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Science of Santa December 24, 2021

Posted by apetrov in Blogroll, Cool non-physics stuff, Funny, Near Physics.
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How does Santa manage to visit so many children’s homes in such a short time? While this question has been used to doubt the existence of Santa himself, different sciences might provide answers to it. Here are some of them

Astrophysics: Santa is nonluminous material that is postulated to exist in space that could take any of several forms (including the big fat guy in a red suit) that clumps in the locations of children’s houses.

Biology: Santa is a biological entity (such as Dolly the sheep) that produces multiple clones of itself once a year.

Botany: Santa is a mycelium-like vegetative part of a fungus, consisting of a mass of branching, thread-like hyphae that propagate around most of the planet. Once a year it develops multiple fruiting bodies whose locations coincide with the locations of human children’s houses. In simpler terms, Santa is a mushroom.

Quantum Mechanics: Santa consists of multiple quantum objects in an entangled state. His existence signifies the fact that most accepted formulations of quantum mechanics are incomplete.

Cosmology: in its evolution, Santa goes through the epoch of rapid exponential superluminal expansion.

Computer science/Hollywood/sometimes even particle physics: since we all live in a computer simulation, Santa is one of the swarming bots created by the Analyst to control the inhabitants of the Matrix.

Economics: we don’t care how he does it. It positively affects the GDP of many countries.

Look, there is a crack in the Standard Model! April 7, 2021

Posted by apetrov in Uncategorized.
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This post is about the result of the Muon g-2 experiment announced today at Fermilab. It has an admittedly bad title: the Standard Model has not cracked in any way, it is still a correct theory that decently describes interactions of known elementary particles at the energies we checked. Yet, maybe we finally found an observable that is not completely described by the Standard Model. Its theoretically computed value needs an additional component to agree with the newly reported experimental value and this component might well be New Physics! What is this observable?

This observable is the value of the anomalous magnetic moment of the muon. The muon, an elementary particle (a lepton), is a close cousin of an electron. It has very similar properties to the electron, but is about 200 times heavier and is unstable — it only lives for about two microseconds. We don’t yet know why Nature chose to create two similar copies of an electron: muon and tau-lepton. But we can study their properties to find out.

Just like an electron, the muon has spin, which makes it susceptible to the effects of the magnetic field, which is characterized by its magnetic moment. The magnetic moment tells us how the muon reacts to its presence: think of the compass needle as a classical analogy. Over a century ago, brilliant physicist Paul Dirac predicted the value of an electron’s magnetic moment, which is directly applicable to muon as well. This prediction involved a parameter, which he called g, from the gyromagnetic ratio or a g-factor. Dirac’s prediction was that, for an electron (and a muon), it is supposed to be exactly g=2. This was one of the predictions that allowed experimentalists to test the validity of Dirac’s theory which eventually led to its triumph.

With further development of quantum field theories, it was realized that g is not exactly two. The effects of virtual particles lead to the effect that the photon of the magnetic field probing the muon could instead hit those virtual particles instead, potentially changing the value of the g-factor. Now, dealing with virtual particles could be tricky in theoretical computations, as their effects lead to unphysical infinities that need to be absorbed in the definitions of muon’s mass, charge, and the wave-function. But the leading effect of such particles — assuming only the Standard Model particles — turns out to be finite! Julian Schwinger showed that in his 1948 paper. This result was so influential at the time that is literally engraved on his tombstone! This paved the way to compute the quantum radiative corrections to muon’s magnetic moment. Since the effect of such radiative corrections is to change the magnetic moment, they lead to the deviation to the Dirac’s theory prediction and lead to the non-zero value of a = (g-2)/2, which is conventionally referred to as the anomalous magnetic moment. This is precisely what Muon g-2 collaboration measured very precisely.

Why is it interesting? The thing is that among the known virtual particles there could also be new, unknown particles. If those particles interact with the photons, they could also affect the numerical value of the anomalous magnetic moment. So the idea is simple: compute it with as much precision as possible and then compare it to the measurement that is done with the best precision possible. This is precisely what was done.

