1000 resultados para Hall Angle


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The low-T-c layered superconductor 2H-NbSe2 shows remarkable results for free flux-flow Hall effect. At low magnetic fields, the Nozieres-Vinen result of a field-independent Hall angle appears to hold. At larger fields, a marked departure occurs leading to an extremely sharp and pronounced minimum slightly below H-c2, unaccounted for in the standard theoretical models. The results suggest the existence of collective dynamics and phase transitions (such as melting) in a clean flux line lattice.

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The magneto-transport properties of Bi1.5Pb0.4Nb0.1Sr2Ca2Cu 3O10-x polycrystalline, superconducting ceramic are reported. The material was found to be chemically homogeneous and partially textured. The mixed state properties were investigated by measuring the electrical resistivity, longitudinal and transverse (Nernst effect) thermoelectric power, and thermal conductivity. The magnetization and AC susceptibility measurements were also performed. The variation of these characteristics for magnetic fields up to 5 T are discussed and compared to those of the zero field case. The transport entropy and thermal Hall angle are extracted and quantitatively compared to previously reported data of closely related systems. © 2003 Elsevier Science B.V. All rights reserved.

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Ziel dieser Arbeit war die Pr"{a}paration, Charakterisierung und Untersuchung der elektronischen Eigenschaften von d"{u}nnen Schichten des Hochtemperatursupraleiters HgReBa$_{2}$Ca$_{n-1}$Cu$_{n}$O$_{y}$, die mittels gepulster Laser-Deposition hergestellt wurden. Die HgRe1212-Filme zeigen in der AC-Suszeptibilit"{a}t einen scharfen "{U}bergang in die supraleitende Phase bei 124 K mit einer "{U}bergangsbreite von 2 K. Die resistiven "{U}berg"{a}nge der Proben wurden mit zunehmender St"{a}rke des externen Magnetfeldes breiter. Aus der Steigung der Arrheniusplots konnte die Aktivierungsenergie f"{u}r verschiedene Feldst"{a}rken bestimmt werden. Weiterhin wurde die Winkelabh"{a}ngigkeit des Depinning-Feldes $B_{dp}(theta)$ der Filme gemessen. Hieraus wurde ein Anisotropiewert von $gamma$ = 7.7 bei 105 K ermittelt. Dies ist relevant, um den f"{u}r Anwendungen wichtigen Bereich im $T$-$B$-$theta$-Phasenraum des Materials absch"{a}tzen zu k"{o}nnen. Die kritische Stromdichte $J_{c}$ der d"{u}nnen Filme aus HgRe-1212 wurde mit Hilfe eines SQUID-Magnetometers gemessen. Die entsprechenden $M$-$H$ Kurven bzw. das magnetische Moment dieser Filme wurde f"{u}r einen weiten Temperatur- und Feldbereich mit einem magnetischen Feld senkrecht zum Film aufgenommen. F"{u}r einen HgRe-1212-Film konnte bei 5 K eine kritische Stromdichte von 1.2 x 10$^{7}$ A/cm$^{2}$ und etwa 2 x 10$^{6}$ A/cm$^{2}$ bei 77 K ermittelt werden. Es wurde die Magnetfeld- und die Temperaturabh"{a}ngigkeit des Hall-Effekts im normalleitenden und im Mischzustand in Magnetfeldern senkrecht zur $ab$-Ebene bis zu 12 T gemessen. Oberhalb der kritischen Temperatur $T_{c}$ steigt der longitudinale spezifische Widerstand $rho_{xx}$ linear mit der Temperatur, w"{a}hrend der spezifische Hall-Widerstand $rho_{yx}$ sich umgekehrt proportional zur Temperatur "{a}ndert. In der N"{a}he von $T_{c}$ und in Feldern kleiner als 3 T wurde eine doppelte Vorzeichen"{a}nderung des spezifischen Hall-Widerstandes beobachtet. Der Hall-Winkel im Normalzustand, cot $theta_{H}= alpha T^{2} + beta$, folgt einer universellen $textit{T }^{2}$-Abh"{a}ngigkeit in allen magnetischen Feldern. In der N"{a}he des Nullwiderstand-Zustandes h"{a}ngt der spezifische Hall-Widerstand $rho_{yx}$ "{u}ber ein Potenzgesetz mit dem longitudinalen Widerstand $rho_{xx}$ zusammen. Das Skalenverhalten zwischen $rho_{yx}$ und $rho_{xx}$ weist eine starke Feld-Abh"{a}ngigkeit auf. Der Skalenexponent $beta$ in der Gleichung $rho_{yx}$ =A $rho_{xx}^{beta}$ steigt von 1.0 bis 1.7, w"{a}hrend das Feld von 1.0 bis 12 T zunimmt.

