Search for: All records

With increasingly technology-driven workplaces and high data volumes, instructors across STEM+C disciplines are integrating more data science topics into their course learning objectives. However, instructors face significant challenges in integrating additional data science concepts into their already full course schedules. Streamlined instructional modules that are integrated with course content, and cover relevant data science topics, such as data collection, uncertainty in data, visualization, and analysis using statistical and machine learning methods can benefit instructors across multiple disciplines. As part of a cross-university research program, we designed a systematic structural approach–based on shared instructional and assessment principles–to construct modules that are tailored to meet the needs of multiple instructional disciplines, academic levels, and pedagogies. Adopting a research-practice partnership approach, we have collectively developed twelve modules working closely with instructors and their teaching assistants for six undergraduate courses. We identified and coded primary data science concepts in the modules into five common themes: 1) data acquisition, 2) data quality issues, 3) data use and visualization, 4) advanced machine learning techniques, and 5) miscellaneous topics that may be unique to a particular discipline (e.g., how to analyze data streams collected by a special sensor). These themes were further subdivided to make it easier for instructors to contextualize the data science concepts in discipline-specific work. In this paper, we present as a case study the design and analysis of four of the modules, primarily so we can compare and contrast pairs of similar courses that were taught at different levels or at different universities. Preliminary analyses show the wide distribution of data science topics that are common among a number of environmental science and engineering courses. We identified commonalities and differences in the integration of data science instruction (through modules) into these courses. This analysis informs the development of a set of key considerations for integrating data science concepts into a variety of STEM + C courses. 

With increasingly technology-driven workplaces and high data volumes, instructors across STEM+C disciplines are integrating more data science topics into their course learning objectives. However, instructors face significant challenges in integrating additional data science concepts into their already full course schedules. Streamlined instructional modules that are integrated with course content, and cover relevant data science topics, such as data collection, uncertainty in data, visualization, and analysis using statistical and machine learning methods can benefit instructors across multiple disciplines. As part of a cross-university research program, we designed a systematic structural approach–based on shared instructional and assessment principles–to construct modules that are tailored to meet the needs of multiple instructional disciplines, academic levels, and pedagogies. Adopting a research-practice partnership approach, we have collectively developed twelve modules working closely with instructors and their teaching assistants for six undergraduate courses. We identified and coded primary data science concepts in the modules into five common themes: 1) data acquisition, 2) data quality issues, 3) data use and visualization, 4) advanced machine learning techniques, and 5) miscellaneous topics that may be unique to a particular discipline (e.g., how to analyze data streams collected by a special sensor). These themes were further subdivided to make it easier for instructors to contextualize the data science concepts in discipline-specific work. In this paper, we present as a case study the design and analysis of four of the modules, primarily so we can compare and contrast pairs of similar courses that were taught at different levels or at different universities. Preliminary analyses show the wide distribution of data science topics that are common among a number of environmental science and engineering courses. We identified commonalities and differences in the integration of data science instruction (through modules) into these courses. This analysis informs the development of a set of key considerations for integrating data science concepts into a variety of STEM + C courses. 

As technology advances, data driven work is becoming increasingly important across all disciplines. Data science is an emerging field that encompasses a large array of topics including data collection, data preprocessing, data visualization, and data analysis using statistical and machine learning methods. As undergraduates enter the workforce in the future, they will need to “benefit from a fundamental awareness of and competence in data science”[9]. This project has formed a research practice partnership that brings together STEM+C instructors and researchers from three universities and an education research and consulting group. We aim to use high frequency monitoring data collected from real-world systems to develop and implement an interdisciplinary approach to enable undergraduate students to develop an understanding of data science concepts through individual STEM disciplines that include engineering, computer science, environmental science, and biology. In this paper, we perform an initial exploratory analysis on how data science topics are introduced into the different courses, with the ultimate goal of understanding how instructional modules and accompanying assessments can be developed for multidisciplinary use. We analyze information collected from instructor interviews and surveys, student surveys, and assessments from five undergraduate courses (243 students) at the three universities to understand aspects of data science curricula that are common across disciplines. Using a qualitative approach, we find commonalities in data science instruction and assessment components across the disciplines. This includes topical content, data sources, pedagogical approaches, and assessment design. Preliminary analyses of instructor interviews also suggest factors that affect the content taught and the assessment material across the five courses. These factors include class size, students’ year of study, students’ reasons for taking class, and students’ background expertise and knowledge. These findings indicate the challenges in developing data modules for multidisciplinary use. We hope that the analysis and reflections on our initial offerings has improved our understanding of these challenges, and how we may address them when designing future data science teaching modules. These are the first steps in a design-based approach to developing data science modules that may be offered across multiple courses. 