Easily said but not so easily done. Precise predictions of the anomalous magnetic moment involved computations of thousands of Feynman diagrams and evaluation of contributions that can not be computed by expanding in some small quantity (aka non-perturbative effects). There are many theoretical methods used to compute those, including numerical computations in lattice QCD. But there is now an agreement among the theorists on the anomalous magnetic moment of the muon: a = 0.00116591810(43) (see here for a paper). This number is known with astonishing precision, which is indicated by the bracketed numbers.

The experimental analysis is incredibly hard. Since muons decay, the measurement of their properties is not trivial. Muons are produced in the decays of other particles, called pions, that are created at Fermilab by smashing accelerated protons into targets. Once created, they are directed into a storage ring where they decay in a magnetic field giving out their spin information. The storage ring contains about 10,000 muons at the time going around the ring. To make the measurement, it is important to know the magnetic field in which those muons are moving with incredible precision. There is also an electric field that makes the muons going around the ring, whose effect is carefully removed by choosing how fast the muons fly. If all those (and other) effects are not accounted for, they would affect the result of the measurement! Their combined effect is usually referred to as systematic uncertainties. Most of the work done by the Muon g-2 collaboration at Fermilab was to reduce such effects, which eventually led to the acceptable level of those systematic uncertainties.

And here is the result (drum roll): the anomalous magnetic moment measured by the Muon g-2 collaboration is a=0.00116592061(41).

Ok, what does it all mean? First of all, the result is seemingly only ever so slightly different from the theoretical prediction. But it is not. What is more interesting is that if one combines this new result with the old result from the Brookhaven National Lab, one gets a very significant difference between the theoretical predictions and a combined result of two measurements: it is about 4.2 sigma. Sigmas measure the statistical significance of the result, 4.2 sigma means that the chance that the theoretical and experimental results agree — which is possible due to statistical fluctuations — is about 1 out 40,000! This is incredible!

The result might mean that there are particles that are not described by the Standard Model and the New Physics could be just around the corner! Come back here for more discoveries!

Act to eradicate racism in academia and science! June 9, 2020

Posted by apetrov in Education, Near Physics, Particle Physics, Physics, Science.
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A lot has been said about ethnic and racial disparities in academia. As my friend and former postdoc advisor Adam Falk eloquently pointed out “the sin of silence is worse than the sin of inadequacy.” I think the sin of inaction is probably even worse. So I would like to act. I would like to see my actions, however insignificant, have immediate positive impact and lead to actual improvement of the situation.

I donated my today’s salary to the National Society of Black Physicists (NSBP). I hope that my small act will support scholarships for African American physics majors at Universities across the country. But one small act repeated many times can result in something big. Please join me and donate your today’s salary to NSBP!

Please go to https://www.nsbp.org/support-nsbp/nsbp-donations and support the organization that seeks to increase opportunities for African Americans in physics education and research. I would be very grateful if you then tell me about it in the comments!

Join the Snowmass Frontier on Rare Processes and Precision Measurements! May 31, 2020

Posted by apetrov in Particle Physics, Physics, Science.
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As you might know, I was appointed as one of the leaders (aka conveners) of the 2021 Snowmass Frontier for Rare Processes and Precision Measurements. Snowmass is a code word for a community exercise to plan the future of the US High Energy Physics. Well, at least the near future: for the next 10 years. We’ll try to see what experiments, accelerators, or theoretical ideas are worth pursuing in the next decade.

But we can not do it without the physics community. So, please, join us! Please see the message below.

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We’d like to invite the physics community to participate in the activities of 2021 Snowmass Frontier for Rare Processes and Precision Measurements (FRPPM).  We would also like to extend our welcome to the international Particle Physics community to take part in the development of the roadmap for the future of the US efforts in the studies of rare processes and precision measurements at the currently running and future experimental facilities as well as development of relevant theoretical tools. 

