Lawrence Berkeley National Lab Center
Submitted by Anonymous (not verified)
on Monday, July 8, 2013 - 16:28
Description
Physicists, teachers, and students work together to explore the frontiers of physics and cosmology at LBNL.
ATLAS day at Berkeley Lab
Tuesday June 19, 2018
Small URL for this page: http://tiny.cc/lblqn-jun18.
Agenda 08:30 greetings and particle cards 09:00 Human ATLAS/LHC demos 09:30 Intro to ATLAS W2D2 measurement |
Lawrence Berkeley National Laboratory Annual Report 2017 July 13, 2017
Lawrence Berkeley National Laboratory
Annual Report 2017
July 13, 2017
Mentor: Tony Spadafora
Workshop Coordinator: Laurie Kerrigan
Co- Organizer: Ken Cecire (QuarkNet)
The LBNL Physics Division hosted its eleventh “Physics in and Through Cosmology” workshop for QuarkNet Leadership teachers and high school students. The five-day workshop from June 26 to June 30, 2017 was held at the Lawrence Berkeley National Lab. Twelve science teachers participated. Six of the teachers have been active members of QuarkNet for five or more years. Two new teachers joined the group this year and two from previous years returned. There were 34 students with approximately equal number of boys and girls. The teachers & students represented public and private high schools in the greaterSan Francisco Bay Area.
The first day focused on getting all participants familiar with concepts & terms in particle physics & cosmology. This was accomplished through “mini” lectures given by returning QuarkNet teachers. This day also included a discussion by Spencer Klien, an LBNL researcher, entitled “Natural radiation, from cosmic-rays to neutrinos?” The LBNL 88” cyclotron was also toured.
The other days consisted of hands-on warm-up activities, morning & afternoon scientist talks.. Between talks, groups worked on hands-on experiments (e.g. QuarkNet activities lead by Ken Cecire using data from ATLAS). Groups consisted of four students and a teacher. Groups also discussed the lectures and designed & carried out experiments with Cosmic Ray Detectors. . There was a virtual tour of the ATLAS Control Room at the CERN Large Hadron Collider. There were also tours of the ALS (Advanced Light Source) and Molecular Foundry research facilities at LBNL.
Teachers meet with Ken Cecire over dinner the first night for Master Class training, and over lunch on the second day to discuss QuarkNet. On the last day we had a Panel Discussion with the following presenters: Darcy Barron, Heather Gray, Spencer Klein & Vetri Velan.
Formal presentations included:
*Tony Spadafora Welcome to the Lab
*Spencer Klien “Natural radiation, from cosmic-rays to neutrinos?”
* Heather Gray Introduction to ATLAS & Particle Physics
* Saul Perlmutter Nobel Prize and scientific discovery
* Ken Cecire ATLAS Masterclass measurement
* Kyle Boone Cosmology / Dark Energy
* Parker Anne Fagrelius DESI
*Lucie Tvrznikova Dark Matter
*Alex Krolewski "Growth of Structure and the Cosmic Web"
*Vetri Velan Dark Matter
* Darcy Barron CMB
*Natalie Roe Lawrence Berkeley Lab
On the last day students completed a self- evaluation of how much they learned about science concepts during the workshop.
They used a scale of 1 (nothing) to 5 (a lot).
The overall average was 3.68 and standard deviation of .449
Those with over 4.5 include:
The Cosmic Microwave background is the baby picture of the Universe when matter
& energy decoupled. (4.59)
The Red Shift is the stretching of wavelengths revealing time and distance. (4.56)
Supernovae are the explosions of dying stars, and certain types can serve as a
standard candle. (4.59)
The Universe’s expansion is accelerating due to Dark Energy. (4.72)
The Universe is approximately 5% atomic matter, 20% dark matter,
and 75% dark energy. (4.56)
There are four fundamental forces, most interact through carrier particles shaping
the Universe. (4.53)
Quantum fluctuations during inflation lead to stars & galaxies. (4.56)
Some comments by the students and teachers include:
“I learned a lot about basic concepts in particle physics and cosmology like dark matter, dark energy, and the different types of particles. I liked that it taught more advanced topics that aren’t in a high school curriculum.”
“The workshop opened my view for the experimental side of cosmology and particle physics and helped me in rethinking what I want to pursue later in life.”
“I learned a ton about particle physics, cosmology, different types of detectors, their uses. Etc.”
“Masterclass simulation of ATLAS was brilliant.”
“ATLAS presentation was great & insightful. Loved looking at events & analyzing them.”
“The data analysis of ATLAS was great.”
“The virtual tour at ATLAS was very entertaining and gave me a clear perspective of how much effort is put into running large machines/experiments.”
