Measuring energy spectra of TeV gamma-ray emission from the Cygnus region of our galaxy with Milagro

High energy gamma rays can provide fundamental clues to the origins of cosmic rays. In this thesis, TeV gamma-ray emission from the Cygnus region is studied. Previously the Milagro experiment detected five TeV gamma-ray sources in this region and a significant excess of TeV gamma rays whose origin is still unclear. To better understand the diffuse excess the separation of sources and diffuse emission is studied using the latest and most sensitive data set of the Milagro experiment. In addition, a newly developed technique is applied that allows the energy spectrum of the TeV gamma rays to be reconstructed using Milagro data. No conclusive statement can be made about the spectrum of the diffuse emission from the Cygnus region because of its low significance of 2.2 σ above the background in the studied data sample. The entire Cygnus region emission is best fit with a power law with a spectral index of α=2.40 (68% confidence interval: 1.35-2.92) and a exponential cutoff energy of 31.6 TeV (10.0-251.2 TeV). In the case of a simple power law assumption without a cutoff energy the best fit yields a spectral index of α=2.97 (68% confidence interval: 2.83-3.10). Neither of these best fits are in good agreement with the data. The best spectral fit to the TeV emission from MGRO J2019+37, the brightest source in the Cygnus region, yields a spectral index of α=2.30 (68% confidence interval: 1.40-2.70) with a cutoff energy of 50.1 TeV (68% confidence interval: 17.8-251.2 TeV) and a spectral index of α=2.75 (68% confidence interval: 2.65-2.85) when no exponential cutoff energy is assumed. According to the present analysis, MGRO J2019+37 contributes 25% to the differential flux from the entire Cygnus at 15 TeV.

Occasional white boarding : examining the effects of physics students' understanding of motion graphs

The Modeling method of teaching has demonstrated well--‐documented success in the improvement of student learning. The teacher/researcher in this study was introduced to Modeling through the use of a technique called White Boarding. Without formal training, the researcher began using the White Boarding technique for a limited number of laboratory experiences with his high school physics classes. The question that arose and was investigated in this study is “What specific aspects of the White Boarding process support student understanding?” For the purposes of this study, the White Boarding process was broken down into three aspects – the Analysis of data through the use of Logger Pro software, the Preparation of White Boards, and the Presentations each group gave about their specific lab data. The lab used in this study, an Acceleration of Gravity Lab, was chosen because of the documented difficulties students experience in the graphing of motion. In the lab, students filmed a given motion, utilized Logger Pro software to analyze the motion, prepared a White Board that described the motion with position--‐time and velocity--‐time graphs, and then presented their findings to the rest of the class. The Presentation included a class discussion with minimal contribution from the teacher. The three different aspects of the White Boarding experience – Analysis, Preparation, and Presentation – were compared through the use of student learning logs, video analysis of the Presentations, and follow--‐up interviews with participants. The information and observations gathered were used to determine the level of understanding of each participant during each phase of the lab. The researcher then looked for improvement in the level of student understanding, the number of “aha” moments students had, and the students’ perceptions about which phase was most important to their learning. The results suggest that while all three phases of the White Boarding experience play a part in the learning process for students, the Presentations provided the most significant changes. The implications for instruction are discussed.

Effect of implementing project-based education in high school physics : file folder bridge engineering

Project-based education and portfolio assessments are at the forefront of educational research. This research follows the implementation of a project-based unit in a high school physics class. Students played the role of an engineering firm who designed, built and tested file folder bridges. The purpose was to determine if projectbased learning could improve student attitude toward science and related careers like engineering. Teams of students presented their work in a portfolio for a final assessment of the process of designing, building and testing their bridges.

ADVENTURES IN FRIEDMANN COSMOLOGIES---INTERACTION OF POSITIVE ENERGY DENSITIES WITH NEGATIVE ENERGY DENSITIES AND CURVATURE OF THE UNIVERSE

In this report we will investigate the effect of negative energy density in a classic Friedmann cosmology. Although never measured and possibly unphysical, the evolution of a Universe containing a significant cosmological abundance of any of a number of hypothetical stable negative energy components is explored. These negative energy (Ω < 0) forms include negative phantom energy (w<-1), negative cosmological constant (w=-1), negative domain walls (w=-2/3), negative cosmic strings (w= -1/3), negative mass (w=0), negative radiation (w=1/3), and negative ultra-light (w > 1/3). Assuming that such universe components generate pressures as perfect fluids, the attractive or repulsive nature of each negative energy component is reviewed. The Friedmann equations can only be balanced when negative energies are coupled to a greater magnitude of positive energy or positive curvature, and minimal cases of both of these are reviewed. The future and fate of such universes in terms of curvature, temperature, acceleration, and energy density are reviewed including endings categorized as a Big Crunch, Big Void, or Big Rip and further qualified as "Warped", "Curved", or "Flat", "Hot" versus "Cold", "Accelerating" versus" Decelerating" versus "Coasting". A universe that ends by contracting to zero energy density is termed a Big Poof. Which contracting universes ``bounce" in expansion and which expanding universes ``turnover" into contraction are also reviewed. The name by which the ending of the Universe is mentioned is our own nomenclature.

ON THE EFFECT OF VIRTUAL REALITY ON STUDENT UNDERSTANDING OF AND INTEREST IN PHYSICS

This study investigated the effect that the video game Portal 2 had on students understanding of Newton’s Laws and their attitudes towards learning science during a two-week afterschool program at a science museum. Using a pre/posttest and survey design, along with instructor observations, the results showed a statistically relevant increase in understanding of Newton’s Laws (p=.02<.05) but did not measure a relevant change in attitude scores. The data and observations suggest that future research should pay attention to non-educational aspects of video games, be careful about the amount of time students spend in the game, and encourage positive relationships with game developers.