Physics rebounds in post-Katrina New Orleans

May 22, 2008 | 4:44 am

Physicists who descended from far and wide on New Orleans for the APS March Meeting caught a glimpse of the city in the process of tentative renewal. It was also an opportunity to meet with colleagues in the New Orleans physics community and see how they were faring since the August 2005 hurricane.

Three years ago, Katrina made landfall as a strong category 3 hurricane, sufficient to breach the levee system and inundate 80% of the city. Physicists in New Orleans faced unusual challenges both in the immediate aftermath and following their eventual return.

All universities were shut down for many months, lost email capacity, and saw faculty and students scattered to parts unknown. Since the calamity, a combination of luck, geography and the particular nature of each institution have played a role in the degree of recovery.

Without question, the biggest success story has been Tulane University. All physics faculty have now returned, and the department today is undergoing something of a renaissance. While the university was closed, many physicists, (along with their families and research groups), were graciously welcomed at institutions across the US. The ensuing collaborations proved a silver lining for both physicists and their students.

Ulrike Diebold, a physicist in surface science, was invited with her group to New Jersey and participated in stimulating collaborations at Rutgers University. John Perdew, a theorist, evacuated to Houston, where he immediately contacted former collaborator Gustavo Scuseria, a theoretical chemist at Rice University, who offered office space and computers.

Fleeing Katrina, Wayne Reed, a polymer physicist, landed for a time in the Ozark wilderness. But like fellow Tulane faculty, he caught a lucky break. A colleague at University of Massachusetts at Amherst invited Reed and his sizeable research group to UMass, which boasts one of the finest polymer science departments in the world.

As Lev Kaplan, a Tulane quantum chaos theorist said, “I think I speak for all of us when I say we are very grateful to departments all over the country who invited us and our students.”

Tulane physics chair Jim McGuire also praised the initiative shown by his university, which continued to pay salaries to faculty and teaching assistants during their absence.

Physicists at other institutions in New Orleans were often less fortunate than their Tulane colleagues. Many faculty at the University of New Orleans, including Greg Seab, departmental chair, had their homes destroyed.

Ashok Puri, also at UNO, lost his house and was then defrauded of $30,000 dollars by crooked contractors who vanished into thin air. Puri was most concerned, however, for his son, who was preparing for university entrance exams when the hurricane struck. (Fortunately, despite the disruption, the student was admitted to Cornell.)

The management response at UNO has come in for criticism by a number of physics faculty. In the opinion of some, the administration took advantage of the catastrophe to engage in restructuring efforts, which included furloughing a number of physics professors, some of whom were tenured. The impact on departmental morale has been palpable, according to some.

Xavier University, which took on six to seven feet of water in virtually every building on campus, has also had a difficult time getting back on its feet, as Physics chair Murty Akundi made clear in a special APS session, Learning From Katrina. A number of senior physics faculty have left Xavier in Katrina’s aftermath, forcing Akurti to rebuild the department-a significant challenge. Funding shortfalls continue to undermine physics efforts at both Xavier and UNO.

As with other New Orleanians, physicists struggling after Katrina proved that necessity is the mother of invention. Although many were highly critical of administrative and state bureaucracy, all gave the nationwide academic community high marks for ingenuity and exceptional generosity. Many professional relationships forged as a result of the storm continue to prosper.

The city’s physics community seemed invigorated by the lively March Meeting. While many visitors to the city stayed close to the Convention Center, some ventured into the city’s vibrant French Quarter, a short walk from the meeting site. This tended to give a skewed impression of recovery in the city, which remains in a sorry state in areas like Lakeview and the Lower Ninth Ward. Nevertheless, even physicists most severely affected by the storm and its aftermath expressed hope that their departments are finally getting back on their feet and will begin again to flourish.

By Richard Harth

Reprinted with permission from APS News, the monthly newsletter of the American Physical Society.

An earlier commentary on this topic appeared in symmetry in September 2006.

