astrophysics research topics for high school

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Scientists and engineers at the Center for Astrophysics | Harvard & Smithsonian collaborate across a broad variety of scientific disciplines, from astronomy and astrophysics to related areas of physics and geophysics, in advancing humanity’s understanding of the universe. Learn more about the full spectrum of research covered at the CfA.

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High school Astrophysics Research Project Suggestions Please

• Thread starter miafrasca_
• Start date Jan 5, 2020
• Tags Astrophysics High school Project Research Research project School Stars Suggestions
• Jan 5, 2020
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• New models suggest Milky Way is not as packed with stars as previously thought
• Astronomers observe a strong shock front in galaxy cluster SPT-CLJ 2031-4037

What topic(s) is/are of interest? One could focus on objects like asteroids, moons, planets, stars, nebulae, gas clouds, galaxies, interstellar matter, and each of those would be various topics, or the structure of the universe.  

Astronuc said: What topic(s) is/are of interest? One could focus on objects like asteroids, moons, planets, stars, nebulae, gas clouds, galaxies, interstellar matter, and each of those would be various topics, or the structure of the universe.

The pick on of those, then narrow down to one of the subtopics, e.g., stellar evolution, or astroseismology, . . . Or dark matter detection methods, . . . .  

Astronuc said: The pick on of those, then narrow down to one of the subtopics, e.g., stellar evolution, or astroseismology, . . . Or dark matter detection methods, . . . .

miafrasca_ said: What can I look into as a high school student then?

miafrasca_ said: Hi, so I'm currently a senior high school student and I'm doing a research project on Astrophysics. I just need help on picking a topic as I know there is a lot out there. I need a project idea that is current but not too challenging as I am limited with resources. Thanks.

• Jan 6, 2020

Astronuc said: How much physics and calculus has one had?

Does your high school have a telescope that you can access? If so, what kind and what capabilities?  

berkeman said: Does your high school have a telescope that you can access? If so, what kind and what capabilities?

• Mar 14, 2020

She hasn't been here in two months. At best, she's two months behind needing a topic.  

Vanadium 50 said: She hasn't been here in two months. At best, she's two months behind needing a topic.

Related to High school Astrophysics Research Project Suggestions Please

1. what is astrophysics research.

Astrophysics research is the study of the physical properties and behavior of objects and phenomena in outer space. This includes the study of planets, stars, galaxies, and other celestial bodies, as well as the interactions between these objects and the forces of the universe.

2. How can I get started on a high school astrophysics research project?

To get started on a high school astrophysics research project, you can begin by researching different topics within the field of astrophysics and identifying one that interests you. You can also reach out to your science teacher or a local university for guidance and resources.

3. What are some possible research project ideas for high school astrophysics?

Some possible research project ideas for high school astrophysics include studying the effects of gravity on planetary orbits, investigating the properties of black holes, or analyzing the composition of different types of stars. You can also explore the use of different tools and technologies, such as telescopes and satellites, in studying the universe.

4. How can I conduct research for my astrophysics project?

To conduct research for your astrophysics project, you can use a variety of resources such as books, scientific journals, and online databases. You can also reach out to experts in the field for guidance and potentially collaborate with other students or researchers.

5. What are some tips for a successful high school astrophysics research project?

Some tips for a successful high school astrophysics research project include choosing a topic that interests you, carefully planning and organizing your research, and seeking guidance and feedback from your teacher or a mentor. It is also important to accurately record and analyze data, and to present your findings clearly and effectively.

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Top 10 Astrophysics/Space Science Summer Programs for High School Students

By Surya Ramanathan

Johns Hopkins University, B.S. in Applied Mathematics and Statistics, B.S. in Economics, and M.S. in Applied Economics

6 minute read

Pursuing a journey to explore the mysteries of the universe is an exhilarating endeavor, especially for high school students with a passion for astrophysics and space sciences. Fortunately, many summer programs are designed to nurture this curiosity and provide hands-on experiences. In this blog post, we’ve curated a list of the ten best astrophysics and space science summer programs for high school students, each offering unique opportunities to delve into the solar system and beyond. 

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What are the best summer programs for students interested in astrophysics?

#1 experimental physics research academy.

Hosting Institution: University of Pennsylvania

Location: Philadelphia, PA

Application Deadline: February 15

Cost: $9,700

UPenn’s Experimental Physics Research Academy is an opportunity for students to understand astrophysics in the context of general physics concepts. Students gain the opportunity to learn about different physics concepts through lectures, discussions, panels, and hands-on activities. If you want to gain an understanding of not just astrophysics but other space physics concepts such as mechanics, electromagnetism, and quantum dynamics, this is a great program for you. 

#2 The Summer Science Program

Hosting Institution: CalTech, MIT

Location: UC Boulder, New Mexico State University, UNC Chapel Hill

Application Deadline: February 16 

Cost: $8,400

The Summer Science Program, hosted at a variety of universities, seeks to expand high school student’s knowledge in the realm of astrophysics. Using an interdisciplinary approach and teaching about related subjects such as mathematics and scientific programming enables this program to elevate students’ learning experience from solely theoretical to applied. An example of a past project is asteroid orbit determination, and determining future positions of these objects. 

#3 NASA High School Aerospace Scholars

Hosting Institution: NASA

Location: Houston, TX

Application Deadline: October 19

NASA’s High School Aerospace Scholars is a program where high schoolers delve into the world of aerospace. Students get to engage in real-world challenges, interact with NASA scientists, and explore the intricacies of space missions. This space studies program is offered free of charge and provides a unique year-long opportunity for Texas residents to deepen their understanding of space exploration. 

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#4 Yale Summer Program in Astrophysics

Hosting Institution: Yale University

Location: New Haven, CT

Application Deadline: March 8

Cost: $7,500

Yale’s Summer Program in Astrophysics is a unique program that offers the benefits of both a summer course and a summer research opportunity. Students first spend two weeks in a self-study portion online, followed by four weeks in a residential program. Across the six weeks, you will take classes that teach you to program and analyze data in a computer lab, which you will then use to collect data with Yale’s telescope at the Leitner Observatory. This is a great summer program for students looking to get a true hands-on astrophysics experience and walk away with a tangible product. 

#5 Research Science Institute

Hosting Institution: Massachusetts Institute of Technology

Location: Cambridge, MA

Application Deadline: December 13

MIT’s Research Science Institute invites high school students to attend lectures and conduct hands-on experiments to understand the astrophysics research cycle from start to finish. Led by renowned faculty, participants gain insights into the latest planetary science and technology advancements while honing their analytical and research skills. This program not only provides a glimpse into the rigors of academic life but also fosters a passion for inquiry and scientific exploration. 

#6 Physics of Atomic Nuclei

Hosting Institution: Michigan State University

Location: East Lansing, MI

Application Deadline: March 24

Physics of Atomic Nuclei, hosted at Michigan State University, is a chance for students to learn about astrophysics from a different lens. Rather than looking up at the sky, students have the chance to look down at the very particles that make up everything around us. This week-long program allows participants to work at one of the top rare-isotope laboratories in the world, learning about astrophysics, cosmology, and nuclear science. 

#7 Clark Scholars Program

Hosting Institution: Texas Tech

Location: Lubbock, TX

The Clark Scholars Program grants twelve highly qualified a coveted seven-week research experience at Texas Tech Honors College. With one of the tracks being physics, students can partake in astrophysics research. It’s important to note, that students should have some level of background in physics/astrophysics, as this is a pure research program with minimal coursework. It’s also important to note how selective the program is, accepting only twelve juniors and seniors from across the nation, so it’s best to apply to this program among others. 

#8 Introduction to Astronomy

Hosting Institution: Carnegie Mellon University

Location: Pittsburgh, PA

Application Deadline: March 1

Cost: $6,722

Introduction to Astronomy, hosted at Carnegie Mellon’s Summer Session, is an introductory course into the world of astronomy. This course is meant to be very beginner-friendly, so if you are looking for a more challenging course load or research opportunities, this may not be the best program for you. With a focus on encouraging non-technical students to become scientifically literate, Intro to Astronomy is an ideal option for those starting from ground zero in terms of applied and theoretical astrophysics astrophysics knowledge. 

#9 Pennsylvania Governor’s School for the Sciences (PGSS)

Application Deadline: January 31

PGSS is a program hosted by Carnegie Mellon offered for Pennsylvania residents that covers a wide range of science topics. This is a great option for students interested in all sciences and research areas, not just astrophysics. Students are required to take five core courses: biotechnology of HIV and AIDS, organic chemistry, concepts of modern physics, discrete mathematics, and computer science. Students can also take electives, some of the past examples include AI and machine learning, how and why to go beyond the discovery of the Higgs Boson, and more. In addition to courses, students also have lab research in one subject area and team projects. All of this is accomplished in 35 days, making it one of the most rigorous programs on this list. 

#10 California State Summer School for Mathematics and Science (COSMOS)

Hosting Institution: State of California

Location: UC Irvine, Davis, San Diego, Santa Cruz

Application Deadline: February 9

Cost: $5,007

COSMOS is a four-week residential program offered at four different UC campuses for California residents. As of 2024, Introduction to Astrophysics is only offered at UC Davis. The Intro to Astrophysics course requires an Algebra II prerequisite, but no other science prerequisites. Similar to Introduction to Astronomy hosted at CMU, this course tends to lean towards the beginner side but is not as rudimentary as CMU’s course. Core concepts covered include foundations of astronomy, star and planet formation, and stellar evolution. 

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More summer opportunities in astrophysics.

These ten astrophysics and space sciences summer programs offer many opportunities for high school students looking to explore their passion for the cosmos. Whether you’re interested in hands-on experiments, astronomical observations, or engaging with renowned scientists, these programs provide a launchpad for your journey into the captivating world of astrophysics!

Interested in more ways to study the skies? See if you live by any observatories and reach out to see how you can be involved in their space research. Additionally, some incredible observations of outer space can be accomplished right at home and within local hobbyist groups. 

Ready to take on your own undergraduate research project? Polygence’s core program is ready to help you find a pathway forward in your investigations, and our mentors , like Candice and Carissa , are dedicated to your future success!

