530 Physik
Refine
Year of publication
- 2024 (11)
- 2023 (33)
- 2022 (190)
- 2021 (95)
- 2020 (183)
- 2019 (237)
- 2018 (238)
- 2017 (125)
- 2016 (36)
- 2015 (31)
- 2014 (26)
- 2013 (8)
- 2012 (18)
- 2011 (15)
- 2010 (13)
- 2009 (11)
- 2008 (7)
- 2007 (22)
- 2006 (49)
- 2005 (26)
- 2004 (30)
- 2003 (12)
- 2002 (8)
- 2001 (8)
- 2000 (4)
- 1999 (5)
- 1998 (6)
- 1997 (7)
- 1996 (7)
- 1995 (9)
- 1994 (8)
- 1989 (1)
- 1972 (1)
Document Type
- Article (886)
- Doctoral Thesis (362)
- Postprint (95)
- Other (49)
- Preprint (36)
- Habilitation Thesis (22)
- Review (12)
- Master's Thesis (10)
- Monograph/Edited Volume (4)
- Course Material (2)
Keywords
- diffusion (43)
- anomalous diffusion (31)
- gamma rays: general (20)
- synchronization (18)
- Synchronisation (16)
- organic solar cells (16)
- stochastic processes (14)
- ISM: supernova remnants (13)
- cosmic rays (13)
- data analysis (12)
Institute
- Institut für Physik und Astronomie (1480) (remove)
In the present thesis I investigate the lattice dynamics of thin film hetero structures of magnetically ordered materials upon femtosecond laser excitation as a probing and manipulation scheme for the spin system. The quantitative assessment of laser induced thermal dynamics as well as generated picosecond acoustic pulses and their respective impact on the magnetization dynamics of thin films is a challenging endeavor. All the more, the development and implementation of effective experimental tools and comprehensive models are paramount to propel future academic and technological progress.
In all experiments in the scope of this cumulative dissertation, I examine the crystal lattice of nanoscale thin films upon the excitation with femtosecond laser pulses. The relative change of the lattice constant due to thermal expansion or picosecond strain pulses is directly monitored by an ultrafast X-ray diffraction (UXRD) setup with a femtosecond laser-driven plasma X-ray source (PXS). Phonons and spins alike exert stress on the lattice, which responds according to the elastic properties of the material, rendering the lattice a versatile sensor for all sorts of ultrafast interactions. On the one hand, I investigate materials with strong magneto-elastic properties; The highly magnetostrictive rare-earth compound TbFe2, elemental Dysprosium or the technological relevant Invar material FePt. On the other hand I conduct a comprehensive study on the lattice dynamics of Bi1Y2Fe5O12 (Bi:YIG), which exhibits high-frequency coherent spin dynamics upon femtosecond laser excitation according to the literature. Higher order standing spinwaves (SSWs) are triggered by coherent and incoherent motion of atoms, in other words phonons, which I quantified with UXRD. We are able to unite the experimental observations of the lattice and magnetization dynamics qualitatively and quantitatively. This is done with a combination of multi-temperature, elastic, magneto-elastic, anisotropy and micro-magnetic modeling.
The collective data from UXRD, to probe the lattice, and time-resolved magneto-optical Kerr effect (tr-MOKE) measurements, to monitor the magnetization, were previously collected at different experimental setups. To improve the precision of the quantitative assessment of lattice and magnetization dynamics alike, our group implemented a combination of UXRD and tr-MOKE in a singular experimental setup, which is to my knowledge, the first of its kind. I helped with the conception and commissioning of this novel experimental station, which allows the simultaneous observation of lattice and magnetization dynamics on an ultrafast timescale under identical excitation conditions. Furthermore, I developed a new X-ray diffraction measurement routine which significantly reduces the measurement time of UXRD experiments by up to an order of magnitude. It is called reciprocal space slicing (RSS) and utilizes an area detector to monitor the angular motion of X-ray diffraction peaks, which is associated with lattice constant changes, without a time-consuming scan of the diffraction angles with the goniometer. RSS is particularly useful for ultrafast diffraction experiments, since measurement time at large scale facilities like synchrotrons and free electron lasers is a scarce and expensive resource. However, RSS is not limited to ultrafast experiments and can even be extended to other diffraction techniques with neutrons or electrons.
Elementary particle physics is a contemporary topic in science that is slowly being integrated into high-school education. These new implementations are challenging teachers’ professional knowledge worldwide. Therefore, physics education research is faced with two important questions, namely, how can particle physics be integrated in high-school physics curricula and how best to support teachers in enhancing their professional knowledge on particle physics. This doctoral research project set up to provide better guidelines for answering these two questions by conducting three studies on high-school particle physics education.
