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 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 31 st 2009
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 31 st 2009
Event Display and User Interface ATLANTIS event display as in MINERVA
Event Display and User Interface 9 ATLANTIS event display as in HYPATIA (simplified 2.3)
Event Display and User Interface AMELIA event display (Joao Antunes Pequenao)
Event Display and User Interface GLOBE event display
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 31 st 2009
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 31 st 2009
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 p Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
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
Concept of Masterclasses ‐ Day EPPOG EPPOG Masterclasses other h programmes Identifying Hands on Identifying A Keyhole to CERN Particles Particles the Birth of Time Time L Lancaster t B Branching ratios of hi i f Branching ratios of Hands on Z 0 ‐ decay Z 0 ‐ decay Particle Branching ratios of CERN Determining of the (Identification of Physics Z 0 ‐ decay strong coupling W ‐ pairs) Package constant A K A Keyhole to h l t ??? the Birth of Time BaBar LHC exercise LHC exercise LHC exercise LHC exercise HYPATIA with with Measurement of lifetime of K 0 HYPATIA HYPATIA Identification of Z 0 ‐ Identification of Z 0 ‐ events events
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 especially the ones who participate in Masterclasses 13
Concept of Masterclasses-Day Insights – LEP data Insights – LEP data • Fundamental insight g Group Electrons Myons Taus Quarks A (1-100) A (1 100) 4 4 6 6 3 3 87 87 B (101-200) 2 4 3 91 just by counting and C (201-300) 2 6 0 92 D (301-400) 2 5 5 88 E (401-500) 3 5 3 89 classifying Z 0 ‐ decays! F (501-600) 2 4 6 88 G (601 -700) G (601 700) 2 2 5 5 5 5 88 88 H (701-800) 5 4 5 86 I (801-900) 2 1 3 94 – e, μ and τ must J (901-1000) 3 2 5 90 have same have same Sum μ Sum μ Sum τ Sum τ Sum all Sum all Sum e Sum e Sum q Sum q 1000 27 42 38 893 Sum μ Sum τ Sum corr Sum e corr Sum q properties (with 1016,2 43,2 42,0 38,0 893,0 Stat. the exception of p Uncertainty 8,3 6,5 6,2 29,9 Fract. of q / their mass) μ / all τ / all ((e +μ+τ )/3) Visible e / all q / alle 0,043 0,041 0,037 0,879 21,7 Stat. – Quarks have Uncertainty 0,008 0,006 0,006 0,010 2,4 different Theory 0,04212 0,04212 0,04212 0,8736 20,74 LEP Result 0,04200 0,04204 0,04208 0,8738 20,77 properties than Uncertainty 0,00005 0,00008 0,00010 0,0012 0,03 leptons 14
kj1 Concept of Masterclasses-Day Event display and User’s interface Insights I Insights I • Fundamental insight just by counting charges! – Proton has more u-quarks than d-quarks 15
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
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 especially the ones who participate in Masterclasses 16
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 ones with unknown units) ith k it ) 17
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
Day Structure & Evaluation Typical agenda + unusual workflow ‐ Too many lectures = boring challenge !!! Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
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 VIII. Videoconference d f Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
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 Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
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 31 st 2009
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 31 st 2009
Summary and outlook 1. most important didactic challenge: problem ‐ oriented task with an easily bl i t d t k ith il 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
Summary and outlook Upcoming tasks: p g 1. Didactic design of MC ‐ exercises 2. 2. Developing of user’s interface and embedding of event Developing of user s interface and embedding of event display 3 3. Developing a questionnaire for evaluation (pre after Developing a questionnaire for evaluation (pre, after, delayed, very delayed) 4. 4 Ch Changing of day structure i f d t t 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 S Students want to add something d dd hi Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
Summary and outlook Thank you very much for your attention! Konrad Jende (TU Dresden), EPPOG meeting October 31 st 2009
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