Antimatter: from Atomic Physics to Cosmology
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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Department of Physics College of Arts and Sciences Physics
DEPARTMENT OF PHYSICS COLLEGE OF ARTS AND SCIENCES PHYSICS Faculty I. Major in Physics—38 hours William Nettles (2006). Professor of Physics, Department A. Physics 231-232, 311, 313, 314, 420, 424(1-3 Chair, and Associate Dean of the College of Arts and hours), 430, 498—28–30 hours Sciences. B.S., Mississippi College; M.S., and Ph.D., B. Select three or more courses: PHY 262, 325, 350, Vanderbilt University. 360, 395-6-7*, 400, 410, 417, 425 (1-2 hours**), 495* Ildefonso Guilaran (2008). Associate Professor of Physics. C. Prerequisites: MAT 211, 212, 213, 314 B.S., Western Kentucky University; M.S. and Ph.D., *Must be approved Special/Independent Studies Florida State University. **Maximum 3 hours from 424 and 425 apply to major. Geoffrey Poore (2010). Assistant Professor of Physics. B.A., II. Major in Physical Science—44 hours Wheaton College; M.S. and Ph.D., University of Illinois. A. CHE 111, 112, 113, 211, 221—15 hours David A. Ward (1992, 1999). Professor of Physics, B.S. B. PHY 112, 231-32, 311, 310 or 301—22 hours and M.A., University of South Florida; Ph.D., North C. Upper Level Electives from CHE and PHY—7 Carolina State University. hours; maximum 1 hour from 424 and 1 from 498 III. Minor in Physics—24 semester hours Staff Physics 231-232, 311, + 10 hours of Physics electives Christine Rowland (2006). Academic Secretary— except PHY 111, 112, 301, 310 Engineering, Physics, Math, and Computer Science. IV. Teacher Licensure in Physics (Grades 6–12) A. Complete the requirements shown above for the Physics or Physical Science major. -
Fundamentals of Particle Physics
Fundamentals of Par0cle Physics Particle Physics Masterclass Emmanuel Olaiya 1 The Universe u The universe is 15 billion years old u Around 150 billion galaxies (150,000,000,000) u Each galaxy has around 300 billion stars (300,000,000,000) u 150 billion x 300 billion stars (that is a lot of stars!) u That is a huge amount of material u That is an unimaginable amount of particles u How do we even begin to understand all of matter? 2 How many elementary particles does it take to describe the matter around us? 3 We can describe the material around us using just 3 particles . 3 Matter Particles +2/3 U Point like elementary particles that protons and neutrons are made from. Quarks Hence we can construct all nuclei using these two particles -1/3 d -1 Electrons orbit the nuclei and are help to e form molecules. These are also point like elementary particles Leptons We can build the world around us with these 3 particles. But how do they interact. To understand their interactions we have to introduce forces! Force carriers g1 g2 g3 g4 g5 g6 g7 g8 The gluon, of which there are 8 is the force carrier for nuclear forces Consider 2 forces: nuclear forces, and electromagnetism The photon, ie light is the force carrier when experiencing forces such and electricity and magnetism γ SOME FAMILAR THE ATOM PARTICLES ≈10-10m electron (-) 0.511 MeV A Fundamental (“pointlike”) Particle THE NUCLEUS proton (+) 938.3 MeV neutron (0) 939.6 MeV E=mc2. Einstein’s equation tells us mass and energy are equivalent Wave/Particle Duality (Quantum Mechanics) Einstein E -
Engineering Physics I Syllabus COURSE IDENTIFICATION Course
Engineering Physics I Syllabus COURSE IDENTIFICATION Course Prefix/Number PHYS 104 Course Title Engineering Physics I Division Applied Science Division Program Physics Credit Hours 4 credit hours Revision Date Fall 2010 Assessment Goal per Outcome(s) 70% INSTRUCTION CLASSIFICATION Academic COURSE DESCRIPTION This course is the first semester of a calculus-based physics course primarily intended for engineering and science majors. Course work includes studying forces and motion, and the properties of matter and heat. Topics will include motion in one, two, and three dimensions, mechanical equilibrium, momentum, energy, rotational motion and dynamics, periodic motion, and conservation laws. The laboratory (taken concurrently) presents exercises that are designed to reinforce the concepts presented and discussed during the lectures. PREREQUISITES AND/OR CO-RECQUISITES MATH 150 Analytic Geometry and Calculus I The engineering student should also be proficient in algebra and trigonometry. Concurrent with Phys. 140 Engineering Physics I Laboratory COURSE TEXT *The official list of textbooks and materials for this course are found on Inside NC. • COLLEGE PHYSICS, 2nd Ed. By Giambattista, Richardson, and Richardson, McGraw-Hill, 2007. • Additionally, the student must have a scientific calculator with trigonometric functions. COURSE OUTCOMES • To understand and be able to apply the principles of classical Newtonian mechanics. • To effectively communicate classical mechanics concepts and solutions to problems, both in written English and through mathematics. • To be able to apply critical thinking and problem solving skills in the application of classical mechanics. To demonstrate successfully accomplishing the course outcomes, the student should be able to: 1) Demonstrate knowledge of physical concepts by their application in problem solving. -
