Relevant bibliographies by topics / Advanced Level Physics

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Advanced Level Physics'

Author: Grafiati
Published: 4 June 2021
Last updated: 6 February 2022

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Journal articles on the topic "Advanced Level Physics"

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Fagan, Dorothy. "Reading in Advanced level physics." Physics Education 32, no. 6 (November 1997): 383–86. http://dx.doi.org/10.1088/0031-9120/32/6/010.

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Breithaupt, Jim. "New Understanding Physics for Advanced Level." Physics Education 35, no. 5 (September 2000): 368–69. http://dx.doi.org/10.1088/0031-9120/35/5/701.

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Pilliner, Geoff. "Physics by Experiment—an Advanced Level Course." Electronic Systems News 1989, no. 2 (1989): 37. http://dx.doi.org/10.1049/esn.1989.0050.

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Pullicino, Nathan, and Charles Bonello. "Challenges Faced by Maltese Students Studying Advanced Level Physics." Information 11, no. 8 (August 17, 2020): 397. http://dx.doi.org/10.3390/info11080397.

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One of the aims of the Secondary Education Certificate (SEC) Physics syllabus is “to provide the basis for further study of the subject”. This research determined the extent to which the syllabus is fulfilling this aim. In this study, seven post-secondary Physics teachers participated in semi-structured interviews and 200 students provided feedback to a questionnaire. Areas in which the SEC Physics syllabus is not preparing students well enough to further their studies in the subject were identified and suggestions were given to help improve the situation. This study confirmed that there is an academic disparity between SEC and Advanced Matriculation (AM) Physics. This disparity is highlighted in the problem-solving skills necessary for success at both levels, mathematical physics, language and in concepts which are highly abstract. The study also confirmed that there is a large amount of rote learning involved in SEC level Physics. As a result, students learn superficially and struggle to grasp the complex concepts taught in A-level Physics. In order to prepare students better for post-secondary education, SEC Physics students should be asked to answer questions which involve higher levels of thinking and to solve more complex mathematical problems. Furthermore, more frequent practical sessions, a greater degree of student involvement and a greater emphasis on the link between theoretical ideas and practical work is also recommended. A shift of emphasis is required from teaching content to teaching higher order thinking skills.
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Newton, Leonard, and Laurence Rogers. "Teaching physics at Advanced level: a question of style." Physics Education 31, no. 5 (September 1996): 265–70. http://dx.doi.org/10.1088/0031-9120/31/5/014.

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AlAlwani, mohanad. "The reality of teaching physics at the undergraduate level, and Development Horizons." International Journal of research in Educational Sciences 4, no. 1 (December 15, 2020): 157–62. http://dx.doi.org/10.29009/ijres.4.1.4.

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This paper summarizes the reality of teaching physics at the undergraduate level, in light of the challenges of reality and the future and keeping pace with the scientific development that the science of physics is constantly witnessing, as it sheds light on this reality through some suggestions that would advance and develop the process of teaching physics at the university level and for specialists In this science, whether from a theoretical, practical or applied point of view, from a theoretical point of view, to use modern technologies and develop courses by keeping pace with the scientific developments in the advanced international universities. As for the practical aspect, the laboratories should have computers that are used to draw curves and extract the results, and that these laboratories should be equipped with all that is required for the experiments, and that the work of these experiments is linked after the theoretical lectures. As for the practical aspect, which includes complex problems, it is better to divide students into groups to solve those problems as it is in practical experiments, and to announce to students the questions that should be solved a week before so that they are aware of the scientific material and ready for it.
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Solomon, J. "GNVQ science at advanced level: motivation and self-esteem." Physics Education 30, no. 4 (July 1995): 223–27. http://dx.doi.org/10.1088/0031-9120/30/4/005.

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Swinbank, Elizabeth. "Salters' Advanced Physics: a new A-level course in the early stages of development." Physics Education 32, no. 2 (March 1997): 111–14. http://dx.doi.org/10.1088/0031-9120/32/2/020.

