Machine vision for space telerobotics and planetary rovers

Machine vision allows a non-contact means of determining the three-dimensional shape of objects in the environment, enabling the control of contact forces when manipulation by a telerobot or traversal by a vehicle is desired. Telerobotic manipulation in Earth orbit requires a system that can recognize known objects in spite of harsh lighting conditions and highly specular or absorptive surfaces. Planetary surface traversal requires a system that can recognize the surface shape and properties of an unknown and arbitrary terrain. Research on these two rather disparate types of vision systems is described

Time-delayed operation of a telerobot via geosynchronous relay

Operation of a telerobot is compromised if a time delay of more than a few hundred milliseconds exists between the operator and remote manipulator. However, the most economically attractive way to perform telerobotic functions such as assembly, maintenance, and repair in Earth orbit is via geosynchronous relay satellites to a ground-based operator. This induces loop delays from one-half to two seconds, depending on how many relays are involved. Such large delays makes direct master-slave, force-reflecting teleoperated systems infeasible. Research at JPL on a useful telerobot that operates with such time delays is described

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 ($N_{institutions}=75$ and $N_{students}=7167$) 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

Alternative potentials for the electromagnetic field

The electromagnetic field can be expressed in terms of two complex potentials $\alpha, \beta ,$ which are related to the Debye potentials. The evolution equations for these potentials are derived, which are separable either in parabolic coordinates (leading to the radiation fields) or in radial coordinates (multipole fields). Potentials corresponding to focused wave fields as well as plane waves are discussed. A conserved radiation density can be constructed in terms of these potentials, which is positive (negative) for positive (negative) helicity radiation.Comment: 13 pages, plainTex, slightly amended version of origina

Improvement or selection? A longitudinal analysis of students' views about experimental physics in their lab courses

Laboratory courses represent a unique and potentially important component of the undergraduate physics curriculum, which can be designed to allow students to authentically engage with the process of experimental physics. Among other possible benefits, participation in these courses throughout the undergraduate physics curriculum presents an opportunity to develop students' understanding of the nature and importance of experimental physics within the discipline as a whole. Here, we present and compare both a longitudinal and pseudo-longitudinal analysis of students' responses to a research-based assessment targeting students' views about experimental physics -- the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) -- across multiple, required lab courses at a single institution. We find that, while pseudo-longitudinal averages showed increases in students' E-CLASS scores in each consecutive course, analysis of longitudinal data indicates that this increase was not driven by a cumulative impact of laboratory instruction. Rather, the increase was driven by a selection effect in which students who persisted into higher-level lab courses already had more expert-like beliefs, attitudes, and expectations than their peers when they started the lower-level courses.Comment: 6 pages, 1 figure, submitted as a short paper to Phys. Rev. PE

High temperature deformation of dispersion strengthened nickel alloys. 1 - The influence of initial structure on tensile and creep deformation of TD nickel. 2 - The effect of matrix stacking fault energy on creep of Ni-Cr-ThO2 alloys Final report, 9 Feb. 1967 - 9 Feb. 1968

High temperature creep studies on unaltered, and recrystallized nickel alloy

Annual and solar-magnetic-cycle variations in the interplanetary magnetic field, 1926-1971

The analysis of forty-five years of inferred interplanetary magnetic field polarity shows an annual variation and a variation of about twenty years, associated here with the solar magnetic cycle. On the average the phase of the annual variation of the interplanetary field changes about 2 and 2/3 years after sunspot maximum, i.e. for about ten consecutive years the predominant polarity of the interplanetary field is away from the sun during the six-month interval in which the earth is at southern heliographic latitudes. Then a change of phase occurs so that for about the next ten years the predominant polarity is toward the sun, while the earth is at southern heliographic latitudes. The annual variation changes its predominant polarity within a few days of the times when the heliographic latitude of the earth is zero