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                                              Alberto Pace Director of the CERN School of Computing                           Welcome to iCSC2014 the seventh edition of the Inverted School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds the one of lecturer teaching, and that it is frequent to find in the room real experts on particular topics. This is the idea behind iCSCs. During the main school, students give lightning talks and make proposals via an electronic discussion forum, from which a programme for the inverted school is inspired. This year’s programme relies from contribution selected from the main school in Nicosia, Cyprus in August 2013. It focuses challenging and innovative topics: “LAN programming for building distributed systems”, “Web API”, “Read-out electronics: where data come from”, “Machine learning and data mining” and a topic to bridge physics with computing on “A journey from quark to jet”. We are indebted to the lecturers at the main CSC who acted as mentors. My main thanks go to all those who developed ideas and proposals and to those actually lecturing. This is their school and I am confident all will go very well. It is already the seventh edition and do not hesitate, you the attendees, to comment and advise us on how to improve it.  Enjoy the school. 1
Transcript
Page 1: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

                                         

 

    

Alberto Pace Director of the CERN School of Computing

                          

Welcome to iCSC2014 the seventh edition of the Inverted School, “Where Students turn into Teachers”.

At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds the one of lecturer teaching, and that it is frequent to find in the room real experts on particular topics. This is the idea behind iCSCs.

During the main school, students give lightning talks and make proposals via an electronic discussion forum, from which a programme for the inverted school is inspired.

This year’s programme relies from contribution selected from the main school in Nicosia, Cyprus in August 2013. It focuses challenging and innovative topics: “LAN programming for building distributed systems”, “Web API”, “Read-out electronics: where data come from”, “Machine learning and data mining” and a topic to bridge physics with computing on “A journey from quark to jet”.

We are indebted to the lecturers at the main CSC who acted as mentors. My main thanks go to all those who developed ideas and proposals and to those actually lecturing. This is their school and I am confident all will go very well. It is already the seventh edition and do not hesitate, you the attendees, to comment and advise us on how to improve it.

 

Enjoy the school.

1

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Contents

Foreword 1

History of iCSCs 5

Schedule 7

iCSC 2014 Lecturers 9

iCSC 2014 Mentors Introduction to the inverted CSC

11

13

Lecture 1 LAN Programming - The basics 15

Lecture 2 Is your web API truly RESTful (and does it matter) 25

Lecture 3 Building highly distributed systems within 5 minutes ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

39

Lecture 4 From Quark to Jet: A Beautiful Journey Beauty physics, tracking and large-scale distributed computing in HEP

53

Lecture 5 Read-Out Electronics: where data come from 65

Lecture 6 From Quark to Jet: A Beautiful Journey Making a jet, classifying a jet, and personal scale computing in HEP

77

Lecture 7 Read-Out Electronics: where data come from 85 Lecture 8 Lecture 9

Introduction to machine learning and data mining Self organizing maps. A visualization technique with data dimension reduction

95

107

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History of iCSCs iCSC2005 23-25 February 2005, CERN

Data Management and DataBase Technologies

Advanced Software Development & Engineering

Web Services in Distributed Computing

iCSC2006 6-8 March 2006, CERN

Computational Intelligence for HEP Data Analysis

The Art of Designing Parallel Applications

Software Testing: Fundamentals and Best Practices

iCSC2008 3-5 March 2008, CERN

Towards Reconfigurable High-Performance Computing

Special topics

iCSC2010 8-9 March 2010, CERN

Software management and optimization

Visualisation

System monitoring

iCSC2011 3-4 March 2011, CERN

Virtualization and clouds

Cryptography

Modern software engineering

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iCSC2013 25-26 February 2013, CERN

GPU computing and its applications in HEP

Introduction to Computer Vision Testing methods and tools for

large scale distributed systems

How the LHC experiment have interpreted the Grid distributed computing model

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iCSC2014 Schedule

Monday 24 February

31/3-004

14:00-14:10

Welcome

14:10-14:20

Introduction to the inverted CSC

14:20-15:20

Lecture 1 LAN Programming – The basics Jonas Kunze

15:20-15:50

Coffee break

15:50-16:50

Lecture 2 Is your web API truly RESTful

(and does it matter) Josef Hammer

16:50-17:50

Lecture 3 Building highly distributed systems within 5 minutes Jonas Kunze

Tuesday 25 February

31/3-004

09:00-10:00

Lecture 4 From Quark to Jet: A Beautiful Journey – Lecture 1 Tyler Mc Millan Dorland

10:00-11:00

Lecture 5 Read-Out Electronics: where data come from – Lecture 1 Francesco Messi

11:00-11:30

Coffee break

11:30-12:30

Lecture 6 From Quark to Jet: A Beautiful Journey – Lecture 2 Tyler Mc Millan Dorland

12:30-13:30

Lunch

13:30-14:30

Lecture 7 Read-Out Electronics: where data come from – Lecture 2 Francesco Messi

14:30-15:30

Lecture 8 Introduction to machine learning and data mining Juan Lopez Gonzalez

15:30-16:00

Coffee break

16:00-17:00

Lecture 9 Self organizing maps

A visualization technique with data dimension reduction Juan Lopez Gonzalez

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iCSC2014 Lecturers Biographies

DORLAND Tyler DESY, Hamburg - Germany

My first exposure to working with computers came from blowing into the cartridge of my Nintendo back in 1989. A few years later I had upgraded and was learning the intricacies of my 486 I spent all summer saving for. Since then, I have fiddled around with careers in music, football, and ultimate, but I have always had a computer at my side. I graduated from the University of Colorado with degrees in physics and saxophone performance (BA,BM). I continued my studies in physics at the University of Notre Dame (M.Sc.), and finished them at the University of Washington where I defended my search for the associated production of a vector and Higgs Boson, research conducted as a member of the D-Zero collaboration, as my doctoral thesis. Now I am a fellow at DESY working on the CMS experiment in Top quark studies and hardware upgrades. As always, my trusty computer aids me at every step, I am looking forward to learning more about it!

HAMMER Josef CERN, Geneva - Switzerland

Having studied computer science in Austria and Australia (with a focus on eCommerce and mobile and distributed systems), I obtained my MSc in 2007. Following nine months of traveling around the world, I zeroed in again on computer networks with a project on automatic Quality of Service management for home networks. In 2009 I joined CMS as a PhD student and created the SOAP-based Interconnection Test Framework for the distributed CMS L1-Trigger environment. Since 2012 I am working as a fellow for the PH-CMG-CO group, moving our monolithic JSP/Servlet-based system to RESTful web applications. I have been involved in the design of distributed systems for more than a decade, using a variety of technologies and tools ranging from C++ and CORBA over Zeroconf, Java EE and SOAP-based Web Services to REST and Python.

KUNZE Jonas Johannes Gutenberg Universität Mainz - Germany

I am a German physicist and PhD student working for the NA62 experiment at CERN and as Linux administrator at the University of Mainz, Germany. During my diploma thesis I’ve developed the PC-farm and implemented the associated software framework for the online trigger of NA62. Through this work and private projects I gained a lot of experience in network and parallel programming. Within my current work I’m analyzing the feasibility of using commodity processors for low-level triggers at high-energy physics experiments like NA62, LHCb and ATLAS.Privately I have developed the social network www.metalcon.de which has become the biggest German database concerning heavy metal music. As a part of the current redesign I’ve developed a fast autocompletion service which will run as a parallel web service distributed all over the world.

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LÓPEZ GONZÁLEZ Juan CERN, Geneva - Switzerland

I work for GS-AIS-GDI in development and maintenance of the applications of the group (Phonebook, public outreach, e-groups, roles, foundation data...) I am also responsible of the maintenance and administration of the deployment/build/monitoring infrastructure in GDI section. Programming languages: C++, C#, Java, Groovy (Grails) and Lisp. Others: Maven, Bamboo, Nexus, Atlassian tools.

MESSI Francesco Rheinische Friedrich-Wilhelms-Universität, Bonn - Germany

I graduated in Physics working on the time-adjustment of the Front-End electronics for the muon chambers of the LHCb experiment in the electronics group of the university of Rome "La Sapienza". I worked one year in the didactic group of the university of Rome "Tor Vergata" developing didactical instrumentation for the high school. I started my PhD in 2009 at the "Rheinische Friedrich-Wilhelms-Universität" in Bonn on the Tagger Detector of the BGO-OD experiment at the ELSA accelerator. The main focus of my work is the development of the Front-End electronics (Amplifier, Dual Threshold Discriminator and Shaper). This includes the design of the PCB, the development of the firmware for the microcontroller and of the User Interface of the board, the commissioning of the boards and the analysis for the in-beam characterization of the prototype detector. I also contributed to the construction of the detector and to the implementation of the analysis tools. At present I am writing my thesis.

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iCSC2014 Mentors The preparation of each iCSC lecture has been followed by one or two CSC lecturer(s) acting as mentor(s).

Mentor Lecture Lecturer

Francois Fluckiger LAN Programming – The basics

Building highly distributed systems within 5 minutes Jonas Kunze

Sebastian Lopienski Is your web API truly RESTful (and does it matter) Joseph Hammer

Sebastian Lopienski LAN Programming – The basics

Building highly distributed systems within 5 minutes Jonas Kunze

Giuseppe Lo Presti Is your web API truly RESTful (and does it matter) Joseph Hammer

Pere Mato Vila Read-Out Electronics: where data come from Francesco Messi

Lorenzo Moneta Introduction to machine learning and data mining

Self organizing maps – A visualization technique with data dimension reduction

Juan Lopez Gonzalez

Andrzej Nowak Introduction to machine learning and data mining

Self organizing maps – A visualization technique with data dimension reduction

Juan Lopez Gonzalez

Alberto Pace Read-Out Electronics: where data come from Francesco Messi

Ivica Puljak From Quark to Jet: A Beautiful Journey Tyler Mc Millan Dorland

Are Strandlie From Quark to Jet: A Beautiful Journey Tyler Mc Millan Dorland

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Page 14: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

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LECTURE 1 LAN Programming – The basics

Monday 24 February

14:20-15:20

Description Distributed computing enables you to implement scalable systems with a higher total computing power while it also increases the availability. As the components of a distributed system have to communicate via networks, it is important to understand the underlying protocols to use them efficiently. In this lecture we will go into details about (10) Gigabit Ethernet as this is still the most common LAN technology. In this context the most important Internet Protocols will be discussed and compared. As nowadays networking performance is typically limited by the operating system, we will also discuss how Internet sockets are implemented in Linux and how alternatives based on Ethernet and other technologies look like.

Jonas Kunze

Johannes-Gutenberg

Universität Mainz - DE

Audience The attendees will understand the capabilities of the main Internet Protocols and how they perform on a Local Area Network. They will also get to know high performance network drivers significantly increasing throughput and latency. This lecture targets anyone who is interested in network programming and wants to understand how the underlying architectures work and which are the most common bottlenecks. Pre-requisite A basic programming knowledge is recommended to follow this lecture.

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Page 18: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

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le P

DU

and

dat

a fr

om th

e IP

h

ea

de

r

LA

N P

rog

ram

min

g –

Th

e B

asic

s

7iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Tra

nsm

issi

on C

ontr

ol P

roto

col (

TC

P)

M

uch

mo

re p

ow

erfu

l an

d c

om

ple

x co

mm

un

icat

ion

ser

vice

th

an U

DP

Im

po

rtan

t ap

plic

atio

n la

yer

pro

toco

ls b

ased

on

TC

P

Wor

ld W

ide

Web

(H

TT

P)

E

mai

l (S

MT

P)

LA

N P

rog

ram

min

g –

Th

e B

asic

s

8iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Tra

nsm

issi

on C

ontr

ol P

roto

col (

TC

P)

T

CP

is r

elia

ble

:

Err

or-f

ree:

frag

men

ts a

re r

etra

nsm

itte

din

cas

e th

ey d

id n

ot

arriv

e at

the

dest

inat

ion

(tim

eout

)

pre

serv

ing

ord

erw

ithou

t d

up

licat

es

T

CP

is c

on

nec

tio

n o

rien

ted

C

onne

ctio

n es

tabl

ishm

ent n

eces

sary

bef

ore

data

can

be

sent

C

onne

ctio

n de

fined

by

IP a

nd p

ort

nu

mb

er (

like

UD

P)

of

sour

ce a

nd d

estin

atio

n

Con

nect

ions

are

alw

ays

po

int-

to-p

oin

tan

d fu

ll-du

plex

It

impl

emen

ts f

low

co

ntr

ol a

ndco

ng

esti

on

avo

idan

ce

D

ata

is tr

ansm

itted

as

an u

nst

ruct

ure

d b

yte

stre

am

18

Page 19: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

9iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P d

ata

flow

A

sen

ds

fram

e w

ith

SY

N a

nd

ran

do

m

Seq

uen

ce n

um

ber

X

B

ack

no

wle

dg

es w

ith

AC

K=

X+

1 an

d

ran

do

m S

equ

ence

nu

mb

er Y

A

ack

no

wle

dg

es t

he

rece

pti

on

A

sen

ds

Z b

ytes

B

incr

ease

s th

e se

qu

ence

by

Z t

o

ackn

ow

led

ge

the

dat

a re

cep

tio

n

D

isco

nn

ecti

on

wo

rks

like

con

nec

tio

n

esta

blis

hm

ent

bu

t w

ith

FIN

inst

ead

of

SY

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

10iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Flo

w C

ontr

ol a

nd C

onge

stio

n A

void

ance

F

ram

es a

re o

nly

rar

ely

dro

pp

ed b

ecau

se o

f tr

ansm

issi

on

er

rors

(e.

g. b

it f

lip)

C

onne

ctio

ns a

re ty

pica

lly e

ither

wor

king

with

out

tran

smis

sion

er

rors

or

not a

t all

M

ain

reas

on fo

r dr

oppe

d fr

ames

are

ove

rload

s of

the

rece

iver

or

the

net

wo

rk

TC

P im

ple

men

ts t

wo

mec

han

ism

s to

avo

id o

verl

oad

ing

:

F

low

co

ntr

ol:

Avo

ids

over

load

ing

of th

e re

ceiv

er

C

on

ges

tio

n a

void

ance

: R

educ

es th

e se

ndin

g ra

te in

cas

e th

at

frag

men

ts a

re d

ropp

ed b

y th

e ne

twor

k

LA

N P

rog

ram

min

g –

Th

e B

asic

s

11iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P's

Flo

w C

ontr

ol:

Slid

ing

Win

dow

E

ach

no

de

ha

s a

re

ceiv

ing

an

d se

ndi

ng b

uff

er

In

eac

h se

gmen

t a n

ode

spec

ifies

how

man

y by

tes

it ca

n re

ceiv

e

Rec

eive

r w

indo

w s

ize:

Num

ber

of f

ree

byte

s in

the

rece

ivin

g bu

ffer

If

a n

ode

has

sent

as

man

y u

nac

kno

wle

dg

edby

tes

as th

e w

indo

w

size

is la

rge

it w

ill s

top

send

ing

and

wa

it fo

r th

e ne

xt a

ckno

wle

dgm

ent

W

ith

eac

h a

ckn

ow

led

gm

ent

the

win

do

w s

lides

to

th

e ri

gh

t

LA

N P

rog

ram

min

g –

Th

e B

asic

s

12iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P's

Con

gest

ion

Avo

idan

ce

C

on

ges

tio

n w

ind

ow

: Spe

cifie

s th

e m

axim

um n

umbe

r of

byt

es

that

may

be

sent

with

out

ackn

owle

dgm

ent

dep

end

ing

on

th

e n

etw

ork

cap

acit

y

M

ax b

ytes

th

at m

ay b

e se

nt

= m

in(s

lidin

g w

in, c

on

ges

tio

n w

in)

Th

e co

ng

esti

on

avo

idan

ce a

lgo

rith

m:

In

itial

ize

the

cong

estio

n w

indo

w t

o ty

pica

lly 2

x M

SS

(sl

ow s

tart

)

Sen

d un

til o

ne o

f the

two

win

dow

s ar

e fil

led

If

a se

gmen

t is

ackn

owle

dged

: In

crea

se th

e co

nges

tion

win

dow

D

oubl

ed u

ntil

thre

shol

d re

ache

d, t

hen

linea

rly

If

ackn

owle

dgm

ent

timed

out

(fr

ame

drop

ped

by n

etw

ork)

:

Set

thr

esho

ld t

o ha

lf th

e cu

rren

t co

nges

tion

win

dow

and

go

back

to s

low

st

art

19

Page 20: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

13iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P's

Con

gest

ion

Avo

idan

ce

LA

N P

rog

ram

min

g –

Th

e B

asic

s

14iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Sen

ding

Buf

fer

W

hen

an

ap

plic

atio

n s

end

s d

ata

chu

nks

to

th

e T

CP

sta

ck t

wo

d

iffe

ren

t ap

pro

ach

es c

an b

e ap

plie

d:

1.Lo

w la

tenc

y

Dat

a ch

unks

sen

t di

rect

ly a

s th

ey a

re

D

isad

vant

age:

Man

y sm

all I

P p

acke

ts w

ill b

e tr

ansm

itted

(lo

w e

ffici

ency

)

2.H

igh

thro

ughp

ut

Buf

fer

data

and

sen

d la

rger

seg

men

ts

H

ighe

r la

tenc

y bu

t m

ore

effic

ient

LA

N P

rog

ram

min

g –

Th

e B

asic

s

15iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Nag

le’s

Alg

orith

m

A

n a

lgo

rith

m t

o r

each

th

e h

igh

th

rou

gh

pu

t ap

pro

ach

:

Sen

d fir

st c

hunk

of d

ata

arriv

ing

at th

e T

CP

sta

ck d

irect

ly

Fill

sen

ding

buf

fer

with

new

inco

min

g da

ta w

ithou

t se

ndin

g

If th

e bu

ffer

reac

hes

the

MS

S :

Sen

d a

new

fra

me

clea

ring

the

buffe

r

If al

l sen

t seg

men

ts a

re a

ckno

wle

dged

: S

end

a ne

w f

ram

e cl

earin

g th

e bu

ffer

N

agle

’s a

lgo

rith

m is

use

d in

alm

ost

all

TC

P im

ple

men

tati

on

s

Can

be

deac

tivat

ed to

red

uce

late

ncy

(e.g

. for

X11

app

licat

ions

)

LA

N P

rog

ram

min

g –

Th

e B

asic

s

16iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Sw

itch

off N

agle

'sA

lgor

ithm

T

his

is o

nly

rar

ely

nec

essa

ry!

W

ith

in y

ou

r p

rog

ram

:

S

yste

m w

ide:

intf

lag

= 0

;se

tsoc

kopt

(so

cket

,/*

soc

ket a

ffec

ted

*/IP

PR

OT

O_T

CP,

/* s

et o

ptio

n at

TC

P le

vel *

/T

CP_

NO

DE

LA

Y,

/*

nam

e of

opt

ion

*/(c

har

) &

flag

,/*

the

actu

al v

alue

*/

size

of(i

nt))

;

/* le

ngth

of

opti

on v

alue

*/

echo

1 >

/pro

c/sy

s/ne

t/ip

v4/t

cp_l

ow_l

aten

cy

20

Page 21: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

17iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P v

sU

DP

T

CP

: A

lo

t o

f b

oo

kkee

pin

g a

nd

ad

dit

ion

al d

ata

tran

smis

sio

n

for

ackn

ow

led

gm

ents

U

DP

: Ju

st s

end

s th

e d

ata

as i

t is

Bu

t...