First, an expert concept mapping study was conducted to elicit experts’ expectations on what high-school students should learn about particle physics. Overall, 13 experts in particle physics, computing, and physics education participated in 9 concept mapping rounds. The broad knowledge base of the experts ensured that the final expert concept map covers all major particle physics aspects. Specifically, the final expert concept map includes 180 concepts and examples, connected with 266 links and crosslinks. Among them are also several links to students’ prior knowledge in topics such as mechanics and thermodynamics. The high interconnectedness of the concepts shows possible opportunities for including particle physics as a context for other curricular topics. As such, the resulting expert concept map is showcased as a well-suited tool for teachers to scaffold their instructional practice.
Second, a review of 27 high-school physics curricula was conducted. The review uncovered which concepts related to particle physics can be identified in most curricula. Each curriculum was reviewed by two reviewers that followed a codebook with 60 concepts related to particle physics. The analysis showed that most curricula mention cosmology, elementary particles, and charges, all of which are considered theoretical particle physics concepts. None of the experimental particle physics concepts appeared in more than half of the reviewed curricula. Additional analysis was done on two curricular subsets, namely curricula with and curricula without an explicit particle physics chapter. Curricula with an explicit particle physics chapter mention several additional explicit particle physics concepts, namely the Standard Model of particle physics, fundamental interactions, antimatter research, and particle accelerators. The latter is an example of experimental particle physics concepts. Additionally, the analysis revealed that, overall, most curricula include Nature of Science and history of physics, albeit both are typically used as context or as a tool for teaching, respectively.
Third, a Delphi study was conducted to investigate stakeholders’ expectations regarding what teachers should learn in particle physics professional development programmes. Over 100 stakeholders from 41 countries represented four stakeholder groups, namely physics education researchers, research scientists, government representatives, and high-school teachers. The study resulted in a ranked list of the 13 most important topics to be included in particle physics professional development programmes. The highest-ranked topics are cosmology, the Standard Model, and real-life applications of particle physics. All stakeholder groups agreed on the overall ranking of the topics. While the highest-ranked topics are again more theoretical, stakeholders also expect teachers to learn about experimental particle physics topics, which are ranked as medium importance topics.
The three studies addressed two research aims of this doctoral project. The first research aim was to explore to what extent particle physics is featured in high-school physics curricula. The comparison of the outcomes of the curricular review and the expert concept map showed that curricula cover significantly less than what experts expect high-school students to learn about particle physics. For example, most curricula do not include concepts that could be classified as experimental particle physics. However, the strong connections between the different concept show that experimental particle physics can be used as context for theoretical particle physics concepts, Nature of Science, and other curricular topics. In doing so, particle physics can be introduced in classrooms even though it is not (yet) explicitly mentioned in the respective curriculum.
The second research aim was to identify which aspects of content knowledge teachers are expected to learn about particle physics. The comparison of the Delphi study results to the outcomes of the curricular review and the expert concept map showed that stakeholders generally expect teachers to enhance their school knowledge as defined by the curricula. Furthermore, teachers are also expected to enhance their deeper school knowledge by learning how to connect concepts from their school knowledge to other concepts in particle physics and beyond. As such, professional development programmes that focus on enhancing teachers’ school knowledge and deeper school knowledge best support teachers in building relevant context in their instruction.
Overall, this doctoral research project reviewed the current state of high-school particle physics education and provided guidelines for future enhancements of the particle physics content in high-school student and teacher education. The outcomes of the project support further implementations of particle physics in high-school education both as explicit content and as context for other curricular topics. Furthermore, the mixed-methods approach and the outcomes of this research project lead to several implications for professional development programmes and science education research, that are discussed in the final chapters of this dissertation.
How do different reset protocols affect ergodicity of a diffusion process in single-particle-tracking experiments? We here address the problem of resetting of an arbitrary stochastic anomalous-diffusion process (ADP) from the general mathematical points of view and assess ergodicity of such reset ADPs for an arbitrary resetting protocol. The process of stochastic resetting describes the events of the instantaneous restart of a particle’s motion via randomly distributed returns to a preset initial position (or a set of those). The waiting times of such resetting events obey the Poissonian, Gamma, or more generic distributions with specified conditions regarding the existence of moments. Within these general approaches, we derive general analytical results and support them by computer simulations for the behavior of the reset mean-squared displacement (MSD), the new reset increment-MSD (iMSD), and the mean reset time-averaged MSD (TAMSD). For parental nonreset ADPs with the MSD(t)∝ tμ we find a generic behavior and a switch of the short-time growth of the reset iMSD and mean reset TAMSDs from ∝ _μ for subdiffusive to ∝ _1 for superdiffusive reset ADPs. The critical condition for a reset ADP that recovers its ergodicity is found to be more general than that for the nonequilibrium stationary state, where obviously the iMSD and the mean TAMSD are equal. The consideration of the new statistical quantifier, the iMSD—as compared to the standard MSD—restores the ergodicity of an arbitrary reset ADP in all situations when the μth moment of the waiting-time distribution of resetting events is finite. Potential applications of these new resetting results are, inter alia, in the area of biophysical and soft-matter systems.
