10.2: Basic Concepts
A person’s personality is a relatively stable pattern of thinking, feeling, and behaving that evolves over their lifetime. It is unique to each individual and influenced by their experiences, environment (surroundings and life situations), and inherited characteristics. Personality traits are characteristics, whether considered positive or negative, that make up one’s personality. Healthy personality traits include characteristics such as the following:
- Demonstrating healthy personal boundaries
- Accepting responsibility for personal actions
- Communicating in a healthy and effective manner
- Obeying laws
- Showing mutual respect in relationships
- Being independent
- Displaying confidence
- Behaving in a non-impulsive manner
Review healthy personal boundaries in the “ Foundational Mental Health Concepts ” chapter. An individual’s personality is considered unhealthy and classified as a disorder when it impacts their interpersonal relationships and results in impaired functioning in social, occupational, or other important areas of their life. [1]
The Diagnostic and Statistical Manual of Mental Disorders (DSM-5) defines a personality disorder as an enduring pattern of inner experience and behavior that deviates significantly from the expectations of one’s culture. Its onset can be traced back to adolescence or early adulthood and is present in a variety of contexts. This abnormal pattern of behavior is manifested in two or more of the following areas [2] :
- Cognition (i.e., ways of perceiving and interpreting self, other people, and events)
- Affect (i.e., the range, intensity, lability, and appropriateness of emotional response)
- Interpersonal functioning
- Impulse control
There are ten different personality disorders that are categorized into three clusters (A, B, and C) in the DSM-5. Personality disorders within each cluster have similar patterns of behavior. The ten disorders include Cluster A (paranoid, schizoid, schizotypal), Cluster B (antisocial, narcissistic, borderline, histrionic), and Cluster C (dependent, avoidant, and obsessive-compulsive personality disorder). [3]
Based on several research studies, obsessive-compulsive personality disorder is the most common personality disorder in the United States, followed by narcissistic and borderline personality disorders. However, the most common personality disorder varies from country to country. [4]
Each personality disorder is further described in the following sections. As you read through each section, keep in mind that these disorders are more than just personality traits; they are diagnosed based on patterns of behaviors that significantly impair a person’s functioning.
 Cluster A is characterized as the odd, eccentric cluster. Individuals with these types of disorders often experience social awkwardness.
Paranoid Personality Disorder
The DSM-5 defines paranoid personality disorder as a “pervasive distrust and suspiciousness of others such that their motives are interpreted as malevolent.” [5] It is diagnosed in individuals with four or more of the following characteristics [6] :
- Suspects without evidence that others are exploiting, harming, or deceiving them
- Preoccupied with unjustified doubts about the loyalty or trustworthiness of friends or associates
- Reluctant to confide in others because of unwarranted fear that the information will be used maliciously against them
- Reads hidden meaning or threatening meanings into benign remarks or events
- Persistently bears grudges (i.e., is unforgiving of insults, injuries, or slights)
- Perceives attacks on their character or reputation that are not apparent to others and is quick to react angrily or to counterattack
- Has recurrent suspicions without justification regarding fidelity of spouse or sexual partner
See Figure 10.1 [7] for a word cloud image representing paranoid personality disorder.
Schizoid Personality Disorder
The DSM-5 defines schizoid personality disorder as a “pervasive pattern of detachment from social relationships and a restricted range of expression of emotions in interpersonal settings.” [8] It is diagnosed in individuals with four or more of the following characteristics [9] :
- Neither desires nor enjoys close relationships including being part of a family
- Almost always chooses solitary activities
- Has little, if any, interest in having sexual experiences with another person
- Takes pleasure in few, if any, activities
- Lacks close friends other than first-degree relatives
- Appears indifferent to the praise or criticism of others
- Shows emotional coldness, detachment, or flat affect
See Figure 10.2 [10] for a word cloud image representing schizoid personality disorder.
Schizotypal Personality Disorder
The DSM-5 defines schizotypal personality disorder as a “pervasive pattern of social and interpersonal deficits marked by acute discomfort with and reduced capacity for close relationships, as well as by cognitive or perceptual distortions and eccentricities of behavior.” [11] It is diagnosed in individuals with five or more of the following characteristics [12] :
- Ideas of reference (i.e., the false belief that coincidental events relate to oneself). For example, a person shopping in a store sees two strangers laughing and believes that they are laughing at them, when, in reality, the other two people do not even notice them.
- Odd beliefs or magical thinking that influence behavior and are inconsistent with cultural norms ( Magical thinking refers to the idea that one can influence the outcome of specific events by doing something that has no bearing on the circumstances. For example, a person watching a baseball game exhibits magical thinking when believing that holding the remote control in a certain position caused their favorite player to hit a home run.)
- Unusual perceptual experiences including bodily illusions (A body illusion refers to a perception that one’s body is significantly different from its actual configuration. For example, a person lying in bed feels as if they are levitating.)
- Odd thinking and speech
- Suspiciousness or paranoid ideation
- Inappropriate or constricted affect
- Behavior or appearance that is odd, eccentric, or peculiar
- Lack of close friends or confidants other than first-degree relatives
- Excessive social anxiety that does not diminish with familiarity and tends to be associated with paranoid fears rather than negative judgments about self
See Figure 10.3 [13] for a word cloud image representing schizotypal personality disorder.
Cluster B Personality Disorders
Cluster B personality disorders include antisocial, borderline, histrionic, and narcissistic personality disorders. Cluster B personality disorders are characterized by dramatic, overly emotional, or unpredictable thinking or behavior.
Antisocial Personality Disorder
The DSM-5 defines antisocial personality disorder as a “pervasive pattern of disregard for and violation of the rights of others since age 15.” [14] It is diagnosed in individuals with three or more of the following characteristics [15] :
- Failure to conform to social norms with respect to lawful behaviors, as indicated by repeatedly performing acts that are grounds for arrest
- Deceitfulness, as indicated by repeated lying, use of aliases, or conning others for personal profit or pleasure
- Impulsivity or failure to plan ahead
- Irritability and aggressiveness, as indicated by repeated physical fights and assaults
- Reckless disregard for the safety of self or others
- Consistent irresponsibility, as indicated by repeated failure to sustain consistent work behavior or honor financial obligations
- Lack of remorse, as indicated by being indifferent to or rationalizing having hurt, mistreated, or stolen from another person
See Figure 10.4 [16] for a word cloud image representing antisocial personality disorder.
Borderline Personality Disorder
The DSM-5 defines borderline personality disorder as a “pervasive pattern of instability of personal relationships, self-image, and affect with significant impulsivity.” [17] It is diagnosed in individuals with five or more of the following characteristics [18] :
- Frantic efforts to avoid real or imagined abandonment
- A pattern of unstable and intense personal relationships characterized by alternating between extremes of idealization and devaluation (referred to as splitting )
- Identity disturbance with significantly and persistently unstable self-image or sense of self
- Impulsivity in at least two areas that are potentially self-damaging (e.g., spending, sex, substance misuse, reckless driving, or binge eating)
- Recurrent suicidal behavior or self-mutilating behavior
- Unstable affect with significant mood reactivity (i.e., intense anxiety or irritability usually lasting only a few hours)
- Chronic feelings of emptiness
- Inappropriate, intense anger or difficulty controlling anger
- Transient, stress-related paranoid ideation or severe dissociative symptoms ( Dissociative symptoms include the experience of detachment or feeling as if one is outside one’s body. It is often associated with loss of memory of the experience. Dissociative disorders are associated with an individual’s previous experience of trauma.)
See Figure 10.5 [19] for a word cloud image representing borderline personality disorder.
Histrionic Personality Disorder
The DSM-5 defines histrionic personality disorder as a “pervasive pattern of excessive emotionality and attention seeking.” [20] It is diagnosed in individuals with five or more of the following characteristics [21] :
- Uncomfortable in situations in which they are not the center of attention
- Interaction with others is characterized by inappropriate sexually seductive or provocative behavior
- Rapidly shifting and shallow expression of emotion
- Consistently uses physical appearance to draw attention to oneself
- Excessively impressionistic speech that is lacking in detail
- Shows self-dramatization, theatricality, and exaggerated expression of emotion
- Suggestible (i.e., easily influenced by others)
- Considers relationships to be more intimate than they actually are
See Figure 10.6 [22] for a word cloud image representing histrionic personality disorder.
Narcissistic Personality Disorder
The DSM-5 defines narcissistic personality disorder as a “pervasive pattern of grandiosity (in fantasy or behavior), need for attention, and lack of empathy.” [23] It is diagnosed in individuals with five or more of the following characteristics [24] :
- Has a grandiose sense of self-importance (i.e., exaggerates achievements and talents)
- Is preoccupied with fantasies of unlimited success, power, brilliance, beauty, or ideal love
- Believes they are “special” and can only be understood by, or should only associate with, other “special” or high-status people (or institutions)
- Requires excessive admiration
- Has a sense of entitlement (i.e., unreasonable expectations of especially favorable treatment)
- Exploits others to achieve their own goals
- Lacks empathy and the ability to identify with the feelings and needs of others
- Is often envious of others or believes that others are envious of them
- Shows arrogant or haughty behaviors or attitudes
See Figure 10.7 [25] for a word cloud image representing narcissistic personality disorder.
Cluster C Personality Disorders
Cluster C personality disorders include avoidant, dependent, and obsessive-compulsive personality disorders. Cluster C personality disorders are characterized by anxious, fearful thinking or behavior.
