1. EUs: Data are collected using careful measurement and/or observation. Data are organized into charts, tables, and/or plots for data analysis; so doing makes for easier recognition of patterns in the data. Data and its interpretation provide evidence for any claims about experimental results. Reasoning supports evidence-based claims; it is necessary to describe the reasoning used to reach an evidence-based claim. Objectives: 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 understanding data use to subsequent levels using activities and/or ideas from the workshop. Objectives must be: -- behavioral -- measureable

2. Enduring Understanding: major doors on 'T' & 'S' sides <-- where they are; what they do -- Overview of QN and stats -- CRMD * components: what they do (not so much how they work) * on air * collect data * upload -- Registration * chg password * create 'S' group * add DAQ# -- Analysis * upload * data search * PERF: good vs bad <-- compare contrast * FLUX * save/search/rerun plot -- data quality * bless plots: good vs bad * plateau -- poster/investigation * rerun plots * critique -- logbook -- HelpDesk & FAQs

3. Cosmic Ray e-Lab Bob Peterson Fermi National Accelerator Lab

4. Teaching and Learning with Cosmic Rays Agenda Workshop Objectives QuarkNet Overview Teaching and Learning with Cosmic Rays QuarkNet Cosmic Ray e-Lab and Detector Assemble CRMD hardware and take data. Cosmic Ray e-Lab Exploration Upload and analyze data.

5. Teaching and Learning with Cosmic Rays Workshop Objectives: Assemble CRMD: plateau, geometry, data-take. Review new “data blessing” tools Record progress: LogBook. Design e-Lab investigation: data, tools, plots. Write poster, present results.

6. Teaching and Learning with Cosmic Rays Whata we doin’?  Bein’ kids!  Experience the CR e-Lab from a students vantage  Inquiry-based learning

7. Teaching and Learning with Cosmic Rays

8. Teaching and Learning with Cosmic Rays Active QuarkNet Centers http://physicsweb.phy.uic.edu/quarknet/mapUS_international.html http://physicsweb.phy.uic.edu/quarknet/mapUS_international.html http://quarknet.fnal.gov

9. Teaching and Learning with Cosmic Rays Paradigm: a good way to learn science?  Participate in data-based science.  Ask cosmic ray questions.  Marshal a research plan.  Engage hardware and technology.  Analyze realistic, not simulated data.  Share results with collaboration.

10. Teaching and Learning with Cosmic Rays

11. "To the Pupil: Read nature in the language of experiment; that is, put your questions, when possible, to nature rather than to persons. Teachers and books may guide you as to the best methods of procedure, but your own hands, eyes, and intellect must acquire the knowledge directly from nature, if you would really know.” from "Introduction to Physical Science" by A.P. Gage, 1893 Teaching and Learning with Cosmic Rays

12. Alignment with National Science Education Standards Content Standards A: Science as Inquiry B: Physical Science C: History and Nature of Science NGSS -- more later Teaching and Learning with Cosmic Rays

13. Teaching and Learning with Cosmic Rays Cosmic Ray e-Lab Stats: Apr 2015 1231 teachers accounts 2894 student research groups 772 DAQs worldwide 450 detectors in high schools 66958 data files 1465 posters

14. Teaching and Learning with Cosmic Rays QuarkNet creates a collaboration of users: Teachers  Students Teachers  Mentor Scientists Detector Schools  Non-Detector Schools World-wide Network: Students  Students

15. Sources of Cosmic Rays –Supernova remnants –Active galaxies (?) –Quasars (?) –Gamma Ray Bursters (?) –Dark Energy (?) Teaching and Learning with Cosmic Rays

16. Cosmic Rays at Earth –Primaries (protons, nuclei) –Secondaries (pions) –Decay products (muons, photons, electrons) 1-2  per second Teaching and Learning with Cosmic Rays

17. Teaching and Learning with Cosmic Rays RunRun: CR shower video if fast connection http://astro.uchicago.edu/cosmus/projects/aires/protonshoweroverchicago.mpeg

18. Cosmic Rays –Sources –Composition, energy spectrum –Detection –Current experiments The QuarkNet Classroom Detector –Hardware overview –Classroom use –Experiments, measurements Data Analysis –Upload, analyze data & save data products. –Share results. –Enter logbook notes. Teaching and Learning with Cosmic Rays

19. Teaching and Learning with Cosmic Rays Wealth of open, cool science questions Weather, lightning, biology, climate, data bits, solar storms, … CR e-Lab  not prescriptive, not recipes Provides resources and analysis tools Trusts the teacher to guide research

