发表机构
Sewanee: The University of the South（南方大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
本课程在文理学院通过CUREs模式，让学生研究磁场对纳米颗粒悬浮时间的影响，发现电子密度降低导致电荷减少，从而减弱悬浮力，并培养了学生的研究能力。
AI 中文摘要
本科生研究体验为学生提供了将课堂所学知识应用于真实科学问题的机会。在本工作中，我们描述了一所小型文理学院中，使用基于课程的本科生研究体验（CUREs）开发的一门等离子体物理与工程（PPE）专题课程。在学期的前半段，学生通过传统讲座和作业学习了基础等离子体物理和尘埃等离子体概念。在后半段，他们应用这些知识研究一个未解答的研究问题：为什么在存在磁场的情况下，生长中的纳米颗粒的悬浮时间会减少？学生学习了并使用朗缪尔探针和光学发射光谱诊断技术，在一系列磁场强度下对氩等离子体进行表征。他们的测量结果显示，随着磁场强度的增加，电子密度普遍下降，而光学发射测量则证实了乙炔中碳质纳米颗粒生长周期时间的减少。利用测得的等离子体参数，学生估算了纳米颗粒的电荷，并提出了一个假设：电子密度的降低导致尘埃负电荷减小，从而在50至330高斯之间随着磁场强度增加，可用于悬浮颗粒的电场力减弱。学生随后通过会议上的研究海报展示传播了他们的结果。课程评估和E-CLASS反馈也表明学生对课程的实验室和研究部分有积极的体验。本工作展示了在一所小型文理学院的本科课程中，将等离子体物理教育与真实研究相结合的一种方法。
英文摘要
Undergraduate research experiences provide students with an opportunity to apply knowledge learned in the classroom to authentic scientific problems. In this work, we describe the development of a special-topics course in Plasma Physics and Engineering (PPE) at a small liberal arts college using a Course-Based Undergraduate Research Experiences (CUREs). During the first half of the semester, students learned fundamental plasma physics and dusty plasma concepts through traditional lectures and homework. During the second half, they applied this knowledge to investigate an unanswered research question: why does the levitation time of growing nanoparticles decrease in the presence of a magnetic field? Students learned and used Langmuir probe and optical emission spectroscopy diagnostics to characterize an argon plasma over a range of magnetic-field strengths. Their measurements showed a general decrease in electron density with increasing magnetic field strength, while optical emission measurements confirmed a reduction in carbonaceous nanoparticle growth-cycle time from acetylene. Using the measured plasma parameters, students estimated the nanoparticle charge and developed the hypothesis that a reduction in electron density leads to a smaller negative dust charge and consequently a weaker electric force available to levitate the particles as a function of increasing magnetic field strength between 50 and 330 Gauss. Students subsequently disseminated their results through research poster presentations at conferences. Course evaluations and E-CLASS responses also indicated positive student experiences with the laboratory and research components of the course. This work demonstrates one approach for integrating plasma physics education and authentic research in an undergraduate curriculum at a small liberal arts institution.
