SPIM ObjectiveNoutcomes

Course Objectives & Outcomes College of Science & Engineering

Department: Physics

Course Number: 4470/5570

Course Name: Simulations of Particle Interactions with Matter

Objective 1) To comprehend the methods used for describing how electrons and photons interact with matter

Outcomes

1) Student can download, compile, and execute the Simulation program

2) Student can alter the program for different particles, targets, and physics models

3) Students can evaluate the voracity of the simulations prediction by comparing it with experimental data

Assignments that demonstrate accomplishment of this outcome:

1) Homework assignments

2) Final Project assignment to simulate an interaction relevant to their research

Reference Material

Course Learning Outcomes

ISU needs to complete several accreditation tasks over the next year. One of the first tasks concerns outcomes for individual courses: for every course listed in the university catalog, a description of objectives, outcomes, and assignments is needed. Faculty can provide this information using the template on the last page, then submit it to their departmental coordinator. A couple of sample course outcomes are provided on the following pages to show how much, and what type of information is needed. Please use this template for every class, and ask your departmental assessment coordinator if you have any questions.

Other advice: 1) Only one form per class even if multiple sections of the class are offered. This reflects the fact that all sections should have the same objectives, outcomes, and assignments.

2) If a class hasn't been taught for 4+ years just submit the template with the statement: Dormant class not taught for 4+ years

3) No forms are needed for 4482, 4493, 4497, 5597, 5599, 6648, 6650, 6699, and 8850 classes.

4) If a lecture and related lab are listed separately in the catalog, complete one form for each. Do this even if the lab is 0 credits.

5) Under “Assignments” you can list only those assignments directly associated with the course, or you can also list assessment tools beyond the course. The latter is more useful for ISU, so include it if you can.

6) For a useful document explaining the need for course-based review and assessment and suggestions for how to structure courses to accomplish these tasks, please see http://www.isu.edu/instres/Assessment/ISUCourseHandbook.pdf Definitions taken from this handbook: Assessment = “the systematic collection and analysis of information to improve student learning.” Goals/Objectives = “broad learning goals and concepts (what you want students to learn) which are expressed in general terms (e.g., clear communication, problem-solving skills, etc.).” Outcomes = “specific learning behaviors that students should exhibit in the context of the course.” Outcomes must be specific (e.g., “define” or “argue” or “create”) and measureable (e.g., a paper, an essay, a test in order to measure behaviors, skills, or abilities).

7) Concrete verbs such as “define,” “argue,” or “create” are more helpful for assessment than vague verbs such as “know,” “understand” or passive verbs such as “be exposed to.” Some examples of action words frequently used are listed below. Use these as needed when completing the template. Knowledge: define identify indicate know label list memorize name recall record relate repeat select underline Comprehension: classify describe discuss explain express identify locate paraphrase recognize report restate review suggest summarize tell translate Application: apply compute construct demonstrate dramatize employ give examples illustrate interpret investigate operate organize practice predict schedule shop sketch translate use Analysis: analyze appraise calculate categorize compare contrast criticize debate determine diagram differentiate distinguish examine experiment inspect inventory question relate solve Synthesis: arrange assemble collect compose construct create design formulate manage organize perform plan prepare produce propose set-up Evaluation: appraise assess choose compare contrast decide estimate evaluate grade judge measure rate revise score select value

SAMPLE Course Objectives & Outcomes College of Science & Engineering

Department: Geosciences Course Number: GEOL 4421 Course Name: Structural Geology

Objective 1) To describe deformational structures and interpret their kinematic history Outcomes: 1) Student can define the style and geometry of brittle structures: joints and normal, reverse, and strike-slip faults 2) Student can define the style and geometry of ductile structures: folds, foliations, lineations 3) Student can measure the direction and amount of 3-dimensional strain at outcrop- and map-scales Assignments that demonstrate accomplishment of this outcome: 1) Correct answers to ~20 word questions (total) on 2 midterm and 1 final exams. Answers require labeled diagrams, brief essays, and some algebraic calculations. 2) Satisfactory descriptions and measurements of deformed rocks in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

