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Using a data set of electron-positron collisions corresponding to an integrated luminosity of 2.93 fb−1 taken with the BESIII detector at a center-of-mass energy of 3.773 GeV, a search for the baryon (B) and lepton (L) number violating decays D±→n(n¯)e± is performed. No signal is observed and the upper limits on the branching fractions at the 90% confidence level are set to be 1.43×10−5 for the decays D+(−)→n¯(n)e+(−) with Δ|B−L|=0, and 2.91×10−5 for the decays D+(−)→n(n¯)e+(−) with Δ|B−L|=2 , where Δ|B−L| denotes the change in the difference between baryon and lepton numbers.
Using a sample of 4.3×105 η′→ηπ0π0 events selected from the ten billion J/ψ event dataset collected with the BESIII detector, we study the decay η′→ηπ0π0 within the framework of nonrelativistic effective field theory. Evidence for a structure at π+π− mass threshold is observed in the invariant mass spectrum of π0π0 with a statistical significance of around 3.5σ, which is consistent with the cusp effect as predicted by the nonrelativistic effective field theory. After introducing the amplitude for describing the cusp effect, the ππ scattering length combination a0−a2 is determined to be 0.226±0.060stat±0.013syst, which is in good agreement with theoretical calculation of 0.2644±0.0051.
Using a sample of 4.3×105 η′→ηπ0π0 events selected from the 10 billion J/ψ event data set collected with the BESIII detector, we study the decay η′→ηπ0π0 within the framework of non-relativistic effective field theory. Evidence for a structure at π+π− mass threshold is observed in the invariant mass spectrum of π0π0 with a statistical significance of around 3.5σ, which is consistent with the cusp effect as predicted by the non-relativistic effective field theory. After introducing the amplitude for describing the cusp effect, the ππ scattering length combination a0−a2 is determined to be 0.226±0.060stat.±0.012syst., which is in good agreement with theoretical calculation of 0.2644±0.0051.
Using a sample of 4.3×105 η′→ηπ0π0 events selected from the ten billion J/ψ event dataset collected with the BESIII detector, we study the decay η′→ηπ0π0 within the framework of nonrelativistic effective field theory. Evidence for a structure at π+π− mass threshold is observed in the invariant mass spectrum of π0π0 with a statistical significance of around 3.5σ, which is consistent with the cusp effect as predicted by the nonrelativistic effective field theory. After introducing the amplitude for describing the cusp effect, the ππ scattering length combination a0−a2 is determined to be 0.226±0.060stat±0.013syst, which is in good agreement with theoretical calculation of 0.2644±0.0051.
Using e+e− annihilation data corresponding to a total integrated luminosity of 6.32 fb−1 collected at the center-of-mass energies between 4.178 and 4.226 GeV with the BESIII detector, we perform an amplitude analysis of the decay D+s→K−K+π+π+π− and determine the relative fractions and phases of different intermediate processes. Absolute branching fraction of D+s→K−K+π+π+π− decay is measured to be (6.60±0.47stat.±0.35syst.)×10−3. The dominant intermediate process is D+s→a1(1260)+ϕ,ϕ→K−K+,a1(1260)+→ρπ+,ρ→π+π−, with a branching fraction of (5.16±0.41stat.±0.27syst.)×10−3.
Using e+e− annihilation data corresponding to an integrated luminosity of 6.32 fb−1 collected at center-of-mass energies between 4.178 GeV and 4.226 GeV with the BESIII detector, we perform the first amplitude analysis of the decay D+s→K0SK+π0 and determine the relative branching fractions and phases for intermediate processes. We observe the a0(1710)+, the isovector partner of the f0(1710) and f0(1770) mesons, in its decay to K0SK+ for the first time. In addition, we measure the ratio B(D+s→K¯∗(892)0K+)B(D+s→K¯0K∗(892)+) to be 2.35+0.42−0.23stat.±0.10syst.. Finally, we provide a precision measurement of the absolute branching fraction B(D+s→K0SK+π0)=(1.46±0.06stat.±0.05syst.)%.
