Dissipation in equations of motion of scalar fields

The methods of non-equilibrium quantum field theory are used to investigate the possibility of representing dissipation in the equation of motion for the expectation value of a scalar field by a friction term, such as is commonly included in phenomenological inflaton equations of motion. A sequence of approximations is exhibited which reduces the non-equilibrium theory to a set of local evolution equations. However, the adiabatic solution to these evolution equations which is needed to obtain a local equation of motion for the expectation value is not well defined; nor, therefore, is the friction coefficient. Thus, a non-equilibrium treatment is essential, even for a system that remains close to thermal equilibrium, and the formalism developed here provides one means of achieving this numerically.Comment: 17 pages, 5 figure

Nonequilibrium perturbation theory for spin-1/2 fields

A partial resummation of perturbation theory is described for field theories containing spin-1/2 particles in states that may be far from thermal equilibrium. This allows the nonequilibrium state to be characterized in terms of quasiparticles that approximate its true elementary excitations. In particular, the quasiparticles have dispersion relations that differ from those of free particles, finite thermal widths and occupation numbers which, in contrast to those of standard perturbation theory evolve with the changing nonequilibrium environment. A description of this kind is essential for estimating the evolution of the system over extended periods of time. In contrast to the corresponding description of scalar particles, the structure of nonequilibrium fermion propagators exhibits features which have no counterpart in the equilibrium theory.Comment: 16 pages; no figures; submitted to Phys. Rev.

Large-N transition temperature for superconducting films in a magnetic field

We consider the $N$-component Ginzburg-Landau model in the large $N$ limit, the system being embedded in an external constant magnetic field and confined between two parallel planes a distance $L$ apart from one another. On physical grounds, this corresponds to a material in the form of a film in the presence of an external magnetic field. Using techniques from dimensional and $zeta$-function regularization, modified by the external field and the confinement conditions, we investigate the behavior of the system as a function of the film thickness $L$. This behavior suggests the existence of a minimal critical thickness below which superconductivity is suppressed.Comment: Revtex, two column, 4 pages, 2 figure

Critical Casimir Effect in 3He-4He films

Universal aspects of the thermodynamic Casimir effect in wetting films of 3He-4He mixtures near their bulk tricritical point are studied within suitable models serving as representatives of the corresponding universality class. The effective forces between the boundaries of such films arising from the confinement are calculated along isotherms at several fixed concentrations of 3He. Nonsymmetric boundary conditions impose nontrivial concentration profiles leading to repulsive Casimir forces which exhibit a rich behavior of the crossover between the tricritical point and the line of critical points. The theoretical results agree with published experimental data and emphasize the importance of logarithmic corrections.Comment: 12 pages, 4 figures, submitted to the Phys. Rev. Let

Gauge-invariant critical exponents for the Ginzburg-Landau model

The critical behavior of the Ginzburg-Landau model is described in a manifestly gauge-invariant manner. The gauge-invariant correlation-function exponent is computed to first order in the $4-d$ and $1/n$-expansion, and found to agree with the ordinary exponent obtained in the covariant gauge, with the parameter $\alpha=1-d$ in the gauge-fixing term $(\partial_\mu A_\mu)^2 /2 \alpha$.Comment: 4 pages, no figure

Quantum Rolling Down out of Equilibrium

In a scalar field theory, when the tree level potential admits broken symmetry ground states, the quantum corrections to the static effective potential are complex. (The imaginary part is a consequence of an instability towards phase separation and the static effective potential is not a relevant quantity for understanding the dynamics). Instead, we study here the equations of motion obtained from the one loop effective action for slow rollover out of equilibrium. We considering the case in which a scalar field theory undergoes a rapid phase transition from $T_i>T_c$ to $T_f<T_c$. We find that, for slow rollover initial conditions (the field near the maximum of the tree level potential), the process of phase separation controlled by unstable long-wavelength fluctuations introduces dramatic corrections to the dynamical evolution of the field. We find that these effects slow the rollover even furtherComment: 33 pages, Latex,LPTHE-PAR 92-33 PITT 92-0

Student conceptions about energy transformations: progression from general chemistry to biochemistry

Students commencing studies in biochemistry must transfer and build on concepts they learned in chemistry and biology classes. It is well established, however, that students have difficulties in transferring critical concepts from general chemistry courses; one key concept is “energy.” Most previous work on students’ conception of energy has focused on their understanding of energy in the context of physics (including the idea of “work”) and/or their understanding of energy in classical physical and inorganic chemistry contexts (particularly Gibbs Free Energy changes, the second law of thermodynamics, and equilibrium under standard conditions within a closed system). For biochemistry, students must go beyond those basic thermodynamics concepts of work, standard energy changes, and closed systems, and instead they must consider what energy flow, use, and transformation mean in living, open, and dynamic systems. In this study we explored students’ concepts about free energy and flow in biological chemical reactions and metabolic pathways by surveys and in-depth interviews. We worked with students in general chemistry classes and biochemistry courses in both an Australian and a US tertiary institution. We address three primary questions (i) What are the most common alternative conceptions held by students when they explain energy-related phenomena in biochemistry?, (ii) What information do students transfer from introductory chemistry and biology when they are asked to consider energy in a biological reaction or reaction pathway?, and (iii) How do students at varying levels of competence articulate their understandings of energy in pathways and biological reactions? The answers to these questions are used to build a preliminary learning progression for understanding “energy” in biochemistry. We also propose crucial elements of content knowledge that instructors could apply to help students better grasp this threshold concept in biochemistry