Objective 2) To comprehend introductory stress-strain theory and its application to rocks Outcomes 1) Student can analyze rock strength and applied stresses using two-dimensional Mohr Circle graphs Assignments that demonstrate accomplishment of this outcome: 1) Correct answers to ~5 word questions (total) on 2 midterm and 1 final exams. Answers require labeled diagrams, brief essays, and some algebraic calculations. 2) Satisfactory interpretation of deformation processes in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

Objective 3) To recognize the regional tectonic association of common deformational structures Outcomes 1) Student can synthesize the deformational style and history when given a specific tectonic domain Assignments that demonstrate accomplishment of this outcome: 1) Correct answers to ~5 word questions (total) on 2 midterm and 1 final exams. Answers require labeled diagrams, brief essays, and some algebraic calculations. 2) Satisfactory interpretation of tectonic setting of deformed rocks in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

SAMPLE Course Objectives & Outcomes College of Science & Engineering

Department: Geosciences Course Number: GEOL 4421L Course Name: Structural Geology Lab

Objective 1) Knowledge of geologic map reading, construction, and analysis Outcomes 1) Construct a geologic map of a small region with simple map-scale faults or folds 2) Draw a cross section of deformed rocks from complex geologic map data 3) Recognize and measure basic structures (faults, folds, joints, foliations, lineations) in the field Assignments that demonstrate accomplishment of this outcome: 1) Correct geologic map and cross-section construction as shown in 3 lab assignments. 2) Satisfactory performance in field-based structural geology exercises in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

Objective 2) Demonstration of 3D visualization skills Outcomes 1) Solve a “3-point Problem” to determine attitude of a plane 2) Plot and interpret data on a stereonet graph 3) Recognize and measure basic structures (faults, folds, joints, foliations, lineations) in the field Assignments that demonstrate accomplishment of this outcome: 1) Correct answers to ~100 problems (total) posed over 10 weeks of lab assignments. Answers require extensive diagrams, brief essays, and some algebraic calculations. 2) Satisfactory performance in field-based structural geology exercises in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

Objective 3) Analytic problem solving using algebra and trigonometry Outcomes 1) Solve a “3-point Problem” to determine attitude of a plane 2) Plot and interpret data on a stereonet graph Assignments that demonstrate accomplishment of this outcome: 1) Correct answers to ~100 problems (total) posed over 10 weeks of lab assignments. Answers require extensive diagrams, brief essays, and algebraic calculations. 2) Satisfactory descriptions and measurements of deformed rocks in the BS capstone course, G4450 (Geology Field Camp). 3) Student self-assessment as reported in answers to class-specific questions that are posed in exit interview just prior to graduation.

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GEANT4 and MCNPX are two simulation packages commonly used by researchers in Nuclear physics. While GEANT4 is a publicly available open source package, MCNPX requires a license and may only be available in binary form to those who are not elibigle for a source license. Nuclear physics students who desire to develop nuclear models to use in a simulation program, but are not eligible for the MCNPX source code, can use GEANT4.

I need half a page about how GEANT4 can be used for educational purposes and how it will help to increase the number of nuclear physicists in the US. This is for NNSA Center of Excellence proposal. They will support "development of advanced simulations and measurement techniques leading to improved radiation and particle detection methods in terms of energy, temporal and spatial resolution". We are not doing anything innovative, but we can say we at least will use it to train students. I am going to add another half page about MCNPX. If you know the main difference between them - please share :)

The Figure below compares GEANT4's U-238(n,f) model with the IAEA's international evaluation

INTERNATIONAL EVALUATION OF NEUTRON CROSS-SECTION STANDARDS, INTERNATIONAL ATOMIC ENERGY AGENCY,VIENNA, 2007 File:U238-xsection.pdf

absolute f_xsection in the table 7.1 p.91

Data set # 646 pr 648

646: Li Jingwen et al,INDC(CPR)-009 (1986) 7

648:R.K. Smith et al. (1956),Personal communication, G. Hanson (1975)

Table : energy range of interactions for photon neutron and proton.