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Posts Tagged ‘education’

Bob Peterson has agreed to forfeit a month of his time and his non-sea-loving stomach, for a briefer period, in the name of science.

Bob Peterson

This Fermilab employee and QuarkNet instructor will shepherd a cosmic ray muon detector through rolling ocean waves around the edge of Africa to gather data to help the world’s largest frozen particle detector, the IceCube neutrino observatory at the South Pole. The detector is the same type as those built and used by high school students in cosmic ray study projects, including QuarkNet program, which allows students throughout the world to collect and share particle physics data. QuarkNet gives students a chance to interact with physicists and get a taste of what it would be like to work on a global experiment such as IceCube.

IceCube serves as a neutrino telescope peering at neutrino particles that cascade out of collisions of high-energy cosmic rays with the Earth’s atmosphere. The trick is that IceCube only wants to look at these cosmic neutrino remnants coming from a certain direction, from the opposite hemisphere and through the Earth, not those falling directly overhead of the detector.

The data Peterson collects will help IceTop, a smaller detector set a top IceCube, to give the most precise data to the IceCube collaboration so that it knows it is focusing on the right particles. His data will be combined with data collected on a similar trip last year in Antarctica by a group of Wisconsin college physics students. This combined data will tell researchers the varying intensity levels of cosmic ray remnants as you travel from the equator to the poles. This will help the IceTop collaboration calibrate its detector to compare data to IceCube and help IceCube reject background particles from downward cosmic ray remnants that can obscure the detectors’ views of neutrinos moving upward through the Earth.

Sketch of the IceCube detector. Each cross on the surface represents two IceTop tanks. Credit: IceTop Collaboration

Studying neutrinos in one of the coldest places on Earth will help scientists get a better picture of where high-energy neutrinos originate and how they contribute to the universe’s most violent events, exploding stars called supernovaes. These explosions spit out the heavy elements necessary for the creation of life on Earth. Without these neutrino-fed explosions the universe would look very, very different.

And so Peterson, an avid sailor, who gets sea sick for the first few days of every journey, packed up his gear and headed out to learn about the universe and its most distant, violent objects by riding on a boat.

He is blogging his adventures in science and seafaring here at Quantum Diaries. A glossary of sailing terms will appear at the bottom of each post to aid readers.

23 Apr 2011, R/V Polarstern
Lat: 24-50.5S
Long: 9-42.7E
somewhere off the Namibia coast
Heading: 320degT
Speed: 12 knots

Bob’s Blog begins wherein Bob is on a voyage aboard a German research vessel to the Southern Hemisphere and discovering that using the Internet aboard a ship isn’t that simple.

–April 18: I had a really nice blog written yesterday, but the mail server timed out, and poof. No more. Then I found out from others that, oh yes, that happened to them, too. Well, I won’t do that again.

–April 19 AM: I arrived in Cape Town, South Africa, late Monday night after a 26-hour flight. The trip took me through Dulles Airport and then through Dakar across the Atlantic. I recommend South Africa Airlines; they are good with comfort and food. But still, there I was standing in CPT wondering who was picking me up. After a few nervous minutes, the driver for the ships’ agent, Randal, found me contemplating my next move. Ah, now I’m in good hands as we visit the immigration office where there is much stamping of documents.

I was somewhat foggy after such a long trip. Finding my ship proved not so simple because another ship on the quay was bunkering at the time of my arrival. But I finally made my way down the narrow quay to the gangway and the R/V Polarstern. My question, “Permission to board?” was met with a blank stare, and by then Randal was long gone so retreating was not an option. Just when I thought I would have to take my chances on the neighboring rust bucket (the one that was bunkering), the 2nd Mate, Philipp Gumtow, appeared welcoming me aboard; he took charge of the situation. Soon, I was surveying my cabin and eyeing a nice bunk.

–April 19: My wake-up alarm came from a departing tanker from the next quay over (not from the rust bucket). The traditional departure signal is one long blast, and they care not who is sleeping. Fine, I’m awake. Time for breakfast. Where’s the galley? I find it, and there I meet Philipp again. He tells me, “No, this table is reserved for crew; you sit over there at the science table”.  Ah, the world on the Polarstern is segregated: crew, officers, scientists. I think I fall somewhere in between. A ship is like a summer camp. It is all about procedures and everyone must abide or chaos ensues. The trick is find a friendly party that will explain those procedures before I step over the unseen boundaries. Tina was just that person. She is a biology grad student studying the effect of ocean warming on pelagic fish.

