Distance measures in cosmology: a simple approach

2020 ◽  
Vol 98 (7) ◽  
pp. 695-699
Author(s):  
Elmo Benedetto ◽  
Gerardo Iovane ◽  
Biancamaria Sersante ◽  
Fabiano Feleppa

The aim of this paper is to analyze the concept of cosmological distance with a simple didactic approach that is not easy to find in textbooks. In this way, we hope to help facilitate student learning about this issue.

Author(s):  
E. A. Kenik ◽  
J. Bentley

Cliff and Lorimer (1) have proposed a simple approach to thin foil x-ray analy sis based on the ratio of x-ray peak intensities. However, there are several experimental pitfalls which must be recognized in obtaining the desired x-ray intensities. Undesirable x-ray induced fluorescence of the specimen can result from various mechanisms and leads to x-ray intensities not characteristic of electron excitation and further results in incorrect intensity ratios.In measuring the x-ray intensity ratio for NiAl as a function of foil thickness, Zaluzec and Fraser (2) found the ratio was not constant for thicknesses where absorption could be neglected. They demonstrated that this effect originated from x-ray induced fluorescence by blocking the beam with lead foil. The primary x-rays arise in the illumination system and result in varying intensity ratios and a finite x-ray spectrum even when the specimen is not intercepting the electron beam, an ‘in-hole’ spectrum. We have developed a second technique for detecting x-ray induced fluorescence based on the magnitude of the ‘in-hole’ spectrum with different filament emission currents and condenser apertures.


2008 ◽  
Vol 11 (1) ◽  
pp. 9-11 ◽  
Author(s):  
Carolyn S. Potts ◽  
Sarah M. Ginsberg

Abstract In recent years, colleges and universities across the country have been called upon to increase the quality of education provided and to improve student retention rates. In response to this challenge, many faculty are exploring alternatives to the traditional “lecture-centered” approach of higher education in an attempt to increase student learning and satisfaction. Collaborative learning is one method of teaching, which has been demonstrated to improve student learning outcomes.


2010 ◽  
Vol 13 (2) ◽  
pp. 40-48 ◽  
Author(s):  
John Wm. Folkins

A class of 58 students in Introduction to Communication Disorders was divided into eight teams of approximately seven students each. The teams sat together all semester and participated in at least one team activity (team discussions, in-class written assignments, and team quizzes) in every class period. Teams also were used for taking roll and reviewing for examinations. There was no decline in student evaluation of the overall effectiveness of the course or in examination scores when compared to when this course was taught with half the number of students and no teams. Students evaluated the team experience highly and appeared to enjoy competition among teams. Using teams was successful in creating experiences that foster student learning as embodied in Chickering and Gameson’s principles of good practice.


2004 ◽  
Vol 49 (4) ◽  
pp. 401-403
Author(s):  
Richard B. Makover

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