Didactical and technical concept for future LHC p Masterclasses on - - PowerPoint PPT Presentation

▶
didactical and technical concept for future lhc p
SMART_READER_LITE
LIVE PREVIEW

Didactical and technical concept for future LHC p Masterclasses on - - PowerPoint PPT Presentation

Aug 13, 2023 107 likes •430 views

Didactical and technical concept for future LHC p Masterclasses on EPPOG meeting October 30 th 2009 By Konrad Jende y o ad e de Introduction Objectives : j 1 I f 1. Inform about my work b t k 2 Give an understanding of didactical

slide-1
SLIDE 1

Didactical and technical concept for future LHC p Masterclasses

  • n EPPOG meeting October 30th 2009

By Konrad Jende y o ad e de

slide-2
SLIDE 2

Introduction

Objectives: j 1 I f b t k

  • 1. Inform about my work

2 Give an understanding of didactical considerations and

  • 2. Give an understanding of didactical considerations and

constraints

  • 3. recommend strongly to transform MC completely to

LHC carefully and not too fast (from a didactical point of view)

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-3
SLIDE 3

contents

Introduction

  • 1. Event Display and User Interface
  • 2. Concept of Masterclasses‐Day
  • 3. Day Structure & Evaluation

Summary and outlook

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-4
SLIDE 4

Event Display and User Interface

ATLANTIS event display as in MINERVA

slide-5
SLIDE 5

Event Display and User Interface

9 ATLANTIS event display as in HYPATIA (simplified 2.3)

slide-6
SLIDE 6

Event Display and User Interface

AMELIA event display (Joao Antunes Pequenao)

slide-7
SLIDE 7

Event Display and User Interface

GLOBE event display

slide-8
SLIDE 8

Event Display and User Interface

Didactical criteria: Perceivability (clear structure) y ( ) Usability Offers user feedback, Help (a possibility for differentiation) and possibilities of comparison ) p p Modern design As little text as possible

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-9
SLIDE 9

Event Display and User Interface

HYPATIA and MINERVA based on ATLANTIS ATLANTIS = tool developed by physicists for physicists BOTH DO NOT FULFIL ALL REQUIRED PROPERTIES

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-10
SLIDE 10

Event Display and User Interface

User interface, , implementation of event display, integration of real data

  • concept for choosing data
  • choosing data
  • converting of real data into event

display format

Didactical help for students Didactical help for students must be developed until June 2010

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

p

slide-11
SLIDE 11

Concept of Masterclasses‐Day

What we need: Convey Concepts and ideas about fundamental questions and possible discoveries to students through suitable exercises in LHC‐Masterclasses. Lectures and exercises that ensure the success of understanding and discovery. Roadmap: Roadmap:

  • 1. Review on Masterclasses – LEP
  • 2. Point out the didactic concept and ways of understanding

fundamental physics in LEP ‐ Masterclasses

  • 3. Develop a comparable concept to LEP ‐ Masterclasses
slide-12
SLIDE 12

Concept of Masterclasses‐Day

EPPOG EPPOG Masterclasses

h Identifying Particles Hands on CERN

B hi i f

A Keyhole to the Birth of Time

  • ther

programmes

L t

Identifying Particles

Branching ratios of Z0‐decay (Identification of W‐pairs) Branching ratios of Z0‐decay Determining of the strong coupling constant

Time

Branching ratios of Z0‐decay

Lancaster Particle Physics Package

Hands on CERN A K h l t LHC exercise LHC exercise

???

BaBar A Keyhole to the Birth of Time LHC exercise with HYPATIA

Identification of Z0 ‐

LHC exercise with HYPATIA

Identification of Z0 ‐ Measurement of lifetime of K0

HYPATIA

events events

slide-13
SLIDE 13

Concept of Masterclasses-Day – most important didactical challenge didactical challenge

  • Activate students own thinking
  • Give them a problem‐oriented task with an easily

understandable but important result

  • Do not give them only a pattern‐recognition task
  • Students want to have a real problem, a big challenge

13

especially the ones who participate in Masterclasses

slide-14
SLIDE 14

Concept of Masterclasses-Day Insights – LEP data Insights – LEP data

  • Fundamental insight

Group Electrons Myons Taus Quarks A (1 100) 4 6 3 87

g just by counting and classifying Z0‐decays!

