Physics

IRENE DI PALMA
IRENE DI PALMA

A - Knowledge and understanding
OF 1) Knowledge of the features of cosmic rays
OF 2) Knowledge of the nature and properties of the elementary particles
OF 3) Knowledge of the nature and features of collisons
OF 4) Knowledge of the trasport equations of primary and secondary cosmic rays in the
atmosphere and the development of showers
OF 5) Understand the differential flux and mass composition of the primary cosmic rays
OF 6) Knowledge of the problem of the ultra high energy cosmic rays
OF 7) Knowledge of the the first and second order Fermi acceleration mechanism
B – Application skills
OF 8) Be able to deduce the basic issues of astroparticle physics starting by using the
observational techniques
OF 9) Be able to apply the propagation of ultra high energy particles such as protons, photons,
neeutrinos and heavy nuclei
OF 10) Be able to apply the first and second order Fermi acceleration mechanism
OF 11) Be able to deduce the limits of the observational techniques in use in the different
esperiments
C - Autonomy of judgment
OF 12) Be able to evaluate the nature of the different interacting particles in a specif process
OF 13) Be able to evaluate the observational methodologies for the different experiments
OF 14) Be able to evaluate every aspect of the system
OF 15) Be able to suggest the techniques to perform a scientific evaluation of the system
D - Communication skills
OF 16) Know how to describe the nature of physical processes to workers without scientific
training
OF 17) Know how to communicate physical techniques for a complete study of the system
E - Ability to learn
OF 18) Have the ability to consult scientific literature and physical methods
OF 19) Have the ability to evaluate technical descriptions for specific physical processes

The Astroparticle Physics course aims to guide students in discovering the fundamental phenomena related to cosmic rays and high-energy elementary particles, through an approach that integrates theory, modelling, and experimental observation.
In the initial phase, students will become familiar with the terminology, quantities, and fundamental concepts of the field. They will be able to recognize and recall the main characteristics of cosmic rays, the properties of elementary particles, and the mechanisms of interaction in the atmosphere and in particle accelerators.
Subsequently, the course will lead to a deeper understanding of the physical models that describe the propagation and origin of cosmic rays, with particular attention to the challenge posed by ultra-high-energy cosmic rays and the mechanisms of Fermi acceleration.
Students will then be required to apply this knowledge to analyze the propagation of ultra-high-energy particles and to use specific observational techniques to collect data relevant to the study of astroparticle phenomena.
Through case studies and the analysis of real data, students will develop the ability to analyze complex scenarios, distinguishing between the different components of a physical process and recognizing the strengths and limitations of various experimental techniques.
The course also fosters independent judgment by encouraging students to critically evaluate experimental results, the validity of the adopted models, and the effectiveness of the instrumental techniques used in major astroparticle experiments.
Finally, thanks to an open and interdisciplinary approach, students will be able to design simple experiments, propose new observational strategies, formulate interpretative hypotheses, and integrate theoretical and experimental skills to actively contribute to research in the field of astroparticle physics.

It is required to have a basic knowledge of the fundamental interactions physics, of the elementary
particle physics, of most common particle detectors.

Introduction to Cosmic rays Physics. Complementarity between the study of Cosmic Rays events/
properties and elementary particle physics at accelerators.
Differential energy flux and mass composition of primary Cosmic Rays. Flux of "secondary C. R."
due to the interaction of primary C. R.
Transport equations of primary and secondary Cosmic Rays in the atmosphere. Development of
hadronic and electromagnetic showers in the atmosphere.
Ultra High Energy Cosmic Rays: the measurements and their implications.
Propagation of Ultra High Energy Cosmic Rays in the Universe: the case for protons, photons,
neutrinos, heavier nuclei. The Greisen-Zatsepin-Kuzmin cut-off.
The origin of Ultra High Energy Cosmic Rays, the possible acceleration mechanisms, first and
second order Fermi acceleration mechanism.
Notes on Galaxy morphology.
Experimental techniques for the observation/study of primary Cosmic Ray fluxes (protons, photons,
heavy nuclei, neutrinos) up to energies 1022 eV: experiments in the space, in the atmosphere, at
ground, deep underground.
Open problems in particle and astroparticle physics: dark matter, matter-antimatter asymmetry,
neutrino properties (AMS, PAMELA, FERMI, DAMA, CUORE, IceCube, ANTARES, ...)
Astrophysics with High Energy photons: experimental techniques and results (HESS, MAGIC,
VERITAS, CTA...)
Astrophysics with High Energy neutrinos (IceCube, ANTARES, KM3NeT, ...)
Astrophysics with High Energy protons (E1017 eV): experimental techniques and results: AGASA,
HiReS, Telescope Array, The Pierre Auger Observatory, TUNKA.

T. K. Gaisser, R. Engel, E. Resconi, Cosmic Rays and Particle Physics, II edizione, Cambridge
Univ. Press, (2016).
M. Spurio, Particles and Astrophysics, astronomy and Astrophysics Library, Spinger, 2014.
Multiple Messengers and Challenges in Astroparticle Physics, Aloisio R., Coccia E., Vissani F.,
Capone A, Lipari P., et al, Springer, Cham. https://doi.org/10.1007/978-3-319-65425-6_4,
(2018).
A. De Angelis and Mario Pimenta, Introduction to particle and astroparticle physics, Questions
to the Universe, Springer, 2015

54 hours of frontal lessons that include also time dedicated to calculations and exercises. Other hours
dedicated to in-depth understanding of selected items related to the program.

54 h of frontal lessons that include also time dedicated to calculations and exercises. Other hours
dedicated to in-depth understanding of selected items related to the program.

For the final evaluation students will be required to discuss, with particular attention, one of the
arguments presented by the teacher during the lectures by reading a scientific publication.
The student is required to study this argument with particular attention. It is not required a written document.
At the end of this discussion the teacher, with questions spanning over the whole program, will evaluate the canditate preparation. To pass the exam the student must be able to present a topic or repeat a calculation
discussed during the course and to apply the learned methods to examples and situations similar to
those already discussed.
The evaluation will take into account:
- correctness of the exposed concepts;
- clarity and rigor of exposition;
- analytical development capacity of the theory;
- aptitude in problem solving (method and results)
Key competences are necessary and sufficient to get a mark of 18/30. To obtain a mark of 30/30
with laude, the student must demonstrate an excellent knowledge of all the topics of the course and
be able to connect them in a coherent way.

What are the main components of primary cosmic rays?
Describe the first-order Fermi acceleration mechanism.
What is the physical significance of the cosmic ray energy spectrum?
Compare the Cherenkov and scintillation detection techniques based on their sensitivity and use.
Evaluate the validity of a propagation model in light of the experimental data collected by Pierre Auger.

• • Books: T. K. Gaisser, R. Engel, E. Resconi, Cosmic Rays and Particle Physics, II edition, Cambridge Univ. Press, (2016) 


• • Books: Multiple Messengers and Challenges in Astroparticle Physics, Aloisio R., Coccia E., Vissani F., Capone A, Lipari P., et al, Springer, Cham. https://doi.org/10.1007/978-3-319-65425-6_4, (2018); 


• • Books: M. Spurio, Particles and Astrophysics, astronomy and Astrophysics Library, Spinger, 2014.