LUNDHEP EST Students Point of View

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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

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

• 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)

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Courses
Problem Based Learning

• 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

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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

• We tried a new (for us) methodology

• 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

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Problem Based Learning

• 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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Problem Based Learning
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Problem Based Learning

• Formalize into 7 steps after obtaining
  scenario/story

• 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 work
• 6. 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.

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Supervised Research

• Theoretical Physics
• Strong interaction
• Electroweak interaction
• Large extra dimensions
• RD
• ILC
• Non-EPP applications

• LHC Experiments
• ATLAS
• ALICE
• e-p collisions
• Heavy ion
• collisions _at_ BNL

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Conclusions

• Good for small topics, doesnt 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 members 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
• Doesnt 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!