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The metallic state of high-temperature copper-oxide superconductors, characterized by unusual and distinct temperature dependences in the transport properties(1-4), is markedly different from that of textbook metals. Despite intense theoretical efforts(5-11), our limited understanding is impaired by our inability to determine experimentally the temperature and momentum dependence of the transport scattering rate. Here, we use a powerful magnetotransport probe to show that the resistivity and the Hall coefficient in highly doped Tl2Ba2CuO6+delta originate from two distinct inelastic scattering channels. One channel is due to conventional electron electron scattering; the other is highly anisotropic, has the same symmetry as the superconducting gap and a magnitude that grows approximately linearly with temperature. The observed form and anisotropy place tight constraints on theories of the metallic state. Moreover, in heavily doped non-superconducting La2-xSrxCuO4, this anisotropic scattering term is absent(12), suggesting an intimate connection between the origin of this scattering and superconductivity itself.

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A GaAs/AlGaAs two-dimensional electron gas (2 DEG) structure with the high mobility of mu(2K) = 1.78 x 10(6) cm(2)/Vs has been studied by low-temperature Hall and Shubnikov de Hass (SdH) measurements. Quantum lifetimes related to all-angle scattering events reduced from 0.64 ps to 0.52 ps after illuminating by Dingle plots, and transport lifetimes related to large-angle scattering events increasing from 42.3 ps to 67.8 ps. These results show that small-angle scattering events become stronger. It is clear that small-angle scattering events can cause the variation of the widths of the quantum Hall plateaus.

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We present the first direct-numerical-simulation study of the statistical properties of two-dimensional superfluid turbulence in the simplified, Hall-Vinen-Bekharevich-Khalatnikov two-fluid model. We show that both normalfluid and superfluid energy spectra can exhibit two power-law regimes, the first associated with an inverse cascade of energy and the second with the forward cascade of enstrophy. We quantify the mutual-friction-induced alignment of normal and superfluid velocities by obtaining probability distribution functions of the angle between them and the ratio of their moduli.

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The Daya Bay Reactor Antineutrino Experiment observed the disappearance of reactor $\bar{\nu}_e$ from six $2.9~GW_{th}$ reactor cores in Daya Bay, China. The Experiment consists of six functionally identical $\bar{\nu}_e$ detectors, which detect $\bar{\nu}_e$ by inverse beta decay using a total of about 120 metric tons of Gd-loaded liquid scintillator as the target volume. These $\bar{\nu}_e$ detectors were installed in three underground experimental halls, two near halls and one far hall, under the mountains near Daya Bay, with overburdens of 250 m.w.e, 265 m.w.e and 860 m.w.e. and flux-weighted baselines of 470 m, 576 m and 1648 m. A total of 90179 $\bar{\nu}_e$ candidates were observed in the six detectors over a period of 55 days, 57549 at the Daya Bay near site, 22169 at the Ling Ao near site and 10461 at the far site. By performing a rate-only analysis, the value of $sin^2 2\theta_{13}$ was determined to be $0.092 \pm 0.017$.

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Due to their potential for significant fuel consumption savings, Counter-Rotating Open Rotors (CRORs) are currently being considered as an alternative to high-bypass turbofans. When CRORs are mounted on an aircraft, several 'installation effects' arise which are not present when the engine is operated in isolation. This paper investigates how flow features arising from one such effect - The angle-of-attack of the engine centre-line relative to the oncoming flow - can influence the design of CROR engines. Three-dimensional full-annulus unsteady CFD simulations are used to predict the time-varying flow field experienced by each rotor and emphasis is put on the interaction of the frontrotor wake and tip vortex with the rear-rotor. A parametric study is presented that quantifies the rotorrotor interaction as a function of the angle-of-attack. It is shown that angle-of-attack operation significantly changes the flow field and the unsteady lift on both rotors. In particular, a frequency analysis shows that the unsteady lift exhibits sidebands around the rotor-rotor interaction frequencies. Further, a non-linear increase in the total rear-rotor tip unsteadiness is observed for moderate and high angles-of-attack. The results presented in this paper demonstrate that common techniques used to mitigate CROR noise, such as modifying the rotor-rotor axial spacing and rear-rotor crop, can not be applied correctly unless angle-of-attack effects are taken into account. Copyright © 2012 by ASME.

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We report on the measurements of the quantum Hall effect states in double quantum well structures at the filling factors v = 4N + 1 and 4N + 3, where N is the Landau index number, in the presence of the in-plane magnetic field. The quantum Hall states at these filling factors vanish and reappear several times. Repeated reentrance of the transport gap occurs due to the periodic vanishing of the tunneling amplitude in the presence of the in-plane field. When the gap vanishes, the transport becomes anisotropic. The anisotropy persist at half-odd filling factors, when bilayer quantum Hall states are recovered with increase of the tilt angle. (C) 2007 Elsevier B.V. All rights reserved.

