Difference between revisions of "PHY691 spring 2023"

From CASE
Jump to: navigation, search
(→‎Course Schedule)
m (→‎Course Schedule)
 
(59 intermediate revisions by the same user not shown)
Line 8: Line 8:
 
<tr><td align=left valign=center>
 
<tr><td align=left valign=center>
 
<!-------------------------------add date and time -------------------------->
 
<!-------------------------------add date and time -------------------------->
−
* '''2 x 1hr20 weekly, Tu Th 6:30PM-7:50PM.  Starts Tu 24 Jan 2023.'''                                   
+
* '''2 x 1hr20 weekly, Tu Th 7:00PM-8:20PM.  Starts Tu 23 Jan 2024.'''                                   
−
* '''Courses will be held in person most of the time, at PHYSICS P117 WESTCAMPUS.'''
+
* '''Courses will be held in person, at PHYSICS P117 WESTCAMPUS.'''
 
</td>
 
</td>
  
Line 27: Line 27:
 
== High Tech Tools ==
 
== High Tech Tools ==
  
−
* Accelerators first produced man-made high energy particle beams a century ago. Over that century, they have been at the forefront of high-tech, subject to frantic development. Accelerators today are the inescapable tools of research, medicine, industry, under a variety of forms, from small things to gigantic machines and installations, including
+
* Accelerators produced the first man-made high energy particle beams a century ago. Over that century, they have been at the forefront of high-tech, subject to frantic development. Accelerators today are the inescapable tools of research, medicine, industry, under a variety of forms, from small things to gigantic machines and installations, including
  
 
- cyclotrons, synchrotrons for the production of cancer tumor therapy beams,  
 
- cyclotrons, synchrotrons for the production of cancer tumor therapy beams,  
  
−
- electron storage rings for the production of synchrotron radiation,   
+
- electron storage rings for the production of UV and X-ray beams,   
  
 
- linear accelerators for the production of laser X-rays,  
 
- linear accelerators for the production of laser X-rays,  
Line 37: Line 37:
 
- colliders for nuclear and particle physics research: the largest tools ever built !  
 
- colliders for nuclear and particle physics research: the largest tools ever built !  
  
−
- microtrons, betatrons and other wham- bam- slam-atrons for industrial applications,
+
- microtrons, betatrons and other wham- bam- slam-atrons for industrial applications.
  
−
- and more...
 
  
 
* Two examples of challenging R&D areas, these days:
 
* Two examples of challenging R&D areas, these days:
Line 51: Line 50:
 
== Course Overview ==
 
== Course Overview ==
  
−
* This course is '''''An Introduction to Particle Accelerators, Hands On''''', based on computer-laboratory work - the essential of the time of the course.
+
* This course is '''''An Introduction to Particle Accelerators, Hands On''''', based on beam optics and beam dynamics computer simulations.
  
−
* During this course we will manipulate/guide/accelerate to the speed of light charged particles and particle beams, using computer models of these style of accelerators. The objective: learn about these various acceleration methods, how they work, beam optics, design and engineering aspects, understand their applications. We will do this in a virtual world of accelerator and beam simulations on computer, just like accelerator physicists and designers do in their labs, working as a team.
+
* During this course we will manipulate/guide/accelerate to the speed of light charged particles and particle beams, using computer models of various accelerators: cyclotron, synchrotron, FFAGs, linac etc.   Our objective: learn about these various acceleration methods, how they work, beam optics, design and engineering aspects, understand their applications. We will do this in a virtual world of accelerator and beam simulations on computer, just like accelerator physicists and designers do in laboratories.
  
−
* This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radio-wave cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. With these we will, as time allows, manipulate beams in cyclotrons, produce synchrotron radiation, accelerate polarized ion beams and watch their spins dance, etc.  
+
* This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radio-frequency cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. With these we will, as time allows, manipulate beams in cyclotrons, produce synchrotron radiation, accelerate polarized ion beams,  watch the dance of particle spins, etc.  
  