“The detectors were really cool.”
“Thank you for the opportunity to come to this workshop. This workshop really broadened my horizons and view on the field of science. I’m glad I got the opportunity to come to this workshop. I hope you keep it going for years to come.”
Participating Teachers:
Adams
|
Ray retired |
|
Becker
|
Philip Freedom H.S.
|
|
Eldred
|
Craig Terra Linda H.S.
|
|
Galloway
|
Erin Alameda H.S.
|
|
Guthrie
|
Laura Acalanes H.S.
|
|
Kerrigan |
Laurie Mercy, S.F. |
|
Louie
|
Justin Novato H.S.
|
|
Marten
|
Bryan Lowell H.S.
|
|
Melnik
|
Glen Piedmont H.S.
|
|
Noblejas
|
Jeffrey St. Ignatius H.S.
|
|
Piccioni
|
Richard The Bay School
|
|
Risk
|
Valerie Albany H.S.
|
|
Cosmic Ray Detector Experiments LBNL 2017
Purpose –This experiment gave hands-on experience collecting & interpreting data from muon detectors. These detectors were supplied by Howard Matis of LBL. Students had had no previous experience with the detectors.
Methods –Before working with the detectors, students viewed a video about special relativity & muon decay on their own. The two hour formal session started with a 30 min power point presentation on what cosmic rays are and how we detect them. Then, students were shown a high voltage gas detector. Followed by a discussion, students were trained on how to use the detectors. There were 9 groups comprised of 4 students and 1 teacher. Each group had its own detector. Each group designed a brief experiment. These experiments ranged from tilting the detectors to get a different count to shielding experiments using different floors in a building. The experiment that most groups did was going to different levels of the building to see if the counts change due to shielding.
Results - Each group recorded their data and presented their findings informally. Because of time constraints, there was no formally written data shared with the entire group. Some groups did mention specific numbers of muon counts. There was a discussion covering the causes of the difference in counts. Their counts in the upper floors of the building were more than the lower floors.
There was also a discussion on why the two detectors had different counts which lead to an explanation which covered the role voltage plays in the sensitivity of the paddles. Too high of a voltage gives a runaway count, too low of a voltage gives no count.
Meaning & future investigations - Cosmic rays have played a large role in the development of Particle Physics. The muon as well as antimatter were first detected by cosmic ray investigations. Students had also had a presentation on Cosmic Rays & the ICE Cube experiment. This activity gave the students a first-hand experience in understanding & working with particles and helped them make connections with larger research experiments. Further investigations could include continuing to study the different shielding materials, different elevations of detection, & the effects of magnetic fields on the detector as well as the earth’s magnetic field.
Participating Teachers:
Adams
|
Ray retired |
|
Becker
|
Philip Freedom H.S.
|
|
Eldred
|
Craig Terra Linda H.S.
|
|
Galloway
|
Erin Alameda H.S.
|
|
Guthrie
|
Laura Acalanes H.S.
|
|
Kerrigan |
Laurie Mercy, S.F. |
|
Louie
|
Justin Novato H.S.
|
|
Marten
|
Bryan Lowell H.S.
|
|
Melnik
|
Glen Piedmont H.S.
|
|
Noblejas
|
Jeffrey St. Ignatius H.S.
|
|
Piccioni
|
Richard The Bay School
|
|
Risk
|
Valerie Albany H.S.
|
|
Participating Students
Alvarado
|
Natasha
|
Ben-Ora
|
Kelden
|
Brunell
|
Geoffrey
|
Chen
|
Kevin
|
DaSilva
|
Rakesh
|
Dellert
|
Maeve
|
Fang-Horvath
|
Hallie
|
Fang-Horvath
|
Sierra
|
Fuentes
|
Jose (Tripp)
|
Gallardo
|
Robert
|
Garcia Vilchis
|
Monica
|
Gerson
|
Jessica
|
Guerrero
|
Neo
|
Guinasso
|
Danielle
|
Hahn
|
Beatrice
|
Ho
|
Nathan
|
Iwata
|
Mana
|
Jagabattuni
|
Sakuntala
|
King
|
Miles
|
Lyons
|
Christian
|
McClellan
|
Jack
|
Morrell
|
Bryant
|
Ngai
|
Audrey
|
Potter
|
Emma
|
Riley
|
Jack
|
Scottland
|
Dominic
|
Sharpe
|
Katherine
|
Tierney
|
Mary (Amelia)
|
To
|
Vivian
|
Vallat
|
Morgan
|
Wang
|
Rosetta
|
Wu
|
Danny
|
Zhang
|
Arthur
|
ATLAS Masterclass at LBNL 2017
June 27-28, 2017
Agenda
Tuesday June 21 | Wednesday June 22 |
---|---|
08:30 Greetings 08:45 Icebreaker: Particle Cards 09:15 Rolling with Rutherford 09:45 Break 10:00 Introduction to ATLAS and Particle Physics (Heather Gray) 11:30 Lunch QuarkNet teacher meeting:
12:45 Intro to ATLAS Masterclass measurement
13:15 ATLAS Z-path measurement 14:15 Break 14:30 Discuss results; Q&A 15:00 Cosmology and Dark Energy (Kyle Boone) 16:00 End of day |
08:30 Greetings 08:45 CERN Virtual Visit 09:10 end of masterclass activities
|
Resources
Masterclass | General |
---|---|
Getting ready for the masterclass
In general:
- Students work in teams of two
- We will divide the teams into Group 1 and Group 2
- Each team will have a unique letter; thus a team might be 1A or 2C.
