Carbon Nanotubes

Carbon Nanotubes


Vikram Deshpande

Long carbon nanotubes reveal subtleties of quantum mechanics.

Vikram Deshpande had a hunch that carbon nanotubes held a lot of promise as a building block. He suspected that their unusual electrical and thermal properties and extraordinary strength could be modified for specific purposes by adding nanofabricated structures.

Working with nanotubes more than a micron long, the University of Utah physicist and his team found that the nanotubes held surprises, even without being adorned with those structural bells and whistles. “We started seeing all this richness in the data and had to investigate that before making the experiment more complicated,” Deshpande says. “Because they are only a nanometer or so in diameter, they are excellent playgrounds for studying the quantum mechanics of electrons in one dimension.”

But thin walls also mean little shielding. Impurities on the surface scatter electrons in the nanotube, and that initially prevented Deshpande from getting clean data.

His solution was to both clean the nanotubes and run his experiments in a DRY ICE 1.5K 70 mm cryostat made by ICEoxford. The UK-based company’s cryostat allows him to suspend nanotubes between supports and run a current through them. The nanotubes heat up to several hundred degrees, and the impurities are knocked off the surface.

ICEoxford cryogenic equipment.

The setup is cooled by pumped helium-4 at around 1.5 K, which is important, says Deshpande. “A lot of cryogenic equipment is vacuum-based, but the heat injected into the nanotube has no way out except along the tube, which is very ineffective.” Another boon is the fact that the cryostat is top loading so it’s easy to access. Within 12 hours of installing a new sample, the entire system is cooled and ready for testing.

With a good nanotube in place and thoroughly clean, Deshpande applies voltage to inject electrons and explore their quantum behavior.

A major influence on electron behavior inside the nanotube is the quality of the end contacts. The electrons travel unimpeded within the tube, known as the ballistic regime. But the ease at which they can escape the tube affects their behavior radically.

Using low-conductivity contacts, Deshpande’s team measured the energy required to add individual electrons to the tube. Subtle changes in the energy showed that the electrons were falling into an ordered pattern called a Wigner crystal—effectively a solid made of pure electrons—which occurs only at very low density. “Lower electron density is obtained with longer lengths, which make our experimental signature possible,” Deshpande says. His team reported their results in Physical Review Letters (volume 123, page 197701, 2019).

Last year the team published another paper in Physical Review Letters (volume 126, page 216802, 2021) with results from high-conductance contacts. They found the electrons’ wave-functions spread along the tube, creating quantum interference, analogous to light in an interferometer. There was not only interference similar to the Fabry-Perot effect between electrons bouncing back and forth, but also a more subtle interference caused by slight variations in the nanotubes, such as chirality. “These are exquisite measurements of delicate quantum effects that we can only see because our long nanotubes accumulate measurable phase difference between these modes,” Deshpande says.

He has also made use of the DRY ICE cryostat’s ability to apply magnetic fields up to 9 teslas. “If you thought the data so far were rich, you should see what happens in a magnetic field!” he says.

Phil Dooley is a freelance writer and former laser physicist based in Canberra, Australia.

 

- by Phil Dooley, first published in Physics Today

 

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Distinguished Educator

Distinguished Educator Award


Claudia De Grandi

Claudia De Grandi awarded College of Science Distinguished Educator Award.

Claudia De Grandi, assistant professor (lecturer) of educational practice in the Department of Physics & Astronomy, has been recognized for her exceptional contributions to the educational mission of the College of Science by receiving the 2021-2022 College of Science Distinguished Educator Award.

Nominations for the award include faculty who have gone above and beyond to foster community, provide engaged learning opportunities, or otherwise substantially enrich learning experiences within the College of Science community at the university.

“I am excited and honored to receive this award! It’s a pleasure to work with faculty, students, and staff in the College in the pursuit of educational excellence.”

In supporting De Grandi’s nomination, Christoph Boehme, professor and chair of the department, said, “The award recognizes the excellent work that Claudia has done over the past years, not just as an outstanding course instructor, but also for course and curriculum development. We are so lucky to have her as a faculty member in the department.”

Some of the projects she has been actively involved with in the department include: designing and leading the teaching assistant orientation for incoming graduate students, reforming the undergraduate physics curriculum, and piloting a new peer-to-peer mentoring program (the PANDA Network led by Dr. Gail Zasowski).