20. BIG science- Students use similar techniques and equipment Auger  Argentina http://www.auger.org MINOS Far Detector  Soudan Mine, Minnesota http://farweb.minos-soudan.org/events/ CMS  LHC, CERN, Switzerland http://cms.cern.ch/ Atlas  LHC, CERN, Switzerland http://atlas.ch/ IceCube  South Pole http://icecube.wisc.edu/  QuarkNet Cosmic Ray e-Lab Studies: Direct analog to detector-based particle physics Teaching and Learning with Cosmic Rays

21. Teachers & students: –Assemble. –Calibrate. –Set-up and run. Teaching and Learning with Cosmic Rays

22. Teaching and Learning with Cosmic Rays Questions??? Break?? 

23. Overview: Cosmic Ray Muon Detector Bob Peterson Fermi National Accelerator Lab Teaching and Learning with Cosmic Rays

24. Teaching and Learning with Cosmic Rays CRMD Expectation:  Not “plug & play”  Assembling and thinking required Direct analogue of the big Tevatron & LHC detectors CDF ATLAS CMS QuarkNet Note: Images are not to scale

25. Teaching and Learning with Cosmic Rays Typical QuarkNet Detector Setup 1. Counters-scintillators, photomultiplier tubes (two shown) 2. QuarkNet DAQ board 3. 5 VDC adapter 4. GPS receiver 5. GPS extension cable 6. Computer (PC preferred) 7. USB adapter or cable 8. Lemo or BNC signal cables 9. Daisy-chained power cables The QuarkNet Cosmic Ray Muon Detector (CRMD) 6

26. DAQ hardware measures: –Light pulse timing. –Ambient temperature. –Atmospheric pressure. Experiments include: –Flux studies. –Time correlation. –Shielding. –Particle speed. –Particle lifetime. –Altitude attenuation. Teaching and Learning with Cosmic Rays

27. Teaching and Learning with Cosmic Rays

28. Teaching and Learning with Cosmic Rays Types of Counter Configuration: 1) Array  shower Counters distributed 2) Stacked  flux Counters spaced on common center Determined by type of study Student defined

29. Teaching and Learning with Cosmic Rays NEXT SESSION: Break out into small teams.  Assemble cosmic ray muon detectors. 4 counters: one team for each counter Computer  DAQ: one team Geometry  GPS: one team Tomorrow: Cosmic Ray e-Lab and UPLOAD data

30. Teaching and Learning with Cosmic Rays QuarkNet Cosmic Ray e-Lab Teacher Accounts E-mail the following: Name: Account Name: School: City/State: E-mail: To: Bob Peterson  rspete@fnal.gov

31. Teaching and Learning with Cosmic Rays EQUIP java DAQ interface ……finally……. Hyperterm: RIP Long live EQUIP www.i2u2.org/elab/cosmic/data/equip.jsp

32. Teaching and Learning with Cosmic Rays Explore tonight. Cosmic Ray e-Lab portal: http://www.i2u2.org/elab/cosmic

33. Teaching and Learning with Cosmic Rays Explore tonight. Cosmic Ray e-Lab portal: http://www.i2u2.org/elab/cosmic

34. Teaching and Learning with Cosmic Rays

35. Teaching and Learning with Cosmic Rays Administrivia https://quarknet.i2u2.org/ —> Login Either “Login” or “Create new account” or “Create new password”. Once, you are in, on the right, go to “Edit my account” — update “Account” — update “Detector Information”; one DAQ# — update “Personal Information” — update “School Information” This is _how_ you get QN money sent to you.

36. Cosmic Ray e-Lab Exploration Bob Peterson Fermi National Accelerator Lab Teaching and Learning with Cosmic Rays

37. DAQ hardware measures: –Light pulse timing. –Ambient temperature. –Atmospheric pressure. Experiments include: –Flux studies. –Time correlation. –Shielding. –Particle speed. –Particle lifetime. –Altitude attenuation. Teaching and Learning with the Cosmic Ray e-Lab

38. 02F17C70 AE 3E 23 30 00 01 00 01 01BAB196 053657.359 260105 A 10 0 +0365 19262F0A 80 01 00 01 00 01 3B 01 1814BD14 053706.358 260105 A 10 0 +0365 19262F0B 28 01 00 01 00 01 01 2A 1814BD14 053706.358 260105 A 10 0 +0365 19262F0C 01 21 00 01 00 01 00 01 1814BD14 053706.358 260105 A 10 0 +0365 23246B23 A5 34 00 01 00 01 2E 3A 2203DEA2 053710.358 260105 A 10 0 +0366... Raw Data Teaching and Learning with the Cosmic Ray e-Lab 24533966341848883424871634184888342607112.00

39. There has to be an easier way...  Cosmic Ray e-Lab Lower the threshold to analyzing real data. Teaching and Learning with the Cosmic Ray e-Lab

40. There are new e-Labs at your disposal... LIGO CMS Other science with large data sets... SDSS? Mars Rover? weather? ocean? Investigate further?  www.i2u2.org e-Labs

