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.
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Higgs Boson Game Developed in Adobe Flash
Student Researchers: Ashley Hutton, Lawrence High School, Lawrence KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentors: Alice Bean, University of Kansas, Lawrence KS
Patrick Shields, University of Kansas, Lawrence KS
Phil Baringer, University of Kansas, Lawrence KS
Purpose
The development of this project came from the desire to entertainingly educate others of the newly discovered Higgs Boson. The game will eventually be published on the “Quarked!” website. This website includes games and videos and information that help students and others understand particle physics in an easier way. The Higgs game in particular, “Hanging With Higgs,” addresses the Higgs’ interaction with other particles. The Higgs and the other particles are represented by animated characters, helping individuals to grasp the physics concepts.
Methods
Hanging With Higgs was created using Adobe Flash. The graphics of the game were mostly edited in Adobe Photoshop. As the team members were unfamiliar with these platforms, the first few weeks were spent learning and understanding these programs enough to successfully develop this game. Information on the physics of particle interactions was obtained from and through Alice Bean, Patrick Shields and Phil Baringer.
A companion project in designing and posing the characters was completed by a colleague in the summer research program and is reported separately.
Results
The game currently has two levels. In the first level, the player must correctly select the interaction strength the Higgs has with a randomly selected particle. The different interaction strengths are represented by unique Higgs poses. For example, the Higgs and the electron have a very small interaction, so the Higgs is extending his arm to touch only the tip of the electron, showing very little contact with the particle.
The second level features a cannon from which a random particle is launched to collide with the Higgs. The player's objective is to determine the speed the particle will be traveling after it interacts with the Higgs. The player is able to do this by adjusting a gauge on screen. These two levels will hopefully help students gain an understanding of the difficult Higgs interaction concept.
When ready for deployment, the project game will be hosted on the Quarked! website, http://www.quarked.org/
Meaning and Further Study
Modern research in particle physics including the discovery and analysis of the Higgs particle is often difficult for classroom teachers at all levels to incorporate into standard science curriculum. This game and others on the Quarked! website provide teachers and students with an interactive environment that promotes curiosity, basic knowledge, and a base for further study. We expect future development will include the production of more levels of the Higgs game, as well as new games highlighting other areas of particle physics.
KU Abstract 2014 - CMS Triggers
Names: Eilish Gibson, Bishop Seabury Academy, Lawrence KS
Connor Sabbert, Olathe Northwest High School, Olathe KS
Killashandra Scheuring, Insight School of Kansas, Olathe KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentor: Prof. Phil Baringer, University of Kansas, Lawrence KS
Purpose: Our project was to look at different top quark decays to evaluate new triggers for the LHC following its upgrade to ~13 TeV.
Methods: We used simulated 8TeV and 13TeV data that we received in ROOT trees to make histograms and graphs to compare the two energies. We each looked at a different top quark decay type, including the electron, muon, and jet decays.
Results: Our results indicate that the there is not much difference in the energy levels for the same cuts.
Future Work: In the future we hope to look more closely at the affects of the cuts on the data and refine our histograms and graphs.
KU Abstract 2014-Design & Construction of a Low-Cost, High-Gain Antenna
Student Researchers: Tara Sacerdote, Lawrence Free State High School, Lawrence KS
Laura Neilsen, Lawrence Free State High School, Lawrence KS
Kaustubh Nimkar, Lawrence High School, Lawrence KS
Christoph Kinzel, Olathe North High School, Olathe KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentor: Prof. Dave Besson, University of Kansas, Lawrence KS
Steven Prochyra, University of Kansas
Purpose:
The purpose of our work this summer was to design and build an antenna that would allow us to receive a signal from Greg Cerny, WQ0P, an amateur radio operator in Belvue, Kansas, approximately 84 km from our location, transmitting at a frequency of 222 megahertz.
Methods:
In order to do this, we learned how to use the computer program Numerical Electromagnetics Code (4NEC2), which enabled us to design and optimize a ten-element Yagi-Uda antenna with high gain at 222 MHz. NEC provided the dimensions for maximum gain and we obtained the materials required to physically construct a spectacular antenna, which were limited to aluminum foil, polyvinyl chloride (PVC) pipe, wooden dowel rods and planks, and a coaxial cable. The cost of materials (minus the cable) totaled less than twenty dollars.
