Dynamics of small trapped one-dimensional Fermi gas under oscillating magnetic fields

Deterministic preparation of an ultracold harmonically trapped one-dimensional Fermi gas consisting of a few fermions has been realized by the Heidelberg group. Using Floquet formalism, we study the time dynamics of two- and three-fermion systems in a harmonic trap under an oscillating magnetic field. The oscillating magnetic field produces a time-dependent interaction strength through a Feshbach resonance. We explore the dependence of these dynamics on the frequency of the oscillating magnetic field for non-interacting, weakly interacting, and strongly interacting systems. We identify the regimes where the system can be described by an effective two-state model and an effective three-state model. We find an unbounded coupling to all excited states at the infinitely strong interaction limit and several simple relations that characterize the dynamics. Based on our findings, we propose a technique for driving transition from the ground state to the excited states using an oscillating magnetic field.Comment: 11 pages, 7 figure

Localized gap soliton trains of Bose-Einstein condensates in an optical lattice

We develop a systematic analytical approach to study the linear and nonlinear solitary excitations of quasi-one-dimensional Bose-Einstein condensates trapped in an optical lattice. For the linear case, the Bloch wave in the $nth$ energy band is a linear superposition of Mathieu's functions $ce_{n-1}$ and $se_n$; and the Bloch wave in the $nth$ band gap is a linear superposition of $ce_n$ and $se_n$. For the nonlinear case, only solitons inside the band gaps are likely to be generated and there are two types of solitons -- fundamental solitons (which is a localized and stable state) and sub-fundamental solitons (which is a lacalized but unstable state). In addition, we find that the pinning position and the amplitude of the fundamental soliton in the lattice can be controlled by adjusting both the lattice depth and spacing. Our numerical results on fundamental solitons are in quantitative agreement with those of the experimental observation [Phys. Rev. Lett. {\bf92}, 230401 (2004)]. Furthermore, we predict that a localized gap soliton train consisting of several fundamental solitons can be realized by increasing the length of the condensate in currently experimental conditions.Comment: 9 pages, 6 figures, accepted for publicaiton in PR

Analysis of excited quark propagator effects on neutron charge form factor

The charge form factor and charge radius of neutron are investigated in the perturbative chiral quark model (PCQM) with considering both the ground and excited states in the quark propagator. A Cornell-like potential is extracted in accordance with the predetermined ground state quark wavefunction, and the excited quark states are derived by solving the Dirac equation with the extracted PCQM potential numerically. The study reveals that the contributions of the excited quark states are considerably influential in the charge form factor and charge radius of neutron as expected, and the total results are significantly improved and increased by nearly four times by including the excited states in the quark propagator. The theoretical PCQM results are found, including the ground and excited quark propagators, in good agreement with the recent lattice QCD values at pion mass of about 130 MeV.Comment: 8 pages, 8 figure

The effect of self-assessment on academic performance and the role of explicitness: a meta-analysis

It has been suggested for many years that students who are able to judge their own performance should do well in academic assessments. Despite the increasing number of empirical studies investigating the effect of self-assessment on academic performance, there has not been a recent synthesis of findings in the higher education context. The current meta-analysis aims to synthesise the effects of self-assessment on academic performance. In particular, it examines the difference between situations in which the process of self-assessment is revealed or observable (explicit) or not revealed or unobservable (implicit). A total of 98 effect sizes from 26 studies either reported a comparison between a group with self-assessment interventions and a control group (n = 20, k = 88) or a pre-post comparison (n = 6, k = 10). The overall effect of such interventions was significant (g = .455). Self-assessment interventions involving explicit feedback from others on students’ performance had a significantly larger effect size (g = .664) than those without explicit feedback (g = .213). There were no other significant moderators identified for either the overall effect or the effect of interventions involving explicit feedback