Avoidant Personality Disorder
The DSM-5 defines avoidant personality disorder as a “pervasive pattern of social inhibition, feelings of inadequacy, and hypersensitivity to negative evaluation.” [26] It is diagnosed in individuals with four or more of the following characteristics [27] :
- Avoids occupational activities that involve significant interpersonal contact because of fears or criticism, disapproval, or rejection
- Is unwilling to get involved with people unless certain of being liked
- Shows restraint within intimate relationships because of the fear of being shamed or ridiculed
- Is preoccupied with being criticized or rejected in social situations
- Is inhibited in new interpersonal situations because of feelings of inadequacy
- Views self as socially inept, personally unappealing, or inferior to others
- Is unusually reluctant to take personal risks or to engage in any new activities because they may prove embarrassing
See Figure 10.8 [28] for a word cloud image representing avoidant personality disorders.
Dependent Personality Disorder
The DSM-5 defines dependent personality disorder as a “pervasive and excessive need to be taken care of that leads to submission and clinging behavior and fears of separation.” [29] It is diagnosed by five or more of the following characteristics [30] :
- Has difficulty making everyday decisions without an excessive amount of advice and reassurance from others
- Needs others to assume responsibility for most major areas of their life
- Has difficulty expressing disagreement with others because of fear of loss or support or approval
- Has difficulty initiating projects or doing things on their own because of lack of self-confidence in judgment or abilities
- Goes to excessive lengths to obtain nurturance and support from others to the point of volunteering to do things that are unpleasant
- Feels uncomfortable or helpless when alone because of exaggerated fears of being unable to care for themselves
- Urgently seeks another relationship as a source of care and support when a close relationship ends
- Is unrealistically preoccupied with fears of being left to take care of themselves
See Figure 10.9 [31] for a word cloud image representing dependent personality disorder.
Obsessive-Compulsive Personality Disorder
The DSM-5 defines obsessive-compulsive personality disorder as a “pervasive pattern or preoccupation with orderliness, perfectionism, and mental and interpersonal control at the expense of flexibility, openness, and efficiency.” [32] It is diagnosed in individuals with four or more of the following characteristics [33] :
- Is preoccupied with details, rules, lists, order, organization, or schedules to the extent that the major point of the activity is lost
- Shows perfectionism that interferes with task completion (i.e., is unable to complete a project because their overly strict standards are not met)
- Is excessively devoted to work and productivity to the exclusion of leisurely activities and friendships
- Is overconscientious, scrupulous, and inflexible about matters of morality, ethics, or values (not accounted for by cultural or religious identification)
- Is unable to discard worn-out or worthless objects even when they have no sentimental value
- Is reluctant to delegate tasks or work with others unless they submit to exactly their way of doing things
- Adopts a miserly spending style towards self and others; money is viewed as something to be hoarded for future catastrophes
- Shows rigidity and stubbornness
Obsessive-compulsive personality disorder (OCPD) is a different disorder than obsessive-compulsive disorder (OCD). OCPD includes long-term personality traits characterized by extreme perfectionism, rigidity, and adherence to rules. A person with OCPD is often proud of these personality traits. Conversely, OCD includes uncontrollable, recurring thoughts (obsessions) and/or behaviors (compulsions) that cause the individual significant emotional distress.
Review the “ Obsessive-Compulsive Disorder ” section of the “Anxiety Disorders” chapter for more details about obsessive-compulsive disorder.
See Figure 10.10 [34] for a word cloud image representing obsessive-compulsive personality disorder.
View the following Khan Academy YouTube video explaining personality disorders [35] : Personality Disorders.
Reflective Question:
- When does one’s personality become a disorder versus just personality traits?
Risk Factors for Personality Disorders
Research suggests that genetics, childhood trauma, peer influences, and other factors can contribute to the development of personality disorders. [36]
- Genetics: Researchers have identified possible genetic factors behind personality disorders. One study identified a malfunctioning gene that may be a factor in obsessive-compulsive personality disorder. Research reveals the importance of gene-environment interactions in the development of antisocial behavior and psychopathic traits. [37] , [38]
- Childhood trauma: Research has linked childhood trauma and the development of personality disorders, especially if the individual’s caregiver(s) do not validate the feelings associated with the trauma. People with borderline personality disorder, for example, had especially high rates of childhood sexual trauma. [39] In another study of 793 mothers and children, researchers asked mothers if they had screamed at their children, told them they didn’t love them, or threatened to send them away. Children who had experienced such verbal abuse were three times as likely as other children to have borderline, narcissistic, obsessive-compulsive, or paranoid personality disorders in adulthood. [40]
- Overactive or sensitive nervous system response: Overly sensitive children who have a high reactivity to light, noise, texture, and other stimuli are more likely to develop shy, timid, or anxious personalities. [41]
Certain positive factors can help prevent children from developing personality disorders. For example, a single strong relationship with a relative, teacher, or friend can offset negative influences. Strong resiliency factors contribute to health and development of a child. [42]
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- Sansone, R. A., & Sansone, L. A. (2011). Personality disorders: A nation-based perspective on prevalence. Innovations in Clinical Neuroscience, 8 (4), 13-18. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3105841/ ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_PPD.png ” by MissLunaRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_SzPD.png ” by MissLunaRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_StPD.png ” by MissLunaRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_AsPD.png ” by MissLunaRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_BPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_HPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_NPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_AvPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_DPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- American Psychiatric Association. (2013). Desk reference to the diagnostic criteria from DSM-5. ↵
- “ Word_Cloud_OCPD.png ” by MissLunRose12 is licensed under CC BY-SA 4.0 ↵
- khanacademymedicine. (2015, July 20). Personality disorders | Behavior | MCAT | Khan Academy [Video]. YouTube. All rights reserved. https://youtu.be/-Xv593jgyJ4 ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵
- Junewicz, A., & Billick, S.B. (2021). Preempting the development of antisocial behavior and psychopathic traits, The Journal of American Academy of Psychiatry Law, 49 (1):66-76. doi: 10.29158/JAAPL.200060-20 ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵
- American Psychological Association (2010). What causes personality disorders? https://www.apa.org/topics/personality-disorders/causes ↵


9.5: Physical Evidence
The court will also generally attribute a high probative value to physical exhibits. The court likes physical evidence because they are items the court can see and examine to interpret the facts in issue for proof beyond a reasonable doubt. Physical evidence can include just about anything, such as weapons, fingerprints, shoe prints, tire marks, tool impression, hair, fiber, or body fluids. These kinds of physical exhibits of evidence can be examined and analyzed by experts who can provide the court with expert opinions that connect the item of evidence to a person, place, or the criminal event. This allows the court to consider circumstantial connections of the accused to the crime scene or the accused to the victim. For example, in the case where the fingerprints of a suspect are found at a crime scene, and a DNA match of a murder victim’s blood is found on that suspect’s clothing, forensic connections could be made and, in the absence of an explanation, the court would likely find this physical evidence to be relevant and compelling evidence with high probative value.
Types of Physical Evidence
- Fingerprints
- Shoe Prints
- Tire Tracks
- Firearms (bullets, bullet casings)
- Hair (may contain DNA)
- Fibers
- Body Fluid (blood, semen, saliva) - all containing DNA
Crime Scene Management
Crime scene management skills are an extremely significant task component of investigation because evidence that originates at the crime scene will provide a picture of events for the court to consider in its deliberations. That picture will be composed of witness testimony, crime scene photographs, physical exhibits, and the analysis of those exhibits, along with the analysis of the crime scene itself. From this chapter, you will learn the task processes and protocols for several important issues in crime scene management. These include
- Note taking
- Securing a crime scene
- Evidence management
- Scaling the investigation to the event
Note Taking
Although other documents will be created by the investigator to manage the crime scene, no other document will be as important to the investigator as the notebook. The notebook is the investigator’s personal reference for recording the investigation.
Many variations of police notebooks have emerged over the years. The court will sometimes even accept police notes that have been made on a scrap of paper if that was the only paper available at the time. However, beyond extreme circumstances, in operational investigations, the accepted parameters of a police notes and notebooks are:
- A book with a cover page that shows the investigators name, the date the notebook was started, and the date the notebook was concluded
- Sequential page numbers
- A bound booklet from which pages cannot be torn without detection
- Lined pages that allow for neat scripting of notes
- Each entry into the notebook should start with a time, date, and case reference
- Blank spaces on pages should not be left between entries and, if a blank space is left, it should be filled with a single line drawn through the space or a diagonal line drawn across a page or partial page space
- Any errors made in the notebook should only be crossed out with a single line drawn through the error, and this should not be done in a manner that makes the error illegible.
In court, the investigator’s notebook is their best reference document. When testifying, the court will allow an investigator to refer to notes made at the time to refresh their memory of events and actions taken. When an investigator’s notebook is examined by the court, notes consistent with the investigator’s testimony provide the court with a circumstantial assurance or truthfulness that the evidence is accurate and truthful (McRory, 2014). Alternately, if critical portions of the investigation are not properly recorded or are missing from the notebook, those portions of the evidence will be more closely scrutinized by the defense. The court may give those unrecorded facts less weight in its final deliberations to decide proof beyond a reasonable doubt.
Integrity of the Crime Scene
As part of crime scene management, protecting the integrity of the crime scene involves several specific processes that fall under the Tasks category of the STAIR Tool. These are tasks that must be performed by the investigator to identify, collect, preserve, and protect evidence to ensure that it will be accepted by the court. These tasks include:
- Locking down the crime scene
- Setting up crime scene perimeters
- Establishing a path of contamination
- Establishing crime scene security
When an investigator arrives at a crime scene, the need to protect that crime scene becomes a requirement as soon as it has been determined that the criminal event has become an inactive event and the investigator has switched to a strategic investigative response. As you will recall from the Response Transition Matrix, it is sometimes the case that investigators arrive at an active event in tactical investigative response mode. In these cases their first priority is to protect the life and safety of people, the need to protect the crime scene and its related evidence is a secondary concern. This is not to say that investigators attending in tactical investigative response mode should totally ignore evidence or should be careless with evidence if they can protect it; however, if evidence cannot be protected during the tactical investigative response mode, the court will accept this as a reality.
