DOCSLIB.ORG

What Physics Should We Teach?

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
What Physics Should We Teach? Proceedings of the International Physics Education Conference, 5 to 8 July 2004, Durban, South Africa What Physics Should We Teach? Edited by Diane J. Grayson Sponsored by the International Commission on Physics Education and the South African Institute of Physics International Advisory Committee Igal Galili (Israel) Priscilla Laws (USA) Inocente Multimucuio (Mozambique) Jon Ogborn (UK) Joe Redish (USA) Khalijah Salleh (Malaysia) David Schuster (USA/ South Africa) Gunnar Tibell (Sweden) Matilde Vicentini (Italy) Laurence Viennot (France) Conference Organiser Diane Grayson Local Organisers Sandile Malinga Jaynie Padayachee Sadha Pillay. Robynne Savic and Carmen Fitzgerald (Interaction Conferencing) Editorial Assistant Erna Basson Administrative Assistant Ignatious Dire Cover Design: Joerg Ludwig © 2005 International Commission on Physics Education ISBN 1-86888-359 University of South Africa Press, PO Box 392, UNISA 0003, South Africa TABLE OF CONTENTS INTRODUCTION....................................................................................................................... 2 Citation for the Presentation of the Medal.................................................................................... 6 ACKNOWLEDGEMENTS......................................................................................................... 7 PAPERS BY PLENARY SPEAKERS ........................................................................................ 8 QUANTUM GRAVITY FOR UNDERGRADUATES? .............................................................. 8 Robert de Mello Koch ......................................................................................................... 8 THE CORE AND THE BOUNDARIES OF PHYSICS:............................................................ 18 RELATIONS TO OTHER DOMAINS ..................................................................................... 18 George F R Ellis................................................................................................................ 18 WHAT PHYSICS SHOULD WE TEACH? .............................................................................. 28 (A NEW LOOK AT AN OLD SUBJECT) ................................................................................ 28 Igal Galili and Michael Tseitlin ......................................................................................... 28 SKILLS NEEDED FOR PHYSICS AND DEVELOPED BY PHYSICS ................................... 42 Khalijah Mohd Salleh........................................................................................................ 42 FUNDAMENTAL PRINCIPLES IN INTRODUCTORY PHYSICS......................................... 58 Ruth Chabay and Bruce Sherwood..................................................................................... 58 WHAT PHYSICS SHOULD WE TEACH FUTURE PHYSICS TEACHERS?......................... 69 Vivien M. Talisayon.......................................................................................................... 69 PHYSICS IN SEQUENCE: PHYSICS IN PIECES? ................................................................. 77 Laurence Viennot .............................................................................................................. 77 CONTRIBUTED PAPERS ....................................................................................................... 92 NOT CHAPTERS BUT PHENOMENOLOGICAL SIMILARITIES AND UNIFIED CONCEPTUAL EXPLANATIONS.......................................................................................... 92 Viviana Amati, Luciana Danusso, Eleonora Fioravanti, Vittoria Mangani,......................... 92 Sara Sidoretti and Matilde Vicentini .................................................................................. 92 PROMOTING A COMMON SNUC LANGUAGE IN THE NATURAL AND MATHEMATICAL SCIENCES ............................................................................................... 99 Ilsa Basson ........................................................................................................................ 99 RESEARCH ON THE CONCEPTUAL ORGANIZATION OF PHYSICS’ CURRICULUM AND STANDARDS ............................................................................................................... 107 Emilio Balzano, Anna de Ambrosis, Marta Gagliardi, Enrica Giordano, Paolo Guidoni, Giovanna Mendella, Giuseppina Rinaudo, Alberto Stefanel and Carlo Tarsitani .............. 107 A NEW RESEARCH-BASED CURRICULUM FOR TEACHING MEASUREMENT IN THE FIRST YEAR PHYSICS LABORATORY.............................................................................. 116 Andy Buffler1, Saalih Allie1, Fred Lubben2 and Bob Campbell2 .......................................116 A MORE COHERENT TOPIC SEQUENCE FOR E&M ........................................................124 Ruth Chabay and Bruce Sherwood...................................................................................124 COMPUTATIONAL PHYSICS AT THE UNIVERSITY OF KWAZULU-NATAL, PIETERMARITZBURG..........................................................................................................132 N. Chetty .........................................................................................................................132 A PROPOSAL FOR INTRODUCING ELEMENTARY QUANTUM MECHANICS AT SCHOOL.................................................................................................................................141 Antonello Giannelli and Carlo Tarsitani ...........................................................................141 PHYSICAL SCIENCE TEACHERS’ CONCEPTIONS OF DAILY ASTRONOMICAL OBSERVATIONS AND THEIR PERCEPTIONS OF THE INCLUSION OF ASTRONOMY WITH REGARD TO THE NEW FET PHYSICAL SCIENCES