CMS WZH-path measurement 2026

This page is to help to guide mentors and teachers in planning the masterclass with the CMS WZH-path measurement..

Need more prep? Try our Instructional Screencasts!

First things: iSPy and spreadsheets

Each computer should have robust internet access. Two students should work together at each computer to complete a 100 event data file.

Two students work as a team:

• Between the two students, one must have access to the event display program iSpy-webgl using an up-to-date browser.
• One student must have online access to the assigned CMS Masterclass Google Spreadsheet. Do to limitations on Google sheets, only one connection should be made for each team analyzing a data file.
• Students should have some preparation in or out of school before the masterclass day to demystify terms and introduce undersanding of particle data.

Familiarize yourself:

Please note that introduction of the new CIMA data tool means key procedures have changed. It is important for mentors to and teachers review the documentation and try it out in the CIMA Sandbox.

• CMS Masterclass screencasts
• CMS Masterclass documentation (2026 version)
• CMS Masterclass website ← needs to be updated
• Try the measurement out with iSpy-webgl and CMS Masterclass Google Sheet (use CMS-Sandbox-13Jan2026).

Share these with students when appropriate!

Students arrive

Students will likely come with their teachers in groups. Please make sure they know where to go and are greeted, Then:

• Please ask students to sign in so you can get an accurate count.
• Gateway experience: have a cloud chamber, e/m apparatus, or something similar to whet interest
• Ice-breaker activity: students in small heterogeneous groups create 1-2 good questions about particle physics, ATLAS, and/or LHC.

Students ramp up

Get students ready for their data analysis! This will take about 3 hours, though parts of it can be moved to other times of the day.

Mentor presentation, 30-60 min:

• keep it interactive - ask questions about prior experience, shows of hands, wild guesses, etc.
• give students something to touch, e.g. a wave-shifting fiber
• connect to classroom prep
• touch on standard model
• talk about your research
• template

Tour, 30-60 min:

• adds much to the day - often most popular part
• if you have an accelerator to show, great!
• if not: any interesting labs, even if not particle physics, are still great
• have enthusiastic grad students around to chat and explain

Analysis Prep (30-60 min):

• Have a teacher lead this if practical.
• Use/adapt the data analysis slides (PPT) (PDF) (Google).
• Important: go through "masterclass-samples" in iSpy-online on the projector with the students:
  • Show students how to navigate to a data file
  • Discuss how to use the tools in iSpy-online (or iSpy-dvd)
  • Discuss each event in terms of:
    • Particle tracks, missing energy, ECal deposits, etc.
    • Most likely parent particle (ask them what is what)
  • Show how to record results on sample spreadsheet.

Lunch with a Physicist (30-60 min):

• This is also very popular and a great way for students to interact and get comfortable with scientists.

Data Analysis

This is the heart of the masterclass and takes 60-90 min. There should be 2 students at each computer, cooperating to get their data measured. Mentors, tutors, and teachers should circulate to help the students analyze the events and work out any problems they have. Don't give them answers. Help them figure things out and learn to see data as scientist does. Remind them that each event is a candidate Z, W, Higgs, or something else - not a definitively identified particle.

• Instructional screencast ← needs to be updated
• iSpy-webgl event display
• Cheat sheet
• Google Sheets: See the table below. We will link CMS Masterclass Spreadsheets to the names (locations) of the institutes in for the appropriate dates; combination sheets showing results to examine in masterclasses will be in the rightmost column, where applicable.

Share your results

This takes about one hour. Both parts are important.

Discussion (30-45 min):

• Mentor leads, students interact
• Look at combined mass plots for your institute in spreadsheet.
• Help students point out peaks, bumps, significance; discuss results.
• Each institute is assigned another institute to question: look at their data as well. Students should form questions and comments.

Videoconference (30-45 min):

Connecting to videoconferences:

• For CERN-based videoconferences, see the schedule page of the IMC website.
• For Fermilab-based masterclasses, see the schedule on the Communicate Your Results page. You will find both the videoconference schedule and a breakdown of how the videoconference works.

Before you go home:

Please report your attendance numbers on our Attendance Form!

Have a great day!