Recent progress on attosecond science at RIKEN
We have been developing two types of intense attosecond beam lines for investigating attosecond wavepackt dynamics in atoms and molecules. One produces an attosecond pulse train for attosecond Fourier transform spectroscopy by attosecond-pump/attosecond-probe scheme, while the other produces an intense isolated attosecond pulse for attosecond nonlinear optics.
Settling time of a vibrational wavepacket in ionization
The vibrational wavepacket of a diatomic molecular ion at the time of ionization is usually considered to be generated on the basis of the Franck–Condon principle. According to this principle, the amplitude of each vibrational wavefunction in the wavepacket is given by the overlap integral between each vibrational wavefunction and the ground vibrational wavefunction in the neutral molecule, and hence, the amplitude should be a real number, or equivalently, a complex number the phase of which is equal to zero. Here we report the observation of a non-trivial phase modulation of the amplitudes of vibrational wavefunctions in a wavepacket generated in the ground electronic state of a molecular ion at the time of ionization. The phase modulation results in a group delay of the specific vibrational states of order 1 fs, which can be regarded as the settling time required to compose the initial vibrational wavepacket.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.