Difference between revisions of "PHY689 spring 2018"
FrancoisMeot (Talk  contribs) (→Course Overview) 
FrancoisMeot (Talk  contribs) (→Course Overview) 

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* This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radiowave cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. We will manipulate beams for cancer therapy, produce synchrotron radiation proper to condensed matter research, accelerate polarized ion beams for nuclear physics research, etc.  * This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radiowave cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. We will manipulate beams for cancer therapy, produce synchrotron radiation proper to condensed matter research, accelerate polarized ion beams for nuclear physics research, 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 reports,  +  * 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 reports, slide presentations), python. 
* 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 numerous programming, debugging 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 numerous programming, debugging and other computer science tasks, as part of the game. 
Revision as of 12:31, 10 November 2018
Class meet time and dates  Instructors 



Contents
High Tech Tools
 This is what particle accelerators are nowadays, the latest of hightech, under frantic development. They have become the inescapable tools of modern industry, medecine, research, under a variety of forms, from small things to gigantic machines,
 cyclotrons, synchrotrons for the production of cancer therapy beams,
 electron storage rings for the production of synchrotron radiation,
 linear accelerators for the production of laser Xrays
 colliders for nuclear and particle physics research: the largest tools ever built by human kind !
 microtrons, betatrons and other wham bam slamatrons for industrial applications
 and more...
Course Overview
 This course is An Introduction to Particle Accelerators, Hands On, based on computerlaboratory work  the essential of the time of the course.
 During this course we will manipulate charged particle beams in most of these style of accelerators. The objective: learn about them, learn how they work, understand their applications. We will do this in a virtual world of accelerator and beam simulations, just like accelerator physicists and designers do in their labs, working as a team.
 This will allow discovering the basic theoretical and practical aspects of their main technological components: magnets and radiowave cavities. Learning the principles of beam dynamics via numerical simulations will involve a couple of dedicated, popular accelerator simulation codes. We will manipulate beams for cancer therapy, produce synchrotron radiation proper to condensed matter research, accelerate polarized ion beams for nuclear physics research, 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 reports, slide presentations), python.
 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 numerous programming, debugging and other computer science tasks, as part of the game.
 So... Yes! Bring your laptop, it will be your essential tool. Preferred system: linux. Otherwise, a linux emulator or equivalent capabilities. A Fortran compiler is needed. Have gnuplot operational on your system.
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 :
 cyclotron, transverse stability, CW acceleration,
 betatron, betatron motion, induction acceleration,
 synchrocyclotron, longitudinal stability,
 pulsed synchrotron, weak and strong focusing,
 particle colliders, spin dynamics,
 light source, synchrotron radiation damping, insertion devices, synchrotron light,
 recirculating linear accelerators,
 electrostatic accelerators, mass spectrometry,
 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,
 phase space motion,
 nonlinear dynamics, resonances, defects and tolerances
 production of synchrotron radiation, Poynting vector, spectral brightness,
 polarization and other Siberian snakes,
 radiobiological/medical beam manipulations,
 inflight particle decay of shortlived particles,
 beam purification, spectrometry.
Learning Goals
 The course will prepare graduate students with no prior experience for the understanding of the physics and 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 attain a level of knowledge needed to thrive in the field of particle accelerator R&D.
 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, Xray 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 realworld style of scientific written reports and other slide presentations.
Course Procedure
Textbook and suggested materials
 Recommended readings in preparation for the course:
 In CASE PHY554 (http://case.physics.stonybrook.edu/index.php/PHY554_fall_2016):
Lectures 1 to 7 and Lecture 9, by Profs. V.N. Litvinenko and Y. Jing
 In "CAS  CERN Accelerator School : 5th General Accelerator Physics Course", YellowReport CERN9401, (http://cds.cern.ch/search?cc=CERN+Yellow+Reports&p=%22CERN94*%22&f=reportnumber&sf=chronologicalorder&so=a&sp=CERN&rm=):
A brief history and review of accelerators, P.J. Bryant, (pp.114),
Basic course on accelerator optics, J. Rossbach, P. Schmüser (pp. 1779)
Beam phase space and emittance, J. Buon (pp.89103)
Longitudinal beam dynamics in circular accelerators, J. Le Duff (pp.289309)
 Later during this course session, we will see that in due time, additional readings will be needed (from journal articles, scientific publication supports, etc.), regarding, e.g.,
'Synchrotron radiation', 'Radiation damping', 'Quantum excitation and equilibrium', R.P. Walker, (pp.437454, 461477, 481494).
Grading
 Students 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 scientificstyle reports, or slide presentations to the class, or both, by individuals or 2~3 student teams.
 Students, in a duo~trio team, will have to complete a research project over the duration of the lecture session. This project will be returned at the end of the session (May 2018), under the form of a detailed slide presentation. Or instead, under the form a scientific journalstyle article. Or both. This will be discussed in due time.
Participation during the class  30% of the grade Homework assignments  30% of the grade Project (May)  60% of the grade (The total is 120%)
Research project
 The research project represents 60% of the final grade.
A substantial part of the initial time spent by students on the project, namely, the initial phase in starting any of the proposed projects, will be the bibliographical research. The quality of, and written reporting on, this preliminary research, will represent as well a substantial part of the grade.
A project will can chosen from this list : PHY689_projects.pdf. Initiatives are welcome: students attracted in a particular research topic, independently of that list, are encouraged/welcome to make proposals.
 Research projects will be taken from the following thematics:
 construction of an accelerator,
 simulations and analysis: regarding beam dynamics, or spin dynamics, or synchrotron radiation, etc.,
 complementing/enhancing sections of these very PHY689 lectures,
 contribution to the development of existing beam optics/dynamics codes,
 development of accelerator code interfaces,
 and more.
 Students are encouraged to work on the research project by team
 The project will be concluded by its grading phase, grading will rely on
 a detailed slide presentation
 or a detailed written report
 or both,
to be completed in due time sometime in May 2018.
Course Schedule
 The course schedule will follow the "Course Content" above, as time allows, and with much flexibility as to the topics and the time spent on a topic, depending on the difficulty, students' interest, etc.
 Phase 1: Introduction to this 14 week course
List of projects: PHY689_projects.pdf / Planet of the Accelerators / A flightsimulator engine: getting started
Home Work (Jan. 24) / Home Work (Jan. 31)
 Phase 2: Cyclotron
Introduction / Computer Lab work / Complement: isochronous cyclotron.
Home Work (Feb. 07); Home Work (Feb. 14); Home Work (Feb. 21); Home Work (Mar. 28) ; Home Work (Apr. 04)
 Phase 3: synchrocyclotron, betatron
Introduction / Computer Lab work (betatron project: guidance)
 Phase 4: synchrotron, weak focusing
Introduction / Computer Lab work
 Phase 5: synchrotron, strong focusing
 Phase 6: FFAG
 Phase 7: Light source
 Phase 8: Circular collider
 Phase 9: Spectrometry
Introduction / Computer Lab work
 Various class material
PHY689 project, reporting: Latex material and template for a "Lab. Tech. Note" style of report
Lab work material: Cyclotron, exercise 1.11 (field map generator, zgoubi input data file, gnuplot files)
Zgoubi interfacing: Introduction to PyZgoubi, AGS booster example (Kiel Hock)