Papers

PSCAE-SN: Physics-Aware Spiking RFI Detection for Simulated MeerKAT Data.

This archive contains version 1.0.0 of PSCAE-SN, a physics-aware spiking convolutional autoencoder for detecting radio-frequency interference in simulated MeerKAT data. It includes the executed Jupyter notebook used for model training, evaluation, and figure generation, together with citation metadata, documentation, and the MIT License. The notebook reproduces five stochastic training runs and the reported pixel-level detection metrics using the publicly available TABASCAL SNN-NLN dataset. Trained model weights are not included; users must retrain the model by executing the notebook.

PSCAE-SN: Physics-Aware Spiking RFI Detection for Simulated MeerKAT Data.

This archive contains version 1.0.0 of PSCAE-SN, a physics-aware spiking convolutional autoencoder for detecting radio-frequency interference in simulated MeerKAT data. It includes the executed Jupyter notebook used for model training, evaluation, and figure generation, together with citation metadata, documentation, and the MIT License. The notebook reproduces five stochastic training runs and the reported pixel-level detection metrics using the publicly available TABASCAL SNN-NLN dataset. Trained model weights are not included; users must retrain the model by executing the notebook.

Formative Assessment Strategies of Senior High School Physics Teachers in Selected Ashanti Region Districts, Ghana

The study examined the formative assessment strategies senior high school physics teachers in selected districts of the Ashanti Region practice in their classrooms. Using a descriptive survey design, the study purposively selected 108 physics teachers from 36 senior high schools across nine districts. Data were collected through a 21-item closed-ended questionnaire and an observation guide. Descriptive statistics such as mean, standard deviation, and percentage were used to analyse the research question, while an independent samples t-test was used to test the hypothesis at a significance level of (α = 0.05). The results revealed that physics teachers in the Ashanti Region employ diverse formative assessment strategies to support students’ learning. These include clarifying learning objectives, providing timely feedback, using varied assessment tasks, and offering suggestions for improvement. However, peer and self-assessment practices were found to be infrequently implemented. Furthermore, the study established a statistically significant difference between more experienced teachers (those with at least five years of service) and less experienced teachers (serving less than five years), with the former employing diverse formative assessment strategies. The findings suggest that teaching experience enhances teachers’ ability to apply varied formative assessment approaches effectively. The recommendation for this study suggests that the Ghana Education Service should organize professional development programmes focused on formative assessment practices for less experienced teachers to strengthen their classroom assessment literacy and improve instructional quality. The study enhances the comprehension of subject-specific formative assessment practices and underscores the need for continuous professional learning to promote effective physics teaching and learning in senior high schools.

Dual Architecture: A Continuous Regularization Technique with Applications in Physics

The Gamma function diverges at negative integer and half-integer arguments, posing a fundamental obstacle for both perturbative and non-perturbative theories. Analytic continuation, while guaranteeing uniqueness, does not preserve the Euler integral representation in the left half-plane, as noted by Hardy and Titchmarsh. We present a continuous regularization technique - the Dual Architecture - that addresses this limitation through a complementary function with directional vector opposite to that of the Gamma function. The phase function is uniquely determined by the boundary conditions and , and its periodicity is established by Lemma 2.1. The regularized function for is finite by construction at all points where the classical Gamma function diverges, unifying regulation and subtraction within a single definition. We demonstrate the physical applicability of the technique across six systems: the cosmological constant, the Higgs boson mass, the strong CP problem, the Casimir effect, dimensional regularization in , and a divergent Gaussian integral. In each case, the algebraic development is presented in full, yielding analytical results consistent with experimental values. The technique offers a unified framework for treating Gamma-function divergences across perturbative and non-perturbative regimes. Keywords: Continuous regularization, Gamma function, uniqueness theorem, Casimir effect, Standard Model.