−
* In confronting basic accelerator theory with numerical simulation outcomes, the course introduces to a wide variety of applied mathematics and numerical methods, from ODE solving to Fourier analysis to interpolation techniques. Popular software tools will be used such as gnuplot (plotting), latex (writing your reports, your slide presentations), python.  
+
* In confronting basic accelerator theory with numerical simulation outcomes, the course introduces to a wide variety of applied mathematics and numerical methods, from ODE solving to Fourier analysis to interpolation techniques. Popular software tools will be used such as gnuplot (plotting), latex (writing your reports, your slide presentations), ...  
  
 
* This course fosters programming, computing and system software skills, knowledge of computer languages. In a general manner, it will require the students to carry out some programming, program debugging sometimes, and other computer science tasks, as part of the game.
 
* This course fosters programming, computing and system software skills, knowledge of computer languages. In a general manner, it will require the students to carry out some programming, program debugging sometimes, and other computer science tasks, as part of the game.
  
−
* So... Yes!  You'll need your laptop, it will be your essential tool. Preferred system: linux. MAC is ok. Otherwise, a linux emulator or equivalent capabilities. A Fortran compiler is needed, gfortran for instance. Have gnuplot operational on your system.
+
* So... Yes!  You'll be using your laptop, it will be your main tool. Preferred systems: linux. MAC is ok. Otherwise, a linux emulator or equivalent capabilities. A Fortran compiler is needed, gfortran for instance. Have gnuplot operational on your system.  The use of such tools as python for interfacing and/or data post processing is welcome.
  
 
== Course Content ==
 
== Course Content ==
  
−
* During the course we will navigate, in the manner described in the "Course Overview" above, through the following list of topics, as time allows, and not necessarily in this order :
+
* During the course we will navigate through the following list of topics, as time allows, and not necessarily in this order :
  
−
- cyclotron, transverse stability, CW acceleration,
+
- early 1900s electrostatic components, the AGS "electric analog", today's storage rings
  
−
- betatron, betatron motion, induction acceleration,  
+
- early 1930s cyclotron, isochronous cyclotron, CW acceleration, 1960s spin dynamics
  
−
- synchro-cyclotron, longitudinal stability,
+
- 1940's betatron, betatron motion, induction acceleration
  
−
- pulsed synchrotron, weak and strong focusing,
+
- 1944's microtron, racetrack microtron, more spin dynamics
  
−
- particle colliders, spin dynamics,  
+
- 1945's synchro-cyclotron, longitudinal stability, synchronous acceleration
  
−
- light source, synchrotron radiation damping, insertion devices, synchrotron light,
+
- 1945's weak focusing pulsed synchrotron
  
−
- recirculating and energy recovery linear accelerators,
+
- 1950s and XXI-st century strong focusing synchrotron, storage rings, depolarizing resonances
  
−
- electrostatic accelerators,
+
- 1955s FFAG accelerators
  
−
- beam lines, mass spectrometers.
+
- XXI-st century mass separators, mass spectrometers, beam lines
  
−
* Numerical experiments - the every day's task - will include a variety of beam physics and dynamics topics drawn from such themes as
 
  
−
- focussing, periodic stability, acceleration,  
+
* Numerical experiments will include a variety of beam optics and beam dynamics topics drawn from such themes as
 +
 
 +
- focusing, periodic stability, acceleration,  
  
 
- phase space motion,
 
- phase space motion,
Line 95: Line 95:
 
- production of synchrotron radiation, Poynting vector, spectral brightness,
 
- production of synchrotron radiation, Poynting vector, spectral brightness,
  
−
- polarization and other Siberian snakes,  
+
- polarization and Siberian snakes,  
  
 
- radio-biological/medical beam manipulations,  
 
- radio-biological/medical beam manipulations,  
Line 101: Line 101:
 
- in-flight particle decay of short-lived particles,
 
- in-flight particle decay of short-lived particles,
  
−
- beam purification, spectrometry.
+
- beam purification, mass separators.
  
