scholarly journals Reply to the comment by A. Aste on "A simple explanation of the nonappearance of physical gluons and quarks"

2003 ◽  
Vol 81 (6) ◽  
pp. 893-894 ◽  
Author(s):  
Johan Hansson
Keyword(s):  
Canadian Journal ◽  
Approximation Method ◽  
Physical Meaning ◽  
Perturbative Expansion ◽  
Previous Article ◽  
Simple Explanation ◽  
Exact Theory

This is the reply to a comment by Andreas Aste on a previous article of mine in the Canadian Journal of Physics The counter-arguments used by Aste utilize a mathematical limit without physical meaning. We still contend that in QCD, the particles "gluons" and "quarks" are merely artifacts of an approximation method (the perturbative expansion) and are simply absent in the exact theory. PACS Nos.: 12.38.Aw, 03.70.+k, 11.15.–q

scholarly journals A simple explanation of the nonappearance of physical gluons and quarks

2002 ◽  
Vol 80 (9) ◽  
pp. 1093-1097 ◽  
Author(s):  
J Hansson
Keyword(s):  
Experimental Evidence ◽  
Quantum Chromodynamics ◽  
Approximation Method ◽  
Perturbative Expansion ◽  
Simple Explanation ◽  
Yang Mills ◽  
Quark Field ◽  
Physical Particle ◽  
Color Field ◽  
Particle Interpretation

We show that the nonappearance of gluons and quarks as physical particles is a rigorous and automatic result of the full, i.e., nonperturbative, nonabelian nature of the color interaction in quantum chromodynamics (QCD). This makes it, in general, impossible to describe the color field as a collection of elementary quanta (gluons). Neither can a quark be an elementary quantum of the quark field, as the color field of which it is the source is itself a source, making isolated noninteracting quarks, crucial for a physical particle interpretation, impossible. In geometrical language, the impossibility of quarks and gluons as physical elementary particles arises due to the fact that the color Yang–Mills space does not have a constant trivial curvature. In QCD, the particles "gluons" and "quarks" are merely artifacts of an approximation method (the perturbative expansion) and are simply absent in the exact theory. This also coincides with the empirical, experimental evidence. PACS Nos.: 12.38Aw, 03.70+k, 11.15-q

On the existence and physical meaning of the Zenneck wave

2009 ◽  
Vol 179 (7) ◽  
pp. 801 ◽  
Author(s):  
Aleksandr V. Kukushkin
Keyword(s):  
Physical Meaning

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

Using the Combination of GM(1,1) and Taylor Approximation Method to Predict the Academic Achievement of Student

2014 ◽  
Vol 1 (2) ◽  
pp. 55-69 ◽  
Author(s):  
Phuoc-Hai Nguyen ◽  
◽  
Tian-Wei Sheu ◽  
Phung-Tuyen Nguyen ◽  
Duc-Hieu Pham ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Approximation Method ◽  
Taylor Approximation

Some numerical graphs with successive approximation method of fractional integro–differential equation

2019 ◽  
Vol 8 (4) ◽  
pp. 36
Author(s):  
Samir H. Abbas
Keyword(s):  
Differential Equation ◽  
Successive Approximation ◽  
Approximation Method ◽  
Existence And Uniqueness ◽  
Successive Approximation Method ◽  
Integro Differential Equation

This paper studies the existence and uniqueness solution of fractional integro-differential equation, by using some numerical graphs with successive approximation method of fractional integro –differential equation. The results of written new program in Mat-Lab show that the method is very interested and efficient. Also we extend the results of Butris [3].

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