Summer at CERN

I like telling old stories – so I am just going to keep doing that.

I wanted to share a particular story of an event while I was at CERN – but then I figured I should explain why I was at CERN first.  So, here it goes.

I was an undergraduate student at Benedictine University (we called it I.B.C. back then) with a major in physics.  BTW – that was a great experience, I should write about it sometime.  After graduating, really the only graduate program I was accepted into was at The University of Alabama (in 1992).

After my first year, I started working with the Experimental High Energy Research group.  I honestly have no reason to be in this field except that one of the physics faculty sort of invited me into the program – so I did.  I clearly wasn’t theoretical physics material – so, what the heck.  I figured that’s where I would go.

The group originally worked with the Superconducting Super Collider (SSC).  This was a giant particle accelerator being built in Texas.  SPOILER ALERT: they soon canceled the program.  Anyway, our group’s role was to build muon detectors.  These are essentially super long Geiger tubes.  In order to get precise muon track position, we needed a precise location of the wire in the middle of the tube.  Since these were long tubes – the wire had a sag.  It was that sag that we tried to determine.

But the SSC was canceled.  I think the program had some funds left over from the grant – so the faculty member in charge decided to collaborate with CERN.  He had money to send me there to work the following summer.  I think his main goal was to use up the money and have a student listed as “doing research” – that would look good for his tenure application.  Yes, faculty do silly things like this.

I didn’t really want to go to Switzerland.  I know people travel to all sorts of crazy places when they were much younger than me, but I really didn’t do stuff like that.  On top of that, I really didn’t know what my “mission” was at CERN other than to serve as a “checkbox” on a physics faculty tenure application.  Oh well – I went anyway.

Wait.  What the heck is CERN?  CERN (European Organization for Nuclear Research – the acronym works in French)  is in Geneva Switzerland (mostly) and is a particle accelerator.  So, essentially it is a giant underground ring that accelerates particles and then smashes them into other particles.  There are some particle detectors spaced around the ring to – you know – detect stuff.  Our group worked on the L3 detector.

OK, so I move out to Switzerland for the summer.  Maybe now would be a good time to point out that that part of Switzerland speaks French.  I don’t speak French.  However – I am fluent in pointing at stuff.  Most people at the research facility spoke English – but food was in French.  I just pointed.  I didn’t starve to death.

While I was there, my “job” (which was poorly defined at first) was to write and modify FORTRAN code to analyze detector alignment data.  Basically, there are more than one detectors and you need to know the relative position of these things to track particles.  We had two alignment systems – a laser alignment and a capacitive sensor.  I was supposed to take data from these and then “do stuff”.

I’m a pretty sucky FORTRAN programmer.  I was then, and I still am now.  It was great to be at CERN, but I mostly just worked in the computer lab messing things up.  I really don’t know if I even accomplished one thing while I was there (research-wise).

I did get to meet lots of new people and hang around CERN and see cool stuff.  Overall, it was a great experience.

More on my CERN adventures will be posted at some point.

I hate FORTRAN.

List of Tweet Threads

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Trinket Physics Update

Ok, it’s the summer.  Yay (not yay).  I’m currently teaching a summer section of algebra-based physics and it’s pretty tough since they meet for 1 hour + 15 minutes 4 days a week.

Anyway, my goal was to finally finish my trinket physics book and use that for class.  I’m not going to finish it by the end of the semester, but I have learned some things.

  • Stick to your narrative.  I started off with my own idea but then it sort of merged into something that would match up more with traditional textbooks.  DON’T DO THIS!  I need to stick to the original plan (which I will lay out below).
  • More calculations with python.  There are some parts that don’t have much python.  MORE COWBELL.
  • My original plan was to use the momentum principle.  However – there is a problem.  I start off with kinematics (and acceleration) and you need acceleration for circular motion.  My new idea is to introduce the momentum principle as \vec{F}_\text{net}=\frac{\Delta \vec{p}}{\Delta t} = m\vec{a}.
  • Case studies are great.  I like to take something like orbital motion and just explore a bunch of stuff.
  • Students want more homework.

Ok, here is my new plan.  Break the curriculum into 4 parts.

  • Kinematics (position, velocity, acceleration).
  • Momentum Principle
  • Work-Energy
  • Angular Momentum Principle

That means some stuff gets skipped.  I don’t need to focus on statics so much – or special forces.  Focus on the big things – planet motions are great.

More to come.

Summer and Hot Stuff

Here are some posts about summer and hot weather and other related stuff

Video Game Physics

Below is a list of blog posts about video games and physics.

Angry Birds Stuff

Other Video Games

What is a good problem?

Part of the reassessment process has students pick problems to solve that they think are good demonstrations of their understanding of the material (or the standard).