Summer Astronomy Programs for High School Students

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If you’re a high school student with a passion for the stars, you might find yourself at home at astronomy camp. These four summer programs for high school students provide hands-on training in astronomical research, with opportunities to learn from professionals in the fields of astronomy and physics and work with high-tech observational equipment. Be prepared for some late nights—your experience will include telescope time will after the sun has set.

If you're looking to complement your astronomy experience with other STEM adventures, be sure to check out our other summer program recommendations in science and engineering .

Alfred University Astronomy Camp

Rising sophomores, juniors and seniors interested in pursuing a future in astronomy can explore their passion at this residential camp hosted by Alfred University ’s Stull Observatory, considered one of the top teaching observatories in the country. Instructed by AU physics and astronomy faculty members, students participate in daytime and nighttime activities using the observatory’s extensive collection of telescopes and electronic detection equipment, learning about a wide range of topics from variable star photometry to CCD imaging to black holes and special relativity. Evenings and free time are filled with exploring the village of Alfred, movie nights and other group activities, and visits to the nearby Foster Lake.

Astronomy Camp

The longest-running science camp in the state of Arizona, Astronomy Camp encourages high school students to expand their horizons and develop a cosmic perspective on the earth. The Beginning Astronomy Camp, for students aged 12-15, explores the basics of astronomy as well as other topics in science and engineering through hands-on projects such as measuring solar activity and hiking a scale model of the solar system. Students in the Advanced Astronomy Camp (ages 14-19) develop and present research projects on topics such as astronomical photography, spectroscopy, CCD imaging, spectral classification, and asteroid orbit determination. Both camps take place at the Kitt Peak National Observatory, with day trips to the University of Arizona , Mt. Graham Observatory, and other nearby astronomy research facilities.

Michigan Math and Science Scholars

Among the courses offered by the University of Michigan ’s Michigan Math and Science Scholars pre-college program are two basic astronomy classes taught by university faculty. Mapping the Mysteries of the Universe introduces students to the theoretical techniques and observational methods used to create maps and models of the universe, as well as physics principles such as dark energy and dark matter. Climbing the Distance Ladder to the Big Bang: How Astronomers Survey the Universe is an in-depth examination of the “distance ladder,” a tool created by astronomers to measure the distance to celestial objects using techniques such as radar ranging and triangulation. Both courses are two-week sessions in small classroom and laboratory settings, giving students personalized attention and opportunities for hands-on experiential learning.

Summer Science Program

The Summer Science Program offers academically gifted high school students the opportunity to participate in a real-world research project to determine the orbit of a near-Earth asteroid from direct astronomical observations. Students learn to apply college-level physics, astronomy, calculus, and programming skills to calculate celestial coordinates, take digital images and locate objects on these images, and write software that measures the positions and movements of asteroids and then converts those positions into the size, shape, and orbit of the asteroid around the Sun. At the end of the session, their findings are submitted to the Minor Planet Center at the Harvard-Smithsonian Center for Astrophysics. SSP is offered at two campuses, the New Mexico Institute of Technology in Socorro, NM, and Westmont College in Santa Barbara, CA.

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30 Physics Research Ideas for High School Students

By Eric Eng

Physics research offers high school students a unique window into the mysteries of the universe, from the smallest particles to the vast expanses of space. If you’re a student interested in research ideas that delve into physics, you’re in the right place.

To uncover these ideas, you’ll need to think creatively and critically, applying concepts learned in class to real-world problems. Let’s explore various research topics in physics, designed to inspire and challenge you. Whether you’re presenting at a science fair or preparing for college, this guide will help you.

Physics Research Area #1: Quantum Computing and Information

Quantum computing represents a groundbreaking shift in how we process information, leveraging the principles of quantum mechanics to solve problems that are currently beyond the reach of classical computers.

For high school students interested in physics research, exploring quantum computing offers a glimpse into the future of technology and a chance to engage with complex, cutting-edge concepts. This experience is invaluable for students planning to major in physics or computer science in college, providing a strong foundation in quantum theories and computational thinking.

Here are specific topics you can explore:

1. Assessing Quantum Error Correction Techniques

Quantum computers are prone to errors due to qubit instability. By simulating error models and evaluating correction methods like surface codes, you can contribute to making quantum computing more reliable. This involves understanding quantum mechanics basics and using simulation software.

2. Scalability Analysis of Quantum Algorithms

Investigate how algorithms like Shor’s scale with increasing qubits. By simulating these quantum algorithms, you can assess their computational complexity and practicality for real-world use, offering insights into the future of quantum computing.

3. Mitigating Decoherence Effects in Quantum Systems

Decoherence is a major challenge in quantum computing, disrupting qubits’ state. Explore strategies to reduce decoherence, using experimental setups or theoretical models. This research is crucial for extending qubits’ coherence time, enhancing quantum computer stability.

4. Implementing Quantum Teleportation Protocols

Quantum teleportation is a fascinating application of quantum entanglement. Work on designing and testing protocols for transferring information between quantum systems. This project requires a grasp of entanglement principles and hands-on experimental skills.

5. Applications of Quantum Machine Learning

Quantum computing holds promise for revolutionizing machine learning. Compare quantum machine learning algorithms, like quantum neural networks, against classical counterparts to discover their advantages in speed and efficiency. This involves studying algorithmic principles and potentially programming simulations.

Physics Research Area #2: Renewable Energy Technologies

As the world shifts towards sustainable energy solutions, renewable energy technologies are at the forefront of combating climate change and reducing reliance on fossil fuels.

High school students researching this field can play a part in this pivotal movement while gaining valuable insights into physics, engineering, and environmental science . This experience not only prepares students for future studies in these areas but also empowers them to contribute to meaningful solutions for global energy challenges.

6. Enhancing Solar Panel Efficiency

Dive into the world of solar energy by experimenting with different materials and designs to increase solar panels’ efficiency. This involves hands-on testing and analysis, offering practical experience in materials science and photovoltaic technology.

7. Assessing Wind Turbine Design

Evaluate how various design elements of wind turbines affect their efficiency and cost-effectiveness. Use computational modeling and, if possible, field experiments to explore energy production and environmental impacts, gaining insights into aerodynamics and renewable energy economics.

8. Optimization of Hydroelectric Power Generation

Explore ways to boost the efficiency of hydroelectric plants through dam design and water management strategies. Analyzing data from existing facilities provides a real-world understanding of fluid dynamics and energy conversion.

9. Integrating Renewable Energy Sources

Investigate how different renewable energies can be combined into a cohesive system. Model various scenarios to assess their efficiency and sustainability, which can inform future energy solutions and grid management practices.

10. Impact of Renewable Energy on Ecosystems

Study the ecological effects of renewable energy installations. Conduct field surveys and analyze ecological data to understand how these technologies interact with the environment, aiming to find a balance between energy production and conservation.

Physics Research Area #3: Biophysics

Biophysics is a fascinating field where physics meets biology, allowing us to understand life at the molecular and cellular levels.

For high school students exploring research ideas, biophysics offers a unique opportunity to investigate how physical principles govern biological processes. This experience is invaluable for those considering majors in physics, biology , or pre-medical studies, providing a deep understanding of the mechanisms underlying health and disease.

11. Mechanics of Cell Migration

Study the forces and dynamics driving cell movement by using live-cell imaging and microfluidic devices. This research sheds light on cell behavior in development and disease, combining biology with physics to understand life at the cellular level.

12. Protein Folding Dynamics

Dive into the world of proteins to see how they attain their functional shapes. Using computational models and biophysical experiments, you can uncover the relationship between protein structure and function, essential for understanding diseases and developing drugs.

13. DNA Mechanics and Replication

Explore the physical properties of DNA and their impact on vital processes like replication. Techniques such as optical tweezers allow for hands-on investigation of DNA behavior, linking physics to genetics and molecular biology.

14. Biophysics of Medical Imaging

Uncover the physics behind MRI and CT scans. Through simulation and possibly hands-on experiments, you can understand how these technologies capture images of the body, bridging physics with medicine and diagnostic techniques.

15. Cellular Biomechanics in Disease

Examine how changes in cell mechanics contribute to diseases. By applying methods like atomic force microscopy, you can link physical changes in cells to health conditions, offering insights into disease mechanisms and potential therapies.

Physics Research Area #4: Nanotechnology and Materials Science

Nanotechnology and materials science are at the cutting edge of modern physics, driving innovations in everything from electronics to medicine.

For high school students looking for physics research ideas, this field offers a rich vein of topics that blend physics, chemistry , and engineering. Engaging in research here not only prepares students for advanced study in these disciplines but also provides practical experience in developing solutions for real-world problems.

16. Characterization of Nanoparticle Behavior

Explore the unique properties of nanoparticles by studying their size, shape, and chemical behavior using techniques like TEM, AFM, and DLS. This research is vital for applications in medicine, electronics, and materials engineering, offering insights into the building blocks of nanotechnology.

17. Synthesis of Nanomaterials Using Green Methods

Dive into the world of sustainable nanomaterial synthesis. Experiment with green chemistry and biological methods to create nanomaterials, assessing their properties and potential applications. This approach emphasizes environmental responsibility in scientific research.

18. Nanotechnology in Biomedical Applications

Investigate how nanotechnology can revolutionize medicine through targeted drug delivery systems, improved imaging techniques, or novel tissue engineering solutions. Design and test nanocarriers or scaffolds, bridging the gap between physics, biology, and healthcare.

19. Nanoelectronics and Quantum Devices

Explore the frontier of electronics by working with nanoscale materials like nanowires, quantum dots, and graphene. Fabricate devices to study quantum and electronic phenomena, paving the way for future technological breakthroughs.

20. Nanomaterials for Environmental Remediation

Address environmental challenges by using nanomaterials to remove pollutants from water, air, or soil. Analyze the effectiveness of these materials in breaking down contaminants, highlighting the role of nanotechnology in sustainability and conservation.

Physics Research Area #5: Data Science and Physics

The intersection of data science and physics opens up exciting possibilities for high school students interested in physics research ideas. By applying data analysis techniques to physics problems, students can uncover patterns and insights that traditional methods might miss.

This field is particularly appealing for those considering majors in physics, data science, or computer science , as it equips them with valuable skills in computational analysis, critical thinking, and problem-solving.