 
== Learning Goals ==
 
== Learning Goals ==
Line 123: Line 123:
 
- Many other aspects of particle accelerator science and technology
 
- Many other aspects of particle accelerator science and technology
  
−
- And reporting: via real-world style of scientific written reports and other slide presentations.
+
- And reporting: via real-world style of scientific written reports, and via slide presentations.
  
 
== Textbook and ''suggested materials''==
 
== Textbook and ''suggested materials''==
Line 142: Line 142:
 
== Grading ==
 
== Grading ==
  
−
* Students, rather than he instructor! will be active most of the time during the course: constructing accelerators, manipulating and accelerating particle beams, discussing their progress, programming/debugging. Home work will be largely based on pursuing or "finishing" the studies undertaken during the course. A preferred way of returning the "home work" will be under the form of short written scientific-style reports, or slide presentations to the class, or both, by individuals or 2~3 student teams.
+
* Students, rather than the instructor! will be active most of the time during the course: constructing accelerators, manipulating and accelerating particle beams, discussing their progress, programming/debugging. Home work will be largely based on pursuing or "finishing" the studies undertaken during the course. A preferred way of returning the "home work" will be under the form of short written scientific-style reports, or slide presentations to the class, or both, by individuals or 2~3 student teams.
  
 
     Participation during the class - 40% of the grade
 
     Participation during the class - 40% of the grade
Line 155: Line 155:
  
  
−
* Period 0:  
+
[[media:AgendaOfTheDay.odt|AGENDA OF THE DAY]]
  
−
[[media:IntroToThisComputerWorkshop_2023.pdf|Introduction to this 14 week course]]
 
  
−
[[media:AcceleratorLandscape_2023.pdf|Introduction to the Planet of the Accelerators]]
 
  
−
[[media:Zgoubi.pdf|A stepwise particle tracker engine: getting started]]
+
* Beam Optics
  
 +
[[media:AcceleratorLandscape_2024_1.pdf|Particle Accelerators: An Introduction]]
  
−
* Period 1: Cyclotron
+
[[media:TechIntro_26-34.pdf|Tooling and Methods for Particle Trajectory Simulations]]
  
−
[[media:IntroSlides_cyclotron.pdf|Introduction]]
+
[[media:Zgoubi_2024.pdf|Lorentz Force Solver Engine: Getting Started]]  
  
−
[[media:Chap4_43-67.pdf|Classical Cyclotron  - Theory Reminder / Computer Lab work]]
+
 
 +
 
 +
* Electrostatic Systems
 +
 
 +
[[media:Pp37-59_ESystems.pdf|Electrostatic Systems - Theory Reminder / Computer Lab work]]
  
 
       [[media: |Computer Lab work - Solutions]]
 
       [[media: |Computer Lab work - Solutions]]
  
−
[[media:Chap5_cycloRelat_68-86.pdf|Relativistic Cyclotron  - Theory Reminder / Computer Lab work]]
+
 
 +
 
 +
* Cyclotron, Classical
 +
 
 +
[[media:IntroSlides_cyclotron.pdf|Introduction]]
 +
 
 +
[[media:Cyclo_classical_71-95.pdf|Classical Cyclotron  - Theory Reminder / Computer Lab work]]
 +
 
 +
[[media:Solutions_3.1-3.3.pdf|Computer Lab work - Solutions of exercises 3.1 to 3.3]]
 +
 
 +
[[media:Solutions_3.8.pdf|Computer Lab work - Solution of exercise 3.8]]
 +
 
 +
 
 +
* Cyclotron, Relativistic
 +
 
 +
[[media:Pp87-104_cycloRelat.pdf|Relativistic Cyclotron  - Theory Reminder / Computer Lab work]]
  