Since fall 2020, Dr. De Grandi has served as the chair of the Physics and Astronomy Teaching Excellence Committee, the goal of which is to support all faculty and instructors in the department to design effective learning environments and foster student success. The ongoing work of this committee includes: creating a community in the department to discuss and share teaching practices and tools (especially during the beginning of Covid-19 and the adjustment to online teaching); providing instructors with the tools to seek feedback from students (e.g. via mid-semester anonymous surveys); and advising department leadership on the implementation of teaching innovation.

Since her arrival at the U in 2018, De Grandi has been teaching several large-enrollment introductory physics courses and labs geared to all STEM majors. De Grandi designs her courses with these goals in mind: fostering community and collaboration among students, creating a space for incremental learning, and providing resources and access.

Informed by her previous teaching experience at Yale University, De Grandi brought to the U a new course in the spring of 2020: the Being Human in STEM course (SCI 3900/HONOR 3990). The goal of this course is to create a space for dialogue between STEM students and STEM faculty to investigate together the theme of diversity and climate within STEM. As part of the course, students develop and implement their own projects with the goal of improving the experience of STEM students at the university. The course satisfies the University General Education Diversity requirement and also counts as an Honors College elective. De Grandi has co-taught this course for the past three years in collaboration with other faculty in the College of ScienceCollege of Engineering, and College of Mines and Earth Sciences.

Here is what one student said about the course. “This class gave me the tools I needed to be more inclusive and bring more humanity into STEM and the world. It has really just opened the door for me to realize that I have so much more to learn and experience. I am humbled by what little I know and how much I have to learn; but this class has given me the tools to start asking why. [It has also helped me in] re-examining my perceptions and how the dominant culture influences the foundations of our societies. It is by asking these questions and coming to these realizations that will then allow me to understand how we and I begin to dismantle it. Thank you all for giving us these tools! — Sam Bagge (Geology) Being Human in STEM 2021

by Michele Swaner, first published @ physics.utah.edu

 

LGBT+ Physicists

LGBT+ Physicists


Ramón Barthelemy, assistant professor, Department of Physics & Astronomy

1st study of LGBT+ physicists reveals red flags.

LGBT+ physicists often face harassment and other behaviors that make them leave the profession, according to a new study, which comes as physics as a discipline has attempted to grapple with equity and inclusion issues.

The authors found that the two biggest factors that influence a person’s decision to leave physics are the overall climate of the organization they belong to and more specifically observing exclusionary behavior.

“People feel shunned, excluded, and they were continually having to readjust and twist themselves to fit into the physics community,” said Ramón Barthelemy, assistant professor of physics at the University of Utah and co-lead author of the study. “LGBT+ people are inherently a part of this field. If you want physics to be a place that anyone can participate, we have to talk about these issues.”

“Nearly everybody I know who is LGBT+ in physics has left, to be honest,” said Tim Atherton, associate professor of physics at Tufts University and co-lead author of the study. “We’re talking dozens and dozens of students and faculty. I can empathize with the experiences of the study’s participants from some of my own experiences.”

Tim Atherton, associate professor of Physics at Tufts University

According to the American Physical Society, 15% of early career scientists identify as LGBT+. and while a number of previous studies have explored challenges faced by physicists with regards to gender and race, this study sought to expand understanding of the impact of these barriers through a survey of the experiences of 324 people in physics across the LGBT+ spectrum. It will be published later this month in the journal Physical Review of Physics Education Research.

The coauthors themselves come from a wide range of institutions, backgrounds, identities, and career stages and sought to understand the lives of the larger LGBT+ physicist community from their own perspectives.

LGBT+ survey participants reported observing and experiencing exclusionary behavior such as shunning, homophobia, and harassment at high rates. LGBT+ people who are also from marginalized gender, racial, and ethnic groups faced more challenges than their LGBT+ peers.

In addition to the survey, the authors also conducted one-on-one follow-up interviews with five students who identified as being transgender, a Person of Color (POC), or both to give voice to perspectives that often get lost in datasets with large statistical numbers.

Gender had a big impact on a person’s perception of their environment. While about 15% of LGBT+ men reported an uncomfortable or very uncomfortable experience, 25% of women and 40% of gender non-conforming people reported similar experiences.

This pattern is even stronger in response to those who observed or experienced exclusionary behavior. Across the entire group, 20% experienced exclusionary behavior and 40% observed it.

Women and gender non-conforming people are three to four times more likely to experience this kind of behavior, and nearly two times more likely to observe it than their male peers.

Almost half of all participants who identified as transgender experienced exclusionary behavior directly, compared with 19% of their cisgender peers. Transgender interviewees encountered institutional barriers, including discriminatory health insurance plans or policies that restricted their bathroom use. Many trans participants described face-to-face harassment.