Then I try a quick tour of the ship, but within three turns of a corner I’m completely turned around. The Polarstern has seven decks connected by a central stairs and many doors with inscrutable labels all written in German. This is my handicap. Still, my exploration starts from my cabin to the galley and back and expands from there.

–April 19 AM: The Cape Town harbor sits at the bottom of the continent where 5,000-foot mountains loom. It shelters many ships bound for ports to the West, but not the East because of the threat of pirates. Cape Town traffic has increased as cargo is off loaded to rail and truck to avoid the east side of Africa, and likewise cargo is received for the journey west.

There are big ships here: tankers, container ships, general cargo, oil rigs, crew boats for the rigs and rust buckets. There are some tied to a remote pier called the graveyard. They will soon become target practice or cut up for scrap. One ship stands out; so I go ashore for pictures. With its many derricks and lots of deck plumbing, I want to get a closer look at the Peace in Africa. No kidding, that’s the name. Immediately a shore officer wants to confiscate my camera. “No way,” I say. Then I notice the owner: DeBeers. This ship mines the ocean bottom for diamonds; think Howard Hughes and magnesium nodules. Peace in Africa my foot. I beat a hasty retreat back to the safety of the Polarstern.

QuarkNet detector taken on ship. Credit: Fermilab

– April 19 AM: All the while, I’m wondering: Where is my cosmic ray muon detector? I ask Sonja who is the agent handling all the Polarstern logistics, whether she has seen it. She says that she will check and let me know.

– April 19 PM: Whoops, my first surprise. The money onboard is the euro……. I knew that, but they require cash. Now I’m in trouble; my credit card will do me no good. I must come up with cash; Sonja offers help and a driver to a downtown bank. But, this quickly goes bust as the banks refuse to exchange dollars for euros especially for someone on a ship. You must have an account and a permanent address. Hmmmm, I think they’ve been burned before? What to do?

–April 19 PM: Sonja has found my box. It’s in Cape Town. Closer, but still not onboard.

–April 19 PM: All ships use an agent for logistics and paper work. The Polarstern uses Meihizen International. They are skilled at problem solving, including my cash shortage problem, and they gladly offer help. First, I will retrieve South African rands from an ATM; then the agent will go to his bank for euros because he has permanent-resident status. My money goes from credit card dollars to rands to euros and I can feel a slice out of my funds at every step.

Still, the snafu gave me a tour of Cape Town and a genial meeting with the president of the agent company. He’s a sailor; I’m a sailor. We get along famously; I’m invited back for a cruise on his yacht. Nice yacht.

–April 19, much later PM: The day is getting late, and I learn we will depart at exactly 2000 (8 p.m.) on Wednesday with or without my cosmic ray muon detector. Sonja says the box is now at the agent’s office. It’s closer and will be delivered late afternoon. Sure enough, I see it come out of the delivery truck and get hoisted via the ship’s crane (I think: Please don’t drop it boys) to the receiving deck.

But, still I can’t have it. I am told that the cargo mate must verify the box on his manifest list. The officer will release it tomorrow morning.

GLOSSARY:

*quay: pronounced “key”.  A concrete, stone, or metal platform lying
alongside or projecting into water for loading and unloading ships. Similar to a
pier.

*bunkering: fueling a ship.

*galley: kitchen

*manifest: A document giving comprehensive details of a ship, its cargo
and other contents, passengers,and crew for the use of customs officers.

– Bob Peterson

The cost of a PhD

Thursday, June 3rd, 2010

It costs a lot of money to produce a PhD scientist.  A rough estimate, based on my education:

