Path integral calculations of vacancies in solid Helium
We study properties of vacancies in solid 4He using Path Integral Monte Carlo. We find, in agreement with other calculations, that the energy to create a single vacancy is 11.5 K and is monotonic with the number of vacancies. If more then a few percent of the system becomes vacant, we find the system becomes unstable to melting. We show the number of exchanges in the system is increased by vacancies and how the underlying lattice is altered by the presence of a vacancy. We also examine the efficacy of using a tight binding Hamiltonian to describe the vacancy in the crystal, show that vacancies are attractive, and find values for the effective mass and inter-vacancy attraction.
Oscillations in the expansion of solid 4He into vacuum.
The particle flux through a micron-sized orifice into vacuum from a source chamber filled with solid 4He exhibits a striking sequence of periodic bursts. The period increases (decreases) with pressure (temperature), vanishing at the melting point for temperatures above the upper lambda point at 1.76 K. The oscillations are attributed to a periodic collapse of the solid induced by the accumulation of excess vacancies injected at the orifice and the period provides information on vacancy diffusivity. Dramatic deviations from this behavior below 1.76 K suggest important modifications in the flow properties of solid 4He induced by the excess vacancies.
The Intuitive Physics of the Equilibrium of the Lever and of the Hydraulic Pressures: Implications for the Teaching of Elementary Physics.
The research field of intuitive physics focuses on discrepancies between 
theoretical and intuitive physical knowledge. Consideration of these 
discrepancies can help in the teaching of elementary physics. However, 
evidence shows that theoretical and intuitive physical knowledge may also 
be congruent. Physics teaching could further benefit from understanding the 
reasons for this congruence. The present study explored these reasons by 
investigating the intuitive physics of the equilibrium of the lever and of the 
hydraulic pressures. It was found that the intuitive-physics law of the lever 
was multiplicative for all participants while the intuitive-physics law of the 
hydraulic pressures differed among participants. Since these laws are 
equally simple and the layman probably has had extensive experience with 
the lever and scarce or no experience with the hydraulic lift, these findings 
support the general hypothesis that physical laws and corresponding 
intuitive-physics laws are congruent when people have had experience with 
the respective phenomena. The results and theoretical considerations suggest 
two strategic principles for teaching elementary physics.