ÖPG
Archive - Physicist of the Month 2024
January 2024
Karin Hain, Assistant Professor of Isotope Physics at the University of Vienna
About myself and my research
I have been an Assistant Professor of Isotope Physics at the University of Vienna since August 2022. The aim of my highly interdisciplinary research is to determine the dispersion pathways of long-lived radioisotopes released into the environment by humans. Suitable radioisotopes are to be used as markers to investigate the effects of climate change. For this purpose, the highly sensitive detection technology of accelerator mass spectrometry, which is available at the Vienna Environmental Research Accelerator (VERA) including the worldwide unique instrumentation for laser-ion interaction, must be further developed.
What can be done to achieve more equal opportunities in physics?
In my opinion, it is extremely important that more planning security is created, especially for academic careers, which makes it possible to combine family planning and career. This includes expanding the range of long-term career prospects, such as tenure track positions, but also more flexibility for temporary positions financed by third-party funds.
Based on my own experiences, I would like to appeal to society's responsibility to further establish interest in the natural sciences as part of young women's self-image and to actively encourage them in this. When I was at school, most of my female classmates were convinced that ‘girls can't do maths (and physics) anyway’. Fortunately, a gradual change can be observed here.
Karin Hain received the ÖPG's Fritz Kohlrausch Prize for Young Physicists in 2020. If you would like to find out more about her and her research, here is the link to the working group (headed by Prof Golser).
February 2024
Santa Pile, Postdoc for Semiconductor and Solid State Physics at the JKU Linz
About myself and my research
I am currently the principal investigator in an independent research project funded by the FWF within the ESPRIT programme (ESP 4). The focus of the project is on a fundamental understanding of the dynamic magnetic properties of confined structures, as this is a prerequisite for the development of nanoscale magnonic (spin-wave based) computing devices. As a result of my PhD thesis, it was shown that the geometry of devices can potentially be used to manipulate spin waves. In the current project, I am continuing my research on this topic in detail. In particular, I am systematically investigating the influence of the shape of the device using an experimental and theoretical approach to excite and manipulate spin waves in confined structures in a controlled manner with a simple excitation scheme.
What can be done to achieve more equal opportunities in physics?
It is a very difficult question, as if there is an issue with equal opportunities in physics, that is a consequence of the general inequality in our society. Gender inequality, for example, was formed over several generations, creating a lot of stereotypes and misperception among all genders, which are forced on us starting from a very young age. The task to have equal opportunities, not only for different genders, but as well for people with different physical abilities, of different nationalities and so on and so forth, is quite complex, and should be approached from a lot of angles. Thankfully, a lot is already done in this regard, especially in Austria. I really like, for example, gender studies course which is mandatory at our university. This course really helps to rise an awareness of the topic and makes one think.
What can be done exactly: I think of the highest priority is to change our perception and, when distributing those opportunities, prioritise professional qualities. When talking about the gender, for me personally, in the ideal case scenario, I would prefer if my gender is not emphasised or in any way noticed when at work/school/university, as it should not be relevant. When talking about other limiting factors, which could cause unequal opportunities, I would consider making our research and facilities as accessible as possible for a wider range of people.
If focusing on gender discrimination, here is one of the most obvious examples: at school I was kicked out of Informatics class, which was focused on programming, only because of my gender (the teacher was male). Nevertheless, I did manage to learn programming later on and wanted to study it further at the University, but by another, already female, teacher I was strongly advised against it, because of a harsh discrimination among programmers in the industry that she experienced. That is indeed only one obvious example, as there is a lot of other small things, when growing up and studying, which females experience and which can go unnoticed, but do influence our perception of ourselves. But I will not go into detail here, for that we, thankfully, have the gender studies 😀
Santa Pile is the chair of the ÖPG's Young Minds working group (Link). If you would like to find out more about her and her research, here is the link to the institute's website.
March 2024
Birgitta Schultze-Bernhardt, University Professor of Experimental Physics at Graz University of Technology
About myself and my research
My research focuses on laser spectroscopy, in which I use light-matter interaction to characterise optical properties and physical processes in a wide variety of samples more precisely. In my research group ‘Coherent Sensing’, we use frequency combs that allow high spectral and high temporal resolution. As part of an ERC Starting Grant, we are investigating ultrafast electron dynamics in light-induced processes. On the other hand, we are further developing our methods for atmospheric research via an FWF START project and recently observed the concentration of nitrogen dioxide in the Graz city atmosphere to the minute.
