(9:00-9:15)
[7]: Temporal and Spectral Analysis of 1ES 2344+514 in Two Flaring States Observed by VERITAS
Connor Poggemann†★, Jodi ChristiansenDepartment of Physics, †Frost Support, ★Speaker
We observe high energy particle jets emanating from blazars using the Very Energetic Radiation Imaging Telescope Array System (VERITAS). VERITAS observed the bright blazar 1ES 2344+514 during two flaring periods, one from Dec. 17 to Dec. 18, 2015, and another from Nov. 28 to Dec. 3, 2021. This blazar, located more than 5 billion light years away, is classified as an extreme high-frequency-peaked BL Lacertae object (EHBL). The VERITAS near-nightly monitoring of 1ES 2344+514 during the 2015- 2016 and 2021-2022 seasons provides good coverage of the pre- and post-flare flux as well as the rise/fall time of the flares. We present the multiwavelength light curves of each flare as well as the very high-energy spectra in the two flare states and the two pre-flare states. |
(9:15-9:30)
[8]: The Host Galaxies of Reverberation-Mapped Active Galactic Nuclei
Samantha Allen★, Ellie Johnson★, Sebastian Contreras, Vardha N. BennertDepartment of Physics, ★Speaker
Supermassive Black Holes (SMBHs) can be found in the center of almost every galaxy, and in some cases, can form Active Galactic Nuclei (AGNs). AGNs are extremely bright, and they are distinguished from most galaxies by accretion onto the central SMBH, which forms an accretion disk that produces luminosity through friction. The mass of the SMBH can be determined through reverberation mapping (RM) of broad-line AGNs by resolving the gravitational sphere of influence of the BH "in time". In this study, we are studying a sample of AGNs that used RM to determine BH masses. We are analyzing their host galaxies, using images taken by the Hubble Space Telescope (HST). Eleven of the images have been recently acquired through HST, alongside eighteen images from the HST archive. The overall goal of this research is to extract morphological information from the host galaxy by fitting 2D analytical functions using a program called GALFIT. To understand how robust the fit is, there are two separate projects comparing methods of determining morphological information. The first project compares the best model derived by two separate programs, GALFIT and lenstronomy. The second project is using GALFIT to compare single-component fits to multiple-component fits. |
(9:30-9:45)
[9]: Higgs Mechanism: How Particles Gain Mass
Maya White★, Benjamin ShlaerDepartment of Physics, ★Speaker
Throughout our universe, there exists many different types of fields, such as the electromagnetic or gravitational. One such field is the Higgs field. Without the Higgs field, particles, such as electrons, would not have mass. This mass-bestowing process, called the Higgs mechanism, occurred dynamically in the very early universe when the Higgs field condensed, breaking electroweak symmetry. Higgs-like fields are unique because their condensation can form extended topological defects such as cosmic strings. Obtaining an understanding of the Higgs mechanism is essential to understanding the particle and topological defect content of the universe. |
(9:45-10)
[10]: The Discovery and Analysis of 1ES 1028+511
Phoebe Zyla★, Jodi ChristiansenDepartment of Physics, ★Speaker
VERITAS (Very Energetic Radiation Imaging Telescope Array System) is used for the detection of gamma ray photons (>100 GeV) arriving from outside the atmosphere, particularly from active galactic nuclei classified as blazars. In this study, the source 1ES 1028+511 was discovered and announced in January 2024. The source currently has a significance of 6.13 sigma and a spectral index of -3.6, indicating that is it a soft source. Alongside analysis of 1ES 1028+511, we looked at the cut parameters of VEGAS to ensure no sensitivity was lost in the system upgrade and found that the newest version V2.5.9 is equally sensitive. |
(10-10:15)
[11]: Self-Perception in Statistics Classrooms with Complex Instruction Collaboration Model
Jett Palmer★, Allison TheoboldDepartment of Statistics, ★Speaker
Group work is a powerful pedagogical framework used by educators in classes to enrich student learning. As advocated by the GAISE guidelines, group work serves as an accessible way to incorporate active learning into a statistics course. However, research has shown that unstructured collaborations can be subject to inequitable interactions and contribute to disparities of power and status (Johnson, 2002; Langer-Osuna, 2011; 2016). Fortunately, there exists a pedagogical framework designed to address the issue of inequitable group collaborations. Complex Instruction supports equitable participation by all students within a group by (1) teaching via "group-worthy" tasks, (2) defining norms and roles for members of the group, and (3) attending to the status of individuals through group accountability (Cohen and Lotan, 1997). This study compares the use of Complex Instruction in two Intermediate Statistics courses at an undergraduate-focused university--with one course receiving Complex Instruction and one course not--exploring how Complex Instruction affected students' perceptions of their collaborative experiences and their identity as a statistician. This talk presents findings from weekly student surveys, attending to how Complex Instruction supported students' collaborative experiences and helped to foster positive self-perceptions related to statistics and social identity. |
(10:15-10:30)
[12]: Zooming In on Connection: Exploring Social Presence and its Impact on Zoom Fatigue in Online Learning Environments
Kendall Baeblar★, Anuraj DhillonDepartment of Liberal Studies, ★Speaker
Lack of immediacy in online classes may add to the "ZOOm fatigue," a term recently introduced to explain the exhaustion experienced by individuals while being on ZOOM for extended hours. Recent research has focused on exploring the causes of ZOOM fatigue, yet not much is known about how it might impact student learning in online classrooms. The current study examines the impact of ZOOM fatigue on perceived learning of the material via an experiment that manipulates the interactive features of ZOOM. The data collected from 90 college students indicate that social copresence and self-copresence mediate the association between ZOOM fatigue and perceived learning. In other words, students who experience more ZOOM fatigue from their online class experienced less social and self-compresence and in turn, perceived learning less from the class. In addition, the self-reported engagement in the ZOOM class mediated the association between experimental conditions and perceived learning, such that those who were allowed to use more interactive ZOOM features during class reported being less engaged and hence, perceived learning less. The results of the study highlight key insights for ZOOM users (both faculty and students) as well as practical applications for tech companies. |