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The Minerva Masterclass Review

The Minerva Masterclass Review. W. m. Reviewers: Eleftherios Ampatzidis , Logan Chalfant, Tom Lambert, Ingrid Loncq De Jong - Versluijs , Rosana Marques, Francesco Mezzanotte , Makoto Noda,

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The Minerva Masterclass Review

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  1. The Minerva Masterclass Review W m Reviewers: EleftheriosAmpatzidis, Logan Chalfant, Tom Lambert, Ingrid Loncq De Jong- Versluijs, Rosana Marques, Francesco Mezzanotte, Makoto Noda, DimitrisRoubos, Maria Shamoun, Tony Thyer, & Vera Zimanyine Horvath n

  2. Our Course of Action 1. Initial Download & Use 2. Group-wide Meetings a. Peter Watkins & Mark Stockton b. Monika Wielers c. Gron Jones 3. Individual Subcommittee Meetings. Z

  3. Minerva W m Introductional Booklet for Teachers Subcommittee members: Tom Lambert, Francesco Mezzanotte, & Vera Zimanyine Horvath n

  4. I. Particles A. Standard model of fundamental particles B. Decays II. Atlas A. Part of LHC B. Structure of detector C. Identfying particles W

  5. III. Minerva/Atlantis A. How to access the program B. Snapshots of the five examples C. How to read diagrams Teachers Manual.pdf W

  6. 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. SubcommitteeOn Student Activities W m Committee members: Maria Shamoun, Rosana Marques, & Logan Chalfant n

  7. I. Theoretical introduction and practical exercises A. Conservation of momentum Measurement of particle momentum exercise.docx B. Invariant mass Measurement of invariant mass.docx W

  8. II. Particle Basics • A. Introduction to Particle Physics • B. How to interpret the tracks • C. Exercises • Particle number, track height and width, particle type, etc W

  9. III. Indirect Observation A. 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. m

  10. IV. Momentum Conservation A. 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 ?) • Apply this to collision and decay momentums. C. What do inconsistencies imply? Z

  11. V. Data analysis • Current method: Given worksheet, hand calculations • Proposed method: Create Excel file Z

  12. Comparison SubcommitteeMINERVA VS. HYPATIA W m Subcommitte members: Ingrid Loncq De Jong-Versluijs, Dimitris Roubos n

  13. 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. Z

  14. 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 II. VERSIONS W

  15. A. On HYPATIA ‘s website we found the following: 1. prerequisiteknowledgeof physics 2. Links to download the program B. On MINERVA’s website we found the following: 1. prerequisite knowledgeof physics 2. Links to download the program III. Web site Z

  16. IV. User interface • The user interface of both programsinitially struck as complicated. However, the more we used it, the more potential we discovered. Z

  17. 4 windows 2 windows

  18. Canvas windows MINERVA HYPATIA Track on electromagnetic calorimeter WE CAN’T FIND 3D HISTROGRAMS ON HYPATIA SECOND difference FIRST difference

  19. Track momenta window

  20. 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.

  21. MINERVA Worksheets with instructions Power point presentation with additionalhelpful instructions HYPATIA Instructions andclassifiedgroup events perparticle kind on the internet site Exercises Educational material

  22. Help • Help in both applications is thorough – detailed but it could be enriched with more examples – illustrations. W

  23. 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.

  24. 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

  25. We would like to thank the followingpeople: Peter Watkins Mark Stockton Monika Wielers Mick Storr Gron Jones m

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