Rutgers Astrophysics Institute 2012 - 2013

Each summer outstanding students and their physics teachers from New Jersey high schools are invited to Rutgers University to learn first hand how to do research in X-ray astrophysics.  The Astrophysics Summer Institute at Rutgers University strives to improve the level of science education by involving teachers and their students in conducting authentic basic research.  Moreover, the program challenges the teachers to learn interactive teaching methods that can be applied in their high school physics and astronomy classes.

The Rutgers Astrophysics Institute is a year-long program conducted at Rutgers University by a team of university faculty (professors Terry Matilsky and Eugenia Etkina, high school teachers (Dr. Michael Lawrence of West Orange HS, James Flakker of Governor Livingston HS and Erin Siebenmann of Freehold HS), and technical assistants. There are three types of participants: high school students (16 to 25 per year, two to five students from the same school), their physics teachers (five to eight per year), and pre-service teachers (five to eight per year). The program is divided into two parts: 1) a four week summer component (Astrophysics Summer Institute) and 2) an academic year follow-up. In the summer, all participants learn how to conduct research in X-ray astrophysics. During the following year, teams of high school students and their teachers actually conduct independent research in the schools (and at home), and meet once a month with each other and with university faculty to discuss their findings (pre-service teachers participate as observers).

Description of the Program

Many celestial objects at certain stages of their evolution emit X-rays. X-ray satellites (such as EXOSAT, ROSAT, and Chandra) collect information about these objects that is available to the public via NASA Internet archives.  These data, accessible through the HEASARC web site or the Chandra web site can be downloaded, and analyzed using the proper software. The data comes in the form of photon counts of different energies. It can be analyzed from the perspective of time variability, energy variability, or both. X-ray energy spectra can reveal the physical condition of celestial objects (such as white dwarfs, neutron stars, black holes), while the time variability can reveal their geometry, motion, and interaction.

 Participants learn how to:

1) access these databases,
2) download the information,
3) obtain meaningful graphs (such as light curves and energy spectra), and
4) interpret these graphs in terms of the geometrical, physical conditions of the systems and their evolutionary tracks,

and thus are able to conduct authentic research within their own schools. The availability of the Internet allows them to communicate with the university faculty on a regular basis, access sites with relevant papers and consult by e-mail with astrophysicists worldwide.

In the program participants learn relevant knowledge of physics, astrophysics, mathematics, and computer science. They acquired this knowledge during four weeks in the summer. The first two weeks of the ASI are dedicated to physics and astrophysics (mostly stellar parameters and evolution), while the last two weeks are focused on computer skills and X-ray data interpretation. However, knowing the necessary facts is not enough to conduct research. A certain mind-set and understanding of the nature of science is requisite. This mind-set entails the ability to ask questions, assess possible answers, interpret results, and accept the reality that, occasionally, there is no "correct answer".

An understanding of the nature of science means the ability to look at data objectively but view explanations of this data as subject to controversy, debate and testing.  To help participants acquire the necessary state of mind and understanding of science, they are taught both physics and astrophysics in an active, participatory manner that models the way that research is conducted in these fields. Participants conduct observations, develop explanations for them, and then test their explanations. Consequently, as the student participants learn by doing, the in-service and pre-service teachers observe an intensive working model of instructional technique and learn together with the students.

We invite high school students and their physics teachers to apply. Individual students are not accepted. We encourage you to make your decision early. The application packet is at http://www.physics.rutgers.edu/asi/asi.html.

This summer part of the program starts Monday June 25^th 2012 and ends Friday July 20th 2012.  The participants will arrive at 8:45am, start working at 9:00am, have a break for lunch from 12:00 to 1:00pm, and finish at 3:00pm.  Snacks during the day are provided. Participation in the summer part of the program includes class work and homework which is assigned every day.

