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Curve fitting of extended x-ray absorption fine structure (EXAFS) spectra, transmission electron microscopy (TEM) imaging, and Scherrer analysis of x-ray diffraction (XRD) are compared as methods for determining the mean crystallite size in polydisperse samples of platinum nanoparticles. By applying the techniques to mixtures of pure samples, it is found that EXAFS correctly determines the relative mean sizes of these polydisperse samples, while XRD tends to be weighted more toward the largest crystallites in the sample. Results for TEM are not clear cut, due to polycrystallinity and aggregation, but are consistent with the other results. © 2005 American Institute of Physics.

In this paper we explore students' pre-instruction knowledge of several conceptual and procedural pieces of knowledge that we believe are prerequisite to one's ability to generate correct light ray diagrams and understand image formation by a plane mirror. The research population is an algebra-based, introductory physics class of about 50 students at a medium-sized, urban, public university. Both individual interviews and written free response questions were used to gather data. © 2005 American Institute of Physics.

This project was initiated with an undergraduate student's exploration of two advanced research tools: the scanning electron microscope (SEM) and the atomic force microscope (AFM). A research project was developed to study the application of microscopy to introductory physics instruction, Nine modules covering various aspects of introductory physics were created. Module components included discussions, laboratory experiments and assessments. Four of the nine modules were implemented in various high school classes. Assessments were used to compare student learning with the modules versus standard textbook/lecture techniques, Preliminary results of this study are presented along with recently developed methods created to facilitate implementation of these modules within the high school classroom. © 2006 Materials Research Society.

Although oral motor therapy is sometimes used to treat articulation disorders in school-age children, several reports question its efficacy. In this case study, four first-grade students, two boys and two girls, received 15 half-hour sessions of oral motor treatment based on Easy Does it for Articulation: An Oral Motor Approach (). Pre- and post-test measures of the children's articulation indicated no real differences in speech production. These results question the efficacy of general and discrete oral motor exercises because they did not enhance the children's speech production. © 2005 Lippincott Williams & Wilkins.

We report flexible synthesis of group III-nitride nanowires and nanostructures by metalorganic chemical vapor deposition (MOCVD) via a catalytic vapor-liquid-solid (VLS) growth mechanism. Supersaturation and surface stoichiometry strongly influence the stability of liquid droplets and growth selectivity. To facilitate and sustain the VLS growth, indium catalyst is introduced based on thermodynamic consideration. The employment of mesoporous molecular sieves (MCM-41) helps to prevent the coalescence of catalyst droplets and to promote nucleation statistics. Both GaN and AlN nanowires have been synthesized using MOCVD. Three-dimensional AlNGaN trunk-branch nanostructures are reported to illustrate the versatility of incorporating the VLS mechanism into MOCVD process. © 2005 American Institute of Physics.

The interface formation mechanism during the molecular-beam epitaxy (MBE) of InAs/GaP has been studied with the aid of the In-Ga-P phase diagram. It is discovered that an initial dissolution and crystallization process similar to liquid phase epitaxy (LPE) may happen at sufficiently high temperature, resulting in a graded composition at the interface. Consequently, "parasitic LPE/MBE" is the name for this hybrid form of MBE. High-resolution TEM images confirm the existence of the interfacial layer in the sample grown at high temperature. The graded interface smears out the band offset and leads to a nonrectifying heterojunction. Low-temperature (LT) MBE growth can turn off the LPE component, enabling the growth of an abrupt interface. Based on this "LPE/MBE" model, a LT MBE technique is developed to grow an abrupt InAs/InGaP interface for heterojunction power Schottky rectifiers. The LT InAs/InGaP heterojunction demonstrates nearly ideal Schottky rectifier characteristics, while the sample grown at high temperature shows resistive ohmic characteristics. The LT InAs/InGaP Schottky diode also demonstrates good stability with respect to anneal temperature, similar to the InAs/GaP heterojunctions. © 2004 American Institute of Physics.