For me (as the evaluator), I can learn quite a bit about what a student thinks just based on the problem they pick to solve.  However, it seems that students really don’t want to pick problems.  They would prefer to have me just tell them what problems to solve.

OK, let’s do this.  Let’s look at some problems and see which ones are good and which ones are not so good.  In this case, it will be for the Position-Velocity-Acceleration standard.  For this standard, students should show that they understand and can use the definitions of position, velocity, and acceleration in 1 dimension.  So here are some questions.  You get to pick which one is the best.  Actually, why don’t you score them from 0-10 (11 being the best).

Problem A.

A plane has a mass of 1120 kg and is landing on a runway.  The landing speed of the plane is 50 m/s and the runway is 2140 meters long.  What is the acceleration of the plane?

Problem B.

Your car is the fastest all around.  No one can beat you.  It has an acceleration of 8.2 m/s2.  Suppose you start from a rest (because, don’t all drag racers do this).  How long would it take your awesome car to get to a speed of 55 m/s?  What is this speed in mph?  What is the average speed during this time?  How far did you go?

Problem C.

A police car starts from rest and can accelerate at 5.5 m/s2.  The police car starts accelerating as soon as a speeding car passes by with a speed of 25 m/s.  Assuming the police car has a constant acceleration and the other car has a constant speed, where does the police car catch up to the other car?

Problem D.

Can you have a hang time of over 2 seconds when jumping?

Problem E.

A rocket is in space traveling with a speed of 328 m/s.  It fires its rockets to create an acceleration of -10.7 m/s2 (slowing down).  What is the speed after 5.8 seconds?

Problem F.

no words

 

Common problems on lab reports

After reading over the lab reports, there were several common problems.  Here is an overview.

  • Hypothesis. What exactly is a hypothesis?  There is an actual thing called a hypothesis and there is hypothesis testing.  However, just about every student that used this word used it incorrectly.  My suggestion is to just not use this word.  Instead, focus on model building.
  • “I learned a lot”. Remember, the report is about building a model. Hopefully you learned something, but it’s not really relevant in the report. I am only commenting on this because it was a very common statement in the reports.  Not sure why so many people stated this.
  • Human error. Please don’t use this term or any term similar to it. If there was a problem that human caused – just explain that problem. If it was a calculation error – how do you know it was a calculation error?  If the measurements were poor – just describe in what way the measurements were inaccurate.  Saying human error just glosses over the problem.  Repeat – never use this in your lab report.
  • “I proved that …”  Science doesn’t prove anything to be true.  If you drop a ball 1000 times and it falls, do you prove that balls fall?  No, because what if you drop it the 1001th time and it doesn’t fall.  You have shown that it is very likely to fall (or you have built a falling ball model) – but you didn’t prove anything.  On the other hand, you can prove things to be false.  If I say the acceleration is constant and just find one case where the acceleration changes, it’s ok to say you proved constant acceleration is incorrect.

Bonus video

  • Gather materials. I understand why this is in the lab report – but if you want to leave it out, that would be fine with me.  In general, I encourage students to write a lab report so that other students in the same lab could reproduce your results.  You can make assumptions that they have access to the same stuff you have access to.
  • Scatter plot instead of bar graph or line graph. There is rarely a reason to include a bar graph or a line graph.  You probably want a scatter plot.  If you don’t know the difference between these graph types – just make a graph on graph paper.
  • Graphs with linear fits and slope. Just about every time you make a graph, it should be to show a functional relationship between two things.  If this is a linear relationship, you can fit a linear function to the data (a best fit line).  Why include a best fit line if you don’t also include the slope of that line.  Might as well also put this slope on the actual graph.  In your analysis be sure to explain what that slope means (and the units for the slope).
  • Paraphrasing other students or other materials.  I made this clear in class, but if you are just paraphrasing something – that is copying.  Don’t copy.  Write your own words.
  • Misspelled words. Why?  Why are there spelling errors in your lab report?  I assume you are using some type of word processor.  Don’t these programs tell you when something is spelled incorrectly?
  • Self Edit. Don’t write something and then just move on.  This lab report is going to be turned in for an actual grade in a real class.  Take the time to go back over what you wrote – or have a peer or tutor also look over your lab.  It might help to write something and then take another look at it the next day.  Looking at student reports, it’s very clear that some of you just wrote stuff without reading it.
  • “Overall, this was a fun lab”.  I’m glad you had fun – but what about your physics model?  Again, just focus on the model.  Now – this doesn’t mean that you have to be all stuffy and formal.  Feel free to write in any style that you like – but in the end it’s your model and the analysis of your model that really matters.

Pi Day Posts

Below are all of my previous Pi Day posts (at least the ones I can find)