The academic year part of the program starts in September 2012 and ends in April or May 2013 with a final conference. Students conduct independent X-ray research using the software and NASA archival data. Participants meet at Rutgers several times during the academic year to report about their research. Schools must agree to support the work of the participants by providing them with direct, easy access to a computer.  The school will install VNC and Putty (both freeware) that will allow access to Rutgers University machines that can run LINUX analysis software. Internet connectivity via ethernet LAN with ftp and http ability (ftp and http servers do not run on the LINUX PC) is required. Recommended hardware includes a Pentium-II 266MHz or higher, 64MB+ memory, 40GB free disk space, ethernet 10 or 100Mbps card (Intel etherexpress, many 3COM cards, NEC2000 clones), three button PS/2 mouse, Postscript printer recommended (on printer port or network if lpd capable such as HP jetdirect interfaces). DHCP server assigned IP network configuration preferred but static IP may also be used.

If the students wish to receive three undergraduate credits they can register and pay tuition for the program. Students receive grades in the spring of 2013. Registration is not required to participate in the program. A prerequisite for the students is one year of high school physics.

If you have any questions please contact:

James Coleman by email at jcoleman@physics.rutgers.edu

 Research methods in X-ray astrophysics

Introductory remarks

 This program is intended for high school physics teachers and high school students who want to learn more about physics, astronomy, mathematics, and computers science in order to be able to conduct independent research in X-ray astrophysics. Students will learn about stellar parameters and evolution, X-ray sources, and how to investigate various X-ray sources using NASA archives.  High school teachers will also learn interactive and proactive teaching methods and will be able to enrich their physics curriculum with contemporary science.  This will help them to implement New Jersey Core curriculum standards. One year of high school physics is a prerequisite for high school students (more detailed description of physics topics that students must learn before the program is provided at the end).

Professors

Terry Matilsky, Department of Physics and Astronomy, room 304, office 445-3876, e-mail matilsky@physics.rutgers.edu

Eugenia Etkina, GSE room 223, office 932-7496 ext 8339, e-mail etkina@rci.rutgers.edu

Texts

 D. Morrison, S. Wolf, A. Fraknoi.  Abell's Exploration of the Universe, 7th edition.
P.Charles, F. Seward. Exploring the X-ray Universe.

Meeting locations : Rooms 130 and 106, Serin Physics Labs, Busch Campus, Rutgers University

General Overview of Activities

Attendance and participation at each class session: you will spend 6 hours (9 am to 3 pm, including lunch) a day, 20 days total in the summer part of the course.  You are expected to attend every session, pay attention, contribute to the discussions and take careful notes in class.  You are welcome to express any opinion you have, and ask any questions regarding the material.

Journals: After each class you are supposed to rewrite your notes at home.  You will need to answer four questions:

1) What did I learn today? (The answer should be structured according to the following categories: phenomena, models, physical quantities, laws, predictions, experimental testing of predictions)

2) Why do I believe it?

3) What questions remained unclear?

4) What were the most enjoyable activities? What were less enjoyable? 

The journals will be collected every morning during first hour of class.

Laboratories (physics):  During the course you will perform several laboratory activities mostly related to spectral observations. You will use lasers, a solar spectrometer, an X-ray tube and other equipment.

Laboratories (computers):  You will learn how to use analysis software to help develop skills necessary to developing models of X-ray satellite data.

Practice research (in class):  You will be given an X-ray search to do research on using NASA archives (electronically).  After this you will construct a model of the source and defend it in class.

Activities for teachers:

Teachers will evaluate student journals and summarize them daily in brief reports, present a copy of their new physics curriculum with astrophysics material, write a paper analyzing teaching methods used in the program and their potential implementation in their teaching.  At the end of the program they will devise their own research course which will help their other students to learn the material introduced during the summer.

Physics needed for participation in the project

1.     Kinematics of linear motion and circular motion. 

2.     Newton's laws, the law of universal gravitation, and an understanding of gravitational potential energy. 

3.     Laws of conservation of linear and angular momentum, mechanical energy.  

4.     Oscillations and mechanical waves - wave properties, standing waves. 

5.     Ideal gas law, absolute temperature, the average kinetic energy of gas particles and the temperature of gas. 

6.     Electric charges, electric field, Coulomb's law, potential energy of interaction of two charges, and of ionization energy.

7.     Electric current in metals, the internal structure of metals, and Ohm’s law.

8.     Magnetic field - the effect of magnetic field on moving charged particles. 

9.     Electromagnetic induction, electromagnetic waves. 

10.  Geometrical optics, lenses, and mirrors.