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I.14 — Accelerator design workshop
Full text linkAfter studying the relevant aspects of accelerators topic by topic, it is time to gain hands-on experience by designing a realistic particle accelerator. This chapter describes the accelerator design workshop which takes place at the end of JUAS course I. The core idea is to gain experience how such a large task can be split up and organised into collaborating teams with different expertise, with a particular focus on how certain design decisions affect everything else. In a collaborative effort, several teams participate in a top factory study tackling the design of a high-energy collider. The teams approach the design from three complementary angles viz., the general parameters teams determine a basic beam and machine parameter set, the RF teams design the radio-frequency systems with respect to acceleration and synchrotron radiation, and the lattice design teams work out an accelerator lattice using the MAD-X suite. The teams require inputs from the respective other topics to complete their tasks. During the workshop conclusion following the oral group examinations, selected teams present their results in a conference style setting. This approach sets the scene for a motivating, competitive and fun workshop event while fostering participants to understand the mutual dependencies between accelerator and beam parameters and the implications of design decisions, involving the knowledge they gained during the JUAS school
Expanding the Frontiers of Innovation
Full text linkThe papers in this issue offer novel insights and tools to recraft and extend innovation beyond its traditional domains to focus on complex global challenges, driving innovation frontiers toward transformative and impactful outcomes. In an era where economic growth, societal progress and social equity are focal for policy makers, this issue explores the power of structure and experimentation to surface the complexities of university and industry collaboration
Statistical techniques
Full text linkThis course covers the main statistical methods used in high-energy physics, focusing in particular on the techniques currently used in LHC experiments. The proceedings cover the following: first, the methods used to describe an experimental setup in probabilistic terms (i.e. to write down a statistical model describing the measurement) are discussed; second, the usage of such a model to produce the usual statistical results in high-energy physics is presented; lastly, as examples, the discoverysignificances for new signals, confidence intervals for model parameters, and upper limits on signal yields are discussed. The lectures will focus on the use of frequentist techniques
II.13 — Radiation safety
Full text linkThe purpose of this lecture is to provide insight into the importance of managing ionising radiation hazard. Unfortunately, this hazard cannot be removed when operating with accelerators, and the level of the risk depends on the type and usage of the accelerators. Understanding why radiation safety is needed and the lessons learned from serious accidents involving the ionising radiation hazard is essential. Also, the role of international organisations providing an external and rigorous approach to handling this hazard is covered, as well as the main principles of radiation safety, in particular, the term ALARA. A brief definition of the most relevant magnitudes and the meaning of the limit values are essential to understand how to interpret the official dosimetry data. A very simple and general approach to how the main particles interact with the matter is given through some characteristic examples. As a very summarised guidance, it explains how to proceed with a radiation shielding analysis and also the objective of the interlock systems. Finally, a recommendation on what type of radiation detector to use depending on the radiation environment is given in a very broad outline. Most of the examples provided come from electron and proton synchrotron accelerators due to the experience and background of the author
III.3 — Introduction to CERN and its accelerator complex
Full text linkThe CERN accelerator complex has evolved over nearly 70 years, from the first 16 m circumference machine in 1957, the Synchrocyclotron, to the most powerful synchrotron in the world to today, the LHC, with 27 km circumference. In between, a series of machines were designed, installed and commissioned and most of them are still in operation serving, with an impressive zoo of particles, the very rich and diverse physics programmes carried out at CERN. This chapter gives an overview of the proton and ion accelerator complex, as well as a summary of the different fixed-target experimental areas and facilities served by the complex
Part III—A century of particle accelerators—JUAS seminars