A (1-100) 4 6 3 87 B (101-200) 2 4 3 91 C (201-300) 2 6 92 D (301-400) 2 5 5 88 E (401-500) 3 5 3 89 F (501-600) 2 4 6 88 G (601 700) 2 5 5 88

– e, μ and τ must have same

G (601 -700) 2 5 5 88 H (701-800) 5 4 5 86 I (801-900) 2 1 3 94 J (901-1000) 3 2 5 90 Sum all Sum e Sum μ Sum τ Sum q

have same properties (with the exception of

Sum all Sum e Sum μ Sum τ Sum q 1000 27 42 38 893 Sum corr Sum e corr Sum μ Sum τ Sum q 1016,2 43,2 42,0 38,0 893,0 Stat. Uncertainty 8,3 6,5 6,2 29,9

p their mass) – Quarks have

  • Fract. of

Visible e / all μ / all τ / all q / alle q / ((e+μ+τ)/3) 0,043 0,041 0,037 0,879 21,7 Stat. Uncertainty 0,008 0,006 0,006 0,010 2,4

different properties than

Theory 0,04212 0,04212 0,04212 0,8736 20,74 LEP Result 0,04200 0,04204 0,04208 0,8738 20,77 Uncertainty 0,00005 0,00008 0,00010 0,0012 0,03

14

leptons

slide-15
SLIDE 15

Event display and User’s interface

Concept of Masterclasses-Day Insights I

  • Fundamental insight just by counting charges!

Insights I

– Proton has more u-quarks than d-quarks

15

kj1

slide-16
SLIDE 16

Slide 15 kj1 Normally, students do not know that the proton consists of elementary particles. We have to let them explore this fundamental knowledge.

kjende; 30.10.2009

slide-17
SLIDE 17

Concept of Masterclasses-Day – most important didactical challenge didactical challenge

  • Activate students’ own thinking
  • Give them a problem‐oriented task with an easily

understandable but important result

  • Do not give them only a pattern‐recognition task
  • Students want to have a real problem, a big challenge

16

especially the ones who participate in Masterclasses

slide-18
SLIDE 18

Concept of Masterclasses-Day

What else do we have to take care of? Motivation Aim‐oriented learning Aim‐oriented learning Accompany Development and consolidation of knowledge (take a look at Identifying Particles) Minimize technical terms and numbers (especially the ith k it )

17

  • nes with unknown units)
slide-19
SLIDE 19

Concept of Masterclasses-Day – most important didactical challenge didactical challenge

Conclusion: Up to now, there is neither a concept nor an event display that fulfils the majority of the didactic conditions!!!

18

slide-20
SLIDE 20

Day Structure & Evaluation

Typical agenda + unusual workflow ‐ Too many lectures = boring challenge !!!

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-21
SLIDE 21

Day structure & Evaluation

Suggestion: I. Introduction II. First meeting (in large groups, depending on number of participants, to discuss exactly the aims of MC, the action of students and the routine of day)

  • III. First lecture
  • IV. First exercise

V. Second lecture

  • VI. (Second) PC Exercises in large groups
  • VII. Discussion session at University

d f

  • VIII. Videoconference

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-22
SLIDE 22

Day structure & Evaluation

NEW: First exercise But why? create and increase student activity (usual paper work, e.g. draft tracks of certain particles in detectors, a small calculation or an exercise to deal with Feynman‐Diagrams )

  • ther purposes:
  • consolidation of knowledge
  • making knowledge and tools available for afternoon session
  • give us feedback about knowledge and ability

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-23
SLIDE 23

Day structure & Evaluation

The aims of evaluation are: to prove if and how we have achieved our aims of the MC event to adapt have achieved our aims of the MC‐event to adapt concept (if necessary) Aims of the MC (see [1]): Aims of the MC (see [1]):

stimulate interest in science; demonstrate the scientific research process; make data from modern particle physics experiments available to students; explore the fundamental forces and building blocks of nature Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-24
SLIDE 24

Day structure & Evaluation

A big help: Frank Meier (ETH Zürich) Evaluation steps: before‐after‐delayed‐very delayed Questionnaire has to be prepared by June/July 2010