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Dawson, Carl S., Saptarshi Chaudhuri, Charles J. Titus, Hsiao-Mei Cho, Edward V. Denison, W. Bertrand Doriese, Malcolm Durkin, et al. "Two-Level Switches for Advanced Time-Division Multiplexing." IEEE Transactions on Applied Superconductivity 29, no. 5 (August 2019): 1–5. http://dx.doi.org/10.1109/tasc.2019.2903394.

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Ravaglia, Raymond, Patrick Suppes, Constance Stillinger, and Theodore M. Alper. "Computer-Based Mathematics and Physics for Gifted Students." Gifted Child Quarterly 39, no. 1 (January 1995): 7–13. http://dx.doi.org/10.1177/001698629503900102.

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Computer-based education makes it possible for gifted and talented middle school and early high school students to complete advanced courses in mathematics and physics several years before they would nocinally do so Since the fall of 1990, three such groups of students at the Education Program for Gifted Youth at Stanford University have taken courses at the advanced placement level and have done exceedingly well. This report details those results.
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Dissertations / Theses on the topic "Advanced Level Physics"

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Fagan, Dorothy Violet. "Reading competence and Advanced level physics." Thesis, University College London (University of London), 1996. http://discovery.ucl.ac.uk/10021630/.

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Language, for various reasons, tends to be a neglected area in the school physics curriculum. Discussion of "literacy" in the context of science teaching is limited, and many teachers are unclear about the issues involved. However, so-called "active reading" exercises have had an impact on the science curriculum up to GCSE level as part of a broader campaign for enhancing reading for learning. This has helped to highlight reading in science but without necessarily clarifying the issues or attempting to integrate results with what might be called "standard measures of progress". This study uses reading exercises constructed around topics in the Advanced level physics course, to investigate reading among physics students. Evidence of student progress and achievement such as homework marks and the A level grade, are related to students' responses on the exercises, to obtain an objective assessment of the value of language-related activities. Reasons for the choice of texts and methodologies are two-fold: From the point of view of the physics teacher, to allow an investigation into the range of skills and abilities which students demonstrate on language-based material. For the students involved, to make participating in the exercises useful and relevant to their studies. Analyses are directed at looking at the text, task and responses individually from a linguistic as well as a pedagogic perspective, and more particularly at the relationships between the areas. Connections between reading competence and achievement in physics are shown and suggestions are made on how teachers could encourage reading, monitor the reading competence of students and identify students with problems. Implications for future research into language in physics are also discussed.
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Anding, Philip Nuli. "Facets, common frameworks and central variable of advanced-level students' understanding of D.C. circuits." Thesis, University of Cambridge, 2012. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.610790.

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Mashhadi, A. H. "What is the nature of the understanding of the concept of wave-particle duality among advanced level physics students?" Thesis, University of Oxford, 1996. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.321604.

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Třetina, Vítězslav. "Duplexní simulace systému LTE-Advanced." Master's thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2017. http://www.nusl.cz/ntk/nusl-316412.

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Master‘s thesis discusses about the issues of LTE-Advanced networks. The paper is divided into 4 parts. At the beginning describes some differences which are other then are mentioned in previous 2G and 3G networks. Next chapter focuses on the physical layer LTE. It describes the structure of transmission frames, channels and functions of transmission signals. It also describes briefly the function of HARQ process, turbo encoder and rate matcher. The penultimate chapter focuses on the design of the LTE-Advanced duplex simulator. The last chapter summarizes the results of the created round-trip simulator in the Matlab environment.
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Olofsson, Jörgen. "Developing and evaluating dose calculation models for verification of advanced radiotherapy." Doctoral thesis, Umeå universitet, Institutionen för strålningsvetenskaper, 2006. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-841.