FRPPM activities are linked on the wiki page (https://snowmass21.org/rare/start).  The organization of the Frontier for Rare Processes and Precision Measurements consists of six Topical Groups, each of which is led by two conveners: 

We would like to invite submissions of Letters of Interest (LOIs) relevant to the future experimental and theoretical activities of the Frontier for Rare Processes and Precision Measurements.

Each FRPPM Topical Group is organizing its own schedule and full information will soon be available on their wiki pages. Please subscribe to their mailing lists and SLACK channels to keep up to date with news, meeting arrangements, and physics discussions. The subscription information is available on our wiki page and also given below.

The first general kick-off Zoom Meeting of the Frontier for Rare Processes and Precision Measurements will take place in July, we will announce the exact dates shortly. Please remember that all Frontiers will come together for the first general Snowmass 2021 community meeting to be held on Nov. 4-6 at Fermilab. We are also planning an (in-person) FRPPM Meeting in March 2021.  If you are interested in hosting this meeting, please contact us with information on venue capacity, funding, organizing team, and other available resources.  

We are looking forward to working with you!

Marina Artuso, Bob Bernstein, Alexey Petrov

==========================================================
There are several ways to get in touch with us:Meetings:

Mailing lists and SLACK channels:

  1. SNOWMASS-RPF-01-HEAVY-QUARKS@FNAL.GOV
  2. SNOWMASS-RPF-02-LIGHT-QUARKS@FNAL.GOV
  3. SNOWMASS-RPF-03-FUNDAM-SMALL@FNAL.GOV
  4. SNOWMASS-RPF-04-BLNV@FNAL.GOV
  5. SNOWMASS-RPF-05-CLFV@FNAL.GOV
  6. SNOWMASS-RPF-06-DARK-SECTOR@FNAL.GOV
  • For joining the Snowmass mailing lists
  1. Send an e-mail message to listserv[at]fnal.gov
  2. Leave the subject line blank
  3. Type “SUBSCRIBE SNOWMASS FIRSTNAME LASTNAME” (without the quotation marks) in the body of your message. You’ll get a Slack invitation when that subscription is approved.

SLACK channels

  1. rpf-01-heavy-quarks
  2. rpf-02-light-quarks
  3. rpf-03-fundamental-small
  4. rpf-04-blnv
  5. rpf-05-clfv
  6. rpf-06-dark-sector
  • For joining the R&P SLACK channel
  1. Go to https://snowmass2021.slack.com/ If your institution’s domain is on the list, join in.
  2. If your institution is not on the list, send an email to any of the Frontier’s conveners to get an invitation.

CP-violation in charm observed at CERN March 21, 2019

Posted by apetrov in Near Physics, Particle Physics, Physics, Science.
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There is a big news that came from CERN today. It was announced at a conference called Recontres de Moriond, one of the major yearly conferences in the field of particle physics. One of the CERN’s experiments, LHCb, reported an observation — yes, observation, not an evidence for, but an observation, of CP-violation in charmed system. Why is it big news and why should you care?

You should care about this announcement because it has something to do with how our Universe looks like. As you look around, you might notice an interesting fact: everything is made of matter. So what about it? Well, one thing is missing from our everyday life: antimatter.

As it turns out, physicists believe that the amount of matter and antimatter was the same after the Universe was created. So, the $1,110,000 question is: what happened to antimatter? According to Sakharov’s criteria for baryonogenesis (a process of creating  more baryons, like protons and neutrons, than anti-baryons), one of the conditions for our Universe to be the way it is would be to have matter particles interact slightly differently from the corresponding antimatter particles. In particle physics this condition is called CP-violation. It has been observed in beauty and strange quarks, but never in charm quarks. As charm quarks are fundamentally different from both beauty and strange ones (electrical charge, mass, ways they interact, etc.), physicists hoped that New Physics, something that we have not yet seen or predicted, might be lurking nearby and can be revealed in charm decays. That is why so much attention has been paid to searches for CP-violation in charm.