Evidence Management
The STAIR tool (See graphic below) provides the process used in crime scene management. It is the analysis and process that must occur to establish connections between the victims, witnesses, and suspects in relation to the criminal event. The crime scene is often a nexus of those events and consequently, it requires a systematic approach to ensure that the evidence gathered will be acceptable in court.
Exhibits, such as blood, hair, fiber, fingerprints, and other objects requiring forensic analysis, may illustrate spatial relationships through evidence transfers. Other types of physical evidence may establish timelines and circumstantial indications of motive, opportunity, or means. All evidence within the physical environment of the crime scene is critically important to the investigative process. At any crime scene, the two greatest challenges to the physical evidence are contamination and loss of continuity.
Contamination of Evidence
Contamination is the unwanted alteration of evidence that could affect the integrity of the original exhibit or the crime scene. This unwanted alteration of evidence can wipe away original evidence transfer, dilute a sample, or deposit misleading new materials onto an exhibit. Just as evidence transfer between a suspect and the crime scene or the suspect and the victim can establish a circumstantial connection, contamination can compromise the analysis of the original evidence transfer to the extent that the court may not accept the analysis and the inference that the analysis might otherwise have shown.
Scaling the Investigation to the Event
Not every crime scene is a major event that requires an investigator to call out a team and undertake the crime scene and evidence management processes that have been described in this book. Often, for minor crimes, a single investigator will be alone at the crime scene and will engage in all the roles described, albeit on a far smaller scale. When this process is being undertaken by a single investigator on a smaller scale, the issues of diagram, security log, and exhibit log may be limited to data and illustrations in the notebook of the investigator.
It is important to stress that each of the tasks below needs to be considered and addressed for every crime scene investigation, no matter how big or how small. Specifically:
- The crime scene must be secured, preserved, and recorded until evidence is collected
- Existing contamination must be considered and recorded
- Cross-contamination must be prevented
- Exhibits must be identified, preserved, collected, and secured to preserve the chain of continuity.
Large scale or small scale, all these issues must be considered, addressed, and recorded to satisfy the court that the crime scene and the evidence were handled correctly.
Figure 9.2 The Forensic Examination Process
Figure 9.3 Diagram of the Transfer Theory
Figure 9. 4 The Stair Tool guides the investigative process


5.2: Pre-lab 5
(5 points)
Last Name: _______________________ First Name: _______________________
Instructions:
Fill in the table below with the appropriate terms. For the remaining exercises, label the structures accordingly.
(1 point)
| Name of a structure | is | directional term | to | Name of the second structure |
|---|---|---|---|---|
| retina | is | posterior | to | lens |
| middle nasal conchae | is | superior | to | |
| is | inferior | to | cribriform plate | |
| cornea | is | anterior | to | |
| is | distal | to | tympanic membrane | |
| medial rectus | is | medial | to | |
| is | lateral | to | tongue |
Label the structures of the olfactory epithelium and olfactory pathway. (1 point)
Label the types of papillae and parts of the taste buds. (1 point)
Label the regions and structures of the ear. (1 point)
Label the muscles of the eye. (0.5 points)
Label the structures and regions of the eye. (0.5 points)


16.3: Converting Units
Lesson
Let's convert measurements to different units.
Exercise \(\PageIndex{1}\): Number Talk: Fractions of Number
Find the values mentally.
\(\frac{1}{4}\) of \(32\)
\(\frac{3}{4}\) of \(32\)
\(\frac{3}{8}\) of \(32\)
\(\frac{3}{8}\) of \(64\)
Exercise \(\PageIndex{2}\): Road Trip
Elena and her mom are on a road trip outside the United States. Elena sees this road sign.
Elena’s mom is driving 75 miles per hour when she gets pulled over for speeding.
-
The police officer explains that 8 kilometers is approximately 5 miles.
- How many kilometers are in 1 mile?
- How many miles are in 1 kilometer?
- If the speed limit is 80 kilometers per hour, and Elena’s mom was driving 75 miles per hour, was she speeding? By how much?
Exercise \(\PageIndex{3}\): Veterinary Weights
A veterinarian uses weights in kilograms to figure out what dosages of medicines to prescribe for animals. For every 10 kilograms, there are 22 pounds.
-
Calculate each animal’s weight in kilograms. Explain or show your reasoning. If you get stuck, consider drawing a double number line or table.
- Fido the Labrador weighs 88 pounds.
- Spot the Beagle weighs 33 pounds.
- Bella the Chihuahua weighs \(5\frac{1}{2}\) pounds.
- A certain medication says it can only be given to animals over 25 kilograms. How much is this in pounds?
Exercise \(\PageIndex{4}\): Cooking with a Tablespoon
Diego is trying to follow a recipe, but he cannot find any measuring cups! He only has a tablespoon. In the cookbook, it says that 1 cup equals 16 tablespoons.
-
How could Diego use the tablespoon to measure out these ingredients?
\(\frac{1}{2}\) cup almonds
\(1\frac{1}{4}\) cup of oatmeal
\(2\frac{3}{4}\) cup of flour -
Diego also adds the following ingredients. How many cups of each did he use?
\(28\) tablespoons of sugar
\(6\) tablespoons of cocoa powder
Summary
When we measure something in two different units, the measurements form an equivalent ratio. We can reason with these equivalent ratios to convert measurements from one unit to another.
 Your Canadian friend asks how many centimeters of hair that was. Since 100 inches equal 254 centimeters, we can use equivalent ratios to find out how many centimeters equal 20 inches.
Using a double number line:
Using a table:
| length (in) | length (cm) |
|---|---|
| \(100\) | \(254\) |
| \(1\) | \(2.54\) |
| \(20\) | \(50.8\) |
One quick way to solve the problem is to start by finding out how many centimeters are in 1 inch. We can then multiply 2.54 and 20 to find that 20 inches equal 50.8 centimeters.
Practice
Exercise \(\PageIndex{5}\)
Priya’s family exchanged 250 dollars for 4,250 pesos. Priya bought a sweater for 510 pesos. How many dollars did the sweater cost?
| pesos | dollars |
|---|---|
| \(4,250\) | \(250\) |
| \(25\) | |
| \(1\) | |
| \(3\) | |
| \(510\) |
Exercise \(\PageIndex{6}\)
There are 3,785 milliliters in 1 gallon, and there are 4 quarts in 1 gallon. For each question, explain or show your reasoning.
- How many milliliters are in 3 gallons?
- How many milliliters are in 1 quart?
Exercise \(\PageIndex{7}\)
Lin knows that there are 4 quarts in a gallon. She wants to convert 6 quarts to gallons, but cannot decide if she should multiply 6 by 4 or divide 6 by 4 to find her answer. What should she do? Explain or show your reasoning. If you get stuck, consider drawing a double number line or using a table.
Exercise \(\PageIndex{8}\)
Tyler has a baseball bat that weighs 28 ounces. Find this weight in kilograms and in grams. (Note: 1 kilogram \(\approx 35\) ounces)
Exercise \(\PageIndex{9}\)
Identify whether each unit measures length, volume, or weight (or mass).
- Mile
- Cup
- Pound
- Centimeter
- Liter
- Gram
- Pint
- Yard
- Kilogram
- Teaspoon
- Milliliter
(From Unit 3.1.1)
Exercise \(\PageIndex{10}\)
A recipe for trail mix uses 7 ounces of almonds with 5 ounces of raisins. (Almonds and raisins are the only ingredients.) How many ounces of almonds would be in a one-pound bag of this trail mix? Explain or show your reasoning.
(From Unit 2.4.1)
Exercise \(\PageIndex{11}\)
An ant can travel at a constant speed of 980 inches every 5 minutes.
- How far does the ant travel in 1 minute?
- At this rate, how far can the ant travel in 7 minutes?
(From Unit 2.3.4)


10.7.0: Review Questions
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Review Questions
1 .
The nurse is reviewing the procedure for collecting a urine sample from a Foley with a nursing student. What statement by the nursing student demonstrates accurate understanding of the procedure?
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“Since the patient has a Foley, I can just collect the urine sample from the Foley bag.”
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“Once I connect the syringe to the sampling port, I can pull the urine out of the Foley tubing.”
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“I will clamp the Foley tubing above the sampling port, connect the syringe, and then withdraw the urine.”
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“Once I get all of the urine out of the Foley tubing, I will clamp the tubing and then aspirate the urine from the bladder.”
2 .
The nurse is educating the patient on how to collect a clean-catch urine sample. What instruction should the nurse provide to the patient?
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Urinate into the collection container first, and then you can finish urinating in the toilet.
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Use the urine measuring container in the restroom to collect the sample, and then pour it into the collection container.
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Start urinating, stop briefly, and then continue urinating into the collection container.
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Use an antiseptic wipe to clean the genital area from back to front before collecting the sample.
3 .
How much urine is typically needed to perform urine testing?
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15 to 30 mL
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30 to 60 mL
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60 to 90 mL
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100 to 120 mL
4 .
The nurse is reviewing the urine results for a patient. What finding would be considered abnormal?
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pH = 7.7
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specific gravity = 1.025
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protein = 115 mg/day
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squamous cells = 29 cells/high-powered field
5 .
The nurse is collecting a patient’s urine for a twenty-four-hour urine collection. What should the nurse do to ensure the validity and accuracy of the results?
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keep the urine at room temperature
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collect the urine until the sample container is full
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include the first morning void at the start of the twenty-four hours
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collect the urine in a urinal, and then pour it into the twenty-four-hour collection container
6 .
What is the primary purpose of collecting a stool specimen for analysis?
