The Minerva Masterclass Review Reviewers: Eleftherios Ampatzidis, Logan Chalfant, Tom Lambert, Ingrid Loncq De Jong- Versluijs, Rosana Marques, Francesco Mezzanotte, Makoto Noda, Dimitris Roubos, Maria Shamoun, Tony Thyer, & Vera Zimanyine Horvath

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.

M INERVA Introductional Booklet for Teachers Subcommittee members: Tom Lambert, Francesco Mezzanotte, & Vera Zimanyine Horvath

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

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

S UBCOMMITTEE O N S TUDENT A CTIVITIES Committee members : Maria Shamoun, Rosana Marques, & Logan Chalfant 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.

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

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

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.

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 ?) B. Apply this to collision and decay momentums. C. What do inconsistencies imply?

V. Data analysis A. Current method: Given worksheet, hand calculations B. Proposed method: Create Excel file

C OMPARISON S UBCOMMITTEE MINERVA VS. HYPATIA Subcommitte members: Ingrid Loncq De Jong-Versluijs, Dimitris Roubos

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.

II. VERSIONS A. HYPATIA 1. v sv-v2.3 (simplified version) 3. Demo v MDE v2.3 B. MINERVA 1. 4 versions with different number of events

III. W EB SITE A. On HYPATIA ‘s website we found the following: 1. prerequisite knowledge of physics 2. Links to download the program B. On MINERVA’s website we found the following: 1. prerequisite knowledge of physics 2. Links to download the program

IV. U SER INTERFACE A. The user interface of both programs initially struck as complicated. However, the more we used it, the more potential we discovered.

2 windows 4 windows

C ANVAS WINDOWS FIRST difference WE CAN’T FIND 3D HISTROGRAMS ON HYPATIA SECOND difference Track on electromagnetic calorimeter

T RACK MOMENTA WINDOW

I NVARIANT 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.

E DUCATIONAL MATERIAL MINERVA Worksheets with instructions Power point presentation with additional helpful instructions HYPATIA Instructions and classified group events per particle kind on the internet site Exercises

H ELP Help in both applications is thorough – detailed but it could be enriched with more examples – illustrations.

C ONCLUSIONS 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.

C ONCLUSIONS 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.

W E WOULD LIKE TO THANK THE FOLLOWING PEOPLE : Peter Watkins Mark Stockton Monika Wielers Mick Storr Gron Jones