T

CP

: F

low

co

ntr

ol,

con

ges

tio

n a

void

ance

, N

agle

's a

lgo

rith

m

Typ

ical

ru

le o

f th

um

b:

T

CP

fo

r h

igh

th

rou

gh

pu

t, r

elia

bili

ty a

nd

/or

con

ges

tio

n

avo

idan

ce

U

DP

fo

r lo

w la

ten

cy a

nd

bro

adca

sts/

mu

ltic

asts

(n

ot

po

ssib

le

wit

h T

CP

)

LA

N P

rog

ram

min

g –

Th

e B

asic

s

18iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

A Q

uick

RT

T T

est

Thi

s te

st w

as

perf

orm

ed w

ith

hpcb

ench

:hp

cben

ch.s

ourc

efor

ge.n

et

405060708090100

110

120

130

140

0200

400

600

800

1000

1200

1400

1600

Latency[μs]

Chunk

size

[B]

UDPvs

TCProundtrip

times

UDP

TCP

TCPnodelay

LA

N P

rog

ram

min

g –

Th

e B

asic

s

19iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Out

line

R

ecap

of t

he T

CP

/IP m

odel

IS

O/O

SI a

nd T

CP

/IP

Use

r D

atag

ram

Pro

toco

l (U

DP

)

Tra

nsm

issi

on C

ontr

ol P

roto

col (

TC

P)

N

etw

ork

pro

gra

mm

ing

wit

h B

SD

So

cket

s

Cod

e sn

ippe

ts

Per

form

ance

In

terr

upt

Coa

lesc

ing

N

AP

I

A

ltern

ativ

es to

BS

D S

ocke

ts

Net

wor

k P

roto

cols

in U

ser

Spa

ce

LA

N P

rog

ram

min

g –

Th

e B

asic

s

20iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

BS

D S

ocke

ts

L

inu

x su

pp

ort

s T

CP

/IP a

s it

s n

ativ

e n

etw

ork

tra

nsp

ort

B

SD

So

cket

s is

a li

bra

ry w

ith

an

inte

rfac

e to

imp

lem

ent

net

wo

rk c

om

mu

nic

atio

ns

usi

ng

an

y T

CP

/IP la

yer

bel

ow

th

e ap

plic

atio

n la

yer

Im

po

rtan

t fu

nct

ion

s

sock

et()

ope

ns a

new

soc

ket

bi

nd()

ass

igns

soc

ket t

o an

add

ress

lis

ten(

) pr

epar

es s

ocke

t for

inco

min

g co

nnec

tions

ac

cept

() c

reat

es n

ew s

ocke

t for

inco

min

g co

nnec

tion

co

nnec

t()

conn

ects

to a

rem

ote

sock

et

send

() /

writ

e()

send

s da

ta

recv

() /

read

() r

ecei

ves

data

21

Page 22: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

21iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P C

ode

Sni

ppet

Sim

ple

TC

P s

ocke

t acc

eptin

g co

nnec

tions

and

rec

eivi

ng d

ata:

Com

plet

e ex

ampl

es t

o be

fou

nd a

t: ht

tp://

gith

ub.c

om/J

onas

Kun

ze

sock

et =

sock

et(A

F_I

NE

T, S

OC

K_S

TR

EA

M, 0

);se

rv_a

ddr.s

in_f

amil

y=

AF

_IN

ET

;se

rv_a

ddr.s

in_p

ort=

hto

ns(8

080)

;se

rv_a

ddr.s

in_a

ddr.s

_add

r=

IN

AD

DR

_AN

Y;

bind

(soc

ket,

(str

ucts

ocka

ddr

*) &

serv

_add

r, si

zeof

(ser

v_ad

dr))

;lis

ten(

sock

et, 5

);co

nnec

tion

Soc

ket=

acc

ept(

sock

et, (

stru

ctso

ckad

dr*)

&cl

i_ad

dr, &

clil

en);

recv

(con

nect

ionS

ocke

t, bu

ffer

, siz

eof(

buff

er),

0);

LA

N P

rog

ram

min

g –

Th

e B

asic

s

22iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

TC

P v

s U

DP

: Thr

ough

put

Sin

gle

thre

aded

blo

ckin

g se

nder

and

rec

eive

r, re

liab

le n

etw

ork

●Sm

all f

ram

es in

duce

hig

hC

PU

load

→ p

acke

t los

s●T

CP

achi

eves

hig

her

thro

ughp

ut

UD

P re

ceiv

e ra

teU

DP

send

rat

eTC

P re

ceiv

e ra

te

100

1 k

10 k

chun

k si

ze [B

]

100

1 k

10 k

chun

k si

ze [B

]

CPU load [%]140 12

010

0 80 60 40 20 0

Datarate [Gbps]

12 10 8 6 4 2 0

UD

P CP

U lo

adU

DP

pack

et lo

ssTC

P CP

U lo

ad

LA

N P

rog

ram

min

g –

Th

e B

asic

s

23iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Dow

n to

the

Ker

nel

W

hen

dat

a ar

rive

s at

th

e N

IC:

D

ata

cop

ied

to k

erne

l spa

ce

(DM

A)

N

IC s

ends

inte

rru

pt

K

erne

l co

pie

sda

ta t

o th

e co

rres

pond

ing

user

spa

ce b

uffe

r (s

ocke

t)

Ker

nel i

nfor

ms

user

spa

ce

appl

icat

ion

LA

N P

rog

ram

min

g –

Th

e B

asic

s

24iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Inte

rrup

t C

oale

scin

g

T

ech

niq

ue

to r

edu

ce in

terr

up

t lo

ad

In

terr

up

ts a

re h

eld

bac

k u

nti

l...

a c

erta

in n

umbe

r of

fram

es h

ave

been

rec

eive

d...

or

a tim

er ti

mes

out

N

ow

th

e ke

rnel

can

pro

cess

sev

eral

fra

mes

at

on

ce

Hig

her

effic

ienc

y w

ith ju

st li

ttle

incr

ease

of l

aten

cy

# pr

int c

urre

nt s

etti

ngs

etht

ool-

c et

h0

# ch

ange

set

ting

set

htoo

l-C

eth

0 rx

-use

cs0

# 0

is a

dapt

ive

mod

e fo

r m

any

driv

ers

etht

ool-

C e

th0

rx-f

ram

es 1

2

22

Page 23: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

25iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Inte

rrup

t C

oale

scin

g

S

mal

l va

lues

ove

rlo

ad t

he

CP

U →

Pac

ket

loss

H

igh

val

ues

lea

d t

o b

uff

er o

verf

low

→ P

acke

t lo

ss

Fir

st b

in s

how

sad

apti

ve m

ode

LA

N P

rog

ram

min

g –

Th

e B

asic

s

26iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

NA

PI

A

n a

lter

nat

ive

to in

terr

up

ts is

po

llin

g:

K

erne

l per

iodi

cally

che

cks

for

new

dat

a in

the

NIC

buf

fer

H

igh

polli

ng f

requ

enci

es in

duce

hig

h m

emor

y lo

ads

Lo

w p

ollin

g fr

eque

ncie

s le

ad t

o hi

gh la

tenc

ies

and

pack

et lo

ss

N

AP

I: L

inu

x u

ses

bo

th

Inte

rrup

ts p

er d

efau

lt

Pol

ling

in c

ase

of h

igh

data

rat

es in

com

ing

The

ker

nel s

till n

eeds

to c

opy

inco

min

g da

ta!

LA

N P

rog

ram

min

g –

Th

e B

asic

s

27iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Out

line

R

ecap

of t

he T

CP

/IP m

odel

IS

O/O

SI a

nd T

CP

/IP

Use

r D

atag

ram

Pro

toco

l (U

DP

)

Tra

nsm

issi

on C

ontr

ol P

roto

col (

TC

P)

N

etw

ork

prog

ram

min

g w

ith B

SD

Soc

kets

C

ode

snip

pets

P

erfo

rman

ce

A

lter

nat

ives

to

BS

D S

ock

ets

N

etw

ork

Pro

toco

ls in

Use

r S

pace

E

xam

ple:

pf_

ring

DN

A

R

elia

bilit

y on

top

of

UD

P?

R

elia

bilit

y w

ithou

t ac

know

ledg

men

t

LA

N P

rog

ram

min

g –

Th

e B

asic

s

28iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Net

wor

k P

roto

cols

in U

ser

Spa

ce

F

ollo

win

g a

pp

roac

h c

an b

e im

ple

men

ted

in

th

e u

ser

spac

e to

avo

id d

ou

ble

co

pie

s

NIC

cop

ies

inco

min

g da

ta to

a u

ser

spac

e bu

ffer

(DM

A)

T

he u

ser

spac

e ap

plic

atio

n po

lls th

e bu

ffer

T

he u

ser

spac

e ap

plic

atio

n m

ay e

nabl

e in

terr

upts

for

low

dat

a ra

tes

T

he k

erne

l is

only

use

d fo

r th

e in

itial

izat

ion

0%

CP

U u

sed

fo

r ac

cess

ing

th

e d

ata

23

Page 24: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

1iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

LA

N P

rog

ram

min

g –

Th

e B

asic

s

29iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Exa

mpl

e: p

f_rin

gD

NA

P

rop

riet

ary

use

r sp

ace

dri

ver

by

nto

p

D

oes

no

t im

ple

men

t an

y p

roto

col

Y

ou n

eed

to im

plem

ent

them

: ET

H, I

P, U

DP

, TC

P, A

RP

, IG

MP

...

C

om

pat

ible

wit

h a

ll 1

Gb

Ean

d 1

0 G

bE

NIC

s ru

nn

ing

on

PC

I-E

F

ull

line

rate

(1-

10 G

bE

) w

ith

an

y fr

ame

size

R

ou

nd

tri

p t

ime

bel

ow

5 µ

s

H

ard

war

e fi

lter

ing

(o

nly

In

tel a

nd

Sili

com

NIC

s)

Ver

y ef

ficie

nt In

trus

ion

prev

entio

n sy

stem

s po

ssib

le (

Sno

rt)

O

ther

use

rsp

ace

dri

vers

: N

etm

ap, I

nte

l DP

DK

, Op

enO

nlo

ad

LA

N P

rog

ram

min

g –

Th

e B

asic

s

30iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Rel

iabi

lity

on t

op o

f U

DP

?

A

t C

ER

N e

xper

imen

ts m

ost

dat

a se

nd

ers

are

FP

GA

s

Ver

y fa

st in

par

alle

l job

s

Typ

ical

ly f

ully

load

ed b

y al

gorit

hms

S

omet

imes

the

re's

no

spac

e le

ft fo

r a

fully

impl

emen

ted

TC

P/IP

sta

ck

I'v

e se

en m

any

gro

up

s im

ple

men

tin

g r

elia

ble

pro

toco

ls o

n t

op

o

f IP

In m

ost c

ases

the

resu

lt w

as T

CP

with

out

flow

and

con

gest

ion

cont

rol

B

ein

g c

om

pat

ible

wit

h T

CP

/UD

P r

elie

ves

the

soft

war

e d

evel

op

ers

Y

ou d

on't

need

to im

plem

ent

the

prot

ocol

on

the

rece

iver

sid

e

Inst

ead

you

can

use

stan

dard

libr

arie

s

LA

N P

rog

ram

min

g –

Th

e B

asic

s

31iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Rel

iabi

lity

with

out

ackn

owle

dgm

ent

S

om

etim

es it

's n

ot

even

po

ssib

le t

o s

tore

dat

a u

nti

l th

e ac

kno

wle

dg

men

t is

rec

eive

d

You

sho

uld

use

pure

UD

P in

this

cas

e

A

s so

on

as

dat

agra

ms

are

sen

t o

ut

you

hav

e to

tru

st t

he

net

wo

rk

Mak

e su

re th

at y

ou d

on't

over

load

sw

itche

s/ro

uter

s/re

ceiv

er

node

s

Che

ck e

very

nod

e w

heth

er f

ram

es a

re d

ropp

ed

Switc

h/R

oute

r:sh

ow in

terf

aces

...

Lin

ux:

cat /

proc

/net

/udp

LA

N P

rog

ram

min

g –

Th

e B

asic

s

32iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Sum

mar

y

T

CP

is m

ore

th

an ju

st r

elia

ble

It

impl

emen

ts a

max

imum

effi

cien

t dat

a tr

ansm

issi

on

B

SD

so

cket

s p

rovi

de

a n

ice

AP

I fo

r si

mp

le n

etw

ork

p

rog

ram

min

g

For

mor

e co

mpl

ex a

rchi

tect

ures

net

wor

king

libr

arie

s ar

e re

com

men

ded

L

inu

x' n

etw

ork

so

cket

s ar

e n

ot

as e

ffic

ien

t as

th

ey c

ou

ld b

e

Hig

h pe

rfor

man

ce n

etw

ork

driv

ers

prov

ide

effic

ient

alte

rnat

ives

to

BS

D s

ocke

ts b

ut th

ey g

ener

ate

addi

tiona

l wor

k fo

r th

e de

velo

per

team

24

Page 25: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 2 Is your web API truly RESTful (and does it matter)

Monday 24 February

15:50-16:50

Description After a brief introduction to the history of web services, this lecture will cover the basics of REST (Representational State Transfer) and provide you with an understanding of essential terms and constraints. We will have a look at the API design process, and think about what you should consider when designing a scalable web service. Furthermore, we will explore how striving for a resource-oriented client architecture helps to reap the benefits of REST without sacrificing user experience.

Josef Hammer

CERN

Audience This lecture targets everyone (mainly computer scientists) involved in web development, in particular those responsible for the API design of the back-end. After this lecture, the attendees are expected to have a comprehensive overview of the REST principles and its benefits for modern, scalable web development. Furthermore, the participants will be aware of potential pitfalls and ways to address them.

Pre-requisite No special prior knowledge is required to follow this lecture. However, a basic understanding of HTTP and web development will prove beneficial.

25

Page 26: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

 

26

Page 27: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

1iC

SC20

14, J

osef

Ham

mer

, CER

N

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

Jose

f Ham

mer

CER

N

Inve

rted

CER

N S

choo

l of C

ompu

ting,

24-

25 F

ebru

ary

2014

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

2iC

SC20

14, J

osef

Ham

mer

, CER

N

The

Pro

gram

mab

le W

eb

Th

e “h

uman

web

” is

a g

reat

suc

cess

sto

ry

Hig

hly

scal

able

Ea

sy to

cha

nge

W

ith o

nly

the

know

ledg

e of

a b

ase

UR

L (e

.g. www.cern.ch

) yo

u ca

n ex

plor

e an

d in

tera

ct w

ith a

ny w

eb s

ite

B

ut A

PIs

for m

achi

nes

are

mor

e di

fficu

lt

Har

d to

dis

cove

r / e

xplo

re: M

achi

nes

do n

ot u

nder

stan

d th

e m

eani

ng o

f nam

es

Mos

t API

s ar

e di

fficu

lt to

cha

nge

once

dep

loye

d

R

ESTf

ular

chite

ctur

es p

rovi

de a

sol

utio

n

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

3iC

SC20

14, J

osef

Ham

mer

, CER

N

Out

line

H

isto

ry

In

trod

uctio

n to

RES

T

R

ESTf

ulA

PI D

esig

n

UR

Is

HTT

P

Hyp

erm

edia

C

oncl

usio

n

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

4iC

SC20

14, J

osef

Ham

mer

, CER

N

Whe

re d

o w

e co

me

from

?

C

OM

C

ompo

nent

Obj

ect M

odel

C

OR

BA

C

omm

on O

bjec

t Req

uest

Bro

ker A

rchi

tect

ure

XM

L-R

PC

Ext

ensi

ble

Mar

kup

Lang

uage

Rem

ote

Pro

cedu

re C

all

SO

AP

S

impl

e O

bjec

t Acc

ess

Pro

toco

l

WSD

L (W

eb S

ervi

ces

Des

crip

tion

Lang

uage

)

Big

“ser

vice

doc

umen

t”

tight

cou

plin

g, h

ard

to c

hang

e

27

Page 28: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

5iC

SC20

14, J

osef

Ham

mer

, CER

N

Rep

rese

ntat

iona

l Sta

te T

rans

fer

(RE

ST)

Te

rm d

efin

ed in

Roy

Fie

ldin

g's

diss

erta

tion

in 2

000

[fiel

ding

]

A

tech

nica

l des

crip

tion

of h

ow th

e W

orld

Wid

e W

eb w

orks

A

rchi

tect

ural

sty

le, n

ot a

pro

toco

l lik

e SO

AP

6

arch

itect

ural

con

stra

ints

(“Fi

eldi

ng c

onst

rain

ts”)

R

esou

rces

+ re

pres

enta

tions

“T

he s

erve

r sen

ds a

repr

esen

tatio

n de

scrib

ing

the

stat

e of

a

reso

urce

. The

clie

nt s

ends

a re

pres

enta

tion

desc

ribin

g th

e st

ate

it w

ould

like

the

reso

urce

to h

ave.

Tha

t’s re

pres

enta

tiona

l sta

te

trans

fer.”

[rwa]

N

ot li

mite

d to

HTT

P

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

6iC

SC20

14, J

osef

Ham

mer

, CER

N

Fiel

ding

Con

stra

ints

(1) [

field

ing,

rwa]

C

lient

-ser

ver

A

ll co

mm

unic

atio

n on

the

web

is o

ne-to

-one

(v

s. p

eer-t

o-pe

er w

/ mul

tiple

sou

rces

)

St

atel

ess

W

hen

a cl

ient

is n

ot c

urre

ntly

mak

ing

a re

ques

t, th

e se

rver

do

esn’

t kno

w it

exi

sts.

C

ache

able

A

clie

nt c

an s

ave

trips

ove

r the

net

wor

k by

reus

ing

prev

ious

re

spon

ses

from

a c

ache

.

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

7iC

SC20

14, J

osef

Ham

mer

, CER

N

Fiel

ding

Con

stra

ints

(2) [

field

ing,

rwa]

La

yere

d sy

stem

In

term

edia

ries

such

as

prox

ies

can

be in

visi

bly

inse

rted

betw

een

clie

nt a

nd s

erve

r.

C

ode

on d

eman

d (o

ptio

nal)

Th

e se

rver

can

sen

d ex

ecut

able

cod

e in

add

ition

to d

ata.

Th

is c

ode

is a

utom

atic

ally

dep

loye

d w

hen

the

clie

nt re

ques

ts

it, a

nd w

ill be

aut

omat

ical

ly re

depl

oyed

if it

cha

nges

.

E.g

. Jav

ascr

iptc

ode

in th

e br

owse

r

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

8iC

SC20

14, J

osef

Ham

mer

, CER

N

Fiel

ding

Con

stra

ints

(3) [

field

ing,

rwa]

Th

e un

iform

inte

rfac

e

Iden

tific

atio

n of

reso

urce

s

Eac

h re

sour

ce is

iden

tifie

d by

a s

tabl

e U

RI.

M

anip

ulat

ion

of re

sour

ces

thro

ugh

repr

esen

tatio

ns

The

serv

er d

escr

ibes

reso

urce

sta

te b

y se

ndin

g re

pres

enta

tions

to

the

clie

nt. T

he c

lient

man

ipul

ates

reso

urce

sta

te b

y se

ndin

g re

pres

enta

tions

to th

e se

rver

.

