We register events with large number of neutrons at the ground level as well as in the underground laboratory. These neutrons are produced in secondary cosmic ray interactions with matter surrounding ...the neutron detectors. We used the set of helium-3 filled gas proportional counters and plastic scintillators. We performed a series of measurements in different experimental setups to determine a role of particle cascades in generation of large neutron multiplicities. With GEANT4 simulation of experimental setup we estimated number of neutrons produced in a single event which is required to explain our measurements.
It is possible that violent processes resulting in Gamma Ray Bursts produce also high energy photons and cosmic rays. The possible correlations of very short GRB with, e.g., CMB, cosmic rays is ...briefly discussed. We have also begun preparation of the experiment correlating in real time data from Maze cosmic ray detector and Pi of the Sky robotic telescope.
Abstract
Propagation of ultra-high energy photons in the solar magnetosphere gives rise to cascades comprising thousands of photons.
We study the cascade development using Monte Carlo simulations and ...find that the photons in the cascades are
spatially extended over millions of kilometers on the plane distant from the Sun by 1 AU.
We estimate the chance of detection considering upper limits from current cosmic rays observatories in order to provide an optimistic estimate rate of 0.002 events per year from a chosen ring-shaped region around the Sun.
We compare results from simulations which use two models of the solar magnetic field, and show that although signatures of such cascades are different for
the models used, for practical detection purpose in the ground-based detectors, they are similar.
We would like to share with you our ongoing experiences with 'hands-on statistics' lessons we have recently carried out. We have developed a new experimental path for teaching young students using ...fundamental concepts of 'statistics': uncertainty of the measurement, the uncertainty of the mean, the mean itself, etc. The methods themselves need no special skills in mathematics, only the use of a takoyaki setup is needed for the experiments. This equipment we have found makes the lesson far more interesting for the students and has allowed us to work successfully for many years, even with children from elementary schools starting from the age of 10.
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