Results:
The experimentally observed gain pattern of our completed antenna did not exactly mirror the projected gain pattern from the NEC file, but showed front, back, and side lobes consistent with real world Yagi-Uda antenna gain patterns. After coordinating with our transmitter, we set up the antenna on the roof of Malott Hall, and received a strong signal from Belvue. Based on the Friis transmission equation, the calculated received power was 8.675x10-10 watts. Unfortunately, since our radio has automatic gain control (AGC), determining the actual signal level from the Belvue transmitter is impossible. However, the minimum power that our radio can detect is 3.199x10-13 watts, an appreciably lower value than the projected received power and that supports the 8.675x10-10 watt figure.
Meaning and Further Study:
Since we did successfully build a cheap, durable, powerful antenna, future communication with amateur radio operators, as well as earth-moon-earth communication, or moonbounces, are possible. Additionally, the inexpensiveness and simplicity of this project would lend itself easily to advanced high school physics classes looking to explore radio and antenna design.
KU Abstract 2014 - Arduino Project
Names: Rachael Green, Olathe North High School, Olathe KS
Taber Fisher, Olathe East High School, Olathe KS
Research Teacher Mentor: James Deane, Ottawa High School, Ottawa KS
Research Mentors: Dr. Jordan Hanson, University of Kansas, Lawrence KS
Prof. Dave Besson, University of Kansas, Lawrence KS
Results: We have successfully made the Arduino Esplora into a working instrument and a 3D touchless mouse sensor. In order to create these things we had to learn the syntax of programming Arduino boards. We have also made a custom GUI (Graphical User Interface) for the 3D sensor that is more child-friendly and has a pseudo game-like environment.
Meaning to Larger Project: One of the major goals of the QuarkNet project is to bring advanced science and technology into pre-college classrooms. Many aspects of particle physics research require the development of specialized hardware, including programming microcontrollers to assist in controlling experiment parameters and providing feedback regarding hardware operation. Developing Arduino projects to be used by pre-college students in a physics environment will generate interest and expose students to a frequently ignored connection between physics and technology.
Future Research: People continuing our research in the future could do multiple things that would help to advance the Arduino project’s purpose. One of those is ironing out the bugs in some of the code of the 3D interface’s GUI. The next step for the 3D sensor would be to shrink it down, remove some of the crude and uglier parts and make senor more accurate, a version 2.0, to show kids the process of creating something new and cool. There are also various projects that did not make it into development this year that others could develop such as a head mouse, muscle sensors and a piezo-electric drum pad game.
KU Abstract 2014-Propagation & Recovery of Radio Waves between Dielectric Mediums
Names: Ryan Alvarez, Olathe Northwest High School; Hannah Gibson, Bishop Seabury High School; Jason Irvin, Olathe Northwest High School
Research Teacher Mentor: James Deane, Ottawa Sr. High School
Research Mentor: Dr. Jordan Hanson, University of Kansas
Institution: The University of Kansas
Purpose:
Detecting radio wave showers is one modern method of studying neutrinos. Our task was to examine the phenomenon of surface waves as they occur at the interface between air and sand. Studying surface waves will allow us to study radio waves of increased longevity. Working with surface waves could allow scientists to study more neutrino interactions, particularly in Antarctica, where current detectors are inserted a considerable distance into the ice in a non-recoverable fashion. Surface waves would be easier to detect and allow detection equipment to be reused.
Method:
A large number of tests were performed using multiple forms of antennae. Each trial tested for the decay of signal power over increments of distance between a transmitting antenna and a receiving one within a sandbox. We began measurements at 20 cm and increased by increments of 10 cm until the signal was no longer discernible from the background noise. Several different tests allow us to identify how the signal was changing naturally. Subsequent tests involved the antenna’s proximity to the sand itself, with one configuration having the antenna above and away from the sand, another with the antenna lightly placed on top, and another with it being partially buried. These distances, in theory, would affect the propagation and recovery of Surface waves, but would have little impact on the regular radio wave travel other than the normal drop in signal strength over distance. Similar tests were done at a fixed distance with a change in the angle of the antennae. From this data we attempted to isolate and extract differences to describe the behavior of surface waves.
