didactical and technical concept for future lhc masterclasses on eppog meeting october 30 th 2009 n.
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  1. Didactical and technical concept for future LHC Masterclasses on EPPOG meeting October 30th 2009 By Konrad Jende

  2. Introduction Objectives: Inform about my work Give an understanding of didactical considerations and constraints 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 31st 2009

  3. contents Introduction Event Display and User Interface Concept of Masterclasses-Day Day Structure & Evaluation Summary and outlook Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

  4. Event Display and User Interface ATLANTIS event display as in MINERVA

  5. Event Display and User Interface 9 ATLANTIS event display as in HYPATIA (simplified 2.3)

  6. Event Display and User Interface AMELIA event display (Joao Antunes Pequenao)

  7. Event Display and User Interface GLOBE event display

  8. 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

  9. 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 31st 2009

  10. 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 • must be developed until June 2010 Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

  11. 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: Review on Masterclasses – LEP Point out the didactic concept and ways of understanding fundamental physics in LEP - Masterclasses Develop a comparable concept to LEP - Masterclasses

  12. Concept of Masterclasses-Day Identifying Particles Hands on CERN A Keyhole to the Birth of Time HYPATIA

  13. 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

  15. Concept of Masterclasses-Day Insights I Event display and User’s interface • Fundamental insight just by counting charges! • Proton has more u-quarks than d-quarks

  16. 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 dowe 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)

  18. 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!!!

  19. Day Structure & Evaluation Typical agenda + unusual workflow - Too many lectures = boring challenge !!! Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

  20. Day structure & Evaluation • Suggestion: • Introduction • 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) • First lecture • First exercise • Second lecture • (Second) PC Exercises in large groups • Discussion session at University • Videoconference Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

  21. 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

  22. 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

  23. 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

  24. Summary and outlook most important didactic challenge: problem-oriented task with an easily understandable but important result Use an event display that fulfils important didactic criteria for getting data to students Develop a whole concept

  25. Summary and outlook • Upcoming tasks: • Didactic design of MC-exercises • Developing of user’s interface and embedding of event display • Developing a questionnaire for evaluation (pre, after, delayed, very delayed) • Changing of day structure • Realisation, organisation and translation of concept (from June 2010) • Implementation of MC and evaluation (during 2011) • Implementation of changes arising through evaluation and LHC-discoveries

  26. Summary and outlook Students want to add something Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009

  27. Summary and outlook Thank you very much for your attention! Konrad Jende (TU Dresden), EPPOG meeting October 31st 2009