“We often talk about the gender issues in physics,” said Atherton. “When we started looking at the LGBT+ issues, it’s amazing how gender just naturally emerged. We almost can’t separate those issues. It’s striking.”

A participant’s level of “outness,” which describes how openly someone discloses their identity as part of the LGBT+ community, also influenced their experience. Participants who were out to their coworkers were more likely to report being comfortable, while participants who were not open about their LGBT+ identity reported being very uncomfortable at higher rates than their out peers.

LGBT+ respondents of color reported being out at lower rates than their white peers. In a follow up interview, one Black participant felt that her race impacted her education more than her sexuality. “I think I grappled more with the race element than I do with the sexuality, because the deal is, that’s what they see first,” she said.

Observing exclusionary behavior was found to have a greater influence on someone leaving physics than directly experiencing exclusionary behavior.

“This study tells us support has to be available in the entire institution,” said Barthelemy. “LGBT+ individuals in all departments have to be continually coming out when we engage with the broader campus community and new people, since our LGBT identity is seldom assumed. By making our presence known, we can help encourage greater equity, diversity and inclusion throughout the institution.”

In future studies, the researchers will dig deeper into the climate model to understand how best to keep LGBT+ physicists in the field. They’ve also submitted a grant to extend the current study to a long-term project that follows LGBT+ physicists every five years.

Some of these respondents went on to workplaces outside of physics with a better climate. “But I’m sad because physics has lost so much of this valuable talent,” said Atherton. Still, he is hopeful. “I see a promising vista if we can begin to address these issues.”

This study is the latest in a long history of queer physicists fighting for space in their field, the authors note. In 1957, the astronomer Frank Kameny was fired from the U.S. Army Map Service for being gay. For the next half century, he fought for the rights of LGBT+ people, even bringing the first civil rights claim based on sexual orientation in a U.S. court. In 2009, he stood by President Barack Obama as he signed the executive order that the federal government could no longer discriminate based on sexual orientation and gender identity.

“I feel our work builds on the generations before us,” said Barthelemy. “People like Frank Kameny, Alan Turing, Sally Ride—all of these amazing queer physicists, these icons, who made changes and really laid the groundwork for us to even exist in our field of study.”

Other authors of the study include Madison Swirtz of the University of Utah, Savannah Garmon of Osaka Prefecture University, Elizabeth Simmons of UC San Diego, Michael Falk of Johns Hopkins University and Wouter Deconinck of University of Manitoba.

by Lisa Potter, first published in @theU

Jan Mccleery

Jan Mccleery


Mike & Jan McCleery

Jan McClure was one of four women in a physics class of 200. It was Professor Emeritus Irvin Swigart's sophomore physics lecture class. The students were seated alphabetically, and the guy next to McClure was Michael McCleery-they met for the first time that day. "I got really lucky,' said Mike. Later, after they had both completed their undergraduate degrees, they married.

'Math was always my favorite subject: said McCleery. "As a child, my cousin would gather the neighborhood kids to marvel while I solved long-division problems on the sidewalk in chalk. Yes, I was quite the geek'
As a senior at South High School, she was encouraged to apply to the U, Stanford University, and Carleton College in Minnesota. She was accepted to all three, but her parents couldn't afford to send her out of state. "My father never owned a credit card and paid cash for his cars and our home. I was only 17, so the idea of financial assistance was never a consideration,' she said. ·1 received a scholarship to the U and could live at home. I'm glad it worked out that way since I met Mike at the U.

In addition to their classes, she and Mike enjoyed Greek life-Mike was a member of Sigma Phi Epsilon. and she joined the Golden Hearts little sister group. They both enjoyed the special friendships they made and still get together for reunions when they visit Utah.

She loved skiing. She and Mike would arrange their Tuesday/Thursday schedule so they could finish classes by 10 or 11 a.m. 'We'd wear our ski clothes to class, so we could go directly to the ski slopes for a half-day pass." she said. "In the warmer months, we enjoyed hiking and backpacking in the mountains.'

After receiving a bachelor's degree in math (with a minor in physics), she taught math at Lincoln Junior High in Salt Lake City, the same middle school she had attended and where Mike's mother also taught. "The kids called us the upstairs Mrs. McCleery and the downstairs Mrs. McCleery; she said. "They were going to call us the old and the new, but Mike's mom squelched that idea quickly.'

She also began taking graduate night classes. The next year, she and Mike moved into his parents' basement so they could afford to both attend school full time.

