University of Kansas QuarkNet Center
Submitted by Anonymous (not verified)
on Tuesday, June 4, 2013 - 21:22
Description
A collaboration of teachers, students and physicists involved in inquiry-based, particle physics explorations.
Quarked! Particle Physics Games
Names: Austin A. Irvine, Jefferson West High School, Meriden, KS
Zach L. Harris, Lawrence Free State High School, Lawrence, KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa, KS
Research Mentors: Prof. Philip Baringer, University of Kansas, Lawrence, KS
Prof. Alice Bean, University of Kansas, Lawrence, KS
Purpose: The goal of the work in Quarked is to make educational particle physics games primarily for grade school students, but can be played by people of all ages. Quarked is the foundation for influencing kids and teenagers to become scientists. Quarked is an extremely important part of QuarkNet because it allows students learn about particle physics along with making it possible for others to have the same opportunity at no cost. Quarked is a fantastic program that involves, not only learning, but it also involves teaching other how science can be fun.
Methods: We learned to program in ActionScript and to animate 2d objects in Adobe Flash. Once sample code was created, we tested the code by playing segments of the games and refining the code to produce the desired gameplay.
Results: We wrote hundreds to thousands of lines of code, and we created countless loops and statements inside of our code. We created step-by-step animations and tested our games out at least fifty times a day. Additionally, we worked on two games that are both very close to being finished. One of the games in named Mass Matters and the other game is named Tracker. The Mass Matters game involves shooting quarks and leptons through the higgs field to see their interactions with Higgs Boson. The goal of the Mass Matters game is to determine the mass order of the particles depending on the amount of interactions with Higgs Boson. The Tracker game involves shooting electrons and positrons through an array of detectors. The goal of the Tracker game is determine where the particle will go depending the type of particle and its energy level.
Meaning to Larger Project: The larger project is the collection of games and activities at the www.quarked.org website. Our work contributed to the development of games that are near production and those that are in the early stages of development. The Quarked.org website is intended to be a site that reaches students at early ages and helps them to understand some basic ideas of particle physics while showing them that thinking about science can be fun and rewarding.
Future Research: The next step in this project will be to finish the current games, Tracker and Mass Matters. There are still a few issues with the first level of Mass Matters, but they are miniscule problems. The rest of the work for the two games mainly entails finishing both of the second levels in the games. After that, the main goal should be to start transferring all of the games to both Android and iOS devices. Once all of the games are on more devices, they will be accessible to larger crowds people.
Acknowledgements:
We appreciate the assistance and guidance of the following students during this project.
-
Patrick Shields, University of Kansas
Research and Development of an Android App
Student Researcher: Lila Alvarado, Lawrence Free State High School, Lawrence KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentors: Prof. Dave Besson, University of Kansas, Lawrence KS
Purpose: The purpose of the Android app is to display meteor detection data in an easy-to-use format for use in an educational environment, such as a high school physics classroom.
Methods: To develop the app, we had to learn the variation of the programming language Java specific to Android Studio.
Results: Unfortunately, the assignment proved too complex for the time allotted, and the app is left unfinished, although we did make significant progress. Under Hannah’s instruction, I worked through several Android Studio tutorials, covering the basics of creating an app, the details of working with specific activities within the app, and creating graphics within activities. After completing those, I mainly served as a second pair of eyes for Hannah’s code, and helped research solutions to any problems she encountered.
Meaning to Larger Project: It is anticipated that completion of this app will create a resource to help teachers and university researchers bring research data and methods into pre-college classrooms.
Future Research: Picking up from where the app is now, someone experienced in Java and Android Studio could continue work on the unfinished code until the app properly displays the data, and put it to use in a high school classroom for educational purposes.
Acknowledgements:
We appreciate the assistance and guidance of the following students during this project.