Installing Hypatia:
- Create a desktop folder called "Hypatia"
- Download Hypatia into the desktop
- Unzip Hypatia
- Test it by choosing Hypatia_7.4_Masterclass.jar inside the folder
- If 4 windows open, it works!
Installing your dataset:
- Go to the Group 1 or Group 2 page (based on your group)
- Find your group letter in the page and choose that dataset (e.g. if you are in team 1D, fo to group 1 and download dataset D)
- Download to the Hypatia folder; it will be a zip file but you do not need to unzip it
Starting to analyze your data
- Open Hypatia unless it is already open
- In the Track Momenta Window, open the "floppy disk" icon just below the top left
- A file-opening window will appear; use it to navigate to your data in the Hypatia folder
- Choose the dataset.
Uploading to OPlot (first you must save your results)
- When you are done analyzing, go to the Invariant Mass Window and choose File at the top left
- A menu appears; choose Export Invariant Masses
- Go to OPloT
- Find the student section and log in (we will give you the username and password)
- Choose today's date, Berkeley, and your team number and letter; it will take you to a new screen
- Use the "Choose File" button to find the file you saveed
- Choose the "Submit" button to upload it
For teachers
Cosmic Ray Detector Experiments LBNL 2016
Cosmic Ray Detector Experiments LBNL 2016
Students
Adly |
Armin |
Auchard |
Brock |
Ayala |
Natalie |
Bohan |
Patrick |
Brown |
MacKenzie |
Chan |
Ka Chun (Joe) |
Carr |
Allison |
Cheung |
Windfield |
Choi |
Becky |
Coen |
Kelsey |
Cook |
Nathan |
Cooper |
Nicolas |
De Petris |
Nicole |
Deshpande |
Saadhana |
Duong |
Aivy |
Gonzalez Corona |
Eric |
Grobeck |
Devin |
Groth |
Emily |
Hopcraft |
Connor |
Ianora |
Isabella |
Jaber |
Nicholas |
Kalil |
Madeline |
Kingdon |
Noah |
Kushner |
Luca |
Liu |
Shojeh |
Lowe |
Jenna |
Mariano |
Leannah |
McTiernan |
Joseph |
Nguyen |
Caroline |
Nguyen |
Isabelle |
Osborn |
Katie |
Philliber |
Theo |
Pinthapataya |
Anya |
Scheuer |
Espen |
Shin |
Taeggin |
Stripling |
Mia |
Tiano |
Elicia |
Tom |
Zachary |
Wang |
Jim |
Weber |
Natalie |
Teachers High School
Adams |
Ray |
retired |
Becker |
Philip |
Las Lomas High |
Carlson |
Michael |
Alameda High |
Cooke |
Paul |
Blue Oak School |
Cooper |
Susan |
Haward |
Eldred |
Craig |
Terra Linda |
Garrison |
Glenn |
Blue Oak School |
Guthrie |
Laura |
Alcalanes |
Kerrigan |
Laurie |
Mercy, S. F. |
Marten |
Bryan |
Lowell |
Melnik |
Glen |
Piedmont |
Risk |
Valerie |
Albany H S |
Turney |
Kayla |
Castro Valley |
Purpose –The purpose of this experiment was for students to have hands on experience collecting & interpreting data from muon detectors. Students have had no previous experience using detectors. These detectors were supplied by Howard Matis of LBL.
Methods – The experiment was broken up between two days. There were 10 teams, each with 4 students, 1 teacher & 1 detector. The first day, students learned how to use the detectors & were asked to design a brief experiment. These experiments ranged from tilting the detectors to get a different count to shielding experiments using different floors in a building. One interesting experiment that two groups conducted at different times were to place a bag of ice on the detectors. Both groups got an increase in muon counts.