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A prerequisite for modern radiotherapy is the ability to accurately determine the absorbed dose (D) that is given to the patient. The subject of this thesis has been to develop and evaluate efficient dose calculation models for high-energy photon beams delivered by linear accelerators. Even though the considered calculation models are general, the work has been focused on quality assurance (QA) tools used to independently verify the dose for individual treatment plans. The purpose of this verification is to guarantee patient safety and to improve the treatment outcome. Furthermore, a vital part of this work has been to explore the prospect of estimating the dose calculation uncertainties associated with individual treatment setups. A discussion on how such uncertainty estimations can facilitate improved clinical QA procedures by providing appropriate action levels has also been included within the scope of this thesis. In order to enable efficient modelling of the physical phenomena that are involved in dose output calculations it is convenient to divide them into two main categories; the first one dealing with the radiation exiting the accelerator’s treatment head and a second one associated with the subsequent energy deposition processes. A multi-source model describing the distribution of energy fluence emitted from the treatment head per delivered monitor unit (MU) is presented and evaluated through comparisons with measurements in multiple photon beams and collimator settings. The calculations show close agreement with the extensive set of experimental data, generally within +/-1% of corresponding measurements. The energy (dose) deposition in the irradiated object has been modelled through a photon pencil kernel solely based on a beam quality index (TPR20,10). This model was evaluated in a similar manner as the multi-source model at three different treatment depths. A separate study was focused on the specific difficulties associated with dose calculations in points located at a distance from the central beam axis. Despite the minimal input data required to characterize individual photon beams, the accuracy proved to be very good when comparing the calculated results with experimental data. The evaluated calculation models were finally used to analyse how well the lateral dose distributions from typical megavoltage photon beams are optimized with respect to the resulting beam flatness characteristics. The results did not reveal any obvious reasons why different manufacturers should provide different lateral dose distributions. Furthermore, the performed lateral optimizations indicate that there is room for improved flatness performance for the investigated linear accelerators.
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Diamantis, Nikolaos G. [Verfasser]. "Introducing quantum mechanics with the help of the Stern-Gerlach experiment at secondary high school level : (an advanced course at the high school) / Nikolaos G. Diamantis." Dortmund : Universitätsbibliothek Technische Universität Dortmund, 2004. http://d-nb.info/1011531801/34.

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Keen, Susan. "Analyses of the English academicvocational divide in physical education an investigation into the claimed parity of esteem between the A-level physical education qualification and the advanced General National Vocational Qualification leisure and tourism." Thesis, McGill University, 2001. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=32918.

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British government introduced a new General National Vocational Qualification (GNVQ) as an alternative to the A-level qualification in response to a low skilled workforce. Although these qualifications are promoted as equivalent to the A-levels, vocational qualifications are considered second best, causing an academic/vocational divide. Some researchers have analyzed the internal and external nature of the qualifications. However, little empirical evidence directly compares the two. This study focused on analyzing the two equivalent qualifications represented in the national framework.
The study used common areas of the A-level Physical Education and the GNVQ Leisure and Tourism curriculum to construct an examination paper consisting of an equal number of A-level and GNVQ-style questions. Two groups of A-level and GNVQ students were randomly selected from Godalming Sixth Form College to take part in the examination, and the performance scores were analyzed. Findings suggest no significant difference in performance scores, t(28) = 0.08, p = 0.94, supporting the need for further research. These results may assist in closing the academic/vocational divide. In turn, this may lead to more opportunities in industry and in universities for those achieving the GNVQ. In order to achieve true parity of esteem between the qualifications, reform needs to focus on the internal structure of the qualifications by combining the two curricular into one course represented as one qualification rather than organising the separate qualifications in a hierarchical external framework that still promotes the academic/vocational divide within the framework.
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Munikwa, Simbarashe. "An analysis of Zimbabwean teachers' interpretation of the advanced level physics curriculum : implications for practice." Thesis, 2016. http://hdl.handle.net/10500/22155.

