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Liquid xenon (LXe) is a well-studied detector medium to search for rare events in dark matter and neutrino physics. Two-phase xenon time projection chambers (TPCs) can detect electronic and nuclear recoils with energy down to kilo-electron volts (keV). In this paper, we characterize the response of a single-phase liquid xenon proportional scintillation counter (LXePSC), which produces electroluminescence directly in the liquid, to detect electronic recoils at low energies. Our design uses a thin (10–25 μm diameter), central anode wire in a cylindrical LXe target where ionization electrons, created from radiation particles, drift radially towards the anode, and electroluminescence is produced. Both the primary scintillation (S1) and electroluminescence (S2) are detected by photomultiplier tubes (PMTs) surrounding the LXe target. Up to 17 photons are produced per electron, obtained with a 10 μm diameter anode wire, allowing for the highly efficient detection of electronic recoils from beta decays of a tritium source down to ∼ 1 keV. Single electrons, from photoemission of the cathode wires, are observed at a gain of 1.8 photoelectrons (PE) per electron. The delayed signals following the S2 signals are dominated by single-photon-like hits, without evidence for electron signals observed in the two-phase xenon TPCs. We discuss the potential application of such a LXePSC for reactor neutrino detection via Coherent Elastic Neutrino Nucleus Scattering (CEνNS).

 

Students’ perceptions of challenges in biology influence performance outcomes, experiences, and persistence in science. Identifying sources of student struggle can assist efforts to support students as they overcome challenges in their undergraduate educations. In this study, we characterized student experiences of struggle by 1) quantifying which external factors relate to perceptions of encountering and overcoming struggle in introductory biology and 2) identifying factors to which students attribute their struggle in biology. We found a significant effect of Course, Instructor, and Incoming Preparation on student struggle, in which students with lower Incoming Preparation were more likely to report struggle and the inability to overcome struggle. We also observed significant differences in performance outcomes between students who did and did not encounter struggle and between students who did and did not overcome their struggle. Using inductive coding, we categorized student responses outlining causes of struggle, and using axial coding, we further categorized these as internally or externally attributed factors. External sources (i.e., Prior Biology, COVID-19, External Resources, Classroom Factors) were more commonly cited as the reason(s) students did or did not struggle. We conclude with recommendations for instructors, highlighting equitable teaching strategies and practices. 

This paper presents a novel technique to achieve autofocusing for a three-dimensional (3D) profilometry system with dual projectors. The proposed system uses a camera that is attached with an electronically focus-tunable lens (ETL) that allows dynamic change of camera’s focal plane such that the camera can focus on the object; the camera captures fringe patterns projected by each projector to establish corresponding points between two projectors, and two pre-calibrated projectors form triangulation for 3D reconstruction. We pre-calibrate the relationship between the depth and the current being used for each focal plane, perform a 3D shape measurement with an unknown focus level, and calculate the desired current value based on the initial 3D result. We developed a prototype system that can automatically focus on an object positioned between 450 mm to 850 mm.

 

To investigate patterns of gender-based performance gaps, we conducted a meta-analysis of published studies and unpublished data collected across 169 undergraduate biology and chemistry courses. While we did not detect an overall gender gap in performance, heterogeneity analyses suggested further analysis was warranted, so we investigated whether attributes of the learning environment impacted performance disparities on the basis of gender. Several factors moderated performance differences, including class size, assessment type, and pedagogy. Specifically, we found evidence that larger classes, reliance on exams, and undisrupted, traditional lecture were associated with lower grades for women. We discuss our results in the context of natural science courses and conclude by making recommendations for instructional practices and future research to promote gender equity.