The Paradoxical Forces for the Classical Electromagnetic Lag Associated with the Aharonov-Bohm Phase Shift

The classical electromagnetic lag assocated with the Aharonov-Bohm phase shift is obtained by using a Darwin-Lagrangian analysis similar to that given by Coleman and Van Vleck to identify the puzzling forces of the Shockley-James paradox. The classical forces cause changes in particle velocities and so produce a relative lag leading to the same phase shift as predicted by Aharonov and Bohm and observed in experiments. An experiment is proposed to test for this lag aspect implied by the classical analysis but not present in the currently-accepted quantum topological description of the phase shift.Comment: 8 pages, 3 figure

β\beta-Stars or On Extending a Drawing of a Connected Subgraph

We consider the problem of extending the drawing of a subgraph of a given plane graph to a drawing of the entire graph using straight-line and polyline edges. We define the notion of star complexity of a polygon and show that a drawing $\Gamma_H$ of an induced connected subgraph $H$ can be extended with at most $\min\{ h/2, \beta + \log_2(h) + 1\}$ bends per edge, where $\beta$ is the largest star complexity of a face of $\Gamma_H$ and $h$ is the size of the largest face of $H$. This result significantly improves the previously known upper bound of $72|V(H)|$ [5] for the case where $H$ is connected. We also show that our bound is worst case optimal up to a small additive constant. Additionally, we provide an indication of complexity of the problem of testing whether a star-shaped inner face can be extended to a straight-line drawing of the graph; this is in contrast to the fact that the same problem is solvable in linear time for the case of star-shaped outer face [9] and convex inner face [13].Comment: Appears in the Proceedings of the 26th International Symposium on Graph Drawing and Network Visualization (GD 2018

Microstructural abnormalities in white and gray matter in obese adolescents with and without type 2 diabetes

Aims/hypotheses In adults, type 2 diabetes and obesity have been associated with structural brain changes, even in the absence of dementia. Some evidence suggested similar changes in adolescents with type 2 diabetes but comparisons with a non-obese control group have been lacking. The aim of the current study was to examine differences in microstructure of gray and white matter between adolescents with type 2 diabetes, obese adolescents and healthy weight adolescents. Methods Magnetic resonance imaging data were collected from 15 adolescents with type 2 diabetes, 21 obese adolescents and 22 healthy weight controls. Volumetric differences in the gray matter between the three groups were examined using voxel based morphology, while tract based spatial statistics was used to examine differences in the microstructure of the white matter. Results Adolescents with type 2 diabetes and obese adolescents had reduced gray matter volume in the right hippocampus, left putamen and caudate, bilateral amygdala and left thalamus compared to healthy weight controls. Type 2 diabetes was also associated with significant regional changes in fractional anisotropy within the corpus callosum, fornix, left inferior fronto-occipital fasciculus, left uncinate, left internal and external capsule. Fractional anisotropy reductions within these tracts were explained by increased radial diffusivity, which may suggest demyelination of white matter tracts. Mean diffusivity and axial diffusivity did not differ between the groups. Conclusion/interpretation Our data shows that adolescent obesity alone results in reduced gray matter volume and that adolescent type 2 diabetes is associated with both white and gray matter abnormalities

Increasing the Use of Student-Centered Pedagogies from Moderate to High Improves Student Learning and Attitudes about Biology

Student-centered strategies are being incorporated into undergraduate classrooms in response to a call for reform. We tested whether teaching in an extensively student-centered manner (many active-learning pedagogies, consistent formative assessment, cooperative groups; the Extensive section) was more effective than teaching in a moderately student-centered manner (fewer active-learning pedagogies, less formative assessment, without groups; the Moderate section) in a large-enrollment course. One instructor taught both sections of Biology 101 during the same quarter, covering the same material. Students in the Extensive section had significantly higher mean scores on course exams. They also scored significantly higher on a content postassessment when accounting for preassessment score and student demographics. Item response theory analysis supported these results. Students in the Extensive section had greater changes in postinstruction abilities compared with students in the Moderate section. Finally, students in the Extensive section exhibited a statistically greater expert shift in their views about biology and learning biology. We suggest our results are explained by the greater number of active-learning pedagogies experienced by students in cooperative groups, the consistent use of formative assessment, and the frequent use of explicit metacognition in the Extensive section

