Mass spectra of radially and orbitally excited states of mesons

Meson mass spectra, evaluated in the framework of the relativistic model of quasi-independent quarks, are presented. Mass values are obtained with the help of numerical calculations based on the Dirac equation and by phenomenological mass formulae. The Dirac equation involves the potential, which is sum of the vector quasi-Coulombic potential and the scalar linear rising confinement potential. The phenomenological mass formulae are applied to excited meson states consisting of u-, d-quarks and antiquarks with isotopical spin I=1. A comparison of the evaluated mass spectra with existing data is performed. Problems of identification of some meson states in vector and scalar channels are discussed.Comment: 4 pages, Talk given at 12th Lomonosov Conference on Elementary Particle Physics, Moscow, August 25-31, 200

On the Parameters of the QCD-Motivated Potential in the Relativistic Independent Quark Model

In the framework of the relativistic independent quark model the parameters of the QCD-motivated static potential and the quark masses are calculated on the basis of the $1^{--}$ meson mass spectra. The value of the confining potential coefficient is found to be ($0.197\pm 0.005) GeV${}^2$. for quark- antiquark interaction independently on their flavours. The dependence of the quasi-Coulombic potential strength on the interaction distance are consistent with the QCD-motivated behaviour. The$q\bar q$-separations are evaluated and the$e^+e^-$ decay widths are estimated with the help of relativistic modification of the Van Royen-Weisskopf formula.Comment: 10 pages, LaTex; added references for the beginning, changed the last paragraph at the end, made a few stylistic correction

Higgs Boson Discovery Potential of LHC in the Channel pp→γγ+jetpp \to\gamma\gamma+jet

We discuss the SM Higgs discovery potential of LHC in the reaction $pp\to H+ jet\to\gamma\gamma+jet$ when the jet is observed at sufficiently high $E_t$ to be reliably identified. We conclude that this channel gives promising discovery possibilities for the Higgs boson mass range 100-140 GeV, during LHC operation at a low luminosity. With 30 fb$^{-1}$ of accumulated data and for $M_H=120$ GeV about 100 signal events could be observed with the number of background events larger by a factor of 2 only, showing a signal significance $S/\sqrt{B}\sim 7$. We use the difference of distributions in the partonic subprocess energy $\sqrt{\hat s}$ for the signal and background for a better separation of the signal.Comment: 15 pages including 6 figures, LaTeX, use epsfig.sty. To appear in Phys.Lett.B. In this replacement minor LaTeX improvements are mad

The role of double helicity-flip amplitudes in small-angle elastic pp-scattering

We asses a role of the double helicity-flip amplitudes in small-angle elastic pp-scattering and obtain a new unitary bound for the double helicity-flip amplitude F_2 in elastic pp-scattering at small values of t on the basis of the U-matrix method of the s-channel unitarization.Comment: 8 pages, minor correction

STEM approach to teaching and learning physics at high school: A damped oscillation application of tuned mass damper

In our presentation, we describe a STEM approach to teaching and learning physics at the senior high school level on damping oscillation and its application through project-based learning (PBL) adopting the STEM convergent model proposed by Quinn, Reid, and Gardner (2020). The students are required to answer an engineering question: "How can the engineer maintain a tall building or skyscraper against a seismic wave of earthquake, strong wind or storm at a pre-defined level?" This STEM project aims to assemble what students have learned in a series of lessons into a practical application, i.e., tuned mass damper (TMD) in a skyscraper. The students are encouraged to use their science and mathematics knowledge to understand the proposed problem and design testing. They will use the engineering design process to design a simple sample structure for testing and seeking improvement (Figure 1). The students can choose appropriate technology such as video analysis, Microbit or Arduino-based sensor to collect data, and Microsoft Excel to analyze experimental results. This STEM project enables students to elaborate on their science knowledge and process skills. Also, the students can improve their 21st-century skills, including critical thinking, creativity, collaboration and communication, through collaborative work as a team to solve the problem and present their project. In our presentation, we will show a case study of pendulum damping as an example of a TMD application to simulate activities teaching and learning activities at school. This STEM project aims to assemble what students have learned in a series of lessons into a practical application, i.e., tuned mass damper (TMD) in a skyscraper. REFERENCE Quinn, C. M., Reid, J. W., & Gardner, G. E. (2020). S + T + M = E as a Convergent Model for the Nature of STEM. Science and Education, 29(4), 881-898. https://doi.org/10.1007/s11191-020-00130-w

Examining Cambodian high school science teachers’ perception of Technological Pedagogical Content Knowledge (TPACK)

The purpose of this study is to assess Cambodian high school science teachers’ perceptions of Technological Pedagogical Content Knowledge (TPACK) knowledge domains, including content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK) and TPACK and investigate the relationship between knowledge domains with some demographic variables such as gender, qualification, age, teaching experience, school type and school location. The study surveyed 240 Cambodian high school science teachers using a self-rating questionnaire. Data analyses employed independent samples t-test, One-Way ANOVA and Pearson’s correlation statistics to produce findings. The results revealed that Cambodian high school science teachers responding to the survey rated their knowledge relatively high for the CK, PK, PCK and TK, but relatively low for TCK, TPK and TPACK. Difference analyses affirmed that only the school-type variable indicated the difference in the four technology-related knowledge domains of TPACK. Age and teaching experience had negative correlations solely with the four technology-related domains. In conclusion, Cambodian high school science teachers have enough knowledge in (1) subject contents, (2) teaching strategies of their subject matter, and (3) ICT for administrative works and to support subject-matter-related works. Cambodian high school science teachers need more knowledge of specialised ICT for education to improve their teaching and enhance students’ learning on their subject

Cambodian STEM pre-service teachers’ competency in effective information communication technology integration teaching based on technological pedagogical content knowledge framework

This study explores how Cambodian STEM (Science, Technology, Engineering, and Mathematics) pre-service teachers comprehended the Technological Pedagogical Content Knowledge (TPACK) and its components, content knowledge (CK), pedagogical knowledge (PK), technological knowledge (TK), pedagogical content knowledge (PCK), technological pedagogical knowledge (TPK), technological content knowledge (TCK) and their associations with demographic variables. Using a self-report questionnaire, the study surveyed 440 pre-service teachers from three distinct teacher training colleges. Data was analyzed using descriptive statistics, independent t-test, and Pearson's correlation. Results showed that pre-service teachers rated themselves above the mean in all components: TPK and CK were the highest, and TCK and TPACK were the lowest. There was a significant difference in the gender and foreign language variables; males and being able to understand foreign languages were the favor. A negative relationship existed in age variables where younger pre-service teachers demonstrated higher competence in all aspects of TPACK except PCK. It concluded that Cambodian STEM pre-service teachers demonstrate adequate knowledge of content, pedagogy, and technology to integrate information communication and technology (ICT) into their teaching. Possessing a medium to a high level of TPACK, additional professional development programs are needed to assist pre-service teachers in reaching the highest TPACK level