200 research outputs found
Formation Of creative abilities of schoolchildren in performing projects based on the Arduino platfor
Research problem: how to increase the effectiveness of the formation of creative abilities of schoolchil-dren in the classroom of robotics in the context of further education. The purpose of the described study is to determine and justify the optimal ways of creating creative abilities for students in robotics classes, on which complex projects based on the Arduino platform are implemented. Methodology and research methods include theories of creative abilities by J. Guildford, C. Taylor, G. Gruber and Ya. A. Ponomarev, methods of analysis, synthesis, abstraction and generalization, pedagogical observa-tion, as well as analysis of activity products. The main results of the study show the productivity of pro-ject activities using modern robotic kits to form the creative abilities of students. In addition, they in-clude substantiating the significance of the case method, reference circuits based on a given structure and test cards in the formation of creative abilities of students in robotics classes when performing technical research projects based on the Arduino platform. The scientific novelty of the research results consists in the fact that for the first time the existing pedagogical experience and perspective opportuni-ties for the formation of creative abilities of students in robotics classes while performing technical re-search projects based on the Arduino platform are examined and substantiated. Theoretical and practi-cal significance of the results. The theoretical significance consists in supplementing pedagogical knowledge with ideas about modern methods and techniques for creating creativity among schoolchil-dren β cases, test cards and reference schemes based on a given structure. The practical significance of the study lies in the fact that a technique has been developed that can be useful in the formation of cre-ative abilities in conditions of additional education. Substantive findings of the study: creative abilities are examined and their essence is revealed, the pedagogical potential of the Arduino platform is de-scribed in the formation of creative abilities among students, on the one hand, and on the other hand, in the possibilities of working on technically and commercially significant projects. The pedagogical poten-tial of the Arduino platform lies in the great opportunities for creative innovation in robotics lessons, as well as in the combination of programming fundamentals with engineering activities, during which ap-plied technical problems are solved.