beta functions of a scalar theory coupled to gravity.
We study a scalar field theory coupled to gravity on a flat background, below Planck's energy. Einstein's theory is treated as an effective field theory. Within the context of Wilson's renormalization group, we compute gravitational corrections to the beta functions and the anomalous dimension of the scalar field, taking into account threshold effects.
Gravitational interaction to one loop in effective quantum gravity
We carry out the first step of a program conceived, in order to build a realistic model, having the particle spectrum of the standard model and renormalized masses, interaction terms and couplings, etc. which include the class of quantum gravity corrections, obtained by handling gravity as an effective theory. This provides an adequate picture at low energies, i.e. much less than the scale of strong gravity (the Planck mass). Hence our results are valid, irrespectively of any proposal for the full quantum gravity as a fundamental theory. We consider only non-analytic contributions to the one-loop scattering matrix elements, which provide the dominant quantum effect at long distance. These contributions are finite and independent from the finite value of the renormalization counter terms of the effective lagrangian. We calculate the interaction of two heavy scalar particles, i.e. close to rest, due to the effective quantum gravity to the one loop order and compare with similar results in the literature.
Cognitive Correlaretes of Physics Achievement of Some Nigeria Senior Secondary Students
Some cognitive correlates of physics achievement of some Nigeria senior secondary students were considered in the study. Specifically, the study examined the relationship between measures of student’s field independency. Cognitive tasks, formal reasoning and their achievement in physics. Purposive and stratified random sampling techniques were employed to obtain a sample of 524 senior secondary two students from six education zones in Kogi State of Nigeria. Three instruments were used. They are science Reasoning Tasks (SRTs). Group Embedded Figures Test (GEFT) and Physics Achievement Test (PAT). Data analysis using multiple regressions reveals that measures of students’ fields’ independency and cognitive tasks predicted student’s achievement in physics generally. However, only measure of field independency predicted students’ achievement in physics in the higher order cognitive demand questions. Measures of formal reasoning had no significant relationship with students’ achievements in physics generally or in higher order cognitive demand questions in physics. However, the overall relationships between measures of field independency, cognitive tasks, formal reasoning and students’ achievement in physics generally and in higher order cognitive demand questions in physics were both significant. Educational implications of these findings were discussed.