Theory of 3F4D Universe (Beyond Standard Model of Particle Physics)

In this theory, “mass is equivalent to length of imaginary straight line segment” and “direction to imaginary line segment is intrinsic property of that particle which is Equivalent to its intrinsic spin”. With this concept, all fundamental particles, fermions and bosons are described as quanta imaginary string particles with a definite direction. For e.g. unidirectional imaginary straight line with fixed length are massive spin 1/2 fermions;while unidirectional imaginary quanta curved lines are massless spin 1 bosons. Thus, it gives co-relation between massless (curved imaginary line) and spin = 1 properties of boson as proved in QED theory. All fundamental particles of standard model and beyond standard model are arranged in one simple diagram in 3 folds (bottom fold, middle upper and lower folds and top fold) and are projected in 4th Imaginary Dimension in order of decreased in Mass from TeV to approx. 0 eV. This theory is beyond standard model because it predicts new fundamental particles viz. dark matter (spin = 0 massive boson) along with gravitons (spin = 2, massless bosons);4th pair of neutrinos, vertical massless boson (VMB) particles and tri-axis massive boson (spin = 0) particle. The discovery of these new particles will act as solid proof to this theory. With this 3F4D representation of the universe at an atomic and sub-atomic level, it solves lots of current problems of SM of particle physics like matter-antimatter asymmetry, origin of mass of hadrons like protons, origin of mass and L.H. nature for neutrinos, wave-particle duality of particles, etc. giving true insight of fundamental particles. With proving that, dark matter is not a quanta particle, rather it is a single entity and spreads/expands throughout the universe in the form of “web of spider”, it shows space-time is not empty, but it is filled with Continuous lines of Dark Matter and we, materialistic massive objects are floating/sailing w.r.t. current of this vast ocean. Correlation of its continuity with time gives new a definition to time: “Time is neither Illusion nor 4th Dimension, but, it represents Continuous Flow of Single Entity, Dark Matter”. Space-time is not Empty and is filled with massive dark matter, hence, we have to add more terms to newtonian gravitational equation to account for gravitational strength of mass of surrounding dark matter which represents curvature of space-time in terms of Increase in its mass-density w.r.t. to mass-density of flat universe. Finally, using an empirical formula (h = k*c*Q;k = boltzmann’s constant = mass in TeV range) and inverse relation of mass-density of DM with age of the universe (H2 = Constant•G•Mass-Density of DM);Unification of Gravity at TeV is achieved without consideration of “Gravitational Constant, G”, hence, Planck’s Scale is not required.

The Standard Model Theory [May Be] a Wrong Theory

The Standard Model is the theory of Physics that describes the elementary particles of matter and the strong, weak and electromagnetic interactions, between them. The theory of the Standard Model does not include the description of the gravitational interactions. It is a very well founded theory that has predicted many experimental results, such as the existence of many particles and has withstood many experimental tests. The key missing piece of the theory to fill in was the Higgs boson, whose existence was reasonably suspected and confirmed by CERN’s ATLAS and CMS experiments in 2012. The current synthesis of the theory was completed in the mid-1970s, after the experimental confirmation of the existence of the quarks, and then confirmed, with the discovery of the Higgs boson, in 2012. All these, are according to the established views of science. But according to the opinions of many scientists, opinions with which I as the author of this paper agree, the theory of the Standard Model is a wrong theory because, while it makes some successful predictions, it does not answer to a number of many other questions that it should answer for its final establishment. Specifically and according to established views, the theory cannot explain the existence of dark matter and dark energy, the behavior of neutrinos and the existence of particles with very different masses. It is also questionable whether the Higgs boson, discovered in the ATLAS experiment is actually the particle that contributes to the creation of the mass of the elementary particles of matter, and whether the Higgs mechanism is theoretically a correct mechanism. There is doubt if the interactions, actually be created by the exchange of bosons? If bosons are really exist? And not any convincing explanation is given by the theory, for the case that, the bosons exist as particles, where were they found? And how do they work? For replace, or fill the void will be left by the theory of the Standard Model, which I believe sooner or later will be renewed or retired, I propose a New Model that more convincingly describes the elementary components of matter and the interactions between them. The New Model also addresses all the weak points of the theory of the Standard Model, including the interaction of gravity. But the main feature of the New Model, which will surprise you! Is its reliability, correctness, logic and simplicity. But this is something you will judge after studying the New Model.