ΠΡΠΎΠ±Π»Π΅ΠΌΠ° ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΠΊΠ°ΠΊ ΠΏΠΎΠ²ΡΡΠΈΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. Π¦Π΅Π»Ρ ΠΎΠΏΠΈΡΡΠ²Π°Π΅ΠΌΠΎΠ³ΠΎ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠΎΠΈΡ Π² ΡΠΎΠΌ, ΡΡΠΎΠ±Ρ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°ΡΡ ΡΡΡΠ΅ΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΏΡΠΈΠΌΠ΅Π½Π΅Π½ΠΈΡ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino Π΄Π»Ρ ΡΠ΅Π»Π΅ΠΉ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ. ΠΠ΅ΡΠΎΠ΄ΠΎΠ»ΠΎΠ³ΠΈΡ ΠΈ ΠΌΠ΅ΡΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ Π²ΠΊΠ»ΡΡΠ°ΡΡ ΡΠ΅ΠΎΡΠΈΠΈ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΠΆ. ΠΠΈΠ»ΡΠΎΡΠ΄Π°, Π. Π’Π΅ΠΉΠ»ΠΎΡΠ°, Π. ΠΡΡΠ±Π΅ΡΠ° ΠΈ Π―. Π. ΠΠΎΠ½ΠΎΠΌΠ°ΡΠ΅Π²Π°, ΠΌΠ΅ΡΠΎΠ΄Ρ Π°Π½Π°Π»ΠΈΠ·Π°, ΡΠΈΠ½ΡΠ΅Π·Π°, Π°Π±ΡΡΡΠ°Π³ΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΈ ΠΎΠ±ΠΎΠ±ΡΠ΅Π½ΠΈΡ, ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π½Π°Π±Π»ΡΠ΄Π΅Π½ΠΈΡ, Π° ΡΠ°ΠΊΠΆΠ΅ Π°Π½Π°Π»ΠΈΠ·Π° ΠΏΡΠΎΠ΄ΡΠΊΡΠΎΠ² Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ. ΠΡΠ½ΠΎΠ²Π½ΡΠ΅ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠΎΠΊΠ°Π·ΡΠ²Π°ΡΡ ΠΏΡΠΎΠ΄ΡΠΊΡΠΈΠ²Π½ΠΎΡΡΡ ΠΏΡΠΎΠ΅ΠΊΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
Π½Π°Π±ΠΎΡΠΎΠ² Π΄Π»Ρ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ. ΠΡΠΎΠΌΠ΅ ΡΠΎΠ³ΠΎ, ΠΎΠ½ΠΈ Π²ΠΊΠ»ΡΡΠ°ΡΡ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠ΅ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΠΈ ΠΊΠ΅ΠΉΡ-ΠΌΠ΅ΡΠΎΠ΄Π°, ΠΎΠΏΠΎΡΠ½ΡΡ
ΡΡ
Π΅ΠΌ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π·Π°Π΄Π°Π½Π½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΡ ΠΈ ΡΠ΅ΡΡ-ΠΊΠ°ΡΡ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΠΊΠΎΠΉ ΠΏΡΠΈ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠΈ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² Π½Π° Π±Π°Π·Π΅ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino. ΠΠ°ΡΡΠ½Π°Ρ Π½ΠΎΠ²ΠΈΠ·Π½Π° ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ² ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠΎΠΈΡ Π² ΡΠΎΠΌ, ΡΡΠΎ Π²ΠΏΠ΅ΡΠ²ΡΠ΅ ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½ ΠΈ ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ ΠΈΠΌΠ΅ΡΡΠΈΠΉΡΡ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΎΠΏΡΡ ΠΈ ΠΏΠ΅ΡΡΠΏΠ΅ΠΊΡΠΈΠ²Π½ΡΠ΅ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΠΊΠΎΠΉ ΠΏΡΠΈ Π²ΡΠΏΠΎΠ»Π½Π΅Π½ΠΈΠΈ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΡ
ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°ΡΠ΅Π»ΡΡΠΊΠΈΡ
ΠΏΡΠΎΠ΅ΠΊΡΠΎΠ² Π½Π° Π±Π°Π·Π΅ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino. Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ ΠΈ ΠΏΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΠΎΠ². Π’Π΅ΠΎΡΠ΅ΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΡΠΎΡΡΠΎΠΈΡ Π² Π΄ΠΎΠΏΠΎΠ»Π½Π΅Π½ΠΈΠΈ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΡ
Π·Π½Π°Π½ΠΈΠΉ ΠΈΠ΄Π΅ΡΠΌΠΈ ΠΎ ΡΠΎΠ²ΡΠ΅ΠΌΠ΅Π½Π½ΡΡ
ΠΌΠ΅ΡΠΎΠ΄Π°Ρ
ΠΈ ΠΌΠ΅ΡΠΎΠ΄ΠΈΠΊΠ°Ρ
ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΠΎΡΡΠΈ Ρ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² β ΠΊΠ΅ΠΉΡΠ°Ρ