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to assess lung function
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to evaluate cardiovascular health
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to understand gastrointestinal health
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to determine kidney function
7 .
What is the primary diagnostic purpose of a FOBT?
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to detect infections in the gastrointestinal tract
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to assess carbohydrate malabsorption
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to detect small amounts of blood in the stool
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to measure fat content in the stool
8 .
Why is it important to consider the patient’s clinical history and influencing factors when interpreting stool test results?
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It helps determine the patient’s age.
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It can reveal the patient’s blood type.
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It provides context for accurate interpretation.
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It helps identify the patient’s vaccination history.
9 .
In the documentation of stool collection, why is it important to include the patient’s name, date of birth, collection date, and time of collection?
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to identify the patient’s blood type
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to ensure proper sample storage
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to track the sample and interpret results accurately
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to determine the patient’s age
10 .
A patient with a history of IBD presents with a change in bowel habits, bloody diarrhea, and abdominal pain. The stool sample reveals the visual presence of blood. What should be the nurse’s initial action?
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instruct the patient to consume a high-fiber diet
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notify the healthcare provider immediately
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administer an antiparasitic medication
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suggest over-the-counter antacids
11 .
While collecting a sputum sample, the nurse notes the color of the sputum is yellow. What does this finding most likely indicate is going on with the patient?
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bacterial infection
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new blood
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old blood
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virus
12 .
The nurse is precepting a nursing student who is preparing to perform a sputum collection. What statement by the nursing student would warrant further education?
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“An induced sputum collection technique can be used if the patient has difficulty producing sputum.”
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“A nasotracheal suction collection technique is ideal when samples are needed from the upper respiratory tract.”
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“A sputum trap can be attached to the patient’s ventilator to collect a sputum sample.”
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“A spontaneous sputum collection technique allows the patient to cough up sputum and spit it into a sterile container.”
13 .
The nurse is reviewing the results of a sputum sample that was collected earlier during the shift. What is
not
a cellular component that could be discovered using microscopic examination of the sputum?
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white blood cells
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red blood cells
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squamous epithelial cells
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parasites
14 .
A patient brings a sputum sample collected at home into the clinic for testing. What statement made by the patient would warrant further exploration?
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“I tried to cough something up last night. It didn’t work, so I followed your tip of trying to collect the sample in the morning.”
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“I made sure to wash my hands before I opened the cup. I was careful the lid did not touch any surface in my house.”
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“I noticed the sputum looked really thick. It is really sticky and stuck to my finger.”
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“I had some saliva in my mouth when I coughed up the sputum, but I spit it out before spitting the sputum in the cup.”
15 .
When collecting a spontaneous sputum sample, what essential step should be taken to minimize contamination and ensure the accuracy of test results?
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Instruct the patient to rinse their mouth with water just before collection.
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The nurse dons gloves, mask, and eyewear prior to collecting the sample.
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Collect the sputum in an open container to avoid trapping any oral bacteria.
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Label the collection container with the patient’s identification information.
16 .
The nurse is preparing to collect a blood sample. What is the primary reason for using a tourniquet during venipuncture for blood collection?
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to increase patient comfort
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to make the vein more visible and accessible
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to reduce the risk of hematoma formation
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to prevent the formation of blood clots in the tube
17 .
The nurse is assessing a patient’s veins to select a site for a blood collection. What factor is most crucial when choosing an appropriate site for venipuncture during blood collection?
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the patient’s dominant hand
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the site closest to the heart
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the condition and accessibility of the vein
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the convenience for the healthcare provider
18 .
The nurse is reviewing the results of a blood sample with a newly graduated nurse. What statement made by the newly graduated nurse would warrant further education?
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“Reference ranges provide a general guideline as to what the normal findings should be.”
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“Normal findings can depend on age, sex, and individual health factors.”
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“Elevated results are concerning and indicate something is wrong.”
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“Therapeutic ranges determine if certain conditions are well managed.”
19 .
The nurse is collecting a venous blood sample. Upon puncturing the vein, what is the nurse’s next action?
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release the tourniquet
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attach the vacutainer tube
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attach the vacutainer
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retract the needle


2.1.5: Family and Diversity
Families play an important part in most people’s lives. It is important to keep in mind that what “family” means differs from person to person. There are many different kinds of families. This unit will explore different types of families that healthcare providers may encounter.
What makes up a family?
Nuclear families : Nuclear families include a father, mother, and at least one child. About half of all families are nuclear families (American Academy of Pediatrics, 2015).
Single–parent families : Single-parent families include one parent and one or more children. Approximately 27% of households are made up of single-parent families (American Academy of Pediatrics, 2015).
Same–sex parent families : Same-sex parent families include couples of the same sex (gay, lesbian, or bisexual) with one or more children. Approximately 2 million children in the U.S. have same-sex parents (American Academy of Pediatrics, 2015).
Unmarried couples : In families with unmarried couples, the couples may be the same-sex or opposite-sex and with or without children. About 1.5 million children in the U.S. have parents who have never married (American Academy of Pediatrics, 2015).
Couples without children : Some families include couples who are married or committed to one another, but do not have children. Couples may or may not live together, but consider their unit to be part of what makes up their family.
Extended families : In some families, parents, children, grandparents, aunts, uncles, cousins, other relatives, and even friends may be considered to be part of a patient’s extended family.
Blended families : Blended families consist of divorced or widowed parents who have remarried and have children from previous relationships. They may also have children from the current marriage. About 20% of children in the U.S. live in blended families (American Academy of Pediatrics, 2015).
Grandparents as parents : In some families, one or more grandparent serves as the child/children’s’ parent(s). Approximately 1.3 million children in the U.S. have grandparents who serve as their parent (American Academy of Pediatrics, 2015).
Adoptive/foster families : Some families have adoptive or foster children live. About 120,000 children are adopted each year and 6.3 children out of 1,000 live in foster homes (American Academy of Pediatrics, 2015).
A patient’s family may be different than that of the Home Health Aide/Personal Care Aide. Who they consider family may not be the people who you identify as family. Some people don’t have any living family or their family lives far away. They may rely on neighbors and friends to help them, and consider these people part of their family. Whatever kind of family a patient has, it is important to recognize the important role they have in a patient’s life. Any person within a family may help a patient to make important health-care decisions, provide daily care, drive the person to appointments, contact the health-care team on behalf of the patient, or provide emotional support to the patient. Remember, family is who the patient says is family.
Supporting Family Members
Family members must also adjust to a patient’s illness or disability. They may have trouble accepting the consequences of the illness or disability. Family members have many kinds of reactions to a loved one becoming sick. They may be afraid, sad, angry, or frustrated. There are numerous reasons for this. They may be concerned with finances and how to pay for their family members’ medical expenses and medicines. They may be dealing with the patient not being able to work due to their illness and disability, and are concerned with how to meet the family expenses. They may be confused with the large amount of paperwork that needs to be filled out and trying to understand medical information related to their loved one. Family members may also be physically tired from providing daily care for the patient or from frequently traveling to and from the patient’s home to care for or visit them. They may also be afraid their loved one will never become well, or worse, die. Home Health Aides/Personal Care Aides play an important role in caring for their patient and their family.
Health Aides/Personal Care Aides must be sensitive to the adjustments their patient’s family must make. They should perform their job well and refer any issues that they cannot competently handle to their supervisor. Empathize with family members. This means try to understand how they feel. If a family member comes to them with a problem, listen to their concerns. Sometimes just talking about a problem can make a person feel better about it. Be supportive and encouraging. Try not to use cliché phrases such as, “It will all work out.” Being able to paraphrase (summarize) what the person says and the feelings they are conveying (what they are trying to express) is most helpful.
If a family member or patient says, “I am scared”, or “I am so stressed out”, the Home Health Aide/Personal Care Aide can use reflection to let them know they have heard them and understand how they feel.Phrases such as: “You are feeling scared”, “I can imagine how stressful this must be for you” or “You are feeling anxious about what will happen to (patient name)” lets a person know that you are listening to them. If the problem is out of their ability to handle, they should contact their supervisor for assistance.
Be respectful of family members and allow for privacy during visits. Report to the supervisor any obvious changes or problems with the patient resulting from family visits or involvement. Not every patient has good relationships with their family. For example, if a Home Health Aide/Personal Care Aide notices abusive behavior or language, it is important that they immediately report this to their supervisor. If they notice that their patient becomes depressed or their mood changes, they must document and report these findings to their supervisor immediately. These could be signs of potential abuse.


4.1: Magnetism
Magnetics
Magnetic Moments
The magnetic moment of a material is the incomplete cancelation of the atomic magnetic moments in that material. Electron spin and orbital motion both have magnetic moments associated with them (Figure \(\PageIndex{1}\)) but in most atoms the electronic moments are oriented usually randomly so that overall in the material they cancel each other out (Figure \(\PageIndex{2}\) ) this is called diamagnetism .
If the cancelation of the moments is incomplete then the atom has a net magnetic moment. There are many subclasses of magnetic ordering such as para-, superpara-, ferro-, antiferro- or ferromagnetism which can be displayed in a material and which usually depends, upon the strength and type of magnetic interactions and external parameters such as temperature and crystal structure atomic content and the magnetic environment which a material is placed in.
\[ \mu _{B} \ =\ \frac{eh}{4\pi m} \ = \ 9.72 \times 10^{-23} J/T \label{1} \]
The magnetic moments of atoms, molecules or formula units are often quoted in terms of the Bohr magneton, which is equal to the magnetic moment due to electron spin
Magnetization
The magnetism of a material, the extent that which a material is magnetic, is not a static quantity, but varies compared to the environment that a material is placed in. It is similar to the temperature of a material. For example if a material is placed in an oven it will heat up to a temperature similar to that of the ovens. However the speed of heating of that material, and also that of cooling are determined by the atomic structure of the material. The magnetization of a material is similar. When a material is placed in a magnetic field it maybe become magnetized to an extent and retain that magnetization after it is removed from the field. The extent of magnetization, and type of magnetization and the length of time that a material remains magnetized, depends again on the atomic makeup of the material.
