Tailored Vacuum Chambers for AC Magnets
The proposed LAMPF-II accelerator has a 60-Hz booster synchrotron and a 3-Hz main ring. To provide a vacuum enclosure inside the magnets with low eddy-current losses and minimal field distortion, yet capable of carrying rf image currents and providing beam stabilization, we propose an innovative combination pipe. Structurally, the enclosure is high-purity alumina ceramic, which is strong, radiation resistant, and has good vacuum properties. Applied to the chamber are thin, spaced, silver conductors using adapted thick-film technology. The conductor design can be tailored to the stabilization requirements, for example, longitudinal conductors for image currents, circumferential for transverse stabilization. The inside of the chamber has a thin, resistive coating to avoid charge build-up. The overall 60-Hz power loss is less than 100 W/m.
Long Ceramic Beam Tubes for Accelerator Magnets
The ceramic beam tubes for the fast and abort kickers and the bucker and pinger magnets used at Fermilab must meet a number of exacting requirements. The tubes must be long and sufficiently straight so as not to limit magnet design. They must have wall strength capable of withstanding the atmospheric and mechanical forces encountered during construction and operation. Vacuum tight ceramic to stainless steel transitions must be of reasonable cost; they must also withstand high temperature processing and remain vacuum tight to the 10/sup -9/ Torr range. To remove the possibility of static charge buildup each tube must have a surface coating of indium oxide applied to the inner wall. This thin coating is difficult to achieve and requires the most careful attention to detail. The methods used at Fermilab to achieve these goals are presented in this paper.
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.