Determination of the Coherence Length and the Cooper-Pair Size in Unconventional Superconductors by Tunnelling Spectroscopy

The main purpose of the paper is to discuss a possibility of the determination of the values of the coherence length and the Cooper-pair size in unconventional superconductors by using tunnelling spectroscopy. In the mixed state of type-II superconductors, an applied magnetic field penetrates the superconductor in the form of vortices which form a regular lattice. In unconventional superconductors, the inner structure of a vortex core has a complex structure which is determined by the order parameter of the superconducting state and by the pairing wavefunction of the Cooper pairs. In clean superconductors, the spatial variations of the order parameter and the pairing wavefunction occur over the distances of the order of the coherence length and the Cooper-pair size, respectively. Therefore, by performing tunnelling spectroscopy along a line passing through a vortex core, one is able, in principle, to estimate the values of the coherent length and the Cooper-pair size.Comment: 13 pages, including 17 figure

The effect of mathematical games on on-task behaviours in the primary classroom

A challenge for primary classroom teachers is to maintain students’ engagement with learning tasks while catering for their diverse needs, capabilities and interests. Multiple pedagogical approaches are employed to promote on-task behaviours in the mathematics classroom. There is a general assumption by educators that games ignite children’s on-task behaviours, but there is little systemically researched empirical data to support this claim. This paper compares students’ on-task behaviours during non-digital game-playing lessons compared with non-game-playing lessons. Six randomly selected grade 5 and 6 students (9–12 year olds) were observed during ten mathematics lessons. A total of 2,100 observations were recorded via an observational schedule and analysed by comparing the percentage of exhibited behaviours. The study found the children spent 93 % of the class-time exhibiting on-task engagement during the game-playing lessons compared with 72 % during the non-game-playing lessons. The game-playing lessons also promoted greater incidents of student talk related to the mathematical task (34 %) compared with the non-game playing lessons (11 %). These results support the argument that games serve to increase students’ time-on-task in mathematics lessons. Therefore, it is contended that use of games explicitly addressing the mathematical content being taught in a classroom is one way to increase engagement and, in turn, potential for learning