Guest author

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Learning by drawing

May 21, 2008 | 6:11 am

Drawings by students in an MIT chemistry class explain molecular bonding

For generations, teachers have conveyed complicated concepts by drawing sketches on a board. Now college science students are being asked to draw the sketches and explain the concepts themselves, as a way to help them learn at a deeper level.

The project, called “Picturing to Learn,” is the brainchild of Felice Frankel, a scientific photographer and Senior Research Fellow at Harvard University. In 2005, Frankel received a grant from the National Science Foundation to try her idea in a few science classes, including “Introduction to Solid State Chemistry” at MIT and “Invisible Worlds: Micro- and Nanothings” at Harvard.

Students were asked to explain various concepts by drawing pictures that a high school student could understand. You can see several of those drawings on the program’s Web site. More drawings accompany this press release from MIT.

Kara Culligan, a student in George Whitesides’ micro-nano class at Harvard, says drawing gave her a chance to be more creative, and was a nice break after all the calculations. “I’m definitely a very visual learner,” she says. “You have to understand it fully before you can draw it.”

One assignment asked her to describe the behavior of a “particle in a box,” an abstract concept in quantum mechanics in which a particle is constrained to remain inside a defined region of space. “I visualized a little particle bouncing around in a box,” Culligan says. This gave her the idea to depict the concept as a pinball game where sections of the game represent the different energy levels the particle can have. In another drawing, Culligan represented Brownian motion as bumper cars colliding.

Sadoway has employed “Picturing to Learn” in his last three freshman chemistry classes. He says he uses it to teach certain difficult concepts, such as understanding the relationship between chemical-bond strength and boiling point. When students try to explain this in words, Sadoway says, he can’t be sure they really understand the concept: “Sometimes the right terms are there, but the explanation may be muddy.” When he asks for a calculation, “They’ll give me answers to three significant figures in no time, but they may not understand the relevant science.” But when students have to draw a picture of how it works, “I can see whether the student understood the topic right off the bat.”

Because the drawings show students’ misconceptions so clearly, Sadoway says, he can now anticipate which concepts are likely to confuse learners. “It’s changed the way I teach,” he says, adding that students seem to do better in these topics on the final exam.

NSF Program Officer Hal Richtol says “Picturing to Learn” can work in chemistry, physics, biology, engineering, or even mathematics. Drawing and science go together, he says: “When professionals get together, once a sticking point comes up, people start drawing diagrams.”

The program originally received what the NSF calls a “phase I award”–a grant at the local level for trying out new ideas–in 2005. Based on positive evaluations of its benefits, “Picturing to Learn” got a second NSF grant in 2007 to expand the program to the regional level. More schools are signing on, including Duke University and Roxbury Community College, as well as more professors at Harvard and MIT.

How can they tell the program works?

Program evaluation isn’t just about test scores, Richtol says: “There are lots of factors involved in student learning. Evaluation is really a sociology project.”

It would be hard to evaluate the program’s effectiveness by comparing student test scores, Sadoway says. To do that in a meaningful way, he would have to divide his classes and give only half the students the drawing assignments, then compare the scores of the two halves of the class on the final exam. For ethical reasons, he says, he can’t do that experiment.

Instead, NSF evaluates student learning in a more holistic way. Barbara Tversky is a cognitive psychologist from Columbia Teacher’s College who evaluated the program in April. The “Picturing to Learn” program includes a workshop held once each semester at the School of Visual Arts in New York, where science students and design students collaborate to develop pictorial explanations of science concepts. Tversky attended the workshop and observed the interactions of the students.

The workshop attempted to answer “Why is the sky blue?” First the physics students had to get the science straight in their own heads, Tversky says. They quickly realized there were gaps in their knowledge, which they filled by consulting teachers and each other. Then they had to explain the science to the design students. “The design students asked questions the physics students didn’t ask,” Tversky says.

The students began drawing very concrete representations, such as a person looking up into the sky, but as they worked together the drawings became more abstract and conceptual, Tversky says. Students were also forced to break down the phenomenon into steps before they could represent it accurately.