CURRICULUM IN SOUTH AFRICA..................................................................................................................................147 Nadaraj Govender ............................................................................................................147 LEARNER DEVELOPMENT THROUGH SCIENCE CLUBS...............................................156 Kevindran Govender ........................................................................................................156 PHYSICS FOR TEACHERS...................................................................................................162 Dale Gundry ....................................................................................................................162 IS THIS THE KIND OF PHYSICS EDUCATION THAT ENCOURAGES STUDENTS TO STUDY PHYSICS? Paul Hobden, PhD ..................................................................................170 References...............................................................................................................................177 VISUAL MODELS IN THE LEARNING AND TEACHING OF ATOMIC PHYSICS ..........178 ND Kgwadi* and JJA Smit** ............................................................................................178 DESCRIPTION OF A COURSE FOR SECONDARY SCHOOL PHYSICS TEACHERS THAT INTEGRATES PHYSICS CONTENT & SKILLS...................................................................185 Jeanne Kriek and Diane Grayson......................................................................................185 PHYSICS EDUCATION RESEARCH: A CASE STUDY OF CURRICULUM AND INSTRUCTIONAL DEVELOPMENT FOR NON-TRADITIONAL, RE-ENTRY, ENGINEERING STUDENTS .................................................................................................191 Stewart Langton...............................................................................................................191 A UNIT ON OSCILLATIONS, DETERMINISM AND CHAOS FOR INTRODUCTORY PHYSICS STUDENTS............................................................................................................198 Priscilla W. Laws.............................................................................................................198 SHOULD WE TEACH FOR CONCEPTUAL CHANGE OR PARADIGM CHANGE? .........206 M. Lemmer, T.N. Lemmer and J.J.A. Smit.......................................................................206 CONTEXTUALISATION AS A DIDACTICAL APPROACH FOR PHYSICS EDUCATION ................................................................................................................................................212 M. Lemmer & T.N. Lemmer ............................................................................................212 PHYSICS TO AFRICAN FOLK IN SOUTH AFRICA........................................................... 219 Cable Moji1 and Diane Grayson2 ..................................................................................... 219 Control Group ................................................................................................................. 225 SECONDARY SCHOOL EDUCATORS’ APPROACH TO PRACTICAL WORK IN PHYSICS ................................................................................................................................................ 228 A.T Motlhabane, M. Lemmer .......................................................................................... 228 HELPING STUDENTS DEVELOP AN UNDERSTANDING OF NET FORCE, NET TORQUE, AND THEIR RELATION TO RIGID-BODY MOTION: A RESEARCH-BASED TUTORIAL ON THE DYNAMICS OF RIGID BODIES............................................................................ 234 Luanna G. Ortiz..............................................................................................................
Load more

Recommended publications
  • Strategic Recruitment Strategies to Attract Students Into Chemistry and Physics Education
    Strategic Recruitment Strategies to Attract Students into Chemistry and Physics Education Michelle L. Dean, Gregory Rushton, David Rosengrant & Brett Criswell The Need It has been echoed for numerous years that the nation needs STEM teachers who: • Are competent in the subject area • Offer quality education to their students by utilizing best practices • Will persist in the field Institute of Medicine, National Academy of Sciences, and National Academy of Engineering. Rising Above the Gathering Storm: Energizing and Employing America for a Brighter Economic Future. Washington, DC: The National Academies Press, 2007. National Academy of Sciences, National Academy of Engineering, and Institute of Medicine. Rising Above the Gathering Storm, Revisited: Rapidly Approaching Category 5. Washington, DC: The National Academies Press, 2010. Landers, E. S., & Gates, Jr. S. J. (2010). Prepare and Inspire, 330 (6001), 151. White House Office of the Press Secretary (2012) President Obama announces plans for a new national corps to recognize and reward leading educators in science, technology, engineering and math. (Accessed Sept. 2014) Responses to the National Need • Development of alternative certification routes • Restructuring current education programs to draw students in (UTeach, PhysTec, Woodrow Wilson Fellows) • Incentives to pursue degrees in STEM education programs (Noyce, WWF, private scholarships, etc.) KSU Production of UG Biology & Chemistry Teachers 12 10 8 6 4 2 0 2007 2008 2009 2010 2011 2012 2013 Biology Chemistry Labor Market Theory • The basic principle driving the supply of teachers is the following: Individuals will become or remain teachers if teaching represents the most attractive activity to pursue among all activities available to them. • Making the career attractive and desirable –ease of entry and overall compensation (salary, benefits, working conditions, and personal satisfaction).