Analysis and Instrumentation for a Xenon-Doped Liquid Argon System
Analysis and instrumentation for a xenon-doped liquid argon system Ryan Gibbons Work completed under the advisement of Professor Michael Gold Department of Physics and Astronomy The University of New Mexico May 27, 2020 1 Abstract Liquid argon is a scintillator frequently used in neutrino and dark matter exper- iments. In particular, is the upcoming LEGEND experiment, a neutrinoless double beta decay search, which will utilize liquid argon as an active veto system. Neutri- noless double beta decay is a theorized lepton number violating process that is only possible if neutrinos are Majorana in nature. To achieve the LEGEND background goal, the liquid argon veto must be more efficient. Past studies have shown the ad- dition of xenon in quantities of parts-per-million in liquid argon improves the light yield, and therefore efficiency, of such a system. Further work, however, is needed to fully understand the effects of this xenon doping. I present a physical model for the light intensity of xenon-doped liquid argon. This model is fitted to data from various xenon concentrations from BACoN, a liquid argon test stand. Additionally, I present preliminary work on the instrumentation of silicon photomultipliers for BACoN. 2 Contents 1 Introduction 4 1.1 Neutrinos and double beta decay . 4 1.2 LEGEND and BACoN . 5 1.3 Liquid argon . 6 2 Physical modeling of xenon-doped liquid argon 8 2.1 Model . 8 2.2 Fits to BACoN Data . 9 2.3 Analysis of Rate Constant . 12 3 Instrumentation of SiPMs 12 4 Conclusions and Future Work 13 3 1 Introduction 1.1 Neutrinos and double beta decay Neutrinos are neutral leptons that come in three flavors: electron, muon, and tao. -
The Universe As a Laboratory: Fundamental Physics
The Universe as a Laboratory: Fundamental Physics The universe serves as an unparalleled laboratory for frontier physics, providing extreme conditions and unique opportunities to test theoretical models. Astronomical observations can yield invaluable information for physicists across the entire spectrum of the science, studying everything from the smallest constituents of mat- ter to the largest known structures. Astronomy is the principal player in the quest to uncover the full story about the origin, evolution and ultimate fate of the universe. The earliest “baby picture” of the universe is the map of the cosmic microwave background (CMB) radiation, predicted in 1948 and discovered in 1964. For years, physicists insisted that this radiation, seen coming from all directions in space, had to have irregularities in order for the universe as we know it to exist. These irregularities were not discovered until the COBE satellite mapped the radiation in 1992. Later, the WMAP satellite refined the measurement, allowing cosmologists to pinpoint the age of the universe at 13.7 billion years. Continued studies, including ground-based observations, seek to glean clues from the CMB about the basic nature of the universe and of its fundamental constituents. New telescopes and new technology promise to give astronomers better information about extremely distant objects—objects seen as they were in the early history of the universe. This, in turn, will provide valuable clues about how the first stars and galaxies developed and evolved into the objects we see in the universe today. The biggest mysteries in physics—and the biggest challenges for cosmologists—are the nature of dark matter and dark energy, which together constitute 95 percent of the universe. -
NGSS Physics in the Universe
