Channel Blockade in a Two-Path Triple-Quantum-Dot System

Electronic transport through a two-path triple-quantum-dot system with two source leads and one drain is studied. By separating the conductance of the two double dot paths, we are able to observe double dot and triple dot physics in transport and study the interaction between the paths. We observe channel blockade as a result of inter-channel Coulomb interaction. The experimental results are understood with the help of a theoretical model which calculates the parameters of the system, the stability regions of each state and the full dynamical transport in the triple dot resonances.Comment: 6 pages, 6 figure

One-loop conformal anomaly in an implicit momentum space regularization framework

In this paper we consider matter fields in a gravitational background in order to compute the breaking of the conformal current at one-loop order. Standard perturbative calculations of conformal symmetry breaking expressed by the non-zero trace of the energy-momentum tensor have shown that some violating terms are regularization dependent, which may suggest the existence of spurious breaking terms in the anomaly. Therefore, we perform the calculation in a momentum space regularization framework in which regularization dependent terms are judiciously parametrized. We compare our results with those obtained in the literature and conclude that there is an unavoidable arbitrariness in the anomalous term $\Box R$.Comment: in European Physical Journal C, 201

Upper-division Student Understanding of Coulomb's Law: Difficulties with Continuous Charge Distributions

Utilizing the integral expression of Coulomb's Law to determine the electric potential from a continuous charge distribution is a canonical exercise in Electricity and Magnetism (E&M). In this study, we use both think-aloud interviews and responses to traditional exam questions to investigate student difficulties with this topic at the upper-division level. Leveraging a theoretical framework for the use of mathematics in physics, we discuss how students activate, construct, execute and reflect on the integral form of Coulomb's Law when solving problems with continuous charge distributions. We present evidence that junior-level E&M students have difficulty mapping physical systems onto the mathematical expression for the Coulomb potential. Common challenges include difficulty expressing the difference vector in appropriate coordinates as well as determining expressions for the differential charge element and limits of integration for a specific charge distribution. We discuss possible implications of these findings for future research directions and instructional strategies.Comment: 5 pages, 1 figure, 2 tables, accepted to 2012 PERC Proceeding

Analytic Framework for Students' Use of Mathematics in Upper-Division Physics

Many students in upper-division physics courses struggle with the mathematically sophisticated tools and techniques that are required for advanced physics content. We have developed an analytical framework to assist instructors and researchers in characterizing students' difficulties with specific mathematical tools when solving the long and complex problems that are characteristic of upper-division. In this paper, we present this framework, including its motivation and development. We also describe an application of the framework to investigations of student difficulties with direct integration in electricity and magnetism (i.e., Coulomb's Law) and approximation methods in classical mechanics (i.e., Taylor series). These investigations provide examples of the types of difficulties encountered by advanced physics students, as well as the utility of the framework for both researchers and instructors.Comment: 17 pages, 4 figures, 3 tables, in Phys. Rev. - PE

ACER: A Framework on the Use of Mathematics in Upper-division Physics

At the University of Colorado Boulder, as part of our broader efforts to transform middle- and upper-division physics courses, we research students' difficulties with particular concepts, methods, and tools in classical mechanics, electromagnetism, and quantum mechanics. Unsurprisingly, a number of difficulties are related to students' use of mathematical tools (e.g., approximation methods). Previous work has documented a number of challenges that students must overcome to use mathematical tools fluently in introductory physics (e.g., mapping meaning onto mathematical symbols). We have developed a theoretical framework to facilitate connecting students' difficulties to challenges with specific mathematical and physical concepts. In this paper, we motivate the need for this framework and demonstrate its utility for both researchers and course instructors by applying it to frame results from interview data on students' use of Taylor approximations.Comment: 10 pages, 1 figures, 2 tables, accepted to the 2012 PERC Proceeding