    [Show full text]
  • Einstein Solid 1 / 36 the Results 2
    Specific Heats of Ideal Gases 1 Assume that a pure, ideal gas is made of tiny particles that bounce into each other and the walls of their cubic container of side `. Show the average pressure P exerted by this gas is 1 N 35 P = mv 2 3 V total SO 30 2 7 7 (J/K-mole) R = NAkB Use the ideal gas law (PV = NkB T = V 2 2 CO2 C H O CH nRT )and the conservation of energy 25 2 4 Cl2 (∆Eint = CV ∆T ) to calculate the specific 5 5 20 2 R = 2 NAkB heat of an ideal gas and show the following. H2 N2 O2 CO 3 3 15 CV = NAkB = R 3 3 R = NAkB 2 2 He Ar Ne Kr 2 2 10 Is this right? 5 3 N - number of particles V = ` 0 Molecule kB - Boltzmann constant m - atomic mass NA - Avogadro's number vtotal - atom's speed Jerry Gilfoyle Einstein Solid 1 / 36 The Results 2 1 N 2 2 N 7 P = mv = hEkini 2 NAkB 3 V total 3 V 35 30 SO2 3 (J/K-mole) V 5 CO2 C N k hEkini = NkB T H O CH 2 A B 2 25 2 4 Cl2 20 H N O CO 3 3 2 2 2 3 CV = NAkB = R 2 NAkB 2 2 15 He Ar Ne Kr 10 5 0 Molecule Jerry Gilfoyle Einstein Solid 2 / 36 Quantum mechanically 2 E qm = `(` + 1) ~ rot 2I where l is the angular momen- tum quantum number.
    [Show full text]
  • Otto Sackur's Pioneering Exploits in the Quantum Theory Of
    View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by Catalogo dei prodotti della ricerca Chapter 3 Putting the Quantum to Work: Otto Sackur’s Pioneering Exploits in the Quantum Theory of Gases Massimiliano Badino and Bretislav Friedrich After its appearance in the context of radiation theory, the quantum hypothesis rapidly diffused into other fields. By 1910, the crisis of classical traditions of physics and chemistry—while taking the quantum into account—became increas- ingly evident. The First Solvay Conference in 1911 pushed quantum theory to the fore, and many leading physicists responded by embracing the quantum hypoth- esis as a way to solve outstanding problems in the theory of matter. Until about 1910, quantum physics had drawn much of its inspiration from two sources. The first was the complex formal machinery connected with Max Planck’s theory of radiation and, above all, its close relationship with probabilis- tic arguments and statistical mechanics. The fledgling 1900–1901 version of this theory hinged on the application of Ludwig Boltzmann’s 1877 combinatorial pro- cedure to determine the state of maximum probability for a set of oscillators. In his 1906 book on heat radiation, Planck made the connection with gas theory even tighter. To illustrate the use of the procedure Boltzmann originally developed for an ideal gas, Planck showed how to extend the analysis of the phase space, com- monplace among practitioners of statistical mechanics, to electromagnetic oscil- lators (Planck 1906, 140–148). In doing so, Planck identified a crucial difference between the phase space of the gas molecules and that of oscillators used in quan- tum theory.
