User:VUngaro
From MariachiWiki
My name is Vincent Ungaro and I’m a 23 year old teacher currently enrolled in the MALS program. I graduated Sachem High School in 2002 and then St. John’s University in 2006 with a degree in Secondary Education with concentrations in physics and history. Upon graduating I was hired by [Bayport-Blue Point School district http://www.bbpschools.org] as a physics teacher for seniors. So far, teaching has been much better than I ever thought it would be in college (and that's saying a lot because I thought it would be great in college). Right now, I'm getting my masters degree so that I can both become a better science teacher as well as save some money while I can.
I don’t have any hobbies or stuff I do on a consistent basis. I usually just do a lot of random things when I can. The one thing I guess you could say I do most is watch my favorite tv shows more than I probably should. I don't like that many shows, but the ones I do, I watch a lot. Most of my time is spent teaching, taking classes and reading and watching TV.
I'm pretty interested in this course and already have used things we've discussed in my classroom. I'm sure that PHY315-08 will continue to be useful and look forward to the rest of the class.
Week 2 Assignment
This week in class we took our first real measurements concerning cosmic rays and the efficiency of a detector. In order to determine the efficiency of a detector, we had to take several readings at thirty second intervals taking into account the number of coincidences between the top and bottom detectors versus the number of coincidences between all three. By doing this we were able to determine the efficiency of the middle detector as voltage supplied increased. The results are posted below:
According to the data and graph provided, a good operating voltage would be right around 5.8 volts. This is right in the middle of our efficiency plateau. Operating at this voltage will allow for slight fluctuations in voltage while at the same time not sacrificing efficiency.
We also checked for noise at 10 second intervals. We did this at a constant voltage to check for the consistency of detection as well as efficiency. The results are posted below:
Media:Rate at 10s intervals.xls
When adding up all the noise collected over the 120 seconds of testing, the rate is equal to 266. This appears to be the average amount of noise detected over any 10 second interval.
In order to alter the efficiency of the middle detector (#3), we slid it out of alignment. In the following graph, Interval 1 is 20% removed, Interval 2 is 40% removed and Interval 3 is 60% removed.
Media:Efficiency_vs_showing.xls
Week 3 Assignment
This week I was not able to attend class due to the bad weather. That being said, I read what Professor Marx has posted about what we did in class and feel I understand the majority of what happened. One of the few things I didn't understand how to do was to make graphs that had the margin of error shown for each data point. I'll have to learn how to do that next class.
Apparently this week we focused on error analysis. Often times, scientific terms are used incorrectly everyday by those outside the scientific community. Terms like accurate and precise are used interchangably when they, in fact, mean two different things. Accurate results are data found that are close to the 'real' or accepted value. On the other hand, precise data are figures that are all in the same range even if it is not close to the accepted value. Professor Marx said that darts are a useful way to explain the difference. If the bullseye is to be considered the 'accepted value' or place where the dart should go, then only hitting the bullseye would be considered an accurate throw. If you throw five darts and hit the double 20 each of the five times, your throws are not accurate but can be considered precise. In terms of actual errors there are two types. The first is systematic errors which stem from the actual measurement technique and must be identified and fixed in order for the data to improve. The second is random errors which we can average to zero as long as we continually repeat the measurements.
In order to estimate the statistical errors, we use the formula dN/N x 100 to get a percentage of error.
N= Number of counts dN= Square root of N For example, for 400 counts our margin of error is 5%.
What's important here is that with the more counts we measure, the lower our margin of error becomes. This also eliminates the amount of random errors we need to concern ourselves with.
Week 4 Assignment
This week, James, Brad and myself started collecting data for our first experiment. We chose to work with 'Cosmic Chris' and take some readings at different points in the physics building. The main variable that we changed with respect to the counts Chris was taking was height above the ground. We took readings from several different places within the building: Level S, Level Pl, Level A, Level B, Level C and Level D. All the readings were taking in the Northwest corner stairwell and 'Cosmic Chris's' head was always facing due South. All measurements were also taken 'face up'. We took two measurements at each height/floor; each count total was taken over the course of 60 seconds.
Our results are posted below:
As you can see, the rate generally increases with height above the ground (the one exception is a slight dip in rate at Floor B). Level S has a much lower count that would be expected, however we must take into account that it is the basement level and there is a large concrete slab in front of where 'Chris' is taking our measurements.
