Frontier Science: the Mystery of Antimatter
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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. -
(Anti)Proton Mass and Magnetic Moment
FFK Conference 2019, Tihany, Hungary Precision measurements of the (anti)proton mass and magnetic moment Wolfgang Quint GSI Darmstadt and University of Heidelberg on behalf of the BASE collaboration spokesperson: Stefan Ulmer 2019 / 06 / 12 BASE – Collaboration • Mainz: Measurement of the magnetic moment of the proton, implementation of new technologies. • CERN Antiproton Decelerator: Measurement of the magnetic moment of the antiproton and proton/antiproton q/m ratio • Hannover/PTB: Laser cooling project, new technologies Institutes: RIKEN, MPI-K, CERN, University of Mainz, Tokyo University, GSI Darmstadt, University of Hannover, PTB Braunschweig C. Smorra et al., EPJ-Special Topics, The BASE Experiment, (2015) WE HAVE A PROBLEM mechanism which created the obvious baryon/antibaryon asymmetry in the Universe is not understood One strategy: Compare the fundamental properties of matter / antimatter conjugates with ultra-high precision CPT tests based on particle/antiparticle comparisons R.S. Van Dyck et al., Phys. Rev. Lett. 59 , 26 (1987). Recent B. Schwingenheuer, et al., Phys. Rev. Lett. 74, 4376 (1995). Past CERN H. Dehmelt et al., Phys. Rev. Lett. 83 , 4694 (1999). G. W. Bennett et al., Phys. Rev. D 73 , 072003 (2006). Planned M. Hori et al., Nature 475 , 485 (2011). ALICE G. Gabriesle et al., PRL 82 , 3199(1999). J. DiSciacca et al., PRL 110 , 130801 (2013). S. Ulmer et al., Nature 524 , 196-200 (2015). ALICE Collaboration, Nature Physics 11 , 811–814 (2015). M. Hori et al., Science 354 , 610 (2016). H. Nagahama et al., Nat. Comm. 8, 14084 (2017). M. Ahmadi et al., Nature 541 , 506 (2017). M. Ahmadi et al., Nature 586 , doi:10.1038/s41586-018-0017 (2018). -
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 -
Interactions of Antiprotons with Atoms and Molecules
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln US Department of Energy Publications U.S. Department of Energy 1988 INTERACTIONS OF ANTIPROTONS WITH ATOMS AND MOLECULES Mitio Inokuti Argonne National Laboratory Follow this and additional works at: https://digitalcommons.unl.edu/usdoepub Part of the Bioresource and Agricultural Engineering Commons Inokuti, Mitio, "INTERACTIONS OF ANTIPROTONS WITH ATOMS AND MOLECULES" (1988). US Department of Energy Publications. 89. https://digitalcommons.unl.edu/usdoepub/89 This Article is brought to you for free and open access by the U.S. Department of Energy at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in US Department of Energy Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. /'Iud Tracks Radial. Meas., Vol. 16, No. 2/3, pp. 115-123, 1989 0735-245X/89 $3.00 + 0.00 Inl. J. Radial. Appl .. Ins/rum., Part D Pergamon Press pic printed in Great Bntam INTERACTIONS OF ANTIPROTONS WITH ATOMS AND MOLECULES* Mmo INOKUTI Argonne National Laboratory, Argonne, Illinois 60439, U.S.A. (Received 14 November 1988) Abstract-Antiproton beams of relatively low energies (below hundreds of MeV) have recently become available. The present article discusses the significance of those beams in the contexts of radiation physics and of atomic and molecular physics. Studies on individual collisions of antiprotons with atoms and molecules are valuable for a better understanding of collisions of protons or electrons, a subject with many applications. An antiproton is unique as' a stable, negative heavy particle without electronic structure, and it provides an excellent opportunity to study atomic collision theory. -
BOTTOM, STRANGE MESONS (B = ±1, S = ∓1) 0 0 ∗ Bs = Sb, Bs = S B, Similarly for Bs ’S
Citation: P.A. Zyla et al. (Particle Data Group), Prog. Theor. Exp. Phys. 2020, 083C01 (2020) BOTTOM, STRANGE MESONS (B = ±1, S = ∓1) 0 0 ∗ Bs = sb, Bs = s b, similarly for Bs ’s 0 P − Bs I (J ) = 0(0 ) I , J, P need confirmation. Quantum numbers shown are quark-model predictions. Mass m 0 = 5366.88 ± 0.14 MeV Bs m 0 − mB = 87.38 ± 0.16 MeV Bs Mean life τ = (1.515 ± 0.004) × 10−12 s cτ = 454.2 µm 12 −1 ∆Γ 0 = Γ 0 − Γ 0 = (0.085 ± 0.004) × 10 s Bs BsL Bs H 0 0 Bs -Bs mixing parameters 12 −1 ∆m 0 = m 0 – m 0 = (17.749 ± 0.020) × 10 ¯h s Bs Bs H BsL = (1.1683 ± 0.0013) × 10−8 MeV xs = ∆m 0 /Γ 0 = 26.89 ± 0.07 Bs Bs χs = 0.499312 ± 0.000004 0 CP violation parameters in Bs 2 −3 Re(ǫ 0 )/(1+ ǫ 0 )=(−0.15 ± 0.70) × 10 Bs Bs 0 + − CKK (Bs → K K )=0.14 ± 0.11 0 + − SKK (Bs → K K )=0.30 ± 0.13 0 ∓ ± +0.10 rB(Bs → Ds K )=0.37−0.09 0 ± ∓ ◦ δB(Bs → Ds K ) = (358 ± 14) −2 CP Violation phase βs = (2.55 ± 1.15) × 10 rad λ (B0 → J/ψ(1S)φ)=1.012 ± 0.017 s λ = 0.999 ± 0.017 A, CP violation parameter = −0.75 ± 0.12 C, CP violation parameter = 0.19 ± 0.06 S, CP violation parameter = 0.17 ± 0.06 L ∗ 0 ACP (Bs → J/ψ K (892) ) = −0.05 ± 0.06 k ∗ 0 ACP (Bs → J/ψ K (892) )=0.17 ± 0.15 ⊥ ∗ 0 ACP (Bs → J/ψ K (892) ) = −0.05 ± 0.10 + − ACP (Bs → π K ) = 0.221 ± 0.015 0 + − ∗ 0 ACP (Bs → [K K ]D K (892) ) = −0.04 ± 0.07 HTTP://PDG.LBL.GOV Page1 Created:6/1/202008:28 Citation: P.A. -
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. -
1.1. Introduction the Phenomenon of Positron Annihilation Spectroscopy
PRINCIPLES OF POSITRON ANNIHILATION Chapter-1 __________________________________________________________________________________________ 1.1. Introduction The phenomenon of positron annihilation spectroscopy (PAS) has been utilized as nuclear method to probe a variety of material properties as well as to research problems in solid state physics. The field of solid state investigation with positrons started in the early fifties, when it was recognized that information could be obtained about the properties of solids by studying the annihilation of a positron and an electron as given by Dumond et al. [1] and Bendetti and Roichings [2]. In particular, the discovery of the interaction of positrons with defects in crystal solids by Mckenize et al. [3] has given a strong impetus to a further elaboration of the PAS. Currently, PAS is amongst the best nuclear methods, and its most recent developments are documented in the proceedings of the latest positron annihilation conferences [4-8]. PAS is successfully applied for the investigation of electron characteristics and defect structures present in materials, magnetic structures of solids, plastic deformation at low and high temperature, and phase transformations in alloys, semiconductors, polymers, porous material, etc. Its applications extend from advanced problems of solid state physics and materials science to industrial use. It is also widely used in chemistry, biology, and medicine (e.g. locating tumors). As the process of measurement does not mostly influence the properties of the investigated sample, PAS is a non-destructive testing approach that allows the subsequent study of a sample by other methods. As experimental equipment for many applications, PAS is commercially produced and is relatively cheap, thus, increasingly more research laboratories are using PAS for basic research, diagnostics of machine parts working in hard conditions, and for characterization of high-tech materials. -
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. -
College Physics Syllabus
SYLLABUS FOR COLLEGE PHYSICS Instructor: Dr. Fabio F. Santos Office: Muntz Hall 366 Phone: 745-5758 ▪ Email: [email protected] Website URL: http://www.rwc.uc.edu/santos/ Welcome! My name is Fabio F. Santos, and I will be teaching your College Physics I, II & III and College Physics Lab I, II & III this year. I have put a lot of thoughts into choosing the best materials and resources to help you succeed, and I want to tell you about them so you can be prepared when class starts. In this document, you will find general information about the course (e.g., course description, required textbook and additional resources, schedule of topics covered, course requirements and assignments, and course evaluation and grading methods), class policies, and student strategies for success. Please read carefully over it, and see me if you have any questions or concerns. I look forward to having you in class! Course description : College Physics is an introductory algebra-based physics course, designed for non-physics major. It is one-year sequence of three lecture courses, College Physics I, II & III, and their respective co-requisite laboratories, College Physics Lab I, II & III. College Physics I, II, and III are four-credit courses offered during the Fall, Winter, and Spring quarters, respectively. Each of them is taught in two periods of two hours each week along with its corresponding laboratory course. We will meet once a week during two hours for the lab. Notice that each lab and its corresponding lecture course are separate courses. They are co-requisite of each other.