The Minerva Masterclass Review
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Transcript of The Minerva Masterclass Review
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The Minerva Masterclass Review
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m Reviewers: Eleftherios Ampatzidis, Logan Chalfant, Tom Lambert, Ingrid Loncq De Jong- Versluijs, Rosana Marques, Francesco Mezzanotte, Makoto Noda, Dimitris Roubos, Maria Shamoun, Tony
Thyer, & Vera Zimanyine Horvath
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Our Course of Action1. Initial Download & Use
2. Group-wide Meetingsa. Peter Watkins & Mark Stocktonb. Monika Wielersc. Gron Jones
3. Individual Subcommittee Meetings.
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MINERVAIntroductional Booklet for Teachers
Subcommittee members: Tom Lambert, Francesco Mezzanotte, & Vera Zimanyine Horvath
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I. Particles
A. Standard model of fundamental particles B. Decays
II. Atlas
A. Part of LHC B. Structure of detector C. Identfying particles
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III. Minerva/Atlantis
A. How to access the programB. Snapshots of the five examplesC. How to read diagrams
Teachers Manual.pdf
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SUBCOMMITTEE ON STUDENT ACTIVITIES
Committee members: Maria Shamoun, Rosana Marques, & Logan Chalfant
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Objective: We wish to use Atlas Event Data and the Minerva Program as a platform for engaging students in modern physics exercises. The Miverva software can thus bridge classroom theory and current research.
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I. Theoretical introduction and practical exercises
A. Conservation of momentumMeasurement of particle momentum exercise.docx
B. Invariant massMeasurement of invariant mass.docx
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A. Introduction to Particle Physics
B. How to interpret the tracks
C. Exercises Particle number, track height and width, particle type, etc
II. Particle Basics
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III. Indirect ObservationA. Group/class discussion on direct v. indirect
observation.B. Propose analogous problem. (Ie: What
evidence is there that your anatomy includes the organ known as the ‘heart’?)
C. Discuss the evidence the Atlas detector uses to determine particle charge, type, momentum, etc.
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IV. Momentum ConservationA. Propose analogous problem. (Ie: What is the
momentum of a loaded gun before and after it is fired? What does this imply about the individual momentums of the gun and bullet ?)
B. Apply this to collision and decay momentums.C. What do inconsistencies imply?
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V. Data analysisA. Current method: Given worksheet, hand calculations
B. Proposed method: Create Excel file
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COMPARISON SUBCOMMITTEE
MINERVA VS. HYPATIA
Subcommitte members: Ingrid Loncq De Jong-Versluijs, Dimitris Roubos
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I. THE PROCEDURE OF COMPARISON
A. We tried to download and install both programs.
B. We used both programs.
C. We used both program’s support materials (web- site e-manuals).
D. We compared how each program could be adapted to the classroom.
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II. VERSIONS A. HYPATIA
1. v2.3
2. sv-v2.3 (simplified version)
3. Demo v2.3.1
4. MDE v2.3
B. MINERVA
1. 4 versions with different number of events
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III. WEB SITEA. On HYPATIA ‘s website we found the
following:
1. prerequisite knowledge of physics
2. Links to download the program
B. On MINERVA’s website we found the following:
1. prerequisite knowledge of physics
2. Links to download the program
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IV. USER INTERFACEA. The user interface of both programs initially
struck as complicated. However, the more we used it, the more potential we discovered.
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2 windows
4 windows
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CANVAS WINDOWS
FIRST difference
WE CAN’T FIND 3D HISTROGRAMS ON HYPATIA
SECOND difference
Track on electromagnetic calorimeter
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TRACK MOMENTA WINDOW
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INVARIANT MASS WINDOW
The Invariant Mass Window is the main analysis window of HYPATIA. You can see the chosen (by user) tracks of each event and values of theirs main physical quantities (momentum etc.). For each event the invariant (or transverse) masses of combinations of chosen particles are automatically calculated and displayed.
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EDUCATIONAL MATERIAL MINERVA
Worksheets with instructions Power point presentation with additional helpful
instructions
HYPATIA Instructions and
classified group events per particle kind on the internet site
Exercises
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HELP Help in both applications is thorough –
detailed but it could be enriched with more examples – illustrations.
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CONCLUSIONS If you want to understand the physics behind the
programs you need a lot explanations. But…. Pupils do not learn much physics from using the
programs. They only learn how to recognize a pattern.
It is not clear to us why there are two almost similar programs, Hypatia and Minerva.
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CONCLUSIONS Both programmes require elementary – basic
knowledge of physics’ particle physics as well as some fundamental knowledge of the functional principles of detectors.
Pupils in Greek schools , even those of advanced level, do not possess the above knowledge.
Consequently, it is practically impossible to use this application in the Greek school.
What can be done is to introduce this programme to physics teachers in the frame of a general familiarization of teachers with the experiments prepared in CERN.
Both are very helpful programmes in familiarizing a physics pupil with detectors used in CERN. Z
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WE WOULD LIKE TO THANK THE FOLLOWING
PEOPLE:Peter Watkins Mark StocktonMonika Wielers
Mick StorrGron Jones
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