S

elf-d

escr

iptiv

e m

essa

ges

A

ll th

e in

form

atio

n ne

cess

ary

to u

nder

stan

d a

requ

est o

r res

pons

e m

essa

ge is

con

tain

ed in

(or a

t lea

st li

nked

to fr

om) t

he m

essa

ge

itsel

f.

Th

e hy

perm

edia

con

stra

int (

“HA

TEO

AS

”)

The

serv

er m

anip

ulat

es th

e cl

ient

’s s

tate

by

send

ing

a hy

perm

edia

“m

enu”

con

tain

ing

optio

ns fr

om w

hich

the

clie

nt is

free

to c

hoos

e.

28

Page 29: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

9iC

SC20

14, J

osef

Ham

mer

, CER

N

HA

TEO

AS

(1)

H

yper

med

ia A

s Th

e En

gine

Of A

pplic

atio

n St

ate

“H

yper

med

ia”:

Lin

ks, b

asic

ally

“C

lient

s m

ake

stat

e tra

nsiti

ons

only

thro

ugh

actio

ns th

at a

re

dyna

mic

ally

iden

tifie

d w

ithin

hyp

erm

edia

by

the

serv

er (e

.g.,

by

hype

rlink

s w

ithin

hyp

erte

xt).

Exc

ept f

or s

impl

e fix

ed e

ntry

poi

nts

to th

e ap

plic

atio

n, a

clie

nt d

oes

not a

ssum

e th

at a

ny p

artic

ular

ac

tion

is a

vaila

ble

for a

ny p

artic

ular

reso

urce

s be

yond

thos

e de

scrib

ed in

repr

esen

tatio

ns p

revi

ousl

y re

ceiv

ed fr

om th

e se

rver

.” [w

iki-r

est]

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

10iC

SC20

14, J

osef

Ham

mer

, CER

N

HA

TEO

AS

(2)

“A

dis

tribu

ted

appl

icat

ion

mak

es fo

rwar

d pr

ogre

ss b

y tra

nsiti

onin

g fro

m o

ne s

tate

to a

noth

er, j

ust l

ike

a st

ate

mac

hine

. Th

e di

ffere

nce

from

trad

ition

al s

tate

mac

hine

s, h

owev

er, i

s th

at

the

poss

ible

sta

tes

and

the

trans

ition

s be

twee

n th

em a

re n

ot

know

n in

adv

ance

. Ins

tead

, as

the

appl

icat

ion

reac

hes

a ne

w

stat

e, th

e ne

xt p

ossi

ble

trans

ition

s ar

e di

scov

ered

.“ [ri

p]

C

lient

s on

ly n

eed

to k

now

the

entr

y po

int (

base

UR

I)

C

lient

s sh

all n

ot b

e re

quire

d to

con

stru

ct U

RIs

Lo

ose

coup

ling

easy

to m

aint

ain

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

11iC

SC20

14, J

osef

Ham

mer

, CER

N

HA

TEO

AS

(3)

[rip

]

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

12iC

SC20

14, J

osef

Ham

mer

, CER

N

[rip

]

RE

ST

Mat

urity

Mod

el (R

MM

) (1)

by

Leo

nard

Ric

hard

son

[rip;

fow

ler-

rmm

]

a.

k.a.

Ric

hard

son

Mat

urity

Mod

el

ho

w “

RES

Tful

” is

a w

eb A

PI?

29

Page 30: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

13iC

SC20

14, J

osef

Ham

mer

, CER

N

[rip

]

RE

ST

Mat

urity

Mod

el (R

MM

) (2)

Leve

l 3: H

yper

med

ia c

ontr

ols

Le

vel 2

+ u

ses

hype

rmed

ia fo

r nav

igat

ion

<a href=“/slides/2” rel=“next”>

Leve

l 2: H

TTP

met

hods

m

ultip

le U

RIs

, mul

tiple

HTT

P m

etho

dsPUT|DELETE /slides/1

Leve

l 1: U

RIs

(‘R

esou

rces

’)

mul

tiple

UR

Is, s

ingl

e H

TTP

met

hod

POST /slides/1

Leve

l 0: X

ML-

RPC

, SO

AP,

...

si

ngle

UR

I, si

ngle

HTT

P m

etho

d POST /slides

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

14iC

SC20

14, J

osef

Ham

mer

, CER

N

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

15iC

SC20

14, J

osef

Ham

mer

, CER

N

UR

I vs

UR

L vs

UR

N

U

RI:

Uni

form

Res

ourc

e Id

entif

ier

A

shor

t stri

ng to

iden

tify

a re

sour

ce

Mig

ht h

ave

no re

pres

enta

tion

U

RL:

Uni

form

Res

ourc

e Lo

cato

r

A U

RI t

hat c

an b

e de

refe

renc

ed (=

has

a re

pres

enta

tion)

E

.g. http://www.cern.ch

U

RN

: Uni

form

Res

ourc

e N

ame

no

pro

toco

l to

dere

fere

nce

E

.g. urn:isbn:9781449358063

[uri]

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

16iC

SC20

14, J

osef

Ham

mer

, CER

N

UR

I Des

ign

“T

he o

nly

thin

g yo

u ca

n us

e an

iden

tifie

r for

is to

refe

r to

an o

bjec

t. W

hen

you

are

not d

eref

eren

cing

, you

sho

uld

not l

ook

at th

e co

nten

ts o

f the

UR

I str

ing

to g

ain

othe

r inf

orm

atio

n.”

[Tim

Ber

ners

-Lee

, w3-

axio

ms]

“T

hat s

aid,

RE

ST

AP

I des

igne

rs s

houl

d cr

eate

UR

Is th

at c

onve

y a

RES

T A

PI’s

reso

urce

mod

el to

its

pote

ntia

l clie

nt

deve

lope

rs.”

[rad

]

“A

RE

ST

AP

I’s c

lient

s m

ust c

onsi

der U

RIs

to b

e th

e on

ly

mea

ning

ful r

esou

rce

iden

tifie

rs. A

lthou

gh o

ther

bac

kend

sys

tem

id

entif

iers

(suc

h as

dat

abas

e ID

s) m

ay a

ppea

r in

a U

RI’s

pat

h,

they

are

mea

ning

less

to c

lient

cod

e.”

[rad]

30

Page 31: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

17iC

SC20

14, J

osef

Ham

mer

, CER

N

Res

ourc

e A

rche

type

s [ra

d]

4

basi

c ty

pes

(+ n

amin

g ru

les)

D

ocum

ent

S

ingl

e ite

m (n

oun,

sg)

C

olle

ctio

n

Col

lect

ion

of it

ems;

ser

ver d

ecid

es o

n U

RI (

noun

, pl)

St

ore

–S

peci

al k

ind

of c

olle

ctio

n: it

em U

RIs

are

use

r-de

fined

C

ontr

olle

r

Tran

sact

ions

etc

. –try

to a

void

(ver

b)

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

18iC

SC20

14, J

osef

Ham

mer

, CER

N

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

19iC

SC20

14, J

osef

Ham

mer

, CER

N

HTT

P M

etho

ds („

Ver

bs“)

(1)

Th

e H

TTP

stan

dard

(RFC

261

6) d

efin

es 8

met

hods

a c

lient

can

ap

ply

to a

reso

urce

G

ET G

et a

repr

esen

tatio

n of

this

reso

urce

Sa

fe +

idem

pote

nt: n

o si

de e

ffect

s / s

tate

cha

nges

allo

wed

!

Cac

hing

allo

wed

D

ELET

E

Des

troy

this

reso

urce

Id

empo

tent

(i.e.

repe

atin

g th

e re

ques

t lea

ds to

the

sam

e re

sult

/ st

ate)

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

20iC

SC20

14, J

osef

Ham

mer

, CER

N

HTT

P M

etho

ds („

Ver

bs“)

(2)

PU

T

Rep

lace

the

stat

e of

(or c

reat

e!) t

his

reso

urce

with

the

give

n re

pres

enta

tion

Id

empo

tent

PO

ST

PO

ST-

to-a

ppen

d: C

reat

e a

new

reso

urce

und

erne

ath

this

one

, ba

sed

on th

e gi

ven

repr

esen

tatio

n

Ove

rload

ed P

OS

T: T

rigge

r any

sta

te tr

ansi

tion.

Run

que

ries

with

la

rge

inpu

ts. D

o an

ythi

ng.

N

eith

er s

afe

nor i

dem

pote

nt (

the

mos

t gen

eric

met

hod)

31

Page 32: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

21iC

SC20

14, J

osef

Ham

mer

, CER

N

HTT

P M

etho

ds („

Ver

bs“)

(3)

H

EAD

G

et th

e he

ader

s th

at w

ould

be

sent

alo

ng w

ith a

repr

esen

tatio

n of

this

reso

urce

, but

not

the

repr

esen

tatio

n its

elf.

Safe

!

O

PTIO

NS

D

isco

ver w

hich

HTT

P m

etho

ds th

is re

sour

ce re

spon

ds to

C

ON

NEC

T,TR

AC

E

Use

d on

ly w

ith H

TTP

prox

ies

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

22iC

SC20

14, J

osef

Ham

mer

, CER

N

HTT

P M

etho

ds („

Ver

bs“)

(4)

PA

TCH

Ex

tens

ion

defin

ed in

RFC

578

9

Mod

ify p

art o

f the

sta

te o

f thi

s re

sour

ce

LI

NK

(dra

ft)

Con

nect

som

e ot

her r

esou

rce

to th

is o

ne

U

NLI

NK

(dra

ft)

Des

troy

the

conn

ectio

n be

twee

n so

me

othe

r res

ourc

e an

d th

is

one

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

23iC

SC20

14, J

osef

Ham

mer

, CER

N

CR

UD

C

reat

e, R

ead,

Upd

ate,

Del

ete

ev

eryt

hing

you

nee

d fo

r col

lect

ions

M

aps

perf

ectly

wel

l to

HTT

P ve

rbs

C

reat

e

PO

ST

(col

lect

ion)

, PU

T (s

tore

)

Rea

d

GE

T

Upd

ate

P

UT

D

elet

e

DE

LETE

R

est M

atur

ity M

odel

Lev

el 2

do

es n

ot fi

t eve

ryth

ing

(lim

ited

voca

bula

ry)

sh

ared

, tig

htly

cou

pled

und

erst

andi

ng o

f res

ourc

e lif

e

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

24iC

SC20

14, J

osef

Ham

mer

, CER

N

Req

uest

s: G

ood,

Bad

, or E

vil?

(1)

GET /deleteUser?id=1234

Evil!

GE

T m

ust n

otm

odify

the

reso

urce

sta

te!

GET /deleteUser/1234

Cer

tain

ly lo

oks

bette

r ;) …

nev

erth

eles

s ju

st a

s ev

il!

DELETE /deleteUser/1234

Met

hod

nam

e in

UR

I … b

ad.

POST /users/1234/delete

Why

use

a c

ontro

ller w

hen

ther

e is

a s

tand

ard

met

hod?

Bad

.

DELETE /users/1234

32

Page 33: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

25iC

SC20

14, J

osef

Ham

mer

, CER

N

Req

uest

s: G

ood,

Bad

, or E

vil?

(2)

GET /users/register

Ass

umin

g “r

egis

ter”

mea

ns c

reat

ing

a ne

w u

ser:

Mig

ht m

ake

sens

e fo

r a h

uman

clie

nt (w

eb s

ite).

In a

n A

PI:

Bad

. Ret

rieve

a te

mpl

ate

with

GET /users

if ne

cess

ary.

POST /users/register

No

need

to u

se a

con

trolle

r for

cre

atin

g a

reso

urce

… b

ad.

POST /users

PUT /users

If yo

u re

ally

wan

t to

repl

ace/

upda

te y

our e

ntire

use

r dat

abas

e ;)

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

26iC

SC20

14, J

osef

Ham

mer

, CER

N

Con

tent

Neg

otia

tion

(1)

A

sin

gle

reso

urce

may

hav

e m

any

repr

esen

tatio

ns

Clie

nts

can

requ

est a

spe

cific

one

with

the Accept*

head

ers

M

edia

Typ

eAccept: application/json

Sy

ntax

: type "/" subtype *( ";" parameter )

Ty

pe::=

application|audio|image|message|model|

multipart|text|video

La

ngua

geAccept-Language: en, de; q=0.5, fr; q=0.1

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

27iC

SC20

14, J

osef

Ham

mer

, CER

N

Con

tent

Neg

otia

tion

(2)

HTTP/1.1 200 OK

Content-Type: text/html

<!DOCTYPE html …

GET /books/27 HTTP/1.1

Accept: text/html

HTTP/1.1 200 OK

Content-Type: application/json

{“title”: “…

GET /books/27 HTTP/1.1

Accept: application/json

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

28iC

SC20

14, J

osef

Ham

mer

, CER

N

Con

ditio

nal R

eque

sts

(1)

Se

rver

sen

ds ETag

head

er(“e

ntity

tag”

; MD

5 or

Seq

# or

…)

ETag: “a23-45-67c”

C

lient

use

s th

is v

alue

to s

end

a co

nditi

onal

requ

est

G

ET o

nly

if m

odifi

ed:

If-None-Match: “a23-45-67c”

R

esul

t: 304 (Not Modified)

PU

T on

ly if

NO

T m

odifi

ed (s

ince

last

GET

):If-Match: “a23-45-67c”

R

esul

t: 412 (Precondition Failed)

Le

ss re

liabl

e:Last-Modified

(tim

esta

mp;

1s

reso

lutio

n)

Clie

nt: If-Modified-Since

, If-Unmodified-Since

33

Page 34: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

? iC

SC20

14 2

4-25

Feb

ruar

y 20

14, C

ERN

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

29iC

SC20

14, J

osef

Ham

mer

, CER

N

Con

ditio

nal R

eque

sts

(2)

HTTP/1.1 200 OK

ETag: “a23-45-67c”

{…, “price”: 30, …}

GET /books/27 HTTP/1.1

HTTP/1.1 412 Precondition Failed

PUT /books/27 HTTP/1.1

If-Match: “a23-45-67c”

{…, “price”: 29, …}

/boo

ks/2

7is

mod

ified

by a

noth

er c

lient

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

30iC

SC20

14, J

osef

Ham

mer

, CER

N

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

31iC

SC20

14, J

osef

Ham

mer

, CER

N

Hyp

erm

edia

“H

yper

med

ia is

the

gene

ral t

erm

for t

hing

s lik

e H

TML

links

and

fo

rms:

the

tech

niqu

es a

ser

ver u

ses

to e

xpla

in to

a c

lient

wha

t it

can

do n

ext.”

[rwa]

E.

g. th

e <a>

tag

is a

sim

ple

hype

rmed

ia c

ontro

l

W

orks

wel

l for

hum

an c

lient

s

We

sim

ply

follo

w li

nks

labe

lled

“Add

to C

art”,

“Sig

n In

”, …

but

how

can

we

tell

mac

hine

s th

e se

man

tic m

eani

ng o

f th

ese

links

?

Is y

our w

eb A

PI tr

uly

RES

Tful

(and

doe

s it

mat

ter)

?

32iC

SC20

14, J

osef

Ham

mer

, CER

N

Link

Rel

atio

ns (1

)

Li

nks

in m

any

data

form

ats

allo

w th

e rel

attr

ibut

e

Rel

atio

n be

twee

n th

e lin

ked

reso

urce

and

the

curre

nt o

ne

E.

g. in

HTM

L<link rel="stylesheet" type="text/css" href="/style.css"/>

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34

Page 35: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

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Ham

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35iC

SC20

14, J

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Ham

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36iC

SC20

14, J

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Ham

mer

, CER

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{ “rel” : “reject”,

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{ “rel” : “fix”,

“href”: “/bugs/42/solution” }

]}

POST /bugs HTTP/1.1

{ “description”: “…” }

35

Page 36: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

eb A

PI tr

uly

RES

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14 2

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37iC

SC20

14, J

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Ham

mer

, CER

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38iC

SC20

14, J

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39iC

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Ham

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36

Page 37: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Is y

our w

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14 2

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ERN

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42iC

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37

Page 38: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

 

38

Page 39: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 3 Building highly distributed systems within 5 minutes

Monday 24 February

16:50-17:50

Description Highly distributed systems are typically very complex. Traditionally, it took a long time to design the dataflow and it may have taken even more time to implement the necessary communication interfaces. But using modern libraries to outsource the communication significantly reduces development and implementation time. During this lecture several communication patterns will be discussed and a selection of libraries for different application areas will be introduced: Boost.Asio is a C++ library that provides you a consistent way to develop asynchronous communication and therefore makes it easy to develop a highly parallel program. ØMQ is a library for many different programming languages. It provides the distribution of messages with several patterns and therefore clearly facilitates the development of distributed systems. Apache Thrift is a framework enabling Remote Procedure Calls (RPCs) between many different languages. It generates source code for the server and client based on a given interface description file.

Jonas Kunze

Johannes-Gutenberg

Universität Mainz - DE

Audience This lecture is addressed to physicists and engineers that need to implement distributed systems. During this lecture the attendees will get an overview of different modern approaches to implement distributed systems.

Pre-requisite A basic programming knowledge is recommended to follow this lecture. Additionally a basic understanding of the main Internet Protocols is advisable. This knowledge can be obtained during the first lecture.

