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The electroweak vacuum need not be absolutely stable. For certain top-quark and Higgs-boson masses in the minimal standard model, it is instead metastable with a lifetime exceeding the present age of the Universe. The decay of our vacuum may be nucleated at low temperature by quantum tunneling or at high temperature by thermal excitation. We show that the requirement that the vacuum survive the high temperatures of the early Universe places the strongest constraints from vacuum stability on the top-quark and Higgs-boson masses in the minimal standard model. If a single Higgs boson is found experimentally, these constraints may place an upper bound on the scale of new physics beyond the minimal standard model. In contrast with other work, we examine temperatures very large compared to the scale of weak symmetry restoration and find much stronger bounds. We also present a simple analytic approximation that directly relates the bounds to the running coupling constants of the minimal standard model.

The nature of energy is not typically an explicit topic of physics instruction. Nonetheless, verbal and graphical representations of energy articulate models in which energy is conceptualized as a quasimaterial substance, a stimulus, or a vertical location. We argue that a substance ontology for energy is particularly productive in developing understanding of energy transfers and transformations. We analyze classic representations of energy-bar charts, pie charts, and others-to determine the energy ontologies that are implicit in those representations, and thus their affordances for energy learning. We find that while existing representations partially support a substance ontology for energy and thus the learning goal of energy conservation, they have limited utility for tracking the flow of energy among objects.

We calculate the leading quantum and semi-classical corrections to the Newtonian potential energy of two widely separated static masses. In this largedistance, static limit, the quantum behaviour of the sources does not contribute to the quantum corrections of the potential. These arise exclusively from the propagation of massless degrees of freedom. Our one-loop result is based on Modanese's formulation and is in disagreement with Donoghue's recent calculation. Also, we compare and contrast the structural similarities of our approach to scattering at ultra-high energy and large impact parameter.We connect our approach to results from string perturbation theory.

This article reports on an investigation of student understanding of the concept of time in special relativity. A series of research tasks are discussed that illustrate, step-by-step, how student reasoning of fundamental concepts of relativity was probed. The results indicate that after standard instruction students at all academic levels have serious difficulties with the relativity of simultaneity and with the role of observers in inertial reference frames. Evidence is presented that suggests many students construct a conceptual framework in which the ideas of absolute simultaneity and the relativity of simultaneity harmoniously co-exist.

We provide evidence that a learning activity called Energy Theater engages learners with key conceptual issues in the learning of energy, including disambiguating matter flow and energy flow and theorizing mechanisms for energy transformation. A participationist theory of learning, in which learning is indicated by changes in speech and behavior, supports ethnographic analysis of learners' embodied interactions with each other and the material setting. We conduct detailed analysis to build plausible causal links between specific features of Energy Theater and the conceptual engagement that we observe. Disambiguation of matter and energy appears to be promoted especially by the material structure of the Energy Theater environment, in which energy is represented by participants, while objects are represented by areas demarcated by loops of rope. Theorizing mechanisms of energy transformation is promoted especially by Energy Theater's embodied action, which necessitates modeling the time ordering of energy transformations.

The Energy Project at Seattle Pacific University has developed representations that embody the substance metaphor and support learners in conserving and tracking energy as it flows from object to object and changes form. Such representations enable detailed modeling of energy dynamics in complex physical processes. We assess student learning by means of representations that learners invent to explain energy dynamics in specific real-world scenarios. Refined versions of these learner-generated representations have proven valuable for our own teaching, physics understanding, and research.

Previous research indicates that after standard instruction students at all academic levels often construct a conceptual framework in which the ideas of absolute simultaneity and the relativity of simultaneity co-exist. This article describes the development and assessment of instructional materials intended to improve student understanding of the concept of time in special relativity, the relativity of simultaneity, and the role of observers in inertial reference frames. Results from pretests and post-tests are presented to demonstrate the effect of the curriculum in helping students deepen their understanding of these topics. Excerpts from taped interviews and classroom interactions help illustrate the intense cognitive conflict that students encounter as they are led to confront the incompatibility of their deeply-held beliefs about simultaneity with the results of special relativity.