    [Show full text]
  • Intermediate Statistics in Thermoelectric Properties of Solids
    Intermediate statistics in thermoelectric properties of solids André A. Marinho1, Francisco A. Brito1,2 1 Departamento de Física, Universidade Federal de Campina Grande, 58109-970 Campina Grande, Paraíba, Brazil and 2 Departamento de Física, Universidade Federal da Paraíba, Caixa Postal 5008, 58051-970 João Pessoa, Paraíba, Brazil (Dated: July 23, 2019) Abstract We study the thermodynamics of a crystalline solid by applying intermediate statistics manifested by q-deformation. We based part of our study on both Einstein and Debye models, exploring primarily de- formed thermal and electrical conductivities as a function of the deformed Debye specific heat. The results revealed that the q-deformation acts in two different ways but not necessarily as independent mechanisms. It acts as a factor of disorder or impurity, modifying the characteristics of a crystalline structure, which are phenomena described by q-bosons, and also as a manifestation of intermediate statistics, the B-anyons (or B-type systems). For the latter case, we have identified the Schottky effect, normally associated with high-Tc superconductors in the presence of rare-earth-ion impurities, and also the increasing of the specific heat of the solids beyond the Dulong-Petit limit at high temperature, usually related to anharmonicity of interatomic interactions. Alternatively, since in the q-bosons the statistics are in principle maintained the effect of the deformation acts more slowly due to a small change in the crystal lattice. On the other hand, B-anyons that belong to modified statistics are more sensitive to the deformation. PACS numbers: 02.20-Uw, 05.30-d, 75.20-g arXiv:1907.09055v1 [cond-mat.stat-mech] 21 Jul 2019 1 I.
    [Show full text]
  • Gorilla Guide for Majors Activity
    Gorilla Guide Gorilla Guide We have what you’re looking for! to Majors At PSU you may choose from top programs in the areas of Arts and Sciences, Business, Education, and Technology, many that are among the best and most specialized in the nation. Your PSU degree can open many doors. Major employers routinely recruit on the PSU campus and Pitt State graduates are highly favored. Our excellent Career Services Office will help you find that important job that your education at PSU will make possible. College of Arts & Sciences Art Chemistry Family & Consumer Sciences Mathematics Art Chemistry Family & Consumer Sciences Mathematics 2D General Fine Art Biochemistry Child Development Actuarial Science 3D General Fine Art Environmental Community & Family Services Mathematics Education Illustrations & Visual Pharmaceutical Family & Consumer Sciences Storytelling Polymer Education Military Science (minor) Art Education Pre-Dental Nutrition & Wellness Pre-Medicine Human Ecology (minor) Music Biology Pre-Veterinary Youth & Adolescence (minor) Music Biology Professional Child Development (minor) Music Education Botany Polymer Chemistry (Instrumental, Vocal) Cellular & Molecular Chemistry Education History, Philosophy & Social Music Performance Ecology & Field Biology Sciences (Instrumental, Vocal) Fisheries & Aquatic Sciences Communication Geography Pre-Dental (this is not dental Communication Environmental Geography School of Nursing hygiene) Human Communication & Sustainability Nursing Pre-Medicine Media Production Geographic Info Systems Pre-Optometry
    [Show full text]
  • Pre-Service Physics and Chemistry Teachers' Conceptual Integration of Physics and Chemistry Concepts
    Eurasia Journal of Mathematics, Science & Technology Education, 2016, 12(6), 1549-1568 doi: 10.12973/eurasia.2016.1244a Pre-Service Physics and Chemistry Teachers’ Conceptual Integration of Physics and Chemistry Concepts Mustafa Tuysuz Yuzuncu Yıl University, TURKEY Oktay Bektas Erciyes University, TURKEY Omer Geban & Gokhan Ozturk Middle East Technical University, TURKEY Bugrahan Yalvac Texas A&M University, USA Received 2 March 2015Revised 11 November 2015 Accepted 20 November 2015 This study examines the pre-service teachers’ opinions about conceptual integration (CI) and their understanding of it. A qualitative phenomenology design was used in the study. Data was collected through in-depth semi-structured interviews comprising ten guiding questions. Three pre-service physics and three pre-service chemistry teachers participated conveniently in the study. While the pre-service chemistry teachers took a course regarding the CI explicitly taught, the pre-service physics teachers were not subjected to any information relating to the CI in their course. Data was analyzed by forming the codes and themes. Generally speaking, while the pre-service chemistry teachers think that physics concepts should be used in the chemistry lessons, the pre- service physics teachers believe that these two subjects’ concepts generally are not related to each other. Moreover, the participants had some difficulties in understanding the CI between physics and chemistry concepts. The possible implication for science teacher education and research is discussed. Keywords: conceptual integration, chemistry education, physics education, pre-service teacher education INTRODUCTION In constructivist view, students interpret the new knowledge according to what Correspondence: Mustafa Tuysuz, Faculty of Education, Secondary Science and Mathematics Education Department, Middle East Technical University, 06800, Turkey.