A search for the nonresonant production of Higgs boson pairs in the$HH\to b\overline{b}{\tau }^{+}{\tau }^{-}$channel is performed using$140{\mathrm{fb}}^{-1}$of proton-proton collisions at a center-of-mass energy of 13 TeV recorded by the ATLAS detector at the CERN Large Hadron Collider. The analysis strategy is optimized to probe anomalous values of the Higgs boson self-coupling modifier${\kappa }_{\lambda }$and of the quartic$HHVV$($V=W,Z$) coupling modifier${\kappa }_{2V}$. No significant excess above the expected background from Standard Model processes is observed. An observed (expected) upper limit${\mu }_{HH}<5.9(3.3)$is set at 95% confidence-level on the Higgs boson pair production cross section normalized to its Standard Model prediction. The coupling modifiers are constrained to an observed (expected) 95% confidence interval of$-3.1<{\kappa }_{\lambda }<9.0$($-2.5<{\kappa }_{\lambda }<9.3$) and$-0.5<{\kappa }_{2V}<2.7$($-0.2<{\kappa }_{2V}<2.4$), assuming all other Higgs boson couplings are fixed to the Standard Model prediction. The results are also interpreted in the context of effective field theories via constraints on anomalous Higgs boson couplings and Higgs boson pair production cross sections assuming different kinematic benchmark scenarios.

© 2024 CERN, for the ATLAS Collaboration2024CERN 

A search for leptoquark pair production decaying into$$te^- \bar{t}e^+$$$t{e}^{-}\overline{t}{e}^{+}$or$$t\mu ^- \bar{t}\mu ^+$$$t{\mu }^{-}\overline{t}{\mu }^{+}$in final states with multiple leptons is presented. The search is based on a dataset ofppcollisions at$$\sqrt{s}=13~\text {TeV} $$$\sqrt{s}=13\text{TeV}$recorded with the ATLAS detector during Run 2 of the Large Hadron Collider, corresponding to an integrated luminosity of 139 fb$$^{-1}$$$_{}^{-1}$. Four signal regions, with the requirement of at least three light leptons (electron or muon) and at least two jets out of which at least one jet is identified as coming from ab-hadron, are considered based on the number of leptons of a given flavour. The main background processes are estimated using dedicated control regions in a simultaneous fit with the signal regions to data. No excess above the Standard Model background prediction is observed and 95% confidence level limits on the production cross section times branching ratio are derived as a function of the leptoquark mass. Under the assumption of exclusive decays into$$te^{-}$$$t{e}^{-}$($$t\mu ^{-}$$$t{\mu }^{-}$), the corresponding lower limit on the scalar mixed-generation leptoquark mass$$m_{\textrm{LQ}_{\textrm{mix}}^{\textrm{d}}}$$$m_{{\text{LQ}}_{\text{mix}}^{\text{d}}}$is at 1.58 (1.59) TeV and on the vector leptoquark mass$$m_{{\tilde{U}}_1}$$$m_{{\tilde{U}}_1}$at 1.67 (1.67) TeV in the minimal coupling scenario and at 1.95 (1.95) TeV in the Yang–Mills scenario.

 

The ATLAS trigger system is a crucial component of the ATLAS experiment at the LHC. It is responsible for selecting events in line with the ATLAS physics programme. This paper presents an overview of the changes to the trigger and data acquisition system during the second long shutdown of the LHC, and shows the performance of the trigger system and its components in the proton-proton collisions during the 2022 commissioning period as well as its expected performance in proton-proton and heavy-ion collisions for the remainder of the third LHC data-taking period (2022–2025).

 

A search for high-mass resonances decaying into a$\tau$-lepton and a neutrino using proton-proton collisions at a center-of-mass energy of$\sqrt{s}=13\mathrm{TeV}$is presented. The full run 2 data sample corresponding to an integrated luminosity of$139{\mathrm{fb}}^{-1}$recorded by the ATLAS experiment in the years 2015–2018 is analyzed. The$\tau$-lepton is reconstructed in its hadronic decay modes and the total transverse momentum carried out by neutrinos is inferred from the reconstructed missing transverse momentum. The search for new physics is performed on the transverse mass between the$\tau$-lepton and the missing transverse momentum. No excess of events above the Standard Model expectation is observed and upper exclusion limits are set on the$W^{\prime }\to \tau \nu$production cross section. Heavy$W^{\prime }$vector bosons with masses up to 5.0 TeV are excluded at 95% confidence level, assuming that they have the same couplings as the Standard Model$W$boson. For nonuniversal couplings,$W^{\prime }$bosons are excluded for masses less than 3.5–5.0 TeV, depending on the model parameters. In addition, model-independent limits on the visible cross section times branching ratio are determined as a function of the lower threshold on the transverse mass of the$\tau$-lepton and missing transverse momentum.

A summary of the constraints from searches performed by the ATLAS collaboration for the electroweak production of charginos and neutralinos is presented. Results from eight separate ATLAS searches are considered, each using 140 fb⁻¹of proton-proton data at a centre-of-mass energy of$$ \sqrt{s} $$$\sqrt{s}$= 13 TeV collected at the Large Hadron Collider during its second data-taking run. The results are interpreted in the context of the 19-parameter phenomenological minimal supersymmetric standard model, whereR-parity conservation is assumed and the lightest supersymmetric particle is assumed to be the lightest neutralino. Constraints from previous electroweak, flavour and dark matter related measurements are also considered. The results are presented in terms of constraints on supersymmetric particle masses and are compared with limits from simplified models. Also shown is the impact of ATLAS searches on parameters such as the dark matter relic density and the spin-dependent and spin-independent scattering cross-sections targeted by direct dark matter detection experiments. The Higgs boson andZboson ‘funnel regions’, where a low-mass neutralino would not oversaturate the dark matter relic abundance, are almost completely excluded by the considered constraints. Example spectra for non-excluded supersymmetric models with light charginos and neutralinos are also presented.