 
       [[media: |Computer Lab work - Solutions]]
 
       [[media: |Computer Lab work - Solutions]]
  
  
−
* Period 2: synchro-cyclotron, betatron
+
 
 +
* Betatron; Microtron; Synchro-cyclotron
  
 
[[media:introSlides_synchrocyclotron.pdf|Introduction]]
 
[[media:introSlides_synchrocyclotron.pdf|Introduction]]
Line 184: Line 203:
  
  
−
* Period 3: synchrotron, weak focusing
+
 
 +
* Weak Focusing Synchrotron; Synchrotron Light
  
 
[[media:IntroSlides_synchrotron_WF_2023.pdf|Introduction]]
 
[[media:IntroSlides_synchrotron_WF_2023.pdf|Introduction]]
  
−
[[media:weakFocusSynch_95-127.pdf|Theory Reminder / Computer Lab work]]
+
[[media:Synchcrtron_wf.pdf|Theory Reminder / Computer Lab work]]
  
−
    [[media:exercises_synchWF.pdf|Computer Lab work - Exercises]]
 
  
−
    [[media:SynchWF_SAT1_solutions.pdf|Computer Lab work - Solutions]]
 
  
−
 
+
* Strong Focusing Synchrotron
−
* Period 4: synchrotron, strong focusing
+
  
 
[[media:IntroSlides_synchrotron_SF_phy691.pdf|Introduction]]
 
[[media:IntroSlides_synchrotron_SF_phy691.pdf|Introduction]]
  
−
[[media:SynchSF_129-152_2.pdf|Theory Reminder / Computer Lab work]]
+
[[media:Synch_sf_pp327-362.pdf|Theory Reminder / Computer Lab work]]
  
  
−
* Period 5: Fixed-Field Alternating Gradient Accelerators - Scaling FFAG
+
 
 +
* Scaling FFAG
  
 
[[media:introSlides_FFAG.pdf|Introduction]]
 
[[media:introSlides_FFAG.pdf|Introduction]]
Line 208: Line 226:
 
[[media:FFAG_scaling_157-180.pdf|Theory Reminder / Computer Lab work]]
 
[[media:FFAG_scaling_157-180.pdf|Theory Reminder / Computer Lab work]]
  
−
       [[media:FFAG_scaling_solutions_425-460.pdf|Computer Lab work - Solutions]]
+
       [[media:|Computer Lab work - Solutions]]
 +
 
 +
 
  
−
* Period 6: Fixed-Field Alternating Gradient Accelerators - Linear FFAG
+
* Linear FFAG
  
 
[[media:introSlides_FFAG.pdf|Introduction]]
 
[[media:introSlides_FFAG.pdf|Introduction]]
Line 217: Line 237:
  
  
−
* Period 6: Light source
 
  
−
[[media:introSlides_lightSource.pdf|Introduction]]
+
* Beam Line; Spectrometer; Mass Separator
  
 +
[[media:introSlides_BLS.pdf|Introduction]]
  
−
* Period 7: Circular collider
+
[[media:BLS.pdf|Theory Reminder / Computer Lab work]]
  
−
[[media:introSlides_colliders.pdf|Introduction]]
 
  
  
−
* Phase 8: Spectrometry
+
* Documentation
  
−
[[media:introSlides_spectrometry.pdf|Introduction]]
+
[[media:Lecture1.pdf|Beam Optics, An Introduction]]
  
−
[[media:isotopeSeparator.pdf|Theory Reminder / Computer Lab work]]
+
[[media:OpticalLmnts_601-630.pdf|Linear Transport, Brief Reminder]]

Latest revision as of 21:01, 26 March 2024

Class meet time and dates Instructors
  • 2 x 1hr20 weekly, Tu Th 7:00PM-8:20PM. Starts Tu 23 Jan 2024.
  • Courses will be held in person, at PHYSICS P117 WESTCAMPUS.
  • Prof. François Méot


High Tech Tools

  • Accelerators produced the first man-made high energy particle beams a century ago. Over that century, they have been at the forefront of high-tech, subject to frantic development. Accelerators today are the inescapable tools of research, medicine, industry, under a variety of forms, from small things to gigantic machines and installations, including

- cyclotrons, synchrotrons for the production of cancer tumor therapy beams,

- electron storage rings for the production of UV and X-ray beams,

- linear accelerators for the production of laser X-rays,

- colliders for nuclear and particle physics research: the largest tools ever built !