    [Show full text]
  • Appendix E • Nobel Prizes
    Appendix E • Nobel Prizes All Nobel Prizes in physics are listed (and marked with a P), as well as relevant Nobel Prizes in Chemistry (C). The key dates for some of the scientific work are supplied; they often antedate the prize considerably. 1901 (P) Wilhelm Roentgen for discovering x-rays (1895). 1902 (P) Hendrik A. Lorentz for predicting the Zeeman effect and Pieter Zeeman for discovering the Zeeman effect, the splitting of spectral lines in magnetic fields. 1903 (P) Antoine-Henri Becquerel for discovering radioactivity (1896) and Pierre and Marie Curie for studying radioactivity. 1904 (P) Lord Rayleigh for studying the density of gases and discovering argon. (C) William Ramsay for discovering the inert gas elements helium, neon, xenon, and krypton, and placing them in the periodic table. 1905 (P) Philipp Lenard for studying cathode rays, electrons (1898–1899). 1906 (P) J. J. Thomson for studying electrical discharge through gases and discover- ing the electron (1897). 1907 (P) Albert A. Michelson for inventing optical instruments and measuring the speed of light (1880s). 1908 (P) Gabriel Lippmann for making the first color photographic plate, using inter- ference methods (1891). (C) Ernest Rutherford for discovering that atoms can be broken apart by alpha rays and for studying radioactivity. 1909 (P) Guglielmo Marconi and Carl Ferdinand Braun for developing wireless telegraphy. 1910 (P) Johannes D. van der Waals for studying the equation of state for gases and liquids (1881). 1911 (P) Wilhelm Wien for discovering Wien’s law giving the peak of a blackbody spectrum (1893). (C) Marie Curie for discovering radium and polonium (1898) and isolating radium.
    [Show full text]
  • The Role of Mathematics in the Teaching and Learning of Physics
    Strand 2 Learning science: Cognitive, affective and social aspects THE ROLE OF MATHEMATICS IN THE TEACHING AND LEARNING OF PHYSICS Andreas Redfors, Lena Hansson, Örjan Hansson and Kristina Juter Kristianstad University, Kristianstad, Sweden Abstract: This paper discusses the role of mathematics in physics teaching and learning. The intention and strength of science is to describe what happens in the real world by organizing explanations through theories and theoretical models. It has been widely suggested that learning in science is influenced by views about the nature of scientific knowledge. Furthermore, mathematics is an inherent part of theories and makes powerful predictions of natural phenomena possible. Ability to use mathe- matics to argue and prove results is central in physics. Students have been found to struggle with physics problems where they need to relate mathematically formulated theoretical models to the real world. This project has explored the role of mathematics for physics teaching and learning in upper-secondary school through investigations of relations made during physics lessons (lectures, problem solving and lab-work) between The real world – Theoretical models – Mathematics. A preliminary analysis indicate that there are some connections made by students and teacher between theories and the real world, but the bulk of the discussion in the classroom is con- cerning the relation between theoretical models and mathematics, which is in line with earlier research on problem solving. The preliminary results reported on here indicate that this also holds true for all the investigated organisational forms lectures, problem solving in groups and lab-work. A finalized and extended analysis will be published elsewhere.
    [Show full text]
  • Einstein's Physics
    Einstein’s Physics Albert Einstein at Barnes Foundation in Merion PA, c.1947. Photography by Laura Delano Condax; gift to the author from Vanna Condax. Einstein’s Physics Atoms, Quanta, and Relativity Derived, Explained, and Appraised TA-PEI CHENG University of Missouri–St. Louis Portland State University 3 3 Great Clarendon Street, Oxford, OX2 6DP, United Kingdom Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide. Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries © Ta-Pei Cheng 2013 The moral rights of the author have been asserted Impression: 1 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, by licence or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this work in any other form and you must impose this same condition on any acquirer British Library Cataloguing in Publication Data Data available ISBN 978–0–19–966991–2 Printed and bound by CPI Group (UK) Ltd, Croydon, CR0 4YY Links to third party websites are provided by Oxford in good faith and for information only. Oxford disclaims any responsibility for the materials contained in any third party website referenced in this work.