“Creating the visualization required them to be much more precise,” Tversky says. “You have to go from start to finish. It doesn’t permit certain kinds of ambiguity. The students came up with some very creative ways to do it; some of the drawings could have been used in textbooks.”

According to its Web site, the project plans to offer guidelines and resources for teachers who want to develop their own exercises and workshops.

By Madolyn Rogers, symmetry intern

Guest author

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The tau lepton original paper

May 20, 2008 | 4:14 am

Following up the APS milestone about the 1974 papers that heralded the discovery of the J/Ψ, the paper chosen to represent 1975 was for work also done on the SPEAR storage ring at Stanford Linear Accelerator Center and also led to a Nobel Prize in physics, this time for SLAC’s Martin Perl.

You can read past-editor-in-chief of Physical Review Marty Blume’s commentary and then click through to read the original paper. The paper itself doesn’t claim discovery of the tau lepton but was the first key step in the process. For the very first symmetry magazine logbook, we published a reproduction of Perl’s hand-drawn graph of the data that led to this paper.

David Harris

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Detective aims radar gun for big bang movie

May 19, 2008 | 6:14 am

What better way to illustrate the concept of redshift than with that bane of speedy motorists, the radar gun?

That’s how a crew for the National Geographic Channel wound up filming a radar-gun-wielding detective at Fermilab earlier this month. It will be part of a film about the evolution of the early universe–the period shortly after the big bang–in the “Naked Science” series.

To better understand the evolution of the universe, cosmologists are eager to measure the speed of celestial objects moving away from Earth. They determine the redshift–or change in color–in the light emitted by a star. This corresponds to a shift in wavelength (and frequency) of the light. The shift in wavelength also happens with sound waves; a siren’s pitch, for instance, becomes lower as it moves away, a phenomenon known as the Doppler effect.

When it comes to celestial objects, the redshift also indicates their distance from Earth: The faster a star moves away from Earth, the more its color shifts toward the red end of the spectrum and the farther away it is from Earth.

A radar gun measures the speed of passing cars by using electromagnetic waves, which travel at the speed of light. It sends out microwaves that bounce off a car and back to the device. If the car is moving at the same speed as the radar gun, the returning waves have the same wavelength and frequency as the waves that leave the gun. If the car is moving away from the radar gun, the returning waves have a wavelength and frequency different from the outgoing ones. The size of the shift indicates the speed of the car.

The film crew recruited Detective Shawn Mazza (right) of the City of Batavia Police Department to operate and pose with a radar gun. Cameraman Andrei Khabad (second from left) spent more than an hour capturing Mazza in action, for what will probably be a minute-long explanation in the documentary. Khabad filmed the detective from every angle, from close-ups of Mazza holding the radar gun to shots of him chasing a speeding car. At least, that’s what it will look like in the final cut; in reality, the police car rarely moved more than 10 feet in any of the scenes they filmed.

According to producer Melisa Akdogan, the documentary will air some time next year.

Kurt Riesselmann

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Oops: More physics degrees, not fewer, since Sputnik

May 16, 2008 | 12:37 pm

Sputnik 1; image courtesy of NASA

An item in the current issue of Science reveals a significant error in Rising Above the Gathering Storm, an influential National Academies report that argued for more federal investment in science. The executive summary for the latest edition of the 2005 report states:

There were almost twice as many US physics bachelor’s degrees awarded in 1956, the last graduating class before Sputnik, than in 2004.

That figure, which a footnote attributes to Digest of Education Statistics 2004, is “dead wrong,” Science says:

In reality, U.S. colleges and universities awarded 72% more undergraduate physics degrees in 2004 than in 1956–4965 versus 2883. Sliced another way, degree production has risen by 40% since hitting a post-Sputnik low in 1998 and is approaching levels not seen since the late 1960s, when a series of large graduating classes triggered a serious job crunch.

