292 research outputs found
Casimir Energy of a BEC: From Moderate Interactions to the Ideal Gas
Considering the Casimir effect due to phononic excitations of a weakly
interacting dilute {BEC}, we derive a re-normalized expression for the zero
temperature Casimir energy of a {BEC} confined to a parallel
plate geometry with periodic boundary conditions. Our expression is formally
equivalent to the free energy of a bosonic field at finite temperature, with a
nontrivial density of modes that we compute analytically. As a function of the
interaction strength, smoothly describes the transition from
the weakly interacting Bogoliubov regime to the non-interacting ideal {BEC}.
For the weakly interacting case, reduces to leading order to
the Casimir energy due to zero-point fluctuations of massless phonon modes. In
the limit of an ideal Bose gas, our result correctly describes the Casimir
energy going to zero.Comment: 12 pages, 3 figures, accepted for publication in JPA. New version
with corrected typos and an additional appendi
Casimir force on interacting Bose-Einstein condensate
We have presented an analytic theory for the Casimir force on a Bose-Einstein
condensate (BEC) which is confined between two parallel plates. We have
considered Dirichlet boundary conditions for the condensate wave function as
well as for the phonon field. We have shown that, the condensate wave function
(which obeys the Gross-Pitaevskii equation) is responsible for the mean field
part of Casimir force, which usually dominates over the quantum (fluctuations)
part of the Casimir force.Comment: Accepted in Journal of Physics B: Atomic, Molecular and Optical
Physic
Effects of tutor-related behaviours on the process of problem-based learning
Tutors in a Problem-Based Learning (PBL) curriculum are thought to play active roles in guiding students to develop frameworks for use in the construction of knowledge. This implies that both subject-matter expertise and the ability of tutors to facilitate the learning process must be important in helping students learn. This study examines the behavioural effects of tutors in terms of subject-matter expertise, social congruence and cognitive congruence on students’ learning process and on their final achievement. The extent of students’ learning at each PBL phase was estimated by tracking the number of relevant concepts recalled at the end of each learning phase, while student achievement was based on students’ ability to describe and elaborate upon the relationship between relevant concepts learned. By using Analysis of Covariance, social congruence of the tutor was found to have a significant influence on learning in each PBL phase while all of the tutor-related behaviours had a significant impact on student achievement. The results suggest that the ability of tutors to communicate informally with students and hence create a less threatening learning environment that promotes a free flow exchange of ideas, has a greater impact on learning at each of the PBL phases as compared to tutors’ subject-matter expertise and their ability to explain concepts in a way that is easily understood by students. The data presented indicates that these tutor-related behaviours are determinants of learning in a PBL curriculum, with social congruence having a greater influence on learning in the different PBL phases
All-Optical Generation of Surface Plasmons in Graphene
27 pages, 12 figures, includes supplementary materialarXiv is an e-print service in the fields of physics, mathematics, computer science, quantitative biology, quantitative finance and statistics.Here we present an all-optical plasmon coupling scheme, utilising the intrinsic nonlinear optical response of graphene. We demonstrate coupling of free-space, visible light pulses to the surface plasmons in a planar, un-patterned graphene sheet by using nonlinear wave mixing to match both the wavevector and energy of the surface wave. By carefully controlling the phase-matching conditions, we show that one can excite surface plasmons with a defined wavevector and direction across a large frequency range, with an estimated photon efficiency in our experiments approaching
Electrically tunable transverse magnetic focusing in graphene
Author's final manuscript January 9, 2013Electrons in a periodic lattice can propagate without scattering for macroscopic distances despite the presence of the non-uniform Coulomb potential due to the nuclei. Such ballistic motion of electrons allows the use of a transverse magnetic field to focus electrons. This phenomenon, known as transverse magnetic focusing (TMF), has been used to study the Fermi surface of metals and semiconductor heterostructures, as well as to investigate Andreev reflection and spin–orbit interaction, and to detect composite fermions. Here we report on the experimental observation of TMF in high-mobility mono-, bi- and tri-layer graphene devices. The ability to tune the graphene carrier density enables us to investigate TMF continuously from the hole to the electron regime and analyse the resulting focusing fan. Moreover, by applying a transverse electric field to tri-layer graphene, we use TMF as a ballistic electron spectroscopy method to investigate controlled changes in the electronic structure of a material. Finally, we demonstrate that TMF survives in graphene up to 300 K, by far the highest temperature reported for any system, opening the door to new room-temperature applications based on electron-optics.National Science Foundation (U.S.) (CAREER Award DMR-0845287)United States. Office of Naval Research. GATE MURI Projec
Teachers’ appraisals of adjectives relating to mathematics tasks