Her favorite math teacher was Professor Don Tucker. "He was caring and wise, and I still remember his exciting outlook on mathematics, as well as his humor,' she said. The late Professor Emeritus William J. Coles was her thesis advisor and encouraged her to use Professor Emeritus Klaus Schmitt's new, unique approaches to boundary value differential equations for her thesis. Dr. Schmitt's findings enabled her to prove a set of non-linear stability equations each in less than a page-theorems that had previously taken many pages to prove. Those three professors mentored her and gave her confidence during her orals.

During the summer, she was working for the Math Department, typing up new math books written by department professors. The day before the semester began, Professor Tucker realized he hadn't received an acceptance from one of the teaching fellows from Stanford. He knew McCleery had applied as a teaching fellow and ran into the office where she was typing to ask if she wanted a half-fellowship starting the next day, teaching one undergraduate math class. "Sure!" she exclaimed. A few hours later, Dr. Tucker ran in again and yelled, "Make that a full fellowship!'

After she and Mike received their master's degrees in 1973, they began working at Ford Aerospace in Silicon Valley-she spent nearly 20 years there while they raised their two daughters. She began as a scientific programmer with assignments, such as satellite design and tracking, circuit simulations, raster-scan analysis, and microprocessors.

She enjoyed the variety and wide range of programming languages she learned and new technologies. She found that her studies at the U equipped her with strong analytical skills and a passion for problem solving. During her tenure, she was promoted to software manager, responsible for the company's software design tools, artificial intelligence, software security, and computer and configuration management.

She left Ford Aerospace after accepting a job in a commercial software company, eventually moving on to become director of quality assurance at ASK Computers Ingres Database division in Alameda, Calif. Later, she was a product line manager for ASK MANMAN, responsible for marketing, development, and customer support.
The dot·corn boom was going strong, and she was invited to join a startup that focused on building sales tools for semiconductor companies. Starting a company had been her dream for years. She and two other co-founders formed lntelic, which was later renamed Azerity. She created the product prototype, formed an engineering team, and served as vice president and chief technology officer. 'Those years were the highlight of my career,' she said. ·we had a great deal of success because of the industry knowledge of my two partners and the quality of the talent we were able to attract.' McOeery solicited a manager she knew from Ford Aerospace to join them.Together they developed a new, practical software methodology that resulted in bug-free, on-time, scalable, reliable, and maintainable enterprise software.

Azerity's product was called "ProChannel" and was used by 30,000 semi-conductor company sales reps and distributors worldwide. After the U.S. economy began to slow in the 2000s, she and her partners sold the company, but their product is still being used worldwide today. Jan stayed on to consult for the new company and retired in 2014.'

Her advice to students is to study hard but also enjoy college life. 'Some of the friendships you make at the U will last a lifetime,' she said. She encourages students to study math, physics, astronomy, and computers to broaden their analytical skills and to open up a wide spectrum of possible vocations. In terms of a career, her recommendation is to find a company to work for that has a product or service you want to put your time and effort into-a product that excites you and with a working atmosphere that inspires you to be your best.

The McCleery's live in Discovery Bay on the California Delta, which marks the confluence of the Sacramento River and the San Joaquin River. The Delta is 1,000 miles of waterways, and they enjoy exploring them by boat. A decade ago, McCleery and others formed Save the California Delta Alliance, when the state of California planned a big tunnel construction project that would have ruined the Delta. She served as president for several years, and the nonprofit has been raising money for scientists to testify on behalf of the alliance. To date, they have successfully pushed back on proposed projects that threaten the Delta.

McCleery has written several books, including two children's books. One is called The Fable of the Farmer and the Rsh educate kids about the water issues in the Delta and how to be good stewards of the environment. Sassy the Salmon is about the circle of life.

She has also written two non-fiction books:
It Starts with an Idea about her software start­up adventure, including advice on software development and management. The other, Class of '67, is for her granddaughter and contains stories about growing up in Utah. She had so much fun writing them that she went on to write two spy novels: Alias Juno Wolfe and Who ls Juno Wolfe. All titles are available on Amazon under her name-Jan McCleery.

by Michele Swaner

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Eliza Diggins

Eliza Diggins

Eliza Diggins is a sophomore working on a double major in applied mathematics and physics. As a freshman, she participated in the Science Research Initiative (SRI) program, sponsored by the College of Science. The SRI puts students in a lab to do research as soon as they arrive on campus. After Eliza was admitted to the program, she began working with Fred Adler, professor of mathematics and of biology in the Department of Mathematics and in the School of Biological Sciences.

We caught up with Eliza for a chat.

How did you become interested in both math and physics?
Math and physics have both had a special place in my heart for most of my life. Even back in elementary school, math and science always held my attention more than other subjects. I began to actively study physics in middle school and never looked back.

