Submitted by kcecire
on Monday, October 8, 2012 - 10:48
Development and utilities for the QuarkNet LHC fellows.
Foundational Question: What is the Standard Model?
Describe the Standard Model in brief, simple terms.
Supplementary Activity: Describe the Standard Model through graphs.
Make plots of
A. Masses of fundamental particles as a function of year of discovery.
B. Masses of fundamental particles as a function of their lifetimes.
- Describe the difference between a lepton collider (like LEP) and a hadron collider (like the LHC).
- Describe how particles are accelerated in an accelerator.
- Describe the design of a particle detector (like DELPHI or CMS) in a collider experiment.
Resources from CERN:
- Accelerator Complex
- How a detector works
- Large Electron Positron collider
- Large Hadron Collider
- CMS detector animation
- Geometry of a Collider Detector
- LHC - How it works (video)
- Particle decays in DELPHI (screencast)
Hoiw to Report
Each group has a public Google slides presentation:
Dave's CIMA Notes:
check on "timing out;" turn that off!
Presume tablet usable
On results spreadsheet, move summary results to top
Administrator option to show "grand totals," preferably with option to remove group from totals.... Maybe implement as a checklist of which groups to include in grand totals. Or maybe some way to switch on/off uploads or "cleanup"
Distinguish (color?) mu & e on histograms
Histogram for each student pair?
Possible supplemental graphs?
Discourage ATLAS automatically making histogram. But might make it clearer what needs to done to make histogram AND that it needs to be done.
Additional CIMA Notes:
LIGO—what levels are needed to have scaffolding—
Level 0—what is a histogram, identifying a peak, how do you make that measurement -dice
Level 1 –
Getting to science as inquiry, signal to noise, period motion
Currently Missing-- we need a tidy signal to noise activity. Create a lab—
percent difference HERE scaling on a graph
scaffolding for novice teachers—authentic science inquiry
Level 2 – examining the signals that have been historically created for Higgs and whether it is significant, Bin Size, Here sigma or the significance of the outlying data
Level 3 is the e-Lab getting back to supporting the facts.
It is time to update the data that is available in LIGO e-Lab to reflect the collision data between the two black holes detected in 2016
An advanced approach will be to use data with master class, CMS, to include noise vs. less noise
And this approach within Ligo that can be used more globally across other e-Labs, looking at data from other e-Labs to support this same enduring understanding
1. What other supports can we provide to less-experienced teacher?
Next level for teachers—teachers modeling and engaging with authentic science for students.
We can produce an activity that grounds teachers and introduces students to authentic science practices.
Science as a way of doing things to learn things—frames of reference? Period of a pendulum?
Birds eye view, what is the motion? Motion on a
Motion of peak to peak, different frames of reference can you merge your signal with other’s signal to get something that is real?
Supports to novice teachers is the process of getting the factors that do impact the period
And the signal to noise stuff is showing the data that mass is not a signal, length is
2. Are there things that we can expand out sideways that we can address?
Interferometry, interference, phase relationships
Totem master class—level 2 as well
Level 4 activity?—programming?
LIGO group #1
Level 0— dice histogram - signal
Level 1 -- period of the pendulum inquiry
Scaffolded for novice science teacher for authentic way to learn science
Percent difference as signal to noise strand next step
Introduction to periodic motion, waves, phase, etc.
Level 2 – Does NOT currently exist—analyzing historical particle discoveries
Getting more advanced with signal to noise, sigma or other statistical analysis
Level 3 – Ligo e-Lab
Would LOVE to have the e-Lab now include the black hole collision data
Level 4 -- Programing as a way to access the data?
Discussed expanding and improving masterclasses.
brainstorming on coding possiblilities for level 4 LHC actitivies
Poked around (found bugs) in CMS e-Lab. Brainstorming organizing of using the new interface in workshops and explorations.
and the rest of the agenda
30 hrs in a day
still working on the specs.....but did video conference with Tom McCauley and Joel Griffith on CIMA, ISpy, CMS elab and data sets....talked about Adam's Level 4 activity with IT team
Still need to do lots of stuff with neutrinos
Ligo----discussed topics for the data strand....specific ideas for specific ideas activities to be worked on ..in future
Started coverage plans for summer work
did not look at templeates for workshops
need to do
Templetate update for CMS elab
Complete Ligo activities
Topic: Neutrino Masterclass
In their breakout sessions, the LHC fellows will:
- Create design specifications for enhanced version of CIMA and iSpy for the CMS masterclass.
- Create speciofications for a neutrino data strand and a neutrino masterclass.
- Create specifications for a LIGO data strand.
- Make a plan to increase the number of International Masterclasses in the U.S., especially ATLAS.
- Plan coverage of Data and e-Lab workshops for which the group is responsible.
- Update workshop plans and templates, with special emphasis on the CMS e-Lab. - temp URL https://i2u2-dev.crc.nd.edu/elab/cms/
- Start on Level 4 for CMS.
Participating teachers will be able to:
Apply classical physics principles to reduce or explain the observations in data investigations
Identify and describe ways that data are organized for determining any patterns that may exist in the data.
Create, organize and interpret data plots; make claims based on evidence and provide explanations; identify data limitations.
Develop a plan for taking students from their current level of data use to subsequent levels using activities and/or ideas from the workshop.
Participating teaches will be able to:
- Identify particles colliding and emerging from collisions at the LHC from CMS data.
- Interpret the physical meaning of plots created from CMS data in light of conservation rules (energy, momentum, charge).
- Ask and answer questions about the physics of high energy collisions using CMS data.
Participating teachers will be able to:
- Plot and interpret data recorded by LIGO seismic instruments; address limitations in the data.
- Make claims based on evidence from LIGO data and provide reasoning.
- Describe the connections between LIGO seismic data and classical physics wave concepts.
- Explain the importance of LIGO seismic data in a gravitiational wave search.
- Develop a plan to implement material from the workshop in an educational setting.