    [Show full text]
  • MOLAR HEAT of SOLIDS the Dulong–Petit Law, a Thermodynamic
    MOLAR HEAT OF SOLIDS The Dulong–Petit law, a thermodynamic law proposed in 1819 by French physicists Dulong and Petit, states the classical expression for the molar specific heat of certain crystals. The two scientists conducted experiments on three dimensional solid crystals to determine the heat capacities of a variety of these solids. They discovered that all investigated solids had a heat capacity of approximately 25 J mol-1 K-1 room temperature. The result from their experiment was explained as follows. According to the Equipartition Theorem, each degree of freedom has an average energy of 1 = 2 where is the Boltzmann constant and is the absolute temperature. We can model the atoms of a solid as attached to neighboring atoms by springs. These springs extend into three-dimensional space. Each direction has 2 degrees of freedom: one kinetic and one potential. Thus every atom inside the solid was considered as a 3 dimensional oscillator with six degrees of freedom ( = 6) The more energy that is added to the solid the more these springs vibrate. Figure 1: Model of interaction of atoms of a solid Now the energy of each atom is = = 3 . The energy of N atoms is 6 = 3 2 = 3 where n is the number of moles. To change the temperature by ΔT via heating, one must transfer Q=3nRΔT to the crystal, thus the molar heat is JJ CR=3 ≈⋅ 3 8.31 ≈ 24.93 molK molK Similarly, the molar heat capacity of an atomic or molecular ideal gas is proportional to its number of degrees of freedom, : = 2 This explanation for Petit and Dulong's experiment was not sufficient when it was discovered that heat capacity decreased and going to zero as a function of T3 (or, for metals, T) as temperature approached absolute zero.
    [Show full text]
  • First Principles Study of the Vibrational and Thermal Properties of Sn-Based Type II Clathrates, Csxsn136 (0 ≤ X ≤ 24) and Rb24ga24sn112
    Article First Principles Study of the Vibrational and Thermal Properties of Sn-Based Type II Clathrates, CsxSn136 (0 ≤ x ≤ 24) and Rb24Ga24Sn112 Dong Xue * and Charles W. Myles Department of Physics and Astronomy, Texas Tech University, Lubbock, TX 79409-1051, USA; [email protected] * Correspondence: [email protected]; Tel.: +1-806-834-4563 Received: 12 May 2019; Accepted: 11 June 2019; Published: 14 June 2019 Abstract: After performing first-principles calculations of structural and vibrational properties of the semiconducting clathrates Rb24Ga24Sn112 along with binary CsxSn136 (0 ≤ x ≤ 24), we obtained equilibrium geometries and harmonic phonon modes. For the filled clathrate Rb24Ga24Sn112, the phonon dispersion relation predicts an upshift of the low-lying rattling modes (~25 cm−1) for the Rb (“rattler”) compared to Cs vibration in CsxSn136. It is also found that the large isotropic atomic displacement parameter (Uiso) exists when Rb occupies the “over-sized” cage (28 atom cage) rather than the 20 atom counterpart. These guest modes are expected to contribute significantly to minimizing the lattice’s thermal conductivity (κL). Our calculation of the vibrational contribution to the specific heat and our evaluation on κL are quantitatively presented and discussed. Specifically, the heat capacity diagram regarding CV/T3 vs. T exhibits the Einstein-peak-like hump that is mainly attributable to the guest oscillator in a 28 atom cage, with a characteristic temperature 36.82 K for Rb24Ga24Sn112. Our calculated rattling modes are around 25 cm−1 for the Rb trapped in a 28 atom cage, and 65.4 cm−1 for the Rb encapsulated in a 20 atom cage.
    [Show full text]
  • Underpinning of Soviet Industrial Paradigms
    Science and Social Policy: Underpinning of Soviet Industrial Paradigms by Chokan Laumulin Supervised by Professor Peter Nolan Centre of Development Studies Department of Politics and International Studies Darwin College This dissertation is submitted for the degree of Doctor of Philosophy May 2019 Preface This dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration except as declared in the Preface and specified in the text. It is not substantially the same as any that I have submitted, or, is being concurrently submitted for a degree or diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text. I further state that no substantial part of my dissertation has already been submitted, or, is being concurrently submitted for any such degree, diploma or other qualification at the University of Cambridge or any other University or similar institution except as declared in the Preface and specified in the text It does not exceed the prescribed word limit for the relevant Degree Committee. 2 Chokan Laumulin, Darwin College, Centre of Development Studies A PhD thesis Science and Social Policy: Underpinning of Soviet Industrial Development Paradigms Supervised by Professor Peter Nolan. Abstract. Soviet policy-makers, in order to aid and abet industrialisation, seem to have chosen science as an agent for development. Soviet science, mainly through the Academy of Sciences of the USSR, was driving the Soviet industrial development and a key element of the preparation of human capital through social programmes and politechnisation of the society.
    [Show full text]