21.09.2007 partikeldagarna 2007 alexandru dobrin1 lund-hep est students´ point of view alexandru...

21.09.2007 Partikeldagarna 2007 Alexandru Dobrin

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LUND-HEP ESTStudents´ Point of View

Alexandru Dobrin

Lund University


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Overview

• HEP-EST school• Who are we• Courses• Problem Based Learning • Supervised research• Conclusions


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HEP-EST School

Official start mid-August 2006, student arrival 1st of October 2006

Integrate theory and experiment Step 1: courses October 2006-end 2007

Use PBL as a learning tool at the graduate level

Step 2: supervised research 2007-2010 Program finished mid-August 2010 http://www.hep.lu.se/Lund-HEP/


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Who are we

Nele Boelaert (BE) Lisa Carloni (IT) Richard Corke (UK) Alexandru Dobrin (RO) Christoffer Flensburg (SE)

(faculty LU TP) Jacob Groth-Jensen (DK) Wei-Na Ji (CN) Jie Lu (CN)

HEP-EST EU school on LHC physics (joint theory-experiment)


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Courses

Introduction 1.5 ECTS [Johan Bijnens]

Relativistic quantum mechanics and quantum field theory (QFT) 7.5 ECTS [Johan Bijnens]

A non-interacting scalar field A non-interacting fermion field Interaction and Feynman Rules QED and applications Divergences and how do we treat them

Numerical methods in physics (NUM) 7.5 ECTS [Leif Lönnblad] Numeric integration Monte Carlo Optimization and minimization Ordinary differential equations Partial differential equations

Problem Based Learning:


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Courses

Phenomenology and experiment of particle physics (PEPP) 15 ECTS [Leif Lönnblad/Johan Bijnens/Paula Eerola/Anders Oskarsson/Evert Stenlund]

Matrix element description of hard processes QCD cascades Multi-particle production Hadronic collisions Minimum bias Event properties Basics of heavy ion physics Flavour physics at the LHC An experiment from start to end Higgs detection from beginning to end


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Courses

The standard model and extensions (SME) 7.5 ECTS [Johan Bijnens] Parameters of the Standard Model Symmetries of the Standard Model Non-perturbative methods Extensions of the Standard Model I Extensions of the Standard Model II

Experimental techniques in particle physics (EXP) 7.5 ECTS [Anders Oskarsson/Torsten Åkesson]

Interaction by particles in matter creates detector signal Tracking for momentum and particle identification Calorimetry and lepton identification Analog and digital processing of detector signals Accelerator techniques


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Courses

Statistics and error analysis and data analysis for particle and nuclear physics (SED) 7.5 ECTS [Oxana Smirnova/Evert Stenlund]

Principles of data correction Experimental errors Distributions Event reconstruction Understanding a sampling calorimeter

6 ECTS complementary training: communication & presentation techniques, entrepreneurship, leadership & management


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Problem Based Learning

Group based It is not a group project (see below) Basic idea: get prepared for life-long learning Provides better motivation then traditional

lectures It does not save time w.r.t. traditional lectures

We tried a new (for us) methodology



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Have a short story for a start Use this to discuss and determine what should be

learned Go out and learn it Not a group project: everyone should learn

everything Find out what everyone has learned and evaluate Repeat with new subject/story


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1. Clarify terms and concepts not readily comprehensible.2. Define the problem.3. Analyse the problem.4. Draw a systematic inventory of the explanations inferred from step 3.5. Formulate learning objectives, followed by a few days of studies and work6. Collect additional information outside the group and second meeting.7. Synthesize and test the newly acquired information. A report is produced. The group evaluates how the work has gone and the meeting ends.

Formalize into 7 steps after obtaining scenario/story:


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Supervised Research

LHC Experiments ATLAS ALICE

e-p collisions Heavy ion collisions @ BNL

Theoretical Physics Strong interaction Electroweak

interaction Large extra

dimensions R&D

ILC Non-EPP

applications


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Conclusions

Good for small topics, doesn’t fit for building entire theories step by step

Insures that everybody understands the topics Learn to deal with a problem and work in a goal-oriented way Things learned tend to stick longer in the memory Due to every group member’s contribution, PBL can also enrich

the information about the topics PBLs are time consuming comparing with the normal courses Also requires a lot of work from the supervisor Doesn’t work well for theoretical courses

Find something in the middle between PBL and normal lectures


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Conclusions

The idea of making a strongly interacting group of theory + experiment people is interesting

Got a chance to learn useful skills for following research work

Need to ensure that group interaction continues into research stages (we are already splitting off to our separate research areas)

Keep up with science coffees and soccer games!


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Thank you for your attention!Thank you for your attention!

21.09.2007 partikeldagarna 2007 alexandru dobrin1 lund-hep est students´ point of view alexandru...

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