No full textPart III features the seminars given to illustrate the courses. What purposes do the accelerators serve? How did the technology develop? What are the links between the different fields in which accelerators are used? Insights into practical applications improve the integration of the courses. The ongoing demand from fundamental research and societal applications is now evolving within the framework of sustainability, leading to the introduction of new technologies that shift from “incremental innovation” to “disruptive innovation”. The evolution of the CERN accelerator complex over 70 years is a good example of the remarkable development of the discipline. In the 16 chapters, many colliders are reviewed; these machines allow high energies to be reached, seeking to produce new particles. Some of these are already in operation, while others are under construction or still at the research stage. Other recent facilities include X-ray free-electron lasers (FELs), energy-recovery linacs (ERLs), and accelerator-driven systems (ADSs), which are being considered for the transmutation of long-lived nuclear waste. Machine learning, as a mathematical tool, is investigated for its potential to improve accelerator operation. One chapter illustrates the design of beamlines derived from the main CERN accelerators (PSB, PS, and SPS) for fixed-target experiments. Radiation oncology (biology, physics, and clinical applications) is introduced by a hospital doctor, focusing on historical developments and future perspectives; vast improvements incurability and reduced toxicity have already been obtained
IV.3 — JUAS during the period 1994–2000
Full text linkThis chapter covers how the JUAS came into being, the period Marcelle Rey-Campagnolle was JUAS director (i.e. between 1994 and 2000)
Plastik – Power oder Plage? Erkenntnisse aus der Erprobung BNE-orientierter Lehr-Lern-Formen im Fach Textiles und Technisches Gestalten / Design und Technik im Rahmen eines fachdidaktischen Seminars
Full text linkHintergrund: Im handlungsorientierten Schulfach Textiles und Technisches Gestalten (TTG, gemäss Lehrplan 21 der obligatorischen Schule in der Deutschschweiz) bzw. Design und Technik (DT) erschliessen sich Kinder und Jugendliche die Welt im formal-ästhetisch und technisch-konstruktiv gestaltenden Umgang mit Produkten materieller Kultur. Dabei können vielfältige Erkenntnisse über ökologische, ökonomische und soziokulturelle Dimensionen von Nachhaltigkeit gewonnen werden. Aus der Perspektive von Bildung für Nachhaltige Entwicklung (BNE) betrachtet, treten jedoch auch Zielkonflikte mit Praktiken im Fach selbst zu Tage und stellen (angehende) Lehrpersonen vor komplexe Entscheidungen bei der Konzeption und Umsetzung von Fachunterricht.
Ziel: Am Beispiel praktischer und forschend lernender Auseinandersetzungen mit Alltagsgegenständen aus Kunststoff soll in diesem Beitrag erörtert werden, vor welche spezifischen Herausforderungen die Umsetzung von BNE den TTG/DT-Unterricht stellt und wie sich Studierende in einem fachdidaktischen Seminar damit aus kritisch-emanzipatorischer BNE-Perspektive auseinandersetzen.
Rahmen: Das beschriebene Seminarkonzept und die dargelegten Beobachtungen beziehen sich auf eine Lehrveranstaltung in der Lehrer*innenbildung für das Unterrichtsfach TTG/DT auf der Sekundarstufe I.
Design und Methode: Aufzeichnungen von Gruppendiskussionen und Lernprozessdokumentationen der Studierenden im Seminarverlauf bilden die Grundlage für die Darstellung und Evaluation der Umsetzung des Seminarkonzepts.
Ergebnisse: Die Beobachtungen und Erfahrungen aus der Umsetzung lassen erkennen, dass mit dem Seminarkonzept ein BNE-orientiertes Lehr-Lern-Setting geschaffen werden konnte, das den Studierenden an einem exemplarischen Themenfeld ermöglicht, sich aktiv mit eigenen Fragen auseinanderzusetzen und Problemstellungen zu erkennen, sich dazu gezielt Wissen zu erschliessen und in der gestalterischen Praxis Handlungsalternativen zu erproben. Der ästhetische Zugang sowie die kooperativen Lern-, Austausch- und Reflexionsprozesse erwiesen sich auch als zentrale Elemente, um in der Konfrontation mit Komplexität, Widersprüchen und Unsicherheit handlungsfähig zu bleiben.
Schlussfolgerungen: Ersichtlich wurde auch, dass ein zweistündiges fachdidaktisches Seminar lediglich eine erste Begegnung mit und Sensibilisierung für BNE-spezifische Herausforderungen des TTG/DT-Unterrichts ermöglichen kann. Für eine BNE-spezifische Professionalisierung angehender TTG/DT-Lehrpersonen bedarf es weiterer, fachwissenschaftlicher und interdisziplinärer, erziehungswissenschaftlicher und schulpraktischer Angebote.
Keywords: Bildung für Nachhaltige Entwicklung (BNE), forschendes Lernen, Lehrer*innenbildung, Ästhetische Bildung, Technische Bildung, Kunststoff
IV.8 — JUAS during 2021
Full text linkThis chapter covers the period John M. Jowett was JUAS director (i.e. from mid-2020 to mid-2021)