We report flexible synthesis of III-Nitride nanowires and heterostructures by metal-organic chemical vapor deposition (MOCVD) via a catalytic vapor-liquid-solid (VLS) growth mechanism. Indium is used as an in-situ catalyst to facilitate and sustain the stability of liquid phase droplet for VLS growth based on thermodynamic consideration. The employment of mesoporous molecular sieves (MCM-41) helps to prevent the coalescence of catalyst droplets and to promote nucleation statistics. Cathodoluminescence (CL) of GaN nanowires shows near band-edge emission at 370nm, and strong E 2 phonon peak is observed at room temperature in Raman scattering spectra. Both binary GaN and AlN nanowires have been synthesized by MOCVD. Three-dimensional AlN/GaN trunk-branch nanostructures are reported to illustrate the versatility of incorporating the VLS mechanism into MOCVD process. © 2005 Materials Research Society.

Recent elastic and inelastic neutron scattering studies of the highly frustrated pyrochlore antiferromagnet Tb2Ti2O7 have shown some very intriguing features that cannot be modeled by the local 〈111〉 classical Ising model, naively expected to describe this system at low temperatures. By including single-ion excitations from the ground state doublet to higher crystal field levels, we successfully describe the elastic neutron scattering pattern and dispersion relations in Tb2Ti2O7, quantitatively consistent with experimental observations. © 2003 The American Physical Society.

This paper reports the microstructure and physical properties of ferroelectric capacitors formed from SrBi2Ta2O9 (SBT) layers on Si with various buffer layers including jet-vapor deposited silicon nitride, zirconium oxide, hafnium oxide and thermally grown silicon oxide. Results from cross-sectional transmission electron microscopy (X-TEM), energy dispersive spectroscopy (EDS), X-Ray diffraction (XRD), X-ray photoelectron spectroscopy (XPS) and non-contact atomic force microscopy (nc-AFM) data coupled with capacitance-voltage (C-V) and current-voltage (I-V) data indicate that both the microstructure and physical properties of SBT films deposited on silicon are dependent on the buffer layer material employed.

A new branched silicon nanostructure called Silicon Nano-Dendrite (SiND) was prepared by Laser ablation. During the Laser ablation process, the Argon flow was switched on and off very fast and simultaneously decreasing the flow rate, to create a non-steady-state flow. The resulting structure will open up new avenues in molecular electronics as the FeSi2 nano-particle at the end can be used to grow nanotube-nanowire junctions.

Results of 974 speckle observations of 546 binary stars are presented. Observations were obtained at the WIYN 3.5 m Telescope at Kitt Peak National Observatory during the time interval from 2007 January to 2008 June. In all cases, the relative separation and position angle of the components are measured, and the magnitude difference is determined in 809 cases. The precision of the results as judged from repeat observations and objects with very well-determined orbits is similar to previous papers in this series, namely ∼ 3 mas in separation and <1° in position angle in most cases. Similarly, the photometric precision remains consistent with previous WIYN speckle data, on average ∼ 0.1 mag per observation. Six systems of special interest are discussed. © 2010. The American Astronomical Society. All rights reserved.

In this paper we compare and contrast student's pretest/post-test performance on the Halloun-Hestenes force concept inventory (FCI) to the Thornton-Sokoloff force and motion conceptual evaluation (FMCE). Both tests are multiple-choice assessment instruments whose results are used to characterize how well a first term, introductory physics course promotes conceptual understanding. However, the two exams have slightly different content domains, as well as different representational formats; hence, one exam or the other might better fit the interests of a given instructor or researcher. To begin the comparison, we outline how to determine a single-number score for the FMCE and present ranges of normalized gains on this exam. We then compare scores on the FCI and the FMCE for approximately 2000 students enrolled in the Studio Physics course at Rensselaer Polytechnic Institute over a period of eight years (1998-2006) that encompassed significant evolution of the course and many different instructors. We found that the mean score on the FCI is significantly higher than the mean score on the FMCE, however there is a very strong relationship between scores on the two exams. The slope of a best fit line drawn through FCI versus FMCE data is approximately 0.54, and the correlation coefficient is approximately r=0.78, for preinstructional and postinstructional testings combined. In spite of this strong relationship, the assessments measure different normalized gains under identical circumstances. Additionally, students who scored well on one exam did not necessarily score well on the other. We use this discrepancy to uncover some subtle, but important, differences between the exams. We also present ranges of normalized gains for the FMCE in a variety of instructional settings.

