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
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
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)
9
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)
Usability
Offers user feedback, Help (a possibility for
differentiation) and possibilities of comparison
Modern design
As little text as possible
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
Event Display and User Interface
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
HYPATIA and MINERVA based on ATLANTIS
ATLANTIS = tool developed by physicists for
physicists
BOTH DO NOT FULFIL ALL REQUIRED PROPERTIES
Event Display and User Interface
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
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
Event Display and User Interface
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
Concept of Masterclasses-Day
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
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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
14
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
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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
17
Concept of Masterclasses-Day
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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Concept of Masterclasses-Day – most important didactical challenge
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 !!!
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
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
Konrad Jende (TU Dresden), EPPOG meeting October 31st 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 31st 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
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
Konrad Jende (TU Dresden), EPPOG meeting October 31st 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 31st 2009
Day structure & Evaluation
Summary and outlook
1. most important didactic challenge:
problem-oriented task with an easily
understandable but important result
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
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
Students want to add something
Summary and outlook
Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009
Thank you very much for your attention!
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