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-25
SLIDE 25

Summary and outlook

  • 1. most important didactic challenge:

bl i t d t k ith il problem‐oriented task with an easily understandable but important result understandable but important result

  • 2. Use an event display that fulfils

p y important didactic criteria for getting data to students

  • 3. Develop a whole concept
slide-26
SLIDE 26

Summary and outlook

Upcoming tasks: p g 1. Didactic design of MC‐exercises 2. Developing of user’s interface and embedding of event 2. Developing of user s interface and embedding of event display 3 Developing a questionnaire for evaluation (pre after 3. Developing a questionnaire for evaluation (pre, after, delayed, very delayed) 4 Ch i f d t t 4. Changing of day structure 5. Realisation, organisation and translation of concept (from June 2010) 6. Implementation of MC and evaluation (during 2011) 7. Implementation of changes arising through evaluation and LHC‐discoveries

slide-27
SLIDE 27

Summary and outlook

S d dd hi Students want to add something

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-28
SLIDE 28

Summary and outlook

Thank you very much for your attention!

Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

slide-29
SLIDE 29

References 1

K E J M K D H K E M E E [1] K.E. JOHANSSON, M. KOBEL, D. HILLEBRANDT, K. ENGELN, M. EULER: European Particle Physics Masterclasses make Students Scientists for a Day. In:

  • Phys. Educ. 42 No 6 (November 2007) 636‐644.

[1] BRANDT, Alexander: Förderung von Motivation und Interesse durch außerschulische Experimentierlabors. Göttingen: Cuvillier, 2005, S. 60 – 61 [2] 61. K.E. JOHANSSON: Hands on CERN: a well‐used physics education project. In: Phys. Educ. 41 No 3 (May 2006) 250‐254. [3] In: Phys. Educ. 41 No 3 (May 2006) 250 254. K.E. JOHANSSON, T.G.M. MALMGREN: Hands on CERN: an education project on the Internet using real high energy particle collisions. In: [4] p j g g gy p

  • Phys. Educ. 34 No 5 (September 1999) 286‐293.
  • U. BILOW, M. KOBEL: Schüler in die Wissenschaft. In: Phys Unserer Zeit 40

[5] No 3 (2009) 156‐157.

slide-30
SLIDE 30

References 2

R M B K E J Th Ed ti d O t h j t f [6] R.M. BARNETT, K.E. JOHANSSON: The Education and Outreach project of ATLAS – a new participant in physics education. In: Phys. Educ. 41 No 5 (September 2006) 432‐436. [6]

  • M. KOBEL: Masterclass spreads the word for physics. In: CERN Courier
  • 29. September 2005.

[7] J.L. LEE: Looking for Leptons in All the Right Places. In: symmetry 03 No 06 (August 2006) 32‐33. [8]

  • M. KEUNTJE: Forscher für einen Tag. In: Physik Journal 06 Nr. 5 (2007) 8‐

9. [9] THE LEP COLLABORATIONS ALEPH, DELPHI, L3, OPAL, THE SLD COLLABORATION, THE LEP ELECTROWEAK WORKING GROUP: Precision Electroweak Measurement on the Z Resonance. In: Physics Reports 427 [10] (2006) 257.

slide-31
SLIDE 31

References www

http://www.physicsmasterclasses.org (offizielle Seite der EPPOG Masterclasses) http://www.hep.man.ac.uk/pus/masterc97.html (Seite der weltweit ersten Masterclass) http://amelia.sourceforge.net/index.html (AMELIA website) http://hypatia.phy.bg.ac.yu/ (HYPATIA website) http://atlas minerva web cern ch/atlas minerva/ http://atlas‐minerva.web.cern.ch/atlas‐minerva/ (MINERVA Masterclasses) http://www.physicsmasterclasses.org/exercises/keyhole/en/Welcome.html (A Keyhole to the Birth of Time) http://www.physicsmasterclasses.org/exercises/manchester/de/home.html (Identifying Particles) (Identifying Particles) http://www.physicsmasterclasses.org/exercises/hands‐on‐cern/hoc_v21de/index.html (Hands on CERN)