This is not the first error that’s cropped up in the report; according to the article, its first edition also exaggerated how many engineers graduate from schools in China and India, an error that has since been corrected. The article goes on to say that Academy officials don’t know how the error occurred.

Glennda Chui

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The J/Psi particle original papers

May 16, 2008 | 6:48 am

J/Psi data

On November 10, 1974, SLAC’s Burton Richter and colleagues found evidence for a particle they called the Ψ (the Greek letter Psi). Meanwhile on the east coast of the United States, Samuel Ting and his colleagues found comparable evidence for a particle they called the J. Both were the same particle and papers from both groups were published in Physical Review Letters on 2 December, 1974, as the first evidence for what is now known as the J/Ψ. Richter and Ting were jointly awarded the Nobel Prize in Physics in 1976 for the discovery, a mere two years after the work was done.

As part of PRL’s 50-year anniversary, the American Physical Society has now made those papers freely accessible to everybody. You can read both the Richter and colleagues, and Ting and colleagues papers via this introductory page. Back in September 2005, we published a reproduction plot of Richter’s logbook with the original data for the Ψ particle in symmetry.

David Harris

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Code crackers wanted!

May 15, 2008 | 5:12 pm

Fermilab code letter

[Note: I ask that people not bug the person mentioned in the code as he is retired and is not often in his office. We don't want to bombard him with inquiries about this code! Thanks for understanding.]

A little over a year ago, the Fermilab Office of Public Affairs received a curious letter in code (see the image to the right). It has been sitting in our files all that time and we haven’t had much of a chance to look into breaking the code, nor are we particularly expert at this!

If you have a cryptological bent, perhaps you’d take a crack at this code and email us anything you find at letters@symmetrymagazine.org.

Note that this scan is from a fax of the original. The holes punched in it were not in the original and a tiny sliver has been cut off the top of the page where the fax information was printed. I’m hoping that the precise positioning on the page isn’t relevant!

Update: A few people have been asking for more information about the physical letter that arrived as it could contain clues. Here are answers to some of your questions and any other information that might be relevant.

The letter came delivered by USPS on Mar 5, 2007, addressed to:

Fermilab
Kirk Rd. & Pine
Batavia, IL 60510

It was hand addressed but came in an envelope where you pull on the ends for it to come apart.

It was postmarked in Chicago but I can’t read any more details on the faxed version I have. (I shall try to get the original.)

The image here is now lower resolution than I had posted originally as it seems there probably isn’t anything encoded in the finest details. You can still download a (>4MB) version here.

Further update: We are close to a solution and suspect we know the sender of the letter!

An emailer “Mike” came close to deciphering the message but, soon after, Daniel Stephens came through with a full decryption of the top and bottom sections of the text. You can read the partial solutions of the top and bottom sections by a number of people in the comments.

However, I’m not convinced that the middle section is solved yet. Any further ideas?

The spreading word: This story has spread like wildfire around the Web, even leading to requests to do news stories on network TV news but I hadn’t expected this to be turned into a cartoon! Check it out at userfriendly.org.

David Harris

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Woman power at the LHC

May 15, 2008 | 4:55 am

CERN’s Paola Catapano interviewed 10 women who are working on the Large Hadron Collider, which is scheduled to start up later this year. They include a surveyor, and several physicists and engineers working on computing, radiation protection, electronics, and environmental impacts of the giant collider. Catapano asked each of them a version of this question: Has being a woman been an obstacle in your career?

Here’s the response from Eva Sanchez Corral, 43, a Spanish computer engineer and mother of 8-year-old twin boys, from an article in the CERN Courier:

Today we are three women in my team, and I find that extraordinary. When I arrived at CERN in 1994 I was the first “staff” woman engineer in the whole group. In the beginning, my colleagues, all men and older in general, looked at me with curiosity and even with a defiant attitude. They treated me in the way men usually treat women, rather than as a colleague. Then, little by little, the old staff were replaced by young engineers, and a few were also women. So the group started treating us as a new resource. Today, our managers especially realize that women can really make a valuable contribution to team work. We are more flexible, have more energy, we are less individualistic and are good at conflict solving and negotiating. These qualities are particularly appreciated now during LHC commissioning. The real challenge for us is when children come. It’s really two jobs, and it demands a super level of organization between home and the office. Luckily they are not kids forever–they grow up and when they are older, our partners can help more.