What can be done to achieve more equal opportunities in physics?
The establishment of additional scientific positions, such as the women's career positions, also help to further increase the proportion of female scientists in physics. In general, additional offers should ensure more equal opportunities instead of a quota system that curtails existing structures and qualities. However, certain quotas can also be useful: In joint applications to the FWF, for example, one third of the consortium should belong to the underrepresented gender. This enables new collaborations with female colleagues who might not have been considered due to automatic mechanisms at the faculty. Academic performance should generally not be assessed in relation to age, but in relation to academic age. In this way, the qualifications of mothers or applicants who have had career breaks due to caring responsibilities are assessed more fairly.
From my experience with small children, I know that good and sufficient childcare is an essential prerequisite for being able to work seriously as a scientist with a family. A lot has happened in recent years in terms of reconciling science and family life: while 9 years ago I was not allowed to attend a laser conference with a batch and a baby, childcare is now offered at some conferences. From time to time, there is no other option than to take your child to a meeting. In my case, I have only had positive experiences here - at the last three universities where I worked, this was never a problem. Perhaps my experience can encourage a colleague to do the same if necessary or in an emergency - hopefully with similarly positive reactions.
Birgitta Schultze-Bernhardt has been a member of the Young Academy of the Austrian Academy of Sciences since 2021 (Link). If you would like to find out more about her and her research, here is the link to the institute's website.
April 2024
Susanne Neumann, Physics Teacher and Physics Didactician
About myself and my research
I have been teaching physics at a Viennese secondary school for 20 years now. From the very beginning, it was important to me not only to further develop my own teaching, but also to promote networking between physics teachers. After completing a dissertation on didactics with Prof Martin Hopf, in which I explored the question of how we could teach the topic of ‘radiation’ better, I worked in the training and further education of physics teachers. I am currently pursuing my goal of supporting physics teachers through networking as head of the physics teachers' working group. I advise all new teachers to get in touch with the head of the ARGE in their federal state (https://ph.schule.at/portale/physik/arge.html) and to attend regular training courses. Many challenges in the first few years are easier to overcome if you work on them together.
What can be done to achieve more equal opportunities in physics?
Physics lessons probably play a central role here. It is our job as physics teachers to organise lessons that are true to life and geared towards the interests of ALL pupils. It is equally important to strengthen the self-concept of our female students in particular. The scientific interests of many schoolgirls are still not recognised and encouraged enough, and many parents do not even consider careers in science and technology for their daughters. We teachers can play a supporting role here by getting as many schoolgirls as possible interested in science and boosting their self-confidence that they can achieve good results in this subject.
Susanne Neumann is deputy chair of the ÖPG working group ‘Physics and Schools (LHS)’.
May 2024
Julia Weratschnig, Astrophysicist at the VEGA observatory Haus der Natur in Salzburg
About myself and my research
I studied physics at the University of Innsbruck and wrote my doctoral thesis in the field of astrophysics. I have been working as a curator/educator for astronomy at Haus der Natur in Salzburg since 2019. As part of my work, I manage the VEGA observatory Haus der Natur, plan and design material for guided tours and workshops and also hold them. I also organise training courses and conferences at the observatory and work as an astronomer in the exhibition planning of space and astronomy-related areas in the museum.
This work is a dream job for me: as an astrophysicist, I am an absolute science nerd and have loved science museums since I was a child - working in one is incredibly enjoyable: I get paid to think about and report on astronomy all day long. In addition, a museum is an incredibly inspiring working environment: you can always learn something new over lunch with colleagues. Astronomical tours and workshops at the observatory with school classes are the most fulfilling. It's hard to believe the in-depth questions about astronomy that come from the participants. For me personally, this is an incentive to support and encourage this curiosity as much as I can, as interest in science unfortunately often wanes with age. After talking to a ten-year-old, hearing ‘That's so cool, I'd love to become an astronomer myself!’ is the best praise for me.
What can be done to achieve more equal opportunities in physics?
