Undergraduate physics research at ILP
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Undergraduate physics research at ILP
Rainer Grobe
Intense Laser Physics Theory Unit
Illinois State University
“Theorists at Primarily Undergraduate Institutions” Kavli ITP Santa Barbara, CA July 16-20 2007
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July 21-25 2003 “Second row rule” ???
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Overview PUI theorist
Internalcollaborators
Undergraduatestudents
Externalcollaborators
where • Institutional environment
why • My opinion on undergraduate research
what • Examples of undergraduate projects
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Illinois State University
Location: Normal/ Bloomington
(2h south of Chicago)
students: 18000 Ugrads 2000 Grads
In the middle of nowhere … (in the center of everything)
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• Undergraduate only
• 12 Faculty
Smallest in CAS (of 16 depts.)
• 15-20 Graduates / year
Top Five in the US (of 515 phys. depts.)
The small-large department
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ISU Physics DepartmentISU Physics Department
• ≈ ≈ 130 physics majors130 physics majors– I PhysicsI Physics– II Engineering PhysicsII Engineering Physics – III III Computer PhysicsComputer Physics – IV Phys.Teacher EducationIV Phys.Teacher Education
• Funding: NSF, DOE, NASA, Res. Corp.Funding: NSF, DOE, NASA, Res. Corp.
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Computer Physics Degree at ISU
• 9/12 faculty are computational physicists • early 1970’s: first computer course
• 1997: entire degree sequence created
• 1990: numerical challenges incorporated into each class
• class objective: prepare students for research work
Research is integrated component of curriculum
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My opinion on educational needsIrrelevant:• Physics “knowledge” and “facts”
• Classes with passive learning experience
Relevant:• Problem solving skills
• Communication skills
• Experience in team work
• Realize: real problems do not have solutions
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The perfect fit: teaching & researchInstitutional support is crucial:
• credit in teaching category
• out-of-class work with students equally important as in-class work
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When to involve Ugrads in research
Common wisdom:
• Beginning Junior yearadvantages: • sufficient background and maturitydisadvantages: • good students join other groups
• once prepared they graduate
My approach:
• Directly out of high-schooladvantage: • no competition, pick the smartest
• they contribute for 4 yearsdisadvantages: • no background requires lots of work
• highest risk as no track record
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What to do with Freshmen ??
• They know computers• Teach them programming• Simple differential equations• Teach them graphical display of data• Teach them the physics• Tell them what is all not known• Student are equal partners in research
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Form well-structured subgroups
Project A:Leader: JuniorMembers: 2 Freshmen
• Students can teach and help each other mix new with older students
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Frequent student presentations are a must
• Communication skills
• Feeling of having something accomplished
• Structure your results
• Presentations look good on resume
• Lots of travel support available
• Presentation awards
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ILP student presentations last year 2006:
“Symposium for undergraduates in science, engineering and mathematics”, Argonne IL (5 talks)
“Illinois State Undergraduate Research Symposium”, Normal IL (5)
“IS-AAPT Conference”, East Peoria IL (5)
“APS-DAMOP meeting”, Knoxville TN (1)
since 1997: ≈ 165 student presentations inIllinois, Nebraska, Colorado, Indiana, Canada, Georgia, Michigan, Arizona, Tennessee …
extensive web archive (www.phy.ilstu.edu/ILP/studentachievements) with details of about all 165 ILP-student presentations, 40 ILP-student publications, and 21 national ILP-student awards.