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The purpose of this study was to explore the Zimbabwean physics teachers’ interpretation of the Advanced Level Physics curriculum. The study was motivated by the teachers’ lacklustre approach to adopting new practices and the poor alignment of their understanding with the practice envisaged by developers (Fullan, 2007:39; Ndawi&Maravanyika, 2011:68). Zimbabwean Advanced Level physics teachers are in this predicament, as evidenced by the low numbers of undergraduate students and the misconceptions displayed by physics learners enrolling for first year university work in physics-related disciplines (Kazembe and Musarandega, 2012:4). Having an idea of physics teachers’ perceptions, experiences and current practices with regard to the revised Advanced Level physics curriculum maybe fertile ground for intervention measures and policy decisions. To obtain a more holistic picture of the physics teachers’ practices, a mixed methods research approach using the convergent parallel research design was adopted for the study. A closed survey questionnaire was used to solicit for information from 56 physics teachers in four educational provinces. Random sampling was used to select the survey respondents. From these participants, 10 were purposively selected for face-to-face in-depth structured interviews basing on their availability and accessibility. Ten schemes of work,one from each interviewed teacher, for one school term and six past examination practical paper 4 question papers were collected and analysed using a document analysis guide. Quantitative data was analysed using descriptive statistics and chi-square, whereas qualitative data was collated into themes for discussion purposes. The findings of the study reveal that the physics teachers have embraced the ideals of the physics curriculum and adapted it to their operating context through the reiterative interpretation process to construct personal meaning. The teachers are mainly utilising teacher-centred approaches to impart knowledge to the learners which is not consistent with the physics curriculum anticipations of using learner-centred approaches. The physics teachers are superficially interpreting the physics curriculum.The physics teachers need to embrace the learner centred teaching approach andbe empowered to enhance their curriculum interpretation and teaching practices through staff development.
Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
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Zezekwa, Nicholas. "The influence of practical work assessment method in developing practical work skills of advanced level physics students in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22262.

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Practical work plays an important role in the teaching and learning of science. This study was conducted to determine whether the methods and practices employed by physics teachers in Zimbabwe as required by the Zimbabwe School Examination Council (Zimsec) ‘A’ Level Physics Syllabus (9188) on the assessment of practical work skills assist the students in developing other crucial practical skills like manipulation, observational, planning and designing apart from presentation and analysis skills. The convergent parallel mixed methods approach of Creswell (2014) was used to collect, present and analyse data. Quantitative data were collected using the structured observation schedule to get assessment marks for a student using both methods of indirect assessment of practical work skills (IAPS) and direct assessment of practical work skills DAPS for the same practical work activity. Qualitative data were obtained from interviews with the physics teachers and Focus Group Discussion (FGD) with the ‘A’ level physics students. Pearson’s correlation coefficient (r) of the percentage rating of marks obtained by the student as observed during practical work sessions compared to the obtained mark from the submitted practical work report for the same practical work activity was calculated and found to be 0.135 with a Pvalue of 0.432. Both the narrative approach (Creswell, 2007) and conservation analyses (Gray, 2011) were used to present and analyse data from focus group discussions with ‘A’ level physics students and interviews with the physics teachers. The major finding from the analysis of quantitative data was that there was no association between the grades obtained by the student from DAPS as compared to IAPS for the same practical work activity as the value of r was found to be very low. This implied that passing practical work through the assessment of practical work report did not necessarily mean that the student could have mastered the basic skills of manipulation, designing, observation and planning. The views of physics teachers and students who participated in the study were that, the current method of practical work assessment used by Zimsec is not relevant in encouraging students to develop a variety of practical work skills as students concentrated on mastering presentation and analysis skills in order to pass practical work examinations. The study recommends that an alternative model of practical work assessment that integrates both DAPS and IAPS should be used to ensure valid and reliable assessment of practical work skills of ‘A’ level physics students.
Curriculum and Instructional Studies
D. Ed. (Didactics)
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(11178318), Debayan Das. "Advanced EM/Power Side-Channel Attacks and Low-overhead Circuit-level Countermeasures." Thesis, 2021.

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The huge gamut of today’s internet-connected embedded devices has led to increasing concerns regarding the security and confidentiality of data. To address these requirements, most embedded devices employ cryptographic algorithms, which are computationally secure. Despite such mathematical guarantees, as these algorithms are implemented on a physical platform, they leak critical information in the form of power consumption, electromagnetic (EM) radiation, timing, cache hits and misses, and so on, leading to side-channel analysis (SCA) attacks. Non-profiled SCA attacks like differential/correlational power/EM analysis (DPA/CPA/DEMA/CEMA) are direct attacks on a single device to extract the secret key of an encryption algorithm. On the other hand, profiled attacks comprise of building an offline template (model) using an identical device and the attack is performed on a similar device with much fewer traces.

