Characterization of geothermally relevant structures at the top of crystalline basement in Switzerland by filters and gravity forward modelling

Some of the major geothermal anomalies in central Europe are linked to tectonic structures within the top of crystalline basement, which modify strongly the top of this basement. Their assessment is a major challenge in exploration geophysics. Gravity has been proven to be suitable for the detection of mainly large scale lithological and structural inhomogeneities. Indeed, it is well known and proven by different wells that, for example, in northern Switzerland extended negative anomalies are linked to such structures. Due to depth limitation of wells, there vertical extension is often unknown. In this study, we have investigated the potential of gravity for the geometrical characterization of such basement structures. Our approach consists in the combination of the series of Butterworth filters, geological modelling and best-fitting between observed and computed residual anomalies. In this respect, filters of variable wavelength are applied to observed and computed gravity data. The geological model is discretized into a finite element mesh. Near-surface anomalies and the effect of the sedimentary cover were eliminated using cut-off wavelength of 10km and geological and seismic information. We analysed the potential of preferential Butterworth filtering in a sensitivity study and applied the above mentioned approach to part of the Swiss molasses basin. Sensitivity analyses reveal that such sets of residual anomalies represents a pseudo-tomography revealing the distribution of different structures with depth. This finding allows for interpreting negative anomalies in terms of 3-D volumes. Best-fitting then permits determination of the most likely 3-D geometries of such basement structures. Our model fits both, geological observations and gravity: among 10 deep boreholes in the studied area, six reach the respective units and confirm our distribution of the negative (and positive) anomalie

Improving students' understanding of rotating frames of reference using videos from different perspectives

The concepts of the Coriolis and the centrifugal force are essential in various scientific fields and they are standard components of introductory physics lectures. In this paper we explore how students understand and apply concepts of rotating frames of reference in the context of an exemplary lecture demonstration experiment. We found in a $Predict-Observe-Explain$-setting, that after predicting the outcome prior to the demonstration, only one out of five physics students correctly reported the observation of the trajectory of a sphere rolling over a rotating disc. Despite this low score, a detailed analysis of distractors revealed significant conceptual learning during the observation of the experiment. In this context, we identified three main misconceptions and learning difficulties. First, the centrifugal force is only required to describe the trajectory if the object is coupled to the rotating system. Second, inertial forces cause a reaction of an object on which they act. And third, students systematically mix-up the trajectories in the stationary and the rotating frame of reference. Furthermore, we captured students' eye movements during the $Predict$ task and found that physics students with low confidence ratings focused longer on relevant task areas than confident students despite having a comparable score. Consequently, this metric is a helpful tool for the identification of misconceptions using eye tracking. Overall, the results help to understand the complexity of concept learning from demonstration experiments and provide important implications for instructional design of introductions to rotating frames of reference.Comment: 12 page

Direct comparison of nick-joining activity of the nucleic acid ligases from bacteriophage T4

The genome of bacteriophage T4 encodes three polynucleotide ligases, which seal the backbone of nucleic acids during infection of host bacteria. The T4Dnl (T4 DNA ligase) and two RNA ligases [T4Rnl1 (T4 RNA ligase 1) and T4Rnl2] join a diverse array of substrates, including nicks that are present in double-stranded nucleic acids, albeit with different efficiencies. To unravel the biochemical and functional relationship between these proteins, a systematic analysis of their substrate specificity was performed using recombinant proteins. The ability of each protein to ligate 20 bp double-stranded oligonucleotides containing a single-strand break was determined. Between 4 and 37 °C, all proteins ligated substrates containing various combinations of DNA and RNA. The RNA ligases ligated a more diverse set of substrates than T4Dnl and, generally, T4Rnl1 had 50-1000-fold lower activity than T4Rnl2. In assays using identical conditions, optimal ligation of all substrates was at pH 8 for T4Dnl and T4Rnl1 and pH 7 for T4Rnl2, demonstrating that the protein dictates the pH optimum for ligation. All proteins ligated a substrate containing DNA as the unbroken strand, with the nucleotides at the nick of the broken strand being RNA at the 3'-hydroxy group and DNA at the 5'-phosphate. Since this RNA-DNA hybrid was joined at a similar maximal rate by T4Dnl and T4Rnl2 at 37 °C, we consider the possibility that this could be an unexpected physiological substrate used during some pathways of 'DNA repair'