Measuring a materials magnetism can be done on a micro or macro scale. Magnetism is measured over two parameters direction and strength. Thus magnetization has a vector quantity. The simplest form of a magnetometer is a compass. It measures the direction of a magnetic field. However more sophisticated instruments have been developed which give a greater insight into a materials magnetism.
So what exactly are you reading when you observe the output from a magnetometer?
The magnetism of a sample is called the magnetic moment of that sample and will be called that from now on. The single value of magnetic moment for the sample, is a combination of the magnetic moments on the atoms within the sample ( Figure \(\PageIndex{3}\) ), it is also the type and level of magnetic ordering and the physical dimensions of the sample itself.
The "intensity of magnetization", M , is a measure of the magnetization of a body. It is defined as the magnetic moment per unit volume or
\[ M \ =\ m/V \label{2} \]
with units of Am (emucm 3 in cgs notation).
A material contains many atoms and their arrangement affects the magnetization of that material. In Figure \(\PageIndex{4}\) (a) a magnetic moment m is contained in unit volume. This has a magnetization of m Am. Figure \(\PageIndex{4}\) (b) shows two such units, with the moments aligned parallel. The vector sum of moments is 2m in this case, but as the both the moment and volume are doubled M remains the same. In Figure \(\PageIndex{4}\) (c) the moments are aligned antiparallel. The vector sum of moments is now 0 and hence the magnetization is 0 Am.
Scenarios (b) and (c) are a simple representation of ferro- and antiferromagnetic ordering. Hence we would expect a large magnetization in a ferromagnetic material such as pure iron and a small magnetization in an antiferromagnet such as γ-Fe 2 O 3
Magnetic Response
When a material is passed through a magnetic field it is affected in two ways:
- Through its susceptibility.
- Through its permeability
Magnetic Susceptibility
The concept of magnetic moment is the starting point when discussing the behavior of magnetic materials within a field. If you place a bar magnet in a field it will experience a torque or moment tending to align its axis in the direction of the field. A compass needle behaves in the same way. This torque increases with the strength of the poles and their distance apart. So the value of magnetic moment tells you, in effect, 'how big a magnet' you have.
If you place a material in a weak magnetic field, the magnetic field may not overcome the binding energies that keep the material in a non magnetic state. This is because it is energetically more favorable for the material to stay exactly the same. However, if the strength of the magnetic moment is increased, the torque acting on the smaller moments in the material, it may become energetically more preferable for the material to become magnetic. The reasons that the material becomes magnetic depends on factors such as crystal structure the temperature of the material and the strength of the field that it is in. However a simple explanation of this is that as the magnetic moment strength increases it becomes more favorable for the small fields to align themselves along the path of the magnetic field, instead of being opposed to the system. For this to occur the material must rearrange its magnetic makeup at the atomic level to lower the energy of the system and restore a balance.
It is important to remember that when we consider the magnetic susceptibility and take into account how a material changes on the atomic level when it is placed in a magnetic field with a certain moment. The moment that we are measuring with our magnetometer is the total moment of that sample.
\[ \chi \ =\ \frac{M}{H} \label{3} \]
where X = susceptibility, M = variation of magnetization, and H = applied field.
Magnetic Permeability
Magnetic permeability is the ability of a material to conduct an electric field. In the same way that materials conduct or resist electricity, materials also conduct or resist a magnetic flux or the flow of magnetic lines of force (Figure \(\PageIndex{6}\) ).
Ferromagnetic materials are usually highly permeable to magnetic fields. Just as electrical conductivity is defined as the ratio of the current density to the electric field strength, so the magnetic permeability, μ, of a particular material is defined as the ratio of flux density to magnetic field strength. However unlike in electrical conductivity magnetic permeability is nonlinear.
\[ \mu \ =\ B/H \label{4} \]
Permeability, where μ is written without a subscript, is known as absolute permeability. Instead a variant is used called relative permeability.
\[ \mu \ =\ \mu _{0} \times \mu _{r} \label{5} \]
Absolute permeability is a variation upon 'straight' or absolute permeability, μ, but is more useful as it makes clearer how the presence of a particular material affects the relationship between flux density and field strength. The term 'relative' arises because this permeability is defined in relation to the permeability of a vacuum, μ 0 .
\[ \mu _{r} \ =\ \mu / \mu_{0} \label{6} \]
For example, if you use a material for which μ r = 3 then you know that the flux density will be three times as great as it would be if we just applied the same field strength to a vacuum.
Initial Permeability
Initial permeability describes the relative permeability of a material at low values of B (below 0.1 T). The maximum value for μ in a material is frequently a factor of between 2 and 5 or more above its initial value.
Low flux has the advantage that every ferrite can be measured at that density without risk of saturation. This consistency means that comparison between different ferrites is easy. Also, if you measure the inductance with a normal component bridge then you are doing so with respect to the initial permeability.
Permeability of a Vacuum in the SI
The permeability of a vacuum has a finite value - about 1.257 × 10 -6 H m -1 - and is denoted by the symbol μ 0 . Note that this value is constant with field strength and temperature. Contrast this with the situation in ferromagnetic materials where μ is strongly dependent upon both. Also, for practical purposes, most non-ferromagnetic substances (such as wood, plastic, glass, bone, copper aluminum, air and water) have permeability almost equal to μ 0 ; that is, their relative permeability is 1.0.
The permeability, μ, the variation of magnetic induction, with applied field,
\[ \mu \ =\ B/H \label{7} \]
Background Contributions
A single measurement of a sample's magnetization is relatively easy to obtain, especially with modern technology. Often it is simply a case of loading the sample into the magnetometer in the correct manner and performing a single measurement. This value is, however, the sum total of the sample, any substrate or backing and the sample mount. A sample substrate can produce a substantial contribution to the sample total.
For substrates that are diamagnetic, under zero applied field, this means it has no effect on the measurement of magnetization. Under applied fields its contribution is linear and temperature independent. The diamagnetic contribution can be calculated from knowledge of the volume and properties of the substrate and subtracted as a constant linear term to produce the signal from the sample alone. The diamagnetic background can also be seen clearly at high fields where the sample has reached saturation: the sample saturates but the linear background from the substrate continues to increase with field. The gradient of this background can be recorded and subtracted from the readings if the substrate properties are not known accurately.
Hysteresis
When a material exhibits hysteresis , it means that the material responds to a force and has a history of that force contained within it. Consider if you press on something until it depresses. When you release that pressure, if the material remains depressed and doesn’t spring back then it is said to exhibit some type of hysteresis. It remembers a history of what happened to it, and may exhibit that history in some way. Consider a piece of iron that is brought into a magnetic field, it retains some magnetization, even after the external magnetic field is removed. Once magnetized, the iron will stay magnetized indefinitely. To demagnetize the iron, it is necessary to apply a magnetic field in the opposite direction. This is the basis of memory in a hard disk drive.
The response of a material to an applied field and its magnetic hysteresis is an essential tool of magnetometry. Paramagnetic and diamagnetic materials can easily be recognized, soft and hard ferromagnetic materials give different types of hysteresis curves and from these curves values such as saturation magnetization, remnant magnetization and coercivity are readily observed. More detailed curves can give indications of the type of magnetic interactions within the sample.
Diamagnetism and Paramagnetizm
The intensity of magnetization depends upon both the magnetic moments in the sample and the way that they are oriented with respect to each other, known as the magnetic ordering.
Diamagnetic materials, which have no atomic magnetic moments, have no magnetization in zero field. When a field is applied a small, negative moment is induced on the diamagnetic atoms proportional to the applied field strength. As the field is reduced the induced moment is reduced.
In a paramagnet the atoms have a net magnetic moment but are oriented randomly throughout the sample due to thermal agitation, giving zero magnetization. As a field is applied the moments tend towards alignment along the field, giving a net magnetization which increases with applied field as the moments become more ordered. As the field is reduced the moments become disordered again by their thermal agitation. The figure shows the linear response M v H where μH << kT.
Ferromagnetism
The hysteresis curves for a ferromagnetic material are more complex than those for diamagnets or paramagnets. Below diagram shows the main features of such a curve for a simple ferromagnet.
In the virgin material (point 0) there is no magnetization. The process of magnetization, leading from point 0 to saturation at M = M s , is outlined below. Although the material is ordered ferromagnetically it consists of a number of ordered domains arranged randomly giving no net magnetization. This is shown in below (a) with two domains whose individual saturation moments, M s , lie antiparallel to each other.
As the magnetic field, H , is applied, (b), those domains which are more energetically favorable increase in size at the expense of those whose moment lies more antiparallel to H . There is now a net magnetization; M . Eventually a field is reached where all of the material is a single domain with a moment aligned parallel, or close to parallel, with H . The magnetization is now M = M s CosΘ where Θ is the angle between M s along the easy magnetic axis and H . Finally M s is rotated parallel to H and the ferromagnet is saturated with a magnetization M = M s .
The process of domain wall motion affects the shape of the virgin curve. There are two qualitatively different modes of behavior known as nucleation and pinning, shown in Figure \(\PageIndex{10}\) as curves 1 and 2, respectively.
In a nucleation-type magnet saturation is reached quickly at a field much lower than the coercive field. This shows that the domain walls are easily moved and are not pinned significantly. Once the domain structure has been removed the formation of reversed domains becomes difficult, giving high coercivity. In a pinning-type magnet fields close to the coercive field are necessary to reach saturation magnetization. Here the domain walls are substantially pinned and this mechanism also gives high coercivity.