This thesis focusses on developing efficient side-channel attacks and circuit-level low-overhead generic countermeasures. A cross-device deep learning-based profiling power side-channel attack (X-DeepSCA) is proposed which can break the secret key of an AES-128 encryption engine running on an Atmel microcontroller using just a single power trace, thereby increasing the threat surface of embedded devices significantly. Despite all these advancements, most works till date, both attacks as well as countermeasures, treat the crypto engine as a black box, and hence most protection techniques incur high power/area overheads.

This work presents the first white-box modeling of the EM leakage from a crypto hardware, leading to the understanding that the critical correlated current signature should not be passed through the higher metal layers. To achieve this goal, a signature attenuation hardware (SAH) is utilized, embedding the crypto core locally within the lower metal layers so that the critical correlated current signature is not passed through the higher metals, which behave as efficient antennas and its radiation can be picked up by a nearby attacker. Combination of the 2 techniques – current-domain signature suppression and local lower metal routing shows >350x signature attenuation in measurements on our fabricated 65nm test chip, leading to SCA resiliency beyond 1B encryptions, which is a 100x improvement in both EM and power SCA protection over the prior works with comparable overheads. Moreover, this is a generic countermeasure and can be utilized for any crypto core without any performance degradation.

Next, backed by our physics-level understanding of EM radiation, a digital library cell layout technique is proposed which shows >5x reduction in EM SCA leakage compared to the traditional digital logic gate layout design. Further, exploiting the magneto-quasistatic (MQS) regime of operation for the present-day CMOS circuits, a HFSS-based framework is proposed to develop a pre-silicon EM SCA evaluation technique to test the vulnerability of cryptographic implementations against such attacks during the design phase itself.

Finally, considering the continuous growth of wearable and implantable devices around a human body, this thesis also analyzes the security of the internet-of-body (IoB) and proposes electro-quasistatic human body communication (EQS-HBC) to form a covert body area network. While the traditional wireless body area network (WBAN) signals can be intercepted even at a distance of 5m, the EQS-HBC signals can be detected only up to 0.15m, which is practically in physical contact with the person. Thus, this pioneering work proposing EQS-HBC promises >30x improvement in private space compared to the traditional WBAN, enhancing physical security. In the long run, EQS-HBC can potentially enable several applications in the domain of connected healthcare, electroceuticals, augmented and virtual reality, and so on. In addition to these physical security guarantees, side-channel secure cryptographic algorithms can be augmented to develop a fully secure EQS-HBC node.
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Books on the topic "Advanced Level Physics"

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Hart, G. C. Medical physics for advanced level. Hemel Hempstead: Simon and Schuster Education, 1992.

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Akrill, T. B. Work out physics for advanced level. Basingstoke: Macmillan, 1986.

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Chapple, David. A level Physics: Advanced subsidiary (AS). Cambridge: National Extension College, 2000.

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Duncan, Tom. Physics: A textbook for advanced level students. 2nd ed. London: Murray, 1987.

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Physics for Advanced level: Course study guide. Cheltenham: Stanley Thornes, 2000.

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Mouren, Ye, ed. Advanced physics through diagrams. Shanghai: Shanghai wai yu jiao yu chu ban she, 2000.

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University, London. GCE advanced level physics: With answers to numerical problems. London: London University, 1985.

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Mitra, Aninda. Model answers: Advanced level physics (AEB), June 1991-June 1994. London: V. Pandit, 1994.

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Education, Ontario Ministry of. Science: Intermediate and senior divisions - part 14 : physics, grade 12, advanced level, and the OAC. S.l: s.n, 1988.

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Mackreth, Ken. Advanced level physical education: Practical activities. [s.l.]: Ken Mackreth, 1988.

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Book chapters on the topic "Advanced Level Physics"

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Altarelli, Guido, and Stefano Forte. "Gauge Theories and the Standard Model." In Particle Physics Reference Library, 7–33. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-38207-0_2.