Using 448 million ψ(2S) events, the spin-singlet P-wave charmonium state hc(11P1) is studied via the ψ(2S)→π0hc decay followed by the hc→γηc transition. The branching fractions are measured to be BInc(ψ(2S)→π0hc)×BTag(hc→γηc)=(4.22+0.27−0.26±0.19)×10−4 , BInc(ψ(2S)→π0hc)=(7.32±0.34±0.41)×10−4, and BTag(hc→γηc)=(57.66+3.62−3.50±0.58)%, where the uncertainties are statistical and systematic, respectively. The hc(11P1) mass and width are determined to be M=(3525.32±0.06±0.15) MeV/c2 and Γ=(0.78+0.27−0.24±0.12) MeV. Using the center of gravity mass of the three χcJ(13PJ) mesons (M(c.o.g.)), the 1P hyperfine mass splitting is estimated to be Δhyp=M(hc)−M(c.o.g.)=(0.03±0.06±0.15) MeV/c2, which is consistent with the expectation that the 1P hyperfine splitting is zero at the lowest-order.
Using 448 million ψ(2S) events, the spin-singlet P-wave charmonium state hc(11P1) is studied via the ψ(2S)→π0hc decay followed by the hc→γηc transition. The branching fractions are measured to be BInc(ψ(2S)→π0hc)×BTag(hc→γηc)=(4.17+0.27−0.25±0.19)×10−4 , BInc(ψ(2S)→π0hc)=(7.23±0.33±0.38)×10−4, and BTag(hc→γηc)=(57.66+3.62−3.50±0.58)%, where the uncertainties are statistical and systematic, respectively. The hc(11P1) mass and width are determined to be M=(3525.32±0.06±0.15) MeV/c2 and Γ=(0.78+0.27−0.24±0.12) MeV. Using the center of gravity mass of the three χcJ(13PJ) mesons (M(c.o.g.)), the 1P hyperfine mass splitting is estimated to be Δhyp=M(hc)−M(c.o.g.)=(0.03±0.06±0.15) MeV/c2, which is consistent with the expectation that the 1P hyperfine splitting is zero at the lowest-order.
Using 448 million ψ(2S) events, the spin-singlet P-wave charmonium state hc(11P1) is studied via the ψ(2S)→π0hc decay followed by the hc→γηc transition. The branching fractions are measured to be BInc(ψ(2S)→π0hc)×BTag(hc→γηc)=(4.22+0.27−0.26±0.19)×10−4 , BInc(ψ(2S)→π0hc)=(7.32±0.34±0.41)×10−4, and BTag(hc→γηc)=(57.66+3.62−3.50±0.58)%, where the uncertainties are statistical and systematic, respectively. The hc(11P1) mass and width are determined to be M=(3525.32±0.06±0.15) MeV/c2 and Γ=(0.78+0.27−0.24±0.12) MeV. Using the center of gravity mass of the three χcJ(13PJ) mesons (M(c.o.g.)), the 1P hyperfine mass splitting is estimated to be Δhyp=M(hc)−M(c.o.g.)=(0.03±0.06±0.15) MeV/c2, which is consistent with the expectation that the 1P hyperfine splitting is zero at the lowest-order.
Nowadays, teachers are facing a more and more digitized world, as digital tools are being used by their students on a daily basis. This requires digital competencies in order to react in a professional manner to individual and societal challenges and to teach the students a purposeful use of those tools. Regarding the subject (e.g., STEM), this purpose includes specific content aspects, like data processing, or modeling and simulations of complex scientific phenomena. Yet, both pre-service and experienced teachers often consider their digital teaching competencies insufficient and wish for guidance in this field. Especially regarding immersive tools like augmented reality (AR), they do not have a lot of experience, although their willingness to use those modern tools in their lessons is high. The digital tool AR can target another problem in science lessons: students and teachers often have difficulties with understanding and creating scientific models. However, these are a main part of the scientific way of acquiring knowledge and are therefore embedded in curricula. With AR, virtual visualizations of model aspects can be superimposed on real experimental backgrounds in real time. It can help link models and experiments, which usually are not part of the same lesson and are perceived differently by students. Within the project diMEx (digital competencies in modeling and experimenting), a continuing professional development (CPD) for physics teachers was planned and conducted. Secondary school physics educators were guided in using AR in their lessons and their digital and modeling competencies for a purposeful use of AR experiments were promoted. To measure those competencies, various instruments with mixed methods were developed and evaluated. Among others, the teachers’ digital competencies have been assessed by four experts with an evaluation matrix based on the TPACK model. Technological, technical and design aspects as well as the didactical use of an AR experiment were assessed. The teachers generally demonstrate a high level of competency, especially in the first-mentioned aspects, and have successfully implemented their learnings from the CPD in the (re)design of their AR experiments.