-
Hannah Gibson, University of Kansas, Lawrence KS
-
Steven Prochyra, University of Kansas, Lawrence KS
LSM9DS0 Chip Calibration for Antarctic HiCal Balloon Experiment
Names: Margaret Lockwood, Lawrence High School, Lawrence KS
Research Teacher Mentor: James K. Deane, Ottawa High School, Ottawa KS
Research Mentor: Prof. Dave Besson, University of Kansas, Lawrence KS
Purpose:The LSM9DS0 chip calibration project is part of the much larger Antarctic HiCal Balloon Experiment. This experiment focuses on the detection of cosmic rays to learn more about neutrinos and protons. These particles can be detected by sending showers of radio frequency radiation. The main balloon, ANITA, detects the reflected radio signals created by an air-proton collision. To detect particles successfully and learn more about wave relationships, the surface roughness of the ice is studied using HiCal. HiCal is a smaller balloon which trails ANITA as it emits kiloVolt scale signals that are measured by both ANITA directly and in the surface reflection. The LSM9DS0 chip will be used to keep track of the orientation of the HiCal balloon relative to ANITA. The chip needs to be calibrated to give accurate and precise data.
Methods: The chip has a gyroscope, accelerometer and magnetometer, all which need calibration. The LSM9DS0 chip is connected and run on an Arduino as it outputs data from the sensors. First the hardware was soldered and set up to communicate with the computer. Since the LSM9DS0 data is a stream of numbers, a visualization of the data would aid in calibration and make the data easier to interpret. This was done by connecting Processing to Arduino. After attempting to use a tutorial to display a graphic on processing, it was apparent that something was wrong with the 3D display in the Java environment. After a lot of troubleshooting, it was decided to move forward without the 3D graphic. Mimicking the original graphic sketch, a 2D sketch of an ellipse was created to change the height, change the width and rotate the ellipse according with the pitch, yaw and roll values. This graphic was helpful but distracted from the calibration goal.
The minima and maxima of the data were found with an Arduino sketch and were used to calibrate the accelerometer and magnetometer. Some issues surfaced; first regarding moving the chip too fast hence causing the accelerometer min/max to be impacted by forces other than gravity. Secondly, the magnetism from the computer affects the magnetometer data. To deal with these, the accelerometer was moved slowly at the approximant minimums and maximums of all three axises. Then using this data, histograms were made to find the absolute peaks. These values are then scaled in the code using the map function. Similarly to the accelerometer, the magnetometer minimums and maximums of all three axes were found in relation to magnetic north and the magnetometer was moved as far from the computer a possible.
To calibrate the gyroscope a turntable with adjustable speeds was used to compare the actual angular velocity with data from the gyroscope. This produced a factor that could modify the gyroscope data to improve accuracy. The speed of the turntable was found by using a stopwatch and then converting the value to degrees per second. Dividing the measured angular speed by the gyroscope’s indicated angular speed produced the correction factor.
Results:The calibration was moderately successful. Using the stated methods, the data from gyroscope, accelerometer and magnetometer is considerably more accurate . Out of the three, the magnetometer is the least accurate due to the magnetism in the lab from computers. The chip is not completely ready for launch, but the calibration project made progress. The methods to calibrate the chip are accurate and precise.
Meaning to Larger Project: Proper calibration and testing of the LSM9DS0 chip will permit monitoring of the HiCal balloon package orientation and support the analysis of signals generated by HiCal.
Future Research:A few additional things will be needed to completely finish the calibration. The heading of the chip needs to be tested for accuracy and precision. The already completed calibration should be tested over time to check for drift in the sensors as well as recheck the accuracy of the calibration. For launch a housing for the chip, a power supply, and way to store data will be needed. A battery, for example, could be used instead of the computer for power. Connecting an external drive could be used to store data. Possible things to consider are ways to make sure the chip is still calibrated after launch and figuring out a reference point (like the sun).
Acknowledgements:
We appreciate the assistance and guidance of the following students during this project.
-
Jessica Stockham
-
Steven Prochyra
LIGO e-Lab Workshop at KU
June 6-7, 2016
Objectives
Participating teachers will be able to use the LIGO e-Lab to:
- Plot and interpret data recorded by LIGO seismic instruments
- Explain the importance of LIGO seismic data in gravitiational wave search
- Use LIGO seismic data to demonstrate classical physics concepts.