From Isabel Brunner, 33, a radiation protection engineer with two small children:

My answer is a clear “no.” Even during my two pregnancies–where I was not able, or allowed, to perform my work in radiation controlled areas–I can’t say that I had any disadvantages. I like my job and I have a great supervisor who treats everyone as an equal. However, working in a “man’s world” is not always easy and it needs plenty of self-esteem and force to stand up and get your point through. I’ve only had one conflict regarding gender differences, and I put an end to it when I confronted the person. This was not easy, but eventually it was the best solution to the problem.

Go here to see photos of these women and read the original article in Newton, the Italian science magazine, that was based on the interviews (it’s in Italian.)

Glennda Chui

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Theory of Napoleon's poisoning comes up short

May 14, 2008 | 4:53 am

The Italian National Institute of Nuclear Physics, INFN, used modern-day science to clear up another history mystery, reports the CERN Courier.

Laboratories in Milano-Bicocca and Pavia in Italy used neutron activation to test for arsenic poisoning in hair samples from renowned French general and ruler Napoleon Bonaparte.

Physicists used a small nuclear reactor built for the Cryogenic Underground Observatory for Rare Events–a neutrino detection experiment–to study particles in preserved hair samples.

The test found high levels of arsenic but failed to find a significant increase in arsenic levels shortly before Napoleon’s death.

That contradicts theories that prison guards at Saint Helena poisoned him. Rather, tests of hair from periods throughout Napoleon’s life found high levels of arsenic likely due to environmental factors in the early 19th century.

Last May, INFN used a particle accelerator to carbon date four relics tied to St. Francis of Assisi, the Catholic patron saint of animals who founded the Franciscan order of monks.

The exam found that a tunic, death bedding, and gospel housed in the town of Cortona dated from the lifetime of St. Francis, but another tunic preserved in Florence was made decades after his death.

Tona Kunz

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Time to play crackpot bingo!

May 13, 2008 | 5:03 am

So you thought all those strange missives offering revolutionary and completely unfounded new theories of physics were useless? Wrong! Over at Swans on Tea, Tom Swanson mines them for gold, creating a new game called Crackpot Bingo. In place of the traditional numbers–B22, G3–his cards feature terms from the crackpot lexicon:

Gedanken — use of a thought experiment to debunk a theory or actual experiment
ALLCAPS — extensive use of ALLCAPS or large font
Galileo— as in, comparing themself favorably (i.e. persecuted)
Einstein— as in, comparing themself favorably (i.e. I am the next one)
Nobel — claiming they will win one
School — listing degrees and/or schools attended
Dropout — usually a proud declaration
Many years — how long they’ve worked on their theory
Prize — offer a prize to anyone debunking their work

Not to mention:

Mum — won’t divulge details for fear of idea being stolen
Polly — simple repetition of claims, unchanged, after being debunked

Swanson freely admits to having cribbed much of his material from The Crackpot Index, a gem put together by mathematician John Baez of UC-Riverside that’s been circulating for at least a decade:

10 points for pointing out that you have gone to school, as if this were evidence of sanity.

10 points for mailing your theory to someone you don’t know personally and asking them not to tell anyone else about it, for fear that your ideas will be stolen.

10 points for each statement along the lines of “I’m not good at math, but my theory is conceptually right, so all I need is for someone to express it in terms of equations”.

Swanson has invited readers to suggest new terms for Crackpot Bingo; he’ll add the ones he deems worthy. Looks like one has already arrived:

Indignation — at being asked for evidence or other corroboration (added 5/11)

Glennda Chui

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