11,849 research outputs found
Total ozone trend significance from space time variability of daily Dobson data
Estimates of standard errors of total ozone time and area means, as derived from ozone's natural temporal and spatial variability and autocorrelation in middle latitudes determined from daily Dobson data are presented. Assessing the significance of apparent total ozone trends is equivalent to assessing the standard error of the means. Standard errors of time averages depend on the temporal variability and correlation of the averaged parameter. Trend detectability is discussed, both for the present network and for satellite measurements
ECUT: Energy Conversion and Utilization Technologies program. Industry, university and research interest in the US Department of Energy ECUT biocatalysis research activity
The results of a Research Opportunity Notice (RON) disseminated by the Jet Propulsion Laboratory for the U.S. Department of Energy Conversion and Utilization Technologies (ECUT) Program's Biocatalysis Research Activity are presented. The RON was issued in late April of 1983 and solicited expressions of interest from petrochemical and chemical companies, bioengineering firms, biochemical engineering consultants, private research laboratories, and universities for participating in a federal research program to investigate potential applications of biotechnology in producing chemicals. The RON results indicate that broad interest exists within the nation's industry, universities, and research institutes for the Activity and its planned research and development program
Modelling direction solidification
The overall objective of this program is to develop an improved understanding of some phenomena of importance to directional solidification. The aim of this research is also to help predict differences in behavior between solidification on Earth and solidification in space. In this report, the validity of the Burton-Primslichter equation is explored. The influence of operating variables on grain and twin generation and propagation in single crystals of In sub (x) Ga sub (1-x) Sb is also investigated
Strange-quark Current in the Nucleon from Lattice QCD
The contribution of the strange-quark current to the electromagnetic form
factors of the nucleon is studied using lattice QCD. The strange current matrix
elements from our lattice calculation are analyzed in two different ways, the
differential method used in an earlier work by Wilcox and a cumulative method
which sums over all current insertion times. The preliminary results of our
simulation indicate the importance of high statistics, and that consistent
results between the varying analysis methods can be achieved. Although this
simulation does not yet yield a number that can be compared to experiment,
several criteria useful in assessing the robustness of a signal extracted from
a noisy background are presented.Comment: 12 pages, 9 figures, Presented at EMI 200
The migration of fluid droplets and their interactions in a thermal gradient
When materials are processed in free fall, buoyant forces will be substantially reduced. Thus, the buoyant migration of droplets and bubbles which normally occurs on earth is expected to be overshadowed by migration due to other mechanisms in space processing. In particular, capillary forces on droplets due to the variation of interfacial tension around their periphery will play a significant role in governing their motion in space. While such interfacial tension gradients can be caused by thermal, compositional, and/or electrical gradients in the continuous phase, thermal gradients are convenient to use in controlled experimentation. On earth, due to interference from buoyant effects, it is difficult to study thermocapillary migration in sufficient detail. Also, the effects of a thermal gradient on the interactions among droplets are hard to study on Earth. Thus, an orbital facility for conducting experiments on the migration and interactions of fluid droplets in a continuous phase due to the action of a thermal gradient appears attractive
Interaction effects in thermocapillary bubble migration
Two bubbles migrating along their line of centers under the influence of an imposed thermal gradient are considered in the quasi-static limit. Results are reported for representative values of the governing parameters
Research-based assessment of students' beliefs about experimental physics: When is gender a factor?
The existence of gender differences in student performance on conceptual
assessments and their responses to attitudinal assessments has been repeatedly
demonstrated. This difference is often present in students' preinstruction
responses and persists in their postinstruction responses. However, one area in
which the presence of gender differences has not been extensively explored is
undergraduate laboratory courses. For example, one of the few laboratory
focused research-based assessments, the Colorado Learning Attitudes about
Science Survey for Experimental Physics (E-CLASS), has not been tested for the
existence of gender differences in students' responses. Here, we utilize a
national data set of responses to the E-CLASS to determine if they demonstrate
significant gender differences. We also investigate how these differences vary
along multiple student and course demographic slices, including course level
(first-year vs.\ beyond-first-year) and major (physics vs.\ non-physics). We
observe a gender gap in pre- and postinstruction E-CLASS scores in the
aggregate data both for the overall score and for most items individually.