21. Analysis of Gravitational Wave Data

Dive into astrophysics by processing data from LIGO or Virgo to identify gravitational wave events. This research offers a firsthand look at phenomena like black hole mergers, requiring skills in data processing and analysis to interpret the cosmic dances of massive objects.

22. Particle Identification in Collider Experiments

Use machine learning to sift through data from the Large Hadron Collider, identifying particles from high-energy collisions. This involves developing algorithms for pattern recognition, offering insights into the fundamental components of the universe.

23. Climate Data Analysis for Weather Prediction

Apply statistical analysis to climate data to improve weather prediction models. This project combines physics with meteorology, modeling atmospheric dynamics to enhance the accuracy of forecasts and understand the impact of climate change.

24. Machine Learning for Quantum State Classification

Explore quantum physics by using machine learning to classify quantum states. Training models on experimental data allows for a deeper understanding of quantum information processes, showcasing the synergy between computational science and quantum theory.

25. Data-driven Modeling of Complex Physical Systems

Create models for predicting the behavior of complex systems, such as fluid flows or material behaviors. This research blends traditional physics equations with modern data-driven methods, improving simulation accuracy and efficiency.

Physics Research Area #6: Artificial Intelligence and Robotics

Artificial Intelligence (AI) and robotics are rapidly transforming industries and everyday life, making the integration of these technologies with physics principles especially relevant for high school students exploring research ideas. This field not only offers a practical application of physics but also prepares students for future studies and careers in engineering, computer science, and robotics.

Engaging in research at the intersection of AI, robotics , and physics allows students to develop innovative solutions to complex problems, honing their skills in programming, problem-solving, and critical thinking.

26. Autonomous Navigation in Dynamic Environments

Work on AI algorithms to guide robots through changing settings. Apply physics principles for motion dynamics and obstacle avoidance, using sensors and real-time control for smooth navigation. This project combines robotics with physics to tackle real-world challenges.

27. Reinforcement Learning for Robotic Control

Explore how reinforcement learning can teach robots to handle physical tasks. Design experiments to refine robot actions through trial and error, using physics to inform reward functions and learning strategies. This approach blends AI with physical laws to enhance robot capabilities.

28. Swarm Robotics for Collective Behavior

Investigate how robots can work together like flocks of birds or schools of fish. Develop algorithms for communication and coordination, drawing on physics to simulate natural collective behaviors. This research pushes the boundaries of robotics, inspired by natural phenomena.

29. Physics-Informed Simulation for Robotic Manipulation

Create simulations that incorporate physical laws to train robots in tasks like picking up objects. Use physics-based models to ensure the simulation mirrors real-world interactions, improving robot efficiency and adaptability through virtual training.

30. Energy-Efficient Motion Planning for Robots

Focus on optimizing robots’ energy use while performing tasks. Develop algorithms that consider physical constraints, aiming to reduce energy consumption without compromising on performance. This project is crucial for creating sustainable robotic systems.

How do I choose the right physics research topic?

Choosing the right physics research topic involves identifying your interests and the impact you want to make. Start by exploring various physics research ideas for high school students, focusing on areas that spark your curiosity and where you feel motivated to contribute. This approach ensures your project is both enjoyable and meaningful.

Consider the resources and tools available to you, as well as the feasibility of completing your project within the given time frame. Consulting with teachers, mentors, or professionals in the field can provide valuable insights and help narrow down your options to select a topic that aligns with your goals and academic aspirations.

What are the essential tools and techniques for high school physics research?

Successful physics research projects rely on a combination of theoretical knowledge and practical skills. High school students exploring physics research ideas should familiarize themselves with basic laboratory equipment, simulation software, and data analysis tools. These tools are crucial for conducting experiments, simulating models, and analyzing results effectively.

Moreover, mastering research methodologies, such as experimental design, statistical analysis , and scientific writing, is essential. These techniques will not only enhance the quality of your research but also prepare you for future academic and professional endeavors in the field of physics.

How can I publish my high school physics research findings?

Publishing your physics research findings is a significant achievement that requires meticulous preparation and persistence. Begin by ensuring your research is thorough, well-documented, and presents a clear contribution to the field. Then, seek out journals like the National High School Journal of Science  that accept submissions from high school students; there are many platforms dedicated to young researchers where you can share your work.

Networking with teachers, mentors, and professionals in physics can provide guidance on where and how to submit your research for publication. They can offer advice on refining your paper, selecting the right journal or conference, and navigating the submission process. Remember, receiving feedback and possibly revising your work is part of the journey to publication.

How can my high school physics research experience boost my college application?

Incorporating your high school physics research experience into your college application can significantly enhance your profile. Highlighting your involvement in research demonstrates initiative, depth of knowledge, and a commitment to scientific inquiry. These are qualities that colleges and universities value highly in prospective students.

Discuss how your research allowed you to apply physics concepts in real-world situations, the skills you developed, and any recognition or awards you received. This approach not only showcases your academic capabilities but also your ability to engage with complex problems and contribute to the field of physics.

How can high school students stay updated on the latest physics research trends?

Staying updated with the latest trends in physics research requires proactive engagement with scientific communities and resources. High school students can subscribe to reputable science magazines, journals, and online platforms that publish the latest findings and discussions in physics. Additionally, attending science fairs , lectures, and workshops can provide insights into current research and future directions in the field.

Engaging with social media groups and forums dedicated to physics and science education is another effective way to stay informed. These platforms allow students to connect with peers, educators, and professionals, sharing ideas, research opportunities, and updates on advancements in physics research. By remaining informed, students can find inspiration for their projects and contribute meaningfully to conversations in the scientific community.

Exploring physics research ideas for high school students offers a unique opportunity to delve into the wonders of the universe and contribute to the vast expanse of scientific knowledge. By selecting the right topic, mastering essential tools, publishing findings, and staying informed about research trends, students can significantly enhance their academic journey and future prospects.

Remember, your curiosity and dedication to physics can lead to discoveries that illuminate the mysteries of the cosmos in ways we can only imagine.

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Astrophysics Research

Sponsored research programs prepare for the next generation of missions through both theoretical research and applied technology investigations. They also use data from current missions and use suborbital science investigations to advance NASA science goals.

Suborbital missions are an integral part of the R&A program, including sounding rocket and balloon campaigns which provide ancillary measurements, demonstrate measurement technologies, and train future mission PIs and students.

Current status of the Astrophysics research competitions:

R&A 2017.12.07

Sponsored fellowships are also an important part of the Astrophysics Research program. There are two fellowship programs:

• Hubble Fellowship Program (includes Hubble Fellows, Einstein Fellows and Sagan Fellows)
• Roman Technology Fellowship Program

Discover More Topics From NASA

James Webb Space Telescope

Perseverance Rover

Parker Solar Probe

Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.

19 Selected Topics in Astrophysics

• Video to Watch: Mechanical Universe – Episode 9 – Moving in Circles
• Extra Help: A-Level Physics Tutor
• Article to Read:  Space is a Busy Place and Canada Needs to Be There

Equations Introduced or Used in this Topic:

[latex]v_{esc}=\sqrt{2GM_o{d}_o}[/latex]

• [latex]R=\dfrac{2GM}{{c}^2}[/latex]
• [latex]\Delta E_p=-\dfrac{Gm_1{m}_2}{t}[/latex]
• [latex]T=2\pi\sqrt{\dfrac{r^3}{GM}}[/latex]
• [latex]M, M_o, m_1, m_2[/latex] is the Mass of the object, measured in kilograms (kg)
• [latex]v_{esc}[/latex] is the Speed that an object needs to permanently escape the gravitational field of a body, measured in metres per second (m/s)
• [latex]r[/latex] is the Radius of the orbit, measured in metres (m)
• [latex]T[/latex] is the Period of Orbit, measured in seconds (s)
• [latex]G[/latex] is Newton’s Gravitational Constant, currently estimated to be 6.67408(31) × 10 −11 Nm 2 /kg 2
• [latex]∆V[/latex]  is the Gravitational Potential of a mass measured in joules per kilogram (J/kg)
• [latex]d[/latex] or [latex]d_o[/latex] is the Distance away from the Mass Centre of a Body (gravitational field) or the Distance between Mass Centres of Two Bodies (gravitational fields), measured in metres (m)
• [latex]v_{esc}[/latex] is the Escape Velocity needed to escape the body in metres per second (m/s)
• [latex]r_o[/latex] is the Distance away from the object’s mass centre in metres (m)
• [latex]c[/latex] is the speed of light in meters per second (2.9979 × 10 8 m/s)
• [latex]R_s[/latex] is the Schwarzschild radius or the event horizon of the black hole
• [latex]T[/latex] is the period of orbit of the satellite measured in meters per second (m/s)
• [latex]r[/latex] is the Orbital Distance between mass centres in metres (m)

One of the challenges of placing satellites in orbit or in manned space missions is the problem of recent human ventures into space, from the planned and protested 2007 Chinese destruction of a satellite to multiple accidental collisions of satellites and space debris.

As of July 2016, the United States Strategic Command tracked a total of 17 852 artificial Earth orbit objects. As of January 2019 an estimated 129 million bits of debris were thought to be in orbit around the Earth.

As the number of these bits of debris increases, there exists the risk that the Earth’s orbit will become impassable due to the risk of collisions. Space debris is suspected or known to have damaged or destroyed over nine satellites to date.

The Shuttle Endeavour impact from debris is shown below.

19.1 Escape Velocity

Escape Velocity is the minimum speed needed for an object to permanently escape the influence of the gravitational force of a body, such as a planet, moon or star. The first such object launched from the Earth to achieve escape velocity did so on January 2nd, 1959, launched by the former USSR from the Baikonur Cosmodrome. It eventually reached an orbit around the Sun between the planets Earth and Mars.

The escape velocity equation can be algebraically derived from the conservation of mechanical energy combined with the equation for gravitational field strength. The use of the term “velocity” for this phenomenon is inaccurate, since only speed is required in any direction that does not intersect or return to the body it is escaping from. There are two conditions to look at when using the escape velocity equation:

• the launch velocity is equal to the escape velocity, and
• the launch velocity is greater than the escape velocity.