Could you tell us about the kind of research you did in the SRI program with Dr. Adler?
I worked with Professor Adler modeling how COVID-19 virions move in the human airway. We constructed mathematical descriptions of the fluid motion to predict how differences in lung physiology would affect the distribution of virion absorption and, consequently, the severity of infection.

What do you enjoy about being at the U and in the Math and Physics Departments?
I enjoy being a part of both departments because the classroom environment is very positive, and the professors are always willing to engage with students. In addition to my time spent in the classroom, I teach English as a Second Language to adult students at the Guadalupe School.

What has it been like to work on your degree during the pandemic?
Working on a degree during a pandemic has been both a blessing and a curse. I've had more time to focus on my research and learning on my own time, which has left me very well prepared for future endeavors from an academic standpoint. Unfortunately, that additional time comes at the expense of many of the quintessential experiences of college.

Any career plans after you graduate?
My short-term plans are largely focused on getting into a good graduate program to study theoretical physics. In the long run, I'd like to have a career in academia so that I can focus full time on my research interests.

Any hobbies or interests outside of math and physics?
Outside of academic pursuits, I spend a lot of time outdoors. I'm passionate about hiking and running and spend a lot of time white-water rafting with my family. I also have a passion for herpetology, and I own two poison dart frogs!

by Michele Swaner, first published @ math.utah.edu

Teaching Excellence

Early Career Teaching Award


Gail Zasowski Receives Early Career Teaching Award

Gail Zasowski, Assistant Professor in the Department of Physics & Astronomy, has been awarded an Early Career Teaching Award from the University of Utah. This is considered the highest teaching award for pre-tenured faculty and recognizes significant contributions to teaching at the university through new and innovative methods. The University Teaching Committee evaluates nominees based on a teaching portfolio, a curriculum vitae, letters of support, and student evaluations. This year the committee selected six early-career faculty from across campus for the award, including Zasowski.

“I am honored and grateful to the U for this recognition,” said Zasowski. “The U’s educational mission is being fulfilled every day in so many enthusiastic, impactful, and creative ways, and it’s very exciting (and fun!) for me to be a part of that.”

David Kieda, Dean of the Graduate School, Distinguished Professor of Physics & Astronomy, and Co-Director, Consortium for Dark Sky Studies, nominated Zasowski for the award. Anil Seth, Associate Professor of Physics & Astronomy, and Tobin Wainer, Research Assistant and Associate Instructor in the department, were among those who wrote letters of support.

Seth described Zasowski’s excellence in teaching and mentoring students, particularly within her research group.

“Gail’s approach to mentoring within her research group is very student focused. She engages her students not just about the science they are doing, but also by encouraging them to develop non-research professional skills from networking to writing. She regularly checks in with students about their career goals and is flexible in her assignment of student projects to accommodate their interests.”

Wainer noted her approach to teaching STEM classes.

“Through my work with Dr. Zasowski, I have come to learn that not only is she a brilliant scientist, but she is a model for how professors should approach teaching STEM classes. What sets Dr. Zasowski apart is her compassion for people in the department, her dedication to being the best professor she can be, and her willingness to expend exuberant effort to help others."

Zasowski, who joined the university in 2017, is an astronomer whose research focuses on understanding how galaxies produce and redistribute the heavy elements that shape the universe and enable life in it. She has taught classes ranging from introductory astronomy up through graduate-level courses on stars and galaxies. She has also mentored a large number of undergraduate students, graduate students, and postdoctoral researchers through a variety of research projects that explore these topics.

In addition to her work at the U, she serves as the Scientific Spokesperson for the current generation of the Sloan Digital Sky Survey, an international astronomical project to collect and analyze data from stars, galaxies, and black holes throughout the universe. As spokesperson, she works hard to ensure that the functioning of the collaboration is efficient, transparent, and equitable for its more than 800 astronomers and engineers spread across the globe.

Zasowski was named a Cottrell Scholar in 2021 by the Research Corporation for Science Advancement, which honors early-career faculty members for the quality and innovation of not only their research programs but also their educational activities and their academic leadership. With the support of that award, she is currently developing a new peer-mentoring program within the Department of Physics & Astronomy, called the PANDA Network. She, other faculty and staff, and a number of undergraduate students are running a pilot program this spring, with the hope of launching the full program for new physics majors later this year.

by Michele Swaner, first published @ physics.utah.edu

Spintronics

An Introduction to Spintronics


Christoph Boehme

Professor Christoph Boehme joined the University of Utah in 2006. His research is focused on the exploration of spin-dependent electronic processes in condensed matter. The goal of his work is to develop sensitive coherent spin motion detection schemes for small spin ensembles that are needed for spintronics, but also quantum information and general-materials spectroscopy applications.