Now there are indications that the search is finally over: LHCb announced that they observed CP-violation in charm. Here is their announcement (look for a news item from 21 March 2019). A technical paper can be found here, discussing how LHCb extracted CP-violating observables from time-dependent analysis of D -> KK and D-> pipi decays.

The result is generally consistent with the Standard Model expectations. However, there are theory papers (like this one) that predict the Standard Model result to be about seven times smaller with rather small uncertainty.  There are three possible interesting outcomes:

  1. Experimental result is correct but the theoretical prediction mentioned above is not. Well, theoretical calculations in charm physics are hard and often unreliable, so that theory paper underestimated the result and its uncertainties.
  2. Experimental result is incorrect but the theoretical prediction mentioned above is correct. Maybe LHCb underestimated their uncertainties?
  3. Experimental result is correct AND the theoretical prediction mentioned above is correct. This is the most interesting outcome: it implies that we see effects of New Physics.

What will it be? Time will show.

(more…)

David vs. Goliath: What a tiny electron can tell us about the structure of the universe December 22, 2018

Posted by apetrov in Blogroll, Particle Physics, Physics, Science, Uncategorized.
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File 20181128 32230 mojlgr.jpg?ixlib=rb 1.1
An artist’s impression of electrons orbiting the nucleus.
Roman Sigaev/ Shutterstock.com

Alexey Petrov, Wayne State University

What is the shape of an electron? If you recall pictures from your high school science books, the answer seems quite clear: an electron is a small ball of negative charge that is smaller than an atom. This, however, is quite far from the truth.

A simple model of an atom with the nucleus of made of protons, which have a positive charge, and neutrons, which are neutral. The electrons, which have a negative charge, orbit the nucleus.
Vector FX / Shutterstock.com

The electron is commonly known as one of the main components of atoms making up the world around us. It is the electrons surrounding the nucleus of every atom that determine how chemical reactions proceed. Their uses in industry are abundant: from electronics and welding to imaging and advanced particle accelerators. Recently, however, a physics experiment called Advanced Cold Molecule Electron EDM (ACME) put an electron on the center stage of scientific inquiry. The question that the ACME collaboration tried to address was deceptively simple: What is the shape of an electron?

Classical and quantum shapes?

As far as physicists currently know, electrons have no internal structure – and thus no shape in the classical meaning of this word. In the modern language of particle physics, which tackles the behavior of objects smaller than an atomic nucleus, the fundamental blocks of matter are continuous fluid-like substances known as “quantum fields” that permeate the whole space around us. In this language, an electron is perceived as a quantum, or a particle, of the “electron field.” Knowing this, does it even make sense to talk about an electron’s shape if we cannot see it directly in a microscope – or any other optical device for that matter?

To answer this question we must adapt our definition of shape so it can be used at incredibly small distances, or in other words, in the realm of quantum physics. Seeing different shapes in our macroscopic world really means detecting, with our eyes, the rays of light bouncing off different objects around us.

Simply put, we define shapes by seeing how objects react when we shine light onto them. While this might be a weird way to think about the shapes, it becomes very useful in the subatomic world of quantum particles. It gives us a way to define an electron’s properties such that they mimic how we describe shapes in the classical world.

What replaces the concept of shape in the micro world? Since light is nothing but a combination of oscillating electric and magnetic fields, it would be useful to define quantum properties of an electron that carry information about how it responds to applied electric and magnetic fields. Let’s do that.

This is the apparatus the physicists used to perform the ACME experiment.
Harvard Department of Physics, CC BY-NC-SA

Electrons in electric and magnetic fields

As an example, consider the simplest property of an electron: its electric charge. It describes the force – and ultimately, the acceleration the electron would experience – if placed in some external electric field. A similar reaction would be expected from a negatively charged marble – hence the “charged ball” analogy of an electron that is in elementary physics books. This property of an electron – its charge – survives in the quantum world.

Likewise, another “surviving” property of an electron is called the magnetic dipole moment. It tells us how an electron would react to a magnetic field. In this respect, an electron behaves just like a tiny bar magnet, trying to orient itself along the direction of the magnetic field. While it is important to remember not to take those analogies too far, they do help us see why physicists are interested in measuring those quantum properties as accurately as possible.

