“The Important Thing is not to Stop Questioning”, Including the Symmetries on Which is Based the Standard Model

Sternheimer, Daniel

doi:10.1007/978-3-319-06248-8_2

Cited by 9 publications

(13 citation statements)

References 82 publications

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“…The famous scientist Einstein emphasizes the importance of asking questions when he states that "the most important thing is to not stop asking questions" (Sternheimer, 2014). Considering the founders of leading technology companies such as Facebook, Amazon and Google as individuals who ask eligible questions, the importance of questioning can be revealed (Berger, 2014).…”

Section: Introductionmentioning

confidence: 99%

An analysis of teachers questioning strategies

Döş¹,

Bay²,

Aslansoy³

et al. 2016

Educ. Res. Rev.

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The objectives of this study are;1) to know kinds of teachers' questioning strategies that teacher use in the classroom. 2) to know the way the teachers use the questioning strategies in the classroom. The design of the research is descriptive qualitative. The writer got the data of this research from interview notes. The observation sheet source of the data research were from the teacher and students. The Instrument used are observation sheet, interview, and document. The techniques for analyzing the data is descriptive. The steps were; comprising interactive reducing the data, presenting the data, and drawing conclusion. The result of this research shows that are: 1) The teaching strategies are; (a) the teaching techniques used lecturing, group project and small group discussion, (b) the seating arrangement, the students seating position changed, (c) the teacher give feedback when the students have difficulties, the teacher give some clue to the students to help them understand the material given, (d) the teacher evaluates the students: the teacher given task and motivations for the students. 2) The problems faced by the teacher are the classroom conditions, the crowded conditions, controlling individually, the interaction between the teacher and students in the classroom is ineffective, the students' less vocabulary, the limited media and the problems faced by the students are lack of confidence, the students have difficulties in translation. The conclusion are Not all English teachers in SMP PGRI 01 Semarang have good understanding of how to implement teacher's questioning. Some of them still have some problems with their understanding. It is caused by some reasons, such as: (1) the teachers do not want to get out of their comfort zone, some of them are thinking that the most important part of teaching is how to make the students understand the materials; (2) they can not move on from their old views of teaching English in the classroom; (3) last but not least, because the training done by the authoritative government is not sufficient to make them mastering teacher's questioning.

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Section: Introductionmentioning

confidence: 99%

An analysis of teachers questioning strategies

Döş¹,

Bay²,

Aslansoy³

et al. 2016

Educ. Res. Rev.

View full text Add to dashboard Cite

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“…q-Deformation on the other hand seem to have particular applications in generalized descriptions of internal and gauge symmetries [10,34,35]. Considered together therefore, it seems that Lie-type and q-deformations offer a consistent framework within which to develop physics in the 21st century [36][37][38][39].…”

Section: Discussionmentioning

confidence: 99%

Charge specific baryon mass relations with deformed SUq(3) flavor symmetry

Gresnigt

2016

Eur. Phys. J. A

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The quantum group SUq(3) = Uq(su (3)) is taken as a baryon flavor symmetry. Accounting for electromagnetic contributions to baryons masses to zeroth order, new charge specific q-deformed octet and decuplet baryon mass formulas are obtained. These new mass relations have errors of only 0.02% and 0.08% respectively; a factor of 20 reduction compared to the standard Gell-Mann-Okubo mass formulas. A new relation between the octet and decuplet baryon masses that is accurate to 1.2% is derived. An explicit formula for the Cabibbo angle, taken to be π 14 , in terms of the deformation parameter q and spin parity J P of the baryons is obtained.

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“…q-Deformation on the other hand seem to have particular applications in generalized descriptions of internal and gauge symmetries [7,24,25]. Considered together, Lie algebra and Hopf algebra deformations offer a consistent framework within which to develop physics in the 21st century [26][27][28][29].…”

Section: Discussionmentioning

confidence: 99%

Magnetic moments of octet baryons with deformed Uq(su(3)) flavor symmetry

Gresnigt,

Gillard

2017

Preprint

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The effect of a q-deformation of flavor symmetry on octet baryon magnetic moments is investigated by taking the quantum group Uq(su(3)) as a flavor symmetry and calculating expressions for the magnetic moments of the octet baryons. Using the experimental values for the magnetic moments of the proton, neutron, and Λ baryons as input, the magnetic moments of the up, down, and strange quarks, and by extension those of the remaining octet baryons, depend on the value of the deformation parameter q. Plotting the least square error as a function of q we find the undeformed value q = 1 is a local maximum. Nearby are a relative minimum (at q = 0.610) and an absolute minimum (at q = 1.774). The value q = 1.774 gives an approximately 10% decrease in the least square error compared to the undeformed case. For this value of q the quark masses of the up and down quarks are calculated to be 331 MeV and 305 MeV respectively.

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“The Important Thing is not to Stop Questioning”, Including the Symmetries on Which is Based the Standard Model

Cited by 9 publications

References 82 publications

An analysis of teachers questioning strategies

An analysis of teachers questioning strategies

Charge specific baryon mass relations with deformed SUq(3) flavor symmetry

Magnetic moments of octet baryons with deformed Uq(su(3)) flavor symmetry

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