First results of a new speckle imaging system, the Differential Speckle Survey Instrument, are reported. The instrument is designed to take speckle data in two filters simultaneously with two independent CCD imagers. This feature results in three advantages over other speckle cameras: (1) twice as many frames can be obtained in the same observation time which can increase the signal-to-noise ratio for astrometric measurements, (2) component colors can be derived from a single observation, and (3) the two colors give substantial leverage over atmospheric dispersion, allowing for subdiffraction-limited separations to be measured reliably. Fifty-four observations are reported from the first use of the instrument at the Wisconsin-Indiana-Yale-NOAO 3.5 m Telescope9The WIYN Observatory is a joint facility of the University of Wisconsin-Madison, Indiana University, Yale University, and the National Optical Astronomy Observatories. in 2008 September, including seven components resolved for the first time. These observations are used to judge the basic capabilities of the instrument. © 2009. The American Astronomical Society. All rights reserved.

The Center for Research on Interface Structures and Phenomena (CRISP) is a National Science Foundation (NSF) Materials Research Science and Engineering Center (MRSEC). CRISP is a partnership between Yale University, Southern Connecticut State University (SCSU) and Brookhaven National Laboratory. A main focus of CRISP research is complex oxide interfaces that are prepared using epitaxial techniques, including molecular beam epitaxy (MBE). Complex oxides exhibit a wealth of electronic, magnetic and chemical behaviors, and the surfaces and interfaces of complex oxides can have properties that differ substantially from those of the corresponding bulk materials. CRISP employs this research program in a concerted way to educate students at all levels. CRISP has constructed a robust MBE apparatus specifically designed for safe and productive use by undergraduates. Students can grow their own samples and then characterize them with facilities at both Yale and SCSU, providing a complete research and educational experience. This paper will focus on the implementation of the CRISP Teaching MBE facility and its use in the study of the synthesis and properties of the crystalline oxide-silicon interface. C 2010 Materials Research Society.

Applications of nanoscience in the non-traditional classroom have successfully exposed students to various methods of research with applications to micro- and nano-electronics. Activities obtained from the NanoSense website associated with current global energy and water concerns are solid examples 1. In this regard, all 36 students in the 2008-2009 Science Research Program (SRP) prepared and delivered individual and group lesson plans in addition to their authentic, year-long research projects. Two out of 36 students selected nanoscience based projects in preparation for science fair competition in 2009. Additionally, preliminary research was conducted while participating in the Center for Research on Interface Structures and Phenomena (CRISP) Research Experience for Teachers (RET) Program in summer 2008 which supported the idea of developing a photolithography kit. This kit is intended to introduce high school students to the fundamentals of photolithography. In this paper, the design, implementation and feasibility of this kit in the high school classroom is described as well as details involving individual and group nanoscience based projects. Supporting educational models include self-regulated learning (SRL) concepts: situated cognition; social constructivism; Renzulli's (1977) enrichment triad and Types I - III inquiry enrichment activities 2,3. © 2009 Materials Research Society.

This paper reports on the results of an experiment to test the use of a Peer Instruction (PI) pedagogical model in a small class, high school environment. The study reports findings based on a population of 213 high school students attending algebra based physics courses, both Honors and A level, taught by 5 different instructors. The results show a correlation between use of Peer Instruction and improved student conceptual understanding, as demonstrated by gains on a pre-/post- assessment instrument (FCI). However, there also appears to be a number of other factors that strongly influence the resulting gains. In addition to instructor differences, the data seem to indicate that students who are more "physics-inclined" and can answer questions correctly prior to instruction and prior to any Peer Instruction discussion subsequently achieve higher gains as measured by the FCI. While this is to be expected, the use of normalized gains is intended to mitigate this result, but it appears to be prevalent nonetheless. This raises questions as to what degree the FCI gains can be attributed to the use of Peer Instruction, to teacher differences, to student ability level or to simply increased familiarity with the question types presented on the FCI.