Results - The data was recorded to various degrees, by each group. Because of time constraints, there was no formally written data shared with the entire group. There was a debriefing with a discussion of the results in general terms. Some groups did mention specific numbers of muon counts. Each group that carried out the angle experiment had results that confirmed that you would get less counts if the paddles were vertical. There was a discussion covering the causes of the difference in counts depending upon the orientation in a given detector. Each group saw there was a much higher count when the paddles were orientated horizontally as opposed to vertically. This difference provided confidence that muons were detected, not just electrical noise.
There was also a discussion on why the two detectors had different counts which lead to an explanation which covered the role voltage plays in the sensitivity of the paddles. Too high of a voltage gives a runaway count, too low of a voltage gives no count.
One group tried to use the entire magnetic field of the earth, using the right hand rule to see if there were more counts facing west compared to east. General consensus of that group was that they count more counts when facing west. But they were trying to combine this with a tilting experiment so there were too many variables to have a valid result.
The surprising result of the ice on the detector may have been due to the whole detector’s resistance was lowered allowing for a larger count. Another possible explanation was that muons were hitting the ice which created a shower of electrons into the paddles.
Meaning & future investigations - Cosmic rays have played a large role in the development of Particle Physics. The muon as well as antimatter were first detected by cosmic ray investigations.
This activity gave the students a first-hand experience in understanding & working with particles. Working with detectors also helped the students understand the collection of subatomic particles importance on much larger scales such as in SNO+ experiment.
Further investigations could include continuing to study the different shielding materials, different elevations of detection, & the effects of magnetic fields on the detector as well as the earth’s magnetic field.
Physics in and Through Cosmology 2016
Lawrence Berkeley National Laboratory
Annual Report 2016
July 6, 2016
Mentors: Tony Spadafora, Alex Kim, & Alessandra Ciocio
Workshop Coordinator: Laurie Kerrigan
Co- Organizer: Ken Cecire (QuarkNet)
The LBNL Physics Division hosted its tenth “Physics in and Through Cosmology” workshop for QuarkNet Leadership teachers and high school students. The five-day workshop from June 20 to June 24, 2016 was held at the Lawrence Berkeley National Lab. Thirteen science teachers participated. Five of the teachers have been active members of QuarkNet for five or more years. Six new teachers joined the group this year. There were 40 students with approximately equal number of boys and girls. The teachers & students represented public and private high schools in the greater San Francisco Bay Area.
The first day focused on getting all participants familiar with concepts & terms in particle physics & cosmology. This was accomplished through “mini” lectures given by returning QuarkNet teachers & Blake Sherwin, an LBNL researcher. The LBNL 88” cyclotron was also toured.
The other days consisted of hands-on warm-up activities, a morning scientist talk and an afternoon talk. Between talks, groups worked on hands-on experiments (e.g. QuarkNet activities lead by Ken Cecire using data from ATLAS). Participants also discussed the lectures. They had a virtual tour of the ATLAS Control Room at the CERN Large Hadron Collider (with more Q&A about Supersymmetry), and viewed Alessandra Ciocio’s ATLAS SCT Cable Installation and Detector Connection video. There were also tours of the ALS (Advanced Light Source) and Molecular Foundry research facilities at LBNL.
Groups designed & carried out experiments with Cosmic Ray Detectors. Each group consisted of four students and one teacher.
Teachers meet with Ken Cecire over lunch on the second day to discuss QuarkNet.
Formal presentations included:
Standard Model and Higgs - Robert Clarke
Beyond the Standard Model, Exotics and Searches - Jennet Dickinson
ATLAS masterclass measurement - Ken Cecire
Surprise drop in by Saul Perlmutter
Supernova - Clare Saunders
Dark Matter - Peter Sorensen
CMB - Darcy Barron
LIGO gravitational waves - Brett Noah Shapiro
Rocket Science - George Smoot
Cosmic Rays - Spencer Klein
Panel Discussion - Darcy Barron, Alex Kim, Spencer Klein, Brett Noah Shapiro
On the last day students completed a self- evaluation of how much they learned about science concepts during the workshop. They used a scale of 1 (nothing) to 5 (a lot).
The overall average for all of the students for all of the concepts was 4.0 with a standard deviation of 0.54
The two concepts with the highest overall evaluation of 4.54 were:
According to the Big Bang Theory the Universe has expanded from initial conditions of
being very small, hot and dense.
The Cosmic Microwave background is the baby picture of the Universe when matter &
energy decoupled
Others that received high marks were:
The Universe is approximately 5% atomic matter, 20% dark matter, and 75% dark energy.