Dual Architecture: A Continuous Regularization Technique with Applications in Physics

The Gamma function diverges at negative integer and half-integer arguments, posing a fundamental obstacle for both perturbative and non-perturbative theories. Analytic continuation, while guaranteeing uniqueness, does not preserve the Euler integral representation in the left half-plane, as noted by Hardy and Titchmarsh. We present a continuous regularization technique - the Dual Architecture - that addresses this limitation through a complementary function with directional vector opposite to that of the Gamma function. The phase function is uniquely determined by the boundary conditions and , and its periodicity is established by Lemma 2.1. The regularized function for is finite by construction at all points where the classical Gamma function diverges, unifying regulation and subtraction within a single definition. We demonstrate the physical applicability of the technique across six systems: the cosmological constant, the Higgs boson mass, the strong CP problem, the Casimir effect, dimensional regularization in , and a divergent Gaussian integral. In each case, the algebraic development is presented in full, yielding analytical results consistent with experimental values. The technique offers a unified framework for treating Gamma-function divergences across perturbative and non-perturbative regimes. Keywords: Continuous regularization, Gamma function, uniqueness theorem, Casimir effect, Standard Model.

When transformers obey physics: A physics-guided transformer with symbolic regression for real time monitoring of flowing bottom-hole pressure

Evaluation of the optical properties and radiation shielding effectiveness of Ho2O3-doped borate glasses

Differential Semigroups of Automaton Perturbations and Incremental Syntactic Reconstruction

This paper investigates the enumeration of elements in three classes of signed partial transformation semigroups: partial signed order-preserving, partial signed order-decreasing, and partial signed order-preserving-or-order-reversing transformations. It examines the reported PSPD₄ numerical inconsistency and develops a domain-rank framework for extending the finite enumerations, while distinguishing interpolated computational conjectures from exact counting formulae.

Physics Practical Performance Through Differentiated Instruction: Insight into Senior High School Physics Practical Instruction in Ghana

Recurring challenges in the physics practical performance of Ghanaian Senior High School (SHS) students, particularly in basic experiments like the simple pendulum, warrant fresh pedagogical approaches. Differentiated Instruction (DI), which tailors instruction to different learner needs, is a promising yet unexplored strategy in this context. This study aimed to establish the learning needs of selected SHS students in performing the simple pendulum experiment and pinpoint some DI strategies that enhance their practical performance. A quasi-experimental design was employed involving 160 Form 2 physics students (97 males and 63 females) drawn from two intact classes in two senior high schools in Ghana. A structured questionnaire manifested significant learning issues: 78.7% of the students lacked a clear conceptualisation of the relationship between pendulum length and period, with recording time (28.8%), graphing results (24.4%), and period calculation (23.8%) being primary issues. Furthermore, 53.1% felt uneasy with mathematical equations, and 79.4% lacked confidence to conduct the experiment individually. The experimental group (n=80) received a four-week DI intervention. Regression analysis of post-intervention data indicated five DI strategies that predicted improved performance: hands-on experimentation (β = 0.449, p < .000), teacher modification of learning styles (β = 0.192, p = .018), decreased complexity of lessons (β = 0.175, p = .022), students feeling comfortable demonstrating knowledge via experiments (β = 0.157, p = .025), and offering choices for assignments (β = 0.177, p = .016). A Mann–Whitney U test revealed that the DI group achieved significantly higher post-test scores compared to the control group (U = 3193.50, Z = –0.023, p = .982), with a medium-to-large effect size (r = .41). The study concludes that senior high school students exhibit diverse learning needs in physics practicals, which can be effectively addressed through adaptable and flexible differentiated instructional approaches. It recommends integrating these evidence-based interventions into teacher education and curriculum design to improve physics practical performance.

Homomorphism Counting, Fuzzy Group Actions and Conjugacy-Based Cryptography

A unified framework connecting finite algebraic structures, homomorphism enumeration, quotient constructions, fuzzy group actions and conjugacy-class methods. The work defines structural complexity indices and develops results for kernels, cyclic homomorphic images, fuzzy stabilizers and conjugacy-based key agreement.

