On the asymmetric zero-range in the rarefaction fan

We consider the one-dimensional asymmetric zero-range process starting from a step decreasing profile. In the hydrodynamic limit this initial condition leads to the rarefaction fan of the associated hydrodynamic equation. Under this initial condition and for totally asymmetric jumps, we show that the weighted sum of joint probabilities for second class particles sharing the same site is convergent and we compute its limit. For partially asymmetric jumps we derive the Law of Large Numbers for the position of a second class particle under the initial configuration in which all the positive sites are empty, all the negative sites are occupied with infinitely many first class particles and with a single second class particle at the origin. Moreover, we prove that among the infinite characteristics emanating from the position of the second class particle, this particle chooses randomly one of them. The randomness is given in terms of the weak solution of the hydrodynamic equation through some sort of renormalization function. By coupling the zero-range with the exclusion process we derive some limiting laws for more general initial conditions.Comment: 22 pages, to appear in Journal of Statistical Physic

The Transverse Momentum and Total Cross Section of E+ E- Pairs in the Z-Boson Region from P Anti-P Collisions at s**(1/2) = 1.8-Tev

The transverse momentum and total cross section of e^+e^- pairs in the Z-boson region of 66<M_{ee}<116 GeV$/c^2$ from $p\bar{p}$ collisions at $\sqrt{s}=1.8$ TeV are measured using 110 pb^{-1} of collisions taken by the Collider Detector at Fermilab during 1992-1995. The total cross section is measured to be $248 \pm 11$ pb. The differential transverse momentum cross section is compared with calculations that match quantum chromodynamics perturbation theory at high transverse momentum with the gluon resummation formalism at low transverse momentum.Comment: Accepted for Publication in Phys. Rev. Letters, 7 page

An investigation on integration of computational thinking into engineering curriculum at delft university of technology

Our life is surrounded by digital devices. Engineering education is one of the cornerstones in higher education for future generations and computational thinking (CT) is deemed as a core component in various engineering curricula. The Delft University of Technology (TU Delft), is the largest technical university in the Netherlands and computing; computational concepts and activities have been integrated into curriculum for years at TU Delft. However, there is not a comprehensive investigation on integration of CT into Engineering Curriculum, this paper presents a case study of Master’s level engineering curricula investigating: 1) to what extend CT components are integrated; 2) in what way CT is interpreted and integrated in the curriculum; 3) what educational and assessment methods have been used. The results show that CT has been largely integrated into the investigated curriculum mostly with lectures being the educational method and programming assignments as a method for the assessment. Our analysis shows that understanding the context and patterns in problems and solutions was important in different courses and engineering disciplines, indicating possible directions for integration of CT into curriculum

Analyzing student-teacher interactions in Challenge-based Learning

Challenge-based learning (CBL) exposes students to the complexities of open-ended and real-life challenges and encourages them to be in the lead of their learning. The role of teachers remains important but shifts from being the expert to the role of a coach who gradually scaffolds students into becoming independent learners. Accordingly, the interplay between teachers' and students' regulation of teaching and learning can result in friction and influence students' learning experience. This study explores incidents of constructive or destructive friction between student and teacher regulation during a 9-week CBL course for first-year engineering students. Thematic analysis is employed to identify critical incidents of friction during students' learning via analyzing students' weekly learning portfolios. Results suggest that students' experience in CBL is not linear, and there is a constant interplay between students' ability to regulate their learning and teachers' scaffolding. Initial exposure to CBL was characterized by friction in student and teacher interactions. Several students increased their self-regulated learning skills by resolving the initial friction by adopting a more proactive approach to their learning by actively asking questions and feedback from their teachers. The findings of this study are particularly relevant for CBL, where much attention is paid to students' autonomy, self-directedness, and collaboration. Building on the insights of this research, we make recommendations for further research and educational practice