- microtrons, betatrons and other wham- bam- slam-atrons for industrial applications.


  • Two examples of challenging R&D areas, these days:

- The Electron Ion Collider at BNL, a worldwide collaboration for a facility based on tens of accelerators of different types: high-energy synchrotrons, Linacs, polarized particle sources, beam lines of all sorts,

https://www.bnl.gov/eic/

- FLASH radio-therapy, an emerging cancer tumor treatment technique which holds the promise of affordable access to ion-beam cancer-tumor therapy for anyone in need, and requires an as yet never reached radiation dose of 100s of Gy in a fraction of a second flash.

Course Overview

  • This course is An Introduction to Particle Accelerators, Hands On, based on beam optics and beam dynamics computer simulations.
  • During this course we will manipulate/guide/accelerate to the speed of light charged particles and particle beams, using computer models of various accelerators: cyclotron, synchrotron, FFAGs, linac etc. Our objective: learn about these various acceleration methods, how they work, beam optics, design and engineering aspects, understand their applications. We will do this in a virtual world of accelerator and beam simulations on computer, just like accelerator physicists and designers do in laboratories.
  • This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radio-frequency cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. With these we will, as time allows, manipulate beams in cyclotrons, produce synchrotron radiation, accelerate polarized ion beams, watch the dance of particle spins, etc.
  • In confronting basic accelerator theory with numerical simulation outcomes, the course introduces to a wide variety of applied mathematics and numerical methods, from ODE solving to Fourier analysis to interpolation techniques. Popular software tools will be used such as gnuplot (plotting), latex (writing your reports, your slide presentations), ...
  • This course fosters programming, computing and system software skills, knowledge of computer languages. In a general manner, it will require the students to carry out some programming, program debugging sometimes, and other computer science tasks, as part of the game.
  • So... Yes! You'll be using your laptop, it will be your main tool. Preferred systems: linux. MAC is ok. Otherwise, a linux emulator or equivalent capabilities. A Fortran compiler is needed, gfortran for instance. Have gnuplot operational on your system. The use of such tools as python for interfacing and/or data post processing is welcome.

Course Content

  • During the course we will navigate through the following list of topics, as time allows, and not necessarily in this order :

- early 1900s electrostatic components, the AGS "electric analog", today's storage rings

- early 1930s cyclotron, isochronous cyclotron, CW acceleration, 1960s spin dynamics

- 1940's betatron, betatron motion, induction acceleration

- 1944's microtron, racetrack microtron, more spin dynamics

- 1945's synchro-cyclotron, longitudinal stability, synchronous acceleration

- 1945's weak focusing pulsed synchrotron

- 1950s and XXI-st century strong focusing synchrotron, storage rings, depolarizing resonances

- 1955s FFAG accelerators

- XXI-st century mass separators, mass spectrometers, beam lines


  • Numerical experiments will include a variety of beam optics and beam dynamics topics drawn from such themes as

- focusing, periodic stability, acceleration,

- phase space motion,

- non-linear dynamics, resonances, defects and tolerances

- production of synchrotron radiation, Poynting vector, spectral brightness,

- polarization and Siberian snakes,

- radio-biological/medical beam manipulations,

- in-flight particle decay of short-lived particles,

- beam purification, mass separators.