39

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40

Page 41: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

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41

Page 42: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

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op

erat

ing

sy

stem

: io

_ser

vice

T

he

io_s

ervi

ceo

bje

ct is

pas

sed

to

I/O

ob

ject

s lik

e tc

p::

sock

et

T

he

I/O o

bje

cts

will

fo

rwar

d r

equ

ests

to

th

e io

_ser

vice

ob

ject

io

_ser

vice

runs

the

requ

ired

sysc

alls

boos

t::a

sio:

:io_

serv

ice

io_s

ervi

ce;

boos

t::a

sio:

:ip:

:tcp

::so

cket

sock

et(io

_ser

vice

);bo

ost:

:asi

o::i

p::t

cp::

reso

lver

res

olve

r(io

_ser

vice

); //

get

host

byna

me

wra

pper

sock

et.c

onne

ct(*

reso

lver

.res

olve

({ho

stna

me,

por

tNum

}));

sock

et.se

nd(b

oost

::as

io::

buff

er("

mes

sage

"));

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

7iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Boo

st.A

sio:

Asy

nchr

onou

s op

erat

ions

I/O

ob

ject

s im

ple

men

t n

on

-blo

ckin

g/a

syn

chro

no

us

op

erat

ion

s

E.g

. boo

st::a

sio:

:ip::t

cp::s

ocke

t::as

ync_

conn

ect

C

om

ple

tio

n h

and

ler

fun

ctio

n p

asse

d t

o a

syn

c_ f

un

ctio

ns

io

_ser

vice

.ru

n()

cal

ls t

he

com

ple

tio

n h

and

ler

as s

oo

n a

s re

sult

s o

f as

ync_

fu

nct

ion

s ar

e av

aila

ble

Your

Pro

gram

Com

plet

ion

Hand

ler

io_s

ervi

ce

Oper

atin

g Sy

stem

Exec

utes

sysc

alls

Read

s res

ults

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

8iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Boo

st.A

sio:

Asy

nchr

onou

s op

erat

ions

S

imp

le T

CP

co

nn

ecti

on

exa

mp

le:

E

ven

sim

ple

r w

ith

C+

+11

usi

ng

a la

mb

da

fun

ctio

n:

void

MyC

lass

::han

dle_

conn

ect(

cons

tboo

st::

syst

em::

erro

r_co

de&

error

) {

if (

!err

or)

{do

Som

ethi

ng()

; }} ... so

cket

.asy

nc_c

onne

ct(s

ocke

t, *r

esol

ver.r

esol

ve({

host

nam

e, p

ortN

um})

,bo

ost:

:bin

d(&

MyC

lass

::han

dle_

conn

ect,

this

, boo

st::

asio

::pl

aceh

olde

rs::

erro

r));

wor

kWhi

leC

onne

ctin

g();

io_s

ervi

ce.r

un()

; // R

uns h

andl

e_co

nnec

tas s

oon

as th

e co

nnec

tion

is e

stab

lishe

d

sock

et.a

sync

_con

nect

(*re

solv

er.r

esol

ve({

host

nam

e, p

ortN

um})

,[t

his]

(boo

st::

syst

em::

erro

r_co

deer

ror,

tcp:

:res

olve

r::i

tera

tor)

{if

(!e

rror

) {

doS

omet

hing

(); }

});

wor

kWhi

leC

onne

ctin

g();

io_s

ervi

ce.r

un()

;

42

Page 43: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

9iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Con

curr

ency

with

out

thre

ads

Han

dlin

g m

ultip

le T

CP

con

nect

ions

O

ne

io_s

ervi

ceca

n h

and

le s

ever

al I

/O o

bje

cts

and

asy

nc_

o

per

atio

ns

io

_ser

vice

::ru

n()

will

blo

ck u

nti

l all

req

ues

ts h

ave

bee

n

han

dle

d

sock

1.as

ync_

read

_som

e(re

adB

uffe

r, []

(boo

st::

syst

em::

erro

r_co

deer

ror,

std:

:siz

e_t)

{if

(!e

rror

) {s

td::

cout

<<

"S

ocke

t 1 r

ecei

ved

som

ethi

ng"

<<

std

::en

dl;}

});

sock

2.as

ync_

read

_som

e(re

adB

uffe

r, []

(boo

st::

syst

em::

erro

r_co

deer

ror,

std:

:siz

e_t)

{if

(!e

rror

) {s

td::

cout

<<

"S

ocke

t 2 r

ecei

ved

som

ethi

ng"

<<

std

::en

dl;}

});

io_s

ervi

ce.r

un()

;co

ut<

< “

Bot

h so

cket

s re

ceiv

ed s

omet

hing

” <

< e

ndl;

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

10iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Mul

tithr

eadi

ng

io

_ser

vice

::ru

n()

can

be

calle

d b

y m

ult

iple

th

read

s si

mu

ltan

eou

sly

as

ync_

op

erat

ion

s w

ill b

e d

istr

ibu

ted

am

on

g t

hes

e th

read

s

A

co

mm

on

ap

pro

ach

is t

o la

un

ch a

th

read

po

ol r

un

nin

g t

he

wh

ole

life

tim

e

N th

read

s sp

awne

d at

the

begi

nnin

g ha

ndlin

g al

l asy

nc_

ope

ratio

ns

Rec

ursi

ve c

alls

of a

syn

c_ o

pera

tions

(io

_ser

vice

::run

() n

ever

ret

urns

)

hand

le_r

ead

do s

omet

hing

hand

le_w

rite

calls

asyn

c_w

rite

asyn

c_re

ad

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

11iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Ser

ver

with

a T

hrea

d P

ool

boos

t::a

sio:

:io_

serv

ice

io_s

ervi

ce;

Ech

oSer

ver

s(io

_ser

vice

, 123

4); /

/ cal

ls so

cket

.asy

nc_r

ead.

..

std:

:vec

tor<

std:

:thr

ead>

thre

adP

ool;

for

(std

::si

ze_t

i= 0

; i<

std

::th

read

::ha

rdw

are_

conc

urre

ncy(

); +

+i)

{th

read

Poo

l.pus

h_ba

ck(

std:

:thr

ead(

[&](

) {

io_s

ervi

ce.r

un()

;})

);} fo

r(au

to&

thre

ad :

thre

adP

ool)

{th

read

.join

();

}

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

12iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Out

line

M

otiv

atio

n

B

oost

.Asi

o

M

essa

ge

Pas

sin

g

Ø

MQ

A

pach

e T

hrift

43

Page 44: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

13iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Mes

sage

pas

sing

via

TC

P

T

CP

on

ly o

ffer

s a

con

tin

uo

us

dat

a st

ream

A

lthou

gh d

ata

is ty

pica

lly s

ent t

o so

cket

s in

chu

nks,

the

rece

iver

m

ay s

ee d

iffer

ent c

hunk

s (s

calin

g w

indo

w)

T

he a

pplic

atio

n la

yer

prog

ram

has

to s

plit

the

stre

am in

to

mes

sage

s

T

her

e ar

e th

ree

po

ssib

le a

pp

roac

hes

to

ind

icat

e m

essa

ges

in

the

stre

am:

P

roto

col d

efin

es th

e m

essa

ge le

ngth

im

plic

itly

T

he m

essa

ge le

ngth

is e

xplic

itly

spec

ified

in a

mes

sage

he

ader

L

ine-

Bas

ed: M

essa

ges

in th

e st

ream

are

sep

arat

ed b

y de

limite

rs

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

14iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Mes

sage

pas

sing

via

TC

P

L

ine-

Bas

ed a

pp

roac

h e

asily

im

ple

men

ted

wit

h B

oo

st.A

sio

:

O

ther

ap

pro

ach

es a

re m

uch

mo

re e

ffic

ien

t

But

als

o ha

rd w

ork

to im

plem

ent

Ø

MQ

imp

lem

ents

fas

t m

essa

ge

pas

sin

g u

sin

g t

he

exp

licit

fo

rmatbo

ost:

:asi

o::r

ead_

until

(soc

ket,

msg

Buf

fer,

"\r\

n");

No

need

to r

einv

ent t

he w

heel

!

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

15iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Out

line

M

otiv

atio

n

B

oost

.Asi

o

M

essa

ge P

assi

ng

Ø

MQ

M

essa

ging

Pat

tern

s

Bro

ker

M

ultit

hrea

ding

A

pach

e T

hrift

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

16iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q

W

hat

ØM

Q s

ays

abo

ut

thei

r so

cket

lib

rary

(h

ttp

://z

gu

ide.

zero

mq

.org

/pag

e:al

l):

We

took

a n

orm

al T

CP

soc

ket,

inje

cted

it w

ith a

mix

of r

adio

activ

e is

otop

es s

tole

n fr

om a

sec

ret S

ovie

t ato

mic

res

earc

h pr

ojec

t, bo

mba

rded

it w

ith 1

950-

era

cosm

ic r

ays

(...)

It's

soc

kets

on

ster

oids

.TC

P So

cket

ØMQ

sock

etZA

P!PO

W!!

Span

dex

Cosm

ic ra

ysIll

egal

radi

oiso

tope

s fro

mse

cret

Sov

iet a

tom

ic c

ity

BOOM

!

44

Page 45: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

17iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q

Ø

MQ

off

ers

a u

nif

orm

AP

I (Ø

MQ

so

cket

s) t

o t

ran

spo

rt

mes

sag

es o

ver

dif

fere

nt

chan

nel

s:

TC

P, m

ultic

ast,

IPC

(pr

oces

s to

pro

cess

), in

proc

(thr

ead

to

thre

ad)

C

ross

Pla

tfo

rm (

Lin

ux,

Win

do

ws,

Mac

, etc

...)

Im

ple

men

tati

on

s in

man

y(!!

!) d

iffe

ren

t la

ng

uag

es:

C

/C+

+, J

ava,

Pyt

hon,

Rub

y, P

HP

, Per

l,N

ode.

js,

C#,

Clo

jure

, C

L, D

elph

i, E

rlang

, F

#, F

elix

, G

o, H

aske

ll, H

axe,

Lu

a, O

bjec

tive-

C,

Q,

Rac

ket,

Sca

la..

.

O

pen

So

urc

e

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

18iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Mes

sagi

ng P

atte

rns

Ø

MQ

so

cket

s ex

pre

ss s

ever

al m

essa

gin

g p

atte

rns

R

EQ

and

RE

P

PU

Ban

d S

UB

P

US

H a

ndP

UL

L

RE

Q a

nd R

OU

TE

R

DE

ALE

R a

nd R

EP

D

EA

LER

and

RO

UT

ER

D

EA

LER

and

DE

ALE

R

RO

UT

ER

and

RO

UT

ER

P

AIR

and

PA

IR

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

19iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

RE

Q-R

EP

C

lien

ts “

con

nec

t” t

o a

ser

vice

an

d s

end

a R

EQ

ues

tm

essa

ge

T

he

serv

er R

EP

lies

to e

ach

req

ues

t w

ith

a s

ing

le m

essa

ge

S

end

ing

is d

on

e as

ynch

ron

ou

sly

in t

he

bac

kgro

un

d

Use

r w

rites

sim

ple

non-

bloc

king

cod

e

If th

e re

mot

e en

dpoi

nt is

dow

n th

e m

essa

ge w

ill b

e se

nt la

ter

T

his

rep

rese

nts

a r

emo

te p

roce

du

re c

all p

atte

rn

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

20iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Sim

ple

RE

Q C

lient

intm

ain(

) {

zmq:

:con

text

_tco

ntex

t(1)

;zm

q::s

ocke

t_ts

ocke

t(co

ntex

t, ZM

Q_R

EQ

);so

cket

.con

nect

("tc

p://R

EPS

erve

rHos

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e:55

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;

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ques

t(6)

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emcp

y((v

oid

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ata(

), "

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lo",

5);

sock

et.se

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eque

st);

zmq:

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sage

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ply;

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et.r

ecv(

&re

ply)

;re

turn

0;

}

45

Page 46: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

21iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Sim

ple

RE

P S

erve

r

intm

ain(

) {

zmq:

:con

text

_tco

ntex

t(1)

; // S

imila

r to

io_s

ervi

cezm

q::s

ocke

t_ts

ocke

t(co

ntex

t, ZM

Q_R

EP)

;so

cket

.bin

d("t

cp://

*:55

55")

;

whi

le (

true

) {

zmq:

:mes

sage

_tre

ques

t;so

cket

.rec

v(&

requ

est)

;

zmq:

:mes

sage

_tre

ply(

5);

mem

cpy(

(voi

d *)

rep

ly.d

ata(

), "

Wor

ld",

5);

sock

et.se

nd(r

eply

);} re

turn

0;

}

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

22iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

RE

Q-R

EP

Not

es

T

he

RE

Q-R

EP

so

cket

pai

r is

in lo

ckst

ep

Ser

ver

and

clie

nt h

ave

to c

all s

end

and

recv

alte

rnat

ely

S

erve

r au

tom

atic

ally

sen

ds to

the

node

it g

ot th

e la

st m

essa

ge

(rec

v) fr

om

All

the

conn

ectio

n ha

ndlin

g is

don

e by

ØM

Q

T

he

con

nec

tio

n c

an b

e es

tab

lish

ed f

rom

bo

th s

ides

(tr

ue

for

all p

atte

rns)

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

23iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

PU

B-S

UB

S

erve

r P

UB

lish

esd

ata

to a

ll co

nn

ecte

d c

lien

ts

C

lien

ts S

UB

scri

be

to t

he

dat

a b

y co

nn

ecti

ng

to

th

e se

rver

S

ub

scri

pti

on

to

mes

sag

es b

y d

ata

pre

fix

(filt

er)

If

no

clie

nt

is c

on

nec

ted

th

e d

ata

will

be

lost

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

24iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Pip

elin

e

V

enti

lato

r: P

rod

uce

s ta

sk t

hat

can

be

pro

cess

ed in

par

alle

l

T

hes

e ta

sks

are

then

PU

SH

edev

enly

to

th

e co

nn

ecte

d

Wo

rker

s

A

fter

pro

cess

ing

th

e ta

sks

the

Wo

rker

s p

ush

th

e re

sult

s to

a

Sin

k

B

asic

load

bal

anci

ng

46

Page 47: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

25iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Pip

elin

e W

orke

r

intm

ain(

) {

zmq:

:con

text

_tco

ntex

t(1)

;zm

q::s

ocke

t_tv

enti

lato

rSoc

ket(

cont

ext,

ZMQ

_PU

LL

);ve

ntil

ator

Soc

ket.c

onne

ct("

tcp:

//ve

ntil

ator

:555

7");

zmq:

:soc

ket_

tsin

kSoc

ket(

cont

ext,

ZMQ

_PU

SH);

sink

Soc

ket.c

onne

ct("

tcp:

//si

nk:5

558"

);

whi

le (

1) {

zmq:

:mes

sage

_tta

sk;

vent

ilato

rSoc

ket.r

ecv(

&ta

sk);

// P

UL

Lzm

q::m

essa

ge_t

resu

lt =

doS

omeW

ork(

task

);si

nkSo

cket

.send

(res

ult)

; // P

US

H}

}

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

26iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

N-t

o-M

com

mun

icat

ion

S

o f

ar w

e h

ad N

wo

rker

s p

ulli

ng

fro

m o

ne

ven

tila

tor

It

is p

oss

ible

to

co

nn

ect

on

e Ø

MQ

so

cket

to

sev

eral

en

dp

oin

ts

T

he

mes

sag

es w

ill b

e sc

hed

ule

d f

airl

y fr

om

all

ven

tila

tors

vent

ilat

orS

ocke

t.con

nect

("tc

p://

vent

ilat

or1:

5557

");

vent

ilat

orS

ocke

t.con

nect

("tc

p://

vent

ilat

or2:

5557

");

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

27iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Bro

ker

W

ith

th

e la

st d

esig

n t

he

wo

rker

s n

eed

to

kn

ow

all

ven

tila

tors

(h

ost

nam

es)

If

a n

ew v

enti

lato

r is

ad

ded

all

the

wo

rker

s h

ave

to c

on

nec

t (e

vtl.

Res

tart

)

O

ne

easy

des

ign

to

fix

th

is:

Ad

d a

cen

tral

bro

ker

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

28iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Bro

ker

T

his

is e

asily

im

ple

men

ted

wit

h a

zm

q_p

roxy

forw

ard

ing

m

essa

ges

:

zmq:

:con

text

_tco

ntex

t(1)

;

// S

ocke

t fac

ing

vent

ilat

ors

zmq:

:soc

ket_

tfro

nten

d(co

ntex

t, ZM

Q_P

UL

L);

fron

tend

.bin

d("t

cp:/

/*:5

556"

);

// S

ocke

t fac

ing

wor

kers

zmq:

:soc

ket_

tbac

kend

(con

text

, ZM

Q_P

USH

);ba

cken

d.bi

nd("

tcp:

//*:

5557

");

// Pa

ss m

essa

ges f

rom

ven

tilat

ors t

o w

orke

rszm

q_pr

oxy(

fron

tend

, bac

kend

, NU

LL

);

47

Page 48: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

29iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Bro

ker

N

ow

yo

u o

nly

hav

e to

ch

ang

e o

ne

line

in t

he

ven

tila

tor:

A

nd

co

nn

ect

the

wo

rker

to

th

e b

roke

r in

stea

d o

f th

e ve

nti

lato

rs

A

nd

ag

ain

yo

u c

an s

tart

ven

tila

tors

, wo

rker

s, b

roke

r an

d s

ink

in w

hat

ever

ord

er y

ou

lik

e:

Mes

sag

es a

re q

ueu

ed a

s cl

ose

to

th

e re

ceiv

er a

s p

oss

ible

vent

ilat

or.c

onne

ct("

tcp:

//ve

ntil

ator

1:55

57")

;ve

ntil

ator

.con

nect

("tc

p://

vent

ilat

or2:

5557

"); …

Tur

ns to

:ve

ntil

ator

.con

nect

("tc

p://

brok

er:5

557"

);

sock

et.b

ind(

"tcp

://*

:555

9");

→ s

ocke

t.con

nect

("tc

p://

brok

er:5

559"

);

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

30iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

IPC

S

o f

ar w

e u

sed:

sock

et.b

ind

("tc

p:/

/*:5

555"

);

T

o r

un

th

e sa

me

pro

gra

ms

loca

lly o

ne

sho

uld

use

:

sock

et.b

ind(

"ip

c:///

tmp/

hello

Wor

ld")

; //

For

pro

cess

es

sock

et.b

ind(

"in

pro

c:///

hello

Wor

ld")

; //

For

thre

ads

S

tart

dev

elo

pin

g y

ou

r so

ftw

are

wit

h m

any

mo

du

les

com

mu

nic

atin

g w

ith

IPC

T

hen

ou

tso

urc

e h

eavy

lo

aded

ser

vice

s to

ext

ern

al b

oxe

s ju

st

by

chan

gin

g

in

pro

c/ip

c://.

.. →

tcp

://..

.

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

31iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Mul

tithr

eadi

ng

Ø

MQ

so

cket

s ar

e n

ot

thre

ad s

afe!

B

ut

they

are

ext

rem

ely

ligh

twei

gh

t

Cre

ate

one

(or

mor

e) s

ocke

ts p

er th

read

U

se th

ese

ØM

Q s

ocke

ts to

exc

hang

e m

essa

ges

betw

een

the

thre

ads

U

se a

pro

xy t

o d

istr

ibu

te w

ork

am

on

g t

he

thre

ads

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

32iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Mul

tithr

eade

d W

orke

r

void

wor

kerT

hrea

d(zm

q::c

onte

xt_t

& c

onte

xt)

{zm

q::s

ocke

t_tv

enti

lato

rPro

xy(c

onte

xt, Z

MQ

_PU

LL

);ve

ntil

ator

Pro

xy.c

onne

ct("

inpr

oc://

wor

kers

");

zmq:

:soc

ket_

tsin

k(co

ntex

t, Z

MQ

_PU

SH

);si

nk.c

onne

ct("

tcp:

//si

nk:5

558"

);

whi

le (

1) {

zmq:

:mes

sage

_tta

sk;

vent

ilat

orP

roxy

.rec

v(&

task

);

zmq:

:mes

sage

_tre

sult

= d

oSom

eWor

k(ta

sk);

sink

.sen

d(re

sult

);}

}

48

Page 49: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

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tem

s W

ith

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Min

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33iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Mul

tithr

eade

d W

orke

rin

tmai

n()

{zm

q::c

onte

xt_t

cont

ext(

1);

zmq:

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ket_

tven

tila

torP

roxy

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text

, ZM

Q_P

UL

L);

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ilat

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nect

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p://

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lhos

t:55

60")

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q::s

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orke

rs(c

onte

xt, Z

MQ

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SH

);w

orke

rs.b

ind(

"inp

roc:

//wor

kers

");

std:

:vec

tor

< s

td::

thre

ad >

thre

adP

ool;

for

(std

::si

ze_t

i= 0

; i<

std

::th

read

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rdw

are_

conc

urre

ncy(

); +

+i)

{th

read

Poo

l.pus

h_ba

ck(s

td::

thre

ad([

&](

) {

wor

kerT

hrea

d(co

ntex

t); /

/ will

con

nect

with

inpr

oc://

wor

kers

}));

} zmq:

:pro

xy(v

enti

lato

rPro

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orke

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UL

L);

}

Bu

ildin

g H

igh

ly D

istr

ibu

ted

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tem

s W

ith

in 5

Min

ute

s

34iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

ØM

Q –

Not

es

W

ith

ØM

Q m

essa

ges

sti

ll n

eed

to

be

tran

slat

ed t

o p

roce

du

re

exec

uti

on

s

O

bje

ct s

eria

lizat

ion

has

to

be

imp

lem

ente

d o

n t

op

of

ØM

Q

T

her

e's

mu

ch m

ore

fu

nct

ion

alit

y in

ØM

Q!