Radiological risk evaluation in mining areas: a case study of Keffi, North-Central Nigeria

Effect of Practical Activities on Students? Skills, Understanding, and Performance in Physics Measurement

This study investigated the effect of practical activities on students? process skills, conceptual understanding, and academic performance in physics measurement. An action research design was employed involving a purposively selected sample of 49 Form Two students. Data were collected using observation checklists, questionnaires, and achievement tests, with reliability confirmed by a Cronbach?s alpha value of 0.960. The intervention consisted of structured practical activities conducted over three weeks. Quantitative data were analysed using descriptive statistics and paired-sample t-test, while qualitative responses were analysed thematically. Results indicated significant improvement in students? conceptual understanding and performance, with mean scores increasing from 13.6 to 29.7. The paired-sample t-test showed statistically significant differences (p < 0.05). The findings suggest that practical activities enhance students? engagement, process skills, and learning outcomes in physics measurement. The study recommends integrating structured practical activities into early physics instruction.

Proton transparency and neutrino physics: New methods and modeling

Extracting accurate results from neutrino oscillation and cross section experiments requires accurate simulation of the neutrino-nucleus interaction. The rescattering of outgoing hadrons (final state interactions) by the rest of the nucleus is an important component of these interactions. We present a new measurement of proton transparency (defined as the fraction of outgoing protons that emerge without significant rescattering) using electron-nucleus scattering data recorded by the CLAS detector at Jefferson Laboratory on helium, carbon, and iron targets. This analysis uses a new data-driven method to extract the transparency. It defines transparency as the ratio of electron-scattering events with a detected proton to quasi-elastic electron-scattering events where a proton should have been knocked out. Our results are consistent with previous measurements that determined the transparency from the ratio of measured events to theoretically predicted events. We find that the GENIE event generator, which is widely used by oscillation experiments to simulate neutrino-nucleus interactions, needs to better describe both the nuclear ground state and proton rescattering in order to reproduce our measured transparency ratios, especially at lower proton momenta.

Evaluation of radiation shielding and mechanical properties of palm nut shell ash modernized concrete: a comparative analysis

Gamma radiation poses health and environmental risks, creating the need for sustainable, low-cost, and eco-friendly shielding materials. In this study, we modified ordinary concrete with palm nut shell ash (PNSA) to examine its mechanical, physical, and gamma ray shielding performance. The adopted W/C (water-to-cement) ratio was 0.5 for the entire mixtures and the ratio of the samples’ masses to their respective volumes gives the densities of our samples. The results reported that, as PNSA advances from 0 to 0.15 kg, the concrete density decreased from 2.40 to 2.25 g/cm3, accompanied by a rise in porosity from 14.5% to 21.5% as well as an increase in water absorption from 6.8% to 8.6%, 6.4% to 8%, and 5% to 7% respectively for 7, 14, and 28 curing days. The mechanical characteristics decrease as PNSA is added to the concrete matrix. The Monte Carlo N-Particle (MCNP) and Phy-X/PSD simulation results showed that CPNSA2 had superior linear attenuation coefficient (LAC), confirming higher gamma ray attenuation ability. Generally, this work displayed the prospect of adding PNSA for the purpose of shielding against the low and intermediate gamma-ray energy. This study contributes by introducing palm nut shell ash as a sustainable cement substitute, demonstrating improved gamma-ray attenuation with CPNSA2, and reducing reliance on costly and toxic conventional shielding materials.

FEP-254: Construction, Proofs and Reproducible Evaluation of a Candidate Flanking-Exponentiation Permutation

This research constructs a candidate flanking-exponentiation permutation, develops its formal properties and presents a reproducible evaluation framework for algebraic and cryptographic analysis.

Twenty years of medical physics education and training in Ghana: past, current, and future perspectives

&lt;p&gt;Physics Teachers’ Attitudes Toward Colleagues and their Relationship with Physics Teaching in Ghanaian Senior High Schools&lt;/p&gt;

Establishing a global medical physics graduate clinical training and development program in Ghana: A model for global health international education and collaboration

PURPOSE: The Global Medical Physics Training and Development Program (GMPTDP) is a novel initiative that provides United States (US)-based graduate students in medical physics with structured, immersive clinical training in Ghana. METHODS: The five-week program begins with a cultural and clinical orientation in the US, followed by 4 weeks of clinical rotations across leading Ghanaian medical institutions. During rotations, students gain experience with teletherapy (LINACs and cobalt-60), brachytherapy, treatment planning, imaging, and more. Trainees participate in clinical activities, conduct collaborative projects, and engage in community outreach and cultural immersion. The program culminates in a symposium highlighting student experiences and future directions with speakers including physicists, oncologists, engineers, and policymakers. RESULTS: The pilot year of the program was successfully completed by three students from May 28 2024-July 2 2024. This article outlines the development, structure, and implementation of GMPTDP as a replicable model for global health training in medical physics, emphasizing sustainable partnerships between high-income and low- and middle-income countries. Educational objectives include demonstrating effective cross-border training models, fostering collaborative research, and expanding global clinical experience in the field of medical physics. CONCLUSIONS: A model for a global medical physics training program was developed and successfully implemented.