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AbstractThis chapter, Chaps. 10.1007/978-3-030-38207-0_3 and 10.1007/978-3-030-38207-0_4 present a self-contained introduction to the Standard Model of fundamental interactions, which describes in the unified framework of gauge quantum field theories all of the fundamental forces of nature but gravity: the strong, weak, and electromagnetic interactions. This set of chapters thus provides both an introduction to the Standard Model, and to quantum field theory at an intermediate level. The union of the three chapters can be taken as a masters’ level course reference, and it requires as a prerequisite an elementary knowledge of quantum field theory, at the level of many introductory textbooks, such as Vol. 1 of Aitchison-Hey, or, at a somewhat more advanced level, Maggiore. The treatment is subdivided into three parts, each corresponding to an individual chapter, with more advanced field theory topics introduced along the way as needed. Specifically, this chapter presents the general structure of the Standard Model, its field content, and symmetry structure. This involves an introduction to non-abelian gauge theories both at the classical and quantum level. Also, it involves a discussion of spontaneous symmetry breaking and the Higgs mechanism, that play a crucial role in the architecture of the Standard Model, and their interplay with the quantization of gauge theories. Chapter 10.1007/978-3-030-38207-0_3 then presents the electroweak sector of the Standard Model. This requires introducing the concepts of CP violation and mixing, and of radiative corrections. Finally, Chap. 10.1007/978-3-030-38207-0_4 presents the strong sector of the theory, which requires a more detailed treatment of renormalization and the renormalization group.
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Sayed, Wafaa S., Mostafa Gamal, Moemen Abdelrazek, and Samah El-Tantawy. "Towards a Learning Style and Knowledge Level-Based Adaptive Personalized Platform for an Effective and Advanced Learning for School Students." In Recent Advances in Engineering Mathematics and Physics, 261–73. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-39847-7_22.

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Artaud, J. L., B. Perot, B. Chabalier, and H. Toubon. "Assessment of a Compton Suppression Spectrometer for the Measurement of Medium-and High-Level Radioactive Waste Packages." In Advanced Monte Carlo for Radiation Physics, Particle Transport Simulation and Applications, 419–24. Berlin, Heidelberg: Springer Berlin Heidelberg, 2001. http://dx.doi.org/10.1007/978-3-642-18211-2_66.

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Ben-Reuven, Abraham, and Yitzhak Rabin. "N-Level multiple resonance." In Advances in Chemical Physics, 555–81. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2007. http://dx.doi.org/10.1002/9780470142677.ch9.

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Jortner, Joshua, R. D. Levine, and Stuart A. Rice. "Level Structure and Dynamics from Diatomics to Clusters." In Advances in Chemical Physics, 1–34. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2007. http://dx.doi.org/10.1002/9780470141199.ch1.

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Kocharovsky, V. V., Vl V. Kocharovsky, and S. Tasaki. "Nonadiabatic Crossing of Decaying Levels." In Advances in Chemical Physics, 333–68. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2007. http://dx.doi.org/10.1002/9780470141588.ch6.

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Westphal, Laurie E. "Physical Science." In Differentiating Instruction With Menus Advanced-Level Menus Grades 3-5, 53–79. 2nd ed. New York: Routledge, 2021. http://dx.doi.org/10.4324/9781003234524-7.

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von Wenckstern, Holger, Swen Weinhold, Gisela Biehne, Rainer Pickenhain, Heidemarie Schmidt, Holger Hochmuth, and Marius Grundmann. "Donor Levels in ZnO." In Advances in Solid State Physics, 263–74. Berlin, Heidelberg: Springer Berlin Heidelberg, 2005. http://dx.doi.org/10.1007/11423256_21.

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Bellizia, Davide, Olivier Bronchain, Gaëtan Cassiers, Vincent Grosso, Chun Guo, Charles Momin, Olivier Pereira, Thomas Peters, and François-Xavier Standaert. "Mode-Level vs. Implementation-Level Physical Security in Symmetric Cryptography." In Advances in Cryptology – CRYPTO 2020, 369–400. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-56784-2_13.

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Eigen, Manfred. "The Origin and Evolution of Life at the Molecular Level." In Advances in Chemical Physics, 119–37. Hoboken, NJ, USA: John Wiley & Sons, Inc., 2007. http://dx.doi.org/10.1002/9780470142790.ch11.