- Develop a plan for use of the LIGO e-Lab in the classroom.
Agenda
Times and specific activities are subject to adjustment.
Monday 6 June09:00 Coffee, Registration 09:15 Introduction/Norms/Objectives/Overview/Data Porfolio 09:45 Break 10:00 Gravitational Waves presentation 12:00 Interferometer activity 12:30 Lunch 14:00 Exploration of LIGO e-Lab:
15:00 Search and analyze in data:
15:45 Exploration of LIGO posters 16:15 Reflections and discussion 16:30 End of Day |
Tuesday 7 June09:00 Coffee/Recap of Yesterday/Plan for Today 09:15 Create:
10:00 LIGO Hanford Virtual Visit 10:30 Break 10:45 Research activity
12:00 Lunch 13:00 Conclude research and create posters 14:00 Presentations 14:30 Break 14:45 Implementation plans 15:15 Reports and Discussion 16:00 Evaluation 16:30 End of workshop |
Resources |
Contacts
|
Fourth Generation Quarks in Generated Data Analysis
Fourth Generation Quarks in Generated Data Analysis
Names: Triton Wolfe, Olathe North High School
Christopher Fenton, Olathe North High School
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa, KS
Research Mentor: Prof. Philip Baringer, University of Kansas, Lawrence, KS
Purpose: The discovery of fourth generation quarks could provide support for supersymmetry which could help explain the low mass of the Higgs boson, the imbalance of matter vs. antimatter, the effects of dark matter, and the origin of mass.
Methods: We learned to use C++ in ROOT for our data analysis, following tutorials provided by fellow students. We had to teach ourselves C++ structure in ROOT functions. We also learned how to use MadGraph to generate Monte Carlo data for specific particle decays. We created cuts for generated t` decays with the module having a mass of 750GeV and 1000GeV. We first generated simulated decays in MadGraph using the commands p p _ t t~, (t _ b w+, w+ _ j j), (t~ _ b~ w-, w- _ j j), and then used the macros of the resulting files creating limits like Particle_Status == 2 (Stable particles), Particle_Pt > 15 to eliminate lower energy events that could not be decays of t`, and abs(Particle_Eta) <= 5 to select for lower Eta values that would indicate higher energy t` decays. Macros with those limitations were created for Number of BJets per event, Number of Jets per event, dR vs. Number of events, Eta vs. Pt, Forward Jets, Ht vs. Number of events, and Pt vs. Number of Jets.
Results: The developed macros were compared to the macros of the t` generated files with masses of 750GeV and 1000GeV, setting specific cut values to apply to the t` generated files. The cuts were then applied to determine what events remained. The remaining events were possible places where a t` particle could have existed. After developing these macros and running analyses on the generated files, we now possess most of the tools and knowledge we need to work on genuine CERN data and search for fourth generation quarks, specifically the t` particle.
Meaning to Larger Project: The search for ultra-heavy fourth-generation particles such as the t` is part of the investigation of the frontiers of particle physics. Developing and testing cut values with Monte Carlo data prepares us to analyze real data and narrow down the candidates for the t` fourth-generation quark.
Future Research: Once we receive data from CERN we will be able to remove the background and see how many events survive our cuts. Data sets that have the most surviving events will then be searched for t` particles.
Acknowledgements:
We appreciate the assistance and guidance of the following students during this project.
-
Eilish Gibson: Undergraduate Student, University of Kansas (KU QuarkNet Alumna)
-
Emily Smith: Undergraduate Student, University of Kansas
-
Erich Schmitz: Graduate Student, University of Kansas
Abstracts for KU Summer 2015 Research are coming...
This post is to let you know that the abstracts are on the way, but haven't been uploaded yet. Look for them in a week or two.
University of Kansas QuarkNet Center Report
See attached pdf for the report.
Inspiring Science Education Summer School -- Hi from Marathon, Greece!
Hi everyone,
At the end of April I received an email from Tom Jordan asking if I would be interested in attending a teacher workshop in Greece. I was shocked but happily accepted. It was shortly after this that Tom suddenly passed away after returning home from Fermilab. (We will celebrate Tom's life at a memorial service at Fermilab on Sunday 7/19.)