Recent Developments and Future Trends in Volunteered Geographic Information Research: The Case of OpenStreetMap

User-generated content (UGC) platforms on the Internet have experienced a steep increase in data contributions in recent years. The ubiquitous usage of location-enabled devices, such as smartphones, allows contributors to share their geographic information on a number of selected online portals. The collected information is oftentimes referred to as volunteered geographic information (VGI). One of the most utilized, analyzed and cited VGI-platforms, with an increasing popularity over the past few years, is OpenStreetMap (OSM), whose main goal it is to create a freely available geographic database of the world. This paper presents a comprehensive overview of the latest developments in VGI research, focusing on its collaboratively collected geodata and corresponding contributor patterns. Additionally, trends in the realm of OSM research are discussed, highlighting which aspects need to be investigated more closely in the near future

Neutralising linguistic sexism: Promising but cumbersome?

The generic use of grammatically (or lexically) gender-marked nouns and pronouns (GM) to refer to women and men in Indo-European languages has been criticised as gender-asymmetric since the 1970s. Two main strategies for eliminating asymmetry have been suggested: visibility by feminisation and de-gendering by neutralisation. Feminisation strategies seek to contribute to women’s visibility in discourse by explicitly and symmetrically referring to women and men, thus continuing to highlight gender boundaries. In contrast, neutralisation strategies downplay gender boundaries by promoting the use of unmarked nouns and pronouns. We discuss feminisation and neutralisation strategies and review: (a) evidence (from our own work and that of others) on the effect of neutralisation and feminisation strategies on speakers’ and readers’ mental representations of gender and associated behaviours, and (b) evidence on individual variables facilitating and hampering the successful implementation of a less asymmetric—and therefore more gender-fair—language use. Based on this review, we suggest, in particular, to use feminisation strategies in contexts that are already gendered, and to use neutralisation strategies in nongendered ones (hence keeping the context gender-neutral).acceptedVersion© 2018. This is the authors' accepted and refereed manuscript to the article. Locked until 19.7.2019 due to copyright restrictions. The final authenticated version is available online at: https://doi.org/10.1177%2F136843021877174

Observation of exclusive DVCS in polarized electron beam asymmetry measurements

We report the first results of the beam spin asymmetry measured in the reaction e + p -> e + p + gamma at a beam energy of 4.25 GeV. A large asymmetry with a sin(phi) modulation is observed, as predicted for the interference term of Deeply Virtual Compton Scattering and the Bethe-Heitler process. The amplitude of this modulation is alpha = 0.202 +/- 0.028. In leading-order and leading-twist pQCD, the alpha is directly proportional to the imaginary part of the DVCS amplitude.Comment: 6 pages, 5 figure

Visual cues improve students’ understanding of divergence and curl: Evidence from eye movements during reading and problem solving

The coordination of multiple external representations is important for learning, but yet a difficult task for students, requiring instructional support. The subject in this study covers a typical relation in physics between abstract mathematical equations (definitions of divergence and curl) and a visual representation (vector field plot). To support the connection across both representations, two instructions with written explanations, equations, and visual representations (differing only in the presence of visual cues) were designed and their impact on students’ performance was tested. We captured students’ eye movements while they processed the written instruction and solved subsequent coordination tasks. The results show that students instructed with visual cues (VC students) performed better, responded with higher confidence, experienced less mental effort, and rated the instructional quality better than students instructed without cues. Advanced eye-tracking data analysis methods reveal that cognitive integration processes appear in both groups at the same point in time but they are significantly more pronounced for VC students, reflecting a greater attempt to construct a coherent mental representation during the learning process. Furthermore, visual cues increase the fixation count and total fixation duration on relevant information. During problem solving, the saccadic eye movement pattern of VC students is similar to experts in this domain. The outcomes imply that visual cues can be beneficial in coordination tasks, even for students with high domain knowledge. The study strongly confirms an important multimedia design principle in instruction, that is, that highlighting conceptually relevant information shifts attention to relevant information and thus promotes learning and problem solving. Even more, visual cues can positively influence students’ perception of course materials