Search

The PADME experiment at the Frascati DA$\Phi$NE LINAC has performed a search for the hypothetical X17 particle, with a mass of around 17 MeV, by scanning the energy of a positron beam striking a fixed target. The X17 should be produced from the resulting $e^+e^-$ annihilation. Since the expected mass of this particle is only roughly known, data sidebands cannot be clearly defined. Furthermore, the need to keep the analysis blind to potentially sizable signal contributions prevents a clear assessment even of the quality of the data sample in this search. In light of these challenges, this paper presents an innovative strategy adopted by the PADME Collaboration to perform data quality checks without disclosing the X17 sample. Moreover, the procedure designed to eventually unblind the data is described, together with the statistical approach adopted to extract the limits on the coupling between the X17 and the Standard Model., Comment: 14 pages, 13 figures

This article describes the reform of a physics undergraduate lab course by introducing new technologies such as Arduino microcontroller and smartphone, to help students experience a more authentic lab experience. This paper outlines the structure of the lab activities and presents findings from pre- and post-course questionnaires, including the E-CLASS survey, completed by participating students. Some interesting observations about teamwork and equity emerged from these questionnaires, particularly about female students. These results will guide us in designing more effective and equitable lab courses., Comment: 11 pages, 6 figures, submitted to GIREP 2022 proceedings

The Positron Annihilation to Dark Matter Experiment (PADME) was designed and constructed to search for dark photons ($A'$) in the process $e^+e^-\rightarrow\gamma A'$, using the positron beam at the Beam Test Facility (BTF) at the National Laboratories of Frascati (LNF). Since the observation of an anomalous spectra in internal pair creation decays of nuclei seen by the collaboration at the ATOMKI institute, the PADME detector has been modified and a new data-taking run has been undertaken to probe the existance of the so-called ``X17" particle, Comment: 6 pages, 12 figures, proceedings from Moriond EW 2023

The Positron Annihilation to Dark Matter Experiment (PADME) uses the positron beam of the DA$\Phi$NE Beam-Test Facility, at the Laboratori Nazionali di Frascati (LNF) to search for a Dark Photon $A'$. The search technique studies the missing mass spectrum of single-photon final states in $e^+e^-\rightarrow A'\gamma$ annihilation in a positron-on-thin-target experiment. This approach facilitates searches for new particles such as long lived Axion-Like-Particles, protophobic X bosons and Dark Higgs. This talk illustrated the scientific program of the experiment and its first physics results. In particular, the measurement of the cross-section of the SM process $e^+e^-\rightarrow \gamma\gamma$ at $\sqrt{s}$=21 MeV was shown., Comment: Fixed typos and updated gamma gamma results from preliminary ones to published ones. 6 pages, 6 figures, conference proceedings to be published in SciPost

When a free falling ping-pong ball collides on a horizontal surface, it loses kinetic energy. The ratio between the height reached by the ball after the collision and the initial height is called restitution coefficient. A method to measure it by using a home-made cathetometer was proposed during the Olimpiadi di Fisica 2018. In this paper we show how to measure it also by using the PhyPhox app and Arduino board., Comment: In Italian

Even if laboratory practice is essential for all scientific branches of knowledge, it is often neglected at High School, due to lack of time and/or resources. To establish a closer contact between school and experimental sciences, the University Sapienza of Roma and the Istituto Nazionale di Fisica Nucleare (INFN) launched the Lab2Go project, with the goal of spreading laboratory practice among students and teachers in high schools., Comment: in Italian

We created an introductory physics activity for undergrad students consisting in measuring by different methods the same physical quantity. It allows to confront students with questions of uncertainty, precision, and model versus theory. The aim was to measure the height of a building using only a smartphone and everyday low-cost equipment. We designed 61 methods to do so and tested most of them. These methods can be implemented in various pedagogical scenarios, engaging students into a concrete task, outside of the lab, easily set up at almost zero cost., Comment: For associated info, see http://hebergement.universite-paris-saclay.fr/supraconductivite/smartphone-physics-challenge/?lang=en

We propose a simple experiment to explore magnetic fields created by electric railways and compare them with a simple model and parameters estimated using easily available information. A pedestrian walking on an overpass above train tracks registers the components of the magnetic field with the built-in magnetometer of a smartphone. The experimental results are successfully compared with a model of the magnetic field of the transmission lines and the local Earth's magnetic field. This experiment, suitable for a field trip, involves several abilities, such as modeling the magnetic field of power lines, looking up reliable information and estimating non-easily accessible quantities., Comment: 5 pages, 3 figures, some typos corrected

In this paper we suggest to anticipate the introduction of concepts such as quantum state and the operators connected to their transformations well in advance of what is usually done., Comment: 9 pages

This paper describes a cost effective and safe device to perform realistic experiments about the physics of radioactivity in classrooms. It can be used to study both $\alpha-$ and $\beta-$radioactivity as well as $\gamma-$emitters and shows an extremely realistic behaviour. The device, in the form of a Geiger-M\"uller tube, was tested during a public lecture and it deceived many people, even among physicists and teachers., Comment: 8 pages, 3 figures

A simple model is presented to explain the Higgs boson physics to the grand public. The model consists of a children ball pool representing a Universe filled with a certain amount of the Higgs field. The model is suitable for usage as a hands-on tool in scientific exhibits and provides a clear explanation of almost all the aspects of the physics of the Higgs field interaction with other particles.

In this paper we give the outline of a lecture given to undergraduate students aiming at understanding why physicists are so much interested in the Higgs boson. The lecture has been conceived for students not yet familiar with advanced physics and is suitable for several disciplines, other than physics. The Higgs mechanism is introduced by semi-classical arguments mimicking the basic field theory concepts, assuming the validity of a symmetry principle in the expression of the energy of particles in a classical field. The lecture is divided in two parts: the first, suitable even to high--school students, shows how the mass of a particle results as a dynamical effect due to the interaction between a massless particle and a field (as in the Higgs mechanism). The audience of the second part, much more technical, consists mainly of teachers and university students of disciplines other than physics., Comment: mistake corrected in equation (2) and below thanks to Loic Turban

In this paper we show the consequences of a principle, according to which the dynamics of the Universe must not depend on the number of the particles of which it is composed. The validity of such a principle lead us to the conclusion that inertia and intrinsic angular momenta are deeply interrelated between them. In particular, assuming the principles outlined in the paper, matter must be composed by fermions, all stable bosons must be vectors and massless and no scalar particles can exist in the Universe. We also apply the results to the holographic principle and found established results more naturally with respect to previous approaches as well as new predictions about the Unruh effect.

In classical mechanics matter and fields are completely separated. Matter interacts with fields. For particle physicists this is not the case. Both matter and fields are represented by particles. Fundamental interactions are mediated by particles exchanged between matter particles. In this paper we explain why particle physicists believe in such a picture, introducing the technique of Feynman diagrams starting from very basic and popular analogies with classical mechanics, making the physics of elementary particles comprehensible even to high school students, the only prerequisite being the knowledge of the conservation of mechanical energy., Comment: 14 pages, 6 figures, Lecture given to degree students other than physicists during outreach seminars. Vers. 2 has better figure placement and an acknowledge section, as well as corrections in the bibliograhy