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Conference papers on the topic "Advanced Level Physics"

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Jae-Gyung Ahn, Ming Feng Lu, Ping-Ching Yeh, J. Chang, Xin Wu, and S. Y. Pai. "Product-Level Reliability Estimator with advanced CMOS technology." In 2013 IEEE International Reliability Physics Symposium (IRPS). IEEE, 2013. http://dx.doi.org/10.1109/irps.2013.6532107.

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Sulistyo, Joko, Gilang Nugraha Putu Pratama, Samiadji Herdjunanto, and Adha Imam Cahyadi. "Communicating vessels for low-cost water level monitoring." In ADVANCED INDUSTRIAL TECHNOLOGY IN ENGINEERING PHYSICS. Author(s), 2019. http://dx.doi.org/10.1063/1.5095275.

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Yuan, Cadmus, Michael A. Asis, Joey Salta, and Willem van Driel. "Board level reliability of the advanced RF power packaging." In Multi-Physics Simulation and Experiments in Microelectronics and Microsystems (EuroSimE). IEEE, 2010. http://dx.doi.org/10.1109/esime.2010.5464543.

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Holtman, Koen. "Object level physics data replication in the Grid." In ADVANCED COMPUTING AND ANALYSIS TECHNIQUES IN PHYSICS RESEARCH: VII International Workshop; ACAT 2000. AIP, 2001. http://dx.doi.org/10.1063/1.1405317.

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Gupta, Anuradha, Preeti Verma, and Arun Bharti. "Analysis of the experimental level scheme of 61Cu using computational technique." In ADVANCED MATERIALS AND RADIATION PHYSICS (AMRP-2015): 4th National Conference on Advanced Materials and Radiation Physics. AIP Publishing LLC, 2015. http://dx.doi.org/10.1063/1.4929211.

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Ferreira De Lima, DANILO Enoque, Cristina Adorisio, Stefan Ask, Pierre-Hugues Beauchemin, Paul Bell, M. Biglietti, Andrea Coccaro, et al. "Software Validation Infrastructure for the Atlas High-Level Trigger Validation and Infrastructure for the ATLAS High-Level Trigger." In XII Advanced Computing and Analysis Techniques in Physics Research. Trieste, Italy: Sissa Medialab, 2009. http://dx.doi.org/10.22323/1.070.0084.

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Kim, Heejin, Jongwon Lee, Juhyun Bang, Boram Lee, Youngsun Hwang, Jongwoo Park, Kyungwon Lee, and Dongsoo Shin. "Fast cell level characterization and reliability evaluation for advanced flexible mobile display." In 2017 IEEE International Reliability Physics Symposium (IRPS). IEEE, 2017. http://dx.doi.org/10.1109/irps.2017.7936349.

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Simorangkir, Holder, Agung Mulyo Widodo, Lista Meria, and Sutarno. "Development of oil lubricant level monitoring system on reservoir based on internet of thing (IoT)." In ADVANCED INDUSTRIAL TECHNOLOGY IN ENGINEERING PHYSICS. Author(s), 2019. http://dx.doi.org/10.1063/1.5095290.

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Chaudhary, Shilpi, Harpreet Kaur, and Kailash C. Jena. "Molecular level investigations on mussel inspired polymer thin films using nonlinear vibrational spectroscopy." In ADVANCED MATERIALS AND RADIATION PHYSICS (AMRP-2020): 5th National e-Conference on Advanced Materials and Radiation Physics. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052469.

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Cambow, Rameshwar, and Manpreet Singh. "Comparison of roughness level in Ball bearing using statistical analysis of vibration signal." In ADVANCED MATERIALS AND RADIATION PHYSICS (AMRP-2020): 5th National e-Conference on Advanced Materials and Radiation Physics. AIP Publishing, 2021. http://dx.doi.org/10.1063/5.0052445.

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Reports on the topic "Advanced Level Physics"

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Hutchinson, D. P. Radiological, physical, and chemical characterization of additional alpha contaminated and mixed low-level waste for treatment at the advanced mixed waste treatment project. Office of Scientific and Technical Information (OSTI), July 1995. http://dx.doi.org/10.2172/116664.

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