Standards-Based Education Priority Standards NGSS Physics in the Universe 11th Grade HS-PS2-1: Analyze data to support the claim that Newton’s second law of motion describes PS 1 the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2: Use mathematical representations to support the claim that the total momentum of PS 2 a system of objects is conserved when there is no net force on the system. HS-PS2-3: Apply scientific and engineering ideas to design, evaluate, and refine a device that PS 3 minimizes the force on a macroscopic object during a collision. HS-PS2-4: Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s PS 4 Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS2-5: Plan and conduct an investigation to provide evidence that an electric current can PS 5 produce a magnetic field and that a changing magnetic field can produce an electric current. HS-PS3-1: Create a computational model to calculate the change in energy of one PS 6 component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known/ HS-PS3-2: Develop and use models to illustrate that energy at the macroscopic scale can be PS 7 accounted for as either motions of particles or energy stored in fields. HS-PS3-3: Design, build, and refine a device that works within given constraints to convert PS 8 one form of energy into another form of energy. -
Atom-Light Interaction and Basic Applications
ICTP-SAIFR school 16.-27. of September 2019 on the Interaction of Light with Cold Atoms Lecture on Atom-Light Interaction and Basic Applications Ph.W. Courteille Universidade de S~aoPaulo Instituto de F´ısicade S~aoCarlos 07/01/2021 2 . 3 . 4 Preface The following notes have been prepared for the ICTP-SAIFR school on 'Interaction of Light with Cold Atoms' held 2019 in S~aoPaulo. They are conceived to support an introductory course on 'Atom-Light Interaction and Basic Applications'. The course is divided into 5 lectures. Cold atomic clouds represent an ideal platform for studies of basic phenomena of light-matter interaction. The invention of powerful cooling and trapping techniques for atoms led to an unprecedented experimental control over all relevant degrees of freedom to a point where the interaction is dominated by weak quantum effects. This course reviews the foundations of this area of physics, emphasizing the role of light forces on the atomic motion. Collective and self-organization phenomena arising from a cooperative reaction of many atoms to incident light will be discussed. The course is meant for graduate students and requires basic knowledge of quan- tum mechanics and electromagnetism at the undergraduate level. The lectures will be complemented by exercises proposed at the end of each lecture. The present notes are mostly extracted from some textbooks (see below) and more in-depth scripts which can be consulted for further reading on the website http://www.ifsc.usp.br/∼strontium/ under the menu item 'Teaching' −! 'Cursos 2019-2' −! 'ICTP-SAIFR pre-doctoral school'. The following literature is recommended for preparation and further reading: Ph.W. -
Taxonomy of Belarusian Educational and Research Portal of Nuclear Knowledge
Taxonomy of Belarusian Educational and Research Portal of Nuclear Knowledge S. Sytova� A. Lobko, S. Charapitsa Research Institute for Nuclear Problems, Belarusian State University Abstract The necessity and ways to create Belarusian educational and research portal of nuclear knowledge are demonstrated. Draft tax onomy of portal is presented. 1 Introduction President Dwight D. Eisenhower in December 1953 presented to the UN initiative "Atoms for Peace" on the peaceful use of nuclear technology. Today, many countries have a strong nuclear program, while other ones are in the process of its creation. Nowadays there are about 440 nuclear power plants operating in 30 countries around the world. Nuclear reac tors are used as propulsion systems for more than 400 ships. About 300 research reactors operate in 50 countries. Such reactors allow production of radioisotopes for medical diagnostics and therapy of cancer, neutron sources for research and training. Approximately 55 nuclear power plants are under construction and 110 ones are planned. Belarus now joins the club of countries that have or are building nu clear power plant. Our country has a large scientific potential in the field of atomic and nuclear physics. Hence it is obvious the necessity of cre ation of portal of nuclear knowledge. The purpose of its creation is the accumulation and development of knowledge in the nuclear field as well as popularization of nuclear knowledge for the general public. *E-mail:[email protected] 212 Wisdom, enlightenment Figure 1: Knowledge management 2 Nuclear knowledge Since beginning of the XXI century the International Atomic Energy Agen cy (IAEA) gives big attention to the nuclear knowledge management (NKM) [1]-[3] . -
ANTIMATTER a Review of Its Role in the Universe and Its Applications
