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As far as I understand the Higgs field gives mass to particles like electrons. However Energy within the sea of gluons and quarks creates most of the mass in a proton.

It appears that mass is coming from different sources. It's bothering me that this property does not have a common source. Am I wrong to think that there should be some kind of connection that links mass to everything? Or is mass a compound property that emerges rather than a fundamental?

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How is cryogenics done at CERN?!

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Can we have some group discussions during concept map time? To discuss how we can link these concepts into our curriculums and what they key points we want our students to know are.

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There are beams of particles directed to other detectors. For example, antiprotons go to the antimatter factory. However, these particles are produced in collisions and “die” at those points. How do you capture an antiproton or a dozen of them and steer them to another location?

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There are beams of particles directed to other detectors. For example, antiprotons go to the antimatter factory. However, these particles are produced in collisions and “die” at those points. How do you capture an antiproton or a dozen of them and steer them to another location?

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How much of the programs/codes developed at CERN is used outside of CERN? Are there some specific examples?

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In one of the lectures, there was mention of measuring the "level of entanglement". I thought entanglement was something that either happens or does not happen. What do we mean by "measuring the level" in this context?

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In what ways does Vern answer the question: "What responsibilities do scientists and engineers bear for the inventions they create? More specifically, to what extent are they responsible for the uses, applications , and dissemination of their inventions?

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How does CERN consider/answer the question: "What responsibilities do scientists and engineers bear for the inventions they create? More specifically, to what extent are they responsible for the uses, applications , and dissemination of their inventions? "

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Are we going to have a session on how to access data and utilize it?

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Is it Possible to have a virtual session about possible school level research by a CERN scientist for my school?

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Could we get some kind of summary of the main differences and similarities between detectors? Despite all the explanations received, some differences still seem a bit unclear. For example, both CMS and ATLAS seem to have similar functions, and be used for similar goals. What distinguishes them?

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A part from Medical, what are some other applications/uses of particle physics in our every day life?

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For students interested in particle physics and experimental physics. What skills and knowledge do you think they should leave school with?

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Are there scientist profiles/ posters that we can use in our teaching and classrooms to show students the variety of roles at CERN and the routes (especially wiggly routes) people have taken into their roles. There's lots of research that says students need to see the careers avaliable in Physics to encourage them to study it beyond compulsary school level.

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Many of the topics covered in our lectures and visits are way beyond the curriculum (although this varies by country). Do you have any particular advice for what we should prioritise got sharing with our students?

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What new opportunities and concrete benefits become available to secondary school students and teachers when their country becomes an Associate Member State of CERN?

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How could detector design for the FCC be different from today's ATLAS and CMS detectors?
What new detector technologies will be essential for the FCC?

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How can we effectively teach data analysis skills to learners to help them develop scientific ways of thinking and working?

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So far we are going deeper into the formation of atoms. Now, what can we do to resolve the problem of potable water scarcity of our Mother Nature!! Can we create it!!