What always saddens me is the pride with which some adults claim that they have never liked maths and physics and don't understand why anyone would voluntarily study these cultural assets that so often improve our daily lives! I therefore think an important first step is to change this basic attitude of the general public. It seems to me that this rejection has almost been learnt: many young children are incredibly inquisitive and never stop learning about dinosaurs, aeroplanes or black holes.
I am in the fortunate position of being able to ‘teach’ astrophysics without the pressure of grades or performance. Having taught at an AHS for a few years myself, this is actually a big difference: people are much more willing to listen to me here, dare to ask questions more freely - and I don't have to assess anyone or categorise them according to grades. School grades often don't do justice to the actual commitment of students and often have a demotivating effect. And why should you make an effort if it's normal to do badly in maths and physics anyway?
In our workshops with children, on the other hand, I often find that even children you wouldn't expect are suddenly really interested and ask lots of questions. It seems important to me to take all questions seriously and answer them as well as possible. Some questions cannot be answered (What happens to an atom that falls into a black hole?). Communicating this fact honestly and saying: ‘Do you see how good your question is? Many physicists are currently racking their brains to find an answer to this!’ makes children even more curious - and proud. It's not uncommon for me to hear ‘That means if I find the answer, it would be really good?’. In my eyes, there really are no stupid questions! We have school classes with children from migrant backgrounds, special schools and private grammar schools visiting us - you can find great interest and dreams in all these children. First of all, it is important to take this interest seriously and encourage it. When children realise that physics is actually fun, that there are many ways to approach physics and that it is often simply a matter of trying something out, they have more confidence and sometimes really blossom.
Julia Weratschnig is a board member of the Austrian Society for Astronomy and Astrophysics (Link), an active member of the Austrian Space Forum (Link) and works in national working groups of the International Astronomical Union (Link) in the field of public relations and education. If you would like to find out more about her and her work, here is the link to the VEGA observatory Haus der Natur.
June 2024
Yoojin Oh, Physicist at the Institute of Biophysics at the JKU Linz
About myself and my research
My research focuses on nanometric properties of biomaterials (proteins, bacteria, biofilms, oxide materials for bioapplications), which require the application of a whole range of nanoscopic and microscopic techniques (atomic force microscopy, electrostatic force microscopy, near-field scanning optical microscopy and fluorescence microscopy). I have studied several microbial systems using single-molecule biophysics methods to eventually establish interdisciplinary research by combining biophysics, condensed matter physics, various microscopic techniques, soft lithography and microbiology.
What can be done to achieve more equal opportunities in physics?
When I was doing my doctorate at a women's university, I didn't think much about gender equality in physics. But when I worked abroad as a postdoc, I realised that physics is a male domain. Joint research work highlighted the differences in the gender ratio. Achieving equality requires a level playing field, but that is a challenge today. Promoting gender-neutral education, tackling prejudice and introducing support systems such as family-friendly policies and mentoring programmes are crucial. Maintaining long-term programmes for female scientists will improve opportunities and promote diversity and inclusion on the path to equality.
Over the past 20 years, significant efforts in the scientific community have led to an increase in the number of female physics students and PIs. Nevertheless, problems such as lack of opportunities for participation and presentation, difficulties in transitioning to professional careers, imbalances in research funding, and gender discrimination and bias are just some of the inequalities experienced not only by individuals but also by many female researchers. Continued efforts are needed to address these issues.
If you would like to find out more about Yoojin Oh and her research, here is the link to the institute's website (only available in german).
July 2024
Esmeralda Campos, Physics Didactician at the University of Vienna
About myself and my research
I am a postdoctoral researcher at the Austrian Educational Competence Centre Physics (AECC-P) at the University of Vienna. I am originally from Mexico, where I completed a Bachelor's degree in Technical Physics and a PhD in Educational Innovation. My research focuses on students' understanding of abstract concepts of electricity and magnetism using different representations. I am also involved in research projects that focus on the inclusion of all genders in STEM fields.
What can be done to achieve more equal opportunities in physics?
In a research project, we found that for equal opportunities for women in physics and engineering at university level, it is important that universities improve their attraction and retention processes. This can be achieved by increasing the visibility of women in STEM fields and offering mentoring programmes for women studying physics and other STEM subjects.