R

ead

th

e g

reat

gu

ide:

htt

p:/

/zg

uid

e.ze

rom

q.o

rg

T

he

exam

ple

s in

th

is le

ctu

re a

re b

ased

on

th

e ex

amp

les

fro

m

the

zgu

ide

Bu

ildin

g H

igh

ly D

istr

ibu

ted

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tem

s W

ith

in 5

Min

ute

s

35iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Out

line

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otiv

atio

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oost

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o

M

essa

ge P

assi

ng

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MQ

A

pac

he

Th

rift

Bu

ildin

g H

igh

ly D

istr

ibu

ted

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tem

s W

ith

in 5

Min

ute

s

36iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Apa

che

Thr

ift

R

emo

te P

roce

du

re C

alls

(R

PC

s):

Exe

cuti

ng

su

bro

uti

nes

(fu

nct

ion

s, m

eth

od

s) o

n a

pro

gra

m

run

nin

g r

emo

tely

T

hri

ft is

a s

cala

ble

cro

ss-l

ang

uag

e R

PC

fra

mew

ork

dev

elo

ped

b

y F

aceb

oo

k

It im

plem

ents

the

mis

sing

obj

ect s

eria

lizat

ion

It

does

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offe

r

It

's a

n o

pen

so

urc

e p

roje

ct in

th

e A

pac

he

So

ftw

are

Fo

un

dat

ion

49

Page 50: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

rk P

rog

ram

min

g

Lec

ture

2iC

SC

2014

24

-25

Feb

ruar

y 20

14, C

ER

N

Bu

ildin

g H

igh

ly D

istr

ibu

ted

Sys

tem

s W

ith

in 5

Min

ute

s

37iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Apa

che

Thr

ift

T

he

dev

elo

per

def

ines

ser

vice

s in

an

Inte

rfac

e D

efin

itio

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gu

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file

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hri

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terf

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s W

ith

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Min

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s

38iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Thr

ift –

Inte

rfac

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efin

ition

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terf

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Def

init

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gu

age

(.th

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g H

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tem

s W

ith

in 5

Min

ute

s

39iC

SC

2014

, Jo

nas

Ku

nze

, U

niv

ersi

ty o

f M

ain

z –

NA

62

Thr

ift –

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pilin

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s

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pile

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50

Page 51: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Net

wo

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2iC

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51

Page 52: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

 

52

Page 53: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 4 From Quark to Jet: A Beautiful Journey Beauty physics, tracking and large-scale distributed computing in HEP

Tuesday 25 February

09:00-10:00

Description The beauty, or bottom, quark is an extremely powerful object in high energy physics. Distinctive characteristics of the decay of the quark have motivated the design high-energy physics detectors in the quest to reconstruct the quark. Each component of the detector is used as a tool to identify these characteristics and present unique challenges that are solved with a combination of engineering, physics, and computing. These two lectures will explore the tools used and the different physics and computing environments they are used in, and the important interplay between the two environments and limitations they set on each will be considered. When all components are reassembled, the quark is described as a jet This lecture will briefly introduce beauty physics and it's role in HEP. Attention will be paid to the distinctive features of the decay of the beauty quark, such as secondary vertices, leptonic decay, and hadronization features that require all subsystems of a detector to be used in it's reconstruction. Then an introduction to a track reconstruction algorithm with particular attention paid to the performance and precision of different seeding and/or iterative methods. The implementation of the algorithms into an experiment wide software infrastructure, and the requirements of large-scale computing, will be explored. The performance of these on large scale computing infrastructures will be presented. Finally, the expected impact of future LHC running and the challenges this presents to current algorithms and performance, along with the concepts used to solve these problems are presented.

Tyler Mc Millan

Dorland

DESY - Hamburg

Audience The target audience of this lecture is broad between physicists and computer scientists, but perhaps more focused on computer scientists with only some knowledge of object reconstruction. The benefits of following this lecture is the understand why the b quark is an exceptional object used in HEP, cursory understanding of differences between and complexities of track reconstruction algorithms, understanding of the implementation of a physical algorithm into a large computing software infrastructure and the importance of the tracking step in the overall performance of event reconstruction, and the techniques used and concessions made by both physics performance and computing time in preparing for the high luminosity phase of Run II. Pre-requisite As prerequisite this lecture will not require specific knowledge, but will include some high-level explanations for those with extensive knowledge of physics detectors or distributed computing.

53

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Page 55: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

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55

Page 56: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

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56

Page 57: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

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57

Page 58: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

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58

Page 59: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

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uti

ful

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rney

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ture

1

19iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Tra

ck S

eedi

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nd R

econ

stru

ctio

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ho

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init

ial s

et o

f la

yers

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at w

e n

ame

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din

g la

yers

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at

pro

vid

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ate

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k p

aram

eter

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llect

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po

ssib

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ated

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h

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fere

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m Q

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k to

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uti

ful

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rney

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ture

1

20iC

SC

2014

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yler

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rlan

d, D

ES

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Tra

ck S

eedi

ng a

nd R

econ

stru

ctio

n

C

ho

ose

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et o

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yers

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at w

e n

ame

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din

g la

yers

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at p

rovi

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imat

e o

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ack

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amet

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hen

co

llect

all

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ssib

le h

its

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ciat

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nt

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sin

g t

ech

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ues

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imat

e th

e g

oo

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ess

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fit

we

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en e

stim

ate

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fin

al

trac

k p

aram

eter

s

59

Page 60: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

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: A

Bea

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ful J

ou

rney

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ctur

e1

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14

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ebru

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RN

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m Q

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ture

1

21iC

SC

2014

, T

yler

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rlan

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ES

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e R

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at w

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ame

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g t

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imat

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e g

oo

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ove

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m Q

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ture

1

22iC

SC

2014

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yler

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rlan

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tive

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ckin

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ativ

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acki

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tain

q

ual

ity

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ks c

an b

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en r

emo

ved

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m

furt

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insp

ecti

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rney

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ture

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23iC

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, T

yler

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ckin

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ativ

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ual

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ks c

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ved

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ecti

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reat

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e re

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rack

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acks

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yler

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rlan

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ES

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l dat

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ampl

es

60

Page 61: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

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ctur

e1

iCS

C20

14

24-2

5 F

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ary

2014

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RN

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m Q

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: A

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ful

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rney

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ture

1

25iC

SC

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yler

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ES

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ing

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ards

201

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rent

alg

orith

ms

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e de

velo

ped

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ider

ing

the

run

cond

ition

s fo

r 20

11-2

012

whe

re

ther

e w

as a

n av

erag

e of

20

inte

ract

ions

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ch c

ross

ing

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201

5, th

ere

coul

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ove

r 40

inte

ract

ions

on

aver

age

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ges,

the

com

putin

g po

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nee

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mes

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t is

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rent

ly

used

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m Q

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: A

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ful

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rney

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ture

1

26iC

SC

2014

, T

yler

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rlan

d, D

ES

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Tra

ckin

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har

ged

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ticl

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ake

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agn

etic

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lds

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m Q

uar

k to

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: A

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uti

ful

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rney

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ture

1

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SC

2014

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yler

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ES

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ting

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28iC

SC

2014

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yler

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CM

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vent

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ns

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ed in

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emo

ry

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n co

nfig

urat

ions

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cific

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e sp

ecifi

c tim

e of

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ning

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ven

ts t

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eria

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he

mo

st t

ime

inte

nsi

ve p

art

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t re

pro

cess

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is t

rack

ing

61

Page 62: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

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uti

ful J

ou

rney

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ctur

e1

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14

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2014

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RN

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yler

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aw

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md

ahl’s

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lim

it o

n t

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p g

ain

ed b

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nu

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er o

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yler

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ult

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n c

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trea

ms

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yler

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curr

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roce

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nt

62

Page 63: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

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: A

Bea

uti

ful J

ou

rney

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ctur

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yler

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ES

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Per

form

ance

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ults

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ing

le t

hre

aded

ru

ns

ou

t o

f m

emo

ry a

t 30

00 s

imu

ltan

eou

s ev

ents

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efin

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rove

men

t th

rou

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ltit

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yler

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clus

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ty p

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iver

se a

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larg

e p

art

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hig

h e

ner

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ph

ysic

s

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-Had

ron

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ave

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tin

gu

ish

ing

tra

its

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can

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ts v

ery

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ols

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r b

ackg

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uct

ion

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o m

ake

use

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this

, we

mu

st u

se in

form

atio

n f

rom

man

y p

arts

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the

det

ecto

r w

hic

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ll re

qu

ire

thei

r o

wn

re

con

stru

ctio

n a

lgo

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ms

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dif

fere

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leve

ls o

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uti

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sou

rces

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stru

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even

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roce

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ctu

re t

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mm

od

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ns

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can

mee

t th

e d

eman

ds

req

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or

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kin

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e fu

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edup

from

63

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64

Page 65: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 5 Read-Out Electronics: where data come from

Tuesday 25 February

10:00-11:00

Description This lecture gives a general overview on the evolution of detectors used in HEP and on the necessity of electronics in modern set-ups. The second part of the lecture is focused on the Read-Out Electronics (ROE) as a transmission line: information are transported from the detector to the Data Storage; at high frequency it is important to take into account particular characteristics (such as signal propagation and integrity, interaction between signals and electromagnetic interferences) of the signal even if it is a digital one.

Francesco Messi

Rheinische Friedrich-Wilhelms University

Bonn - DE

Audience This lecture targets everyone interested in the basic concepts of transmission lines. After this lecture the attendees are expected to have acquired a basic knowledge of the important concepts, properties and limitations of transmission lines (bandwidth, impedance, crosstalk, etc...) and of the standard read-out electronics used in modern HEP experiments.

Pre-requisite This lecture can be followed by anyone having interest in the subject and basic knowledge in electronics and detectors. Nevertheless the main concepts explained in this lecture will be understandable by everyone.

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66

Page 67: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

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67

Page 68: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

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re 1

)

8iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Res

earc

h in

Phy

sics

N

uc

lea

r e

mu

lsio

n:

P

hoto

grap

hic

emul

sion

wer

e se

nd to

the

high

atm

osph

ere

In

tera

ctio

n w

ith t

he c

osm

ic r

ays

wou

ld le

ave

a tr

ack

S

tudy

ing

the

trac

ks it

is p

ossi

ble

to id

entif

y di

ffere

nt p

artic

les

and

deca

ys:

T

he g

rain

den

sity

is p

ropo

rtio

nal t

o th

e en

ergy

loss

by

ioni

zatio

n (B

ethe

-B

loch

)

dire

ctio

n an

d (~

)ene

rgy

A

big

dev

iatio

n fr

om a

traj

ecto

ry

inte

ract

ion

and

new

par

ticle

s

A

neu

tral

par

ticle

doe

s no

t lea

ve a

sig

natu

re

e.g.

use

d to

day

in th

e O

PE

RA

exp

erim

ent

(Osc

illa

tion

Pro

ject

wit

h E

mul

sion

-tR

acki

ngA

ppar

atus

)

A lo

ok a

t yes

terd

ay…

68

Page 69: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

9iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

E

xp

eri

me

nta

l se

t-u

p m

ad

e o

f a

larg

e n

um

be

r o

f d

ete

cto

rs

Inve

stig

atio

n of

the

“con

stit

uent

s of

mat

ter”

Loo

king

for

the

“Fun

dam

enta

l pa

rtic

les”

e.

g. H

iggs

Bos

on

Exp

lora

tion

of

“rar

e ch

anne

ls”

Res

earc

h in

Phy

sics

A lo

ok a

t tod

ay…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

10iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

E

xp

eri

me

nta

l se

t-u

p m

ad

e o

f a

larg

e n

um

be

r o

f d

ete

cto

rs:

T

rack

er: d

etec

ting

the

pass

age

of a

cha

rge

part

icle

idea

lly w

ithou

t pe

rtur

batio

n of

its

traj

ecto

ry

(e.g

. sili

con

strip

s or

pix

els)

C

alor

imet

er: m

easu

ring

the

ener

gy r

elea

sed

by a

par

ticle

in th

e in

tera

ctio

n w

ith t

he d

etec

tors

(e

.g. i

norg

anic

sci

ntill

ator

s)

T

ime

of F

light

: sui

ted

to m

easu

re th

e tim

e of

flig

ht o

f the

par

ticle

Alw

ays

at le

ast i

n co

uple

: one

sta

rt a

nd o

ne s

top

time

need

ed

et

c…

E

ac

h d

ete

cto

r c

an

ac

qu

ire

da

ta w

ith

a r

ate

of

MH

z o

r m

ore

U

sa

ge

of

fas

t e

lec

tro

nic

s is

ne

ed

ed

to

re

ad

th

e d

ata

.

Res

earc

h in

Phy

sics

A lo

ok a

t tod

ay…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

11iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Res

earc

h in

Phy

sics

A b

rief

sum

mar

y…

In

th

e l

as

t c

en

tury

th

ere

wa

s a

big

evo

luti

on

of

de

tec

tors

N

uc

lea

r p

hys

ics

re

se

arc

h w

as m

ain

ly b

as

ed

on

th

e o

bs

erv

ati

on

o

f tr

ac

ks

fro

m c

ha

rge

d p

art

icle

s

D

ete

cto

rs w

ere

“pu

rely

an

alo

g”

de

vic

es

E

ac

h d

ete

cto

r w

as

bu

ilt

to p

erf

orm

th

e f

ull

ex

pe

rim

en

t

T

he

se

arc

h f

or

the

co

ns

titu

en

t o

f th

e m

att

er

req

uir

es

:

high

ene

rgie

s,

very

sho

rt ti

mes

,

“rar

e ch

anne

ls”

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

12iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

M

od

ern

ex

pe

rim

en

tal s

et-

up

s a

re m

ad

e o

f a

larg

e n

um

be

r o

f d

iffe

ren

t d

ete

cto

rs, e

ac

h lo

ok

ing

at

a p

art

icu

lar

as

pe

ct

M

od

ern

de

tec

tors

are

pro

du

cin

g a

na

log

ele

ctr

ica

l sig

na

ls

D

ete

cto

rs a

re “

talk

ing

” th

rou

gh

th

e e

lec

tro

nic

s

Res

earc

h in

Phy

sics

A b

rief

sum

mar

y…

69

Page 70: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

13iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

ele

ctro

nics

The

Rea

d-O

ut E

lect

roni

cs, u

sed

to c

omm

unic

ate

with

th

e de

tect

ors,

is th

e to

ol u

sed

to tr

ansp

ort i

nfor

mat

ion

from

the

anal

og w

orld

(sp

oken

by

dete

ctor

s) to

the

digi

tal w

orld

(sp

oken

by

the

Dat

a S

tora

ge S

yste

m)

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

14iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

Rea

d-O

ut E

lect

roni

cs

Bin

ary

wor

ldH

igh

tran

smis

sion

rat

e

Fro

m a

litt

le, f

ast e

lect

rica

l sig

nal t

o a

bit-

stre

am o

f da

ta

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

15iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

Rea

d-O

ut E

lect

roni

csF

rom

a li

ttle

, fas

t ele

ctri

cal s

igna

l to

a bi

t-st

ream

of

data

Fro

nt-E

ndE

lect

roni

csP

re-A

naly

sis

Ele

ctro

nics

Ana

log

sign

alD

igit

al s

igna

lB

it-s

trea

m o

f da

ta

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

16iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

Rea

d-O

ut E

lect

roni

cs

①F

ron

t-E

nd

Ele

ctr

on

ics

: fr

om

th

e a

na

log

to

th

e d

igit

al w

orl

d•

Com

para

tors

•A

nalo

g to

Dig

ital C

onve

rter

s (A

DC

)•

Tim

e to

Dig

ital C

onve

rter

s (T

DC

)

②S

ign

al

pro

ce

ss

ing

: th

e F

PG

A•

Whe

re th

ey a

re u

sed…

•F

or w

hat…

•W

hy…

In tw

o m

ajor

ste

ps:

In le

ctur

e 2

70

Page 71: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

17iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e an

alog

to th

e di

gita

l wor

ld…

Am

plitu

de c

an v

ary

to a

ny v

alue

Shap

e ca

n va

ryB

inar

y lo

gic:

“1”

or

“0”

Squ

are

sign

al

D

igit

al “

ON

E”

if t

he

sig

na

l is

ab

ove

a f

ixe

d t

hre

sh

old

A

pp

ling

a t

hre

sho

ld w

e d

ecid

e (d

iscr

imin

ate)

wh

at is

no

ise

and

wh

at is

a g

oo

d s

ign

al

1) C

ompa

rato

r

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

18iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e an

alog

to th

e di

gita

l wor

ld…

D

igit

al w

ord

pro

po

rtio

na

l to

th

e c

ha

rge

of

the

an

alo

g s

ign

al

* P

ictu

re f

rom

: htt

p://

dev.

emce

lett

roni

ca.c

om/

For

a d

ynam

ic s

igna

l: S

ampl

ing-

AD

C

2) A

nalo

g to

Dig

ital

Con

vert

er: A

DC

…ta

lkin

g ab

out s

ampl

ing…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

19iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e an

alog

to th

e di

gita

l wor

ld…

2) A

nalo

g to

Dig

ital

Con

vert

er: A

DC

B

an

dw

idth

giv

es

info

rma

tio

n a

bo

ut

ho

w f

as

t is

th

e d

evi

ce

S

amp

ling

Rat

e g

ives

in

form

atio

n a

bo

ut

ho

w a

ccu

rate

is t

he

dig

ita

liza

tio

n o

f th

e s

ign

al s

ee

n b

y th

e d

evi

ce

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

20iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e an

alog

to th

e di

gita

l wor

ld…

D

igit

al w

ord

pro

po

rtio

na

l to

th

e t

ime

of

the

sig

na

l

3) T

ime

to D

igit

al C

onve

rter

: TD

C

71

Page 72: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

21iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e an

alog

to th

e di

gita

l wor

ld…

…an

d m

any

mor

e…

Info

rmat

ion

in b

inar

y lo

gic…

Fam

ily

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e (V

)Z

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to 5

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12

-2 t

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D

igit

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al

two

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tes

: p

res

en

t o

r a

bs

en

t, “

1”

or

“0”

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

22iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Cha

ract

eris

tics

of a

n el

ectr

onic

s ch

ain

to

re

ce

ive

th

e c

orr

ec

t in

form

ati

on

R

elia

bil

ity

to

re

ce

ive

th

e f

ull

info

rma

tio

n t

ran

sm

itte

d

Eff

icie

nc

y

to

un

der

stan

d t

he

mes

sag

e

No

dis

tort

ion

we

wan

t la

rge

ba

nd

wid

th

Wha

t do

we

wan

t fro

m o

ur e

lect

roni

cs c

hain

?