, ΡΠ΅ΡΡ-ΠΊΠ°ΡΡΠ°Ρ
ΠΈ ΠΎΠΏΠΎΡΠ½ΡΡ
ΡΡ
Π΅ΠΌ Π½Π° ΠΎΡΠ½ΠΎΠ²Π΅ Π·Π°Π΄Π°Π½Π½ΠΎΠΉ ΡΡΡΡΠΊΡΡΡΡ. ΠΡΠ°ΠΊΡΠΈΡΠ΅ΡΠΊΠ°Ρ Π·Π½Π°ΡΠΈΠΌΠΎΡΡΡ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ ΡΠΎΡΡΠΎΠΈΡ Π² ΠΎΠ±ΠΎΡΠ½ΠΎΠ²Π°Π½ΠΈΠΈ Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΠΈ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΡ ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino Π² ΡΡΠ»ΠΎΠ²ΠΈΡΡ
Π΄ΠΎΠΏΠΎΠ»Π½ΠΈΡΠ΅Π»ΡΠ½ΠΎΠ³ΠΎ ΠΎΠ±ΡΠ°Π·ΠΎΠ²Π°Π½ΠΈΡ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ², ΠΊΠΎΡΠΎΡΠΎΠ΅ ΠΎΠ±ΡΡΠ»ΠΎΠ²Π»ΠΈΠ²Π°Π΅Ρ Π½Π΅ ΡΠΎΠ»ΡΠΊΠΎ ΡΠ°Π·Π²ΠΈΡΠΈΠ΅ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ, Π½ΠΎ ΠΈ Π½Π°Π²ΡΠΊΠΎΠ² ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΠ½ΠΎ-ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΎΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΈ ΡΡΠ°ΡΡΠ²ΡΠ΅Ρ Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Π±ΡΠ΄ΡΡΠ΅ΠΉ ΡΠΏΠ΅ΡΠΈΠ°Π»ΠΈΠ·Π°ΡΠΈΠΈ ΠΎΠ±ΡΡΠ°ΡΡΠ΅Π³ΠΎΡΡ. Π‘ΠΎΠ΄Π΅ΡΠΆΠ°ΡΠ΅Π»ΡΠ½ΡΠ΅ Π²ΡΠ²ΠΎΠ΄Ρ ΠΈΡΡΠ»Π΅Π΄ΠΎΠ²Π°Π½ΠΈΡ: ΡΠ°ΡΡΠΌΠΎΡΡΠ΅Π½Ρ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΠ΅ ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠΈ ΠΈ Π²ΡΡΠ²Π»Π΅Π½Π° ΠΈΡ
ΡΡΡΠ½ΠΎΡΡΡ, ΠΎΠΏΠΈΡΠ°Π½ ΠΏΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino Π² ΡΠΎΡΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΠΈ Ρ ΠΎΠ±ΡΡΠ°ΡΡΠΈΡ
ΡΡ ΠΊΡΠ΅Π°ΡΠΈΠ²Π½ΡΡ
ΡΠΏΠΎΡΠΎΠ±Π½ΠΎΡΡΠ΅ΠΉ, Ρ ΠΎΠ΄Π½ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π° Ρ Π΄ΡΡΠ³ΠΎΠΉ ΡΡΠΎΡΠΎΠ½Ρ, Π² Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ
ΡΠ°Π±ΠΎΡΡ Π½Π°Π΄ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈ ΠΈ ΠΊΠΎΠΌΠΌΠ΅ΡΡΠ΅ΡΠΊΠΈ Π·Π½Π°ΡΠΈΠΌΡΠΌΠΈ ΠΏΡΠΎΠ΅ΠΊΡΠ°ΠΌΠΈ. ΠΠ΅Π΄Π°Π³ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠΉ ΠΏΠΎΡΠ΅Π½ΡΠΈΠ°Π» ΠΏΠ»Π°ΡΡΠΎΡΠΌΡ Arduino ΡΠΎΡΡΠΎΠΈΡ Π² ΡΠΈΡΠΎΠΊΠΈΡ
Π²ΠΎΠ·ΠΌΠΎΠΆΠ½ΠΎΡΡΡΡ
Π΄Π»Ρ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠΉ ΠΈΠ½Π½ΠΎΠ²Π°ΡΠΈΠΎΠ½Π½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ Π½Π° ΡΡΠΎΠΊΠ°Ρ
ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΠΊΠΈ, Π° ΡΠ°ΠΊΠΆΠ΅ Π² ΡΠΎΡΠ΅ΡΠ°Π½ΠΈΠΈ ΠΎΡΠ½ΠΎΠ² ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΠΈΡΠΎΠ²Π°Π½ΠΈΡ Ρ ΠΈΠ½ΠΆΠ΅Π½Π΅ΡΠ½ΠΎ-ΠΊΠΎΠ½ΡΡΡΡΠΊΡΠΎΡΡΠΊΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΡΡ, Π² Ρ
ΠΎΠ΄Π΅ ΠΊΠΎΡΠΎΡΠΎΠΉ ΡΠ΅ΡΠ°ΡΡΡΡ ΠΏΡΠΈΠΊΠ»Π°Π΄Π½ΡΠ΅ ΡΠ΅Ρ
Π½ΠΈΡΠ΅ΡΠΊΠΈΠ΅ Π·Π°Π΄Π°ΡΠΈ
Creative Imagination Development of School Students in Robotics Classes
The article describes the experience of developing creative imagination of school students in robotics extracurricular activities. The article presents the results of the education program based on the use of LEGO WeDo 2.0 kit that increases motivation of students to solve and make an in-depth study of high-complexity tasks and helps to build logical chains.ΠΡΠ΅Π΄ΡΡΠ°Π²Π»Π΅Π½ ΠΎΠΏΡΡ ΡΠ°Π·Π²ΠΈΡΠΈΡ ΡΠ²ΠΎΡΡΠ΅ΡΠΊΠΎΠ³ΠΎ Π²ΠΎΠΎΠ±ΡΠ°ΠΆΠ΅Π½ΠΈΡ Ρ ΡΠΊΠΎΠ»ΡΠ½ΠΈΠΊΠΎΠ² Π½Π° Π·Π°Π½ΡΡΠΈΡΡ