4.49
Cosmic rays interact with material on Earth. 4.49
Space itself is expanding. 4.46
Supernovae are the explosions of dying stars, and certain types can serve as a standard
candle. 4.43
Know that when an observation does not agree with an accepted scientific theory, the
observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or
unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic
model of the movement of the Sun, Moon, and planets). 4.43
Recognize the issues of statistical variability and the need for controlled tests. 4.32
Analyze situations and solve problems that require combining and applying concepts
from more than one area of science. 4.32
Quarks have color & flavor & make up protons & neutrons. 4.24
Some comments by the students and teachers include:
Honestly, I learned more in this 1-week period than I did in most full-year science
classes I’ve taken. (student)
I liked seeing all the science labs, and seeing actual scientists doing research. I learned
much about outer space and molecular physics, which I enjoyed because high school
barely covers these topics. (student)
I learned a great deal about current cosmological & particle physics research. (teacher)
It piqued my interest into particle physics. (student)
This definitely opened my mind more about the world around. Before I was taught that
atoms were essentially the smallest unit of matter or whatever and that they couldn’t
be broken down, but, now I know that there’s a whole set of new particles! (student)
I loved learning from experts and being able to ask the difficult questions that my high
school teachers wouldn’t know. (student)
I learned a lot about space from the very large scale universe physics to particle physics,
and the experience was definitely useful in deciding what I would like to study in
college. (student)
I learned more in this one week than I usually learn in a month. (student)
Participating Teachers:
Adams |
Ray |
retired |
Becker |
Philip |
Las Lomas High |
Carlson |
Michael |
Alameda High |
Cooke |
Paul |
Blue Oak School |
Cooper |
Susan |
Haward |
Eldred |
Craig |
Terra Linda |
Garrison |
Glenn |
Blue Oak School |
Guthrie |
Laura |
Alcalanes |
Kerrigan |
Laurie |
Mercy, S. F. |
Marten |
Bryan |
Lowell |
Melnik |
Glen |
Piedmont |
Risk |
Valerie |
Albany H S |
Turney |
Kayla |
Castro Valley |
Lawrence Berkeley National Laboratory
Annual Report 2016
July 6, 2016
Mentors: Tony Spadafora, Alex Kim, & Alessandra Ciocio
Workshop Coordinator: Laurie Kerrigan
Co- Organizer: Ken Cecire (QuarkNet)
The LBNL Physics Division hosted its tenth “Physics in and Through Cosmology” workshop for QuarkNet Leadership teachers and high school students. The five-day workshop from June 20 to June 24, 2016 was held at the Lawrence Berkeley National Lab. Thirteen science teachers participated. Five of the teachers have been active members of QuarkNet for five or more years. Six new teachers joined the group this year. There were 40 students with approximately equal number of boys and girls. The teachers & students represented public and private high schools in the greater San Francisco Bay Area.
The first day focused on getting all participants familiar with concepts & terms in particle physics & cosmology. This was accomplished through “mini” lectures given by returning QuarkNet teachers & Blake Sherwin, an LBNL researcher. The LBNL 88” cyclotron was also toured.
The other days consisted of hands-on warm-up activities, a morning scientist talk and an afternoon talk. Between talks, groups worked on hands-on experiments (e.g. QuarkNet activities lead by Ken Cecire using data from ATLAS). Participants also discussed the lectures. They had a virtual tour of the ATLAS Control Room at the CERN Large Hadron Collider (with more Q&A about Supersymmetry), and viewed Alessandra Ciocio’s ATLAS SCT Cable Installation and Detector Connection video. There were also tours of the ALS (Advanced Light Source) and Molecular Foundry research facilities at LBNL.
Groups designed & carried out experiments with Cosmic Ray Detectors. Each group consisted of four students and one teacher.
Teachers meet with Ken Cecire over lunch on the second day to discuss QuarkNet.
Formal presentations included:
Standard Model and Higgs - Robert Clarke
Beyond the Standard Model, Exotics and Searches - Jennet Dickinson
ATLAS masterclass measurement - Ken Cecire
Surprise drop in by Saul Perlmutter
Supernova - Clare Saunders
Dark Matter - Peter Sorensen
CMB - Darcy Barron
LIGO gravitational waves - Brett Noah Shapiro
Rocket Science - George Smoot
Cosmic Rays - Spencer Klein
Panel Discussion - Darcy Barron, Alex Kim, Spencer Klein, Brett Noah Shapiro
On the last day students completed a self- evaluation of how much they learned about science concepts during the workshop. They used a scale of 1 (nothing) to 5 (a lot).
