Jet physics in ALICE

This work aims at the performance of the ALICE detector for the measurement of high-energy jets at mid-pseudo-rapidity in ultra-relativistic nucleus-nucleus collisions at LHC and their potential for the characterization of the partonic matter created in these collisions. In our approach, jets at high energy with E_{T}>50 GeV are reconstructed with a cone jet finder, as typically done for jet measurements in hadronic collisions. Within the ALICE framework we study its capabilities of measuring high-energy jets and quantify obtainable rates and the quality of reconstruction, both, in proton-proton and in lead-lead collisions at LHC conditions. In particular, we address whether modification of the jet fragmentation in the charged-particle sector can be detected within the high particle-multiplicity environment of the central lead-lead collisions. We comparatively treat these topics in view of an EMCAL proposed to complete the central ALICE tracking detectors. The main activities concerning the thesis are the following: a) Determination of the potential for exclusive jet measurements in ALICE. b) Determination of jet rates that can be acquired with the ALICE setup. c) Development of a parton-energy loss model. d) Simulation and study of the energy-loss effect on jet properties

Jet correlation measurement in heavy-ion collisions: from RHIC to LHC

We attempt to deduce simple options of `jet quenching' phenomena in heavy-ion collisions at \snn=5.5 \tev at the LHC from the present knowledge of leading-hadron suppression at RHIC energies. In light of the nuclear modification factor for leading particles we introduce the nuclear modification factor for jets, \RAA^{jet}, and for the longitudinal momenta of particles along the jet axis, \RAA^{p_{\rm L}}.Comment: 9 pages, 7 figures, proceedings, MIT workshop on fluctuations and correlations in relativistic nuclear collision

Participant and spectator scaling of spectator fragments in Au + Au and Cu + Cu collisions at √sNN = 19.6 and 22.4 GeV

Spectator fragments resulting from relativistic heavy ion collisions, consisting of single protons and neutrons along with groups of stable nuclear fragments up to nitrogen (Z=7), are measured in PHOBOS. These fragments are observed in Au+Au (√sNN =19.6GeV) and Cu+Cu (22.4 GeV) collisions at high pseudorapidity (η). The dominant multiply-charged fragment is the tightly bound helium (α), with lithium, beryllium, and boron all clearly seen as a function of collision centrality and pseudorapidity. We observe that in Cu+Cu collisions, it becomes much more favorable for the α fragments to be released than lithium. The yields of fragments approximately scale with the number of spectator nucleons, independent of the colliding ion. The shapes of the pseudorapidity distributions of fragments indicate that the average deflection of the fragments away from the beam direction increases for more central collisions. A detailed comparison of the shapes for α and lithium fragments indicates that the centrality dependence of the deflections favors a scaling with the number of participants in the collision.United States. Department of Energy (Grant DE-AC02-98CH10886)United States. Department of Energy (Grant DE-FG02-93ER40802)United States. Department of Energy (Grant DE-FG02-94ER40818)United States. Department of Energy (Grant DE-FG02-94ER40865)United States. Department of Energy (Grant DE-FG02- 99ER41099)United States. Department of Energy (Grant DE-AC02-06CH11357)National Science Foundation (U.S.) (Grant 9603486)National Science Foundation (U.S.) (Grant 0072204)National Science Foundation (U.S.) (Grant 0245011

Centrality evolution of the charged-particle pseudorapidity density over a broad pseudorapidity range in Pb-Pb collisions at root s(NN)=2.76TeV

Peer reviewe

Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació