Optimal payload rate limit algorithm for zero-G manipulators

An algorithm for continuously computing safe maximum relative velocities for two bodies joined by a manipulator is discussed. The maximum velocities are such that if the brakes are applied at that instant, the ensuing travel between the bodies will be less than or equal to a predetermined amount. An improvement in the way this limit is computed for space manipulators is shown. The new method is explained, test cases are posed, and the results of these tests are displayed and discussed

Learning physics in context: a study of student learning about electricity and magnetism

This paper re-centres the discussion of student learning in physics to focus on context. In order to do so, a theoretically-motivated understanding of context is developed. Given a well-defined notion of context, data from a novel university class in electricity and magnetism are analyzed to demonstrate the central and inextricable role of context in student learning. This work sits within a broader effort to create and analyze environments which support student learning in the sciencesComment: 36 pages, 4 Figure

Turning off the Lights: How Dark is Dark Matter?

We consider current observational constraints on the electromagnetic charge of dark matter. The velocity dependence of the scattering cross-section through the photon gives rise to qualitatively different constraints than standard dark matter scattering through massive force carriers. In particular, recombination epoch observations of dark matter density perturbations require that $\epsilon$, the ratio of the dark matter to electronic charge, is less than $10^{-6}$ for $m_X = 1 GeV$, rising to $\epsilon < 10^{-4}$ for $m_X = 10 TeV$. Though naively one would expect that dark matter carrying a charge well below this constraint could still give rise to large scattering in current direct detection experiments, we show that charged dark matter particles that could be detected with upcoming experiments are expected to be evacuated from the Galactic disk by the Galactic magnetic fields and supernova shock waves, and hence will not give rise to a signal. Thus dark matter with a small charge is likely not a source of a signal in current or upcoming dark matter direct detection experiments.Comment: 19 pages, 2 figures; v2 - figures fixed, references adde

Magnetism in SQUIDs at Millikelvin Temperatures

We have characterized the temperature dependence of the flux threading dc SQUIDs cooled to millikelvin temperatures. The flux increases as 1/T as temperature is lowered; moreover, the flux change is proportional to the density of trapped vortices. The data is compatible with the thermal polarization of surface spins in the trapped fields of the vortices. In the absence of trapped flux, we observe evidence of spin-glass freezing at low temperature. These results suggest an explanation for the "universal" 1/f flux noise in SQUIDs and superconducting qubits.Comment: 4 pages, 4 figure

A New Methodology for Developing A Self-Report Psychodiversity Questionnaire: Update and Future Directions For A Work in Progress

A novel self-report methodology for the construction of a multidimensional questionnaire measure of psychodiversity is described and preliminary findings from three exploratory studies examining construct validity in relation to indices of well-being are discussed. Arising from these empirical endeavours, the notion of metamotivational state specific psychodiversity is proposed. The need for additional item generation for the combined alloic-autic and masterysympathy pairs is acknowledged. Suggestions are made for further research developing and using the resultant measure both within and beyond Reversal Theory

Unstable Nonradial Oscillations on Helium Burning Neutron Stars

Material accreted onto a neutron star can stably burn in steady state only when the accretion rate is high (typically super-Eddington) or if a large flux from the neutron star crust permeates the outer atmosphere. For such situations we have analyzed the stability of nonradial oscillations, finding one unstable mode for pure helium accretion. This is a shallow surface wave which resides in the helium atmosphere above the heavier ashes of the ocean. It is excited by the increase in the nuclear reaction rate during the oscillations, and it grows on the timescale of a second. For a slowly rotating star, this mode has a frequency of approximately 20-30 Hz (for l=1), and we calculate the full spectrum that a rapidly rotating (>>30 Hz) neutron star would support. The short period X-ray binary 4U 1820--30 is accreting helium rich material and is the system most likely to show this unstable mode,especially when it is not exhibiting X-ray bursts. Our discovery of an unstable mode in a thermally stable atmosphere shows that nonradial perturbations have a different stability criterion than the spherically symmetric thermal perturbations that generate type I X-ray bursts.Comment: Accepted for publication in Astrophysical Journal, 22 pages, 14 figure

Understanding and Affecting Student Reasoning About Sound Waves

Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.Comment: 23 pages, 4 figures, 3 tables, 28 references, 7 notes. Accepted for publication in the International Journal of Science Educatio

Blogging in the physics classroom: A research-based approach to shaping students' attitudes towards physics

Even though there has been a tremendous amount of research done in how to help students learn physics, students are still coming away missing a crucial piece of the puzzle: why bother with physics? Students learn fundamental laws and how to calculate, but come out of a general physics course without a deep understanding of how physics has transformed the world around them. In other words, they get the "how" but not the "why". Studies have shown that students leave introductory physics courses almost universally with decreased expectations and with a more negative attitude. This paper will detail an experiment to address this problem: a course weblog or "blog" which discusses real-world applications of physics and engages students in discussion and thinking outside of class. Specifically, students' attitudes towards the value of physics and its applicability to the real-world were probed using a 26-question Likert scale survey over the course of four semesters in an introductory physics course at a comprehensive Jesuit university. We found that students who did not participate in the blog study generally exhibited a deterioration in attitude towards physics as seen previously. However, students who read, commented, and were involved with the blog maintained their initially positive attitudes towards physics. Student response to the blog was overwhelmingly positive, with students claiming that the blog made the things we studied in the classroom come alive for them and seem much more relevant.Comment: 20 pages, 6 figure

Sustaining Educational Reforms in Introductory Physics

While it is well known which curricular practices can improve student performance on measures of conceptual understanding, the sustaining of these practices and the role of faculty members in implementing these practices are less well understood. We present a study of the hand-off of Tutorials in Introductory Physics from initial adopters to other instructors at the University of Colorado, including traditional faculty not involved in physics education research. The study examines the impact of implementation of Tutorials on student conceptual learning across eight first-semester, and seven second-semester courses, for fifteen faculty over twelve semesters, and includes roughly 4000 students. It is possible to demonstrate consistently high, and statistically indistinguishable, student learning gains for different faculty members; however, such results are not the norm, and appear to rely on a variety of factors. Student performance varies by faculty background - faculty involved in, or informed by physics education research, consistently post higher student learning gains than less-informed faculty. Student performance in these courses also varies by curricula used - all semesters in which the research-based Tutorials and Learning Assistants are used have higher student learning gains than those semesters that rely on non-research based materials and do not employ Learning Assistants.Comment: 21 pages, 4 figures, and other essential inf