The overall average for all of the students for all of the concepts was 4.0 with a standard deviation of 0.54
The two concepts with the highest overall evaluation of 4.54 were:
According to the Big Bang Theory the Universe has expanded from initial conditions of
being very small, hot and dense.
The Cosmic Microwave background is the baby picture of the Universe when matter &
energy decoupled
Others that received high marks were:
The Universe is approximately 5% atomic matter, 20% dark matter, and 75% dark energy.
4.49
Cosmic rays interact with material on Earth. 4.49
Space itself is expanding. 4.46
Supernovae are the explosions of dying stars, and certain types can serve as a standard
candle. 4.43
Know that when an observation does not agree with an accepted scientific theory, the
observation is sometimes mistaken or fraudulent (e.g., the Piltdown Man fossil or
unidentified flying objects) and that the theory is sometimes wrong (e.g., the Ptolemaic
model of the movement of the Sun, Moon, and planets). 4.43
Recognize the issues of statistical variability and the need for controlled tests. 4.32
Analyze situations and solve problems that require combining and applying concepts
from more than one area of science. 4.32
Quarks have color & flavor & make up protons & neutrons. 4.24
Some comments by the students and teachers include:
Honestly, I learned more in this 1-week period than I did in most full-year science
classes I’ve taken. (student)
I liked seeing all the science labs, and seeing actual scientists doing research. I learned
much about outer space and molecular physics, which I enjoyed because high school
barely covers these topics. (student)
I learned a great deal about current cosmological & particle physics research. (teacher)
It piqued my interest into particle physics. (student)
This definitely opened my mind more about the world around. Before I was taught that
atoms were essentially the smallest unit of matter or whatever and that they couldn’t
be broken down, but, now I know that there’s a whole set of new particles! (student)
I loved learning from experts and being able to ask the difficult questions that my high
school teachers wouldn’t know. (student)
I learned a lot about space from the very large scale universe physics to particle physics,
and the experience was definitely useful in deciding what I would like to study in
college. (student)
I learned more in this one week than I usually learn in a month. (student)
Participating Teachers:
Adams |
Ray |
retired |
Becker |
Philip |
Las Lomas High |
Carlson |
Michael |
Alameda High |
Cooke |
Paul |
Blue Oak School |
Cooper |
Susan |
Haward |
Eldred |
Craig |
Terra Linda |
Garrison |
Glenn |
Blue Oak School |
Guthrie |
Laura |
Alcalanes |
Kerrigan |
Laurie |
Mercy, S. F. |
Marten |
Bryan |
Lowell |
Melnik |
Glen |
Piedmont |
Risk |
Valerie |
Albany H S |
Turney |
Kayla |
Castro Valley |
ATLAS Masterclass Workshop at LBNL
June 21-22, 2016
Agenda
Tuesday June 21 | Wednesday June 22 |
---|---|
08:30 Greetings 08:45 Icebreaker and Particle Cards 09:15 Quark Puzzle and Rolling with Rutherford 09:45 Break 10:00 Intro talk on ATLAS and Particle Physics I 10:30 Mass Calc Z 11:30 Intro talk on ATLAS and Particle Physics II 12:00 Lunch QuarkNet teacher meeting:
13:00 Intro to ATLAS Masterclass measurement
13:45 ATLAS Z-path measurement 14:45 Break 15:00 Discuss results; Q&A 16:00 End of day |
08:30 Greetings 08:40 ATLAS Virtual Visit 09:10 end of masterclass
|
Resources
Masterclass | General |
---|---|
Getting ready for the masterclass
In general:
- Students work in teams of two
- We will divide the teams into Group 1 and Group 2
- Each team will have a unique letter; thus a team might be 1A or 2C.
Installing Hypatia:
- Create a desktop folder called "Hypatia"
- Download Hypatia into the desktop
- Unzip Hypatia
- Test it by choosing Hypatia_7.4_Masterclass.jar inside the folder
- If 4 windows open, it works!
Installing your dataset:
- Go to the Group 1 or Group 2 page (based on your group)
- Find your group letter in the page and choose that dataset (e.g. if you are in team 1D, fo to group 1 and download dataset D)
- Download to the Hypatia folder; it will be a zip file but you do not need to unzip it
Starting to analyze your data
- Open Hypatia unless it is already open
- In the Track Momenta Window, open the "floppy disk" icon just below the top left
- A file-opening window will appear; use it to navigate to your data in the Hypatia folder
- Choose the dataset.