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Precisely articulated projects are a must
• qualified when capable to defend work in public
Student co-authorship is helpful
• divide problems into many substeps
• better control
• teaches thoroughness - no shortcuts
• progress easier to monitor
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Summary
• Start as early as possible• Computational work ideal for students• Stubbornness, endurance, creativity, don’t believe books• In house collaborations• Educational aspect is priceless
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Collaborators and helpers at ILP
Charles Q. Su
G. Rutherford
S. Menon
Experimental colleagues at ISU:
D. Marx E. RosaJ. DunhamB. ClarkD. Cedeno
T. Cheng
traitors
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Past undergraduate research students at ILP
Alison David Isaac Nate Nic Sawyer Sebastian Tim Present ILP members:
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Three examples of Ugrad. Projects
• extrapolation based imaging
• decomposition based imaging
• destruction of vacuum (2 students)
• seeing through milk (5 students)
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Seeing through a glass of milk
Why is this important?
fog navigation
murky water navy
polluted skies meteorology
human flesh imaging
stellar atmosphere astrophysics
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Reality Dream
QuickTime™ and aTIFF (Uncompressed) decompressor
are needed to see this picture.
based on X-rays
dangerous
based on lasers
harmless
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Light’s random walk through milk
Fat globules
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Robert Wagner13 pubs, Apker
Laser pulse interacting with a turbid medium
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I Extrapolation based imaging
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-4 -2 0 2 40
0.5
1
1.5
2
thick (t=2.5)
medium (t=2.0)
thin (t=0.75) ?-4 -2 0 2 4
0
0.5
1
1.5
2computer prediction
Theoretical example for EBI
-4-2
02
4 -2
-1.5
-1
-0.5
02468
10
-4-2
02
4
B(y) = e–[(y-1)/t]2 + e–[(y+1)/t]2
thick
thin
B: brightnessy: transverse lengtht: medium’s thickness
y -4 -2 0 2 40
0.5
1
1.5
2
B
y
t
Alison
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-2 -1 0 1 20
0.05
0.1
0.15
0.2
0.25
predictionfor 3.5 cm
-2 -1 0 1 20
0.05
0.1
0.15
0.2
0.25
true data
-2 -1 0 1 20
0.05
0.1
0.15
0.2
0.25
3 trend makers
Experimental example for EBI
5.5 cm6.0 cm
5.0 cm
-2 -1 0 1 2 cm
? ? ? ? ? ? ? ? ? ? ? ? 3.5 cm
Isaac
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Can one use scattered light to recover positions of the rods ??
(1) create shadow data S(y) for one-rod configurations: S1000(y) S0100(y) S0010(y) S0001(y)
(2) decompose: S1101(y) = 1S0100(y) + 2S0100(y) + 3S0100(y) + 4S0100(y)
If 1 2 3 4
1 1 0 1 then it works
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Theory: create shadow patterns
B1101(y) = Scat Abs Scat Abs Scat Scat Abs L(y)
L(y) = transverse light distribution for incoming light
Abs = action of absorption: L(y) = [1-exp(-y2)] L(y)
Scat = action of scattering: L(y) = ∫dy’ exp(-(y-y’)2) L(y’)
Sebastian
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0.0
0.40
0.80
1 1.5 2 2.5 3y
(a)S1000
S0100
S0010
S0001
0.0
0.40
0.80
1 1.5 2 2.5 3y
(b)S
1000
S0100
S0010
S0001
weak scattering
The four single-rod shadow basis states
strong scattering
Shadow point spread function
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1 2 3 4
0.901 (1) 1.003 (1) -0.006 (0) 0.004 (0) 0.930 (1) 0.001 (0) 0.998 (1) 0.001 (0) 0.942 (1) 0.001 (0) -0.001 (0) 1.001 (1) 0.000 (0) 0.901 (1) 1.000 (1) 0.000 (0) 0.000 (0) 0.930 (1) 0.000 (0) 1.000 (1) 0.000 (0) 0.000 (0) 0.901 (1) 1.000 (1) 0.840 (1) 0.905 (1) 0.992 (1) 0.005 (0) 0.850 (1) 0.933 (1) -0.007 (0) 1.004 (1) 0.879 (1) 0.002 (0) 0.898 (1) 1.002 (1) 0.000 (0) 0.840 (1) 0.901 (1) 1.000 (1) 0.795 (1) 0.844 (1) 0.893 (1) 1.005 (1)
Model data for eleven different arrangements of rods
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Experimental reconstruction of hidden objects
Data sent to computer
?????