Learning Goals

  • The course will prepare graduate students with no prior experience for the understanding of the dynamics of charged particle beams, and of the design of particle accelerators. Running computer programs has a variety of goals : applying numerical methods to solve problems for which analytical methods have limitations; producing, collecting, analyzing and understanding numerical simulation data; presenting and reporting results using appropriate media. This course will allow students to reach an appropriate level of knowledge to thrive in the field of particle accelerator R&D, if so desired.
  • Following completion of this study/computer lab period, students will have learned/increased their knowledge, in various domains, including

- The history of particle accelerators

- Beam optics

- Physics and dynamics of charge particle beams, their manipulation

- Application of accelerators: medical, X-ray source, the quest for fundamental particles

- Synchrotron radiation, spin dynamics and other Siberian snakes

- Programing, debugging, using big computer codes

- Many other aspects of particle accelerator science and technology

- And reporting: via real-world style of scientific written reports, and via slide presentations.

Textbook and suggested materials

  • Recommended readings in preparation for the course:

- In "CAS - CERN Accelerator School : 5th General Accelerator Physics Course", Yellow-Report CERN-94-01, (http://cds.cern.ch/record/261062/files/p1.pdf): 

 A brief history and review of accelerators, P.J. Bryant, (pp.1-14),

- In CASE PHY554 (http://case.physics.stonybrook.edu/index.php/PHY554_fall_2016#Lecture_Notes): 

 Lectures 4-7 and 13-14, by Profs. V.N. Litvinenko, Y. Jing, Yue Hao.
  • Documents taken from the "Course Schedule" below, as needed, will complete these readings.

Grading

  • Students, rather than the instructor! will be active most of the time during the course: constructing accelerators, manipulating and accelerating particle beams, discussing their progress, programming/debugging. Home work will be largely based on pursuing or "finishing" the studies undertaken during the course. A preferred way of returning the "home work" will be under the form of short written scientific-style reports, or slide presentations to the class, or both, by individuals or 2~3 student teams.
   Participation during the class - 40% of the grade
   Completion of homework assignments - 40% of the grade
   Homework return reports and/or slides: document and presentation quality - 40% of the grade
   (The total is 120%, yes)

Course Schedule

  • The course schedule will follow the "Course Content" above, yet not necessarily in that order, as time allows, and with much flexibility as to the topics and the time spent on each topic, depending on the difficulty, students' interest, etc.


AGENDA OF THE DAY


  • Beam Optics

Particle Accelerators: An Introduction

Tooling and Methods for Particle Trajectory Simulations

Lorentz Force Solver Engine: Getting Started


  • Electrostatic Systems

Electrostatic Systems - Theory Reminder / Computer Lab work 

     [[media: |Computer Lab work - Solutions]]


  • Cyclotron, Classical

Introduction

Classical Cyclotron - Theory Reminder / Computer Lab work

Computer Lab work - Solutions of exercises 3.1 to 3.3

Computer Lab work - Solution of exercise 3.8


  • Cyclotron, Relativistic

Relativistic Cyclotron - Theory Reminder / Computer Lab work 

     [[media: |Computer Lab work - Solutions]]


  • Betatron; Microtron; Synchro-cyclotron

Introduction

Theory Reminder / Computer Lab work


  • Weak Focusing Synchrotron; Synchrotron Light

Introduction

Theory Reminder / Computer Lab work


  • Strong Focusing Synchrotron

Introduction

Theory Reminder / Computer Lab work


  • Scaling FFAG

Introduction

Theory Reminder / Computer Lab work 

     [[media:|Computer Lab work - Solutions]]


  • Linear FFAG

Introduction

Theory Reminder / Computer Lab work


  • Beam Line; Spectrometer; Mass Separator

Introduction

Theory Reminder / Computer Lab work


  • Documentation

Beam Optics, An Introduction

Linear Transport, Brief Reminder

Retrieved from "http://case.physics.stonybrook.edu/index.php?title=PHY691_spring_2023&oldid=4840"