An Optical Lattice Clock with Spin-polarized 87Sr Atoms

We present a new evaluation of an 87Sr optical lattice clock using spin polarized atoms. The frequency of the 1S0-3P0 clock transition is found to be 429 228 004 229 873.6 Hz with a fractional accuracy of 2.6 10^{-15}, a value that is comparable to the frequency difference between the various primary standards throughout the world. This measurement is in excellent agreement with a previous one of similar accuracy

Phase- coherent comparison of two optical frequency standards over 146 km using a telecommunication fiber link

We have explored the performance of two "dark fibers" of a commercial telecommunication fiber link for a remote comparison of optical clocks. The two fibers, linking the Leibniz University of Hanover (LUH) with the Physi-kalisch-Technische Bundesanstalt (PTB) in Braunschweig, are connected in Hanover to form a total fiber length of 146 km. At PTB the performance of an optical frequency standard operating at 456 THz was imprinted to a cw trans-fer laser at 194 THz, and its frequency was transmitted over the fiber. In order to detect and compensate phase noise related to the optical fiber link we have built a low-noise optical fiber interferometer and investigated noise sources that affect the overall performance of the optical link. The frequency stability at the remote end has been measured using the clock laser of PTB's Yb+ frequency standard operating at 344 THz. We show that the frequency of a frequency-stabilized fiber laser can be transmitted over a total fiber length of 146 km with a relative frequency uncertainty below 1E-19, and short term frequency instability given by the fractional Allan deviation of sy(t)=3.3E-15/(t/s)

“Positive” Results Increase Down the Hierarchy of the Sciences

The hypothesis of a Hierarchy of the Sciences with physical sciences at the top, social sciences at the bottom, and biological sciences in-between is nearly 200 years old. This order is intuitive and reflected in many features of academic life, but whether it reflects the “hardness” of scientific research—i.e., the extent to which research questions and results are determined by data and theories as opposed to non-cognitive factors—is controversial. This study analysed 2434 papers published in all disciplines and that declared to have tested a hypothesis. It was determined how many papers reported a “positive” (full or partial) or “negative” support for the tested hypothesis. If the hierarchy hypothesis is correct, then researchers in “softer” sciences should have fewer constraints to their conscious and unconscious biases, and therefore report more positive outcomes. Results confirmed the predictions at all levels considered: discipline, domain and methodology broadly defined. Controlling for observed differences between pure and applied disciplines, and between papers testing one or several hypotheses, the odds of reporting a positive result were around 5 times higher among papers in the disciplines of Psychology and Psychiatry and Economics and Business compared to Space Science, 2.3 times higher in the domain of social sciences compared to the physical sciences, and 3.4 times higher in studies applying behavioural and social methodologies on people compared to physical and chemical studies on non-biological material. In all comparisons, biological studies had intermediate values. These results suggest that the nature of hypotheses tested and the logical and methodological rigour employed to test them vary systematically across disciplines and fields, depending on the complexity of the subject matter and possibly other factors (e.g., a field's level of historical and/or intellectual development). On the other hand, these results support the scientific status of the social sciences against claims that they are completely subjective, by showing that, when they adopt a scientific approach to discovery, they differ from the natural sciences only by a matter of degree

The effects of precision teaching and self-regulation learning on early multiplication fluency

Fluent recall of basic facts is essential to the development of more complex math skills. Therefore, failure to develop fluency with basic facts may impede the development of these skills. The present study used a between groups experimental design to investigate whether a basic facts fluency program, implemented within a self-regulated learner (SRL) framework, could lead to increased fluency with multiplication facts for Year 5 and Year 6 New Zealand students (9–10 years old). This study also investigated the extent to which the SRL program altered students’ basic facts practice behavior outside of school hours. The study found that the SRL program resulted in rapid fluency development that was maintained over time. Nomothetic and idiographic analysis confirmed that the program was suitable for use within Tier 1 of the response to intervention framework. In addition, the study also found that students who received the program altered their practice behavior outside school hours. The results from this study show how elements of self-regulated learning and precision teaching can be successfully combined to enhance students’ mathematics achievement