143 research outputs found
Observation of magnetism in Au thin films
Direct magnetization measurements of thin gold films are presented. These
measurements integrate the signal from the thin film under study and the
magnetic contribution of the film's interface with the substrate. The
diamagnetic contribution to the signal from the bulk substrate is of the same
order as the noise level. we find that thin gold films can exhibit positive
magnetization. The character of their magnetic behavior is strongly substrate
dependent.Comment: 9 pages, 4 figure
NMR Time Reversal Experiments in Highly Polarised Liquid 3He-4He Mixtures
Long-range magnetic interactions in highly magnetised liquids
(laser-polarised 3He-4He dilute mixtures at 1 K in our experiment) introduce a
significant non-linear and non-local contribution to the evolution of nuclear
magnetisation that leads to instabilities during free precession. We recently
demonstrated that a multi-echo NMR sequence, based on the magic sandwich pulse
scheme developed for solid-state NMR, can be used to stabilise the
magnetisation against the effect of distant dipolar fields. Here, we report
investigations of echo attenuation in an applied field gradient that show the
potential of this NMR sequence for spin diffusion measurements at high
magnetisation densities.Comment: Accepted for publication in the Journal of Low Temperature Physic
Empirical evidence of the impact of lesson study on: students’ achievement, teachers’ professional learning and on institutional and system evolution
In this article we review the evidence of the impact of lesson study on student learning, teacher development, teaching materials, curriculum, professional learning and system enhancement. We argue for lesson study to be treated holistically as a vehicle for development and improvement at classroom, school and system levels rather than as a curricular or pedagogical intervention. We illustrate the need for this approach to evaluating lesson study through a complex case exemplar which used Research Lesson Study (a form of lesson study popular in the UK and Europe) to develop learning, teaching, curriculum and local improvement capacity across schools initially involved in a two-year mathematics curriculum development project that later evolved into three self-sustaining, voluntary lesson study school hubs in London. We discuss resulting changes in culture, practice, belief, expectation and student learning. We argue as a result for greater policy level understanding of this expanded conception of lesson study as a vehicle in classroom, school and system transformation.Both projects described received funding from the Greater London Authorit
Cross-Dimensional Mapping of Number, Length and Brightness by Preschool Children
Human adults in diverse cultures, children, infants, and non-human primates relate number to space, but it is not clear whether this ability reflects a specific and privileged number-space mapping. To investigate this possibility, we tested preschool children in matching tasks where the dimensions of number and length were mapped both to one another and to a third dimension, brightness. Children detected variation on all three dimensions, and they reliably performed mappings between number and length, and partially between brightness and length, but not between number and brightness. Moreover, children showed reliably better mapping of number onto the dimension of length than onto the dimension of brightness. These findings suggest that number establishes a privileged mapping with the dimension of length, and that other dimensions, including brightness, can be mapped onto length, although less efficiently. Children's adeptness at number-length mappings suggests that these two dimensions are intuitively related by the end of the preschool years
Implementing a new mathematics curriculum in England: district Research Lesson Study as a driver for student learning, teacher learning and professional dialogue.
Against a backdrop of a transformation in teacher professional development and learning and state school organisation in England this century, this chapter describes a project which harnessed six cycles of Research Lesson Study at school and district level over two years to tailor the implementation of a new statutory curriculum in England to address the professional development needs of teachers and classroom learning needs of London students. It also reports the findings of research carried out during the project into how these teachers learned and developed this new curricular expertise and practice- knowledge through lesson study dialogues that supported student learning. It concludes by proposing future directions for teacher professional learning research and practice
Impact of High Mathematics Education on the Number Sense
In adult number processing two mechanisms are commonly used: approximate estimation of quantity and exact calculation. While the former relies on the approximate number sense (ANS) which we share with animals and preverbal infants, the latter has been proposed to rely on an exact number system (ENS) which develops later in life following the acquisition of symbolic number knowledge. The current study investigated the influence of high level math education on the ANS and the ENS. Our results showed that the precision of non-symbolic quantity representation was not significantly altered by high level math education. However, performance in a symbolic number comparison task as well as the ability to map accurately between symbolic and non-symbolic quantities was significantly better the higher mathematics achievement. Our findings suggest that high level math education in adults shows little influence on their ANS, but it seems to be associated with a better anchored ENS and better mapping abilities between ENS and ANS
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