Remnance
As the applied field is reduced to 0 after the sample has reached saturation the sample can still possess a remnant magnetization, M r . The magnitude of this remnant magnetization is a product of the saturation magnetization, the number and orientation of easy axes and the type of anisotropy symmetry. If the axis of anisotropy or magnetic easy axis is perfectly aligned with the field then M r = M s , and if perpendicular M r = 0 .
At saturation the angular distribution of domain magnetizations is closely aligned to H . As the field is removed they turn to the nearest easy magnetic axis. In a cubic crystal with a positive anisotropy constant, K 1 , the easy directions are <100>. At remnance the domain magnetizations will lie along one of the three <100> directions. The maximum deviation from H occurs when H is along the <111> axis, giving a cone of distribution of 55 o around the axis. Averaging the saturation magnetization over this angle gives a remnant magnetization of 0.832 M s .
Coercivity
The coercive field, H c , is the field at which the remnant magnetization is reduced to zero. This can vary from a few Am for soft magnets to 10 7 Am for hard magnets. It is the point of magnetization reversal in the sample, where the barrier between the two states of magnetization is reduced to zero by the applied field allowing the system to make a Barkhausen jump to a lower energy. It is a general indicator of the energy gradients in the sample which oppose large changes of magnetization.
The reversal of magnetization can come about as a rotation of the magnetization in a large volume or through the movement of domain walls under the pressure of the applied field. In general materials with few or no domains have a high coercivity whilst those with many domains have a low coercivity. However, domain wall pinning by physical defects such as vacancies, dislocations and grain boundaries can increase the coercivity.
The loop illustrated in Figure \(\PageIndex{10}\) is indicative of a simple bi-stable system. There are two energy minima: one with magnetization in the positive direction, and another in the negative direction. The depth of these minima is influenced by the material and its geometry and is a further parameter in the strength of the coercive field. Another is the angle, Θ H , between the anisotropy axis and the applied field. The above fig shows how the shape of the hysteresis loop and the magnitude of H c varies with Θ H . This effect shows the importance of how samples with strong anisotropy are mounted in a magnetometer when comparing loops.
Temperature Dependence
A hysteresis curve gives information about a magnetic system by varying the applied field but important information can also be gleaned by varying the temperature. As well as indicating transition temperatures, all of the main groups of magnetic ordering have characteristic temperature/magnetization curves. These are summarized in Figure \(\PageIndex{11}\) and Figure \(\PageIndex{12}\).
At all temperatures a diamagnet displays only any magnetization induced by the applied field and a small, negative susceptibility.
The curve shown for a paramagnet (Figure \(\PageIndex{11}\) ) is for one obeying the Curie law,
\[ \chi \ =\ \frac{c}{t} \label{8} \]
and so intercepts the axis at T = 0. This is a subset of the Curie-Weiss law,
\[ \chi \ =\ \frac{C}{T- \Theta } \label{9} \]
where θ is a specific temperature for a particular substance (equal to 0 for paramagnets).
Above T N and T C both antiferromagnets and ferromagnets behave as paramagnets with 1/χ linearly proportional to temperature. They can be distinguished by their intercept on the temperature axis, T = Θ. Ferromagnetics have a large, positive Θ , indicative of their strong interactions. For paramagnetics Θ = 0 and antiferromagnetics have a negative Θ .
The net magnetic moment per atom can be calculated from the gradient of the straight line graph of 1/χ versus temperature for a paramagnetic ion, rearranging Curie's law to give \ref{10} .
\[ \mu \ = \sqrt{ \frac{3Ak}{N_{X} } } \label{10} \]
where A is the atomic mass, k is Boltzmann's constant, N is the number of atoms per unit volume and x is the gradient.
Ferromagnets below T C display spontaneous magnetization. Their susceptibility above T C in the paramagnetic region is given by the Curie-Weiss law
where g is the gyromagnetic constant. In the ferromagnetic phase with T greater than T C the magnetization M (T) can be simplified to a power law, for example the magnetization as a function of temperature can be given by \ref{11} .
\[ M(T) \approx (T_{C} \ -\ T) ^{\beta} \label{11} \]
where the term β is typically in the region of 0.33 for magnetic ordering in three dimensions.
The susceptibility of an antiferromagnet increases to a maximum at T N as temperature is reduced, then decreases again below T N . In the presence of crystal anisotropy in the system this change in susceptibility depends on the orientation of the spin axes: χ (parallel)decreases with temperature whilst χ (perpendicular) is constant. These can be expressed as \ref{12} .
\[ \chi \perp = \frac{C}{2 \Theta} \label{12} \]
where C is the Curie constant and Θ is the total change in angle of the two sublattice magnetizations away from the spin axis, and \ref{13}
\[ \chi \parallel \ =\ \frac{2n_{g} \mu ^{2} _{H} B'(J,a' _{0} ) }{2kT\ +\ n_{g} \mu ^{2} _{H} \gamma \rho B'(J,a' _{0}) } \perp \ = \frac{C}{2 \Theta} \label{13} \]
where n g is the number of magnetic atoms per gramme, B ’ is the derivative of the Brillouin function with respect to its argument a ’ , evaluated at a ’ 0 , μ H is the magnetic moment per atom and γ is the molecular field coefficient.
Theory of a Superconducting Quantum Interference Device (SQUID)
One of the most sensitive forms of magnetometry is SQUID magnetometry. This uses technique uses a combination of superconducting materials and Josephson junctions to measure magnetic fields with resolutions up to ~10 -14 kG or greater. In the proceeding pages we will describe how a SQUID actually works.
Electron-pair Waves
In superconductors the resistanceless current is carried by pairs of electrons, known as Cooper Pairs. A Cooper Pair is a pair of electrons. Each electron has a quantized wavelength. With a Cooper pair each electrons wave couples with its opposite number over a large distances. This phenomenon is a result of the very low temperatures at which many materials will superconduct.
What exactly is superconductance? When a material is at very low temperatures, its crystal lattice behaves differently than when it higher temperatures. Usually at higher temperatures a material will have large vibrations called in the crystal lattice. These vibrations scatter electrons as they pass through this lattice (Figure \(\PageIndex{13}\) ), and this is the basis for bad conductance.
With a superconductor the material is designed to have very small vibrations, these vibrations are lessened even more by cooling the material to extremely low temperatures. With no vibrations there is no scattering of the electrons and this allows the material to superconduct.
The origin of a Cooper pair is that as the electron passes through a crystal lattice at superconducting temperatures it negative charge pulls on the positive charge of the nuclei in the lattice through coulombic interactions producing a ripple. An electron traveling in the opposite direction is attracted by this ripple. This is the origin of the coupling in a Cooper pair (Figure \(\PageIndex{14}\) ).
A passing electron attracts the lattice, causing a slight ripple toward its path. Another electron passing in the opposite direction is attracted to that displacement (Figure \(\PageIndex{15}\) ).
Each pair can be treated as a single particle with a whole spin, not half a spin such as is usually the case with electrons. This is important, as an electron which is classed in a group of matter called Fermions are governed by the Fermi exclusion principle which states that anything with a spin of one half cannot occupy the same space as something with the same spin of one half. This turns the electron means that a Cooper pair is in fact a Boson the opposite of a Fermion and this allows the Coopers pairs to condensate into one wave packet. Each Coopers pair has a mass and charge twice that of a single electron, whose velocity is that of the center of mass of the pair. This coupling can only happen in extremely cold conditions as thermal vibrations become greater than the force that an electron can exert on a lattice. And thus scattering occurs.
Each pair can be represented by a wavefunction of the form
where P is the net momentum of the pair whose center of mass is at r . However, all the Cooper pairs in a superconductor can be described by a single wavefunction yet again due to the fact that the electrons are in a Coopers pair state and are thus Bosons in the absence of a current because all the pairs have the same phase - they are said to be "phase coherent"
This electron-pair wave retains its phase coherence over long distances, and essentially produces a standing wave over the device circuit. In a SQUID there are two paths which form a circle and are made with the same standing wave (Figure \(\PageIndex{17}\) ). The wave is split in two sent off along different paths, and then recombined to record an interference pattern by adding the difference between the two.
This allows measurement at any phase differences between the two components, which if there is no interference will be exactly the same, but if there is a difference in their path lengths or in some interaction that the waves encounters such as a magnetic field it will correspond in a phase difference at the end of each path length.
A good example to use is of two water waves emanating from the same point. They will stay in phase if they travel the same distance, but will fall out of phase if one of them has to deviate around an obstruction such as a rock. Measuring the phase difference between the two waves then provides information about the obstruction.
Phase and Coherence
Another implication of this long range coherence is the ability to calculate phase and amplitude at any point on the wave's path from the knowledge of its phase and amplitude at any single point, combined with its wavelength and frequency. The wavefunction of the electron-pair wave in the above eqn. can be rewritten in the form of a one-dimensional wave as
\[ \psi_{p} \ =\ \psi \ sin(2 \pi ) (\frac{ \chi }{ \lambda } \ - \nu t ) \label{14} \]
If we take the wave frequency, V , as being related to the kinetic energy of the Cooper pair with a wavelength, λ , being related to the momentum of the pair by the relation λ = h/p then it is possible to evaluate the phase difference between two points in a current carrying superconductor.
If a resistanceless current flows between points X and Y on a superconductor there will be a phase difference between these points that is constant in time.
Effect of a Magnetic Field
The parameters of a standing wave are dependent on a current passing through the circuit; they are also strongly affected by an applied magnetic field. In the presence of a magnetic field the momentum, p , of a particle with charge q in the presence of a magnetic field becomes m V + q A where A is the magnetic vector potential. For electron-pairs in an applied field their moment P is now equal to 2mV+2eA .