What quantum property describes the electron’s shape? There are, in fact, several of them. The simplest – and the most useful for physicists – is the one called the electric dipole moment, or EDM.

In classical physics, EDM arises when there is a spatial separation of charges. An electrically charged sphere, which has no separation of charges, has an EDM of zero. But imagine a dumbbell whose weights are oppositely charged, with one side positive and the other negative. In the macroscopic world, this dumbbell would have a non-zero electric dipole moment. If the shape of an object reflects the distribution of its electric charge, it would also imply that the object’s shape would have to be different from spherical. Thus, naively, the EDM would quantify the “dumbbellness” of a macroscopic object.

Electric dipole moment in the quantum world

The story of EDM, however, is very different in the quantum world. There the vacuum around an electron is not empty and still. Rather it is populated by various subatomic particles zapping into virtual existence for short periods of time.

The Standard Model of particle physics has correctly predicted all of these particles. If the ACME experiment discovered that the electron had an EDM, it would suggest there were other particles that had not yet been discovered.
Designua/Shutterstock.com

These virtual particles form a “cloud” around an electron. If we shine light onto the electron, some of the light could bounce off the virtual particles in the cloud instead of the electron itself.

This would change the numerical values of the electron’s charge and magnetic and electric dipole moments. Performing very accurate measurements of those quantum properties would tell us how these elusive virtual particles behave when they interact with the electron and if they alter the electron’s EDM.

Most intriguing, among those virtual particles there could be new, unknown species of particles that we have not yet encountered. To see their effect on the electron’s electric dipole moment, we need to compare the result of the measurement to theoretical predictions of the size of the EDM calculated in the currently accepted theory of the Universe, the Standard Model.

So far, the Standard Model accurately described all laboratory measurements that have ever been performed. Yet, it is unable to address many of the most fundamental questions, such as why matter dominates over antimatter throughout the universe. The Standard Model makes a prediction for the electron’s EDM too: it requires it to be so small that ACME would have had no chance of measuring it. But what would have happened if ACME actually detected a non-zero value for the electric dipole moment of the electron?

View of the Large Hadron Collider in its tunnel near Geneva, Switzerland. In the LHC two counter-rotating beams of protons are accelerated and forced to collide, generating various particles.
AP Photo/KEYSTONE/Martial Trezzini

Patching the holes in the Standard Model

Theoretical models have been proposed that fix shortcomings of the Standard Model, predicting the existence of new heavy particles. These models may fill in the gaps in our understanding of the universe. To verify such models we need to prove the existence of those new heavy particles. This could be done through large experiments, such as those at the international Large Hadron Collider (LHC) by directly producing new particles in high-energy collisions.

Alternatively, we could see how those new particles alter the charge distribution in the “cloud” and their effect on electron’s EDM. Thus, unambiguous observation of electron’s dipole moment in ACME experiment would prove that new particles are in fact present. That was the goal of the ACME experiment.

This is the reason why a recent article in Nature about the electron caught my attention. Theorists like myself use the results of the measurements of electron’s EDM – along with other measurements of properties of other elementary particles – to help to identify the new particles and make predictions of how they can be better studied. This is done to clarify the role of such particles in our current understanding of the universe.

What should be done to measure the electric dipole moment? We need to find a source of very strong electric field to test an electron’s reaction. One possible source of such fields can be found inside molecules such as thorium monoxide. This is the molecule that ACME used in their experiment. Shining carefully tuned lasers at these molecules, a reading of an electron’s electric dipole moment could be obtained, provided it is not too small.

However, as it turned out, it is. Physicists of the ACME collaboration did not observe the electric dipole moment of an electron – which suggests that its value is too small for their experimental apparatus to detect. This fact has important implications for our understanding of what we could expect from the Large Hadron Collider experiments in the future.