Π²Π½Π΅ΡΡΠΎΡΠ½ΠΎΠΉ Π΄Π΅ΡΡΠ΅Π»ΡΠ½ΠΎΡΡΠΈ ΠΏΠΎ ΡΠΎΠ±ΠΎΡΠΎΡΠ΅Ρ
Π½ΠΈΠΊΠ΅. ΠΠ·Π»ΠΎΠΆΠ΅Π½Ρ ΡΠ΅Π·ΡΠ»ΡΡΠ°ΡΡ ΠΏΡΠΎΠ³ΡΠ°ΠΌΠΌΡ ΠΎΠ±ΡΡΠ΅Π½ΠΈΡ Ρ ΠΈΡΠΏΠΎΠ»ΡΠ·ΠΎΠ²Π°Π½ΠΈΠ΅ΠΌ Π½Π°Π±ΠΎΡΠ° LEGO WeDo 2.0, ΡΠ°Π±ΠΎΡΠ° Ρ ΠΊΠΎΡΠΎΡΡΠΌ ΠΏΠΎΠ²ΡΡΠ°Π΅Ρ ΠΌΠΎΡΠΈΠ²Π°ΡΠΈΡ ΡΡΠ΅Π½ΠΈΠΊΠΎΠ² ΠΊ ΡΠ³Π»ΡΠ±Π»Π΅Π½Π½ΠΎΠΌΡ ΠΈΠ·ΡΡΠ΅Π½ΠΈΡ ΠΈ ΡΠ΅ΡΠ΅Π½ΠΈΡ Π·Π°Π΄Π°Ρ ΠΏΠΎΠ²ΡΡΠ΅Π½Π½ΠΎΠ³ΠΎ ΡΡΠΎΠ²Π½Ρ ΡΠ»ΠΎΠΆΠ½ΠΎΡΡΠΈ, ΠΏΠΎΠΌΠΎΠ³Π°Π΅Ρ ΠΏΡΠ°Π²ΠΈΠ»ΡΠ½ΠΎ Π²ΡΡΡΡΠ°ΠΈΠ²Π°ΡΡ Π»ΠΎΠ³ΠΈΡΠ΅ΡΠΊΠΈΠ΅ ΡΠ΅ΠΏΠΎΡΠΊΠΈ
R-parity violating supersymmetric contributions to the P, CP-odd electron-nucleon interaction at the one-loop level
The contribution of the R-parity violating minimal supersymmetric Standard
model (RPVMSSM) at the one-loop level to the 199Hg atomic electric dipole
moment (EDM) through P, CP-odd electron-nucleon (e-N) interaction is
calculated. We show that the current experimental data of the 199Hg EDM give
tighter constraints on some of the imaginary parts of R-parity violating (RPV)
coupling than those currently known. We add also the analysis of the P, CP-odd
4-quark interaction generated by R-parity violating interactions at the
one-loop level, and discuss the possibility to constrain them in future
experiments.Comment: 9 pages, 3 figure
Scalar meson dynamics in Chiral Perturbation Theory
A comparison of the linear sigma model (LM) and Chiral Perturbation
Theory (ChPT) predictions for pion and kaon dynamics is presented. Lowest and
next-to-leading order terms in the ChPT amplitudes are reproduced if one
restricts to scalar resonance exchange. Some low energy constants of the order
ChPT Lagrangian are fixed in terms of scalar meson masses. Present values
of these low energy constants are compatible with the LM dynamics. We
conclude that more accurate values would be most useful either to falsify the
LM or to show its capability to shed some light on the controversial
scalar physics.Comment: 9 pages, REVTeX 4.0. Final version accepted for publicatio
Charged Kaon K \to 3 pi CP Violating Asymmetries at NLO in CHPT
We give the first full next-to-leading order analytical results in Chiral
Perturbation Theory for the charged Kaon K \to 3 pi slope g and decay rates
CP-violating asymmetries. We have included the dominant Final State
Interactions at NLO analytically and discussed the importance of the unknown
counterterms. We find that the uncertainty due to them is reasonable just for
\Delta g_C, i.e. the asymmetry in the K^+ \to pi^+ pi^+ pi^- slope g; we get
\Delta g_C = -(2.4 +- 1.2) 10^{-5}. The rest of the asymmetries are very
sensitive to the unknown counterterms. In particular, the decay rate
asymmetries can change even sign. One can use this large sentivity to get
valuable information on those counterterms and on Im(G_8) coupling --very
important for the CP-violating parameter epsilon'_K-- from the eventual