Results:
Graphical analysis of the data showed that the regular behavior of the radio waves were proportional to distance quadratically, which is to say that the energy of the wave dissipates exponentially, and can be modeled by Volts/Radius^2. In some of our tests, we observed a much different response. We found that the energy dissipated at a much lower rate, being closer to Volts/Radius, which is consistent with other reports of surface waves. These results were found in the small sandbox during some of the earlier tests of placing the antennae on the very top of the surface, then again partially with an air test at a 90 degree rotation.
Future Testing:
Because the tests that actually demonstrated the effects of surface waves were rare and difficult to repeat, future testing should be devoted to making a more reliable strategy of producing and utilizing these waves focusing on the specific tests that succeeded for us. The purpose of finding them is fulfilled, giving indications of where they are. Future designs can use this information to narrow the search for and develop more precise tactics for surface waves.
2014 Annual Report - University of Kansas
University of Kansas QuarkNet Center
Summer 2014 annual report
The two main activities of the University of Kansas QuarkNet center for the 2013-14 academic year were the summer research program for high school students, conducted May 27 through July 18, 2014 and a four-day workshop for physics teachers held June 10 through 13, 2014.
Prof. Phil Baringer and Prof. Dave Besson served as mentors and organizers of the summer research program. Prof. Alice Bean also assisted with providing and supervising student projects. Jim Deane of Ottawa High School, Ottawa, Kansas, returned for his second year as our research teacher. Postdoc Jordan Hanson and graduate student Steven Prohira played important roles in supervising student projects.
Thirteen high school researchers were taken on for the seven-week research program. We interviewed applicants for the student positions in mid-May and accepted 13 outstanding students for the program. Our research students for summer 2013 were: Ryan Alverez, Taber Fischer, Eilish Gibson, Hannah Gibson, Rachel Green, Ashley Hutton, Jason Irwin, Christoph Kinzel, Laura Neilsen, Kaustubb Nimkar, Conner Sabbert, Tara Sacerdote and Killashandra Scheuring. Only one student (Eilish Gibson) had been in the program previous summers. A meeting with all of the students was held on May 27 where we administered the pre-test and matched students with projects. This summer’s projects were: CMS data simulations of single top quark production, surface propagation of radio waves, radio detection of meteors, Quarked! game development (see www.quarked.org), and using Arduino mini-computers to create interactive demonstrations.
Eleven of the students took a field trip to Chicago July 7 through 10. Research teacher Deane and graduate student Steven Prohira led the two-van caravan from Kansas to Illinois. July 8 was spent touring Fermilab and July 9 was devoted to touring Chicago, particularly the Museum of Science and Industry.
While at KU, the research students typically worked 20 hours per week on their projects with their groups and their project supervisor. Each Friday the group as a whole met for a pizza lunch and for talks about physics. These talks included introductory presentations on particle physics and a discussion of the recent BICEP2 finding on inflationary cosmology. On July 18, the student research teams gave presentations of their results during a special two-hour pizza lunch session. Post-tests and surveys were given after the presentations. A group photo was taken by department photographer Kim Hubbel after our final meeting, showing twelve of the thirteen students and mentors Baringer, Deane, Hanson and Prohira. (Photo can be seen in attached pdf version of this report.)
The summer 2014 workshop for area high school physics teachers had two parts. The first three days of the workshop were focused on cosmic ray detectors and investigations that can be done with them. This part of the workshop was led by Bob Peterson from Fermilab who had the teachers assemble detectors, gather and analyze cosmic ray data using hardware and software developed by QuarkNet. On Thursday, June 12, the teachers gave presentations on their work. The last day of the workshop was led by center mentor Baringer who led a discussion of physics teaching resources for active classroom learning. This last day was a follow-up to last summer’s workshop. Five teachers attended the cosmic ray workshop and two additional teachers attended the last day (they unfortunately had scheduling conflicts earlier that week).
Addendum: Agenda for last day of teacher workshop
QuarkNet Workshop
Friday, June 13, 2014
Room 6051 Malott
9:00-10:00 Introductory Physics course reform at KU—presentation by Phil Baringer
10:00-10:15 Break
10:30-11:45 Online resources—group discussion
11:45-1:30 (in 3005 Malott) Pizza lunch; presentation on “Particle Accelerators in Nature” by Prof. Tom Cravens; discussion with QuarkNet summer research students
1:30-4:00 Group discussion on effective group problem solving exercises, clicker questions, and other interactive in-class learning strategies
Welcome to the KU Group
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