Physics In Form Research Articles

The Correlation Between Students’ Performance in Mathematics and Physics in Form Six National Examinations 2023 in Selected Schools in Tanzania

This study investigates the correlation between student performance in Mathematics and Physics in Form Six National Examinations in Tanzania. The research adopts a correlational design using a quantitative approach, focusing on ten advanced public secondary schools, with a sample of 100 students who took both subjects in 2023. Regression analysis assessed the relationship between the subjects, with examination results serving as the primary data source. Grades were coded using a standardized scale (A = 1, B = 2, C = 3, D = 4, E = 5), and the analysis revealed a statistically significant moderate positive correlation (r = 0.717) between Mathematics and Physics performance, suggesting that proficiency in Mathematics contributes to success in Physics. The study’s findings align with previous research, highlighting the importance of mathematical skills in understanding Physics concepts. Given the statistically significant results, the study recommends integrating teaching strategies that reinforce the connection between Mathematics and Physics, continuous teacher professional development, and improved resource allocation to enhance student outcomes. While limitations such as the small sample size and reliance on exam results were noted, the research provides valuable insights for educators and policymakers, suggesting that strengthening mathematical competencies can positively impact Physics performance, with implications for improving academic outcomes in science education in Tanzania.

The effectiveness of Brain-Based Teaching Approach in dealing with the problems of students’ conceptual understanding and learning motivation towards physics

Teachers of science-based education in Malaysian secondary schools, especially those in the field of physics, often find their students facing huge difficulties in dealing with conceptual ideas in physics, resulting thus in a lack of interest towards the subject. The aim of this study was to assess the effectiveness of the Brain-Based Teaching Approach (henceforth BBTA) in dealing with the issues of the conceptual understanding of Newtonian physics of Form Four students in secondary science schools in the state of Kedah, situated in the northern region of Peninsular Malaysia, and also their learning motivation towards the subject of physics. The BBTA is based on the Brain-Based Learning Principles, where detailed attention is given to seven main steps: (1) activation; (2) clarify the outcome and paint big picture of the lesson; (3) making connection; (4) doing the learning activity; (5) demonstrate student understanding; (6) review for student recall and retention/closure; and (7) preview the new topic. The effectiveness of the BBTA within the targeted context was then assessed in a quasi-experimental research approach involving 100 Form Four students from two secondary science schools. Data collected using the Test of Conceptual Understanding of Newtonian Physics and the Questionnaire of Physics Learning Motivation were then analysed descriptively and inferentially. The results obtained revealed that the BBTA was in fact exceedingly effective in dealing with the problems aforementioned. It was found that students who received physics education taught using the BBTA possessed a better conceptual understanding of Newtonian physics and also a higher learning motivation in the subject of physics, compared to students who received physics education taught using conventional teaching methods.

New physics upper bound on the branching ratio of [formula omitted] and [formula omitted

We consider the most general new physics effective Lagrangian for b → s l + l − . We derive the upper limit on the branching ratio for the processes B s → l + l − where l = e , μ , subject to the current experimental bounds on related processes, B → ( K , K ∗ ) l + l − . If the new physics interactions are of vector/axial-vector form, the present measured rates for B → ( K , K ∗ ) l + l − constrain B ( B s → l + l − ) to be of the same order of magnitude as their respective Standard Model (SM) predictions. On the other hand, if the new physics interactions are of scalar/pseudoscalar form, B → ( K , K ∗ ) l + l − rates do not impose any useful constraint on B ( B s → l + l − ) and the branching ratios of these decays can be as large as present experimental upper bounds. If future experiments measure B ( B s → l + l − ) to be ⩾ 10 −8 then the new physics giving rise to these decays has to be of the scalar/pseudoscalar form. We also consider the effect of new physics on B ( B s → l + l − γ ) subject to the present experimental constraints on B → ( K , K ∗ ) l + l − and B → K ∗ γ . New physics in form scalar/pseudoscalar, which makes a very large contribution to B s → l + l − , makes no contribution at all to B s → l + l − γ due to angular momentum conservation. New Physics in the form of vector/axial-vector operators is constrained by the data on B → ( K , K ∗ ) l + l − and new physics in the form of tensor/pseudo-tensor is constrained by the data on B → K ∗ γ . In both cases, enhancement of B ( B s → l + l − γ ) much beyond the SM expectation is impossible. In conclusion, present data on B → ( K , K ∗ ) transitions allow for large B ( B s → l + l − ) but do not allow B ( B s → l + l − γ ) to be much larger than its SM expectation.

Chaos, Quanta and the Implicate Order. Can Advances in Mathematics and Physics Inform Our Work as Psychotherapists?

This paper explores parallels between modern science, mathematics and psychotherapy that may further a theoretical underpinning for psychotherapy. The paper focuses on chaos theory, strange attractors and fractal geometry; on Bohm's theory of the implicate order and finally on self-organizing systems and a general theory of mind.