Comment on Experiments Related to the Aharonov-Bohm Phase Shift

Recent experiments undertaken by Caprez, Barwick, and Batelaan should clarify the connections between classical and quantum theories in connection with the Aharonov-Bohm phase shift. It is pointed out that resistive aspects for the solenoid current carriers play a role in the classical but not the quantum analysis for the phase shift. The observed absence of a classical lag effect for a macroscopic solenoid does not yet rule out the possibility of a lag explanation of the observed phase shift for a microscopic solenoid.Comment: 9 page

Using graphical and pictorial representations to teach introductory astronomy students about the detection of extrasolar planets via gravitational microlensing

The detection and study of extrasolar planets is an exciting and thriving field in modern astrophysics, and an increasingly popular topic in introductory astronomy courses. One detection method relies on searching for stars whose light has been gravitationally microlensed by an extrasolar planet. In order to facilitate instructors' abilities to bring this interesting mix of general relativity and extrasolar planet detection into the introductory astronomy classroom, we have developed a new Lecture-Tutorial, "Detecting Exoplanets with Gravitational Microlensing." In this paper, we describe how this new Lecture-Tutorial's representations of astrophysical phenomena, which we selected and created based on theoretically motivated considerations of their pedagogical affordances, are used to help introductory astronomy students develop more expert-like reasoning abilities.Comment: 10 pages, 10 figures, accepted for publication in the American Journal of Physic

A New Lecture-Tutorial for Teaching about Molecular Excitations and Synchrotron Radiation

Light and spectroscopy are among the most important and frequently taught topics in introductory, college-level, general education astronomy courses. This is due to the fact that the vast majority of observational data studied by astronomers arrives at Earth in the form of light. While there are many processes by which matter can emit and absorb light, Astro 101 courses typically limit their instruction to the Bohr model of the atom and electron energy level transitions. In this paper, we report on the development of a new Lecture-Tutorial to help students learn about other processes that are responsible for the emission and absorption of light, namely molecular rotations, molecular vibrations, and the acceleration of charged particles by magnetic fields.Comment: 13 pages, 7 figures Accepted for publication in The Physics Teache

The Time-Domain Spectroscopic Survey: Understanding the Optically Variable Sky with SEQUELS in SDSS-III

The Time-Domain Spectroscopic Survey (TDSS) is an SDSS-IV eBOSS subproject primarily aimed at obtaining identification spectra of ~220,000 optically-variable objects systematically selected from SDSS/Pan-STARRS1 multi-epoch imaging. We present a preview of the science enabled by TDSS, based on TDSS spectra taken over ~320 deg^2 of sky as part of the SEQUELS survey in SDSS-III, which is in part a pilot survey for eBOSS in SDSS-IV. Using the 15,746 TDSS-selected single-epoch spectra of photometrically variable objects in SEQUELS, we determine the demographics of our variability-selected sample, and investigate the unique spectral characteristics inherent in samples selected by variability. We show that variability-based selection of quasars complements color-based selection by selecting additional redder quasars, and mitigates redshift biases to produce a smooth quasar redshift distribution over a wide range of redshifts. The resulting quasar sample contains systematically higher fractions of blazars and broad absorption line quasars than from color-selected samples. Similarly, we show that M-dwarfs in the TDSS-selected stellar sample have systematically higher chromospheric active fractions than the underlying M-dwarf population, based on their H-alpha emission. TDSS also contains a large number of RR Lyrae and eclipsing binary stars with main-sequence colors, including a few composite-spectrum binaries. Finally, our visual inspection of TDSS spectra uncovers a significant number of peculiar spectra, and we highlight a few cases of these interesting objects. With a factor of ~15 more spectra, the main TDSS survey in SDSS-IV will leverage the lessons learned from these early results for a variety of time-domain science applications.Comment: 17 pages, 14 figures, submitted to Ap