As a young female physics student, I often heard comments like, ‘You don't need to study for the exam, just wear something provocative’. At the time, I didn't respond to these comments because I was trying to fit in in a male-dominated field. In hindsight, I see how offensive these comments were and that I would change my behaviour to avoid such comments. Universities need to be safe spaces for everyone. To achieve this, it is the responsibility of society (as a whole), not just women.
If you would like to find out more about Esmeralda Campos and her research, here is the link to the institute's website (only available in german).
August 2024
Margherita Matzer, Physicist at WIVA P&G
About myself and my research
I am a physicist and worked as a research assistant at the JKU Linz for four and a half years. I have been working as a network coordinator at WIVA P&G for a good two years now. This is an organisation that promotes research and development in the areas of application, grid and storage technologies for hydrogen and renewable gases, as well as measures to disseminate these activities. In my role, I am able to support and drive forward innovative projects in a wide range of specialist areas. My work is very varied, ranging from administrative office work to the technical assessment of projects to networking activities and lectures.
What can be done to achieve more equal opportunities in physics?
In order to achieve equal opportunities in physics, preventive measures are often proposed in schools to ensure that more women start studying physics. In my opinion, this is a wonderful measure to get more women into physics, but unfortunately not one to achieve equal opportunities. The moment a woman enters a technical-scientific faculty, she is confronted with inappropriate jokes, derogatory comments, unfair judgement and impediments to further career advancement. To counteract this, equal opportunities departments must be set up and equipped with the authority to act independently of the rectorate.
In my childhood and youth, I was spared inequality of opportunity as much as possible in our society. It wasn't until I went to university that I felt the full extent of gender-specific inequality of opportunity. In addition to inappropriate comments from colleagues, course instructors and superiors, unequal performance grading and sexist lecture slides, I was particularly shocked by the unequal treatment in one of the research groups I worked in.
If you would like to find out more about Margherita Matzer and her work, here is the link to the organisation's website.
September 2024
Patricia Palacios, University lecturer in Philosophy of Physics at the University of Salzburg
About myself and my research
I am a university lecturer in philosophy of physics at the University of Salzburg. My research focusses on the foundations of physics. I ask questions such as: ‘What is the relationship between different physical theories, such as Newtonian mechanics and the theory of relativity? What can we learn from thought experiments, especially in the physics of black holes? What is the justification for applying physics to other fields, especially biology and political science?’ When I studied physics in Chile (my home country), I always asked myself questions about the justification of assumptions in physical theories and this eventually led me to philosophy of physics: a discipline that combines scientific and philosophical curiosity.
What can be done to achieve more equal opportunities in physics?
I believe that girls' passion for science could be awakened in childhood through toys and activities that are normally aimed at boys. Later on, I think it is crucial to support women in different ways: Offering more tenure-track positions for female scientists to encourage them to stay in science; Flexibility in the workplace so they can spend time with their families; And support at academic events, especially for new mothers; Crucial is also support in the private sphere, especially from partners, relatives and friends.
I am a mum of two young daughters myself and although I admit that it is not always easy to balance motherhood and an academic career, it is possible if there is enough support. For example, as a new mum, I have often taken my children to various events including Harvard (US), Santa Fe (US) and Bristol (UK). This was only possible because I had the support of family members who were able to travel with me. An important exception was the Max Planck Institute in Stuttgart, which covered the cost of childcare throughout my trip. I believe such measures should be available more often for female academics.
Patricia Palacios is co-founder and currently elected Equity Diversity Inclusion Officer of the international Philosophy of Physics Society (Link). If you would like to learn more about her and her research, here is the link to her website.
October 2024
Sarah Lindner, Physicist at the University of Graz
About myself and my research
I am working as a postdoc in Graz in the research group “Optics of Nano- and Quantum Materials”, where I stimulate single photon emitters, namely color centers in diamond, with structured light to expand the knowledge of their luminescence properties. In addition, I plan to use the established methods for coupling silicon vacancy centers in nanodiamonds to waveguides.
Believe it or not, the most formative experience for my career was in my early childhood. At that time, my dad was studying physics in Graz. One day, my mom took me to pick up my dad after lectures. While I was waiting, I saw an experiment on campus that turned my understanding of the world on its head. There was a cylinder that seemed to roll up a ramp instead of down! I asked my mom how that could be, and she replied: “To understand that, you have to study physics like your dad.” And that's what I did, about 15 years later, still curious about how the world works.
