Evidence for Unruh's effect in hardon physics

In order that confinement should survive, light quarks inside hadrons have a very high acceleration and will feel a thermal bath with an Unruh temperature near 137 MeV. We show that this temperature is consistent with the experimentally observed departure from the Gottfried sum rule for the difference of the proton and neutron structure functions in deep inelastic electron scattering.

Deciphering 40 TeV rapidity gap physics with 2 TeV jet events

Rapidity gaps may provide an adequate signature for electroweak processes at supercolliders, including the production of the Higgs particle. We show how this important issue can be studied in the dijet final states of operating proton-antiproton colliders and present quantitative predictions.

Radiative Omega(-)->Xi(-)gamma decay and physics beyond the standard model

We investigate the impact of new physics beyond the standard model to the s → dγ process, which is responsible for the short-distance contribution to the radiative decay Ω-Ξ-γ. We study three representative extensions of the standard model: namely, a one-family technicolor model, a two-Higgs-doublet model, and a model containing scalar leptoquarks. When constraints arising from the observed b→sγ transition and the upper limit on D0-D̄0 mixing are taken into account, we find no significant contributions of new physics to the s→dy process.

Excited fermion contribution to Z(0) physics at one loop

We investigate the effects induced by excited leptons at the one-loop level in the observables measured on the Ζ peak at LEP. Using a general effective Lagrangian approach to describe the couplings of the excited leptons, we compute their contributions to both oblique parameters and Ζ partial widths. Our results show that the new effects are comparable to the present experimental sensitivity, but they do not lead to a significant improvement on the available constraints on the couplings and masses of these states.

Linking natural supersymmetry to flavour physics

Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP)

Dark energy as a kinematic effect

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A linguagem do espaço-tempo

This study sought to offer a didactic approach in relation with the fundamentals of cubism temporal space derived of the theory of relativity, since the exhaustive character on the matter considering the need for a more consistent explanation of the physics Einsteinium postulates which is not an exactly research theme, despite being at its heart.

Establishing common elements among some science education references as a resource to design a Didactics of Physics program for teachers initial education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Future Brazilian teachers imaginaries about physics teaching in adults education

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Pedagogical practices carried out during an in-service teachers education project: approaching history and philosophy of science to physics teaching

We report here part of a research project developed by the Science Education Research Group, titled: "Teachers’ Pedagogical Practices and formative processes in Science and Mathematics Education" which main goal is the development of coordinated research that can generate a set of subsidies for a reflection on the processes of teacher training in Sciences and Mathematics Education. One of the objectives was to develop continuing education activities with Physics teachers, using the History and Philosophy of Science as conductors of the discussions and focus of teaching experiences carried out by them in the classroom. From data collected through a survey among local Science, Physics, Chemistry, Biology and Mathematics teachers in Bauru, a São Paulo State city, we developed a continuing education proposal titled “The History and Philosophy of Science in the Physics teachers’ pedagogical practice”, lasting 40 hours of lessons. We followed the performance of five teachers who participated in activities during the 2008 first semester and were teaching Physics at High School level. They designed proposals for short courses, taking into consideration aspects of History and Philosophy of Science and students’ alternative conceptions. Short courses were applied in real classrooms situations and accompanied by reflection meetings. This is a qualitative research, and treatment of data collected was based on content analysis, according to Bardin [1].

Physics teachers initial education and professional performance: what do future teachers have to say?

This research deals with the discussion about Physics teachers’ undergraduate education and professional performance related to the knowledge acquired during this initial education. More specifically, we try to answer questions like: How do future teachers evaluate the knowledge acquired during their initial education as in terms of specific knowledge as pedagogical knowledge? What are their formative needs and future expectatives about professional performance and the school teaching environment? Data was constituted from a sample of 26 future high school physics teachers, one semester long, that were taking the supervised curricular training in a undergraduate Physics education program (called Licenciatura in Brazil), in São Paulo State public university. Besides the final report of this training, future teachers were asked to answer a questionnaire aiming to take their conceptions about their initial education program, their formative needs, future professional expectatives and high school teaching environment. According to the future teachers, the program they were about to finish was satisfactory in terms of Physics specific contents; however, about the pedagogical content knowledge and the pedagogical practice, they showed to be unsatisfied and insecure. The majority of the questionnaire responses demonstrated that they feel lack of teaching experience. Moreover, teachers emphasize other factors related to the future professional performance: possible difficulties to deal with students’ indiscipline, schools’ bad physical structure, limited number of Physics classes in high school level, lack of didactical laboratories and also they seem to be frightened that the expertise teachers do not be collaborative with the new ones. In this sense, the research outcomes shows the necessity of discussions about questions involving teachers knowledge, related to either, the Physics conceptual domain and the pedagogical one, since it matters directly to future teachers professional performance. Discussions in this sense can also help evaluation and restructuration of programs designed to initial and continuous teachers’ education.

O grupo de estudos e discussão como subsídio ao desenvolvimento de interações discursivas entre professores de física sobre a temática teoria da relatividade

Based on the assumption that the exchange of knowledge can support a process of self-organized interactions of the involved in the process, we present the results of a study about how happen the dialogue between physics teachers involved in a group of study of Modern and Contemporary Physics. With the support of the propositions of Bakhtin about the potential of the discourse and discursive interactions studies, we identified interesting regularities in how organize discussions among teachers, identifying a scheme that allows us to infer the effectiveness of the enforcement of this form of lead and mediate the discussions in groups of continuous formation of physics teachers to other topics, as well as adding arguments in defense of the groups of discussion as a strategy for continuing formation of teachers.

Constante cosmológica: algumas consequências algébricas e dinâmicas

Pós-graduação em Física - IFT

Cordas cósmicas e gravitação planar de ordem superior

The possibility of generalizing gravity in 2+1 dimensions to include higher-derivative terms, thereby allowing for a dynamical theory, opens up a variety of new interesting questions. This is in great contrast with pure Einstein gravity which is a generally covariant theory that has no degrees of freedom - a peculiarity that, in a sense, renders it a little insipid and odorless. The research on gravity of particles moving in a plane, that is, living in flatland, within the context of higher-derivative gravity, leads to novel and interesting effects. For instance, the generation of gravity, antigravity, and gravitational shielding by the interaction of massive scalar bosons via a graviton exchange. In addition, the gravitational deffection angle of a photon, unlike that of Einstein gravity, is dependent of the impact parameter. On the other hand, the great drawback to using linearized general relativity for describing a gravitating string is that this description leads to some unphysical results such as: (i) lack of a gravity force in the nonrelativistic limit; (ii) gravitational deffection independent of the impact parameter. Interesting enough, the effective cure for these pathologies is the replacement of linearized gravity by linearized higher-derivative gravity. We address these issues here