measurement of these asymmetries. We also provide the one-loop O(e^2 p^2)
electroweak octet contributions for the neutral and charged Kaon K \to 3 pi
decays.Comment: 43+2 pages, 2 figures. Version accepted in JHEP. Small changes in the
final numerics of CP asymmetries due to change in input valu
The neutron electric dipole form factor in the perturbative chiral quark model
We calculate the electric dipole form factor of the neutron in a perturbative
chiral quark model, parameterizing CP-violation of generic origin by means of
effective electric dipole moments of the constituent quarks and their
CP-violating couplings to the chiral fields. We discuss the relation of these
effective parameters to more fundamental ones such as the intrinsic electric
and chromoelectric dipole moments of quarks and the Weinberg parameter. From
the existing experimental upper limits on the neutron EDM we derive constraints
on these CP-violating parameters.Comment: 20 pages, 3 figure
Spacial and temporal dynamics of the volume fraction of the colloidal particles inside a drying sessile drop
Using lubrication theory, drying processes of sessile colloidal droplets on a
solid substrate are studied. A simple model is proposed to describe temporal
dynamics both the shape of the drop and the volume fraction of the colloidal
particles inside the drop. The concentration dependence of the viscosity is
taken into account. It is shown that the final shapes of the drops depend on
both the initial volume fraction of the colloidal particles and the capillary
number. The results of our simulations are in a reasonable agreement with the
published experimental data. The computations for the drops of aqueous solution
of human serum albumin (HSA) are presented.Comment: Submitted to EPJE, 7 pages, 8 figure
Strong CP violation and the neutron electric dipole form factor
We calculate the neutron electric dipole form factor induced by the CP
violating theta-term of QCD, within a perturbative chiral quark model which
includes pion and kaon clouds. On this basis we derive the neutron electric
dipole moment and the electron-neutron Schiff moment. From the existing
experimental upper limits on the neutron electric dipole moment we extract
constraints on the theta-parameter and compare our results with other
approaches.Comment: 18 pages, 2 figures, accepted for publication in Phys. Atom. Nuc
The isospin symmetry breaking effects in decays
The Fermi-Watson theorem is generalized to the case of two coupled channels
with different masses and applied to final state interaction in
decays. The impact of considered effect on the phase of the scattering
is estimated and shown that it can be crucial for scattering lengths extraction
from experimental data on decays
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