If the launch velocity is equal to the escape velocity, then the object will continue to move away from the body it was launched from, continually slowing but never reaching 0 m/s as it moves to an infinite distance away. The equation defining this is:

• [latex]v_{esc}[/latex] = is the Escape Velocity needed to escape the body in m/s
• [latex]G[/latex] = 6.671 × 10 −11 Nm 2 /kg 2
• [latex]M_o[/latex] = The Mass of the object in kg
• [latex]r_o[/latex] = The Distance away from the object’s mass centre in m

If the initial launch velocity is greater than the escape velocity, then the objects final velocity as it escapes the body can be calculated using the following equation:

[latex]E_{kf}= E_{ki} − E_{k\ esc}[/latex] which simplifies to [latex]{v_f}^2 ={v_i}^2-{v_{esc}}^2[/latex]     (all velocities are in m/s).

Using the conservation of mechanical energy, one is able to derive the escape velocity equation:

This looks like… [latex]E_{ki}+ E_{pi}= E_{pf}+ E_{kf}[/latex] where [latex](E_{pf}+ E_{kf})=0[/latex] which means that [latex]E_{ki}+E_{pi}=0[/latex]

Further simplification is done by substitution, using the gravitational Potential Energy equation that is needed to escape a gravitational field for [latex]E_{pi}[/latex], specifically:  [latex]E_{pi}=-\dfrac{Gm_1{m}_2}{r}[/latex]

[latex]E_{ki}-\dfrac{Gm_1{m}_2}{r}=0[/latex]

Since [latex]E_{ki}=\dfrac{1}{2}{mv}_i^2[/latex]…

[latex]\dfrac{1}{2}{mv}_i^2- \dfrac{Gm_1{m}_2}{r}=0[/latex]

This changes to…

[latex]\dfrac{1}{2}{mv}_i^2=\dfrac{Gm_1{m}_2}{r}[/latex]

Cancelling the mass escaping the gravitational field and multiplying out the ½ fraction yields:

[latex]{v}_i^2=2\dfrac{Gm_1}{r}[/latex]

When removing the square and replacing the initial velocity (vi) with the escape velocity (vesc), the equation in its final form is:

[latex]v_{esc}=\sqrt{\dfrac{2Gm_o}{{r}_o}}[/latex]

This equation allows one to calculate the velocity of any object to escape the gravitational field of a body.

Example 19.1.1

What is the escape velocity for a rocket at an orbital distance of 60 km above the Moon’s surface?

First… [latex]r_o[/latex] = 60 km + 1.737 × 10 6 m or 1.797 × 10 6 m

• [latex]v_{esc}=\sqrt{\dfrac{2{Gm}_o}{r_o}}[/latex]
• [latex]v_{esc}=\sqrt{\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(7.349\times10^{30}\text{ kg})}{(1.797\times10^{11}\text{ m})}}[/latex]
• [latex]v_{esc}[/latex] = 2340 m/s

Example 19.1.2

What is the escape velocity for a rocket (at the same distance as Jupiter’s orbit around the Sun) to permanently leave the influence of the Sun’s gravitational field?

• [latex]v_{esc}=\sqrt{\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(1.9891\times10^{30}\text{ kg})}{(7.7833\times10^{11}\text{ m})}}[/latex]
• [latex]v_{esc}[/latex] = 18 500 m/s

Example 19.1.3

What is the final speed of a rocket that leaves the orbit of Mars (180 km above the Martian surface) with a speed of 8.4 km/s, if it heads on a path directly away from the Sun?  (Find the escape velocity from Mars, ignore the Sun and solve using Conservation of Mechanical Energy.)

First… [latex]r_o[/latex] = 180 km + 3.390 × 10 6 m or 3.57 × 10 6 m

• [latex]v_{esc}=\sqrt{\dfrac{2{Gm}_o}{{r}_o}}[/latex]
• [latex]v_{esc}=\sqrt{\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(6.419\times10^{23}\text{ kg})}{(3.57\times10^{6}\text{ m})}}[/latex]
• [latex]v_{esc}[/latex] = 4900  m/s

Using the Conservation of Mechanical Energy…

• [latex]E_{kf} = E_{ki} - \Delta E_{\text{k esc}}[/latex]
• [latex]\dfrac{1}{2}{mv}_f^2=\dfrac{1}{2}{mv}_i^2-\dfrac{1}{2}{mv}_{esc}^2[/latex]… Cancel out the common mass and ½

We get… [latex]v_f^2 = v_i^2 − v_{esc}^2[/latex]

• [latex]v_f^2 = (8400 \text{ m/s})^2 − (4900 \text{ m/s})^2[/latex]… [latex]v_f[/latex] = 6820 m/s

Example 19.1.4

Derive the Gravitational Potential Energy Equation using the relationship between work and change in energy and gravitational force equation.

First…

• [latex]\text{Work (W) }= F_{net} \cdot \;\vec{\text{d}}[/latex] or [latex]\vec{F_{net}}d \vec{\text{cos ø}}[/latex] and [latex]\vec{F_g}=\dfrac{Gm_1{m}_2}{d^2}[/latex]
• Work ([latex]W[/latex]) = Δ Energy equals [latex]F_{\text{net}} d \cos ø[/latex], where [latex]F_{\text{net}} = F_g[/latex] or [latex]\dfrac{Gm_1{m}_2}{d^2}[/latex]

When combined becomes… ΔEnergy = [latex]\dfrac{Gm_1{m}_2}{{d}^2} d \cos ø[/latex]

Cancelling the common d and having [latex]\cos ø = 1[/latex], leaves us with…

• ΔEnergy = [latex]\dfrac{Gm_1{m}_2}{d}[/latex]

The final version looks like… [latex]\Delta E_p=-\dfrac{Gm_1{m}_2}{d}[/latex]

The negative sign comes from ∆ Energy = − Work done by gravitational force (attractive).

Exercise 19.1

• What is the escape velocity for a rocket at an orbital distance of 300 km above the Earth’s surface?
• What is the escape velocity for a rocket (at the same distance as Earth orbit around the Sun) to permanently leave the influence of the Sun’s gravitational field?
• What is the final speed of a rocket that leaves the orbit of the Earth (300 km above the Earth’s surface) with a speed of 14.2 km/s, if it is directed on a path ahead of the Earth as it orbits the Sun? (This means we can ignore the effect of the Sun’s gravity. Assume that the moon is on the other side of the Earth.)
• How far would a satellite be from the Earth if the escape velocity needed to escapes the Earth’s gravity had fallen to 4200 m/s?
• What is the difference in escape velocities from the Earth’s gravitational field for a rocket that has moved from its orbit at 330 km above the Earth’s surface to 1.0 million km away from the surface?

19.2 The Size of Black Holes

• Article to Read: A Brief History of Black Holes
• Article to Read: Great Collision could wake up the supermassive black hole at the Milky Way’s centre
• In the News: Astronomers deliver first photo of black hole
• Video to Watch: Katie Bouman – How to take a picture of a black hole
• Extra Help: Black Hole Evaporation Time Calculator

The Schwarzschild radius (black hole event horizon) was calculated by Karl Schwarzschild in 1916 from his exact solution of Einstein’s General Relativity Equation.

This radius is given as R s = [latex]\dfrac{2GM}{{c}^2}[/latex]

The derivation of the black hole radius equation is found by using the escape velocity equation where v esc = c. In this case, the equation is solved for when light itself cannot escape the gravitational influence of the black hole.

The size of a black hole could be as small as an atom (primordial) and contain the mass of a large mountain [1] . Other types of black holes are classified as stellar and could have a mass of twenty times the mass of our Sun [solar mass, Mo = (1.988 55 ± 0.000 25) × 1030 kg] and it is expected that many of these black holes exist in our own galaxy. The largest of the black holes bears the name supermassive [2]   and is expected to contain the mass of one million or more solar masses. Evidence has been found that indicates the centre of every large galaxy has its own supermassive black hole. Our galaxy’s supermassive black hole has been estimated to contain 4.3 million solar mass and has been given the name Sagittarius A.

Black holes cannot be seen since light cannot escape from them. However they can be detected by observing the gas and stars that orbit them. Black holes have also been detected by the light that bends when passing by them and also from x-rays that are emitted by objects falling into the black hole.

The simple derivation of the Schwarzschild radius is done using the escape velocity equation and substituting the speed of light c for the escape velocity v esc and in replacing r o with the Schwarzschild radius R s .

[latex]v_{esc}=\sqrt{\dfrac{2GM_o}{r_o}}[/latex] then becomes c = [latex]\sqrt{\dfrac{2GM_o}{R_s}}[/latex]

Squaring both sides of this equation yields: [latex]c^2=\dfrac{2GM_o}{R_s}[/latex]

Cross multiplying [latex]c^2[/latex] and [latex]R_s[/latex] yields…

[latex]R_s=\dfrac{2GM}{c^2}[/latex]

On April 10, 2019 scientists for 40 different nations released the first actual photo of a black hole culminating an effort of over 13 years. This photo (shown below) is of the supermassive black hole at the centre of the Messier 87 galaxy and was accomplished using the Event Horizon Telescope (EHT) [3] .  The known details of this black hole include that it is located approximately 53.5 million light years away and has a mass of around 6.5 billion suns. The size of this black hole and its accretion disk (orbiting ring of hot matter) has an estimated diameter of 100 million km.

• Article to Read: The perplexing physics of imaging a black hole
• Video to Watch: The strange fate of a person falling into a black hole
• In the News: Milky Way’s black hole just flared, growing 75 times as bright for a few hours

While some folks describe the black hole image as a shiny, glazed donut, astrophysicists note that it is slightly asymmetric, which is due to the tilt of the accretion disk. Doppler shifts are also present in this image, where the bright side represents matter moving towards us and the darker side where the matter is moving away. Another challenge is that this image is only visible in certain ranges.  If observed too low or too high, the black hole image is obscured by the plasma surrounding it. The best wavelength to use to see through everything obscuring the black hole from view was that of microwaves at 230 GHz or 1.3 mm. This requirement necessitated a global collaboration to use telescopes in multiple settings on Earth to make the largest telescope possible. This allowed for astrophysicists to get the resolution needed to see an object that had an angular dimension of 40 microarcseconds.