41. Major Strengths of e-Labs First time: teachers and students Large cluster of computer servers at Argonne National Lab e-Labs: same structure & format, “look/feel” e-Labs

42. Teaching and Learning with the Cosmic Ray e-Lab http://www.i2u2.org/elab/cosmic

43. Teaching and Learning with the Cosmic Ray e-Lab http://www.i2u2.org/elab/cosmic Login Username: Password:

44. Teaching and Learning with the Cosmic Ray e-Lab

45. Teaching and Learning with the Cosmic Ray e-Lab Go to: REGISTRATION 1st: Change password.  Update your previously created groups. !! min 6 characters : max 10 characters !! !! alpha/numeric !! !! no spaces !! 2nd: Create student group.  Register student research groups. Select “pencil”: yes pre/post test 3rd: Add DAQ #.  Update detector IDs for your group.

46. Teaching and Learning with Cosmic Rays Debrief: Summarize in LogBook

47. Teaching and Learning with the Cosmic Ray e-Lab

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49. Teaching and Learning with the Cosmic Ray e-Lab Quick Links

50. Teaching and Learning with the Cosmic Ray e-Lab

51. Teaching and Learning with the Cosmic Ray e-Lab Students can tour the site.

52. Teaching and Learning with the Cosmic Ray e-Lab

53. Teaching and Learning with the Cosmic Ray e-Lab

54. Teaching and Learning with the Cosmic Ray e-Lab Pause: Live action demo  UPLOAD data: Follow me.  data BLESSING: tutorial  GEOMETRY: tutorial.

55. Teaching and Learning with the Cosmic Ray e-Lab

57. Teaching and Learning with the Cosmic Ray e-Lab More live action  Examples Data Search Shower Analysis Flux Analysis

58. Data Blessing –

59. Teaching and Learning with the Cosmic Ray e-Lab

60. Teaching and Learning with the Cosmic Ray e-Lab Reproduce analysis:  Click on plot.  Run study again.  Change parameters.

61. Teaching and Learning with the Cosmic Ray e-Lab

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63. Teaching and Learning with the Cosmic Ray e-Lab

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66. Teaching and Learning with the Cosmic Ray e-Lab

67. Teaching and Learning with Cosmic Rays Debrief: Summarize in LogBook

68. Teaching and Learning with the Cosmic Ray e-Lab

69. Teaching and Learning with the Cosmic Ray e-Lab Follow upper right: 

70. Teaching and Learning with the Cosmic Ray e-Lab Part A: CR e-Lab Investigation  Student Task -- Data Analysis a) Pose a simple CR research question. b) Select small CR data set. c) Run CR analysis. d) Save PERF and analysis and blessing plots. e) Write CR e-Lab poster about study with plot; include PERF and analysis and blessing plot. Judge your constraints: time and $$$.

71. Teaching and Learning with the Cosmic Ray e-Lab Part B: CR e-Lab Investigation  Teacher Task – Capture Part A: activity Description Standards Learning Objectives Prior knowledge Background material Implementation Assessment http://ed.fnal.gov/data/phy_sci/rolling/activity.pdf

72. Teaching and Learning with Cosmic Rays Debrief: Summarize in LogBook

73. Teaching and Learning with Cosmic Rays

74. Teaching and Learning with the Cosmic Ray e-Lab Next Gen Science Standards 5 Misconceptions about Inquiry-Based Learning: 1. Inquiry-Based learning is the application of the "Scientific Method." 2. Inquiry-based instruction requires that students generate and pursue their own questions. 3. Inquiry-based instruction can take place without attention to science concepts. 4. All science should be taught through inquiry-based instruction. 5. Inquiry-based instruction can be easily implemented through the use of hands-on activities and educational kits.

75. Teaching and Learning with the Cosmic Ray e-Lab CRMD/e-Lab Workshop Deliverables Cosmic Ray e-Lab Investigation  Student Task: POSTER  Teacher Task: ACTIVITY ADMINISTRIVIA (oh goodie) Update QN Profile: https://quarknet.i2u2.org/https://quarknet.i2u2.org/ include only ONE DAQ# Workshop Evaluation --> Participants: https://www.surveymonkey.com/s/KCFFXPK Workshop Report --> Fellow: https://www.surveymonkey.com/s/ZTFRMQR CRMDs  Center placement list and rotation plan

76. Teaching and Learning with Cosmic Rays Debrief: Summarize in LogBook

77. Teaching and Learning with the Cosmic Ray e-Lab Workshop Review  How’d we do? Assemble CRMD: plateau, geometry, data-take. Record progress: LogBook. Design investigation: search data, use analysis. Write poster, present results. Capture classroom activity

79. Teaching and Learning with the Cosmic Ray e-Lab