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New and Exciting Physics
 

Aida X El-Khadra

Aida X El-Khadra's profile

Aida X El-Khadra
Aida X El-Khadra

Professor

Professor Aida El-Khadra received her PhD. in 1989 from the University of California, Los Angeles, after receiving her diplom from Freie Universität, Berlin, Germany. She held postdoctoral research appointments at Brookhaven National Laboratory, Fermi National Accelerator Laboratory, and the Ohio State Univerity before joining the Illinois faculty in 1995.

Prof. El-Khadra is a leader of one of the most successful lattice QCD groups in the world. Low-energy strong interaction physics cannot be analyzed perturbatively; our only recourse has been numerical simulation using the lattice formulation of quantum chromodynamics (QCD). For almost 20 years this field produced very little that was useful to others outside the field. This unfortunate situation has changed dramatically over the past several years, and Prof. El-Khadra and her collaborators have played a central role in this renaissance. Their accomplishments include the first correct analysis of standard lattice actions when applied to heavy quarks (central to most serious lattice studies of heavy-quark weak-interaction phenomenology); the first serious attempt at obtaining the strong-interaction coupling constant from lattice simulations (now the most accurate way to determine the fundamental parameter of strong-interaction physics); a new lattice formulation of quark dynamics that works well for both light and heavy quarks; and careful determinations of the light-quark masses using lattice simulations. This work emphasizes practical applications of lattice QCD—for example, to the sorts of problems of central interest to the next generation of B-factories, at SLAC, KEK and CESR—and so is at the center of the most important area of lattice QCD research.

Description of Current Research

Professor Aida X. El-KhadraElementary Particle Theory
The high-energy theory group has a wide variety of research interests. Topics include the top quark, electroweak symmetry breaking, quantum chromodynamics and lattice field theory, standard-model phenomenology, dynamical supersymmetry breaking, duality in supersymmetric field theory and string theory, M theory, and grand unification.

Standard Model Phenomenology with Lattice QCD
Quantum chromodynamics (QCD), the theory of the strong interactions, is amenable to perturbative calculations only at high energies. A quantitative understanding of the low-energy behavior of QCD, like the interactions of quarks inside hadrons, requires nonperturbative methods. Lattice field theory offers a systematic approach to solving QCD nonperturbatively. The space-time continuum is replaced by a discrete lattice. Part of our research is concerned with improvements in the formulation of lattice QCD. Other projects deal with applications of lattice QCD to phenomenologically interesting processes that yield insight into the standard model of particle physics.

Honors and awards

  • Collins Award for Innovative Teaching, COE, 2000
  • Beckman Fellow in the Center for Advanced Study, 1998-99
  • Xerox for Faculty Research Award, 1998
  • A. P. Sloan Foundation Fellow, 1997
  • DOE Outstanding Junior Investigator Award, 1996

Teaching

The physics courses I have taught at UIUC cover all levels of classroom instruction: introductory undergraduate courses (Physics 112/212), intermediate and upper level undergraduate courses (Physics 225/325, Physics 326, Physics 486, Physics 487, and Physics 470), and graduate level courses (Physics 470/570 and Physics 575 & 576). I use interactive methods in all my lectures. I give the students short exercises - I call them problem breaks - related to the material discussed in lecture. Sometimes, they are examples applying the strategies just discussed in lecture, sometimes they ask the students to finish a derivation themselves. The students work on these exercises in groups of three or four, while I go around the lecture room to answer questions and discuss the problem. This is a wonderful tool to facilitate student-student and student-teacher interactions, and it helps me to get to know the students quickly. More importantly, it also helps me uncover problems the students have with the material. In addition, I have used a method called "Just-in-Time Teaching" (JiTT) in many of my courses. The main idea of JiTT is to engage the students with the course material early, before they hear a lecture on it. The students are given reading assignments (from the textbook and from the lecture notes, if available) together with a set of questions related to the material. The question sets (called "preflights") are posted and answered on the web and are due before each lecture week. The student answers to the preflights are then used to prepare the lectures. This allows me to emphasize concepts or topics the students are having trouble with. The last question on each preflight is the "comments box", where the students can comment on the material, ask specific questions, or make requests for what they would like to see covered in lecture. Hence, JiTT allows me to tailor my lectures to the students needs. An important aspect of JiTT is that it challenges the students to give me feedback on what they learn. Since the students have already seen the matereal to be covered in the lecture, I can run the classroom in a highly interactive mode, where I can give and get feedback. The JiTT format together with the interactive lectures allows the students to engage with the material as active participants during lecture, rather than just passively absorbing (or not) the information provided. Indeed, it is my observation that the students tend to participate more actively in classroom discussions and ask more questions of their own. Since the preflights are web based, they are easily archived. So far, I have developed JiTT materials for Physics 212, 325, 326, 486, 487, 470, 575. Some of them have been used by other lecturers when they taught the same courses. JiTT is a concept that can be used for physics courses of all levels. Indeed, it has been adopted by others in other physics courses (for example Physics 101, 102, 123). JiTT can also be adopted for other subjects, and I have given invited presentations on JiTT in the College of Commerce and Business Administration and at the 2001 UIUC Faculty Retreat on Active Learning.

Selected Publications

  • C. Aubin, et al. Charmed-meson decay constants in three-flavor lattice QCD. Phys. Rev. Lett. 95, 122002-1-5 (2005).
  • C. Aubin, et al. Semileptonic decays of D mesons in three-flavor lattice QCD. Phys. Rev. Lett. 94, 011601-1-5 (2005).
  • C. T. H. Davies, et al. High-precision lattice QCD confronts experiment. Phys. Rev. Lett. 92, 022001-1-5 (2004).

Contact Information

Office
429 Loomis Laboratory

Phone
217.333.5026

Fax
217.333.4990

Email
axk@illinois.edu

Areas of Research

  • High Energy Physics (theoretical)

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