Anomalous couplings in e(+)e(-)->W+W- gamma at CERN LEP 2 and NLC

We present sensitivity limits on the coefficients of a dimension-6 effective Lagrangian that parametrizes the possible effects of new physics beyond the standard model. Our results are based on the study of the process e(+)e(-)-->W+W- y at CERN LEP 2 and NLC energies. In our calculations, we include all the new anomalous interactions, involving vectors and Higgs bosons, and take into account the standard model irreducible background. We analyze the impact of these new interactions on the total cross section. including the effects of the initial electron and final W polarizations. We then focus on the operators that will not be constrained by the e(+)e(-)-->W+W- process, obtaining limits based on the photon energy distribution.

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.

Search for a nonstandard Higgs boson in diphoton events at p(p)over-bar collisions

We estimate the attainable limits on the coupling of a nonstandard Higgs boson to two photons taking into account the data collected by the Fermilab collaborations on diphoton events. We based our analysis on a general set of dimension-6 effective operators that give rise to anomalous couplings in the bosonic sector of the standard model. If the coefficients of all blind operators have the same magnitude, indirect bounds on the anomalous triple vector-boson couplings can also be inferred, provided there is no large cancellatton in the Higgs-gamma-gamma coupling.

Future e(+)e(-) colliders' sensitivity to Hb(b)over-bar coupling and CP violation

A complete analysis of the sensitivity to new Hbb̄ couplings from the process e+e- → bb̄vv̄ at the next generation of linear colliders was performed. These new couplings were predicted by many extensions of the Standard Model. The results are comparable to the study performed previously where a global fit analysis for L=500 fb-1 and √s=500 GeV resulted in a relative accuracy of 2.2% in the gHbb Yukawa coupling.

Linking natural supersymmetry to flavour physics

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

Anomalous Higgs boson contribution to e(+)e(-)->b(b)over-bar gamma at CERN LEP 2

We study the effect of anomalous Hγγ and HZγ couplings, described by a general effective Lagrangian, on the process e+e-→bb̄γ at CERN LEP 2 energies. We include the relevant irreducible standard model background to this process, and from the photon energy spectrum, we determine the reach of LEP 2 to unravel the anomalous couplings by analyzing the significance of the signal for a Higgs boson with a mass up to 150 GeV.

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.

Mistura de sabor e violação de CP

Pós-graduação em Física - IFT

The complexity of motion in the Aristotelian Physics

The intention of this paper is to present some Aristotelian arguments regarding the motion on local terrestrial region. Because it is a highly sophisticated and complex explanation dealt with, briefly, the principles and causes that based theoretic sciences in general and in particular physics. Subdivided into eight topics this article in order to facilitate the understanding of these concepts for the reader not familiar with the Aristotelian texts. With intent to avoid an innocent view, anachronistic and linear the citations are of primary sources or commentators of Aristotle's works.

Signatures of quantum phase transitions in parallel quantum dots: Crossover from local moment to underscreened spin-1 Kondo physics

We study a strongly interacting "quantum dot 1" and a weakly interacting "dot 2" connected in parallel to metallic leads. Gate voltages can drive the system between Kondo-quenched and non-Kondo free-moment phases separated by Kosterlitz-Thouless quantum phase transitions. Away from the immediate vicinity of the quantum phase transitions, the physical properties retain signatures of first-order transitions found previously to arise when dot 2 is strictly noninteracting. As interactions in dot 2 become stronger relative to the dot-lead coupling, the free moment in the non-Kondo phase evolves smoothly from an isolated spin-one-half in dot 1 to a many-body doublet arising from the incomplete Kondo compensation by the leads of a combined dot spin-one. These limits, which feature very different spin correlations between dot and lead electrons, can be distinguished by weak-bias conductance measurements performed at finite temperatures.