There are no particles, there are only fields

Hobson, Art

doi:10.1119/1.4789885

Cited by 120 publications

(88 citation statements)

References 82 publications

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“…While fields are an abstract entity known to challenge students thinking (Bradamante & Viennot, 2007), traditionally they have been introduced as mathematical constructs rather than as real physical entities (Swackhamer, 2005). The view that fields are "real" and not just a mathematical entity is wholly consistent with modern physics (Hecht, 2003;Hobson, 2013). Fields provide a "place" for energy when it is not manifested in objects (Quinn, 2014), something which has typically been a source of confusion for students (Lindsey, Heron, & Shaffer, 2012;Summers, 1983).…”

Section: Approaches To Teaching About Energymentioning

confidence: 89%

Systems, transfer, and fields: Evaluating a new approach to energy instruction

et al. 2019

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Energy is a central concept in science in every discipline and also an essential player in many of the issues facing people everywhere on the globe. However, studies have shown that by the end of K‐12 schooling, most students do not reach the level of understanding required to be able to use energy to make sense of a wide range of phenomena. Many researchers have questioned whether the conceptual foundations of traditional approaches to energy instruction may be responsible for students' difficulties. In response to these concerns, we developed and tested a novel approach to middle school physical science energy instruction that was informed by the recommendations of the Framework for K‐12 Science Education (National Research Council, 2012a) and the Next Generation Science Standards (NGSS) (NGSS Lead States, 2013). This new approach differs substantially from more traditional approaches to energy instruction in that it does not require energy forms and it emphasizes connections between energy, systems, and fields that mediate interaction‐at‐a‐distance. We investigated student learning during this novel approach and contrasted it with student learning within a comparable unit based on a more traditional approach to energy instruction. Our findings indicate that students who learned in the new approach outperformed students who learned in the traditional approach in every quantitative and qualitative aspect considered in this study, irrespective of their prior knowledge of energy. They developed more parsimonious knowledge networks in relation to energy that focused primarily around the concept of energy transfer. This study warrants further investigation into the value of this new approach to energy instruction in both middle and high school.

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Section: Approaches To Teaching About Energymentioning

confidence: 89%

Systems, transfer, and fields: Evaluating a new approach to energy instruction

et al. 2019

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“…The key point is that with use of relevant parameters, classical (Newtonian) physics applies equally across spatial and matter periodicities; furthermore, matter and spatial quanta 'react' alike, the major determinant being geometric in character, Obande (2017c). Nature makes no distinction between wave and particle in its primitive interactions, all is wave, Born (1935), Macken (2011), Hobson (2013, Obande (2013), Consiglio (2015Consiglio ( , 2016. The present (classical) approach points to existence of a spatial periodicity analogous to the chemical (matter) periodicityspace is defined with same quantum effects and chemical physics as matter complete with hierarchical quanta sizes that parallel atomic mass evolution.…”

Section: Mass-energy Equivalence: Astrophysical and Cosmological Implmentioning

confidence: 99%

A Field Concept of the Black Hole

Obande¹

2018

APR

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A new perspective of the black hole BH is introduced. Based on the assumption that space and matter are fundamentally fields and governed by same deterministic quantum laws, the field dynamics is analyzed with classical (Newtonian) mechanics to argue that: i) the BH is not a singularity but Hawking's 'apparent horizon'; ii) the Schwarzschild BH does not exist; iii) the naked 'singularity' NS might not be ruled out in observational atomic and molecular emissions; iv) the Kerr-Newman black hole KBH functions to modulate and transform frequency of matter waves and re-orient same across the three particle-generations universes in perpetual energy re-cycles, no new creation but endless energy re-cycling; vi) the BH process is not thermodynamics but electrodynamics; vii) accretion is not random, it is motivated by a universal 'aging' process in which matter progresses from one symmetry group to another; viii) spatial alignment arises from universal diagonal orientation of constituent elements of intrinsic cubic geometry of nature's periodic envelopes; ix) all spatial periodic envelopes are binaries, the causality is illustrated in some detail. It is suggested that a frequency modulator/transformer circuitry might be a better model for simulating the BH than thermodynamics.

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“…In the eigenframe of C, tensor Q can be parametrized as [20] Q = q 0 (e 1 ⊗ e 1 − e 2 ⊗ e 2 ) + q m (e 1 ⊗ e 2 + e 2 ⊗ e 1 ) (11) where q 0 and q m are scalar order parameters and λ = q 2 0 + q 2 m , see Equation (5). For simulation purposes, we introduce scaled and dimensionless quantities.…”

Section: Methodsmentioning

confidence: 99%

“…Of particular interest are topological defects (TDs), which, in isolation, are topologically protected and consequently they cannot be destroyed [4]. They might represent "fundamental particles" of the Standard model (which are from this perspective emergent) if relevant fields represent fundamental entities of nature [5] as first suggested by Skyrme already in 1962 [6]. Note that the first theory on coarsening dynamics of TDs was developed in cosmology in order to explain TDs in the Higgs field of the early universe [7].…”

Section: Introductionmentioning

confidence: 99%

Curvature-Controlled Topological Defects

et al. 2017

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Effectively, two-dimensional (2D) closed films exhibiting in-plane orientational ordering (ordered shells) might be instrumental for the realization of scaled crystals. In them, ordered shells are expected to play the role of atoms. Furthermore, topological defects (TDs) within them would determine their valence. Namely, bonding among shells within an isotropic liquid matrix could be established via appropriate nano-binders (i.e., linkers) which tend to be attached to the cores of TDs exploiting the defect core replacement mechanism. Consequently, by varying configurations of TDs one could nucleate growth of scaled crystals displaying different symmetries. For this purpose, it is of interest to develop a simple and robust mechanism via which one could control the position and number of TDs in such atoms. In this paper, we use a minimal mesoscopic model, where variational parameters are the 2D curvature tensor and the 2D orientational tensor order parameter. We demonstrate numerically the efficiency of the effective topological defect cancellation mechanism to predict positional assembling of TDs in ordered films characterized by spatially nonhomogeneous Gaussian curvature. Furthermore, we show how one could efficiently switch among qualitatively different structures by using a relative volume v of ordered shells, which represents a relatively simple naturally accessible control parameter.

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There are no particles, there are only fields

Cited by 120 publications

References 82 publications

Systems, transfer, and fields: Evaluating a new approach to energy instruction

Systems, transfer, and fields: Evaluating a new approach to energy instruction

A Field Concept of the Black Hole

Curvature-Controlled Topological Defects

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