  • Primary and Secondary education:  For simplification, let’s say I spent all of my k-12 years in Colorado.  Colorado ranks roughly 42nd in per-pupil spending, but it still costs $8,600/pupil/year for k-12 education.  Therefore, my high school diploma cost roughly $112,000.
  • Bachelor’s degree:  I went to Colorado State University for my undergraduate degree – a large state university.  Colorado State was a great bargain and when I started there, in-state tuition was roughly $2000/year.   Most of this was covered by scholarships, so was actually paid by some branch of government.  However, CSU spent roughly $20,000/student on undergraduates, with the difference made up from the general fund.  I spent five years in undergrad, so just the tuition for my degree was worth roughly $100,000.  Fort Collins, CO was pretty cheap to live and I was an overwhelming cheapskate.  My cost of living averaged about $10,000/year, adding another roughly $50,000.  Additionally, I participated in four summer undergraduate research programs.  One program was at CSU and my participation (salary and other expenses, excluding the salaries of my supervisors) cost roughly $4000.  One program was at UNC Chapel Hill and I got paid $3,000 plus room and board and transportation to Chapel Hill, so this cost roughly $5,000.  One program was in the Netherlands for five months and this probably cost roughly $10,000.  One program was in Switzerland for two and a half months and this probably cost roughly $10,000.  So the cost of my supplementary training as an undergraduate was roughly $29,000.  Therefore the total cost of my undergraduate degree was roughly $179,000.
  • Doctorate:  The average time in graduate school in physics in the United States is six years.  I spent six years and two months in grad school.  Grad students in physics don’t pay for their tuition, but tuition is paid to the university by the grant.  At Yale, my tuition was about $20,000/year.  In addition, my stipend, my supplementary salary from teaching, the cost of my health insurance, and overhead added up to at least $40,000/year.  This adds up to at least $360,000.  On top of that, I took trips to conferences and to take shifts.  My travel for my research definitely pushed the cost of my graduate degree to at least $400,000.

Therefore my PhD cost roughly $691,000.  This is not a precise calculation and one could certainly quibble with details.  I’m sure that people with more knowledge about grants would say I’m actually underestimating a lot of costs.  A PhD at Yale is probably more expensive than at other schools, but it still easily costs well over half a million dollars to produce a PhD.  That’s a huge investment for society to make in a person – and I’m very grateful.

I benefited significantly from scholarships and grants.  Other than paying taxes like everyone else, my family and I probably paid less than 5% of that cost.  Some costs were picked up by private organizations through grants, awards, and scholarships, but most of it was paid for by some branch of the government.  My teaching, tutoring, and research does have economic value – I don’t see myself as a leech on society – but I do owe my education and the opportunities I’ve had to the kindness of taxpayers.  If we did not live in a society that at least strives to create equal opportunities for all, I would not be where I am.  Because of the debt I owe society, I feel it is my responsibility to give back – to use my education to explain what I do to the public and to help inspire and train the next generation.

At the same time, society benefits from having highly educated people.  I am doing basic research that will most likely not lead to a marketable product in my lifetime.  But basic research is crucial to future economic developments.  Research in high energy particle and nuclear physics has led to cheaper and better particle detectors which can be used for medical technologies.  CERN played a crucial role in the development of the internet – certainly more than Al Gore – and it still does.  All of the experiments at the LHC use a computing infrastructure called the grid and developing the grid took substantial improvements in networking and distributed computing.  Studying the Quark Gluon Plasma will not directly feed the hungry or cure cancer, but we move the boundary of what is possible and this benefits humanity.

Meeting our PIREs

Monday, September 21st, 2009

Your humble correspondent hasn’t had a chance to write much lately, as I have been dealing with an unfortunate confluence of events that require my attention. I’ll try to catch up on some of these events over the next few weeks/posts.

In a previous post, I mentioned our engagement in research on future silicon pixel detectors. This is funded by a rather interesting National Science Foundation grant that I’m on from their Partnerships in International Research and Education program. Like the title says, the purpose of the program is to create partnerships between U.S. and non-U.S. institutions to create research and education opportunities that have a significant international component. This program is very competitive, and we were lucky to be awarded a PIRE grant in 2007.

We are part of a consortium of five U.S. schools — UNL, University of Kansas, Kansas State University, University of Illinois-Chicago and University of Puerto Rico-Mayaguez — that is working with the Paul Scherrer Institute in Switzerland and ETH, the Swiss Federal Institute of Technology in Zurich. We send graduate and undergraduate students on an all-expense paid trip to do research work at PSI for the summer, and to take classes at ETH during the school year. The scientific goals of the project are to do the R&D work for the next CMS pixel detector, and to learn as much as we can from the talented PSI group. The broader educational goals are to give the students the opportunity to engage in a great learning experience abroad.

The PIRE group holds an annual workshop, and this year it was our turn to host it at UNL. We “only” had about 25 people coming to visit us for the two days, but my colleague Aaron and I still had a lot to do to take care of all the logistics and put together the agenda and so forth. After all that, it went pretty well. There is a lot of activity on the project, but it’s hard to get a view of how it all fits together unless you have some meetings like this. When you sum up all the little summer projects that students have done, it starts to look pretty impressive. There have been a number of published papers and conference presentations on the work. Perhaps the nicest part was hearing about the students’ experience of living, working and studying abroad. Everyone said that it was a real eye-opener; having the chance to be immersed in a foreign culture teaches you a lot about your own. We’ve only had a few students take classes at ETH so far, but they have been wildly enthusiastic about their experience — they found the classes challenging but satisfying, and got a lot of great support from ETH staff. After hearing all that, I definitely want to track down more students who can benefit from joining this project.