Interestingly, the fact that the ACME collaboration did not observe an EDM actually rules out the existence of heavy new particles that could have been easiest to detect at the LHC. This is a remarkable result for a tabletop-sized experiment that affects both how we would plan direct searches for new particles at the giant Large Hadron Collider, and how we construct theories that describe nature. It is quite amazing that studying something as small as an electron could tell us a lot about the universe.

A short animation describing the physics behind EDM and ACME collaboration’s findings.

Alexey Petrov, Professor of Physics, Wayne State University

This article is republished from The Conversation under a Creative Commons license. Read the original article.

The Conversation

Rapid-response (non-linear) teaching: report January 25, 2018

Posted by apetrov in Blogroll, Education, Near Physics, Physics, Science.
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Some of you might remember my previous post about non-linear teaching, where I described a new teaching strategy that I came up with and was about to implement in teaching my undergraduate Classical Mechanics I class. Here I want to report on the outcomes of this experiment and share some of my impressions on teaching.

Course description

Our Classical Mechanics class is a gateway class for our physics majors. It is the first class they take after they are done with general physics lectures. So the students are already familiar with the (simpler version of the) material they are going to be taught. The goal of this class is to start molding physicists out of physics students. It is a rather small class (max allowed enrollment is 20 students; I had 22 in my class), which makes professor-student interaction rather easy.

Rapid-response (non-linear) teaching: generalities

To motivate the method that I proposed, I looked at some studies in experimental psychology, in particular in memory and learning studies. What I was curious about is how much is currently known about the process of learning and what suggestions I can take from the psychologists who know something about the way our brain works in retaining the knowledge we receive.

As it turns out, there are some studies on this subject (I have references, if you are interested). The earliest ones go back to 1880’s when German psychologist Hermann Ebbinghaus hypothesized the way our brain retains information over time. The “forgetting curve” that he introduced gives approximate representation of information retention as a function of time. His studies have been replicated with similar conclusions in recent experiments.

EbbinghausCurveThe upshot of these studies is that loss of learned information is pretty much exponential; as can be seen from the figure on the left, in about a day we only retain about 40% of what we learned.

Psychologists also learned that one of the ways to overcome the loss of information is to (meaningfully) retrieve it: this is how learning  happens. Retrieval is critical for robust, durable, and long-term learning. It appears that every time we retrieve learned information, it becomes more accessible in the future. It is, however, important how we retrieve that stored information: simple re-reading of notes or looking through the examples will not be as effective as re-working the lecture material. It is also important how often we retrieve the stored info.

So, here is what I decided to change in the way I teach my class in light of the above-mentioned information (no pun intended).

Rapid-response (non-linear) teaching: details

To counter the single-day information loss, I changed the way homework is assigned: instead of assigning homework sets with 3-4-5 problems per week, I introduced two types of homework assignments: short homeworks and projects.

Short homework assignments are single-problem assignments given after each class that must be done by the next class. They are designed such that a student needs to re-derive material that was discussed previously in class (with small new twist added). For example, if the block-down-to-incline problem was discussed in class, the short assignment asks to redo the problem with a different choice of coordinate axes. This way, instead of doing an assignment in the last minute at the end of the week, the students are forced to work out what they just learned in class every day (meaningful retrieval)!

The second type of assignments, project homework assignments are designed to develop understanding of how topics in a given chapter relate to each other. There are as many project assignments as there are chapters. Students get two weeks to complete them.

At the end, the students get to solve approximately the same number of problems over the course of the semester.

For a professor, the introduction of short homework assignments changes the way class material is presented. Depending on how students performed on the previous short homework, I adjusted the material (both speed and volume) that we discussed in class. I also designed examples for the future sections in such a way that I could repeat parts of the topic that posed some difficulties in comprehension. Overall, instead of a usual “linear” propagation of the course, we moved along something akin to helical motion, returning and spending more time on topics that students found more difficult (hence “rapid-response or non-linear” teaching).

Other things were easy to introduce: for instance, using Socrates’ method in doing examples. The lecture itself was an open discussion between the prof and students.

