Matching Items (18)
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- All Subjects: Physics
- Creators: School of Mathematical and Statistical Sciences
- Resource Type: Text
Description
We develop the mathematical tools necessary to describe the interaction between a resonant pole and a threshold energy. Using these tools, we analyze the properties an opening threshold has on the resonant pole mass (the "cusp effect"), leading to an effect called "pole-dragging." We consider two models for resonances: a molecular, mesonic model, and a color-nonsinglet diquark plus antidiquark model. Then, we compare the pole-dragging effect due to these models on the masses of the f0(980), the X(3872), and the Zb(10610) and compare the effect's magnitude. We find that, while for lower masses, such as the f 0 (980), the pole-dragging effect that arises from the molecular model is more significant, the diquark model's pole-dragging effect becomes dominant at higher masses such as those of the X(3872) and the Z b (10610). This indicates that for lower threshold energies, diquark models may have less significant effects on predicted resonant masses than mesonic models, but for higher threshold energies, it is necessary to include the pole-dragging effect due to a diquark threshold in high-precision QCD calculations.
ContributorsBlitz, Samuel Harris (Author) / Richard, Lebed (Thesis director) / Comfort, Joseph (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2015-05
Description
Mathematics is an increasingly critical subject and the achievement of students in mathematics has been the focus of many recent reports and studies. However, few studies exist that both observe and discuss the specific teaching and assessment techniques employed in the classrooms across multiple countries. The focus of this study is to look at classrooms and educators across six high achieving countries to identify and compare teaching strategies being used. In Finland, Hong Kong, Japan, New Zealand, Singapore, and Switzerland, twenty educators were interviewed and fourteen educators were observed teaching. Themes were first identified by comparing individual teacher responses within each country. These themes were then grouped together across countries and eight emerging patterns were identified. These strategies include students active involvement in the classroom, students given written feedback on assessments, students involvement in thoughtful discussion about mathematical concepts, students solving and explaining mathematics problems at the board, students exploring mathematical concepts either before or after being taught the material, students engagement in practical applications, students making connections between concepts, and students having confidence in their ability to understand mathematics. The strategies identified across these six high achieving countries can inform educators in their efforts of increasing student understanding of mathematical concepts and lead to an improvement in mathematics performance.
ContributorsAnglin, Julia Mae (Author) / Middleton, James (Thesis director) / Vicich, James (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2014-12
Description
Preliminary feasibility studies for two possible experiments with the GlueX detector, installed in Hall D of Jefferson Laboratory, are presented. First, a general study of the feasibility of detecting the ηC at the current hadronic rate is discussed, without regard for detector or reconstruction efficiency. Second, a study of the use of statistical methods in studying exotic meson candidates is outlined, describing methods and providing preliminary data on their efficacy.
ContributorsPrather, Benjamin Scott (Author) / Ritchie, Barry G. (Thesis director) / Dugger, Michael (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor)
Created2015-05
Description
In this paper, optimal control routines are applied to an existing problem of electron state transfer to determine if spin information can successfully be moved across a chain of donor atoms in silicon. The additional spin degrees of freedom are introduced into the formulation of the problem as well as the control optimization algorithm. We find a timescale of transfer for spin quantum information across the chain fitting with a t > π/A and t > 2π/A transfer pulse time corresponding with rotation of states on the electron Bloch sphere where A is the electron-nuclear coupling constant. Introduction of a magnetic field weakens transfer
efficiencies at high field strengths and prohibits anti-aligned nuclear states from transferring. We also develop a rudimentary theoretical model based on simulated results and partially validate the characteristic transfer times for spin states. This model also establishes a framework for future work including the introduction of a magnetic field.
efficiencies at high field strengths and prohibits anti-aligned nuclear states from transferring. We also develop a rudimentary theoretical model based on simulated results and partially validate the characteristic transfer times for spin states. This model also establishes a framework for future work including the introduction of a magnetic field.
ContributorsMorgan, Eric Robert (Author) / Treacy, Michael (Thesis director) / Whaley, K. Birgitta (Committee member) / Greenman, Loren (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor)
Created2015-05
Description
In this experiment an Electrodynamic Ion Ring Trap was constructed and tested. Due to the nature of Electrostatic fields, the setup required an oscillating voltage source to stably trap the particles. It was built in a safe manner, The power supply was kept in a project box to avoid incidental contact, and was connected to a small copper wire in the shape of a ring. The maximum voltage that could be experienced via incidental contact was well within safe ranges a 0.3mA. Within minutes of its completion the trap was able to trap small Lycopodium powder spores mass of approximately 1.7*10^{-11}kg in clusters of 15-30 for long timescales. The oscillations of these spores were observed to be roughly 1.01mm at their maximum, and in an attempt to understand the dynamics of the Ion Trap, a concept called the pseudo-potential of the trap was used. This method proved fairly inaccurate, involving much estimation and using a static field estimation of 9.39*10^8 N\C and a charge estimate on the particles of ~1e, a maximum oscillation distance of 1.37m was calculated. Though the derived static field strength was not far off from the field strength required to achieve the correct oscillation distance (Percent error of 9.92%, the small discrepancy caused major calculation errors. The trap's intended purpose however was to eventually trap protein molecules for mapping via XFEL laser, and after its successful construction that goal is fairly achievable. The trap was also housed in a vacuum chamber so that it could be more effectively implemented with the XFEL.