Geometry of the Standard Model of Quantum Physics

General relativity links gravitation to the structure of our space-time. Nowadays physics knows four types of interactions: Gravitation, electromagnetism, weak interactions, strong interactions. The theory of everything (ToE) is the unification of these four domains. We study several necessary cornerstones for such a theory: geometry and mathematics, adapted manifolds on the real domain, Clifford algebras over tangent spaces of these manifolds, the real Lagrangian density in connection with the standard model of quantum physics. The geometry of the standard model of quantum physics uses three Clifford algebras. The algebra ?of the 3-dimensional physical space is sufficient to describe the wave of the electron. The algebra of space-time is sufficient to describe the wave of the pair electron-neutrino. A greater space-time with two additional dimensions of space generates the algebra . It is sufficient to get the wave equation for all fermions, electron, its neutrino and quarks u and d of the first generation, and the wave equations for the two other generations. Values of these waves allow defining, in each point of space-time, geometric transformations from one intrinsic manifold of space-time into the usual manifold. The Lagrangian density is the scalar part of the wave equation.

THE NEW MODEL FOR CALCULATION OF STANDARD ENTROPIES OF SOLID COMPOUNDS Ⅲ CALCULATION FOR STANDARD ENTROPIES OF SOLID BINARY OXIDES

This paper establishes a new model for calculation of the standard entropies of solid binary oxides as follows: S_(29)=27.07×Φ_1+1.120×Φ_2+n_1×k×Φ, -22.19 e.u (R=0.9960) We have invesigated 103 binary oxides. and found good agreemenl between estimated and experimental entropies.

Completing the Standard Model with Gravity by General Relativizing Quantum Physics (RQP) (Coupling Spin-2 Gravitons with Spin-0 Particles to Generate Higgs Mass)

After a straightforward general relativistic calculation on a modified flat-spacetime metric (developed from the fluctuating vacuum energy interacting with a graviton field), a pair of n-valued covariant and contravariant energy momentum tensors emerged analogous to quantized raising and lower operators. Detaching these operators from the general relativistic field equations, and then transporting them to act on extreme spacetimes, these operators were able to generate fundamental particle boson masses. In particular, the operators precisely generated Higgs mass. Then by applying a consistency approach to the gravitational field equations—similar to how Maxwell applied to the electromagnetic ones—it allowed for the coupling of spin-to-mass, further restricting the particle mass to be in precise agreement with CODATA experimental values. Since this is a massless field approach integrated discretely with a massive one, it overcomes various renormalizing difficulties;moreover it solves the mass hierarchal problem of the Standard Model of particle physics, and generates its spin and therefore shows quantum physics to be a subset of General Relativity, just as Einstein had first imagined.

A Study on the Instructional Design of Interdisciplinary Thematic Learning in Middle School Physical Education Based on the CASES-T Model

With the deepening of educational reform,interdisciplinary thematic learning,as an emerging educational model,has become a focus of attention in the field of educational research.Based on the STEM(science,technology,engineering,and mathematics)education concept and CASES-T(Content,Activity,Situation,Evaluation,Strategy-Target)model,this study provides a theoretical basis for the teaching design and implementation of interdisciplinary thematic learning in middle school physical education.Through the analysis of specific interdisciplinary thematic learning cases,it aims to provide theoretical support and practical guidance for the reform of middle school physical education through the CASES-T model-based interdisciplinary thematic teaching design research in middle school physical education,in order to enhance students’learning effects,cultivate core literacy in physical education,and promote students’all-round development.

