Physics practicals for distance education in an undergraduate engineering course

BACKGROUND : Providing engineering practicals to undergraduates by means of distance education is a significant challenge. The past 30 years have seen the rapid development of the distance education. For many years, Deakin University has offered a full Bachelor of Engineering degree programme via distance education. All first-year students study a unit in physics. This unit includes practicals. Providing practical experiences to students is distance education’s greatest challenge.

PURPOSE : The purpose of this work was to develop the means for off-campus students to complete practical exercises in first-year engineering physics. The solution to the problem also had to comply with accreditation requirements set by Engineers Australia.

METHOD : The long-term solution to the problem was running on-campus lab classes either on weekends or as part of the annual first-year residential school for engineering professional practice. Students work was assessed by means of standard laboratory reports. On-campus marks and off-campus lab marks have been collected and compared over the past 12 years.

RESULTS : The results indicate that the off-campus lab experience is similar to the on-campus experience. Marks for the two cohorts were comparable. Those few students who completed their pracs at home faced and overcame significant challenges.

CONCLUSIONS : We found that performance in their lab reports for off-campus students was similar to that of the on-campus students. Accreditation requirements has shifted the focus from developing activities that students could perform at home to offering timely and efficient on-campus lab classes for off-campus students. Future work will focus on on-campus lab classes in accordance with accreditation requirements and perhaps on-line broadcasts of prac classes for those students who cannot attend lab on-campus.

Teaching undergraduate physics: changing practices in Australia and Vietnam

The study found that notwithstanding some similarities, the teaching and learning of undergraduate physics in three Vietnamese universities and three Australian universities is significantly different in many aspects of practice. The differences in undergraduate teaching and learning of physics in particular and of other university courses in general arise mainly from differences in education systems, cultures, expectations, the views of quality and knowledge, the state of the respective economies, and the school infrastructures between the two countries.

Signatures of doubly charged Higgs in the SU(3)(L) circle times U(1)(N) model at the CERN LHC

The scalar sector of the simplest version of the 3-3-1 electroweak model is constructed with three Higgs triplets only. We show that a relation involving two of the constants of the model, two vacuum expectation values of the neutral scalars, and the mass of the doubly charged Higgs boson leads to important information concerning the signals of this scalar particle.

Neutral Higgs bosons in the SU(3)(L)circle times U(1)(N) model

The SU(3)(L)circle times U(1)(N) electroweak model predicts new Higgs bosons beyond the one of the standard model. In this work we investigate the signature and production of neutral SU(3)(L)circle times U(1)(N) Higgs bosons in the e(-)e(+) Next Linear Collider and in the CERN Linear Collider . We compute the branching ratios of two of the SU(3)(L)circle times U(1)(N) neutral Higgs bosons and study the possibility to detect them and the Z' extra neutral boson of the model.

Doubly charged Higgs through photon-photon collisions in 3-3-1 models

We study the production and signatures of doubly charged Higgs bosons (DCHBs) in the process gamma gamma <-> H(--)H(++) at the e(-)e(+) International Linear Collider and CERN Linear Collider, where the intermediate photons are given by the Weizsacker-Willians and laser backscattering distributions.

Probing doubly charged Higgs bosons in e(+)e(-) colliders at the ILC and the CLIC in a 3-3-1 model

The SU(3)(L) circle times U(1)(N) electroweak model predicts new Higgs bosons beyond the one of the standard model. In this work we investigate the signature and production of doubly charged Higgs bosons in the e(+)e(-) International Linear Collider and in the CERN Linear Collider. We compute the branching ratios for the doubly charged gauge bosons of the model.

The Hunt for New Physics at the Large Hadron Collider

The Large Hadron Collider presents an unprecedented opportunity to probe the realm of new physics in the TeV region and shed light on some of the core unresolved issues of particle physics. These include the nature of electroweak symmetry breaking, the origin of mass, the possible constituent of cold dark matter, new sources of CP violation needed to explain the baryon excess in the universe, the possible existence of extra gauge groups and extra matter, and importantly the path Nature chooses to resolve the hierarchy problem - is it supersymmetry or extra dimensions. Many models of new physics beyond the standard model contain a hidden sector which can be probed at the LHC. Additionally, the LHC will be a. top factory and accurate measurements of the properties of the top and its rare decays will provide a window to new physics. Further, the LHC could shed light on the origin of neutralino masses if the new physics associated with their generation lies in the TeV region. Finally, the LHC is also a laboratory to test the hypothesis of TeV scale strings and D brane models. An overview of these possibilities is presented in the spirit that it will serve as a companion to the Technical Design Reports (TDRs) by the particle detector groups ATLAS and CMS to facilitate the test of the new theoretical ideas at the LHC. Which of these ideas stands the test of the LHC data will govern the course of particle physics in the subsequent decades.

Mass generation for Abelian spin-1 particles via a symmetric tensor

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Finding the Higgs boson through supersymmetry

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Effects of cement thickness and bonding on the failure loads of CAD/CAM ceramic crowns: Multi-physics FEA modeling and monotonic testing

Objective. To determine the influence of cement thickness and ceramic/cement bonding on stresses and failure of CAD/CAM crowns, using both multi-physics finite element analysis and monotonic testing.Methods. Axially symmetric FEA models were created for stress analysis of a stylized monolithic crown having resin cement thicknesses from 50 to 500 mu m under occlusal loading. Ceramic-cement interface was modeled as bonded or not-bonded (cement-dentin as bonded). Cement polymerization shrinkage was simulated as a thermal contraction. Loads necessary to reach stresses for radial cracking from the intaglio surface were calculated by FEA. Experimentally, feldspathic CAD/CAM crowns based on the FEA model were machined having different occlusal cementation spaces, etched and cemented to dentin analogs. Non-bonding of etched ceramic was achieved using a thin layer of poly(dimethylsiloxane). Crowns were loaded to failure at 5 N/s, with radial cracks detected acoustically.Results. Failure loads depended on the bonding condition and the cement thickness for both FEA and physical testing. Average fracture loads for bonded crowns were: 673.5 N at 50 mu m cement and 300.6 N at 500 mu m. FEA stresses due to polymerization shrinkage increased with the cement thickness overwhelming the protective effect of bonding, as was also seen experimentally. At 50 mu m cement thickness, bonded crowns withstood at least twice the load before failure than non-bonded crowns.Significance. Occlusal "fit" can have structural implications for CAD/CAM crowns; pre-cementation spaces around 50-100 mu m being recommended from this study. Bonding benefits were lost at thickness approaching 450-500 mu m due to polymerization shrinkage stresses. (C) 2012 Academy of Dental Materials. Published by Elsevier Ltd. All rights reserved.