Outcomes

So, I have implemented this method in teaching Classical Mechanics I class in Fall 2017 semester. It was not an easy exercise, mostly because it was the first time I was teaching GraphNonlinearTeachingthis class and had no grader help. I would say the results confirmed my expectations: introduction of short homework assignments helps students to perform better on the exams. Now, my statistics is still limited: I only had 20 students in my class. Yet, among students there were several who decided to either largely ignore short homework assignments or did them irregularly. They were given zero points for each missed short assignment. All students generally did well on their project assignments, yet there appears some correlation (see graph above) between the total number of points acquired on short homework assignments and exam performance (measured by a total score on the Final and two midterms). This makes me thing that short assignments were beneficial for students. I plan to teach this course again next year, which will increase my statistics.

I was quite surprised that my students generally liked this way of teaching. In fact, they were disappointed that I decided not to apply this method for the Mechanics II class that I am teaching this semester. They also found that problems assigned in projects were considerably harder than the problems from the short assignments (this is how it was supposed to be).

For me, this was not an easy semester. I had to develop my set of lectures — so big thanks go to my colleagues Joern Putschke and Rob Harr who made their notes available. I spent a lot of time preparing this course, which, I think, affected my research outcome last semester. Yet, most difficulties are mainly Wayne State-specifics: Wayne State does not provide TAs for small classes, so I had to not only design all homework assignments, but also grade them (on top of developing the lectures from the ground up). During the semester, it was important to grade short assignments in the same day I received them to re-tune lectures, this did take a lot of my time. I would say TAs would certainly help to run this course — so I’ll be applying for some internal WSU educational grants to continue development of this method. I plan to employ it again next year to teach Classical Mechanics.

Non-linear teaching October 9, 2017

Posted by apetrov in Blogroll, Physics, Science.
3 comments

I wanted to share some ideas about a teaching method I am trying to develop and implement this semester. Please let me know if you’ve heard of someone doing something similar.

This semester I am teaching our undergraduate mechanics class. This is the first time I am teaching it, so I started looking into a possibility to shake things up and maybe apply some new method of teaching. And there are plenty offered: flipped classroom, peer instruction, Just-in-Time teaching, etc.  They all look to “move away from the inefficient old model” where there the professor is lecturing and students are taking notes. I have things to say about that, but not in this post. It suffices to say that most of those approaches are essentially trying to make students work (both with the lecturer and their peers) in class and outside of it. At the same time those methods attempt to “compartmentalize teaching” i.e. make large classes “smaller” by bringing up each individual student’s contribution to class activities (by using “clickers”, small discussion groups, etc). For several reasons those approaches did not fit my goal this semester.

Our Classical Mechanics class is a gateway class for our physics majors. It is the first class they take after they are done with general physics lectures. So the students are already familiar with the (simpler version of the) material they are going to be taught. The goal of this class is to start molding physicists out of students: they learn to simplify problems so physics methods can be properly applied (that’s how “a Ford Mustang improperly parked at the top of the icy hill slides down…” turns into “a block slides down the incline…”), learn to always derive the final formula before plugging in numbers, look at the asymptotics of their solutions as a way to see if the solution makes sense, and many other wonderful things.

So with all that I started doing something I’d like to call non-linear teaching. The gist of it is as follows. I give a lecture (and don’t get me wrong, I do make my students talk and work: I ask questions, we do “duels” (students argue different sides of a question), etc — all of that can be done efficiently in a class of 20 students). But instead of one homework with 3-4 problems per week I have two types of homework assignments for them: short homeworks and projects.

Short homework assignments are single-problem assignments given after each class that must be done by the next class. They are designed such that a student need to re-derive material that we discussed previously in class with small new twist added. For example, in the block-down-to-incline problem discussed in class I ask them to choose coordinate axes in a different way and prove that the result is independent of the choice of the coordinate system. Or ask them to find at which angle one should throw a stone to get the maximal possible range (including air resistance), etc.  This way, instead of doing an assignment in the last minute at the end of the week, students have to work out what they just learned in class every day! More importantly, I get to change how I teach. Depending on how they did on the previous short homework, I adjust the material (both speed and volume) discussed in class. I also  design examples for the future sections in such a way that I can repeat parts of the topic that was hard for the students previously. Hence, instead of a linear propagation of the course, we are moving along something akin to helical motion, returning and spending more time on topics that students find more difficult. That’t why my teaching is “non-linear”.

