Ferrimagnetism of dilute Ising antiferromagnets

It is shown that nearest-neighbor antiferromagnetic interactions of identical Ising spins on imbalanced bipartite lattice and imbalanced bipartite hierarchical fractal result in ferrimagnetic order instead of antiferromagnetic one. On some crystal lattices dilute Ising antiferromagnets may also become ferrimagnets due to the imbalanced nature of the magnetic percolation cluster when it coexists with the percolation cluster of vacancies. As evidenced by the existing experiments on $Fe_pZn_{1-p}F_2$, such ferrimagnetism is inherent property of bcc lattice so thermodynamics of these compounds at low $p$ can be similar to that of antiferromagnet on imbalanced hierarchical fractal.Comment: 6 pages, 4 figure

Nonlocal mixing of supercurrents in Josephson ballistic point contact

We study coherent current states in the mesoscopic superconducting weak link simultaneously subjected to the order parameter phase difference on the contact and to the tangential to the junction interface superfluid velocity in the banks. The Josephson current-phase relation controlled by the external transport current is obtained. At phase difference close to pi the nonlocal nature of the Josephson phase-dependent current results in the appearance of two vortexlike states in the vicinity of the contact.Comment: 4 pages, 6 figures; to be published in Phys. Rev. B; e-mail: [email protected]

Ordering in a spin glass under applied magnetic field

Torque, torque relaxation, and magnetization measurements on a AuFe spin glass sample are reported. The experiments carried out up to 7 T show a transverse irreversibility line in the (H,T) plane up to high applied fields, and a distinct strong longitudinal irreversibility line at lower fields. The data demonstrate for that this type of sample, a Heisenberg spin glass with moderately strong anisotropy, the spin glass ordered state survives under high applied fields in contrast to predictions of certain "droplet" type scaling models. The overall phase diagram closely ressembles those of mean field or chiral models, which both have replica symmetry breaking transitions.Comment: 4 pages, 3 figures, accepted for PR

Naïve and informed views on the nature of scientific inquiry in large-scale assessments: Two sides of the same coin or different currencies

Many models in the field of epistemic cognition conceptualize students' views as being on a continuum between the poles of naïve and informed views. Against this background, the aim of the present study was to find out whether views on the nature of scientific inquiry (NOSI views) should be conceptualized and quantitatively assessed in a more multiplistic manner, considering naïve and informed views in their own, separate dimensions. Based on a competence model defining three inquiry methods, we developed a Likert-scaled questionnaire containing 10 scales, each assessing one NOSI view. We administered the questionnaire to a sample of 802 students in the lower and upper levels of secondary school. Based on structural equation modeling, the analyses confirmed a 10-dimensional model, distinguishing between each naïve and informed views as the only adequate representation of the data. Latent class analysis and interview data revealed four profiles of NOSI views in the data, which differed with regard to their agreement or disagreement with different naïve and informed views. We interpret these findings as evidence that supports more multiplistic models, with relevance to conceptualizing, measuring, and fostering NOSI views. We derive future directions of nature of science and NOSI research linking basic and applied research using experimental studies. © 2019 The Author. Journal of Research in Science Teaching published by Wiley Periodicals, Inc

Learning to Teach About Ideas and Evidence in Science : The Student Teacher as Change Agent

A collaborative curriculum development project was set up to address the lack of good examples of teaching about ideas and evidence and the nature of science encountered by student teachers training to teach in the age range 11-16 in schools in England. Student and teacher-mentor pairs devised, taught and evaluated novel lessons and approaches. The project design required increasing levels of critique through cycles of teaching, evaluation and revision of lessons. Data were gathered from interviews and students' reports to assess the impact of the project on student teachers and to what extent any influences survived when they gained their first teaching posts. A significant outcome was the perception of teaching shifting from the delivery of standard lessons in prescribed ways to endeavours demanding creativity and decision-making. Although school-based factors limited newly qualified teachers' chances to use new lessons and approaches and therefore act as change-agents in schools, the ability to critique curriculum materials and the recognition of the need to create space for professional dialogue were durable gains

Tunneling Via Individual Electronic States in Ferromagnetic Nanoparticles

We measure electron tunneling via discrete energy levels in ferromagnetic cobalt particles less than 4 nm in diameter, using non-magnetic electrodes. Due to magnetic anisotropy, the energy of each tunneling resonance shifts as an applied magnetic field rotates the particle's magnetic moment. We see both spin-increasing and decreasing tunneling transitions, but we do not observe the spin degeneracy at small magnetic fields seen previously in non-magnetic materials. The tunneling spectrum is denser than predicted for independent electrons, possibly due to spin-wave excitations.Comment: 4 pages, 4 figures. Improved by comments from referees, to appear in Phys. Rev. Let

Search for the Lepton-Number-Violating Decay Ξ−→pμ−μ−\Xi^- \to p \mu^- \mu^-

A sensitive search for the lepton-number-violating decay $\Xi^-\to p \mu^-\mu^-$ has been performed using a sample of $\sim10^9$ $\Xi^-$ hyperons produced in 800 GeV/$c$ $p$-Cu collisions. We obtain $\mathcal{B}(\Xi^-\to p \mu^-\mu^-)< 4.0\times 10^{-8}$ at 90% confidence, improving on the best previous limit by four orders of magnitude.Comment: 9 pages, 5 figures, to be published in Phys. Rev. Let

The effect of professional development on elementary science teachers’ understanding, confidence, and classroom implementation of reform‐based science instruction

Through a randomized controlled trial, this mixed‐methods study evaluated changes in elementary science teachers’ understandings, confidence, and classroom implementation of problem‐based learning (PBL), inquiry, and nature of science (NOS) instruction following participation in a professional development (PD) as well as the components of the PD that teachers perceived facilitated these changes. Results indicated that following the PD, treatment teacher (n = 139) understandings of and confidence for teaching inquiry, NOS, and PBL were significantly greater than control teachers (n = 98) after controlling for preunderstandings and confidence. The effect sizes were large. Treatment teachers also incorporated significantly more PBL, inquiry, and NOS into their instruction. Modeling, microteaching with feedback and reflection, and in‐classroom coaching facilitated teachers’ confidence, understanding, and intention to implement the reform‐based practices they learned. Implications for the understanding of the relationship between knowledge, confidence, and practice as well as elementary science teacher PD design are discussed