New Physics Effects on Rare Decays B_u^+→π^+■^+■^-, ρ^+■^+■-in a Top Quark Two-Higgs-Doublet Model

Using the form factors from light-cone sum rules, we study the branching ratios and forward-backward asymmetries （FBAs） of the exclusive decays Bu^＋→π^＋e^＋e^- and Bu^＋ →ρ^＋e^＋e^- （e= e,μ） in the standard model （SM） and the top quark two-Higgs-doublet model （T2HDM）. From the numerical results, we find that the new physics contributions cannot provide very large enhancement to the branching ratios and the theoretical predictions are in good agreement with the SM ones. The T2HDM effects on FBAs of these decays are small. Precision measurements of the dilepton invariant mass distributions, especially in the lower dilepton mass region, and the FBAs in the decays Bu^＋ → π^＋ （ρ^＋ ）e^＋ e^- will greatly help in discriminating among the SM and the new physics models.

Ba（d）^o-Ba（d）^o Mixing and New Physics Effects in a Top Quark Two-Higgs Doublet Model

We calculate the new physics contributions to the neutral Bd^o and Ba^o meson mass splitting △Md and △Ma induced by the box diagrams involving the charged-Higgs bosons in the top quark two-Higgs doublet model （T2HDM）. Using the precision data, we obtain the bounds on the parameter space of the T2HDM： （a） For fixed MH = 400 GeV and 5= [0°, 60°], the upper bound on tan β is tan β≤ 30 after the inclusion of major theoretical uncertainties; （b） For the case of tan β≤ 20, a light charged Higgs boson with a mass around 300 GeV is allowed; and （c） The bounds on tan β and MH are strongly correlated： a smaller （larger） tan β means a lighter （heavier） charged Higgs boson.

A NEW MODEL FOR PHYSICAL ADSORPTION ON SOLID SURFACES

The principal assumptions about equivalence and energy distribution of the asdorption sites on solidsurfaces used by Langmuir for deriving the equation of monomolecular adsorption are generalized and anew physical adsorption model is proposed and tested with experimental data published in literature.Themodels of Langmuir,Freundlich,Temkin etc.are only the special cases.Assuming uniform density distributionof adsorption energy,the isotherm equation is given asn=K.1n[1+（bop）1/Mor n=K.1n[1+（boC）1/M]where n is the amount of adsorption per unit weight or area of solid p or C is tbe pressure of gas or the concen-tration of solution respectively.K,bo,M are constants with physical meanings as described in this paper.This equation can be used over wide range to quantitatively represent the five types of physical adsorptionclassified by Brunauer.

体育校本课程的开发与设计路径思考——基于《义务教育体育与健康课程标准(2022年版)》

通过文献资料法、逻辑分析法等方法,在新课标背景下,对体育校本课程的开发与设计路径进行思考。新课标为体育校本课程提供了支撑;“双减”政策为体育校本课程注入了动力;新兴体育运动为体育校本课程带来了方向。同时,学校体育制度问题阻碍了体育校本课程的发展;学校体育资源问题制约了体育校本课程的发展;课程结构内容问题限制了体育校本课程的发展。由此提出完善学校体育制度,加强校本课程监管;优化学校体育资源,提升校本课程质量;抓住课程核心素养,注重内容整体设计的路径。

新课标实施背景下我国体育中考改革的现实困囿与纾解路径

体育中考作为当前我国一项国家层面的体育考试,对促进学生身心健康发展和提高学校体育工作质量发挥积极作用。通过文献资料法、逻辑分析法等对我国体育中考改革现状进行系统梳理,同时以《义务教育体育与健康课程标准(2022年版)》为参照,发现其存在考试目的偏离课标要求、考试内容与实践脱节、计分办法科学性不足、过程性评价形式化及特殊考生处理办法僵化等问题。在此基础上,分析问题成因并提出通过凝聚价值认同、优化评价内容、建立科学评价体系及健全管理和保障机制等路径纾解现实困囿,进而推进体育中考的科学改革。

新课标视域下义务教育中体育与健康课程改革的现实问题与实施策略

积极贯彻落实《义务教育体育与健康课程标准(2022年版)》新理念对促进中小学生健康成长、全面发展具有重要意义。新课标视域下,义务教育体育与健康课程目标指向核心素养,其应然表征为系统性、结构性、完整性、情境性。本文采用文献资料法、逻辑分析法等研究方法,以教学目标、教学内容、教学过程、教学情境为分析框架,探讨了义务教育体育与健康课程的现实问题,提出了义务教育体育与健康课程的实施策略。研究认为,义务教育体育与健康课程改革仍然面临教学目标宽泛化、教学内容应试化、教学过程静态化、教学情境虚无化等现实问题。据此,提出了新课标视域下义务教育体育与健康课程改革的实施策略:以核心素养为引领,达成教学目标共识;以破除应试体育为举措,合理设计教学内容;以动静结合为依托,加强教学过程管理;以情境链为逻辑主线,构建真实教学情境。