He received the U’s Distinguished Scholarly and Creative Research Award in 2018 for his contributions and scientific breakthroughs in electron spin physics and his leadership in the field of spintronics.

Q: WHAT IS SPINTRONICS?

Modern information technology takes advantage of spintronics (or spin transport electronics) to use the minuscule magnetic fields that emanate from the spin of electrons (similar to the way electronics utilizes the electric charge of electrons) to represent information and to develop faster, smaller information-processing devices that can increase memory or processing capabilities that use less energy or that enable any combination of these improvements.

Conventional digital electronics represent binary information (think 1s and 0s) by the presence of an absence of charge, i.e., electrons in conductive materials. In spintronics devices, information is represented in another way—their spin direction (think up or down). Spintronics, in contrast to electronics, doesn’t require moving electrons around when a 1 is changed to a 0, so it requires less energy. Spin is related to magnetism, so spintronics uses the magnetism of electrons to represent information.

Diagram of spintronics measuring techniques

Illustration of a Spintronic device.

If you’ve ever done the old science experiment of turning a nail into a magnet by repeatedly dragging a magnet along its length, then you’ve already dabbled in spintronics. The magnet transfers information to the nail by aligning the spin of its electrons to the magnetization of the magnet. The trick is then transporting, manipulating, i.e., writing information into spins and, most of all, reading spin information out of spin memory, all of which requires devices and materials with finely tuned properties. The approach pursued in the Boehme group is to study the suitability of various carbon-based semiconductor materials for spintronics device applications.

Q. WHAT MAKES THE U A LEADER IN SPINTRONICS?

For more than a decade, physicists in the Department of Physics & Astronomy have focused on the exploration of spin-dependent electronic processes in condensed matter. Their research has yielded a number of significant discoveries, and their work continues to advance knowledge and understanding of the field.

Q: WHY IS THE PHYSICS SRI PROGRAM IMPORTANT?

Sometimes the most important learning happens by doing. Having an experience in a laboratory-centered, team-based, interdisciplinary environment can give students the skills to succeed as well as access to other opportunities.

Students who participate in the Physics SRI program leave campus with more than a cool college experience; they graduate with the technical expertise to rise to the top of a competitive job market. A physics degree from the U can be a pipeline to Utah’s STEM-based economy. Choosing to participate in the SRI is a great way to forge a path to a rewarding career and an opportunity to enjoy a well-paying job.

The current Department of Physics & Astronomy Spintronics SRI Stream has six undergraduate students under the direction of Dr. Christoph Boehme. Research can be performed for credit, and scholarship opportunities are available.

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Paul Ricketts

Paul Ricketts


Swan Nebula

Blue Snowball Nebula

Orion Nebula

Your Guide to the Nighttime Sky

Astronomy has a special place with many, including the Physics & Astronomy Department! We love helping the community explore the stars and learn more about the universe around them. Paul Ricketts and his team of AstronomUrs gather every Wednesday night at the South Physics Observatory.

Paul has been with the U's Physics & Astronomy Department since 2005, directing the South Physics Building telescopes and other astronomy projects. He also has helped build a new observatory in southern Utah. We asked Paul for his thoughts about his programs and astronomy.

Q: What do you enjoy most about directing your program?

The best things are working with so many people to bring science into the world and seeing the reactions of people in all levels and walks of life.

Q: What is your favorite memory/story of your program(s)?

No single memory stands out—it's more like a collection of experiences that build on and are included in everything I do now. There are too many stories to share just one—to understand the stories, you need to experience some of the work we do.

Q: What is your favorite object to observe?

Once again, there are no singular objects that I enjoy more than others but a few are worth seeing: the Swan Nebula, Whirlpool Galaxy, Orion Nebula, and the Blue Snowball Nebula with the 32” telescope at the Willard Eccles Observatory in southern Utah. The Swan and Orion are the closest views I can imagine experiencing in real life that are similar to what you’d see in detail, without color, to images from the Hubble Telescope.

Q: What's the best way for a student to contact you if they're interested in your programs?

The easiest way is to find me on Wednesday night is at the Star Parties, or email at paul.ricketts@astro.utah.edu.
If you're interested in Star Parties check out the website for the South Physics Observatory.
If you're interested in the AstronomUrs and Outreach, check out their website.