Sawyer
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Experimental work
Data sent to computer
Result
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0.12
0.16
0.20
0.24
-10 -5 0 5 10y [cm]
(a)
B1000
B0100 B
0010
B0001
B0000
0.0
0.040
0.080
-10 -5 0 5 10y [cm]
(b)S
1000
S0010
S0001
S0100
S0101
S0111
Transverse brightness patterns
Shadow functions patterns
compare: S0111(y) and S0101(y)
Experimental data
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1 2 3 4
0.613 (1) 1.113 (1) -0.081 (0) 0.035 (0) 0.757 (1) 0.182 (0) 0.736 (1) 0.116 (0) 0.790 (1) 0.034 (0) 0.059 (0) 0.949 (1) -0.040 (0) 0.798 (1) 0.777 (1) 0.121 (0) -0.019 (0) 0.818 (1) -0.028 (0) 1.022 (1) -0.025 (0) 0.131 (0) 0.287 (1) 1.206 (1) 0.571 (1) 0.615 (1) 1.094 (1) 0.011 (0) 0.582 (1) 0.556 (1) 0.427 (0) 0.836 (1) 0.683 (1) 0.046 (0) 0.532 (1) 1.049 (1) -0.015 (0) 0.458 (1) 0.662 (1) 1.090 (1) 0.480 (1) 0.509 (1) 0.594 (1) 1.155 (1)
Experimental data for eleven arrangements of rods
Real time functional imaging possible
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• Collision of two ionsin accelerators
Required: huge forces E≈1018 V/m
• Focus a laser beam
How to break down the vacuum?
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The birth of an electron-positron pair
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The birth of an electron-positron pair
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Model the electron motion
Questions:
• Are the particles born with an initial velocity?
• Do they gain velocity due to
rolling down?
• Can an interpretation help based on
classical mechanics?
Force
velocities
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-0.4 -0.2 0 0.2 0.410-5
10-4
10-3
10-2
10-1
(e)
space z [a.u.]
-0.4 -0.2 0 0.2 0.410-5
10-4
10-3
10-2
10-1
(c)
-0.4 -0.2 0 0.2 0.410-5
10-4
10-3
10-2
10-1
(a)
-400 -200 0 200 40010-8
10-7
10-6
10-5
10-4
(b)
-400 -200 0 200 40010-8
10-7
10-6
10-5
10-4
(f)
momentum k [a.u.]
-400 -200 0 200 40010-8
10-7
10-6
10-5
10-4
(d)
non-relat.
2.9 10 –3
6.2 10 –4
7.3 10 –7
1.5 10 –6
5.1 10 –6
spatial density momentum densitytime [a.u.]
V(z)
classical mechanicsquantum field theory
analytical
Classical-QFT comparison
(z) and (k)
early time
intermediate time
large time
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Quantum field theory: not possible yet
involving the quantization of light
interaction of photon with matter field Coulomb attraction
require simulations of both Dirac and Maxwell equations
Classical theory: possible
preliminary result
Impact on e–+e+ interaction
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-200 -100 0 100 200 300 400
6 10-6
1.2 10-5
momentum k [a.u.]
P(k)
0
quantum field th.
e– – e
+ attraction:
s = 10–3
a.u.
s = 10–4
a.u.
s = 10–5
a.u.
Impact of e–-e+ interaction
V(x)=1/√(s2+x2)
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Quantum field theory:
know only (x) and (p) for the electron
don’t know (x,p)
Classical theory:
let’s see the impact
Impact of “initial state”x-p correlation for e–
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-500 0 50010-6
10-5
10-4
10-3
momentum k [a.u.]
quantum field theory
classical uncorrelated
cl. correlated
cl. anti-corr.
P(k)
Impact of “initial state”x-p correlation for e–
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Summary
www.phy.ilstu.edu/ILP
• Pair creation was simulated using quantum field theory
• Final velocity distribution was compared with classical model
• Classical mechanics explains QFT
if electron is born with initial velocity
• What is really quantum mechanical about pair creation?