油藏不同开发阶段层面建模算法及实例

由于油藏不同开发阶段特征及其研究目的不同,三维地质建模中层面建模采取的模拟方法和模型精度均有所区别。从三维地质建模角度出发,将油藏开发划分为油藏评价、新区建产和老区调整3个阶段,通过港东二区五断块层面模拟过程中各种模拟算法分析及筛选,提出了层面模拟时,油藏评价阶段建模采用Kriging算法,网格精度为100 m×100 m×5.0 m;新区建产阶段建模采用Kriging算法或Global B-spline算法,网格精度为50 m×50 m×1.5 m;老区调整阶段建模采用Local B-spline算法或Converging average算法,网格精度为10 m×10 m×0.5 m,使层面模拟结果更符合地质情况及研究需要。

新课标背景下“德智皆寄于体,无体是无德智也”的价值分析与路径审思

“德智皆寄于体,无体是无德智也”这一历史命题强调了体育学科深厚的内涵,同时也与立德树人的根本任务相呼应。本文运用文献资料法、逻辑分析法等研究方法,从教育学角度出发,通过教育的内涵、要素和目的审视这一历史命题。研究表明,新课标在课程性质、课程理念、课程目标和课程内容4个部分均蕴藏着“德智皆寄于体”的理念。在新课标背景下重提“德智皆寄于体”的历史命题,更突显出此历史命题是学校体育发展的力量之源、是体育课程构建的精神之魂、是体育教学开展的思想之舵、是莘莘学子成长的信仰之根。据此进一步提出将此理念落实到体育教学中的4条优化路径:落实国家教育方针,塑造德智寄于体的教育理念;发挥学校主导作用,优化德智寄于体的教育体系;充分融入课堂教学:强化德智寄于体的育人过程;提升体育教师素养,重视德智寄于体的教育理念。

新工科背景下大学物理实验师资培训的思考

在新工科背景下,“大学物理实验”课程需要主动适应新时代对本科高校学生的基本要求,培养学生具有更多技能和素质,因此对大学物理实验教师队伍提出了更高的要求。师资培训是提高大学物理实验师资队伍建设的有效措施。通过提升教师队伍的专业知识水平和综合能力,转变教学模式和育人理念,发挥大学物理实验课程思政的优势,进一步提高课程的教学质量和教学效果。

高标准农田建设参与对农民种粮收益的影响——基于农业新质生产力的中介作用

基于全国10省1032份农户的微观调查数据,使用内生转换回归模型实证分析了高标准农田建设参与对农民种粮收益的影响。研究发现:(1)高标准农田建设参与显著提升农民种粮收益,且平均处理效应表明,参与高标准农田建设可使农民种粮收益提高2.77%。(2)异质性分析表明,相较于小农户,规模户参与高标准农田建设能够提升种粮收益;高标准农田建设参与不仅促进兼业农户增加种粮收益,而且促进纯农户增加种粮收益;相较于非粮食主产区,粮食主产区农户参与高标准农田建设的种粮收益提升效果更明显。(3)机制分析表明,高标准农田建设参与通过提升农业新质生产力水平,从而提高农民种粮收益。据此,鼓励农民积极参与高标准农田建设管理工作,制定出台农户参与高标准农田建设的差异化政策,同时加快培育和发展农业新质生产力,以实现农民种粮收益提升。

新租赁准则承租人财务管理应对——基于一般租赁模型案例

新租赁准则正式实施,对承租人来说,原来的经营租赁纳入新准则一般租赁模型会导致企业大量增加租赁产生的资产和负债,从而对企业偿债能力、营运能力、盈利能力和发展能力指标产生不利的影响,不了解会计准则变更的会计信息使用者得出企业财务风险增加、各项指标恶化的结论,影响上市公司的业绩评价。但通过指标影响因素的分析,结合企业实际,可以通过调整租金支付的方式、会计选择、与出租方协商租赁条款等措施平滑或减小这种不利影响,从而使企业平稳过渡,也会改变企业以后的租赁业务决策。