First published @ physics.utah.edu

 

 

Extraordinary Black Hole

A Different Kind of Black Hole


Astronomers discovered a black hole unlike any other. At one hundred thousand solar masses, it is smaller than the black holes we have found at the centers of galaxies but bigger than the black holes that are born when stars explode. This makes it one of the only confirmed intermediate-mass black holes, an object that has long been sought by astronomers.

Anil Seth

“We have very good detections of the biggest, stellar-mass black holes up to 100 times the size of our sun, and supermassive black holes at the centers of galaxies that are millions of times the size of our sun, but there aren’t any measurements of black between these. That’s a large gap,” said senior author Anil Seth, associate professor of astronomy at the University of Utah and co-author of the study. “This discovery fills the gap.”

The black hole was hidden within B023-G078, an enormous star cluster in our closest neighboring galaxy Andromeda. Long thought to be a globular star cluster, the researchers argue that B023-G078 is instead a stripped nucleus. Stripped nuclei are remnants of small galaxies that fell into bigger ones and had their outer stars stripped away by gravitational forces. What’s left behind is a tiny, dense nucleus orbiting the bigger galaxy and at the center of that nucleus, a black hole.

“Previously, we’ve found big black holes within massive, stripped nuclei that are much bigger than B023-G078. We knew that there must be smaller black holes in lower mass stripped nuclei, but there’s never been direct evidence,” said lead author Renuka Pechetti of Liverpool John Moores University, who started the research while at the U. “I think this is a pretty clear case that we have finally found one of these objects.”

The study published on Jan. 11, 2022, in The Astrophysical Journal.

A decades-long hunch

B023-G078 was known as a massive globular star cluster—a spherical collection of stars bound tightly by gravity. However, there had only been a single observation of the object that determined its overall mass, about 6.2 million solar masses. For years, Seth had a feeling it was something else.

“I knew that the B023-G078 object was one of the most massive objects in Andromeda and thought it could be a candidate for a stripped nucleus. But we needed data to prove it. We’d been applying to various telescopes to get more observations for many, many years and my proposals always failed,” said Seth. “When we discovered a supermassive black hole within a stripped nucleus in 2014, the Gemini Observatory gave us the chance to explore the idea.”

A wide-field image of M31 with the red box and inset showing the location and image of B023-G78 where the black hole was found.

With their new observational data from the Gemini Observatory and images from the Hubble Space Telescope, Pechetti, Seth and their team calculated how mass was distributed within the object by modeling its light profile. A globular cluster has a signature light profile that has the same shape near the center as it does in the outer regions. B023-G078 is different. The light at the center is round and then gets flatter moving outwards. The chemical makeup of the stars changes too, with more heavy elements in the stars at the center than those near the object’s edge.

“Globular star clusters basically form at the same time. In contrast, these stripped nuclei can have repeated formation episodes, where gas falls into the center of the galaxy, and forms stars. And other star clusters can get dragged into the center by the gravitational forces of the galaxy,” said Seth. “It’s kind of the dumping ground for a bunch of different stuff. So, stars in stripped nuclei will be more complicated than in globular clusters. And that’s what we saw in B023-G078.”

The researchers used the object’s mass distribution to predict how fast the stars should be moving at any given location within the cluster and compared it to their data. The highest velocity stars were orbiting around the center. When they built a model without including a black hole, the stars at the center were too slow compared their observations. When they added the black hole, they got speeds that matched the data. The black hole adds to the evidence that this object is a stripped nucleus.

“The stellar velocities we are getting gives us direct evidence that there’s some kind of dark mass right at the center,” said Pechetti. “It’s very hard for globular clusters to form big black holes. But if it’s in a stripped nucleus, then there must already be a black hole present, left as a remnant from the smaller galaxy that fell into the bigger one.”

The researchers are hoping to observe more stripped nuclei that may hold more intermediate-mass black holes. These are an opportunity to learn more about the black hole population at the centers of low-mass galaxies, and to learn about how galaxies are built up from smaller building blocks.

“We know big galaxies form generally from the merging of smaller galaxies, but these stripped nuclei allow us to decipher the details of those past interactions,” said Seth.

Other authors include Sebastian Kamann of the Liverpool John Moores University; Nelson Caldwell, Harvard-Smithsonian Center for Astrophysics; Jay Strader, Michigan State University; Mark den Brok, Leibniz-Institut für Astrophysik Potsdam; Nora Luetzgendorf, European Space Agency; Nadine Neumayer, Max Planck Institüt für Astronomie; and Karina Voggel, Observatoire astronomique de Strasbourg.