How do different reset protocols affect ergodicity of a diffusion process in single-particle-tracking experiments? We here address the problem of resetting of an arbitrary stochastic anomalous-diffusion process (ADP) from the general mathematical points of view and assess ergodicity of such reset ADPs for an arbitrary resetting protocol. The process of stochastic resetting describes the events of the instantaneous restart of a particle’s motion via randomly distributed returns to a preset initial position (or a set of those). The waiting times of such resetting events obey the Poissonian, Gamma, or more generic distributions with specified conditions regarding the existence of moments. Within these general approaches, we derive general analytical results and support them by computer simulations for the behavior of the reset mean-squared displacement (MSD), the new reset increment-MSD (iMSD), and the mean reset time-averaged MSD (TAMSD). For parental nonreset ADPs with the MSD(t)∝ tμ we find a generic behavior and a switch of the short-time growth of the reset iMSD and mean reset TAMSDs from ∝ _μ for subdiffusive to ∝ _1 for superdiffusive reset ADPs. The critical condition for a reset ADP that recovers its ergodicity is found to be more general than that for the nonequilibrium stationary state, where obviously the iMSD and the mean TAMSD are equal. The consideration of the new statistical quantifier, the iMSD—as compared to the standard MSD—restores the ergodicity of an arbitrary reset ADP in all situations when the μth moment of the waiting-time distribution of resetting events is finite. Potential applications of these new resetting results are, inter alia, in the area of biophysical and soft-matter systems.
Arctic Amplification of climate warming is caused by various feedback processes in the atmosphere-ocean-ice system and yields the strongest temperature increase during winter in the Arctic North Atlantic region. In our study, we attempt to quantify the advective contribution to the observed atmospheric warming in the Svalbard area. Based on radiosonde measurements from Ny-Ålesund, a strong dependence of the tropospheric temperature on the synoptic flow direction is revealed. Using FLEXTRA backward trajectories, an increase of advection from the lower latitude Atlantic region towards Ny-Ålesund is found that is attributed to a change in atmospheric circulation patterns. We find that about one-quarter (0.45 K per decade) of the observed atmospheric winter near surface warming trend in the North Atlantic region of the Arctic (2 K per decade) is due to increased advection of warm and moist air from the lower latitude Atlantic region, affecting the entire troposphere.
Structural health monitoring activities are of primal importance for managing transport infrastructure, however most SHM methodologies are based on point-based sensors that have limitations in terms of their spatial positioning requirements, cost of development and measurement range. This paper describes the progress on the SENSKIN EC project whose objective is to develop a dielectric-elastomer and micro-electronics-based sensor, formed from a large highly extensible capacitance sensing membrane supported by advanced microelectronic circuitry, for monitoring transport infrastructure bridges. Such a sensor could provide spatial measurements of strain in excess of 10%. The actual sensor along with the data acquisition module, the communication module and power electronics are all integrated into a compact unit, the SENSKIN device, which is energy-efficient, requires simple signal processing and it is easy to install over various surface types. In terms of communication, SENSKIN devices interact with each other to form the SENSKIN system; a fully distributed and autonomous wireless sensor network that is able to self-monitor. SENSKIN system utilizes Delay-/Disruption-Tolerant Networking technologies to ensure that the strain measurements will be received by the base station even under extreme conditions where normal communications are disrupted. This paper describes the architecture of the SENSKIN system and the development and testing of the first SENSKIN prototype sensor, the data acquisition system, and the communication system.
Over the past decades, there has been a growing interest in ‘extreme events’ owing to the increasing threats that climate-related extremes such as floods, heatwaves, droughts, etc., pose to society. While extreme events have diverse definitions across various disciplines, ranging from earth science to neuroscience, they are characterized mainly as dynamic occurrences within a limited time frame that impedes the normal functioning of a system. Although extreme events are rare in occurrence, it has been found in various hydro-meteorological and physiological time series (e.g., river flows, temperatures, heartbeat intervals) that they may exhibit recurrent behavior, i.e., do not end the lifetime of the system. The aim of this thesis to develop some
sophisticated methods to study various properties of extreme events.
One of the main challenges in analyzing such extreme event-like time series is that they have large temporal gaps due to the paucity of the number of observations of extreme events. As a result, existing time series analysis tools are usually not helpful to decode the underlying
information. I use the edit distance (ED) method to analyze extreme event-like time series in their unaltered form. ED is a specific distance metric, mainly designed to measure the similarity/dissimilarity between point process-like data. I combine ED with recurrence plot techniques to identify the recurrence property of flood events in the Mississippi River in the United States. I also use recurrence quantification analysis to show the deterministic properties
and serial dependency in flood events.