In an applied magnetic field the phase difference between points X and Y is now a combination of that due to the supercurrent and that due to the applied field.
The Fluxoid
One effect of the long range phase coherence is the quantization of magnetic flux in a superconducting ring. This can either be a ring, or a superconductor surrounding a non-superconducting region. Such an arrangement can be seen in Figure \(\PageIndex{18}\) where region N has a flux density B within it due to supercurrents flowing around it in the superconducting region S .
In the closed path XYZ encircling the non-superconducting region there will be a phase difference of the electron-pair wave between any two points, such as X and Y, on the curve due to the field and the circulating current.
If the superelectrons are represented by a single wave then at any point on XYZX it can only have one value of phase and amplitude. Due to the long range coherence the phase is single valued also called quantized meaning around the circumference of the ring Δφ must equal 2πn where n is any integer. Due to the wave only having a single value the fluxoid can only exist in quantized units. This quantum is termed the fluxon, φ 0 , given by \ref{15} .
\[ \Phi_{0} = \dfrac{h}{2e} = 2.07 \times 10^{-15} W b \label{15} \]
Josephson Tunneling
If two superconducting regions are kept totally isolated from each other the phases of the electron-pairs in the two regions will be unrelated. If the two regions are brought together then as they come close electron-pairs will be able to tunnel across the gap and the two electron-pair waves will become coupled. As the separation decreases, the strength of the coupling increases. The tunneling of the electron-pairs across the gap carries with it a superconducting current as predicted by B.D. Josephson and is called "Josephson tunneling" with the junction between the two superconductors called a "Josephson junction" (Figure \(\PageIndex{16}\) ).
The Josephson tunneling junction is a special case of a more general type of weak link between two superconductors. Other forms include constrictions and point contacts but the general form is of a region between two superconductors which has a much lower critical current and through which a magnetic field can penetrate.
Superconducting Quantum Interference Device (SQUID)
A superconducting quantum interference device (SQUID) uses the properties of electron-pair wave coherence and Josephson Junctions to detect very small magnetic fields. The central element of a SQUID is a ring of superconducting material with one or more weak links called Josephesons Junctions. An example is shown in the below. With weak-links at points W and X whose critical current, i c , is much less than the critical current of the main ring. This produces a very low current density making the momentum of the electron-pairs small. The wavelength of the electron-pairs is thus very long leading to little difference in phase between any parts of the ring.
If a magnetic field, B a , is applied perpendicular to the plane of the ring (Figure \(\PageIndex{21}\), a phase difference is produced in the electron-pair wave along the path XYW and WZX. One of the features of a superconducting loop is that the magnetic flux, Φ, passing through it which is the product of the magnetic field and the area of the loop and is quantized in units of Φ 0 = h / (2 e ), where h is Planck’s constant, 2 e is the charge of the Cooper pair of electrons, and Φ 0 has a value of 2 × 10 –15 tesla m 2 . If there are no obstacles in the loop, then the superconducting current will compensate for the presence of an arbitrary magnetic field so that the total flux through the loop (due to the external field plus the field generated by the current) is a multiple of Φ 0 .
Josephson predicted that a superconducting current can be sustained in the loop, even if its path is interrupted by an insulating barrier or a normal metal. The SQUID has two such barriers or ‘Josephson junctions’. Both junctions introduce the same phase difference when the magnetic flux through the loop is 0, Φ 0 , 2 Φ 0 and so on, which results in constructive interference, and they introduce opposite phase difference when the flux is Φ 0 /2, 3 Φ 0 /2 and so on, which leads to destructive interference. This interference causes the critical current density, which is the maximum current that the device can carry without dissipation, to vary. The critical current is so sensitive to the magnetic flux through the superconducting loop that even tiny magnetic moments can be measured. The critical current is usually obtained by measuring the voltage drop across the junction as a function of the total current through the device. Commercial SQUIDs transform the modulation in the critical current to a voltage modulation, which is much easier to measure.
An applied magnetic field produces a phase change around a ring, which in this case is equal
\[ \Delta \Phi (B) \ =\ 2 \pi \frac{ \Phi _{a} }{ \Phi _{0} } \label{16} \]
where Φ a is the flux produced in the ring by the applied magnetic field. The magnitude of the critical measuring current is dependent upon the critical current of the weak-links and the limit of the phase change around the ring being an integral multiple of 2 π . For the whole ring to be superconducting the following condition must be met
\[ \alpha \ +\ \beta \ +\ 2 \pi \frac{ \Phi _{a} }{ \Phi _{0} } \label{17} \]
where α and β are the phase changes produced by currents across the weak-links and 2πΦ a /Φ o is the phase change due to the applied magnetic field.
When the measuring current is applied α and β are no longer equal, although their sum must remain constant. The phase changes can be written as \ref{18}
\[ \alpha = \pi [ n - \frac{ \Phi _{a} }{ \Phi _{0} } ] \ -\ \delta \beta \ = \ \pi \ [n \ - \frac{ \Phi _{a} }{ \Phi _{0} } ] + \delta \label{18} \]
where δ is related to the measuring current I. Using the relation between current and phase from the above Eqn. and rearranging to eliminate i we obtain an expression for I, \ref{19}
\[ I_{c} \ =\ 2i_{c} | cos \pi \frac{ \Phi _{a} }{ \Phi _{0} } , sin \delta | \label{19} \]
As sinδ cannot be greater than unity we can obtain the critical measuring current, I c from the above \ref{20}
\[ I_{c} \ =\ 2i_{c} | cos \pi \frac{ \Phi _{a} }{ \Phi _{0} } | \label{20} \]
which gives a periodic dependence on the magnitude of the magnetic field, with a maximum when this field is an integer number of fluxons and a minimum at half integer values as shown in the below figure.
Practical Guide to Using a Superconducting Quantum Interference Device
SQUIDs offer the ability to measure at sensitivities unachievable by other magnetic sensing methodologies. However, their sensitivity requires proper attention to cryogenics and environmental noise. SQUIDs should only be used when no other sensor is adequate for the task. There are many exotic uses for SQUID however we are just concerned with the laboratory applications of SQUID.
In most physical and chemical laboratories a device called a MPMS (Figure \(\PageIndex{23}\) )
is used to measure the magnetic moment of a sample by reading the output of the SQUID detector. In a MPMS the sample moves upward through the electronic pick up coils called gradiometers. One upward movement is one whole scan. Multiple scans are used and added together to improve measurement resolution. After collecting the raw voltages, there is computation of the magnetic moments of the sample.
The MPMS measures the moment of a sample by moving it through a liquid Helium cooled, superconducting sensing coil. Many different measurements can be carried out using an MPMS however we will discuss just a few.
Using an Magnetic Property Measurement System (MPMS)
DC Magentization
DC magnetization is the magnetic per unit volume (M) of a sample. If the sample doesn’t have a permanent magnetic moment, a field is applied to induce one. The sample is then stepped through a superconducting detection array and the SQUID’s output voltage is processed and the sample moment computed. Systems can be configured to measure hysteresis loops, relaxation times, magnetic field, and temperature dependence of the magnetic moment.
A DC field can be used to magnetize samples. Typically, the field is fixed and the sample is moved into the detection coil’s region of sensitivity. The change in detected magnetization is directly proportional to the magnetic moment of the sample. Commonly referred to as SQUID magnetometers, these systems are properly called SQUID susceptometers (Figure \(\PageIndex{24}\) ).
They have a homogeneous superconducting magnet to create a very uniform field over the entire sample measuring region and the superconducting pickup loops. The magnet induces a moment allowing a measurement of magnetic susceptibility. The superconducting detection loop array is rigidly mounted in the center of the magnet. This array is configured as a gradient coil to reject external noise sources. The detection coil geometry determines what mathematical algorithm is used to calculate the net magnetization.
An important feature of SQUIDs is that the induced current is independent of the rate of flux change. This provides uniform response at all frequencies i.e., true dc response and allows the sample to be moved slowly without degrading performance. As the sample passes through a coil, it changes the flux in that coil by an amount proportional to the magnetic moment M of the sample. The peak-to-peak signal from a complete cycle is thus proportional to twice M . The SQUID sensor shielded inside a niobium can is located where the fringe fields generated by the magnet are less than 10 mT. The detection coil circuitry is typically constructed using NbTi (Figure \(\PageIndex{25}\) ). This allows measurements in applied fields of 9 T while maintaining sensitivities of 10−8 emu. Thermal insulation not shown is placed between the detection coils and the sample tube to allow the sample temperature to be varied.
The use of a variable temperature insert can allow measurements to be made over a wide range 1.8–400 K. Typically, the sample temperature is controlled by helium gas flowing slowly past the sample. The temperature of this gas is regulated using a heater located below the sample measuring region and a thermometer located above the sample region. This arrangement ensures that the entire region has reached thermal equilibrium prior to data acquisition. The helium gas is obtained from normal evaporation in the Dewar, and its flow rate is controlled by a precision regulating valve.
Procedures when using an MPMS
Calibration
The magnetic moment calibration for the SQUID is determined by measuring a palladium standard over a range of magnetic fields and then by adjusting to obtain the correct moment for the standard. The palladium standard samples are effectively point sources with an accuracy of approximately 0.1%.
Sample mounting considerations
The type, size and geometry of a sample is usually sufficient to determine the method you use to attach it to the sample. However mostly for MPMS measurements a plastic straw is used. This is due to the straw having minimal magnetic susceptibility.
However there are a few important considerations for the sample holder design when mounting a sample for measurement in a magnetometer. The sample holder can be a major contributor to the background signal. Its contribution can be minimized by choosing materials with low magnetic susceptibility and by keeping the mass to a minimum such as a plastic straw mentioned above.