- by Lisa Potter, published in @theU and the Deseret News

 

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James Webb Space Telescope

James Webb Space Telescope


In December 2020 the James Webb Space Telescope (JWST) finally launched. The $10 billion observatory is a twenty-year joint effort of NASA, the European Space Agency, and the Canadian Space Agency, and the most powerful telescope ever developed. Its mission—peer 13.5 billion lightyears back in time to the earliest stages of the universe.

Anil Seth

JWST’s launch date was December 25 from Europe’s Spaceport in Kourou, French Guiana. Longtime fans of the telescope are celebrating it as a Christmas miracle. It was the first planned to launch in 2007, but decades of delays and false hope drove the project from its initial budget of $500 million up to its current $10 billion cost.

You can watch recorded launch video and future NASA livestreams at  https://www.nasa.gov/nasalive.

The stakes are high for Anil Seth, associate professor in the Department of Physics & Astronomy. Out of more than 1,000 proposals for observation time on the telescope, Seth’s is one of 266 that were approved. He spoke with AtTheU to talk about this cosmic milestone.

What is the James Webb Space Telescope?

It is the largest and most powerful telescope that we’ve ever sent into space—the primary mirror is about the size of a typical house. It’s really big compared to the Hubble Space Telescope, which has a primary mirror the size of a bedroom. Hubble uses the ultraviolet and visible light to create jaw-dropping images of deep space that fundamentally changed our understanding of the cosmos. JWST will be much, much, much farther away than Hubble, located almost one million miles from Earth. From there, it can detect the faintest traces of infrared light, the wavelength of light emitted by everything that produces heat.

NASA assembly, July 2017

The telescope’s primary power is to detect faint galaxies far, far away. It’ll be able to pick up the infrared light spectrum of planets, newly forming stars, black holes, and other faint objects in ways that we’ve never been able to before. Almost every astronomer is probably going to want to use JWST for something. We saw so much using the Hubble Space Telescope. With JWST, we’ll be able to see more than we can imagine. It’s very exciting.

The launch date has been pushed back several times including once this week. Is the telescope launch tricker then usual?

The size makes it really hard to launch. The telescope has three big segments—a sunshield the size of a tennis court, the house-sized primary mirror, and the secondary mirror, Right now, it’s all packaged up like a Christmas present to fit inside the rocket. After launch, the segments will begin to unfold. It’s a complicated process involving hundreds of steps that have to work perfectly. This has never been done before—one error and the whole project could fail. That’s why people are so stressed out!

Where will JWST orbit in space?

It’s going to orbit the sun almost one million miles away from Earth. It will live at what is called a Lagrange point, a location where gravity from the earth and sun are equal. And will just sit there, orbiting with the Earth around the sun. This ensures that the telescope will always point away from the sun.

Full-scale model, September 2005

Anything warm emits infrared light—stars, humans, every other thing on Earth. To make an infrared-detecting telescope, the equipment needs to be extremely cold, so its heat doesn’t interfere with infrared readings from space. That’s what the sun shield is for. The massive mylar sail will create a shadow that prevents the telescope from absorbing heat. The sunshade will begin to unfurl a week after launch, starting with 107 release mechanisms that have to fire simultaneously. The sun shield will then always be between the telescope and sun, keeping the telescope really cold. If this doesn’t happen right…it’ll be bad.

JWST’s location also provides a wide-open view for observations. The Hubble space telescope orbits the Earth just over 300 miles up, which means the planet sometimes blocks the telescope’s vision as it orbits the earth every 90 minutes. At JWST’s Lagrange position, it’s much easier to keep a single orientation in the sky for a longer time and to make observations constantly. So we’ll end up getting more data each year from JWST than from Hubble.

You will be one of the first astronomers to get observation time on the JWST. Can you tell us about your research?

I study black holes. Every black hole has stuff falling onto it that emits light. It turns out that a lot of that light gets emitted at infrared wavelengths. This telescope is much, much, more sensitive to those wavelengths than any other previous telescope. The problem is that we’ve never seen what a faint black hole looks like at these wavelengths.

The Andromeda Galaxy, approximately 2.5 million light-years from Earth.

I’m leading a project that will look at places where we know black holes exist, because we’ve measured them from the motions of the stars around them, but that are very faint. These are so much fainter than something like a quasar, which is where the black hole is devouring as much material as it can. The black holes I’m interested in are just sipping their material, and they’re much more typical of the average black hole in the universe. We’re basically looking unique signatures in this wavelength spectrum that will tip us off to a black hole is present. One of the objects we’ll focus on is the first one ever photographed.

- by Lisa Potter, first published at @theU

 

NASA J.W.S.T. VIDEO


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