Curricular implementations are unlikely to deliver the anticipated benefits for mathematics learners if written guidance to teachers is interpreted and enacted differently from the ways that policymakers and curriculum designers intend. One way in which this could happen is in relation to the mathematics tasks that teachers deploy in the classroom. Teachers and curriculum designers have developed an extensive vocabulary for describing tasks, using adjectives such as ‘rich’, ‘open’, ‘real-life’, ‘engaging’ and so on. But do teachers have a shared understanding of what these adjectives mean when they are applied to mathematics tasks? In Study 1 we investigated teachers’ appraisals of adjectives used to describe mathematics tasks, finding that task appraisals vary on seven dimensions, which we termed engagement, demand, routineness, strangeness, inquiry, context and interactivity. In Study 2, focusing on the five most prominent dimensions, we investigated whether teachers have a shared understanding of the meaning of adjectives when applied to mathematics tasks. We found that there was some agreement about inquiry and context, some disagreement about routineness, and clear disagreement about engagement and demand. We conclude that at least some adjectives commonly used to describe tasks are interpreted very differently by different teachers. Implications for how tasks might be discussed meaningfully by teachers, teacher educators and curriculum designers are highlighted
Reliability of Therapist Effects in Practice-Based Psychotherapy Research : A Guide for the Planning of Future Studies
This paper aims to provide researchers with practical information on sample sizes for accurate estimations of therapist effects (TEs). The investigations are based on an integrated sample of 48,648 patients treated by 1800 therapists. Multilevel modeling and resampling were used to realize varying sample size conditions to generate empirical estimates of TEs. Sample size tables, including varying sample size conditions, were constructed and study examples given. This study gives an insight into the potential size of the TE and provides researchers with a practical guide to aid the planning of future studies in this field
Evaluating the drivers of and obstacles to the willingness to use cognitive enhancement drugs: the influence of drug characteristics, social environment, and personal characteristics
Sattler S, Mehlkop G, Graeff P, Sauer C. Evaluating the drivers of and obstacles to the willingness to use cognitive enhancement drugs: the influence of drug characteristics, social environment, and personal characteristics. Substance Abuse Treatment, Prevention, and Policy. 2014;9(1): 8.Background
The use of cognitive enhancement (CE) by means of pharmaceutical agents has been the subject of intense debate both among scientists and in the media. This study investigates several drivers of and obstacles to the willingness to use prescription drugs non-medically for augmenting brain capacity.
Methods
We conducted a web-based study among 2,877 students from randomly selected disciplines at German universities. Using a factorial survey, respondents expressed their willingness to take various hypothetical CE-drugs; the drugs were described by five experimentally varied characteristics and the social environment by three varied characteristics. Personal characteristics and demographic controls were also measured.
Results
We found that 65.3% of the respondents staunchly refused to use CE-drugs. The results of a multivariate negative binomial regression indicated that respondents’ willingness to use CE-drugs increased if the potential drugs promised a significant augmentation of mental capacity and a high probability of achieving this augmentation. Willingness decreased when there was a high probability of side effects and a high price. Prevalent CE-drug use among peers increased willingness, whereas a social environment that strongly disapproved of these drugs decreased it. Regarding the respondents’ characteristics, pronounced academic procrastination, high cognitive test anxiety, low intrinsic motivation, low internalization of social norms against CE-drug use, and past experiences with CE-drugs increased willingness. The potential severity of side effects, social recommendations about using CE-drugs, risk preferences, and competencies had no measured effects upon willingness.
Conclusions
These findings contribute to understanding factors that influence the willingness to use CE-drugs. They support the assumption of instrumental drug use and may contribute to the development of prevention, policy, and educational strategies
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Process account of curiosity and interest: a reward-learning perspective
Previous studies suggested roles for curiosity and interest in knowledge acquisition and
exploration, but there has been a long-standing debate about how to define these concepts
and whether they are related or different. In this paper, we address the definition issue by
arguing that there is inherent difficulty in defining curiosity and interest, because both curiosity
and interest are naïve concepts, which are not supposed to have a priori scientific definitions.
We present a reward-learning framework of autonomous knowledge acquisition and use this
framework to illustrate the importance of process account as an alternative to advance our
understanding of curiosity and interest without being troubled by their definitions. The
framework centers on the role of rewarding experience associated with knowledge acquisition
and learning and posits that the acquisition of new knowledge strengthens the value of further
information. Critically, we argue that curiosity and interest are the concepts that they subjectively construe through this knowledge-acquisition process. Finally, we discuss the implications of the reward-learning framework for education and empirical research in educational
psychology
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