ContributorsNicely, Ryan Joseph (Author) / Kirian, Richard (Thesis director) / Weiterstall, Uwe (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2019-05
Description
Previous research has examined difficulties that students have with understanding and productively working with function notation. Function notation is very prevalent throughout mathematics education, helping students to better understand and more easily work with functions. The goal of my research was to investigate students' current ways of thinking about function notation to better assist teachers in helping their students develop deeper and more productive understandings. In this study, I conducted two separate interviews with two undergraduate students to explore their meanings for function notation. I developed and adapted tasks aimed at investigating different aspects and uses of function notation. In each interview, I asked the participants to attempt each of the tasks, explaining their thoughts as they worked. While they were working, I occasionally asked clarifying questions to better understand their thought processes. For the second interviews, I added tasks based on difficulties I found in the first interviews. I video recorded each interview for later analysis. Based on the data found in the interviews, I will discuss the seven prevalent ways of thinking that I found, how they hindered or facilitated working with function notation productively, and suggestions for instruction to better help students understand the concept.
ContributorsMckee, Natalie Christina (Author) / Thompson, Patrick (Thesis director) / Zazkis, Dov (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
This is a report of a study that investigated the thinking of a high-achieving precalculus student when responding to tasks that required him to define linear formulas to relate covarying quantities. Two interviews were conducted for analysis. A team of us in the mathematics education department at Arizona State University initially identified mental actions that we conjectured were needed for constructing meaningful linear formulas. This guided the development of tasks for the sequence of clinical interviews with one high-performing precalculus student. Analysis of the interview data revealed that in instances when the subject engaged in meaning making that led to him imagining and identifying the relevant quantities and how they change together, he was able to give accurate definitions of variables and was usually able to define a formula to relate the two quantities of interest. However, we found that the student sometimes had difficulty imagining how the two quantities of interest were changing together. At other times he exhibited a weak understanding of the operation of subtraction and the idea of constant rate of change. He did not appear to conceptualize subtraction as a quantitative comparison. His inability to conceptualize a constant rate of change as a proportional relationship between the changes in two quantities also presented an obstacle in his developing a meaningful formula that relied on this understanding. The results further stress the need to develop a student's ability to engage in mental operations that involve covarying quantities and a more robust understanding of constant rate of change since these abilities and understanding are critical for student success in future courses in mathematics.
ContributorsKlinger, Tana Paige (Author) / Carlson, Marilyn (Thesis director) / Thompson, Pat (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor)
Created2014-05
Description
Previous research discusses students' difficulties in grasping an operational understanding of covariational reasoning. In this study, I interviewed four undergraduate students in calculus and pre-calculus classes to determine their ways of thinking when working on an animated covariation problem. With previous studies in mind and with the use of technology, I devised an interview method, which I structured using multiple phases of pre-planned support. With these interviews, I gathered information about two main aspects about students' thinking: how students think when attempting to reason covariationally and which of the identified ways of thinking are most propitious for the development of an understanding of covariational reasoning. I will discuss how, based on interview data, one of the five identified ways of thinking about covariational reasoning is highly propitious, while the other four are somewhat less propitious.
ContributorsWhitmire, Benjamin James (Author) / Thompson, Patrick (Thesis director) / Musgrave, Stacy (Committee member) / Moore, Kevin C. (Committee member) / Barrett, The Honors College (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor)
Created2014-05
Description
Within the context of the Finite-Difference Time-Domain (FDTD) method of simulating interactions between electromagnetic waves and matter, we adapt a known absorbing boundary condition, the Convolutional Perfectly-Matched Layer (CPML) to a background of Drude-dispersive medium. The purpose of this CPML is to terminate the virtual grid of scattering simulations by absorbing all outgoing radiation. In this thesis, we exposit the method of simulation, establish the Perfectly-Matched Layer as a domain which houses a spatial-coordinate transform to the complex plane, construct the CPML in vacuum, adapt the CPML to the Drude medium, and conclude with tests of the adapted CPML for two different scattering geometries.
ContributorsThornton, Brandon Maverick (Author) / Sukharev, Maxim (Thesis director) / Goodnick, Stephen (Committee member) / School of Mathematical and Statistical Sciences (Contributor) / Department of Physics (Contributor) / Barrett, The Honors College (Contributor)
Created2018-05
Description
A working knowledge of mathematics is a vital requirement for introductory university physics courses. However, there is mounting evidence which shows that many incoming introductory physics students do not have the necessary mathematical ability to succeed in physics. The investigation reported in this thesis used preinstruction diagnostics and interviews to examine this problem in depth. It was found that in some cases, over 75% of students could not solve the most basic mathematics problems. We asked questions involving right triangles, vector addition, vector direction, systems of equations, and arithmetic, to give a few examples. The correct response rates were typically between 25% and 75%, which is worrying, because these problems are far simpler than the typical problem encountered in an introductory quantitative physics course. This thesis uncovered a few common problem solving strategies that were not particularly effective. When solving trigonometry problems, 13% of students wrote down the mnemonic "SOH CAH TOA," but a chi-squared test revealed that this was not a statistically significant factor in getting the correct answer, and was actually detrimental in certain situations. Also, about 50% of students used a tip-to-tail method to add vectors. But there is evidence to suggest that this method is not as effective as using components. There are also a number of problem solving strategies that successful students use to solve mathematics problems. Using the components of a vector increases student success when adding vectors and examining their direction. Preliminary evidence also suggests that repetitive trigonometry practice may be the best way to improve student performance on trigonometry problems. In addition, teaching students to use a wide variety of algebraic techniques like the distributive property may help them from getting stuck when working through problems. Finally, evidence suggests that checking work could eliminate up to a third of student errors.
ContributorsJones, Matthew Isaiah (Author) / Meltzer, David (Thesis director) / Peng, Xihong (Committee member) / Department of Physics (Contributor) / School of Mathematical and Statistical Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12