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

23iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

ele

ctro

nics

A b

rief

sum

mar

y…

E

lec

tro

nic

s is

ne

ed

ed

to

re

ad

ou

t th

e in

form

ati

on

fro

m d

ete

cto

rs

S

eve

ral s

tag

es

of

dif

fere

nt

ele

ctr

on

ics

are

ne

ed

ed

F

ina

l go

al i

s t

o c

on

vert

info

rma

tio

n f

rom

a li

ttle

, fa

st

an

alo

g

sig

na

l in

a b

it-s

tre

am

of

da

ta

T

he

ele

ctr

on

ics

ch

ain

mu

st:

P

repr

oces

s th

e si

gnal

s w

/o d

isto

rtio

n

Be

relia

ble

B

e ef

ficie

nt

Be

fast

B

e ca

libra

ted

to th

e ex

perim

ent!!

!

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

24iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple…

Par

ticle

iden

tific

atio

n ca

n be

mad

e in

man

y w

ays

and

with

diff

eren

t set

-ups

; in

this

exa

mpl

e pr

oton

s an

d po

sitiv

e pi

ons

are

iden

tifie

d by

the

mea

sure

of t

he

Tim

e of

Flig

ht in

cor

rela

tion

with

the

ir m

omen

tum

.

The

ele

ctro

nics

use

d fo

r th

e m

easu

rem

ent o

f the

tim

e ca

n be

cru

cial

for

the

kind

of p

hysi

cs o

ne w

ants

to

inve

stig

ate…

72

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d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

25iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple:

PID

usi

ng T

oF

Im

ag

ine

yo

u n

ee

d t

o id

en

tify

Pro

ton

s f

rom

Pio

ns

(+

)

W

e k

no

w f

rom

pa

rtic

le p

hys

ics

th

at,

fo

r a

fix

ed

mo

me

ntu

m, t

he

ve

loc

ity

of

the

tw

o p

art

icle

s a

re d

iffe

ren

t

we

ca

n i

de

nti

fy t

he

pa

rtic

les

me

as

uri

ng

th

e T

ime

of

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gh

t

Par

ticl

e ID

enti

fica

tion

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

26iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

W

e m

ea

su

re t

he

To

Fo

f th

e p

art

icle

s

W

e p

lot

the

m o

n h

isto

gra

ms

W

e m

us

t b

e a

ble

to

dis

tin

gu

ish

th

e t

wo

tim

e d

istr

ibu

tio

ns

An

exam

ple:

PID

usi

ng T

oFP

arti

cle

IDen

tifi

cati

on

Sep

arat

ion

Pow

er

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

27iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple:

PID

usi

ng T

oFS

et-u

p pr

inci

ple

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

28iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple:

PID

usi

ng T

oF

L

et’

s f

oc

us

on

ly o

n t

he

Tim

e o

f F

ligh

t:

W

e n

ee

d a

sta

rt d

ete

cto

r

E.g

. a ta

gger

for

the

inco

min

g ph

oton

s

W

e n

ee

d a

sto

p d

ete

cto

r

E.g

. a T

oFw

all

T

ime

of

Flig

ht

= s

top

_ti

me

–s

tart

_ti

me

Set

-up

prin

cipl

e

73

Page 74: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

29iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple:

PID

usi

ng T

oF

It

is a

sim

ple

me

as

ure

men

t, b

ut

invo

lve

s a

lot

of

ele

ctr

on

ics

Set

-up

prin

cipl

e

H

ow

mu

ch

do

es

th

e t

ime

re

so

luti

on

of

the

sto

p d

ete

cto

r in

flu

en

ce

th

e m

ea

su

re?

le

t’s

sim

ula

te d

iffe

ren

t re

so

luti

on

s…

Det

ecto

r 1

Det

ecto

r 2

Am

p.A

mp.

Dis

cr.

Dis

cr.

TD

Cst

art

stop

Tim

e of

Fli

ght

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

30iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Par

ticle

mom

entu

m [G

eV/c

]0.

51

1.5

22.

53

TrackTime [ns]

-100

102030405060

Tra

ckT

ime

[ns]

-20

24

68

Number of Entries

0

50

100

150

200

250

300

350

Pro

ject

ionY

of b

inx=

[150

,159

]

Tra

ckT

ime

[ns]

-3-2

-10

12

34

56

Number of Entries

0

20406080

100

120

Pro

ject

ionY

of b

inx=

[290

,299

]

SP

= 1

4.3

SP

= 9

.7

An

exam

ple:

PID

usi

ng T

oF1)

Ide

al e

lect

roni

cs: n

o sp

read

of

tim

e du

e of

the

TD

C

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

31iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple:

PID

usi

ng T

oF

Tra

ckT

ime

[ns]

-3-2

-10

12

34

56

Number of Entries

0

102030405060708090

Pro

ject

ionY

of b

inx=

[290

,299

]

SP

= 8

.9S

P =

5.4

2) A

“go

od”

elec

tron

ics:

~48

0 ps

tim

e re

solu

tion

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

32iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Par

ticle

mom

entu

m [G

eV/c

]0

.51

1.5

22.

53

TrackTime [ns]

-100

102030405060

An

exam

ple:

PID

usi

ng T

oF

Tra

ckT

ime

[ns]

-20

24

68

Number of Entries

0

1020304050

Pro

ject

ionY

of b

inx=

[150

,159

]

Tra

ckT

ime

[ns]

-3-2

-10

12

34

56

Number of Entries

0

1020304050

Pro

ject

ionY

of b

inx=

[200

,209

]

SP

= 2

.9S

P =

???

3) A

“ba

d” e

lect

roni

cs: ~

1.9

ns ti

me

reso

luti

on

74

Page 75: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

33iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

W

e w

ant

to i

de

nti

fy P

roto

ns

an

d

+ u

sin

g a

Tim

e o

f F

ligh

t

F

rom

th

e p

lot

“To

Fvs

Mo

me

ntu

m”

we

ca

n d

isti

ng

uis

h t

he

tw

o

pa

rtic

les

on

ly i

f w

e c

an

se

pa

rate

th

e t

wo

tim

e d

istr

ibu

tio

ns

T

he

tim

e r

es

olu

tio

n o

f th

e e

lec

tro

nic

s c

ha

in a

ffe

cts

wh

ich

kin

d o

f p

hys

ics

yo

u c

an

inve

sti

ga

te

Diff

eren

t tec

hnol

ogie

s al

low

for

diff

eren

t tim

e re

solu

tions

…bu

t bud

gets

are

lim

ited

Y

ou

mu

st

ch

oo

se

yo

ur

ele

ctr

on

ics

ta

kin

g in

to a

cc

ou

nt

you

r s

pe

cif

ic p

hys

ics

pro

gra

m!!

!

An

exam

ple:

PID

usi

ng T

oFC

oncl

usio

ns…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

34iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Rea

d-O

ut E

lect

roni

cs:

whe

re d

ata

com

e fr

om

lect

ure

1su

mm

ary

and

conc

lusi

ons

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 1

)

35iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sum

mar

y an

d co

nclu

sion

s

T

o i

nve

sti

ga

te t

he

ma

tte

r, w

e b

uil

d d

ete

cto

rs

M

od

ern

de

tec

tors

are

pro

vid

ing

an

alo

g e

lec

tric

al s

ign

als

E

lec

tro

nic

s is

ne

ed

ed

to

“re

ad

th

e i

nfo

rma

tio

n”

fro

m t

he

d

ete

cto

rs

T

he

ele

ctr

on

ics

ch

ain

ha

s t

o:

P

repr

oces

s th

e si

gnal

s w

/o d

isto

rtio

n

Be

relia

ble

B

e ef

ficie

nt

Be

fast

B

e ca

libra

ted

to th

e ex

perim

ent!!

!

Lec

ture

1

75

Page 76: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

 

76

Page 77: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 6 From Quark to Jet: A Beautiful Journey Making a jet, classifying a jet, and personal scale computing in HEP

Tuesday 25 February

11:30-12:30

Description This lecture will begin by presenting the detecting systems needed for proper jet reconstruction. Then the jet reconstruction algorithms in detail are explained. A brief explanation of combination algorithms follows, completed by an examination of the datastructures used to store them. This will be followed by a brief description of a multivariate technique commonly used for the classification of these objects and the software package (TMVA) used to implement them. Particular attention is paid to which parts of these algorithms can be completed on university or personal level computing that is the common interface for analysts.

Tyler Mc Millan

Dorland

DESY - Hamburg

Audience The target audience of this lecture is broad between physicists and computer scientists, but perhaps more focused on physicists with some knowledge of different computing environments. The benefits of following this lecture is the understanding of jet reconstruction algorithms, understanding of personal/group level computing in HEP, understanding of a single multivariate analysis technique (most likely decision trees), understanding of data structures used in HEP (ROOT based), and new approaches in common software at an experiment wide level. Pre-requisite As prerequisite some knowledge of a particle will be helpful but not required. This lecture will be reasonably independent of the first lecture; however the physics motivation for b-quarks will not be revisited extensively.

77

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78

Page 79: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

1iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Fro

m Q

uark

to

Jet:

A B

eaut

iful J

ourn

eyLe

ctur

e2

Jet

Clu

ster

ing

, Cla

ssif

icat

ion

, an

d

Per

son

al C

om

pu

tin

g

Tyl

er D

orl

and

Deu

tsch

esE

lekt

ron

en-S

ynch

rotr

on

(D

ES

Y)

Inve

rted

CE

RN

Sch

oo

l of

Co

mp

uti

ng

, 24-

25 F

ebru

ary

2014

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

2iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Exp

lain

ing

the

Titl

e: A

n ou

tline

T

heo

ry

Had

ron

izat

ion

R

eco

nst

ruct

ion

Qua

rks:

Mat

hem

atic

alR

epre

sent

atio

nM

atric

es,

oper

ator

s, e

tc.

Par

ticle

s:in

term

edia

te a

nd fi

nal

stat

e ob

ject

s

Jets

:E

nerg

y de

posi

ted

in d

etec

tor,

algo

rithm

s us

ed t

o re

crea

te

part

icle

s

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

3iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Exp

lain

ing

the

Titl

e: A

n ou

tline

T

heo

ry

Had

ron

izat

ion

R

eco

nst

ruct

ion

Qua

rks:

Mat

hem

atic

alR

epre

sent

atio

nM

atric

es,

oper

ator

s, e

tc.

Par

ticle

s:in

term

edia

te a

nd fi

nal

stat

e ob

ject

s

Jets

:E

nerg

y de

posi

ted

in d

etec

tor,

algo

rithm

s us

ed t

o re

crea

te

part

icle

s

Hug

e nu

mbe

rs o

f co

mpl

ex e

quat

ions

Ent

irel

y S

imul

ated

, pa

rtic

les

are

subj

ecte

d to

de

cay

cond

ition

s

Det

ecto

r si

mul

atio

n,A

lgor

ithm

ic r

econ

stru

ctio

n

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

4iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Exp

lain

ing

the

Titl

e: A

n ou

tline

T

heo

ry

Had

ron

izat

ion

R

eco

nst

ruct

ion

Qua

rks:

Mat

hem

atic

alR

epre

sent

atio

nM

atric

es,

oper

ator

s, e

tc.

Par

ticle

s:in

term

edia

te a

nd fi

nal

stat

e ob

ject

s

Jets

:E

nerg

y de

posi

ted

in d

etec

tor,

algo

rithm

s us

ed t

o re

crea

te

part

icle

s

Hug

e nu

mbe

rs o

f co

mpl

ex e

quat

ions

Ent

irel

y S

imul

ated

, pa

rtic

les

are

subj

ecte

d to

de

cay

cond

ition

s

Det

ecto

r si

mul

atio

n,A

lgor

ithm

ic r

econ

stru

ctio

n

Dis

trib

uted

Com

putin

g, L

apto

ns, w

orkg

roup

ser

vers

79

Page 80: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

5iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Exp

lain

ing

the

Titl

e: A

n ou

tline

T

heo

ry

Had

ron

izat

ion

R

eco

nst

ruct

ion

Qua

rks:

Mat

hem

atic

alR

epre

sent

atio

nM

atric

es,

oper

ator

s, e

tc.

Par

ticle

s:in

term

edia

te a

nd fi

nal

stat

e ob

ject

s

Jets

:E

nerg

y de

posi

ted

in d

etec

tor,

algo

rithm

s us

ed t

o re

crea

te

part

icle

s

Hug

e nu

mbe

rs o

f co

mpl

ex e

quat

ions

Ent

irel

y S

imul

ated

, pa

rtic

les

are

subj

ecte

d to

de

cay

cond

ition

s

Det

ecto

r si

mul

atio

n,A

lgor

ithm

ic r

econ

stru

ctio

n

Dis

trib

uted

Com

putin

g, L

apto

ns, w

orkg

roup

ser

vers

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

6iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Ask

Que

stio

ns h

ere

U

se t

heo

ry t

o m

ake

pre

dic

tio

ns

for

ob

serv

able

s o

f p

arti

cles

D

esig

n d

etec

tors

to

det

ect

thes

e o

bse

rvab

les

R

eco

nst

ruct

ion

alg

ori

thm

s to

re

mak

e th

e o

bje

cts

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

7iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Cal

orim

eter

s

C

alo

rim

eter

s ar

e d

esig

ned

to

cap

ture

th

e en

erg

y o

f p

arti

cles

T

wo

dif

fere

nt

typ

es a

re in

u

se a

t L

HC

H

omog

eneo

us –

Cap

ture

all

of th

e en

ergy

of t

he in

cide

nt

part

icle

S

ampl

ing

–ca

ptur

e a

port

ion

the

inci

dent

en

ergy

and

mak

e a

corr

ectio

n

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

8iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Sam

plin

g C

alor

imet

er

S

amp

ling

cal

ori

met

ers

hav

e a

sen

siti

ve l

ayer

sa

nd

wic

hed

bet

wee

n

to h

eavy

ab

sorb

er

laye

rs

Abs

orbe

r la

yers

us

eful

to c

reat

e sh

ower

s of

sec

onda

ypa

rtic

les

U

sefu

l fo

r h

adro

ns

bec

ause

a

ho

mo

gen

eou

s d

etec

tor

wo

uld

be

too

larg

e

Wor

se r

esol

utio

n,

thou

gh

80

Page 81: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

9iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Jet c

lust

erin

g

A

few

th

eore

tica

l co

nsi

der

atio

ns

In

frar

ed S

afe

S

houl

d no

t be

sens

itive

to s

oft

radi

atio

n

C

ollin

ear S

afe

S

houl

d no

t be

sens

itive

to

colli

near

rad

iatio

n

Bec

ause

we

are

mea

surin

g de

cay

prod

ucts

we

mus

t fin

d a

way

to

clus

ter

them

toge

ther

to a

ccur

atel

y re

pres

ent t

he o

rigin

al p

artic

le

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

10iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Con

e A

lgor

ithm

s

“S

eed

” d

efin

es a

pp

roxi

mat

e je

t d

irec

tio

n

A

ll en

erg

y d

epo

sits

wit

hin

a

giv

en r

adiu

s ar

e p

ut

into

th

e je

t

T

he

cen

tro

id is

det

erm

ined

su

mm

ing

all

par

ticl

es w

ith

in

the

con

e

T

he

cen

tro

id b

eco

mes

th

e n

ew s

eed

Ite

rate

d un

til s

tabl

e

trac

ks o

r to

wer

s

seed

Rco

ne

Rco

ne

cent

roid

= n

ew s

eed

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

11iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Mid

-poi

nt c

one

algo

rithm

S

earc

h f

or

mis

sin

g je

ts u

sin

g t

he

mid

po

int

of

all j

et p

airs

as

a se

ed

If

th

ere

is a

sta

ble

co

ne

con

sid

er t

he

ener

gy

dep

osi

ts s

har

ed

bet

wee

n t

he

two

jets

(E

Sh

ared

)

T

ake

f =

ES

har

ed/E

jet2

If

f> 5

0% m

erge

the

jets

; els

e sp

lit th

e je

ts

mid

poin

t

JET

#1

p T

jet1

>p T

jet2

JET

#2

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

12iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

KT

algo

rithm

B

egin

wit

h a

list

of

hit

s an

d c

alo

rim

eter

to

wer

s

C

alcu

late

F

or e

ach

prec

lust

eri:

F

or e

ach

pair

(i,j):

F

ind

th

e m

inim

um

, d

min

, of

all d

ian

d d

i,j

If

dm

inis

a d

i,j,

rem

ove

pre

clu

ster

sia

nd

j fr

om

th

e lis

t an

d

rep

lace

wit

h a

new

mer

ged

pre

clu

ster

If

dm

inis

a d

i, p

recl

ust

erI i

s n

ot

“mer

gea

ble

” an

d c

an b

e ad

ded

to

th

e lis

t o

f je

ts

R

epea

t u

nti

l lis

t is

exh

aust

ed

81

Page 82: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

13iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Som

e di

ffere

nt E

xam

ples

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

14iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Com

bini

ng M

easu

rem

ents

It

can

be

adva

nta

geo

us

to u

se d

iffe

ren

t p

arts

of

the

det

ecto

rs

for

dif

fere

nt

mea

sure

men

ts f

or

the

con

stit

uen

ts o

f th

e je

ts

F

or

exam

ple

, we

can

so

met

ime

rep

lace

a c

alo

rim

eter

m

easu

rem

ent

wit

h a

tra

cker

mea

sure

men

t as

soci

ated

to

it

For

low

mom

enta

, th

e tr

acke

r m

easu

rem

ents

are

mor

e pr

ecis

e

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

15iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Par

ticle

ID -

RIC

H

C

her

enko

v ra

dit

atio

nis

em

itte

d w

hen

a p

arti

cle

pas

ses

thro

ug

h a

m

ediu

m a

nd

is in

itia

lly

go

ing

fas

ter

than

th

e sp

eed

of

ligh

t in

th

at

med

ium

A

rin

g o

f lig

ht

is

emit

ted

th

at is

p

rop

ort

ion

al t

o t

he

mo

men

tum

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

16iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Par

ticle

ID -

RIC

H

B

y ch

oo

sin

g t

he

corr

ect

med

ia, w

e ca

n u

se t

his

as

a fo

r o

f p

arti

cle

iden

tifi

cati

on

Li

ght i

n C

1an

d C

2 =

Pio

n

Ligh

t in

just

C1

= K

aon

N

o lig

ht =

pro

ton

82

Page 83: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

17iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Mul

tivar

iate

Tec

hniq

ues

F

inal

ly w

e ca

n c

om

bin

e al

l th

ese

mea

sure

men

ts in

to

ve

ry p

ow

er m

ult

ivar

iate

an

alys

is (

MV

A)

tech

niq

ues

T

hese

can

giv

e a

mea

sure

of

how

like

ly a

jet i

s to

be

a b-

jet

O

ne

tech

niq

ue

is a

dec

isio

n

tree

th

at m

akes

a s

erie

s o

f cu

ts o

n d

iffe

ren

t in

pu

t va

riab

les

T

hen

recl

assi

fied

by th

e G

inii

ndex

p(1

-p)

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

18iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Dec

isio

n tr

ees

-w

eigh

ting

T

he

tree

is t

rain

ed a

gai

nst

a k

no

wn

tru

th (

fro

m M

C)

M

iscl

assi

fied

eve

nts

are

giv

en a

larg

er w

eig

ht

then

ret

rain

ed

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

19iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Sam

ple

Res

ult

In

th

e en

d w

e g

et a

bet

ter

dis

crim

inat

or

than

an

y si

mp

le c

ut

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

20iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Inpu

ts

83

Page 84: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful J

ou

rney

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

21iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Out

put

U

sin

g t

he

inp

uts

fro

m

mu

ltip

le p

arts

of

the

det

ecto

r w

e ca

n m

ake

a b

ette

r ju

dg

emen

to

n if

th

e je

t w

e ar

e m

easu

rin

g c

ame

fro

m a

b

-qu

ark

or

ano

ther

so

urc

e

Fro

m Q

uar

k to

Jet

: A

Bea

uti

ful

Jou

rney

Lec

ture

2

22iC

SC

2014

, T

yler

Do

rlan

d, D

ES

Y

Con

clus

ions

Je

t al

go

rith

ms

are

des

ign

ed t

o m

ake

up

fo

r th

e in

effi

cien

cies

cr

eate

d b

y fi

nit

e re

solu

tio

n o

f o

ur

calo

rim

eter

s

A

spec

ts f

rom

man

y d

iffe

ren

t p

ort

ion

s o

f th

e d

etec

tor

can

be

com

bin

ed u

sin

g s

tati

stic

al t

oo

ls s

uch

as

dec

isio

n t

rees

to

d

eter

min

e h

ow

like

ly i

t is

th

at a

par

ticu

lar

jet

cam

e fr

om

a b

-q

uar

k

T

hes

e al

go

rith

ms

are

no

t as

co

mp

uti

ng

inte

nsi

ve a

nd

wel

l su

ited

fo

r p

erso

nal

co

mp

uti

ng

D

ata

stru

ctu

res

mu

st b

e m

anip

ula

ted

in o

rder

fo

r th

ese

to b

e ru

n la

pto

ps

84

Page 85: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 7 Read-Out Electronics: where data come from

Tuesday 25 February

13:30-14:30

Description This lecture will focus on electronics used in HEP: while the software tools available to program very performant firmware are more and more powerful, hardware limitations cannot be (easily) overcome. High speed digital signals, today required in HEP setups, need to be handled as analog signals: signal propagation, interaction between signals and electromagnetic interferences must be carefully considered. Moreover, the power consuming of ASICs and FPGAs strongly depends of the operations required and may be a limitation of the board.