2021—2023年高考物理试题与《课程标准》一致性研究

采用SEC模式,对2021—2023年高考物理全国甲卷、乙卷与《课程标准》进行一致性研究。结果表明:6套试卷中的重点知识和主干知识内容与《课程标准》的一致性程度较高,认知水平与《课程标准》的一致性也较高,符合高考这一选拔性考试的特点;试卷内容主题呈现了集中度较高、稳定性较强的特点,注重考查重点和主干知识;试卷整体认知水平与《课程标准》一致性较高,符合学业质量标准要求,但不同模块试题的认知水平与《课程标准》的一致性存在偏差。基于此,建议物理教学严格依据《课程标准》要求,强化必备知识教学,培养学生核心素养;创设丰富的教学情境,聚焦学生物理能力与思维品质;合理设计教学梯度,注重学习进阶发展,提升学业质量水平。

新课标视域下“学、练、赛”一体化教学的主要特征、现实问题及实现路径

“学、练、赛”一体化教学的内涵体现在系统化的教学过程、真实化的教学设计、专项化的教学方式,其特征表现为聚焦“学、练、赛”三者的有机结合和整体运动能力的形成,注重通过有针对性的教学安排进行具有深度的体育教学,强调以“赛”为核心唤醒和增强学生的体育运动意识。“学、练、赛”一体化教学实践有助于体育教学目标的分解与转换、内容的重构与升级、方法和过程的优化以及教学评价的改进。针对当前“学、练、赛”一体化教学存在的问题提出实现路径:以核心素养为导向定位体育教学目标的应然价值;对“学、练、赛”各环节进行针对性设计;动态调整“学、练、赛”整体结构;选择适宜学生的“学、练、赛”教学流程;将表现性评价作为实现“学、练、赛”一体化的有力抓手。

新产程标准下阴道试产失败中转剖宫产的影响因素分析及风险预测模型构建

目的分析新产程标准下阴道试产失败中转剖宫产的影响因素,构建风险预测的列线图模型。方法选取2021年1月1日至12月31日在南京医科大学附属泰州人民医院产科阴道试产的1888例产妇作为研究对象,依据是否发生阴道试产失败中转剖宫产将产妇分为中转剖宫产组(352例)与阴道分娩组(1536例),收集并比较两组产妇的临床资料。采用多因素Logistic回归模型分析阴道试产失败中转剖宫产的影响因素,建立列线图模型,并绘制受试者工作特征曲线及校准曲线对该模型进行验证。结果阴道分娩组与中转剖宫产组产次、身高、孕前体质量指数(BMI)、住院时间、胎儿腹围、孕妇焦虑评分、妊娠压力评分、人工破膜、无痛分娩、导乐分娩、妊娠期高血压疾病、接受辅助生殖技术、巨大儿、羊水过多、胎膜早破、缩宫素引产、水囊引产、胎心监护分类为Ⅱ类方面比较,差异均有统计学意义(P<0.05)。产次≥1次、身高高、人工破膜、无痛分娩、导乐分娩是阴道试产失败中转剖宫产的独立保护因素(P<0.05);妊娠期高血压疾病、巨大儿、羊水过多、孕前BMI升高、住院时间延长、胎膜早破、缩宫素引产、水囊引产、胎心监护分类为Ⅱ类、胎儿腹围增加、孕妇焦虑评分升高和妊娠压力评分升高是阴道试产失败中转剖宫产的独立危险因素(P<0.05)。阴道试产失败中转剖宫产预测模型的曲线下面积为0.90。当列线图总分≥275.60分时,预测阴道试产失败中转剖宫产的灵敏度为84.4%,特异度为79.0%。结论新产程标准下阴道试产失败中转剖宫产风险预测模型有较高的准确率,可以应用并降低阴道试产失败中转剖宫产的风险,提高产妇和新生儿的安全性。