The magnetic ordering of a single crystal of the cubic polymorph of FeGe has been studied by small-angle neutron scattering. The compound orders magnetically at TN=278.7 K into a long-range spiral (period approximately 683-700 AA) propagating along equivalent <100> directions at high temperatures and along equivalent <111> directions at low temperatures. The length of the spiral wavevector is nearly independent of temperature. The transition at TN is first order with very little hysteresis. The transition at which the direction of the spiral turns is rather sluggish. It takes place in a temperature interval of approximately 40 K and shows pronounced temperature hysteresis (T2 down arrow =211 K, T2 up arrow =245 K). Applied magnetic fields of 20-40 mT, depending on the temperature and the field direction, cause the spiral axis to turn into the direction of the applied field. As the field is further increased, the amplitude of the antiferromagnetic spiral decreases and the ferromagnetic component increases until at fields above approximately 200-300 mT cubic FeGe becomes magnetically saturated. The magnetic ordering in cubic FeGe is a Dzyaloshinskii spiral similar to the structure observed in the isostructural compound MnSi. However, in MnSi the spiral propagates along equivalent <111> directions at all temperatures below TN=29.5 K.
Background In recent years, engineering education research (EER) has emerged as an internationally connected field of inquiry through the establishment of EER conferences, interest groups within engineering education societies, Ph.D. programs, and departments and centers at universities. Improving the preparation and training of engineers through EER is critical to solving major engineering challenges in sustainability, climate change, civil infrastructure, energy, and public health. Purpose The purpose of this article is twofold: (1) to introduce EER as a field of inquiry, and (2) to describe the U.S. and Northern and Central European approaches to EER as two examples of the diversity of approaches. Scope/Method The article is organized around a framework from the European didaktik tradition, which focuses on answering the w‐questions of education. The major sections describe what, why, to what end, where, who, and how EER is conducted. Conclusion Northern and Central European educational approaches focus on authentic, complex problems, while U.S. approaches emphasize empirical evidence. Additionally, disciplinary boundaries and legitimacy are more salient issues in the U.S., while the Northern and Central European Bildung philosophy integrates across disciplines toward development of the whole person. Understanding and valuing complementary perspectives is critical to growth and internationalization of EER.
I describe a series of projects on the design and implementation of "conceptual labs" aimed at developing insightful learning, following work that began in 1994/95. The main focus has been on courses in mechanics and electric circuit theory. The approach taken in designing these innovative curricula can be described as "design-based research". A common feature in these learning environments is the use of technology as a tool to aid students' inquiry. In addition, systematic variation, based on the theory of variation, has been introduced into the design of the assigned tasks. Results from conceptual inventories have demonstrated the success of conceptual labs. In the later projects we used video recording to study students' courses of action in labs. I describe how these studies have provided insights into conditions that are critical for learning and how these insights have helped me and co-workers to make further improvements to learning environments.
Modelling is a central activity in practical engineering and something that is also useful in engineering education research (EER). Additionally, qualitative research methods have found important applications in engineering research, although their use in EER has not always been widely accepted. Design science research is a qualitative research approach in which the object of study is the design process, i.e. it simultaneously generates knowledge about the method used to design an artefact and the design or the artefact itself. This paper uses techniques from design science research to analyse the method used when deriving the 'learning of a complex concept' (LCC) model, which we developed while designing teaching sequences for a course on electrical engineering. Our results demonstrate the value of design science research in EER and suggest that the LCC model is generally applicable in this field. ARTICLE HISTORY
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