Modelling and Simulation Methods of Particle Transport
Syllabus, Master's level, 1FA451
- Code
- 1FA451
- Education cycle
- Second cycle
- Main field(s) of study and in-depth level
- Physics A1N
- Grading system
- Fail (U), Pass (3), Pass with credit (4), Pass with distinction (5)
- Finalised by
- The Faculty Board of Science and Technology, 26 March 2021
- Responsible department
- Department of Physics and Astronomy
Entry requirements
120 credits in mathematics, technology and science. Basic knowledge of ionising radiation corresponding to Modern Physics or Nuclear Physics and Particle Physics. Proficiency in English equivalent to the Swedish upper secondary course English 6.
Learning outcomes
On completion of the course the student should be able to:
- model and simulate experimental systems with different tools for particle transport
- choose the correct tools for a given situation, motivate the choice and identify the pros and cons.
- evaluate the result from the simulation and describe methods to verify the tool.
Content
The course will treat a number of modelling and simulation methods for ionising and non-ionising radiation Examples of tools that students may use during the course and which are commonly used in, e.g., research, medicine and nuclear technology are:
SERPENT (montecarlo.vtt.fi/)
GEANT - Simulation package for particle transport trough matter (geant4.cern.ch)
FLUKA - Calculation of particle transport and interactions with matter (www.fluka.org)
Typically, students are introduced to three different tools. The course will be taught so that the students can construct solids (geometries) and choose parameters for the simulation and optimization of these.
Miscellaneous: Variance reduction. Differences between deterministic and Monte Carlo methods. Experimental validation.
Instruction
The course consists of a series of lectures where the student is introduced to the different tools, the principles by which they work, their strengths and weaknesses. Introductory lectures to how selected tools work are given. The students work with the tools using tutorials, demos, reading material and guidance.
Assessment
Assignments.
If there are special reasons for doing so, an examiner may make an exception from the method of assessment indicated and allow a student to be assessed by another method. An example of special reasons might be a certificate regarding special pedagogical support from the disability coordinator of the university.