Woithe, J., Schmidt, R., Naumann, F. (2018). Student worksheet & solutions: Bubble chamber pictures.
CC BY 4.0
Main body of the 2 m Bubble Chamber
© CERN
Watch a lecture by Don Glaser who won the 1960 Nobel Prize for Physics for his invention of the bubble chamber at Berkeley Lab. He discusses how, inspired by bubbles in a glass of beer, he invented the bubble chamber and detected cosmic-ray muons.
Where do the bubble chamber pictures come from?
From the 1920s to the 1950s, the primary technique used by particle physicists to observe and identify elementary particles was the cloud chamber. By revealing the tracks of electrically charged subatomic particles through a supercooled gas, with cameras used to capture the events, researchers could work out the particles’ mass, electric charge, and other characteristics, along with how they interacted. However, in 1952 the bubble chamber was invented, and this soon replaced the cloud chamber as the dominant particle detection technology. Bubble chambers could be made physically larger, and they were filled with a much denser material (liquid rather than gas), which made them better for studying high-energy particles.
Today, both cloud chambers and bubble chambers have largely been replaced by other types of detectors that produce digital signals and work at a much faster rate. So while photos from bubble chambers are no longer the technology of choice for professional physicists, they can still enrich the discussion of particle physics in the classroom.
This activity is based on images recorded by the 2 m bubble chamber at CERN on 10 August 1972. The bubble chamber was exposed to a beam of protons from CERN’s proton synchrotron PS with a momentum of 24 GeV/c. The magnetic field of 1.7 Tesla is pointing out of the page for all images. This bubble chamber was 2 m long, 60 cm high, and filled with 1150 litres of liquid hydrogen at a temperature of 26 K (-247°C). After its closure, this bubble chamber has been donated to the Deutsche Museum in Munich. The original pictures as well as the pictured with coloured tracks can be found online: https://cds.cern.ch/record/2307419
A large cylinder is filled with a liquid at a temperature just below its boiling point. Then, the pressure inside the cylinder is lowered by moving a piston out to increase the chamber volume. In this way, the liquid enters a metastable phase, the so called superheated state. Any disturbance will now cause the creation of bubbles when parts of the liquid enters the gaseous state. High-energy electrically charged particles leave a track of ionized molecules when penetrating the chamber. These ions will trigger the vaporization process, and a line of bubbles will form along the particle track. Once the newly formed bubbles have grown large enough, cameras mounted around the chamber capture the event. Afterwards, the piston is moved inwards again to increase the pressure and get rid of the produced bubbles to make the chamber ready for the next particles. A magnetic field penetrates the chamber to allow momentum measurements through the radius of curvature of the deflected particle tracks.
Describe the difference between the two pictures and explain why both phases are needed to operate a bubble chamber.
When electrically charged particles move through a magnetic field, they are deflected due to the Lorentz force. The right (or left) hand rule tells you, in which direction the Lorentz force points. The radius of curvature of the tracks is proportional to the particles’ momenta.
REMINDER: Magnetic field lines are used to visualize the direction of magnetic fields. Derived from the shape of an arrow, the symbols below are used if the magnetic field is perpendicular to the page:
Which of the two coloured tracks belongs to a positively charged particle?
Which of the two coloured tracks belongs to a negatively charged particle?
Why do these particles leave spiral tracks?
Which of the tracks in the picture below belong to negatively charged particles?
Assume, that all tracks which belong to negatively charged particles in the picture above are caused by the same particle type, electrons. Sort these tracks according to the particles’ momenta and explain your results.
What is a possible process responsible for the two blue tracks? Explain!
Which of the two blue tracks belongs to the particle with the higher momentum? Explain!