After that, I use this non-linear similarity measure (ED) to compute the pairwise dependency in extreme precipitation event series. I incorporate the similarity measure within the framework of complex network theory to study the collective behavior of climate extremes. Under this architecture, the nodes are defined by the spatial grid points of the given spatio-temporal climate dataset. Each node is associated with a time series corresponding to the temporal evolution
of the climate observation at that grid point. Finally, the network links are functions of the pairwise statistical interdependence between the nodes. Various network measures, such as degree, betweenness centrality, clustering coefficient, etc., can be used to quantify the network’s topology. We apply the methodology mentioned above to study the spatio-temporal coherence pattern of extreme rainfall events in the United States and the Ganga River basin, which reveals its relation to various climate processes and the orography of the region.
The identification of precursors associated with the occurrence of extreme events in the near future is extremely important to prepare the masses for an upcoming disaster and mitigate the potential risks associated with such events. Under this motivation, I propose an in-data prediction recipe for predicting the data structures that typically occur prior to extreme events using the Echo state network, a type of Recurrent Neural Network which is a part of the reservoir
computing framework. However, unlike previous works that identify precursory structures in the same variable in which extreme events are manifested (active variable), I try to predict these structures by using data from another dynamic variable (passive variable) which does not show large excursions from the nominal condition but carries imprints of these extreme events. Furthermore, my results demonstrate that the quality of prediction depends on the magnitude
of events, i.e., the higher the magnitude of the extreme, the better is its predictability skill. I show quantitatively that this is because the input signals collectively form a more coherent pattern for an extreme event of higher magnitude, which enhances the efficiency of the machine to predict the forthcoming extreme events.
There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. An often implicit, but crucial, goal is to develop students’ attitudes, views, and expectations about experimental physics to align with practicing experimental physicists. The assessment of laboratory courses upon this one dimension of learning has been intensively studied in U.S. institutions using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). However, there is no such an instrument available to use in Germany, and the influence of laboratory courses on students views about the nature of experimental physics is still unexplored at German-speaking institutions. Motivated by the lack of an assessment tool to investigate this goal in laboratory courses at German-speaking institutions, we present a translated version of the E-CLASS adapted to the context at German-speaking institutions. We call the German version of the E-CLASS, the GE-CLASS. We describe the translation process and the creation of an automated web-based system for instructors to assess their laboratory courses. We also present first results using GE-CLASS obtained at the University of Potsdam. A first comparison between E-CLASS and GE-CLASS results shows clear differences between University of Potsdam and U.S. students’ views and beliefs about experimental physics.
There is a large variety of goals instructors have for laboratory courses, with different courses focusing on different subsets of goals. An often implicit, but crucial, goal is to develop students’ attitudes, views, and expectations about experimental physics to align with practicing experimental physicists. The assessment of laboratory courses upon this one dimension of learning has been intensively studied in U.S. institutions using the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). However, there is no such an instrument available to use in Germany, and the influence of laboratory courses on students views about the nature of experimental physics is still unexplored at German-speaking institutions. Motivated by the lack of an assessment tool to investigate this goal in laboratory courses at German-speaking institutions, we present a translated version of the E-CLASS adapted to the context at German-speaking institutions. We call the German version of the E-CLASS, the GE-CLASS. We describe the translation process and the creation of an automated web-based system for instructors to assess their laboratory courses. We also present first results using GE-CLASS obtained at the University of Potsdam. A first comparison between E-CLASS and GE-CLASS results shows clear differences between University of Potsdam and U.S. students’ views and beliefs about experimental physics.
We introduce and study a Lévy walk (LW) model of particle spreading with a finite propagation speed combined with soft resets, stochastically occurring periods in which an harmonic external potential is switched on and forces the particle towards a specific position. Soft resets avoid instantaneous relocation of particles that in certain physical settings may be considered unphysical. Moreover, soft resets do not have a specific resetting point but lead the particle towards a resetting point by a restoring Hookean force. Depending on the exact choice for the LW waiting time density and the probability density of the periods when the harmonic potential is switched on, we demonstrate a rich emerging response behaviour including ballistic motion and superdiffusion. When the confinement periods of the soft-reset events are dominant, we observe a particle localisation with an associated non-equilibrium steady state. In this case the stationary particle probability density function turns out to acquire multimodal states. Our derivations are based on Markov chain ideas and LWs with multiple internal states, an approach that may be useful and flexible for the investigation of other generalised random walks with soft and hard resets. The spreading efficiency of soft-rest LWs is characterised by the first-passage time statistic.