Project homework assignments are designed to develop understanding of how topics in a given chapter relate to each other. There are as many project assignments as there are chapters. Students get two weeks to complete them.

Overall, students solve exactly the same number of problems they would in a normal lecture class. Yet, those problems are scheduled in a different way. In my way, students are forced to learn by constantly re-working what was just discussed in a lecture. And for me, I can quickly react (by adjusting lecture material and speed) using constant feedback I get from students in the form of short homeworks. Win-win!

I will do benchmarking at the end of the class by comparing my class performance to aggregate data from previous years. I’ll report on it later. But for now I would be interested to hear your comments!

 

30 years of Chernobyl disaster April 26, 2016

Posted by apetrov in Uncategorized.
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30 years ago, on 26 April 1986, the biggest nuclear accident happened at the Chernobyl nuclear power station.

Class1986

The picture above is of my 8th grade class (I am in the front row) on a trip from Leningrad to Kiev. We wanted to make sure that we’d spend May 1st (Labor Day in the Soviet Union) in Kiev! We took that picture in Gomel, which is about 80 miles away from Chernobyl, where our train made a regular stop. We were instructed to bury some pieces of clothing and shoes after coming back to Leningrad due to excess of radioactive dust on them…

 

“Ladies and gentlemen, we have detected gravitational waves.” February 11, 2016

Posted by apetrov in Uncategorized.
4 comments

The title says it all. Today, The Light Interferometer Gravitational-Wave Observatory  (or simply LIGO) collaboration announced the detection of gravitational waves coming from the merger of two black holes located somewhere in the Southern sky, in the direction of the Magellanic  Clouds.  In the presentation, organized by the National Science Foundation, David Reitze (Caltech), Gabriela Gonzales (Louisiana State), Rainer Weiss (MIT), and Kip Thorn (Caltech), announced to the room full of reporters — and thousand of scientists worldwide via the video feeds — that they have seen a gravitational wave event. Their paper, along with a nice explanation of the result, can be seen here.

LIGO

The data that they have is rather remarkable. The event, which occurred on 14 September 2015, has been seen by two sites (Livingston and Hanford) of the experiment, as can be seen in the picture taken from their presentation. It likely happened over a billion years ago (1.3B light years away) and is consistent with the merger of two black holes, of 29 and 46 solar masses. The resulting larger black hole’s mass is about 62 solar masses, which means that about 3 solar masses of energy (29+36-62=3) has been radiated in the form of gravitational waves. This is a huge amount of energy! The shape of the signal is exactly what one should expect from the merging of two black holes, with 5.1 sigma significance.

It is interesting to note that the information presented today totally confirms the rumors that have been floating around for a couple of months. Physicists like to spread rumors, as it seems.

ligoSince the gravitational waves are quadrupole, the most straightforward way to see the gravitational waves is to measure the relative stretches of the its two arms (see another picture from the MIT LIGO site) that are perpendicular to each other. Gravitational wave from black holes falling onto each other and then merging. The LIGO device is a marble of engineering — one needs to detect a signal that is very small — approximately of the size of the nucleus on the length scale of the experiment. This is done with the help of interferometry, where the laser beams bounce through the arms of the experiment and then are compared to each other. The small change of phase of the beams can be related to the change of the relative distance traveled by each beam. This difference is induced by the passing gravitational wave, which contracts one of the arms and extends the other. The way noise that can mimic gravitational wave signal is eliminated should be a subject of another blog post.

This is really a remarkable result, even though it was widely expected since the (indirect) discovery of Hulse and Taylor of binary pulsar in 1974! It seems that now we have another way to study the Universe.