Uploading to OPlot (first you must save your results)
- When you are done analyzing, go to the Invariant Mass Window and choose File at the top left
- A menu appears; choose Export Invariant Masses
- Go to OPloT
- Find the student section and log in (we will give you the username and password)
- Choose today's date, Berkeley, and your team number and letter; it will take you to a new screen
- Use the "Choose File" button to find the file you saveed
- Choose the "Submit" button to upload it
Lawrence Berkeley National Laboratory Annual Report 2015
Mentors: Tony Spadafora & Alex Kim
Workshop Coordinator: Laurie Kerrigan
The LBNL Physics Division hosted its ninth “Physics In and Through Cosmology” workshop for QuarkNet Leadership teachers and high school students. The five day workshop from June 22 to June 26 was held at the Lawrence Berkeley Lab. Ten science teachers participated. Five of the teachers have been active members of QuarkNet for five or more years. Three new teachers joined the group this year. The QuarkNet Teachers and 42 students represented public and private high schools in the greater San Francisco Bay Area.
The first day focused on getting all participants familiar with concepts & terms in particle physics & cosmology. This was accomplished through “mini” lectures given by returning QuarkNet teachers & two LBL researchers: Alex Kim and Danny Mittelberger.
The daily format consisted of a hands-on warm-up activity, a morning scientist talk and an afternoon talk. Between talks, groups worked on hands-on experiments (e.g. QuarkNet acitivty lead by Ken Cecire using data from ATLAS), discussed the lecture, and toured the ALS (Advanced Light Source) and Molecular Foundry research facilities. Groups also designed & carried out experiments with Cosmic Ray Detectors. Each group consisted of five to six students and one teacher.
Teachers also meet with Ken Cecire over lunch on the second day to discuss QuarkNet.
Formal presentations included:
Tony Spadafora (LBL) - Welcome from the Lab
Marty White (LBL) - Safety talk
Theresa Summer (QurkNet teacher) - Conservation Laws, Gravity, Newton’s 3 & Vectors
Alex Kim (LBL) - Introduction to the History of the Universe with
Emphasis on Dark Matter & Dark Energy
Glen Melnik (QuarkNet teacher) - General Theory of Relativity
Danny Mittelberger (LBL) - Introduction waves & applications with BELLA
Ray Adams (QuarkNet teacher retired) - Distance Ladders
Bryan Marten (QuarkNet teacher) - Element Formation
Ian Hinchliffe (LBL) - ATLAS - Higgs and other LHC Physics
Zach Marshall (Skyped from CERN) - ATLAS video, questions & answers
Peter Sorensen (LBL) - Dark Matter and Detectors
Ken Cecire (QuarkNet) - Get to know experiments & particles
Rolling with Rutherford & Quark Puzzle,
& Mass Calc. Z, and W's and Z's in ATLAS Data
Freija Descamps (LBL) - Neutrinos and SNO+
Glen Melnik (QuarkNet teacher) - Derivation of Special Theory of Relativity Equation
Phil Marshall (Stanford) - Mapping the Universe
Brian Hayden (LBL) - Supernova Cosmology and Dark Energy
Saul Perlmutter (LBL) - Surprise drop in
Blake Sherwin (LBL) - New CMB results
Carl Pennypacker (LBL) - Supernovea to FUEGO
Alex Kim, Freija Descamps, Brian Hayden, - Panel Discussion
Tony Spadafora, Carl Pennypacker, Blake Sherwin
On the last day students completed a self- evaluation of how much they learned about science concepts during the workshop. They used a scale of 1 (nothing) to 5 (a lot).
3.72 Was the average for the overall category of Cosmology and Particle Physics.
Specific concepts within that category that received the highest gain were:
3.93 The Cosmic Microwave background is the baby picture of the Universe when matter & energy decoupled |
2 |
5 |
5 |
12 |
18 |
3.9285714 |
3.86 Supernovae are the explosions of dying stars, and certain types can serve as a standard candle. |
3 |
4 |
8 |
8 |
19 |
3.8571429 |
3.88 The Universe’s expansion is accelerating due to Dark Energy. |
2 |
5 |
8 |
8 |
19 |
3.8809524 |
4.30 The Universe is approximately 5% atomic matter, 20% dark matter, and 75% dark energy. |
1 |
2 |
6 |
8 |
25 |
4.2857143 |
3.93 Quarks have color & flavor & make up protons & neutrons. |
0 |
6 |
9 |
9 |
18 |
3.9285714 |
4.02 Higgs bosons allow fundamental particles to have mass. |
2 |
2 |
8 |
11 |
19 |
4.0238095 |
3.98 Cosmic rays interact with material on Earth. |
2 |
4 |
2 |
19 |
15 |
3.9761905 |
3.88 Quantum fluctuations during inflation lead to stars & galaxies.
Some comments by the students and teachers include:
Meeting Saul (Perlmutter) was also really cool.
