By Konrad Jende

Didactical and technical concept for future LHC

Masterclasses on EPPOG meeting October 30th 2009

By Konrad Jende

Introduction

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

Objectives:

1. Inform about my work

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)

contents


Introduction

1. Event Display and User Interface

2. Concept of Masterclasses-Day

3. Day Structure & Evaluation

Summary and outlook

ATLANTIS event display as in MINERVA

Event Display and User Interface

ATLANTIS event display as in HYPATIA (simplified 2.3)

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AMELIA event display (Joao Antunes Pequenao)


GLOBE event display


Didactical criteria:

Perceivability (clear structure)

Usability

Offers user feedback, Help (a possibility for

differentiation) and possibilities of comparison

Modern design

As little text as possible




HYPATIA and MINERVA based on ATLANTIS

ATLANTIS = tool developed by physicists for

physicists

BOTH DO NOT FULFIL ALL REQUIRED PROPERTIES



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

must be developed until June 2010


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:

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


EPPOG Masterclasses

Identifying Particles

Branching ratios of Z0-decay

(Identification of W-pairs)

LHC exercise with

HYPATIAIdentification of Z0 -

events

Hands on CERN

Branching ratios of Z0-decay

Determining of the strong coupling

constant

LHC exercise with

HYPATIAIdentification of Z0 -

events

A Keyhole to the Birth of

TimeBranching ratios of

Z0-decay

other programmes

Lancaster Particle Physics Package

???

BaBarMeasurement of

lifetime of K0

Identifying Particles

Hands on CERN

A Keyhole to the Birth of Time

HYPATIA

http://physicsmasterclasses.org/exercises/manchester/en/home.html

http://physicsmasterclasses.org/exercises/manchester/en/home.html

http://physicsmasterclasses.org/exercises/hands-on-cern/hoc_v21de/index.html

http://physicsmasterclasses.org/exercises/hands-on-cern/hoc_v21de/index.html

http://physicsmasterclasses.org/exercises/keyhole/en/Welcome.html



http://physicsmasterclasses.org/exercises/manchester/en/challengez2.html

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Concept of Masterclasses-Day – most important 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

especially the ones who participate in Masterclasses

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Concept of Masterclasses-DayInsights – LEP data

• Fundamental insight

just by counting and

classifying Z0-decays!

– e, μ and τ must

have same

properties (with

the exception of

their mass)

– Quarks have

different

properties than

leptons

Group Electrons Myons Taus QuarksA (1-100) 4 6 3 87B (101-200) 2 4 3 91C (201-300) 2 6 0 92D (301-400) 2 5 5 88E (401-500) 3 5 3 89F (501-600) 2 4 6 88G (601 -700) 2 5 5 88H (701-800) 5 4 5 86I (801-900) 2 1 3 94J (901-1000) 3 2 5 90 Sum all Sum e Sum m Sum t Sum q1000 27 42 38 893Sum corr Sum e corr Sum m Sum t Sum q1016,2 43,2 42,0 38,0 893,0Stat. Uncertainty 8,3 6,5 6,2 29,9

Fract. of Visible e / all m / all t / all q / alle

q / ((e+m+t)/3)

0,043 0,041 0,037 0,879 21,7Stat. Uncertainty 0,008 0,006 0,006 0,010 2,4

Theory 0,04212 0,04212 0,04212 0,8736 20,74

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

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Event display and User’s interface

• Fundamental insight just by counting charges!– Proton has more u-quarks than d-quarks

Concept of Masterclasses-Day Insights I

kjende

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

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Activate students’ own thinking

Give them a problem-oriented task with an easily


Do not give them only a pattern-recognition task

Students want to have a real problem, a big challenge

especially the ones who participate in Masterclasses

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What else do we have to take care of?

Motivation

Aim-oriented learning

Accompany Development and consolidation of knowledge

(take a look at Identifying Particles)

Minimize technical terms and numbers (especially the ones

with unknown units)

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Conclusion:

Up to now, there is neither a concept nor an event

display that fulfils the majority of the didactic

conditions!!!

Day Structure & Evaluation

Typical agenda

+ unusual workflow

- Too many lectures = boring challenge !!!


http://www.physicsmasterclasses.org/mc/agenda_local/dresden_30_3_2009.html

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

VIII. Videoconference


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 )

other purposes:

consolidation of knowledge

making knowledge and tools available for afternoon session

give us feedback about knowledge and ability



The aims of evaluation are: to prove if and how we

have achieved our aims of the MC-event to adapt

concept (if necessary)

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



A big help: Frank Meier (ETH Zürich)

Evaluation steps:

before-after-delayed-very delayed

Questionnaire has to be prepared by June/July

2010



Summary and outlook

1. most important didactic challenge:

problem-oriented task with an easily


2. Use an event display that fulfils

important didactic criteria for getting

data to students

3. Develop a whole concept

Summary and outlook

Upcoming tasks:

1. Didactic design of MC-exercises

2. Developing of user’s interface and embedding of event

display

3. Developing a questionnaire for evaluation (pre, after,

delayed, very delayed)

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

Summary and outlook


Students want to add something

Summary and outlook


Thank you very much for your attention!

By Konrad Jende

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