Multiple Representations: An Approach to Teaching Selected Physics Topics

This study investigated the impact of using multiple representations in teaching selected physics topics, specifically sound and waves, to senior high school students in Ghana. An action-research design was employed with an intact class of 30 form two students purposively sampled. Various representational formats including visual, text, graph, diagrammatic, and mathematical representations were incorporated during lessons. The main data collection instruments were achievement tests and classroom observation over five lessons. Findings revealed that students demonstrated improved skills in diagrammatic, graphical, verbal, and mathematical representations, with a notable enhancement in their cognitive achievement on physics concepts relating to sound and waves. The intervention engaged students actively in classroom discourse, promoting higher motivation, interaction, and participation. Quantitative analysis showed significant gains in students' ability to correctly solve physics problems using multiple representations compared to pre-intervention results. The study concluded that employing multiple representations supports conceptual understanding and problem-solving skills, counteracting the limitations of traditional lecture-based teaching that often leads to rote memorization and low engagement. The use of diverse representations facilitated students' development of science process skills such as graph drawing and diagrammatic reasoning. Recommendations include integrating multiple representations consistently in physics curricula, encouraging collaborative learning, and providing teacher training on implementing these strategies. The findings underscore the pedagogical value of multiple representations and provide a basis for adopting similar approaches to improve science education outcomes in Ghana and beyond.

Gender Disparities and Female Performance in Physics: A Case Study Examination

Abstract: This study investigated the factors influencing female students’ academic success in Physics and examined gender differences in performance at Navrongo Senior High School. Using an explanatory sequential mixed-method design, the research combined qualitative interviews with quantitative analysis of standardized Physics test scores. Quantitative results showed that although female students slightly outperformed their male counterparts (mean scores of 70.6 and 69.7, respectively), the difference was not statistically significant (t = –0.36, p = 0.717, Cohen’s d = –0.066). This finding suggests that gender alone does not determine performance in Physics. Qualitative findings highlighted the critical role of effective study habits, positive attitudes toward Physics, classroom participation, teacher support, and peer collaboration in achieving academic success. Female students particularly emphasized the importance of an inclusive and supportive classroom environment that fosters confidence and engagement in a traditionally male-dominated field. The study challenges stereotypes about girls’ participation in Physics and underscores the influence of social relationships, teaching strategies, and personal motivation on achievement. It concludes that promoting female success in Physics requires collective efforts centered on inclusive practices, responsive teaching, and sustained encouragement. The study recommends promoting structured study habits, improving students’ perceptions of Physics through positive messaging, enhancing engagement, and expanding experiential learning opportunities to support equitable achievement.

A Case Study of Factors Affecting Female Performance in Physics.

Abstract: This study investigated the factors influencing female students' academic success in Physics and looked at gender differences in performance in Navrongo SHS. In order to gain a deeper understanding of performance patterns, the study employed a mixed-method explanatory sequential design, combining qualitative interviews with quantitative data of standardised Physics test scores. According to quantitative findings, although female students outperformed male students by a small margin (0.92) mean difference which was not statistically significant though worth noting. This result implies that performance in physics is not determined by gender. Qualitative results demonstrated how important it is for students to have good study habits, a favourable opinion of physics, active participation in class, teacher support, and peer cooperation to succeed academically. The voices of female students emphasised the value of a welcoming and inclusive classroom where they can thrive in a field that has historically been dominated by men. They also indicated that, peer support, teacher support, fair opportunities, and meaningful engagement were very key to their success in Physics. The study dispels the myth that girls are less likely to pursue physics and confirms that social connections, pedagogical techniques, and individual initiative all play a vital role in female academic success. It comes to the conclusion that encouraging female success in physics calls for teamwork and is typified by inclusive practices, responsive instruction, and ongoing motivation.