A review of its role in the ANTIMATTER universe and its applications THE DISCOVERY OF NATURE’S SYMMETRIES ntimatter plays an intrinsic role in our Aunderstanding of the subatomic world THE UNIVERSE THROUGH THE LOOKING-GLASS C.D. Anderson, Anderson, Emilio VisualSegrè Archives C.D. The beginning of the 20th century or vice versa, it absorbed or emitted saw a cascade of brilliant insights into quanta of electromagnetic radiation the nature of matter and energy. The of definite energy, giving rise to a first was Max Planck’s realisation that characteristic spectrum of bright or energy (in the form of electromagnetic dark lines at specific wavelengths. radiation i.e. light) had discrete values The Austrian physicist, Erwin – it was quantised. The second was Schrödinger laid down a more precise that energy and mass were equivalent, mathematical formulation of this as described by Einstein’s special behaviour based on wave theory and theory of relativity and his iconic probability – quantum mechanics. The first image of a positron track found in cosmic rays equation, E = mc2, where c is the The Schrödinger wave equation could speed of light in a vacuum; the theory predict the spectrum of the simplest or positron; when an electron also predicted that objects behave atom, hydrogen, which consists of met a positron, they would annihilate somewhat differently when moving a single electron orbiting a positive according to Einstein’s equation, proton. However, the spectrum generating two gamma rays in the featured additional lines that were not process. The concept of antimatter explained. In 1928, the British physicist was born. -
Canadian-Built Laser Chills Antimatter to Near Absolute Zero for First Time Researchers Achieve World’S First Manipulation of Antimatter by Laser
UNDER EMBARGO UNTIL 8:00 AM PT ON WED MARCH 31, 2021 DO NOT DISTRIBUTE BEFORE EMBARGO LIFT Canadian-built laser chills antimatter to near absolute zero for first time Researchers achieve world’s first manipulation of antimatter by laser Vancouver, BC – Researchers with the CERN-based ALPHA collaboration have announced the world’s first laser-based manipulation of antimatter, leveraging a made-in-Canada laser system to cool a sample of antimatter down to near absolute zero. The achievement, detailed in an article published today and featured on the cover of the journal Nature, will significantly alter the landscape of antimatter research and advance the next generation of experiments. Antimatter is the otherworldly counterpart to matter; it exhibits near-identical characteristics and behaviours but has opposite charge. Because they annihilate upon contact with matter, antimatter atoms are exceptionally difficult to create and control in our world and had never before been manipulated with a laser. “Today’s results are the culmination of a years-long program of research and engineering, conducted at UBC but supported by partners from across the country,” said Takamasa Momose, the University of British Columbia (UBC) researcher with ALPHA’s Canadian team (ALPHA-Canada) who led the development of the laser. “With this technique, we can address long-standing mysteries like: ‘How does antimatter respond to gravity? Can antimatter help us understand symmetries in physics?’. These answers may fundamentally alter our understanding of our Universe.” Since its introduction 40 years ago, laser manipulation and cooling of ordinary atoms have revolutionized modern atomic physics and enabled several Nobel-winning experiments. -
Ten Years of PAMELA in Space
Ten Years of PAMELA in Space The PAMELA collaboration O. Adriani(1)(2), G. C. Barbarino(3)(4), G. A. Bazilevskaya(5), R. Bellotti(6)(7), M. Boezio(8), E. A. Bogomolov(9), M. Bongi(1)(2), V. Bonvicini(8), S. Bottai(2), A. Bruno(6)(7), F. Cafagna(7), D. Campana(4), P. Carlson(10), M. Casolino(11)(12), G. Castellini(13), C. De Santis(11), V. Di Felice(11)(14), A. M. Galper(15), A. V. Karelin(15), S. V. Koldashov(15), S. Koldobskiy(15), S. Y. Krutkov(9), A. N. Kvashnin(5), A. Leonov(15), V. Malakhov(15), L. Marcelli(11), M. Martucci(11)(16), A. G. Mayorov(15), W. Menn(17), M. Mergè(11)(16), V. V. Mikhailov(15), E. Mocchiutti(8), A. Monaco(6)(7), R. Munini(8), N. Mori(2), G. Osteria(4), B. Panico(4), P. Papini(2), M. Pearce(10), P. Picozza(11)(16), M. Ricci(18), S. B. Ricciarini(2)(13), M. Simon(17), R. Sparvoli(11)(16), P. Spillantini(1)(2), Y. I. Stozhkov(5), A. Vacchi(8)(19), E. Vannuccini(1), G. Vasilyev(9), S. A. Voronov(15), Y. T. Yurkin(15), G. Zampa(8) and N. Zampa(8) (1) University of Florence, Department of Physics, I-50019 Sesto Fiorentino, Florence, Italy (2) INFN, Sezione di Florence, I-50019 Sesto Fiorentino, Florence, Italy (3) University of Naples “Federico II”, Department of Physics, I-80126 Naples, Italy (4) INFN, Sezione di Naples, I-80126 Naples, Italy (5) Lebedev Physical Institute, RU-119991 Moscow, Russia (6) University of Bari, I-70126 Bari, Italy (7) INFN, Sezione di Bari, I-70126 Bari, Italy (8) INFN, Sezione di Trieste, I-34149 Trieste, Italy (9) Ioffe Physical Technical Institute, RU-194021 St.