Early in the morning on July 11th I left Kansas City, connecting through Chicago and Toronto before arriving, about 18 hours later, in Athens, Greece.
Among the activities I've participated in this week, I of course must mention the excellent lectures and learning activities provided by our European hosts. I've learned about HYPATIA, a data browser for the ATLAS detector similar to the CMS browser many of us are familiar with here. We learned about several simulation softwares, have been given access to repositories and collaborations in the European teacher networks, and saw demonstrations of augmented reality. We watched the BBC movie Eddington and Einstein (optional late-night activity), visited the southern tip of Attica to visit the Sanctuary Temple of Poseidon and the Sounio port for a seaside fish dinner. We also visited the Acropolis museum and the temples on the Acropolis including the temple of Athena.
My project (as of this writing) is developing a geometric optics introductory scenario using a Google Chrome app. It's still in progress, so let me know if you want to know more (or see it on this site somewhere in the near future).
The details of the trip will have to be left to another post, as I'm working on my work product for the workshop now -- and aside from that, I want to spend as much time as possible enjoying the resort, the beach, the Aegean sea, and Greece. It's Thursday, and I already really do not want to leave!
CMS Data Workshop at KU
July 27-28, 2015
Tiny URL for this page: http://tinyurl.com/qn-cms-ku15.
Objectives
Participating teachers will:
- Apply classical physics principles to reduce or explain the observations in data investigations.
- Identify and describe ways that data are organized for determining any patterns that may exist in the data.
- Create, organize and interpret data plots; make claims based on evidence and provide explanations; identify data limitations.
- Develop a plan for taking students from their current level of data use to subsequent levels using activities and/or ideas from the workshop.
We will also provide opportunities to engage in critical dialogue among teaching colleagues about what they learn in the workshop.
Agenda
Times and specific activities are subject to adjustment.
Monday 27 July09:00 Coffee, Registration, and Daily Opener 09:15 Introduction/Objectives/Overview/Data Porfolio 09:30 Presentation: CMS and LHC Run II 10:30 Break 10:45 Level 1 Data Portfolio Activities: 11:45 Reflection on Activities 12:00 Lunch (Particle Fever, part 1) 13:00 Level 1 Data Portfolio Activities: Each group chooses one. 14:00 Break 14:15 Level 2 Data Portfolio Activity: 15:30 Reflections on Activities and Discussion 16:00 End of Day |
Tuesday 28 July09:00 Coffee/Recap of Yesterday/Plan for Today 09:15 Virtual Visit 09:45 Level 2 Data Portfolio Activitiy: CMS Masterclass Measurement 11:30 Reflection on Activity and Discussion 12:00 Lunch (Particle Fever, part 2) 13:00 Level 3 Data Portfolio Activitiy Exploration: CMS e-Lab 14:00 Reflection on Activity and Discussion 14:15 Break 14:30 Implementation plans (form) 15:15 Reports and Discussion 16:00 Implementation Survey, Evaluation and Close
|
Resources |
Contacts |
Posing and Illustrating “Quarked” Characters in Maya Software and AdobeFlash
Student Researchers: Kaustubh Nimkar, Lawrence High School, Lawrence KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentors: Alice Bean, University of Kansas, Lawrence KS
Phil Baringer, University of Kansas, Lawrence KS
Dave Besson, University of Kansas, Lawrence KS
Purpose
The purpose of the research was to pose and illustrate characters for games, videos, cartoons, and other use in the “Quarked” particle physics educational website.
Methods
We used the Maya 3D computer graphics software to pose the characters. The posed characters were then exported as a Photoshop data file and imported into Adobe Flash.
Results
One character was illustrated in Adobe Flash. Four characters were posed, for a total of 17 poses. The characters will be used in games, videos, and other resources on the Quarked! website (www.quarked.org) once the materials are ready for deployment.
Meaning and Further Study
For future work sixteen additional characters need to be illustrated for use in the activities and supporting material on the website. Additional work may be needed as the games are ported to work with future platforms such as HTML5.