Having so many physicists come to talk about their life & work was really great.
They definitely confirmed what I want to pursue in the future!
I like everything about the workshop because I get to learn about the Universe, meet new
people, learn science from many professionals, visit laboratories, have fun & get feed.
I learned much about physics and cosmology, especially particle physics. I learned how
the fields of study are connected, what remains a mystery, and what experiments are
underway to solve these mysteries.
I really enjoyed the style in which each of the topics was taught. The amount I learned
was much greater than the amount I usually learn in school.
It taught me that there is still so much we don’t know & that curiosity, interest is the way
to find the path through life.
I enjoyed learning just for the sake of learning & curiosity.
I understand the science world better from hearing about current live research from
working scientists.
Teachers expressed their views and asked questions that provoked deep thoughts.
I like the interactive activity, especially Rolling with Rutherford, QuarkNet puzzle
– educational & fun
I like presentations from scientists on cutting-edge research.
Cosmic Ray Detector Experiments LBL 2015
Katherine Arackaparambil |
Jessica Bartling |
Camille Beards |
Joseph Bohan |
Violet Castle |
Matthew Chin |
Noel Chou |
Kayla Dempsey |
Reina Garay-Solis |
Marina Gee |
David Glover |
Hsiao Tung Ho (Daniel) |
Yifan Hong |
Kelly Hong |
Jillian Johns |
Manan Khattar |
ZHIJING KUANG (April) |
Ivan Kudriavtcev |
Thomas Kilkenny |
Kristina Macaluso |
Nina Medernach |
Michael Mueller |
Helena Poolos |
Samuel Rapp |
Reed (Samuel) Sandbach |
Yasmin Shamloo |
Andrew Siler |
Kathlynn Simotas |
Nathan Sunbury |
Mikaela Torretta |
Quynh Tran (Wendy) |
Alexander Wang |
LeeAnn Wang |
Tao Wang (Michael Kwan) |
Woodrow Wang |
Nicolas Ryan Williams |
Yuling Wu (Yvonne) |
Matthew Yeh |
wenting zhang |
Belinda Zhen |
Bao Zhong (Anna) |
Bernice Zhu |
Teacher High School
Ray Adams |
retired |
Miles Chen |
Bay School SF |
Craig Eldred |
Terra Linda |
Sean Fottrell |
Castro Valley |
Burke Green |
Drew |
Laura Guthrie |
Alcalanes |
Jane Kelson |
Campolindo |
Bryan Marten |
Lowell |
Glen Melnik |
Piedmont |
Richard Piccioni |
Bay School SF |
Theresa Summer |
Woodside International |
Amber Zertuche |
Burton |
Purpose –The purpose of this experiment was for students to have hands on experience collecting & interpreting data from muon detectors. All students have had no previous experience using detectors. These detectors were supplied by Howard Matis of LBL.
Methods – After learning how to operate the detector, each of the 4 teams composed of 10 students, 2 teachers & a detector, choose one of the following investigations to determine the rate of flux of muon counts tilting the detector between 0 and 90 degrees from the horizontal.
There was a 5minute experiment of the paddles orientated horizontally, a 5 minute experiment of the paddles orientated vertically, and a 5 minute experiment orientated at approximately 45 degrees.
Data - Orientation of paddles Detector #1 Detector #2 Detector #3 Detector #4
Horizontal 100 78 103 78
Counts/
Min. Vertical 23 12 23 9
45 degrees 70 18 72 34
Shielding N/A N/A 87 79
Results - The data of each detector was written on the board & analyzed. We discussed what causes the difference of these counts depending upon the orientation in a given detector. Each group saw there was a much higher count when the paddles were orientated horizontally as opposed to vertically. By seeing this difference it gave us confidence that we were detecting muons and not just electrical noise. There was also a discussion on why the two detectors had different counts. Then there was a detailed explanation on how voltage plays a role in the sensitivity of the paddles. Too high of a voltage gives a runaway count, too low of a voltage gives no count. Another detector was used to demonstrate when different voltages were applied to the paddles showing the difference of sensitivity to muon count.
Meaning & future investigations - Cosmic rays have played a large role in the development of Particle Physics. The muon as well as antimatter were first detected by cosmic ray investigations.
This activity gave the students a first-hand experience in understanding & working with particles. Working with detectors also helped the students understand the collection of subatomic particles on much larger scales such as in Sno+.
Further investigations could include different shielding materials, different elevations of detection, and different orientations such as East & West.