Francesco Messi

Rheinische Friedrich-Wilhelms University

Bonn - DE

Audience This lecture targets everyone interested in how the signals are transported from a detector to the data storage, which could be the hardware limitation of the available electronics and which characteristics must be taken into account in the choice of a good electronics for the experiment. After this lecture the attendees are expected to have acquired a good understanding of the hardware limitation of electronics and the characteristics needed to preserve the integrity of the signal to be stored for the analysis of an experiment.

Pre-requisite Though all lectures are in principle independent, there might be some benefit for listeners to have attended the first lecture of the series.

85

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86

Page 87: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

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ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

1iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Rea

d-O

ut E

lect

roni

cs:

whe

re d

ata

com

e fr

om

Lect

ure

2

Fra

nce

sco

Mes

si

Rh

ein

isch

eF

ried

rich

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elm

s-U

niv

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tät

Bo

nn

–D

E

Inve

rted

CE

RN

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oo

l o

f C

om

pu

tin

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24-2

5 F

ebru

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2014

Rea

d-O

ut

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ctro

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s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

2iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Out

look

P

rolo

gu

e

T

he

mag

ic k

ey:

Ele

ctro

nic

s

T

he

FP

GA

(F

ield

Pro

gra

mm

able

Gat

e A

rray

)

A

n e

xam

ple

: fe

atu

res

extr

acti

on

fro

m a

Sam

plin

g-A

DC

F

rom

th

e ch

ip t

o t

he

bo

ard

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igh

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eed

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ital

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nal

s

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d-O

ut

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ctro

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her

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ata

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om

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ctu

re 2

)

3iC

SC

2014

, F

ran

cesc

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essi

, U

niv

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ty o

f B

on

n

Pro

logu

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Mod

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are

mad

e of

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eral

diff

eren

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tect

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h de

tect

or is

gen

erat

ing

elec

tric

al

sign

als

that

hav

e to

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pre-

proc

esse

d to

be

stor

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Ele

ctro

nics

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cru

cial

key

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is p

roce

ss…

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d-O

ut

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ctro

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s: w

her

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ata

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e fr

om

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ctu

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)

4iC

SC

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ran

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essi

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niv

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logu

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oder

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peri

men

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et-u

ps

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der

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imen

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et-u

ps

are

mad

e o

f a

larg

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um

ber

of

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ach

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kin

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par

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lar

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ect

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od

ern

det

ecto

rs a

re p

rod

uci

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alo

g e

lect

rica

l sig

nal

s

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etec

tors

are

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lkin

g”

thro

ug

h t

he

elec

tro

nic

s

87

Page 88: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

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Ele

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nic

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ata

com

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om

(le

ctu

re 2

)

5iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Pro

logu

e…

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e w

ant:

to

rec

eive

the

corr

ect i

nfor

mat

ion

relia

bilit

y

to r

ecei

ve th

e fu

ll in

form

atio

n tr

ansm

itted

ef

ficie

ncy

to

und

erst

and

the

mes

sage

no

dis

tort

ion

R

ead

-Ou

t E

lect

ron

ics:

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m a

littl

e, f

ast

anal

og s

igna

l to

a bi

t-st

ream

of d

ata

Ele

ctro

nics

as

a “t

rans

mis

sion

line

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om th

e de

tect

or to

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rage

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d-O

ut

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ata

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e fr

om

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ctu

re 2

)

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SC

2014

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ran

cesc

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essi

, U

niv

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on

n

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logu

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tal w

orld

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ily

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e (V

)Z

ero

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)

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to 5

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t o

r ab

sen

t, “

1” o

r “0

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d-O

ut

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ata

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ctu

re 2

)

7iC

SC

2014

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ran

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essi

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niv

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inar

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gic:

fun

ctio

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88

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Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

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com

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om

Le

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2014

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)

9iC

SC

2014

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ran

cesc

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niv

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The

mag

ic k

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lect

roni

cs

wha

t do

we

gain

by

the

usag

e of

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ctro

nics

and

wha

t do

we

have

to w

orry

abo

ut?

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d-O

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Ele

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her

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om

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ctu

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)

10iC

SC

2014

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, U

niv

ersi

ty o

f B

on

n

The

mag

ic k

ey: e

lect

roni

cs

1)

It is

mu

ch f

aste

r th

an h

um

an in

tak

ing

dec

isio

ns

E

.g.

evol

utio

n of

pho

to c

amer

as

auto

mat

ic s

ettin

g of

foc

us,

timin

g, o

peni

ng…

Wha

t do

we

gain

fro

m th

e us

age

of e

lect

roni

cs?

toda

yye

ster

day

Fas

t res

pons

eF

ast s

et-u

pM

uch

easi

er to

dup

lica

te d

ata

Sto

rage

/man

agem

ent o

f lo

ts o

f da

ta m

ore

sim

ple…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

11iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

mag

ic k

ey: e

lect

roni

cs

2)

Allo

ws

to t

rig

ger

C

hoic

e of

rec

ord

whe

n a

spec

ific

scen

ario

hap

pens

W

hy?

We

can

not r

ecor

d al

l the

info

rmat

ion

W

e ne

ed to

cho

ose

whi

ch o

ne is

inte

rest

ing…

E

.g.:

bubb

le c

ham

ber

expe

rimen

ts: c

anno

t trig

ger

=

O

ne p

ictu

re e

ach

spill

m

illio

ns o

f pi

ctur

es o

f th

e ch

ambe

r

m

ayb

e fe

w h

undr

eds

with

an

even

t…

Wha

t do

we

gain

fro

m th

e us

age

of e

lect

roni

cs?

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

12iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

mag

ic k

ey: e

lect

roni

cs

T

hin

k ab

ou

t th

e L

HC

exp

erim

ents

:

even

with

sel

ectin

g th

e ev

ent t

o b

e st

ored

(=

trig

gerin

g), t

he

data

-str

eam

to th

e st

orag

e sy

stem

is o

f the

ord

er 1

00 M

b/s

D

iffe

ren

t fr

om

mo

nit

ori

ng

th

e te

mp

erat

ure

in a

ro

om

:

not s

ampl

ing

at a

fixe

d fr

eque

ncy,

but a

naly

zing

the

eve

nt in

rea

l tim

e an

d ta

king

a d

ecis

ion…

Tri

gger

ing…

89

Page 90: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

13iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

mag

ic k

ey: e

lect

roni

cs

E

.g.

a m

ovi

e an

d a

pic

ture

:

The

vid

eo c

amer

a is

rec

ordi

ng e

very

thin

g:

yo

u w

ill n

ot lo

se e

vent

s, b

ut…

bi

g am

ount

of

data

to

be s

tore

d

on

ce y

ou lo

ok o

ut f

or t

he e

vent

, yo

u ne

ed t

o w

atch

all

the

mov

ie

T

he p

hoto

cam

era

is r

egis

terin

g on

ly s

cene

s th

at a

re “

trig

gere

d”

by t

he o

pera

tor:

less

dat

a to

be

stor

ed

m

uch

sim

pler

to

look

at

them

, bu

t…

yo

u lo

se a

ll w

hat

happ

ene

d in

bet

we

en o

ne t

rigge

r an

d an

othe

r

Tri

gger

ing…

B

e ca

refu

l: ac

quir

ed r

aw d

ata

are

a se

lect

ed su

bsec

tion

of w

hat t

he e

xper

imen

tal s

et-u

p co

uld

dete

ct!!

!

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

14iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

mag

ic k

ey: e

lect

roni

cs

W

ith

th

e u

sag

e o

f el

ectr

on

ics

we

gai

n t

wo

maj

or

asp

ects

:

1)

vel

ocity

in ta

king

dec

isio

ns

2)

trig

ger

capa

bilit

y

b

ut

be

care

ful:

acq

uir

ed d

ata

are

a se

lect

ed s

ub

sect

ion

!!!

A b

rief

sum

mar

y:

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

15iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

The

FP

GA

FP

GA

s ar

e w

idel

y us

ed in

mod

ern

set-

ups.

A g

ener

al o

verv

iew

of w

hat

an F

PG

A is

and

how

it

wor

ks w

ill b

e pr

esen

ted,

focu

sing

on

the

usag

e in

ph

ysic

s re

sear

ch…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

16iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sig

nal p

roce

ssin

g: th

e F

PG

A *pic

ture

fro

m: h

ttp:

//w

ww

.ni.c

om/w

hite

-pap

er/6

983/

en/

Fie

ld P

rogr

amm

able

Gat

e A

rray

90

Page 91: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

17iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sig

nal p

roce

ssin

g: th

e F

PG

A

Sp

arta

n-6

Vir

tex-

7V

irte

x U

ltra

Sca

le

Logi

c C

ells

147,

443

1,95

4,56

04,

407,

480

Blo

ckR

AM

4.8M

b68

Mb

115M

b

DS

P S

lices

180

3,60

02,

880

DS

P P

erfo

rman

ce

(sym

met

ric F

IR)

140

GM

AC

s5,

335

GM

AC

s4,

268

GM

AC

s

Tra

nsce

iver

Cou

nt8

9610

4

Tra

nsce

iver

Spe

ed3.

2 G

b/s

28.0

5 G

b/s

32.7

5 G

b/s

Tota

l Tra

nsce

iver

B

andw

idth

(fu

ll du

plex

)50

Gb/

s2,

784

Gb/

s5,

101

Gb/

s

Mem

ory

Inte

rfac

e (D

DR

3)80

01,

866

2,40

0

I/O P

ins

576

1,20

01,

456

I/O

Vol

tage

1.2V

-3.

3V1.

2V -

3.3V

1.0

–3.

3V

*tab

le f

rom

: htt

p://

ww

w.x

ilin

x.co

m/p

rodu

cts/

sili

con-

devi

ces/

fpga

/

Som

e nu

mbe

rs…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

18iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sig

nal p

roce

ssin

g: th

e F

PG

A

P

rog

ram

mab

le =

re-

usa

ge

of

the

sam

e h

ard

war

e fo

r m

ult

iple

ta

sks

P

aral

lelis

m =

in p

rin

cip

le a

ny

n-t

o-o

ne

log

ic

Mas

sive

per

form

ance

s on

sam

e al

gorit

hms

E

xact

det

erm

inat

ion

of

the

exec

uti

on

ord

er o

f th

e d

iffe

ren

t ta

sks

H

ardw

are

chai

n of

bin

ary

func

tions

Why

sho

uld

an F

PG

A b

e us

ed?

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

19iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple…

Eac

h de

tect

or u

sed

in e

xper

imen

tal s

et-u

ps c

onsi

sts

of

num

erou

s ch

anne

ls, d

etec

ting

sign

als

with

rat

e of

the

orde

r of

MH

z or

eve

n G

Hz;

a la

rge

amou

nt o

f dat

a ar

e pr

oduc

ed. T

o se

lect

whi

ch d

ata

are

inte

rest

ing

to b

e re

cord

ed, i

t is

impo

rtan

t to

proc

ess

the

data

as

soon

as

pos

sibl

e ne

ar th

e de

tect

or…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

20iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple

B

asel

ine

S

lop

e

S

tart

tim

e

C

har

ge

inte

gra

l

E

tc..

N

eeds

to b

e do

ne a

s fa

st a

s po

ssib

le

With

a fi

xed

dela

y tim

e

In p

aral

lel f

or m

any

chan

nels

Fea

ture

ext

ract

ion

from

a S

ampl

ing-

AD

C

91

Page 92: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

21iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple

Am

plan

alog

sp

litt

er

AD

C

Dis

crT

DC

dete

ctor

# ch

# ch

# ch

# ch# ch

# ch

# ch

DA

Q &

an

alys

is

Fea

ture

ext

ract

ion

from

a S

ampl

ing-

AD

C

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

22iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple

Am

pl

Sam

plin

g A

DC

dete

ctor

# ch

# ch

Fea

ture

s ex

trac

tor

FP

GA

boa

rd

trig

DA

Q

Fea

ture

ext

ract

ion

from

a S

ampl

ing-

AD

C

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

23iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

An

exam

ple

Fea

ture

ext

ract

ion

from

a S

ampl

ing-

AD

C

L

ess

cab

ling

L

ess

elec

tro

nic

s m

od

ule

s

T

rig

ger

cap

abili

ty

B

ut…

Sam

plin

g of

the

ana

log

sign

al

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

24iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e ch

ip to

the

boar

d

Eac

h el

ectr

onic

chi

p is

gen

eral

ly m

ount

ed o

n bo

ards

, to

pro

vide

the

nece

ssar

y po

wer

and

buf

ferin

g of

the

sign

als;

eve

n if

the

perf

orm

ance

of t

he c

hip

itsel

f (F

PG

A o

r A

SIC

) is

ver

y hi

gh, o

ne o

f the

oth

er

com

pone

nts

can

limit

the

char

acte

ristic

of t

he b

oard

92

Page 93: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

25iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e ch

ip to

the

boar

d

F

PG

A:

very

po

wer

ful

…o

k b

ut

wh

at a

bo

ut

the

elec

tro

nic

s ar

ou

nd

it?

??

N

ot p

ossi

ble

to c

onne

ct th

e si

gnal

s fr

om th

e de

tect

or d

irect

ly t

o th

e F

PG

A!

Y

our

tran

smis

sion

line

cou

ld “

spea

k a

diffe

rent

lang

uage

P

ower

and

filt

erin

g ar

e ne

ede

d

S

pace

con

stra

ins

B

UF

FE

RIN

G:

–ne

ver

trus

t the

tran

smis

sion

line

s: u

nkno

wn

sign

als

can

arriv

e an

d w

e do

n’t w

ant

to d

amag

e ou

r F

PG

A c

hips

!!!

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

26iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e ch

ip to

the

boar

d

N

ot

alw

ays

the

mo

st p

erfo

rmin

g b

oar

d is

th

e co

rrec

t ch

oic

e:

m

ore

perf

orm

ance

= m

ore

pow

er

m

ore

pow

er =

mor

e co

olin

g

mor

e co

olin

g =

mor

e m

ater

ial b

udge

t in

the

dete

ctor

Is it

fin

e w

ith “

my

phys

ics”

???

It

is i

mp

ort

ant

to lo

ok

at t

he

full

syst

em,

mo

re t

han

at

the

sin

gle

mo

du

le…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

27iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Fro

m th

e ch

ip to

the

boar

d

S

ign

al p

roce

ssin

g

FP

GA

s us

ed fo

r fa

st,

para

llel,

on-li

ne o

pera

tions

N

ot p

ossi

ble

to c

onne

ct a

nalo

g si

gnal

s di

rect

ly t

o th

e F

PG

A!

B

andw

idth

(in

/out

-put

buf

fers

, etc

…)

S

yste

m o

pti

miz

atio

n m

ore

th

an c

om

po

nen

t o

pti

miz

atio

n

Logi

stic

con

stra

ins

(spa

ce, c

oolin

g, p

ower

, et

c…)

A b

rief

sum

mar

y…

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

28iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Hig

h-S

peed

Dig

ital S

igna

l

Hig

h-S

peed

dig

ital s

igna

ls n

eed

to b

e ha

ndle

d as

an

alog

sig

nals

93

Page 94: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, C

ER

N

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

29iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

-3-2

-10

12

3

-0.8

-0.6

-0.4

-0.20

0.2

0.4

0.6

0.8

-3-2

-10

12

3

-1

-0.50

0.51

-3-2

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Hig

h S

peed

dig

ital s

igna

ls

A

dig

ital

sig

nal

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n b

inar

y lo

gic

I

have

to ta

ke c

are

only

of

two

stat

es: “

1” a

nd “

0”

It is

less

affe

cted

by

nois

e th

an a

n an

alog

sig

nal

T

han

it is

muc

h si

mpl

er to

han

dle…

tru

e in

pri

nci

ple

, b

ut…

need

to b

e ha

ndle

d as

ana

logu

e on

es…

Far

bel

ow th

e ba

ndw

idth

lim

itC

lose

to th

e ba

ndw

idth

lim

itF

ar o

utsi

de th

e ba

ndw

idth

lim

it

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d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

30iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Rea

d-O

ut E

lect

roni

cs:

whe

re d

ata

com

e fr

om

lect

ure

2su

mm

ary

and

conc

lusi

ons

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

31iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sum

mar

y an

d co

nclu

sion

s

T

o in

vest

igat

e th

e m

atte

r, w

e b

uild

det

ecto

rs

M

od

ern

det

ecto

rs a

re p

rovi

din

g a

nal

og

ele

ctri

cal s

ign

als

E

lect

ron

ics

is n

eed

ed t

o “

read

th

e in

form

atio

n”

fro

m t

he

det

ecto

rs

T

he

elec

tro

nic

s ch

ain

has

to

:

Pre

proc

ess

the

sign

als

w/o

dis

tort

ion

B

e re

liabl

e

Be

effic

ient

B

e fa

st

Be

calib

rate

d to

the

exp

erim

ent!!

