The following topics may appear in the discussion of the results:
Most important is (2), the discussion of the physics outcome.

1.) discuss statistical uncertainty, e.g.
- observe how statistical uncertainty of measurement
  gradually improves when more data are added
  (rather use "uncertainty" than "error" in order not to confuse students)
- discuss the meaning of range of stat. uncertainty 
  ("standard deviation"  or "sigma")
  68% to have measurement w/in 1 s.d. of true value
  95% to have measurement 1/in 2 s.d. of true value
  --> students shouldnt worry if they are e.g. 1.5 s.d. from theory !

2) discuss physics outcome: 
-- what do we learn from comparing BR(ee),BR(mumu),BR(tautau)? 
  answer: they are identical within errors 
  conclusion: these particles have the same properties, they are all "charged leptons" 
-- what would we expect for BR(hadrons) if quarks would also have the same properties? 
  answer: 5 times as much (because there are 5 accessible quark flavors) 
-- what additional factors we could get? 
    answer: a factor of 3 since quarks come with 3 different strong charges, called colors. 
-- why do we then not observe BR(had)/BR(lep)=3*5=15 but rather something like 20? 
   answer: because quarks are different from leptons

3) discuss features of having looked at *real* data:
-- most events clearly identifyable as ee,mumu, tautau or qq, BUT:
-- few events ambiguous (e.g. tautau.vs.qq: evt 309 in Ident partilces  or  tautau.vs.ee) 
  ==> student question: what is the right answer?
  ==> scientists answer: we do not know, and we'll never know.
                         It's real data, no simulation
                         Only "odds" can be determined.