The Frankfurt Funneling Experiment
Funneling is a technique to multiply beam currents of rf-accelerators in several stages at low energies to prevent problems with space charge. The Frankfurt Funneling Experiment is a prototype of such a stage. Two beams are accelerated in a Two-Beam RFQ and combined to one beam axis with a funneling deflector. The last part of the RFQ electrodes of our Two-Beam RFQ has been replaced to achieve a 3d focus of both beams at the beam crossing point behind the RFQ in the center of the deflector. A new designed multi cell funneling deflector and first results of the new experimental set-up will be presented.
The frankfurt funneling experiment
Funneling is a procedure to multiply beam currents at low energies in several stages. The Frankfurt funneling experiment is a prototype of such a stage. Our experiment consists of two ion sources, a two-beam RFQ accelerator, a funneling deflector and a beam diagnostic system. The two beams from the ion sources are injected into two RFQ beam lines. These two beams are accelerated in a two-beam RFQ and combined to one beam axis with a funneling deflector. The last parts of the RFQ electrodes have been replaced to achieve a 3d focus at the crossing point of the two beam axis. The newly designed multigap deflector is adapted to the optimized funneling section. First results and measurements with the new setup will be presented.
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.