!

Lec

ture

1

Rea

d-O

ut

Ele

ctro

nic

s: w

her

e d

ata

com

e fr

om

(le

ctu

re 2

)

32iC

SC

2014

, F

ran

cesc

o M

essi

, U

niv

ersi

ty o

f B

on

n

Sum

mar

y an

d co

nclu

sion

s

M

od

ern

ele

ctro

nic

s is

ver

y p

ow

erfu

l

Hig

h ba

ndw

idth

H

igh

prog

ram

mab

ility

B

ut…

O

ne

elem

ent

is e

no

ug

h t

o d

ecre

ase

the

per

form

ance

of

the

full

chai

n

Sys

tem

opt

imiz

atio

n m

ore

than

com

pone

nt o

ptim

izat

ion

H

igh

sp

eed

dig

ital

sig

nal

s n

eed

to

be

han

dle

d a

s an

alo

g o

nes

94

Page 95: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 8 Introduction to machine learning and data mining

Tuesday 25 February

14:30-15:30

Description In this lecture, the basis of machine learning and data mining will be explained. Then, the most typical problems where machine learning is applied will be presented: classification, clustering, regression and anomaly detection. For those problems, some techniques that can be applied will be presented and briefly explained: decision trees, support machine vectors, k-NN, k-means and neural networks.

Juan Lopez Gonzalez

CERN

Audience After this lecture, the attendees are expected to understand the differences between machine learning and data mining, comprehend the general concepts of machine learning as well as some of the typical problems and its solution approaches.

Pre-requisite This lecture can be followed by anyone having experience with algorithms and computer science.

95

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96

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1

Intr

od

uct

ion

to

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arn

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14

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RN

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od

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arn

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ing

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2014

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an L

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niv

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ty o

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Intr

od

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ion

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mac

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Juan

pez

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rted

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od

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arn

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2iC

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2014

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an L

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niv

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Gen

eral

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rvie

w

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re1

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achi

ne le

arni

ng

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oduc

tion

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ition

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robl

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echn

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NN

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OM

s

Def

initi

on

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lgor

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M b

ased

mod

els

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od

uct

ion

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hin

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arn

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min

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3iC

SC

2014

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an L

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niv

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LEC

TU

RE

1

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oduc

tion

to m

achi

ne le

arni

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nd d

ata

min

ing

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od

uct

ion

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mac

hin

e le

arn

ing

an

d d

ata

min

ing

4iC

SC

2014

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an L

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z, U

niv

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1.1.

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ede

finiti

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hine

lear

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gvs

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a m

inin

g1.

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xam

ples

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Ess

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achi

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arni

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lear

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zzle

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trod

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97

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2

Intr

od

uct

ion

to

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hin

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arn

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5iC

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2014

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an L

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1.1

Som

ede

finiti

ons

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o le

arn

T

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e a

set o

f obs

erva

tions

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unco

ver

an

unde

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and

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6iC

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7iC

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2014

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niv

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1.3

Exa

mpl

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r, a

ge, s

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ears

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b, c

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ind,

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idity

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mpe

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re…

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arn

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8iC

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2014

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an L

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1.4

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ence

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pat

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atic

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nit

98

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3

Intr

od

uct

ion

to

mac

hin

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arn

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14

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2014

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9iC

SC

2014

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an L

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z, U

niv

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1.5

A le

arni

ngpu

zzle

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

10iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.1.

Com

pon

ents

2.2.

Gen

eral

izat

ion

and

repr

ese

ntat

ion

2.3.

Typ

esof

lear

ning

2. D

efin

ition

Intr

od

uct

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to

mac

hin

e le

arn

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d d

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11iC

SC

2014

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an L

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niv

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2.1

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pone

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edit)

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(f: X

↦Y

)

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ata:

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b 1,..

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2014

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99

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4

Intr

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arn

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13iC

SC

2014

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an L

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zále

z, U

niv

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ty o

f O

vied

o

2.2

Gen

eral

izat

ion

and

repr

esen

tatio

n

G

ener

aliz

atio

n

The

algo

rithm

has

to b

uild

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nera

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el

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eral

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arn

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an

d d

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14iC

SC

2014

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an L

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niv

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2.3

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15iC

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2014

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niv

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3.1.

Reg

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Cla

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100

Page 101: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

5

Intr

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ion

to

mac

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arn

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Le

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e1

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C20

14

24-2

5 F

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2014

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RN

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17iC

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2014

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niv

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ty o

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vied

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3.2

Cla

ssifi

catio

n

Id

enti

fy t

o w

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h o

f a

set

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go

ries

a n

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18iC

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2014

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an L

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niv

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3.3

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ster

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rou

pin

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arn

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an

d d

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19iC

SC

2014

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an L

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niv

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f O

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3.4

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ocia

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aria

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rge

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20iC

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101

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6

Intr

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4.1

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an

d d

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23iC

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2014

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4.2

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(S

VM

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epar

ates

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ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

24iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.3

Mon

te C

arlo

O

bta

in t

he

dis

trib

uti

on

of

an u

nkn

ow

n p

rob

abili

stic

en

tity

R

ando

m s

ampl

ing

to o

btai

n nu

mer

ical

res

ults

A

pp

licat

ion

s

Phy

sics

M

icro

elec

tron

ics

G

eost

atis

tics

C

ompu

tatio

nalb

iolo

gy

Com

pute

rgr

aphi

cs

Gam

es

102

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7

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

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ata

min

ing

25iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.4

K-N

eare

stne

ighb

ors

(K-N

N)

C

lass

ifie

s b

y g

etti

ng

th

e cl

ass

of

the

K c

lose

st t

rain

ing

ex

amp

les

in t

he

feat

ure

sp

ace

K=

1K

=5

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

26iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.4

K-N

eare

stne

ighb

ors

(K-N

N)

E

asy

to im

plem

ent

na

ive

vers

ion

H

igh

dim

ensi

onal

dat

a ne

eds

dim

ensi

onre

duct

ion

La

rge

data

sets

mak

eit

com

puta

tiona

lexp

ensi

ve

M

any

k-N

N a

lgor

ithm

str

y to

red

uce

the

num

ber

of

dist

ance

eval

uatio

nspe

rfor

med

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

27iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

S

yste

ms

of

inte

rco

nn

ecte

dn

euro

ns

that

com

pu

te f

rom

inp

uts

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

28iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

Hu

man

Art

ific

ial

Neu

ron

Pro

cess

ing

elem

ent

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drite

sC

ombi

ning

func

tion

Cel

lbod

yT

rans

fer

func

tion

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nsE

lem

ent

outp

ut

Syn

apse

sW

eigh

ts

103

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8

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

Le

ctur

e1

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C20

14

24-2

5 F

ebru

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2014

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RN

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od

uct

ion

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hin

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arn

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min

ing

29iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

Exa

mpl

e:

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

30iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

P

erce

ptr

on

si

ngle

-laye

r ar

tific

ial n

etw

ork

with

one

neu

ron

ca

lcul

ates

the

linea

r co

mbi

natio

n of

its

inpu

ts a

nd p

asse

s it

thro

ugh

a th

resh

old

activ

atio

n fu

nctio

n

Eq

uiv

alen

t to

a li

nea

r d

iscr

imin

ant

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

31iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

P

erce

ptr

on

Eq

uiv

alen

t to

a li

nea

r d

iscr

imin

ant

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

an

d d

ata

min

ing

32iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.5

Art

ifici

al n

eura

l net

wor

ks(A

NN

)

L

earn

ing

Le

arn

the

wei

ghts

(and

thr

esho

ld)

S

ampl

esar

e pr

esen

ted

If

outp

ut is

inco

rrec

tadj

ustt

hew

eigh

tsan

d th

resh

old

tow

ards

desi

red

outp

ut

If

the

outp

ut is

corr

ect,

do n

othi

ng

104

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9

Intr

od

uct

ion

to

mac

hin

e le

arn

ing

Le

ctur

e1

iCS

C20

14

24-2

5 F

ebru

ary

2014

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RN

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od

uct

ion

to

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hin

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arn

ing

an

d d

ata

min

ing

33iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

Q &

A

105

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106

Page 107: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

LECTURE 9 Self organizing maps A visualization technique with data dimension reduction

Tuesday 25 February

16:00-17:00

Description In this lecture, the general concepts of self-organizing maps and its properties will be explained. Starting from the classic neural network approach, a MLP (introduced in the previous lecture), the concept of SOM will be explained. Its structure, the learning process and the later classification of the inputs for not seen cases. The main features of the maps: dimensional reduction and the conservation of the topological properties of the inputs, will be highlighted. Also, a small example will be shown where the attendants will see an actual map arranging itself and the resultant order will be interpreted. Finally, some other SOM based models will be shown to point out different architectures and possibilities.

Juan Lopez Gonzalez

CERN

Audience After this lecture, the attendees are expected to understand how basic self-organizing maps are built, to understand and interpret the properties of the resultant maps. Also, they will learn its advantages and disadvantages. Finally, they will see more complex SOM structures that could help them creating more specific problem-oriented models.

Pre-requisite This lecture can be followed by anyone having a basic knowledge of Artificial Neural Networks and machine learning.

107

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Sel

f o

rgan

izin

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aps

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ctur

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C20

14

24-2

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ebru

ary

2014

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RN

Sel

f o

rgan

izin

g m

aps

1iC

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2014

, Ju

an L

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ezG

on

zále

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niv

ersi

ty o

f O

vied

o

Sel

f org

aniz

ing

map

s

A v

isua

lizat

ion

tech

niqu

e w

ith d

ata

dim

ensi

on

redu

ctio

n

Juan

pez

Go

nzá

lez

Un

iver

sit

y o

f O

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Inve

rted

CE

RN

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oo

l of

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mp

uti

ng

, 24-

25 F

ebru

ary

2014

Sel

f o

rgan

izin

g m

aps

2iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

Gen

eral

ove

rvie

w

L

ectu

re1

M

achi

ne le

arni

ng

Intr

oduc

tion

D

efin

ition

P

robl

ems

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echn

ique

s

L

ectu

re2

A

NN

intr

oduc

tion

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OM

S

imul

atio

n

SO

M b

ased

mod

els

Sel

f o

rgan

izin

g m

aps

3iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

LEC

TU

RE

1

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f org

aniz

ing

map

s.

A v

isua

lizat

ion

tech

niqu

e w

ith d

ata

dim

ensi

on r

educ

tion.

Sel

f o

rgan

izin

g m

aps

4iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

1. A

rtifi

cial

neu

ral n

etw

orks

(AN

N)

109

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f o

rgan

izin

g m

aps

Le

ctur

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iCS

C20

14

24-2

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2014

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RN

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f o

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aps

5iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

1.1.

Intr

oduc

tion

Sel

f o

rgan

izin

g m

aps

6iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

1.2.

1. F

eedf

orw

ard

NN

1.2.

2. R

ecur

rent

NN

1.2.

3. S

elfo

rgan

izin

gN

N1.

2.4.

Oth

ers

1.2.

Typ

es

Sel

f o

rgan

izin

g m

aps

7iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

1.2.

1. F

eedf

orw

ard

NN

Sel

f o

rgan

izin

g m

aps

8iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

S

ing

le la

yer

feed

forw

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1.2.

1. F

eedf

orw

ard

NN

110

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f o

rgan

izin

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aps

Le

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24-2

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2014

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f o

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aps

9iC

SC

2014

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an L

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niv

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ult

i-la

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eedf

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uper

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kpro

paga

tion

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algo

rithm

Sel

f o

rgan

izin

g m

aps

10iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

1.2.

2. R

ecur

rent

neur

al n

etw

orks

Sel

f o

rgan

izin

g m

aps

11iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

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ty o

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o

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lman

net

wo

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onte

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aint

ain

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e

1.2.

2. R

ecur

rent

neur

al n

etw

orks

Sel

f o

rgan

izin

g m

aps

12iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

H

op

efie

ldn

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ymm

etric

conn

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ns

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ocia

tive

mem

ory

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2. R

ecur

rent

neur

al n

etw

orks

111

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rgan

izin

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Le

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C20

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24-2

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2014

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f o

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aps

13iC

SC

2014

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niv

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M

od

ula

r n

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l n

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hum

an b

rain

isno

ta

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netw

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ks

1.2.

2. R

ecur

rent

neur

al n

etw

orks

Sel

f o

rgan

izin

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aps

14iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

S

elf-

org

aniz

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net

wo

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set

of n

euro

nsle

arn

to m

appo

ints

in

anin

put

spac

eto

co

ordi

nate

sin

an

outp

ut s

pace

1.2.

3. S

elf-

orga

nizi

ngne

twor

ks

Sel

f o

rgan

izin

g m

aps

15iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

H

olog

rap

hic

asso

ciat

ive

mem

ory

In

stan

tane

ousl

ytr

aine

dne

twor

ks

Le

arni

ng

vect

or q

uant

izat

ion

N

euro

-fuz

zyne

twor

ks

1.2.

4. O

ther

s

Sel

f o

rgan

izin

g m

aps

16iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.1.

Mot

ivat

ion

2.2.

Goa

l2.

3. M

ain

prop

ertie

s2.

4. E

lem

ents

2.5.

Alg

orith

m

2. S

elf-

orga

nizi

ngm

aps

112

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izin

g m

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Le

ctur

e2

iCS

C20

14

24-2

5 F

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2014

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Sel

f o

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aps

17iC

SC

2014

, Ju

an L

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on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.1.

Mot

ivat

ion

T

op

og

rap

hic

map

s

Diff

eren

t sen

sory

inpu

ts (

mot

or, v

isua

l, au

dito

ry…

) ar

e m

appe

d in

are

as o

f the

cer

ebra

l co

rtex

in a

n or

derly

fas

hion

Sel

f o

rgan

izin

g m

aps

18iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.1.

Mot

ivat

ion

“T

he s

patia

l loc

atio

n of

an

outp

ut n

euro

n in

a

topo

grap

hic

map

cor

resp

onds

to

a pa

rtic

ular

do

mai

n or

feat

ure

draw

n fr

om th

e in

put

spac

e”

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itory

cort

ical

fie

lds

Mot

or-s

omat

otop

icm

aps

Sel

f o

rgan

izin

g m

aps

19iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.2.

Goa

l

T

rans

form

inco

min

g si

gnal

of a

rbitr

ary

dim

ensi

on in

to

a 1-

2-3

dim

ensi

onal

dis

cret

e m

ap in

a to

polo

gica

lly

orde

red

fash

ion

Sel

f o

rgan

izin

g m

aps

20iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.3.

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npr

oper

ties

T

rans

form

cont

inuo

s in

put s

pace

to d

iscr

ete

outp

ut s

pace

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imen

sio

nre

du

ctio

n

win

ner-

take

s-al

lneu

ron

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rder

edfe

atur

em

ap Inpu

t w

ithsi

mila

r ch

arac

teris

tics

prod

uce

sim

ilar

oupu

t

113

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rgan

izin

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Le

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C20

14

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2014

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21iC

SC

2014

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on

zále

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niv

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ty o

f O

vied

o

2.3.

1 D

imen

sion

redu

ctio

n

C

urs

e o

f d

imen

sio

nal

ity

(Ric

hard

E.

Bel

lman

)

The

am

ount

of d

ata

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row

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pone

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dim

ensi

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ity

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ypes

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t da

ta (

feat

ures

vect

or)

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rem

ove

redu

ndan

tand

irre

leva

ntda

ta)

Sel

f o

rgan

izin

g m

aps

22iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.4.

Ele

men

ts

of

mac

hin

e le

arn

ing

A

pat

tern

exis

ts

We

don’

tkn

owho

wto

sol

veit

mat

hem

atic

ally

A

loto

f dat

a

(a1,

b 1,..

,n1)

, (a 2

,b2,

..,n 2

) …

(a N

,bN,..

,nN)

Sel

f o

rgan

izin

g m

aps

23iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.4.

Ele

men

ts

L

atti

ceo

f n

euro

ns

S

ize?

W

eigh

ts

Sel

f o

rgan

izin

g m

aps

24iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.4.

Ele

men

ts

Le

arni

ngra

te

Nei

ghbo

rhoo

dfu

nctio

n

Lear

ning

rate

func

tion

114

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f o

rgan

izin

g m

aps

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Sel

f o

rgan

izin

g m

aps

25iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.5.

Alg

orith

m

In

itial

izat

ion

In

put d

ata

prep

roce

ssin

g

Nor

mal

izin

g

D

iscr

ete-

cont

inuo

usva

riabl

es?

W

eigh

tini

tializ

atio

n

Ran

dom

wei

ghts

Sel

f o

rgan

izin

g m

aps

26iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

2.5.

Alg

orith

m(2

)

S

ampl

ing

T

ake

sam

ple

from

inpu

t spa

ce

M

atch

ing

F

ind

BM

U: i

.e. m

in o

f

U

pdat

ew

eigh

ts

i.e.

Sel

f o

rgan

izin

g m

aps

27iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

3. P

ract

ical

exer

cise

Sel

f o

rgan

izin

g m

aps

28iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.1.

Dig

itre

cogn

ition

4.2.

Fin

ish

phon

etic

s4.

3. S

eman

ticm

apof

wor

dco

ntex

t

4. M

apex

ampl

es

115

Page 116: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

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f o

rgan

izin

g m

aps

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Sel

f o

rgan

izin

g m

aps

29iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.1.

Dig

itre

cogn

ition

Sel

f o

rgan

izin

g m

aps

30iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.2.

Fin

nish

phon

etic

s

Sel

f o

rgan

izin

g m

aps

31iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

4.3.

Sem

antic

map

of w

ord

cont

ext

Sel

f o

rgan

izin

g m

aps

32iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

5.1.

TA

SO

M5.

2. G

SO

M5.

3. M

uSO

M

5. O

ther

SO

M b

ased

mod

els

116

Page 117: iCSC2014 Where Students turn into Teachers...School, “Where Students turn into Teachers”. At regular CERN Schools of Computing, the sum of the knowledge of the students often exceeds

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f o

rgan

izin

g m

aps

Le

ctur

e2

iCS

C20

14

24-2

5 F

ebru

ary

2014

, CE

RN

Sel

f o

rgan

izin

g m

aps

33iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

5.1.

TA

SO

M

T

ime

adap

tati

vese

lf-o

rgan

izin

gm

aps

D

eals

with

non-

stat

iona

ryin

put d

istr

ibut

ions

A

dapt

ativ

ele

arni

ngra

tes:

n(w

,x)

A

dapt

ativ

ene

ighb

orho

odra

tes:

T(w

,x)

Sel

f o

rgan

izin

g m

aps

34iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

5.2.

GS

OM

G

row

ing

self

-org

aniz

ing

map

s

Dea

lsw

ithid

entif

ying

size

sfo

rS

OM

s

Spr

ead

fact

or

N

ew n

odes

in b

ound

arie

s

G

ood

whe

nun

know

ncl

uste

rs

Sel

f o

rgan

izin

g m

aps

35iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

5.3.

MuS

OM

M

ult

imo

dal

SO

M

Hig

h le

velc

lass

ifica

tion

from

sens

ory

inte

grat

ion

Sel

f o

rgan

izin

g m

aps

36iC

SC

2014

, Ju

an L

óp

ezG

on

zále

z, U

niv

ersi

ty o

f O

vied

o

Q &

A

117

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