Book Reviews

Book Review

Hilfen für die Unterrichtsplanung

Leitfragen für die Planung und Gestaltung des Unterrichts

DigitUS 1. Klausurtag | DigitUS Begleitmaterial. Handreichung für Lehrkräfte

Diese Handreichung für Lehrkräfte enthält Information zur Organisation der Lerngemeinschaften und zum Projekt DigitUS. Darüber hinaus werden die Struktur und die Inhalte des ersten Klausurtages aufgeführt

Open and Hidden Charm Production in 920 GeV Proton-Nucleus Collisions

The HERA-B collaboration has studied the production of charmonium and open charm states in collisions of 920 GeV protons with wire targets of different materials. The acceptance of the HERA-B spectrometer covers negative values of xF up to xF=-0.3 and a broad range in transverse momentum from 0.0 to 4.8 GeV/c. The studies presented in this paper include J/psi differential distributions and the suppression of J/psi production in nuclear media. Furthermore, production cross sections and cross section ratios for open charm mesons are discussed.Comment: 5 pages, 9 figures, to be published in the proceedings of the 6th International Conference on Hyperons, Charm & Beauty Hadrons (BEACH04), Chicago, IL, June 27 - July 3, 200

Search for the Flavor-Changing Neutral Current Decay D0→μ+μ−D^0 \to \mu^+\mu^- with the HERA-B Detector

We report on a search for the flavor-changing neutral current decay $D^0 \to \mu^+\mu^-$ using $50 \times 10^6$ events recorded with a dimuon trigger in interactions of 920 GeV protons with nuclei by the HERA-B experiment. We find no evidence for such decays and set a 90% confidence level upper limit on the branching fraction $Br(D^0 \to \mu^+\mu^-) <2.0 \times 10^{-6}$.Comment: 17 pages, 4 figures (of which 1 double), paper to be submitted to Physics Letters

Measurement of the J/Psi Production Cross Section in 920 GeV/c Fixed-Target Proton-Nucleus Interactions

The mid-rapidity (dsigma_(pN)/dy at y=0) and total sigma_(pN) production cross sections of J/Psi mesons are measured in proton-nucleus interactions. Data collected by the HERA-B experiment in interactions of 920 GeV/c protons with carbon, titanium and tungsten targets are used for this analysis. The J/Psi mesons are reconstructed by their decay into lepton pairs. The total production cross section obtained is sigma_(pN)(J/Psi) = 663 +- 74 +- 46 nb/nucleon. In addition, our result is compared with previous measurements

Inclusive V0V^0 Production Cross Sections from 920 GeV Fixed Target Proton-Nucleus Collisions

Inclusive differential cross sections $d\sigma_{pA}/dx_F$ and $d\sigma_{pA}/dp_t^2$ for the production of \kzeros, \lambdazero, and \antilambda particles are measured at HERA in proton-induced reactions on C, Al, Ti, and W targets. The incident beam energy is 920 GeV, corresponding to $\sqrt {s} = 41.6$ GeV in the proton-nucleon system. The ratios of differential cross sections \rklpa and \rllpa are measured to be $6.2\pm 0.5$ and $0.66\pm 0.07$, respectively, for \xf $\approx-0.06$. No significant dependence upon the target material is observed. Within errors, the slopes of the transverse momentum distributions $d\sigma_{pA}/dp_t^2$ also show no significant dependence upon the target material. The dependence of the extrapolated total cross sections $\sigma_{pA}$ on the atomic mass $A$ of the target material is discussed, and the deduced cross sections per nucleon $\sigma_{pN}$ are compared with results obtained at other energies.Comment: 17 pages, 7 figures, 5 table

Facilitation of Digital Change of Teaching in School by Professional Learning Communities: Use of Multiplicators to Establish Learning Communities

Zahlreiche Studien zeigen, dass die wirkungsvolle Implementierung von Innovationen davon profitiert und sich positive Effekte auf die Schüler:innen nachweisen lassen, wenn Lehrpersonen kooperieren. In vielen Fällen einer solchen Zusammenarbeit handelt es sich um professionelle Lerngemeinschaften, typischerweise bestehend aus Lehrpersonen, Schulleitung, Schulverwaltung und Wissenschaft. Unter einer Professionellen Lerngemeinschaft (PLG) wird eine «Gemeinschaft fortlaufender Forschung und Verbesserung» verstanden, in der alle Gruppenmitglieder sowohl miteinander als auch voneinander lernen. Eine offene Frage in der Forschung zu Professionellen Lerngemeinschaften ist, inwieweit anstelle einer intensiven Kooperation mit Vertreter:innen aus der Wissenschaft geschulte Multiplikator:innen die Inhalte aus der Wissenschaft einbringen und die Arbeit in den Lerngemeinschaften fördern können. Dieser Fragestellung wird im Rahmen dieser Pilotstudie nachgegangen. Zu diesem Zweck wurden an drei bayerischen Schulen (zwei Mittelschulen, eine Realschule) professionelle Lerngemeinschaften zur Digitalisierung des MINT-Unterrichts in der Schule im Schuljahr 2020/2021 gegründet. Die Befunde der durchgeführten Interviewstudie deuten darauf hin, dass die wissenschaftliche Unterstützung von Lerngemeinschaften zur Digitalisierung von Unterricht in der Schule mit Ausnahme der evidenzbasierten Arbeit an Unterrichtskonzepten erfolgreich mithilfe von Multiplikator:innen umgesetzt werden kann. Für die fachspezifische Unterstützung sollten jedoch zusätzliche Lehrpersonen (z. B. die Fachleitungen) geschult werden, um die fachbezogene Arbeit an den Unterrichtskonzepten zu unterstützen.Numerous studies provide evidence that successful implementation of innovation as well as learning of students benefit from teacher collaboration. Such collaboration often takes place as part of so-called Professional Learning Communities (PLC). PLCs are communities of learners that continuously do research with the goal of further improvement at three levels: individual, community, and institution. All members of PLC learn from and with each other through collaborative work to reach a joint goal. An open issue in research on PLC is, however, to what extent an intensive collaboration with Science can be compensated by facilitation through specifically trained multiplicators. To what extent can multiplicators place the scientific content and facilitate the collaboration within a PLC? To answer these research questions, PLCs on digitalization of teaching STEM in school were founded in 2020/2021 at three Bavarian secondary schools (two Mittelschulen, one Realschule). The results of the conducted interview study suggest, that multiplicators can successfully establish PLCs. However, not all functions of scientific PLC members can be equally compensated. To fulfill the needs of the PLC, additional multiplicators with focus on STEM didactics (e. g., heads of STEM subjects from the schools themselves) may be trained to support the subject-related work on material for teaching with digital media