The image currently being shared results from the conversion of microwaves into visible wavelengths. If one were to attempt to see this using a visible light telescope, they would not succeed. The image below shows the location of this black hole at the centre of M87.

Example 19.2.1

To what size would the Moon have to shrink to become a Black Hole?

• [latex]R_s=\dfrac{2GM}{{c}^2}[/latex]
• [latex]R_s=\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(7.349\times10^{22}\text{ kg})}{(3.00\times10^8)^2}[/latex]
• [latex]R_s[/latex] = 0.00011 m or 1.1 × 10 −4 m

Example 19.2.2

To what size would Jupiter have to shrink to become a Black Hole?

• [latex]R_s=\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(1.899\times10^{27}\text{ kg})}{(3.00\times10^8)^2}[/latex]
• [latex]R_s[/latex] = 2.81 m

Example 19.2.3

What is the radius of the super massive Black Hole at the centre of our Galaxy? Its mass is estimated to be 4.3 million solar masses.

• [latex]R_s=\dfrac{2(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(1.899\times10^{27}\text{ kg})(4.3\times10^6)}{(3.00\times10^8)^2}[/latex]
• [latex]R_s[/latex] = 1.21 × 10 10 m

Exercise 19.2

• To what size would the Earth have to shrink to become a Black Hole?
• To what size would the Sun have to shrink to become a Black Hole?
• The largest Black Hole discovered to date is the Supermassive Black Hole found at the centre of NGC 127788. If the estimated mass of this Black Hole is around 12 Billion Solar Masses what should its radius be?
• What would be the mass of a Black Hole having a radius of the average height of a tall person of 2.0 m?
• What would be the difference in gravitational field strength experienced by a 210 m long spaceship at a distance of 10 km from the centre of the Sun if it were a Black Hole? This would be the gravity acting at both ends of the spaceship.  Could a 2.0 m astronaut survive this? (A science fiction novel was written about a similar situation.)

19.3 Orbital Mechanics

• Article to Read: Williams, M. (2018-05-10) Jupiter and Venus Change Earth’s Orbit Every 405,000 Years
• Article to Read: Witze, A. (2018) The quest to conquer Earth’s space junk problem
• Article to Read: SpaceX gets nod to put 12,000 satellites in orbit
• Article to Read: Enormous dwarf satellite galaxy of Milky Way discovered

Orbital Mechanics is the field concerning the motion of spacecraft orbiting objects in space, and the motion of any space-based object in an orbit, trapped in a gravitational field. For simplicity’s sake, we shall only consider circular orbits.

The physics used in working with circular orbits in space comes from gravitational force [latex]F_g[/latex] and centripetal force [latex]F_c[/latex]. What is done for this derivation is to equate these two forces, specifically:

[latex]F_g = F_c[/latex]

[latex]\dfrac{Gm_1{m}_2}{{d}^2}=\dfrac{mv^2}{r}[/latex]

Since d and r are equivalent and m 2 and m are also equivalent, they can be cancelled out as common, which leaves us with:

[latex]\dfrac{Gm_1}{d}={v}^2[/latex]

Since we will be solving for orbits, we will use the more common r for the radius of the orbit rather than d.

Calculating the speed of the satellite in orbit involves using:

[latex]v[/latex] = [latex]\dfrac{2\pi r}{T}\begin{array}{l}\text{... (distance)}\\ \text{... (time for one complete orbit)}\end{array}[/latex]

Which for [latex]v^2[/latex] yields: [latex]v^2[/latex] = [latex]\dfrac{4\pi^2r^2}{T^2}[/latex]

Replacing [latex]v^2[/latex] in the equation: [latex]\dfrac{Gm_1}{d}={v}^2[/latex]

Yields… [latex]\dfrac{Gm_1}{d}=\dfrac{4\pi^2r^2}{T^2}[/latex]

Isolating [latex]T^2[/latex] yields: [latex]{T}^2=\dfrac{4\pi^2r^2}{Gm_1}[/latex]

Taking the square root of both sides leaves us with…

• [latex]T[/latex] = [latex]2\pi\sqrt{\dfrac{r^3}{Gm}}[/latex]

As you can see from the structure of this equation, it belongs to the family of simple harmonic equations used in Labs 4 and 5.

[latex]T[/latex] = [latex]2\pi\sqrt{\dfrac{1}{g}}[/latex]                    [latex]T[/latex] = [latex]2\pi\sqrt{\dfrac{m}{k}}[/latex]

Example 19.3.1

What is the period of orbit of the Martian moon Phobos (use r = 9 377 km… its semi-major axis) around Mars?

• [latex]T[/latex] = [latex]2\pi\sqrt{\dfrac{(9.377\times10^6\text{ m})^3}{(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(6.419\times10^{23}\text{ kg})}}[/latex]
• [latex]T[/latex] = 27 600 s

Example 19.3.2

What is the period of orbit of Venus around the Sun?

• [latex]T[/latex] = [latex]2\pi\sqrt{\dfrac{(1.082\times10^{11}\text{ m})^3}{(6.67\times10^{-11}\text{ Nm}^2\text{/kg}^2)(1.9891\times10^{30}\text{ kg})}}[/latex]
• [latex]T[/latex] = 1.94 × 10 7  s

Example 19.3.3

What is the period of orbit of the Space Shuttle at an orbit of 280 km above the Earth’s surface?

First… [latex]r[/latex] = 280 km + 6.371 × 10 6 m or 6.65 × 10 6 m

• [latex]T[/latex] = 5400 s

Exercise 19.3

• What is the period of orbit of the Moon around the Earth?
• What is the period of orbit of the Earth around the Sun?
• What is the period of orbit of the International Space Station at its lowest orbit of 330 km above the Earth’s surface?
• What would be the difference in the orbital radii of two Earth satellites where one has a period of 2.0 h and the other 6.0 h?
• Astronomers are analyzing two Black Holes that are in close orbit around each other. If the smaller 2019 Elara (10 Solar Masses) has a period of 19 days to orbit the larger 2016 Jasnah (30 Solar Masses), what distance separates them?

19.4.1 Geosynchronous Satellites

• Article to Read: High-flying pseudosatellites get their day in the sun
• Article to Read:  China Plans To Build The World’s First Solar Power Station In Space

Geosynchronous Satellites, are satellites in geosynchronous orbit with an orbital period the same as the Earth’s rotation period. Such a satellite returns to the same position in the sky after each sidereal day. A special case of geosynchronous satellite is the geostationary satellite, which has a geostationary orbit – a circular geosynchronous orbit directly above the Earth’s equator.

Geostationary satellites appear to be fixed over one spot above the equator. Receiving and transmitting antennas on the Earth do not need to track such a satellite. These antennas can be fixed in place and are much less expensive than tracking antennas. These satellites have revolutionized global communications, television broadcasting and weather forecasting, and have a number of important defense and intelligence applications.

One disadvantage of geostationary satellites is  the result of their high altitude: radio signals take approximately 0.25 of a second to reach and return from the satellite resulting in a small but significant signal delay.  This delay increases the difficulty of telephone conversation and reduces the performance of common network protocols such as TCP/IP but does not present a problem with non-interactive systems such as television broadcasts.  Another unusual feature is that time is distorted by the difference in the gravitational field strength on the Earth’s surface and at the geosynchronous orbit. This time difference amounts to 45 µs each day which means that data such as that used for GPS navigation must be updated on a regular basis to keep the information coming from these satellites accurate.

Another disadvantage of geostationary satellites is the incomplete geographical coverage, since ground stations at higher than roughly 60 degrees latitude have difficulty reliably receiving signals at low elevations.  Satellite dishes at such high latitudes would need to be pointed almost directly towards the horizon.  The signals would have to pass through the largest amount of atmosphere and could even be blocked by land topography, vegetation or buildings.

• Article to Read:  Audacious & Outrageous: Space Elevators
• Article to Read: A colossal elevator to space could be going up sooner than you ever imagined

One of the greatest future prospects in using geosynchronous orbiting stations is that of placing the hub of a space elevator in that position.  China could build this by 2045, to enormous commercial benefit. This could see the cost of placing objects into geosynchronous orbit drop from around $22 000 per kilogram to $1.50 per kilogram.

The idea of a space elevator was first proposed in 1895 by a Russian scientist named Konstantin Tsiolkovsky, who, inspired by the Eiffel tower, speculated on constructing a similar tower to use as a base on Earth for a space elevator. The limitation of such an idea, which now appear to have been resolved by the development of carbon nanotube technology (CNT), have been in the design needs of the space cable itself. Current production of carbon nanotubes is restricted to the lengths that can be produced in a laboratory, but as work in this area continues, CNT should produce a cable of the required length and diameter within a few decades. Space travel looks to be entering a new future with possibilities previously imagined in Science Fiction.

Exercise 19.4.1

• At what distance above the Earth’s surface would a geostationary satellite hub for a space elevator orbit?

19.4.2 Artificial Gravity in Space

Weightlessness over extended periods of time have been found to have quite harmful effects on human physiology; including loss of bone density (Spaceflight osteopenia), in which astronauts lose 1%+ of bone mass per month in space, risking irreversible skeletal damage and muscular atrophy.  Weightlessness also slows cardiovascular system functions, decreases the production of red blood cells, causes balance disorders, and weakens the immune system.  Lesser symptoms include fluid redistribution inside the body, disrupted vision, loss of taste, loss of body mass, nasal congestion, and sleep disturbance, among other problems.  Predicting problems in zero g environments, Wernher von Braun and Willy Ley in 1952 proposed a rotating space ship that could simulate gravity using centripetal force.  Their ship design included a 38 metre wheel that could rotate at 3 rpm, providing a [latex]\frac{1}{3}[/latex] g gravity for a crew of 80.  One of the potential problems of rotating spaceships is that astronauts would experience less artificial gravity the closer they got to the centre of the rotating ship.  This means that their head and feet would experience different gravities and would cause a Coriolis force for the human ear, which would cause dizziness, nausea and disorientation.

Exercise 19.4.2

• Given a 3 rpm rotation and a [latex]r[/latex] = 38 m for the feet and [latex]r[/latex] = 36 m for the head calculate the difference in simulated gravity between the head and the feet of these astronauts.