I wrote my diploma thesis in experimental particle physics in Heidelberg, driven by my interest in advances in subatomic physics. This research turned out to be very exciting, however, I missed the hands-on lab work. So I decided to follow my other professional passion, namely optics. I did my PhD at Saarland University, where I worked with quantum emitters. These are fundamental because they can serve as building blocks for various applications, e.g. quantum computing and quantum metrology. Now I combine my expertise in quantum optics with the expertise of this group in the field of structured light.
What can be done to achieve more equal opportunities in physics?
In my opinion, there are two turning points: one is laid in childhood, where the mindset can be formed that girls and boys can be interested in the same things. The other later, when a woman who is interested in physics wants to pursue this profession.
As a mother of a small child, I am shocked that there are so many, more or less subtle guidelines about what is appropriate for a girl or a boy. And I'm not even talking about blue and pink clothes: there are still so many children's books that follow traditional role models, such as: mom cooks; child finds dad's toolbox; mom stays with child in the hospital where they are cared for by a male doctor and a colony of female nurses and dad comes by in the evening; a book about space shuttles in which only men appear... It's no wonder that these images are imprinted in people's brains over the years. A big thank you to all authors of media for children who show that other concepts are possible, keep up the good work!
As a physicist at a university, I notice positive changes to keep women in science. One example is the consideration of "professional age" (i.e. length of time in science, e.g. excluding parental leave) when applying for project proposals etc. However, childcare does not end when the child starts daycare. I think a model like joint leadership, where two people share a position and, in science, also the evaluated research results, could be a way to establish a culture in which it is possible to pursue an academic career and have a less stressful family life - for both mothers and fathers.
If you would like to learn more about Sarah Lindner and her research, here is the link to her working group.
November 2024
Hemma Bieser, Board Member of OurPower Energy Energiegenossenschaft
About myself and my research
After studying physics at the Vienna University of Technology, I discovered that, in addition to technology and science, I was also very fascinated by working with people. After a few years in my own innovation agency, we founded the OurPower energy cooperative [Energiegenossenschaft] in 2018 together with 19 founders, of which I have also been a board member since 2022. As a physicist, it is important to me to understand the big picture, to comprehend it, to develop visions and, together with my crew, to build a completely new model for a sustainable energy industry. During my studies, I learned to solve complex issues - this now helps me in my daily work.
What can be done to achieve more equal opportunities in physics?
In the energy sector, too, we are still a long way from equality and equal rights for women and men. In my experience, structural changes are needed at universities and in the economy. It is important to get girls interested in physics and technology at a very early age. This can be achieved very well, for example, with role models. In other words, women who have already had a career and are willing to talk about it and encourage young girls. There are already many good examples at universities and in companies of how equal opportunities can be achieved. Consciously use gender-neutral language when advertising jobs. Create a working environment that promotes the compatibility of work and family. Consciously empower women when filling positions and encourage them to apply. And I think mentoring programs are very important; they are a matter of course in America, but are still a rarity here.
We see again and again that very important decisions are made in all-male committees, be it in politics, in companies or even at universities. My experience has shown me – and there are also scientific studies on this – that decisions are made differently when women are also at the negotiating table. For the energy transition, we therefore demand that women and men have equal rights at the table for all important decisions that affect the energy supply of the future.
If you would like to learn more about Hemma Bieser and her work, here is the link to the OurPower energy cooperative (only available in german).
December 2024
Gemma de les Coves, Associate Professor of Theoretical Physics at the University of Innsbruck
About myself and my research
I am an associate professor at the Institute for Theoretical Physics at the University of Innsbruck. I work on understanding the scope of some forms of universality and inaccessibility in physics, mathematics, computer science and beyond, including some philosophical problems. I have also been working on mathematical physics and quantum information.
What can be done to achieve more equal opportunities in physics?
I am lucky to live in a time when a revolution is taking place that is trying to reverse the historically conditioned asymmetry between men and women in their social roles. This revolution is more fragile than it seems and it is up to all of us to keep it alive with all possible measures. I am also aware that unfortunately this is not happening everywhere in the world, which is an even greater reason to fight for it.
If you want to know more about Gemma de les Coves and her work, here is the link to her working group as well as here is the link to her personal website.