However, for some subpopulations (e.g., beyond-first-year students) the size or
even existence of the gender gap depends on another dimension (e.g., student
major). We also find that for all groups the gap in postinstruction scores
vanishes or is greatly reduced when controlling for preinstruction scores,
course level, and student major.Comment: 11 pages, 3 figures, accepted to Phys. Rev. - PE
Students' views about the nature of experimental physics
The physics community explores and explains the physical world through a
blend of theoretical and experimental studies. The future of physics as a
discipline depends on training of students in both the theoretical and
experimental aspects of the field. However, while student learning within
lecture courses has been the subject of extensive research, lab courses remain
relatively under-studied. In particular, there is little, if any, data
available that addresses the effectiveness of physics lab courses at
encouraging students to recognize the nature and importance of experimental
physics within the discipline as a whole. To address this gap, we present the
first large-scale, national study ( and
) of undergraduate physics lab courses through analysis of
students' responses to a research-validated assessment designed to investigate
students' beliefs about the nature of experimental physics. We find that
students often enter and leave physics lab courses with ideas about
experimental physics as practiced in their courses that are inconsistent with
the views of practicing experimental physicists, and this trend holds at both
the introductory and upper-division levels. Despite this inconsistency, we find
that both introductory and upper-division students are able to accurately
predict the expert-like response even in cases where their views about
experimentation in their lab courses disagree. These finding have implications
for the recruitment, retention, and adequate preparation of students in
physics.Comment: 10 pages, 2 figures, Accepted to Phys. Rev. PE
Students' epistemologies about experimental physics: Validating the Colorado Learning Attitudes about Science Survey for Experimental Physics
Student learning in instructional physics labs represents a growing area of
research that includes investigations of students' beliefs and expectations
about the nature of experimental physics. To directly probe students'
epistemologies about experimental physics and support broader lab
transformation efforts at the University of Colorado Boulder (CU) and
elsewhere, we developed the Colorado Learning Attitudes about Science Survey
for Experimental Physics (E-CLASS). Previous work with this assessment has
included establishing the accuracy and clarity of the instrument through
student interviews and preliminary testing. Several years of data collection at
multiple institutions has resulted in a growing national data set of student
responses. Here, we report on results of the analysis of these data to
investigate the statistical validity and reliability of the E-CLASS as a
measure of students' epistemologies for a broad student population. We find
that the E-CLASS demonstrates an acceptable level of both validity and
reliability on measures of, item and test discrimination, test-retest
reliability, partial-sample reliability, internal consistency, concurrent
validity, and convergent validity. We also examine students' responses using
Principal Component Analysis and find that, as expected, the E-CLASS does not
exhibit strong factors.Comment: 10 pages, 4 figures, 7 tables, submitted to Phys. Rev. ST - PE
Upper-division student difficulties with Separation of Variables
Separation of variables can be a powerful technique for solving many of the
partial differential equations that arise in physics contexts. Upper-division
physics students encounter this technique in multiple topical areas including
electrostatics and quantum mechanics. To better understand the difficulties
students encounter when utilizing the separation of variables technique, we
examined students' responses to midterm exam questions and a standardized
conceptual assessment, and conducted think-aloud, problem-solving interviews.
Our analysis was guided by an analytical framework that focuses on how students
activate, construct, execute, and reflect on the separation of variables
technique when solving physics problems. Here we focus on student difficulties
with separation of variables as a technique to solve Laplace's equation in both
Cartesian and spherical coordinates in the context of junior-level
electrostatics. Challenges include: recognizing when separation of variables is
the appropriate tool; recalling/justifying the separated form of the potential
and the need for the infinite sum; identifying implicit boundary conditions;
and spontaneously reflecting on their solutions. Moreover, the type and
frequency of errors was often different for SoV problems in Cartesian and
spherical geometries. We also briefly discuss implication of these our findings
for instruction.Comment: 13 pages, 3 figures, submitted to Phys. Rev. ST-PE
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