The materials used to hold a sample must perform well over the temperature range to be used. In a MPMS, the geometric arrangement of the background and sample is critical when their magnetic susceptibilities will be of similar magnitude. Thus, the sample holder should optimize the sample’s positioning in the magnetometer. A sample should be mounted rigidly in order to avoid excess sample motion during measurement. A sample holder should also allow easy access for mounting the sample, and its background contribution should be easy to measure. This advisory introduces some mounting methods and discusses some of the more important considerations when mounting samples for the MPMS magnetometer. Keep in mind that these are only recommendations, not guaranteed procedures. The researcher is responsible for assuring that the methods and materials used will meet experimental requirements.
Sample Mounts
Platform Mounting
For many types of samples, mounting to a platform is the most convenient method. The platform’s mass and susceptibility should be as small as possible in order to minimize its background contribution and signal distortion.
Plastic Disc
A plastic disc about 2 mm thick with an outside diameter equivalent to the pliable plastic tube’s diameter (a clear drinking straw is suitable) is inserted and twisted into place. The platform should be fairly rigid. Mount samples onto this platform with glue. Place a second disc, with a diameter slightly less than the inside diameter of the tube and with the same mass, on top of the sample to help provide the desired symmetry. Pour powdered samples onto the platform and place a second disc on top. The powders will be able to align with the field. Make sure the sample tube is capped and ventilated.
Crossed Threads
Make one of the lowest mass sample platforms by threading a cross of white cotton thread (colored dyes can be magnetic). Using a needle made of a nonmagneticmetal, or at least carefully cleaned, thread some white cotton sewingthread through the tube walls and tie a secure knot so that the thread platform isrigid. Glue a sample to this platform or use the platform as asupport for a sample in a container. Use an additional thread cross on top to holdthe container in place.
Gelatin Capsule
Gelatin capsules can be very useful for containing and mounting samples. Many aspects of using gelatin capsules have been mentioned in the section, Containing the Sample. It is best if the sample is mounted near the capsule’s center, or if it completely fills the capsule. Use extra capsule parts to produce mirror symmetry. The thread cross is an excellent way of holding a capsule in place.
Thread Mounting
Another method of sample mounting is attaching the sample to a thread that runs through the sample tube. The thread can be attached to the sample holder at the ends of the sample tube with tape, for example. This method can be very useful with flat samples, such as those on substrates, particularly when the field is in the plane of the film. Be sure to close the sample tube with caps.
- Mounting with a disc platform.
- Mounting on crossed threads.
- Long thread mounting.
Steps for Inserting the Sample
- Cut off a small section of a clear plastic drinking straw. The section must be small enough to fit inside the straw.
- Weigh and measure the sample.
- Use plastic tweezers to place the sample inside the small straw segment. It is important to use plastic tweezers not metallic ones as these will contaminate the sample.
- Place the small straw segment inside the larger one. It should be approximately in the middle of the large drinking straw.
- Attach the straw to the sample rod which is used to insert the sample into the SQUID machine.
- Insert the sample rod with the attached straw into the vertical insertion hole on top of the SQUID.
Center the Sample
The sample must be centered in the SQUID pickup coils to ensure that all coils sense the magnetic moment of the sample. If the sample is not centered, the coils read only part of the magnetic moment.
During a centering measurement the MPMS scans the entire length of the samples vertical travel path, and the MPMS reads the maximum number of data points. During centering there are a number of terms which need to be understood.
- A scan length is the length of a scan of a particular sample which should usually try and be the maximum of the sample.
- A sample is centered when it is in the middle of a scan length. The data points are individual voltage readings plotting response curves in centering scan data files.
- Autotracking is the adjustment of a sample position to keep a sample centered in SQUID coils. Autotracking compensates for thermal expansion and contraction in a sample rod.
As soon as a centering measurement is initiated, the sample transport moves upward, carrying the sample through the pickup coils. While the sample moves through the coils, the MPMS measures the SQUID’s response to the magnetic moment of the sample and saves all the data from the centering measurement.
After a centering plot is performed the plot is examined to determine whether the sample is centered in the SQUID pickup coils. The sample is centered when the part of the large, middle curve is within 5cm of the half-way point of the scan length.
The shape of the plot is a function of the geometry of the coils. The coils are wound in a way which strongly rejects interference from nearby magnetic sources and lets the MPMS function without a superconducting shield around the pickup coils.
Geometric Considerations
To minimize background noise and stray field effects, the MPMS magnetometer pick-up coil takes the form of a second-order gradiometer. An important feature of this gradiometer is that moving a long, homogeneous sample through it produces no signal as long as the sample extends well beyond the ends of the coil during measurement.
As a sample holder is moved through the gradiometer pickup coil, changes in thickness, mass, density, or magnetic susceptibility produce a signal. Ideally, only the sample to be measured produces this change. A homogeneous sample that extends well beyond the pick-up coils does not produce a signal, yet a small sample does produce a signal. There must be a crossover between these two limits. The sample length (along the field direction) should not exceed 10 mm. In order to obtain the most accurate measurements, it is important to keep the sample susceptibility constant over its length; otherwise distortions in the SQUID signal (deviations from a dipole signal) can result. It is also important to keep the sample close to the magnetometer centerline to get the most accurate measurements. When the sample holder background contribution is similar in magnitude to the sample signal, the relative positions of the sample and the materials producing the background are important. If there is a spatial offset between the two along the magnet axis, the signal produced by the combined sample and background can be highly distorted and will not be characteristic of the dipole moment being measured.
Even if the signal looks good at one temperature, a problem can occur if either of the contributions are temperature dependent.
Careful sample positioning and a sample holder with a center, or plane, of symmetry at the sample (i.e. materials distributed symmetrically about the sample, or along the principal axis for a symmetry plane) helps eliminate problems associated with spatial offsets.
Containing the Sample
Keep the sample space of the MPMS magnetometer clean and free of contamination with foreign materials. Avoid accidental sample loss into the sample space by properly containing the sample in an appropriate sample holder. In all cases it is important to close the sample holder tube with caps in order to contain a sample that might become unmounted. This helps avoid sample loss and subsequent damage during the otherwise unnecessary recovery procedure. Position caps well out of the sample-measuring region and introduce proper venting.
Sample Preparation Workspace
Work area cleanliness and avoiding sample contamination are very important concerns. There are many possible sources of contamination in a laboratory. Use diamond tools when cutting hard materials. Avoid carbide tools because of potential contamination by the cobalt binder found in many carbide materials. The best tools for preparing samples and sample holders are made of plastic, titanium, brass, and beryllium copper (which also has a small amount of cobalt). Tools labeled non-magnetic can actually be made of steel and often be made "magnetic" from exposure to magnetic fields. However, the main concern from these "non-magnetic" tools is contamination by the iron and other ferrous metals in the tool. It is important to have a clean white-papered workspace and a set of tools dedicated to mounting your own samples. In many cases, the materials and tools used can be washed in dilute acid to remove ferrous metal impurities. Follow any acid washes with careful rinsing with deionized water.
Powdered samples pose a special contamination threat, and special precautions must be taken to contain them. If the sample is highly magnetic, it is often advantageous to embed it in a low susceptibility epoxy matrix like Duco cement. This is usually done by mixing a small amount of diluted glue with the powder in a suitable container such as a gelatin capsule. Potting the sample in this way can keep the sample from shifting or aligning with the magnetic field. In the case of weaker magnetic samples, measure the mass of the glue after drying and making a background measurement. If the powdered sample is not potted, seal it into a container, and watch it carefully as it is cycled in the airlock chamber.
Pressure Equalization
The sample space of the MPMS has a helium atmosphere maintained at low pressure of a few torr. An airlock chamber is provided to avoid contamination of the sample space with air when introducing samples into the sample space. By pushing the purge button, the airlock is cycled between vacuum and helium gas three times, then pumped down to its working pressure. During the cycling, it is possible for samples to be displaced in their holders, sealed capsules to explode, and sample holders to be deformed. Many of these problems can be avoided if the sample holder is properly ventilated. This requires placing holes in the sample holder, out of the measuring region that will allow any closed spaces to be opened to the interlock chamber.
Air-sensitive Samples and Liquid Samples
When working with highly air-sensitive samples or liquid samples it is best to first seal the sample into a glass tube. NMR and EPR tubes make good sample holders since they are usually made of a high-quality, low-susceptibility glass or fused silica. When the sample has a high susceptibility, the tube with the sample can be placed onto a platform like those described earlier. When dealing with a low susceptibility sample, it is useful to rest the bottom of the sample tube on a length of the same type of glass tubing. By producing near mirror symmetry, this method gives a nearly constant background with position and provides an easy method for background measurement (i.e., measure the empty tube first, then measure with a sample). Be sure that the tube ends are well out of the measuring region.
When going to low temperatures, check to make sure that the sample tube will not break due to differential thermal expansion. Samples that will go above room temperature should be sealed with a reduced pressure in the tube and be checked by taking the sample to the maximum experimental temperature prior to loading it into the magnetometer. These checks are especially important when the sample may be corrosive, reactive, or valuable.
Oxygen Contamination
This application note describes potential sources for oxygen contamination in the sample chamber and discusses its possible effects. Molecular oxygen, which undergoes an antiferromagnetic transition at about 43 K, is strongly paramagnetic above this temperature. The MPMS system can easily detect the presence of a small amount of condensed oxygen on the sample, which when in the sample chamber can interfere significantly with sensitive magnetic measurements. Oxygen contamination in the sample chamber is usually the result of leaks in the system due to faulty seals, improper operation of the airlock valve, outgassing from the sample, or cold samples being loaded.