But one of the best things about the workshop is that the collaborators from the other schools are a nice group of people, and we really enjoyed getting to sit down face to face and talk about our work and the rest of life. I’m already looking forward to our next get-together…even if it is going to be in Manhattan, KS!

Outreach

Thursday, July 2nd, 2009

Outreach activities are an important part of what we do. Not only do they inform the public what their tax dollars are being spent on and allow it to ask questions, but also reaches out to students when they are still thinking about a career; either when they are undergraduates or even earlier in high school.

Research is built around the concept of “apprenticeship”, and having good, motivated students is crucial. They do a lot of the “grunt work”, e.g., building and calibrating the detector, writing software, etc., but they also analyze data that lead to publications, and their dissertations ; undergraduates can also make important contributions.

One way to work with undergraduates is to be a host for a student in the REU program (Research Experience for Undergraduates). An undergraduate typically spends ten weeks during the summer with a research group at a university different from where they are enrolled as a student. This summer a colleague and I are hosting a student from Missouri University of Science & Technology; last year we worked with one from Vanderbilt University. He is reading ATLAS documentation to understand how “Missing Energy” is determined, learning how to use software tools, making plots, giving talks in local group meetings, etc. In other words, getting a first hand look at how research is done.

Another outreach activity I have been involved with since last year is called “Adopt-a-Physicist”. It is coordinated through the American Institute of Physics. Basically, one is “adopted” by high school students from around the country for a period of two weeks, and they ask questions (on a web-based forum) about whatever strikes their fancy, e.g., what my research is all about, what the life of a scientist is like, what my daily activities are, how much I get paid (not as much as I would like! Even Physicists like to own Porsches!), whether I have pets, etc. The adoptees have a Physics degree but are not necessarily in research. It is a very good way for students to learn the benefits of getting a science education. I received the following from one teacher whose class had adopted me,  “…thanks for increasing their interest in a science related career. This interaction with you has definitely changed their view about scientists and they realized that scientists are real people leading a life a similar to theirs…” Maybe one or more of them will end up doing research. At the very least, it broadens their perception about science and scientists.

This is not strictly a particle-physics topic, but it’s something that I do, and I think it is worth mentioning. The University of Nebraska is committed to making sure as many of the students of this state as possible are ready and able to attend college here. One program that we run as part of this effort is the Nebraska College Preparatory Academy, which seeks to identify students from groups with low college-attending rates (for instance, those coming from families where no one has attained a college degree) and then makes sure that those students get extra attention so that they are on track to attend UNL when they have completed high school. Currently the program works with students in Grand Island (fourth-largest city in Nebraska, about 100 miles west of Lincoln) and students from an Omaha high school can get involved starting next year. Students who complete the program are guaranteed admission and financial aid.

Yesterday and today, 24 students in the program were on campus for a “research conference.” The idea was that students would do some meaningful research during their stay, and then make a presentation on it at the end. (They also stay in the dorm, eat at the dining hall, etc.) I ended up (longish story) coordinating my department’s participation in this. Now, it is a little difficult to do meaningful research in just one day! Our solution was to have the students do one of our instructional lab experiments — a canned exercise, yes, but you can still get the idea of how to do physics, and you can actually get at some fundamental physics reasonably quickly.

This worked out pretty well — the students did good lab work and made nice posters about their experiments, and I think that they learned some of the physics concepts too. One pair of students did an experiment on radiation, where they worked with some weak beta and gamma sources and looked at how distance from the source and shielding affected the counting rates. I asked them what they learned from it, and they said that they are much more attuned to the hazards of radiation. Hmm, maybe not quite the lesson that I had in mind, especially given that the radiation dose that a person who works on a particle-physics experiment gets is usually far, far lower than what they get from background cosmic rays, but still, they seemed excited and challenged. At the end of the day, one of the guidance counselors who came along with them told me that the students really got the point that they have to learn their math if they are going to do this kind of work.

One of my colleagues, from the anthropology department, had kicked off the workshop with a talk on “What is research?” I asked her what she told them, figuring that I could use a few pointers myself. She said that her point was that “research is learning.” Probably so, although I must admit that it reminded me of a quote I heard long ago, which was that when asked “What is physics?”, one talented scientist said, “Physics is what physicists do at night.” It took me a while to really understand what that meant. 9:19 PM; I should get back to work.