasion of his 70th birthday. To appear in Gen. Rel. Grav.
Equations numbering corrected. References update
Quantum Monte Carlo Studies of Relativistic Effects in Light Nuclei
Relativistic Hamiltonians are defined as the sum of relativistic one-body
kinetic energy, two- and three-body potentials and their boost corrections. In
this work we use the variational Monte Carlo method to study two kinds of
relativistic effects in the binding energy of 3H and 4He. The first is due to
the nonlocalities in the relativistic kinetic energy and relativistic one-pion
exchange potential (OPEP), and the second is from boost interaction. The OPEP
contribution is reduced by about 15% by the relativistic nonlocality, which may
also have significant effects on pion exchange currents. However, almost all of
this reduction is canceled by changes in the kinetic energy and other
interaction terms, and the total effect of the nonlocalities on the binding
energy is very small. The boost interactions, on the other hand, give repulsive
contributions of 0.4 (1.9) MeV in 3H (4He) and account for 37% of the
phenomenological part of the three-nucleon interaction needed in the
nonrelativistic Hamiltonians.Comment: 33 pages, RevTeX, 11 PostScript figures, submitted to Physical Review
Exact Solution of Photon Equation in Stationary G\"{o}del-type and G\"{o}del Space-Times
In this work the photon equation (massless Duffin-Kemmer-Petiau equation) is
written expilicitly for general type of stationary G\"{o}del space-times and is
solved exactly for G\"{o}del-type and G\"{o}del space-times. Harmonic
oscillator behaviour of the solutions is discussed and energy spectrum of
photon is obtained.Comment: 9 pages,RevTeX, no figure, revised for publicatio
Nuclear Sizes and the Isotope Shift
Darwin-Foldy nuclear-size corrections in electronic atoms and nuclear radii
are discussed from the nuclear-physics perspective. Interpretation of precise
isotope-shift measurements is formalism dependent, and care must be exercised
in interpreting these results and those obtained from relativistic electron
scattering from nuclei. We strongly advocate that the entire nuclear-charge
operator be used in calculating nuclear-size corrections in atoms, rather than
relegating portions of it to the non-radiative recoil corrections. A
preliminary examination of the intrinsic deuteron radius obtained from
isotope-shift measurements suggests the presence of small meson-exchange
currents (exotic binding contributions of relativistic order) in the nuclear
charge operator, which contribute approximately 1/2%.Comment: 17 pages, latex, 1 figure -- Submitted to Phys. Rev. A -- epsfig.sty
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Stockpile surveillance: Past and future
The US nuclear weapon stockpile is entering a different era. Continuous introduction of new weapons into the stockpile, a large production capacity, and underground nuclear testing played important roles in how the nuclear weapons stockpile was managed in the past. These are no longer elements of the nuclear weapons program. Adjustments need to be made to compensate for the loss of these elements. The history of the stockpile indicates that problems have been found in both nuclear and nonnuclear components through a variety of methods including the Stockpile Evaluation Program, stockpile management activities, underground nuclear tests, and research activities. Changes have been made to the stockpile when necessary to assure safety, performance, and reliability. There have been problems found in each of the weapon types expected to be in the stockpile in the year 2000. It is reasonable to expect problems will continue to arise in the stockpile as it ages beyond the original design expectations
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