19.4.3 Measuring the Mass of the Sun

Exercise 19.4.3

• Given that it takes the Earth 365.265 days to orbit the Sun and that the average radius of orbit is 1.4960 × 10 11 m, estimate the mass of the Sun.

19.4.4 The Most Distant World Visited – Arrokoth

• Article to Read: Witze, A. (2018) Most distant world ever visited is shaped like a peanut
• Article to Read: NASA Names Most Distant Object Ever Explored ‘Arrokoth’, the Powhatan Word for Sky

On January 1st, 2019, NASA’s New Horizons spacecraft at a distance of 3500 km flew past 2014 MU69 which accordingly is at a distance of 5.5 billion km (Wired Magazine) to 6.5 billion km (Nature Magazine) away from Earth, depending on the news source. Arrokoth (First Named as Ultima Thule) can be most accurately described as a rotating bowling pin 32 km long and 16 km wide. The complete download of data from the Horizon’s spacecraft is expected to take some 20 months, finishing by September 2020.

Example 19.4.4

• Given consistent reports that Arrokoth takes a little over 298 years to orbit the Sun, what average orbital distance from the two different sources above is more accurate?

Exercise Answers

• [latex]v_{esc}[/latex] = 10 900 m/s or 10.9 km/s
• [latex]v_{esc}[/latex] = 42 120 m/s or 42.1 km/s
• [latex]v_f[/latex] = 9.1 km/s
• 3.88 × 107 m above Earth’s surface
• [latex]\Delta v_{esc}[/latex] = 10 020 m/s  (≈ 20.0 km/s)
• [latex]R_s[/latex] = 0.0089 m or 8.9 mm
• [latex]R_s[/latex] = 2953 m or 2.95 km
• [latex]R_s[/latex] = 3.54 × 10 13 m (A little under 8 times Neptune’s orbit)
• 1.35 × 10 27 kg
• For the Ship… 5.4 × 10 10 m/s 2 (≈ 5.5 billion gravities difference) For the Astronaut 5.3 × 10 8 m/s 2 (≈ 53 million gravities difference)
• [latex] T[/latex] = 2.37 × 10 6 s or 27.5 days
• [latex]T[/latex] = 3.16 × 10 7 s or 365.3 days
• [latex]T[/latex] = 5460 s or 1.52 h
• 1.606 × 10 7 m  (≈ 16 000 km)
• [latex]r[/latex] = 1.2 × 10 11 m
• [latex]d[/latex] = 35 900 km above the Earth’s surface
• [latex]\Delta g[/latex] = 0.20 m/s 2 or ≈ 0.02 g’s
• [latex]m_s[/latex] = 1.989 × 10 30 kg
• [latex]r[/latex] = 6.7 × 10 12 m or 6.7 billion km

Media Attributions

• “ STS-118 debris entry ” by NASA is in the public domain .
• “ agujero negro absorbiendo una estrella ” by elhombredenegro is licensed under a CC BY 2.0 licence .
• “ Black hole ” by Event Horizon Telescope Collaboration , for non-commercial educational and public information purposes only.
• “ Black hole X-ray ” by NASA/CXC/Villanova University/J. Neilsen, for non-commercial educational and public information purposes only.
• “ Space station over Earth ” by NASA , for non-commercial uses only.
• “Syncom3 – First Geostationary Communications Satellite” by NASA , for non-commercial uses only.
• “ Von Braun’s Early Wheel Space Station Concept ” by NASA , for non-commercial uses only.
• “Sun” by NASA , for non-commercial uses only.
• “Early Data Return: LORRI” by John Hopkins University Applied Physics Laboratory/NASA, for non-commercial educational and public information purposes only,
• Stephen Hawking predicted the primordial black holes could be as small as 10 −8 kg. ↵
• Scientists think the primordial black holes formed when the universe began. Stellar black holes are made when the centre of a very big star falls in upon itself, or collapses. When this happens, it causes a supernova. A supernova is an exploding star that blasts part of the star into space. Scientists think supermassive black holes were made at the same time as the galaxy they are in. ↵
• Event Horizon Telescope: https://eventhorizontelescope.org ↵

Foundations of Physics Copyright © by Terrance Berg is licensed under a Creative Commons Attribution 4.0 International License , except where otherwise noted.

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Astrophysics and Astronomy Summer Programs for High School Students

Updated: Apr 3

Embark on a celestial journey like no other! For high school students fascinated by the mysteries of the cosmos, summer programs in astrophysics and astronomy offer an exciting opportunity to explore the universe firsthand. These programs provide hands-on experiences, expert guidance, and the chance to connect with peers who share a passion for the stars.

Here are some summer programs tailored to high school students, equipping them with the tools and experiences needed to embark on an exhilarating journey within the world of astrophysics and astronomy.

Indian Space Research Organisation (ISRO) YUVIKA

Program focus: ISRO’s recently launched ‘Young Scientist Program’ provides students with in-depth knowledge of the emerging trends within astrophysics. This two-week residential program exposes students to space science and its applications through classroom lectures and hands-on activities such as model rocketry, sky gazing, robotic coding, drone demonstrations, and facility visits. 

Eligibility : 14-18 years 

Location: Seven ISRO centres across India 

Dates:  12th May - 25th May 2024

Deadline: 20th March 2024

2. Centre for Talented Youth’s Astrophysics Course  

Program focus: This all-encompassing course hosted by The Johns Hopkins Center for Talented Youth equips students with a conceptual understanding of astrophysics. During the two-week residential course, participants learn about stellar evolution, black holes, distances between planets, and the formation of neutron stars. Additionally, students are taught applied mathematics topics including Kepler’s Third Law, Stefan-Boltamann Law, and the Drake Equation. 

Cost: $6,964 (USD)

Eligibility : 14- 18 years 

Location:  Baltimore, MD

Dates:  Session 1: June 23 - July 12, 2024| Session 2: July 14 - August 2 2024

Deadline: May 3, 2024

3. Yale Summer Program in Astrophysics  

Program focus: Yale’s Summer Program in Astrophysics provides students with a unique insight into the life of a scientist. Across six weeks, students are armed with essential concepts in advanced mathematics and physics which they use to create a research project. During this project, students practise data collection and analysis techniques using facilities within the Leitner Observatory. 

Cost: $7,500 USD

Eligibility : 16-18 years 

Location: New Haven, CT

Dates:  June 24 - Aug 4, 2024

Deadline: March 8, 2024

Cohort: 32 students 

4. REACH (Research Experiences in Astronomy at CIERA for High School Students) 

Program focus: The REACH program allows students to interact and learn from CIERA astronomers. The program provides an intensive introduction to necessary research skills, including learning Python programming language and gaining an understanding of astronomical concepts and theories. Students also benefit from participating in college/career panels, solar observing at Dearborn Observatory and social games. The program culminates in students creating their own mini-projects based on ongoing research at CIERA.  

Cost: $2,500 USD

Eligibility : Open to all high school students 

Location:  Evanston, IL

Dates:  Session 1: June 10- June 28, 2024 | Session 2: July 8- July 26, 2024

Deadline: March 19, 2024 

5. Experimental Physics Research Academy

Program focus:  The University of Pennsylvania’s Experimental Physics Research Academy focuses on arming students with an understanding of applied physics and mathematics. Through lectures, activities, projects, and discussions with instructors, students move past memorizing equations to gain an appreciation of physics concepts such as mechanics, electromagnetism, quantum mechanics and astrophysics. 

Cost:  $9,700

Location: Philadelphia, PA

Dates:   July 6 - July 27, 2024

Deadline: Feb 15, 2024

6. ​​ The Summer Science Program: Astrophysics

Program focus: The Summer Science Program, hosted by a variety of universities, offers students a once-upon-a-time opportunity to experience the life of an astrophysicist. Forming groups of three, students learn about celestial coordinates and interpret near-earth asteroid activity.  Students create their own observational projects, writing proposals and reports like professional astronomers. 

Cost: $8,400

Eligibility : 16- 18 years

Location: UC Boulder, New Mexico State University, University of North Carolina Chapel Hill

Dates:  Vary depending on the host university 

Deadline: Feb 16, 2024

7. Physics of Atomic Nuclei (PAN)

Program focus:  PAN hosted by Michigan State University provides students with a unique opportunity to learn about astrophysics from a different perspective. The program focuses on particulate matter, getting students to use rare isotope beams to understand the particles that make up materials and how the reaction between these can influence astronomical bodies. 

Eligibility : 16- 18 years 

Location: East Lansing, MI

Dates:  July 22 - 26, 2024

Deadline: March 25, 2024

* Please note that this program is only open to US citizens. 

8. Anson L. Clark Scholars Program  

Program focus: This highly coveted program is a seven-week summer intensive which provides students with hands-on practical research experience. The program includes social activities and weekly seminars. It also culminates in a research project report, with the chance of winning a $750 stipend for the best report. 

Cost: $6,722

Eligibility : 17 - 18 years  

Location: Pittsburgh, PA

Dates:  June 16 - August 1, 2024

Deadline: March 1, 2024

To understand which of these programs is ideal for you, speak to your mentors at OnCourse who will be able to make the most effective recommendations keeping in mind your interests, your current academic standing and your resume. If you are not enrolled with OnCourse , reach out to set up a consultation meeting  to understand more about our mentoring programs for students from Grade 8 to Grade 12.

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25 Research Ideas in Physics for High School Students

Research can be a valued supplement in your college application. However, many high schoolers are yet to explore research , which is a delicate process that may include choosing a topic, reviewing literature, conducting experiments, and writing a paper.

If you are interested in physics, exploring the physics realm through research is a great way to not only navigate your passion but learn about what research entails. Physics even branches out into other fields such as biology, chemistry, and math, so interest in physics is not a requirement to doing research in physics. Having research experience on your resume can be a great way to boost your college application and show independence, passion, ambition, and intellectual curiosity !

We will cover what exactly a good research topic entails and then provide you with 25 possible physics research topics that may interest or inspire you.

What is a good research topic?

Of course, you want to choose a topic that you are interested in. But beyond that, you should choose a topic that is relevant today ; for example, research questions that have already been answered after extensive research does not address a current knowledge gap . Make sure to also be cautious that your topic is not too broad that you are trying to cover too much ground and end up losing the details, but not too specific that you are unable to gather enough information.