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Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

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Development of alternative propellants for Hall thruster operation is an active area of research. Xenon is the current propellant of choice for Hall thrusters, but can be costly in large thrusters and for extended test periods. Condensible propellants may offer an alternative to xenon, as they will not require costly active pumping to remove from a test facility, and may be less expensive to purchase. A method has been developed which uses segmented electrodes in the discharge channel of a Hall thruster to divert discharge current to and from the main anode and thus control the anode temperature. By placing a propellant reservoir in the anode, the evaporation rate, and hence, mass flow of propellant can be controlled. Segmented electrodes for thermal control of a Hall thruster represent a unique strategy of thruster design, and thus the performance of the thruster must be measured to determine the effect the electrodes have on the thruster. Furthermore, the source of any changes in thruster performance due to the adjustment of discharge current between the shims and the main anode must be characterized. A Hall thruster was designed and constructed with segmented electrodes. It was then tested at anode voltages between 300 and 400 V and mass flows between 4 and 6 mg/s, as well as 100%, 75%, 50%, 25%, and <5% of the discharge current on the shim electrodes. The level of current on the shims was adjusted by changing the shim voltage. At each operating point, the thruster performance, plume divergence, ion energy, and multiply charged ion fraction were measured performance exhibited a small change with the level of discharge current on the shim electrodes. Thrust and specific impulse increased by as much as 6% and 7.7%, respectively, as discharge current was shifted from the main anode to the shims at constant anode voltage. Thruster efficiency did not change. Plume divergence was reduced by approximately 4 degrees of half-angle at high levels of current on the shims and at all combinations of mass flow and anode voltage. The fraction of singly charged xenon in the thruster plume varied between approximately 80% and 95% as the anode voltage and mass flow were changed, but did not show a significant change with shim current. Doubly and triply charged xenon made up the remainder of the ions detected. Ion energy exhibited a mixed behavior. The highest voltage present in the thruster largely dictated the most probable energy; either shim or anode voltage, depending on which was higher. The overall change in most probable ion energy was 20-30 eV, the majority of which took place while the shim voltage was higher than the anode voltage. The thrust, specific impulse, plume divergence, and ion energy all indicate that the thruster is capable of a higher performance output at high levels of discharge current on the shims. The lack of a change in efficiency and fraction of multiply charged ions indicate that the thruster can be operated at any level of current on the shims without detrimental effect, and thus a condensible propellant thruster can control the anode temperature without a decrease in efficiency or a change in the multiply charged ion fraction.

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The existence of discontinuities within the double-adiabatic Hall-magnetohydrodynamics (MHD) model is discussed. These solutions are transitional layers where some of the plasma properties change from one equilibrium state to another. Under the assumption of traveling wave solutions with velocity C and propagation angle θ with respect to the ambient magnetic field, the Hall-MHD model reduces to a dynamical system and the waves are heteroclinic orbits joining two different fixed points. The analysis of the fixed points rules out the existence of rotational discontinuities. Simple considerations about the Hamiltonian nature of the system show that, unlike dissipative models, the intermediate shock waves are organized in branches in parameter space, i.e., they occur if a given relationship between θ and C is satisfied. Electron-polarized (ion-polarized) shock waves exhibit, in addition to a reversal of the magnetic field component tangential to the shock front, a maximum (minimum) of the magnetic field amplitude. The jumps of the magnetic field and the relative specific volume between the downstream and the upstream states as a function of the plasma properties are presented. The organization in parameter space of localized structures including in the model the influence of finite Larmor radius is discussed

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The angle concept is a multifaceted concept having static and dynamic definitions. The static definition of the angle refers to “the space between two rays” or “the intersection of two rays at the same end point” (Mitchelmore & White, 1998), whereas the dynamic definition of the angle concept highlights that the size of angle is the amount of rotation in direction (Fyhn, 2006). Since both definitions represent two diverse situations and have unique limitations (Henderson & Taimina, 2005), students may hold misconceptions about the angle concept. In this regard, the aim of this research was to explore high achievers’ knowledge regarding the definition of the angle concept as well as to investigate their erroneous answers on the angle concept.

104 grade 6 students drawn from four well-established elementary schools of Yozgat, Turkey were participated in this research. All participants were selected via a purposive sampling method and their mathematics grades were 4 or 5 out of 5, and. Data were collected through four questions prepared by considering the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies whose purposes were to identify students’ misconceptions of the angle concept. The findings were analyzed by two researchers, and their inter-rater agreement was calculated as 0.91, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established.