Exploring the optical soliton and solitary wave solutions for the nonlinear Akbota equation via improved expansion approach

In the present research, we explored the various kinds of optical solitons and many other solitary wave solutions for the nonlinear Akbota equation by utilizing the symbolic computational simulation on the basis of the improved F-expansion approach. The nonlinear Akbota equation has applications in physics and engineering. The examined solitary wave and soliton solutions have interesting physical structures, including anti-kink wave solitons, bright solitons, kink wave solitons, dark solitons, periodic wave solitons, peakon bright solitons, peakon dark solitons, mixed bright–dark periodic solitons, mixed solitons in bright–dark form, and solitary wave structures. The newly extracted soliton solutions in this study shed light on the fact that the utilized approach is more efficient, concise, powerful, effective, straightforward, and simple, and we can also utilize it for other higher order nonlinear complex models. The extracted solutions will be helpful to understand the nonlinear phenomena in various areas of nonlinear sciences and engineering, including quantum physics, laser optics, nonlinear optics, optical fibers, ocean engineering, and electronic engineering. The physical interpretation of the extracted solutions is visualized in two-dimensional, three-dimensional, and contour graphics based on numerical simulation by using the computer software Mathematica. The presented research will be helpful for further investigation of analytical solitary wave and soliton solutions to the complex, higher order nonlinear evolution equations.

Exploring physics teacher identity: Pathways toward equitable instruction among teachers

Physics teacher identity encompasses teachers’ beliefs and views toward being a physics teacher. Physics teacher identity is influenced by teachers’ perspectives on physics teaching and learning. Previous studies on teacher identity in general suggest that the construct is complex and malleable. Studies further suggest that it influences instructional methods, student engagement, and classroom environment. However, within physics education, there has yet to be an examination of how physics teacher identity influences “equitable” teaching approaches. This qualitative study sought to identify various dimensions of physics teacher identity and its implications for physics education research. We interviewed secondary and postsecondary physics teachers ( <a:math xmlns:a="http://www.w3.org/1998/Math/MathML" display="inline"> <a:mrow> <a:mi>n</a:mi> <a:mo>=</a:mo> <a:mn>1</a:mn> <a:mn>0</a:mn> </a:mrow> </a:math> ) from different regions of the country with varying years of experience. We searched for consistent themes regarding the influence of physics teacher identity on equitable instruction using a conceptual framework that examines conceptions of self, others, knowledge, and pedagogy. Findings showed that teachers held a variety of conceptions of self and others, while many struggled to describe their conceptions of knowledge and pedagogy. Our findings are significant for physics teachers, educators, and researchers aiming to employ equitable teaching strategies. Ultimately, this study fostered a deeper understanding of the relationship between physics teacher identity and equitable instruction.

Investigation of the exact solutions via sub-equation neural network method to the nonlinear systems in fluid and nuclear physics

This paper aims to explore the nonlinear dynamics of the well-known nonlinear partial differential equations, namely, Estevez–Mansfield–Clarkson (EMC) and Sharma–Taso–Olver (STO) equations. The presented models have useful applications in various fields. The EMC equation clarifies the complex dynamics of waves in shallow water and fluid physics. In nuclear physics, the STO model is pertinent to particle fission and fusion processes. This work offers Riccati sub-equation neural networks to provide exact solutions for space–time partial differential equations. The proposed method incorporates the solutions of the Riccati problem into neural networks. Neural networks are multi-layer computer models with activation functions and weight functions that connect neurons across the input, hidden, and output layers. In this approach, each neuron in the first hidden layer is assigned to the solutions of the Riccati equation. Consequently, the new trial functions are established. The proposed method provides exact solutions to the studied models in the forms of bright, dark, singular, combined, and complex solitons. Moreover, generalized hyperbolic function solutions, trigonometric function solutions, and generalized rational solutions are also recovered. This study introduces innovative solutions as the proposed methodology is used in the neural network model. A variety of graphs have been sketched for the physical behavior of the obtained solutions. By establishing the dependability of the method used, this research’s outcomes could advance our grasp of nonlinear behavior in targeted systems.