Remember that topics can span across fields. You do not need to restrict yourself to a physics topic; you can conduct interdisciplinary research combining physics with other fields you may be interested in.

Research Ideas in Physics

We have compiled a list of 25 possible physics research topics suggested by Lumiere PhD mentors. These topics are separated into 8 broader categories.

Topic #1 : Using computational technologies and analyses

If you are interested in coding or technology in general , physics is also one place to look to explore these fields. You can explore anything from new technologies to datasets (even with coding) through a physics lens. Some computational or technological physics topics you can research are:

1.Development of computer programs to find and track positions of fast-moving nanoparticles and nanomachines

2. Features and limitations to augmented and virtual reality technologies, current industry standards of performance, and solutions that have been proposed to address challenges

3. Use of MATLAB or Python to work with existing code bases to design structures that trap light for interaction with qubits

4. Computational analysis of ATLAS open data using Python or C++

Suggested by Lumiere PhD mentors at University of Cambridge, University of Rochester, and Harvard University.

Topic #2 : Exploration of astrophysical and cosmological phenomena

Interested in space? Then astrophysics and cosmology may be just for you. There are lots of unanswered questions about astrophysical and cosmological phenomena that you can begin to answer. Here are some possible physics topics in these particular subfields that you can look into:

5. Cosmological mysteries (like dark energy, inflation, dark matter) and their hypothesized explanations

6. Possible future locations of detectors for cosmology and astrophysics research

7. Physical processes that shape galaxies through cosmic time in the context of extragalactic astronomy and the current issues and frontiers in galaxy evolution

8. Interaction of beyond-standard-model particles with astrophysical structures (such as black holes and Bose stars)

Suggested by Lumiere PhD mentors at Princeton University, Harvard University, Yale University, and University of California, Irvine.

Topic #3 : Mathematical analyses of physical phenomena

Math is deeply embedded in physics. Even if you may not be interested solely in physics, there are lots of mathematical applications and questions that you may be curious about. Using basic physics laws, you can learn how to derive your own mathematical equations and solve them in hopes that they address a current knowledge gap in physics. Some examples of topics include:

9. Analytical approximation and numerical solving of equations that determine the evolution of different particles after the Big Bang

10. Mathematical derivation of the dynamics of particles from fundamental laws (such as special relativity, general relativity, quantum mechanics)

11. The basics of Riemannian geometry and how simple geometrical arguments can be used to construct the ingredients of Einstein’s equations of general relativity that relate the curvature of space-time with energy-mass

Suggested by Lumiere PhD mentors at Harvard University, University of Southampton, and Pennsylvania State University.

Topic #4 : Nuclear applications in physics

Nuclear science and its possible benefits and implications are important topics to explore and understand in today’s society, which often uses nuclear energy. One possible nuclear physics topic to look into is:

12. Radiation or radiation measurement in applications of nuclear physics (such as reactors, nuclear batteries, sensors/detectors)

Suggested by a Lumiere PhD mentor at University of Chicago.

Topic #5 : Analyzing biophysical data

Biology and even medicine are applicable fields in physics. Using physics to figure out how to improve biology research or understand biological systems is common. Some biophysics topics to research may include the following:

13. Simulation of biological systems using data science techniques to analyze biological data sets

14. Design and construction of DNA nanomachines that operate in liquid environments

15. Representation and decomposition of MEG/EEG brain signals using fundamental electricity and magnetism concepts

16. Use of novel methods to make better images in the context of biology and obtain high resolution images of biological samples

Suggested by Lumiere PhD mentors at University of Oxford, University of Cambridge, University of Washington, and University of Rochester

Topic #6 : Identifying electrical and mechanical properties

Even engineering has great applications in the field of physics. There are different phenomena in physics from cells to Boson particles with interesting electrical and/or mechanical properties. If you are interested in electrical or mechanical engineering or even just the basics , these are some related physics topics:

17. Simulations of how cells react to electrical and mechanical stimuli

18. The best magneto-hydrodynamic drive for high electrical permittivity fluids

19. The electrical and thermodynamic properties of Boson particles, whose quantum nature is responsible for laser radiation

Suggested by Lumiere PhD mentors at Johns Hopkins University, Cornell University, and Harvard University.

Topic #7 : Quantum properties and theories

Quantum physics studies science at the most fundamental level , and there are many questions yet to be answered. Although there have been recent breakthroughs in the quantum physics field, there are still many undiscovered sub areas that you can explore. These are possible quantum physics research topics:

20. The recent theoretical and experimental advances in the quantum computing field (such as Google’s recent breakthrough result) and explore current high impact research directions for quantum computing from a hardware or theoretical perspective

21. Discovery a new undiscovered composite particle called toponium and how to utilize data from detectors used to observe proton collisions for discoveries

22. Describing a black hole and its quantum properties geometrically as a curvature of space-time and how studying these properties can potentially solve the singularity problem

Suggested by Lumiere PhD mentors at Stanford University, Purdue University, University of Cambridge, and Cornell University.

Topic #8 : Renewable energy and climate change solutions

Climate change is an urgent issue , and you can use physics to research environmental topics ranging from renewable energies to global temperature increases . Some ideas of environmentally related physics research topics are:

23. New materials for the production of hydrogen fuel

24. Analysis of emissions involved in the production, use, and disposal of products

25. Nuclear fission or nuclear fusion energy as possible solutions to mitigate climate change

Suggested by Lumiere PhD mentors at Northwestern University and Princeton University.

If you are passionate or even curious about physics and would like to do research and learn more, consider applying to the Lumiere Research Scholar Program , which is a selective online high school program for students interested in researching with the help of mentors. You can find the application form here .

Rachel is a first year at Harvard University concentrating in neuroscience. She is passionate about health policy and educational equity, and she enjoys traveling and dancing.

Image source: Stock image

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High School Citizen Scientists Join the Hunt for Exoplanets

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A group of high school astronomy students helped confirm and characterize a planet slightly smaller than Saturn that closely orbits its star.

There has never been a better time to be an amateur astronomer. Recent advancements in affordable “smart” telescopes have ushered in a new era of citizen science that blurs the lines between professionals and hobbyists. Career astronomers are especially keen for the assistance of sky-watchers when it comes to the confirmation and characterization of exoplanets. Recently, two citizen scientist groups (some of the members just in high school!) have contributed to academic studies confirming the existence of different planet candidates.

The first project , led by Dan Peluso (SETI Institute & LSST Discovery Alliance), used an organization of citizen scientists, known as the Unistellar Network . Organized by the Search for Extraterrestrial Intelligence (SETI) Institute and the telescope company Unistellar, this network helped confirm a warm exoplanet a bit smaller than Saturn. Members also found evidence of a second planet in the same system. The second project , led by Lauren Sgro (also at SETI), verified a warm Jupiter with the help of the Unistellar Network as well as NASA’s Exoplanet Watch , another group of amateur observers.

These efforts aren’t just fun and educational; they also serve an important scientific role — filling observing gaps that professional scientists struggle to fill. For example: NASA’s Transiting Exoplanet Survey Satellite (TESS) has thus far identified 7,203 candidate planets, many of them by only a single transit of the world across the face of its star. But only 475 of these worlds have multiple transits or other information to confirm they are real detections. This is partly because TESS observes each slice of sky for only around 27 days. Observing time is where citizen scientists can make a difference, by watching stars already suspected to host a planet.

“There are not enough professional astronomy facilities, or professional astronomers in the world to follow-up on all the TESS candidates,” Sgro says. “That’s why I believe that citizen science is absolutely needed. Without them, we could miss out on an exoplanet discovery that really allows us to finally understand planet formation in our own solar system.”

Networks of amateur astronomers can not only bypass the limited observing time, visibility, and unpredictable weather conditions at professional facilities, they can also coordinate multiple observations around the world to cover an object for hours or even days at a time. Several international groups are (or have been) involved in such endeavors: ExoClock , Kilodegree Extremely Little Telescope Follow-Up Network , Exoplanet Watch, and the Unistellar Network, to name a few.

The aforementioned studies headed up by Peluso and Sgro are both intriguing, not just for their involvement of citizen scientists but for their targets, both of which are “ warm ” gas giants that orbit their star closely and with equilibrium temperatures below about 1000K (1340°F). One planet is a bit smaller than Saturn (shown in the plot above); the other is in the Jupiter class.

As opposed to their cold namesakes in the solar system and hot Jupiters discovered elsewhere, these worlds seem to represent a transitional stage. Future follow-up of these worlds could inform our understanding of how hot, warm, and cold giant-planet populations in a system form, evolve, and possibly migrate.

As part of Peluso’s study, he mentored Galaxy Explorers , an astronomy program for high school students at the Chabot Space & Science Center in Oakland, California. The group is part of the Unistellar Network, and during weekly sessions at the Science Center, students are taught about space science and observing on Unistellar “eVscopes.” These smart telescopes do live processing to produce images viewable via a smartphone or tablet. The photometric data can then be uploaded through the telescope's phone app to an online catalog, which is accessible to professional astronomers for compilation and analysis.

“It’s pretty cool to see stuff that I know from astronomy books on the telescope or on my phone,” says Richard Purev (Oakland Technical High School). “But one of the best parts about observing is not just looking up at the stars, but also looking around me to my friends and peers.”

The Galaxy Explorers collected the data for Peluso’s exoplanet confirmation study during a memorable all-night observing session on February 18, 2023. Between hourly telescope maintenance on the roof, the students entertained themselves with movies, games, musical performances, and more.

Beyond inspiring a love of sky-watching, the program has also paved the way for several students to pursue degrees in astronomy. Naina Srivastava just graduated from Campolindo High School and will be attending Columbia University in the fall to study astrophysics.

“This experience made me realize that I'm really interested in astrophysics research,” she says. “So I cold-called the head of the astrophysics department at Berkeley. I've been researching with her for about two years now.”

Peluso thinks initiatives such as those using Unistellar’s smart telescopes could signal a positive change for astronomy. “Under the right circumstances,” he says, “they can help towards a more democratized science, where students and the public can learn by doing, and the ‘doing’ actually contributes to important research — an engaging and motivational win for education and science!”

Anthony-Mallama

June 28, 2024 at 12:44 pm

It is wonderful to see young amateur astronomers contributing to science!