The angle concept is a multifaceted concept having static and dynamic definitions.The static definition of the angle refers to “the space between two rays” or“the intersection of two rays at the same end point” (Mitchelmore & White, 1998), whereas the dynamicdefinition of the angle concept highlights that the size of angle is the amountof rotation in direction (Fyhn, 2006). Since both definitionsrepresent two diverse situations and have unique limitations (Henderson & Taimina, 2005), students may holdmisconceptions about the angle concept. In this regard, the aim of thisresearch was to explore high achievers’ knowledge regarding the definition ofthe angle concept as well as to investigate their erroneous answers on theangle concept.

104grade 6 students drawn from four well-established elementary schools of Yozgat,Turkey were participated in this research. All participants were selected via a purposive sampling method and their mathematics grades were 4 or 5 out of 5,and. Data were collected through four questions prepared by considering the learning competencies set out in the grade 6 curriculum in Turkey and the findings of previous studies whose purposes were to identify students’ misconceptions of the angle concept. The findings were analyzed by two researchers, and their inter-rater agreement was calculated as 0.91, or almost perfect. Thereafter, coding discrepancies were resolved, and consensus was established.

In the first question, students were asked to answer a multiple choice questions consisting of two statics definitions and one dynamic definition of the angle concept. Only 38 of 104 students were able to recognize these three definitions. Likewise, Mitchelmore and White (1998) investigated that less than10% of grade 4 students knew the dynamic definition of the angle concept. Additionally,the purpose of the second question was to figure out how well students could recognize 0-degree angle. We found that 49 of 104 students were unable to recognize MXW as an angle. While 6 students indicated that the size of MXW is0, other 6 students revealed that the size of MXW is 360. Therefore, 12 of 104students correctly answered this questions. On the other hand, 28 of 104students recognized the MXW angle as 180-degree angle. This finding demonstrated that these students have difficulties in naming the angles.Moreover, the third question consisted of three concentric circles with center O and two radiuses of the outer circle, and the intersection of the radiuses with these circles were named. Then, students were asked to compare the size of AOB, GOD and EOF angles. Only 36 of 104 students answered correctly by indicating that all three angles are equal, whereas 68 of 104 students incorrectly responded this question by revealing AOB<GOD< EOF. These students erroneously thought the size of the angle is related to either the size of the arc marking the angle or the area between the arms of the angle and the arc marking angle. These two erroneous strategies for determining the size of angles have been found by a few studies (Clausen-May,2008; Devichi & Munier, 2013; Kim & Lee, 2014; Mithcelmore, 1998;Wilson & Adams, 1992). The last question, whose aim was to determine how well students can adapt theangle concept to real life, consisted of an observer and a barrier, and students were asked to color the hidden area behind the barrier. Only 2 of 104students correctly responded this question, whereas 19 of 104 students drew rays from the observer to both sides of the barrier, and colored the area covered by the rays, the observer and barrier. While 35 of 104 students just colored behind the barrier without using any strategies, 33 of 104 students constructed two perpendicular lines at the both end of the barrier, and colored behind the barrier. Similarly, Munier, Devinci and Merle (2008) found that this incorrect strategy was used by 27% of students.

Consequently, we found that although the participants in this study were high achievers, they still held several misconceptions on the angle concept and had difficulties in adapting the angle concept to real life.

Keywords: the angle concept;misconceptions; erroneous answers; high achievers

References

Clausen-May, T. (2008). AnotherAngle on Angles. Australian Primary Mathematics Classroom, 13(1),4–8.

Devichi, C., & Munier, V.(2013). About the concept of angle in elementary school: Misconceptions andteaching sequences. The Journal of Mathematical Behavior, 32(1),1–19. http://doi.org/10.1016/j.jmathb.2012.10.001

Fyhn, A. B. (2006). A climbinggirl’s reflections about angles. The Journal of Mathematical Behavior, 25(2),91–102. http://doi.org/10.1016/j.jmathb.2006.02.004

Henderson, D. W., & Taimina,D. (2005). Experiencing geometry: Euclidean and non-Euclidean with history(3rd ed.). New York, USA: Prentice Hall.

Kim, O.-K., & Lee, J. H.(2014). Representations of Angle and Lesson Organization in Korean and AmericanElementary Mathematics Curriculum Programs. KAERA Research Forum, 1(3),28–37.

Mitchelmore, M. C., & White,P. (1998). Development of angle concepts: A framework for research. MathematicsEducation Research Journal, 10(3), 4–27.

Mithcelmore, M. C. (1998). Youngstudents’ concepts of turning and angle. Cognition and Instruction, 16(3),265–284.

Munier, V., Devichi, C., &Merle, H. (2008). A Physical Situation as a Way to Teach Angle. TeachingChildren Mathematics, 14(7), 402–407.

Wilson, P. S., & Adams, V.M. (1992). A Dynamic Way to Teach Angle and Angle Measure. ArithmeticTeacher, 39(5), 6–13.