P. Krekora, Q. Su and R. Grobe, Phys. Rev. Lett. 92, 040406 (2004).P. Krekora, Q. Su and R. Grobe, Phys. Rev. Lett. 93, 043004 (2004).
P. Krekora, K. Cooley, Q. Su and R. Grobe, Phys. Rev. Lett. 95, 070403 (2005).N. Chott, Q. Su and R. Grobe, Phys. Rev. Lett. (submitted)
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Atoms in magnetic/laser fields
Resonance: cyclotron frequency = laser frequency
L
1
L
2
Laser input
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QuickTime™ and a Photo decompressor are needed to see this picture.
Evolution of electron and positron
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13 Publications
14 Conference presentations
Barry Goldwater Scholarship
USA All Academic Team
Leroy Apker Award in 2002
now a graduate student at Princeton
Robert Wagner (Computer Physics Major 1998-2002)
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Initial field satisfies : E = 0 and B = 0
Time evolution given by : E ⁄t = 1/n2 B and B ⁄t = – E
Level 1: Maxwell equations
laser: E(r,t) medium: n(r)
FFT on the grid method
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Intense Laser Physics Theory Unit
Intense Laser Physics Theory Unit
MichaelBell
JoshuaGillispie
RobertWagner
SchannonMandel
Sarah TonyAllen
Dr. Menon
Prof. Grobe
Dr. Krekora
Prof. Su
Support:National Science FoundationResearch CorporationISU Honor’s ProgramISU College of A&S
Present Undergrad Researchers:M. Narter, scatteringP. Peverly, animationsJ. Henderson, ionizationM. Bell, experimentalA. Lewis, simulations R. Wenning, scatteringK. Karim, ionization
Postdocs:P. Krekora, S. Menon
Faculty: Q. Su, RG
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Student projects since 1997
Failures: Two ACT = 35/36 students
Kevin M. Paul (1 publication) Adiabaton time evolutionBrad A. Smetanko (2) Numerical solution to the Dirac equationKelly N. Rodeffer Ionization revivals in classical mechanicsKress M. Shores One dimensional quantum calculation of the Schrödinger equationJennifer R. Csesznegi (4) Stability analysis of off-resonant adiabatonsJason C. Csesznegi (1) Relativistic ionization using the Lorenz equationBenjamin P. Irvin (2) Stability of KH-eigenstates in bichromatic fieldsJoshua W. Braun (3) One-dimensional essential state approach to stabilizationMarek M. Jacobs Computer movie of pulse propagationRobert E. Wagner (13) CycloatomsPeter J. Peverly (6) Higher-harmonics generation in ionization Tyson R. Shepherd Animations on the ILP webpageRadka Bach Laser-assisted positron production for the Klein paradoxChad Johnson (1) Stabilization in one dimensionShannon Mandel (3) Pulse propagation in random mediaAlexander Bergquist Stereographic display of three-dimensional dataMathew Nickels Photon-density waves in turbid mediaMichael S. Bell (1) Monte Carlo simulations in time-dependent mediaAllan F. Lewis (1) Traditional Monte Carlo simulations in frozen mediaSarah Radovich (1) Classical simulations for Cyclo-heliumJoshua Gillespie (1) Classical simulations for Cyclo-heliumTravis N. Faust Cyclo-hydrogen and heliumMatthew E. Narter Monte Carlo simulations in random mediaJohn C. Henderson (1) Classical simulations for Cyclo-heliumKarim Karr Relativistic ionizationRyan Balfanz Web site development
1.6 publications/per student
JournalsPhys. Rev. Lett (2 times)Phys. Rev. A (6 times) Phys. Rev. E (1)Laser Phys. (8)Opt. Express (2)Front. Las. Phys. (1) SPIE journals (3)Orbit (2) total ≈ 25 publications
see their full stories at www.phy.ilstu.edu/ILP/people