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12-year-old graduates from high school, heading to college to study math and physics

MALVERNE, New York -- 12-year-old Suborno Isaac Bari is graduating from Malverne High School in Malverne, New York, Wednesday, making him the youngest scholar to ever graduate from the history of the Nassau County school, according to Malverne Union Free School District.

The video is from a previous report.

Suborno told "Good Morning America" he's excited to graduate and it's been a "long" journey for him so far, even though the high school senior skipped 5th, 6th, 7th, 9th and 11th grades - completing his 4th, 8th, 10th and 12th grades in Malverne Union Free School District while passing the New York State Regents examinations to graduate.

"It's been an absolutely wonderful experience," Suborno said of his high school career.

"I met so many great people and I've learned a lot in both math and science and other disciplines. But I think I'm ready to move on and pursue my higher education to the best of my ability," Suborno added.

Rebecca Gottesman, the director of K-12 school counseling at Malverne Union Free School District, has been in education for the last 25 years and called Suborno, whom she first met as a fourth grader, "a prodigy."

"Every year, school counselors are asked on behalf of the students that are applying to these colleges to answer the question, 'Is this one of your most exceptional students that you've ever seen in your career?' ... and I can say without any doubt that Suborno is the most exceptional student I've ever met academically," Gottesman said. "He's really a prodigy."

Gottesman said the school district and the Bari family worked together to figure out a tailored plan that would let Suborno take higher-level classes but still integrate with his peers and develop socially and emotionally.

"We entered into an agreement where we would allow him to take high school-level courses but take them at our middle school. So he would come into our middle school as [ an ] eighth-grader [ and take core classes ] ... and then after he took his morning classes, we would put him on the bus and he would take a bus to our elementary school where he would reintegrate with his fifth-grade peers, which were his same-age peers and participate in fifth-grade electives and after-school activities," Gottesman explained.

Suborno said even though he accelerated through grades and split his time, teachers and fellow students embraced him and gave him space to pursue his interests.

"They treated me just like any other high school student ... and that's how I really wanted to be treated by the community," the young whiz said.

Gottesman said Suborno, who earned a 1500 on the SAT, 34 on the ACT, and took five AP classes, has left an indelible mark on the Malverne community as an academic leader and is more than ready for college.

"He really a wonderful, wonderful young man. He's got an inquisitiveness and a thirst for knowledge, like nobody I've ever seen," Gottesman said. "He's been a joy to work with."

The 12-year-old aspires to earn a Ph.D. and become a professor. Suborno is heading in the fall as a commuter student to New York University on a scholarship to study for a bachelor's degree in math and physics.

"Many people are doing it only because their parents said so or because engineers just make the most profit, not because they actually love what they're doing. So I hope to fix that and help other people understand math and science and love it in all its beauty," Suborno said.

"Do what you do because you like it because of the passion you feel when describing it or doing it," he added.

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Four new CSE department heads begin in 2024-25

They bring a wealth of academic, research, and leadership abilities

MINNEAPOLIS / ST. PAUL (07/01/2024)—University of Minnesota College of Science and Engineering Dean Andrew Alleyne has named four new department heads in the college. All bring a wealth of academic, research, and leadership abilities to their departments.

Department of Chemical Engineering and Materials Science

Professor Kevin Dorfman has been appointed as the new d epartment h ead for the Department of Chemical Engineering and Materials Science (CEMS). Dorfman started his five-year term on July 1, 2024.

Dorfman joined the University of Minnesota faculty in January of 2006 and was quickly promoted up the ranks, receiving tenure in 2011, promotion to professor in 2015, and named a Distinguished McKnight Professor in 2020. He previously served as the director of undergraduate studies in chemical engineering from 2018-2022, where he headed a large-scale revision of the chemical engineering curriculum and saw the department through its most recent ABET accreditation. 

His research focuses on polymer physics and microfluidics, with applications in self-assembly and biotechnology. He is particularly well known for his integrated experimental and computational work on DNA confinement in nanochannels and its application towards genome mapping. Dorfman’s research has been recognized by numerous national awards including the AIChE Colburn Award, Packard Fellowship in Science and Engineering, NSF CAREER Award, and DARPA Young Faculty Award.

Dorfman received a bachelor’s degree in chemical engineering from Penn State and a master’s and Ph.D. in chemical engineering from MIT. 

Department of Industrial and Systems Engineering

Professor Archis  Ghate has been appointed as the new Department Head for the Department of Industrial and Systems Engineering after a national search. Ghate will begin his five-year term on July 8, 2024. 

Ghate is an expert in operations research and most recently served as the Fluor Endowed Chair in the Department of Industrial Engineering at Clemson University. Previously, he was a professor of industrial and systems engineering at the University of Washington. He has won several research and teaching awards, including an NSF CAREER Award. 

Ghate’s research in optimization spans areas as varied as health care, transportation and logistics, manufacturing, economics, and business analytics. He also served as a principal research scientist at Amazon working on supply chain optimization technologies. 

Ghate received bachelor’s and master’s degrees, both in chemical engineering, from the Indian Institute of Technology. He also received a master’s degree in management science and engineering from Stanford University and a Ph.D. in industrial and operations engineering from the University of Michigan.

Department of Mechanical Engineering

Professor Chris Hogan has been appointed as the new department head for the Department of Mechanical Engineering. Hogan started his five-year term on July 1, 2024.

Hogan, who currently holds the Carl and Janet Kuhrmeyer Chair, joined the University of Minnesota in 2009, and since then has taught fluid mechanics and heat transfer to nearly 1,000 undergraduates, advised 25+ Ph.D. students and postdoctoral associates, and served as the department’s director of graduate studies from 2015-2020. He most recently served as associate department head. 

He is a leading expert in particle science with applications including supersonic-to-hypersonic particle impacts with surfaces, condensation and coagulation, agricultural sprays, and virus aerosol sampling and control technologies. He has authored and co-authored more than 160 papers on these topics. He currently serves as the editor-in-chief of the Journal of Aerosol Science . Hogan received the University of Minnesota College of Science and Engineering’s George W. Taylor Award for Distinguished Research in 2023.

Hogan holds a bachelor’s degree Cornell University and a Ph.D. from Washington University in Saint Louis.

School of Physics and Astronomy

Professor James Kakalios   has been appointed   as the new department head for the School of Physics and Astronomy. Kakalios started his five-year term on July 1, 2024.

Since joining the School of Physics and Astronomy in 1988, Kakalios has built a research program in experimental condensed matter physics, with particular emphasis on complex and disordered systems. His research ranges from the nano to the neuro with experimental investigations of the electronic and optical properties of nanostructured semiconductors and fluctuation phenomena in neurological systems.

During his time at the University of Minnesota, Kakalios has served as both director of undergraduate studies and director of graduate studies. He has received numerous awards and professorships including the University’s Taylor Distinguished Professorship, Andrew Gemant Award from the American Institute of Physics, and the Award for Public Engagement with Science from the American Association for the Advancement of Science (AAAS). He is a fellow of both the American Physical Society and AAAS. 

In addition to numerous research publications, Kakalios is the author of three popular science books— The Physics of Superheroes , The Amazing Story of Quantum Mechanics , and The Physics of Everyday Things .

Kaklios received a bachelor’s degree from City College of New York and master’s and Ph.D. degrees from the University of Chicago.

Rhonda Zurn, College of Science and Engineering,  [email protected]

University Public Relations,  [email protected]

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Find more news and feature stories on the  CSE news page .

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Topics to research as a high school student

I know this may sound weirdly brainless, but are there any topics that we, as high school students can research on, topics that are unexplored currently and someone with our, as of yet, low level of knowledge can actually contribute to? i would love to hear you guys on it

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Advanced DeepLabv3+ algorithm enhances safflower filament harvesting with high accuracy

by Chinese Academy of Sciences

A research team has developed an improved DeepLabv3+ algorithm for accurately detecting and localizing safflower filament picking points. By utilizing the lightweight ShuffleNetV2 network and incorporating convolutional block attention, the method achieved high accuracy with a mean pixel accuracy of 95.84% and mean intersection over union of 96.87%.

This advancement reduces background interference and enhances filament visibility. The method shows potential for improved harvesting robot performance, offering promising applications for precise filament harvesting and agricultural automation.

Safflower is a crucial crop for various uses, but current labor-intensive harvesting methods are inefficient. Existing research on flower segmentation using deep learning shows promise but struggles with near-color backgrounds and blurred contours.

A study published in Plant Phenomics on 7 May 2024. This study addresses these challenges by proposing a filament localization method based on an improved DeepLabv3+ algorithm, incorporating a lightweight network and attention modules.

To improve the algorithm's performance and decrease overfitting, the SDC-DeepLabv3+ algorithm was trained with an initial learning rate of 0.01, a batch size of eight, and 1,000 iterations. Using the SGD optimizer, the learning rate was adjusted if accuracy did not increase within 15 rounds.

The training process showed a rapid decrease in loss value in the first 163 rounds, stabilizing after 902 rounds. The mean pixel accuracy (mPA) reached 92.61%, indicating successful convergence. Ablation tests revealed that integrating ShuffletNetV2 and DDSC-ASPP improved the mean intersection over union (mIoU) to 95.84% and mPA to 96.87%.

Compared to traditional DeepLabv3+, the enhanced algorithm reduced parameters and increased FPS, highlighting its efficiency. Further comparisons showed that SDC-DeepLabv3+ outperformed other segmentation algorithms, achieving higher accuracy and faster prediction speeds.

Tests under various weather conditions confirmed the algorithm's robustness, with the highest success rates for filament localization and picking observed on sunny days. Depth-measurement tests identified an optimal range of 450–510 mm, minimizing visual-localization errors. The improved algorithm demonstrated significant potential for precise and efficient safflower harvesting in complex environments.

According to the study's lead researcher, Zhenguo Zhang, "The results show that the proposed localization method offers a viable approach for accurate harvesting localization."

In summary, this study developed a method to accurately detect and localize safflower filament picking points using an improved DeepLabv3+ algorithm. Future research will focus on extending the algorithm to different safflower varieties and similar crops, and optimizing the attention mechanisms to further improve segmentation performance.

Provided by Chinese Academy of Sciences

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