10,512 research outputs found
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 .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
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