Next week, we look to take readings on these different floors, however not in the Northwest stairwell. We'll look to see if putting 'Chris' more towards the middle of the building will affect the rates we detect.
Week 5 Assignment
vincentungaro@aol.com
Our goal this week was to use 'Cosmic Chris' to obtain new counts on all the floors we tested last week, however this time, at more central points in the physics building. Using the same procedure as last time, we positioned 'Chris' on the same floors as last week, except put him 20 meters in towards the center of the building from the North wall. On each floor, we tested the counts detected during 60 second intervals, twice.
The results are posted below:
Media:Rate_versus_height_middle_building.xls
Now we are able to compare the past weeks results with this weeks:
Media:comparing_both_weeks.xls
Our results are fairly similar between both weeks. There is an increase in the rate as height increases (all except the NW stairwell's B level data point). To investigate this further, we had to perform chi square tests on our data. This data and its corresponding graphs can be seen below:
Week 6 Assignment
This week, all groups presented their data and we were evaluated on the experiments we've been carrying out for the past two weeks. A copy of our powerpoint presentation is posted below:
I think that our experiment went pretty much as we planned it and were not surprised by most of the data we collected. As the last slide of our presentation describes, there are other experiments we could perform in the future to expand on what we've already discovered. I personally would like to try to take readings on the roofs of different buildings to eliminate most of the obstructions in the way of Cosmic Chris.
The other experiments were pretty interesting and well conceived and executed. I'll be honest and say that most of the other experiments, not the broad concepts, but the detailed ones and some of the associated math were tough to follow. I guess that if you were involved in the experiment from the beginning it is easier to understand. I look forward to peforming future experiments as well as hearing about the rest of the classes' data.
Week 7 Assignment
This week we all started work on our second major experiment. I was pretty satisfied with the results from our first Cosmic Chris experiment, but there is more work I would like to do with Chris. In particular I was curious about the amount of shielding/blocking the physics building had against cosmic rays. I ended up working by myself and took Cosmic Chris outside between the Physics and Math buildings to take some readings. Directly underneath the overhead bridge, I took two readings and then two readings at 30 and 60 ft both east and west of that point. In addition to taking readings on the ground floor, I then went directly overhead my original starting point and took readings on Floors A,B,C and D. Now I have data on both the ground floor as well as directly above point 0ft. The data is posted below:
Media:Cosmic_Chris_Data_and_Graphs.xls
What I need to do next is two things:
1) Do Chi Square tests and learn how to figure out how to get the best fit line for my data
2) Learn how to do a three dimensional plot of my data in order to see both ground level data and compare it to the rates taken at the varying heights of the bridge.
Week 8 Assignment
While last week I took data using Chris to examine the rates on the ground floor, this week I started taking data at different heights. This data collection is a bit more useful than data from the last experiment because I recorded the counts, not just at one specific height, but many readings from the same height. The data is posted below along with a picture of where readings were taken.
Week 9 Assignment This week I focused on analyzing my data and preparing graphs for next week's presentation.
Week 10 Assignment
Media:Cosmic_Chris_Part_II.ppt
Week 11 Assignment
This week was the start of the last phase of our experimentation. I have done a lot of work with Cosmic Chris in the realm of finding how shielding from buildings affects the rate of cosmic rays. However, I would like to now focus on determining exactly where and how much shielding occurs around the physics and mathematics buildings.
There is definitive proof that the buildings have an effect on rate. The farther Chris is from the buildings, the higher the rate for the most part. Next week, James and myself look to explore the shielding effects of the buildings on other sides.
Week 12 Assignment
This week James and I needed to take data on another side of the building. We went to the North side of the Physics building and took numerous readings at 25 foot intervals both north/south and east/west. We continued to focus on moving Cosmic Chris outward from the building until the rate leveled off. This is a clear sign that the building is no longer shielding any of the cosmic rays. Our results are posted below:
Week 13 Assignment
This is the last week James and I had to take data with Chris. We had to focus on the South Side of the Math building. This would give us a 'wrap around' view of the shielding effects the math/physics buildings have on cosmic ray rates. The final results we got are posted below:
(make sure to look at the bottom of the excel page because there is data on sheet 1 and sheet 2)
Week 14 Assignment
This was our last day of class. We all had to present our final results from our latest experiments. The presentation that I used is posted below:
Media:The Final Chapter for Cosmic Chris.ppt
It was a great class to be a part of and I'm glad that I learned useful information and applications for my classroom. Thanks again Mike and Dima.