Critical properties of the topological Ginzburg-Landau model

We consider a Ginzburg-Landau model for superconductivity with a Chern-Simons term added. The flow diagram contains two charged fixed points corresponding to the tricritical and infrared stable fixed points. The topological coupling controls the fixed point structure and eventually the region of first order transitions disappears. We compute the critical exponents as a function of the topological coupling. We obtain that the value of the $\nu$ exponent does not vary very much from the XY value, $\nu_{XY}=0.67$. This shows that the Chern-Simons term does not affect considerably the XY scaling of superconductors. We discuss briefly the possible phenomenological applications of this model.Comment: RevTex, 7 pages, 8 figure

Online learning in chemistry: Design, development, accessibility, and evaluation

Online learning has played an integral role in delivering large-cohort chemistry courses in undergraduate degree programs. This study includes describing how a first-year chemistry course transitioned from traditional face-to-face teaching to blended learning using the Resource-Based Learning framework (Hannafin &amp; Hill, 2007; Reyes et al., 2022a). Using this framework, different types of online learning resources were curated to deliver chemistry content. A variety of learning activities were also developed to enhance these resources guided by Laurillard’s Conversational Framework (Laurillard, 2002). Considering that accessibility is a critical aspect to improve students’ learning experience, the Universal Design for Learning (UDL) framework was integrated into the learning design of first-year chemistry (Rose &amp; Meyer, 2002; Reyes et al., 2022b). The perceived utility of online learning resources enhanced with UDL-based features was evaluated through students’ responses to surveys, interviews, and focus groups. Furthermore, learning analytics using temporal, sequence, and process mining analytical techniques were employed on students’ trace data to evaluate course learning design and to understand students’ engagement with learning resources and activities included in the course. Results of this study show the importance of careful development and implementation of learning design of the online learning component of chemistry courses, to enhance the students’ learning experiences. REFERENCES Hannafin, M. J., &amp; Hill, J. (2007). Resource-based learning. In M. Spector, M. D. Merrill, J. van Merrienboer, &amp; M. P. Driscoll (Eds.), Handbook of research on educational communications and technology. Erlbaum. Laurillard, D. (2002). Rethinking university teaching: A conversational framework for the effective use of learning technologies (2nd ed.). RoutledgeFalmer. Reyes, C.T., Kyne, S. H., Lawrie, G. A., &amp; Thompson, C. D. (2022a). Implementing blended first-year chemistry in a developing country using online resources. Online Learning, 26(1), 174–202. https://doi.org/10.24059/olj.v26i1.2508 Reyes, C.T., Lawrie, G. A., Thompson, C. D., &amp; Kyne, S. H. (2022b). “Every little thing that could possibly be provided helps”: analysis of online first-year chemistry resources using the universal design for learning framework. Chemistry Education Research and Practice. https://doi.org/10.1039/d1rp00171j Rose D. H. &amp; Meyer A. (2002). Teaching every student in the digital age: Universal Design for Learning. Alexandria, VA: ASCD

Relaxation and Kinetics in Scalar Field Theories

A new approach to the dynamics of relaxation and kinetics of thermalization in a scalar field theory is presented that incorporates the relevant time scales through the resummation of hard thermal loops. An alternative derivation of the kinetic equations for the ``quasiparticle'' distribution functions is obtained that allows a clear understanding of the different ``coarse graining'' approximations usually involved in a kinetic description. This method leads to a systematic perturbative expansion to obtain the kinetic equations including hard-thermal loop resummation and to an improvement including renormalization, off-shell effects and contributions that change chemical equilibrium on short time scales. As a byproduct of these methods we establish the relation between the relaxation time scale in the linearized equation of motion of the quasiparticles and the thermalization time scale of the quasiparticle distribution function in the ``relaxation time approximation''. Hard thermal loop resummation dramatically modifies the scattering rate for long wavelength modes as compared to the usual (semi) classical estimate. Relaxation and kinetics are studied both in the unbroken and broken symmetry phases of the theory. The broken symmetry phase also provides the setting to obtain the contribution to the kinetic equations from processes that involve decay of a heavy scalar into light scalar particles in the medium.Comment: 28 pages, revtex 3.0, two figures available upon reques