965 research outputs found
The problem of positivity in 1+1 dimensions and Krein spaces
The possibility of introducing a positive metric on the states of the
massless scalar field in 1+1 dimensions by mean of Krein spaces is examined.
Two different realisations in Krein spaces for the massless scalar field are
compared. It is proved that one is a particular case of the other. The
peculiarities and advantages of both realisations are discussed.Comment: 8 pages, presented to Accadem. dei Fisioc. Sien
On Understanding Statistical Data Analysis in Higher Education
Data analysis is a powerful tool in all experimental sciences. Statistical
methods, such as sampling theory, computer technologies necessary for handling
large amounts of data, skill in analysing information contained in different
types of graphs are all competences necessary for achieving an in-depth data
analysis. In higher education, these topics are usually fragmentized in
different courses, the interdisciplinary integration can lack, some caution in
the use of these topics can missing or be misunderstood. Students are often
obliged to acquire these skills by themselves during the preparation of the
final experimental thesis. A proposal for a learning path on nuclear phenomena
is presented in order to develop these scientific competences in physics
courses. An introduction to radioactivity and nuclear phenomenology is followed
by measurements of natural radioactivity. Background and weak sources can be
monitored for long time in a physics laboratory. The data are collected and
analyzed in a computer lab in order to understand the importance of statistical
analysis in a not trivial case.Comment: 4 pages, 6 figures, presented at International Symposium on
Interdisciplinary Research, Education, and Communication: IDREC 2012 in the
Context of The 3rd International Multi-Conference on Complexity, Informatics
and Cybernetics: IMCIC 2012; March 25th - 28th, 2012 ~ Orlando, Florida, US
An inquiry-based laboratory on friction
Sliding friction is usually introduced in high school, but rarely through
activities in laboratory. A qualitative introduction to friction is presented
by proposing exploration of different kind of materials in order to suggest
which aspects can be relevant and which interaction is involved. Different
quantitative experiments are proposed for studying Leonardo's laws for
friction. The learning path was tested with two high school classes during an
instruction trip at department. Students were engaged in the inquiry-based
introductory activity and seemed to realize with care the measurements.
However, the analysis of their reports shows some learning difficulties.Comment: 7 pages, 9 figures, presented to ICPE-EPEC 2013 The International
Conference on Physics Education PRAHA, CZECH REPUBLIC August 5-9, 2013, to
appear in the ICPE-EPEC 2013 Conference Proceeding
Fostering Student Enrollment in Basic Sciences: the Case of Southern Tuscany
In recent decades it has been detected in Italy a decrease in enrollment in
basic sciences, i.e. Mathematics, Physics and Chemistry. The increase in
specific orientation is strategically crucial to achieve the goal of
maintaining and increasing the number of motivated and capable students who
enroll in these courses. With the purpose of increasing scientific vocations,
workshops were organized in high schools and teachers involved in planning and
implementation of laboratories, conferences for scientific outreach, thematic
exhibitions, guided tours of research laboratories, summer's schools for
students and courses for teachers were realized for developing a cultural
enhancement in teaching basic sciences. Particularly significant is the case of
activities organized by the Department of Physics of the University of Siena
for students and teachers in Southern Tuscany. The methods used in cultural
enhancement of teachers and activities designed to support schools with limited
laboratory facilities, together with stimulating activities for motivated
students are allowed to take root for some good practices in physics teaching
and orientation to scientific degrees. Beyond describing the main activities
for orientation to Physics, activities done in partnership with chemists,
biologists and geologists are reported, as well as an activity in which the
Departments of Mathematical Sciences and Physics are both involved in looking
for introducing new interdisciplinary methodologies to increase students'
understanding in high school of some selected topics in which both disciplines
give a contribution in the construction of important and mutually reinforcing
basic concepts.Comment: 6 pages, 8 figures, presented at International Symposium on
Interdisciplinary Research, Education, and Communication: IDREC 2012 in the
Context of The 3rd International Multi-Conference on Complexity, Informatics
and Cybernetics, March 25th - 28th, 2012, Orlando, Florida,US
Measures of radioactivity: a tool for understanding statistical data analysis
A learning path on radioactivity in the last class of high school is
presented. An introduction to radioactivity and nuclear phenomenology is
followed by measurements of natural radioactivity. Background and weak sources
are monitored for days or weeks. The data are analyzed in order to understand
the importance of statistical analysis in modern physics.Comment: 3 pages, 2 figures, Twelfth International Symposium Frontiers of
Fundamental Physics (FFP12), Udine 21-23 November 201
Seeing How Fitting Process Works
A common problem in teaching Physics in secondary school is due to the gap in
terms of difficulty between the physical concepts and the mathematical tools
which are necessary to study them quantitatively. Advanced statistical
estimators are commonly introduced only a couple of years later than some
common physical topics, such as e.g. the electronic circuit analysis. Filling
this gap with alternative methods appears to be opportune, in order to let the
students reach a full comprehension of the issue they are facing with. In this
work we use a smartphone camera and GeoGebra to propose a visual method for
understanding the physical meaning of a fitting process. The time constant of
an RC circuit is estimated by fitting the discharge curve of a capacitor
visualized on the screen of an oscilloscope.Comment: 6 pages, 3 figures, presented at the 20th edition of the Multimedia
in Physics Teaching and Learning Workshop MPTL20, September 9-11, 2015,
Munich, German
Active learning in pre-service science teacher education
We report a course on teaching in physics lab for teachers enrolled in
Formative Active Training, which actually allows to obtain the teacher
qualification in Italy. The course was designed with the purpose of showing in
practice what means active learning in physics and how effective activities can
be realized in practice. Two different type of teachers attended to the course,
a small group, with physics or mathematics degree, for teacher qualification in
secondary school of second grade (age 14-19) and a more numerous group for
qualification in secondary school of first grade (age 11-14), usually with a
different science degree such as biology, environmental sciences and so on. We
compare this training in physics lab between the two groups and with other
experiences we performed in previous years in pre-service education and
updating courses for teachers in-service.Comment: 8 pages, 5 figures, 4 tables, presented to ICPE-EPEC 2013 The
International Conference on Physics Education PRAHA, CZECH REPUBLIC August
5-9, 2013 to appear in the ICPE-EPEC 2013 Conference Proceeding
An empirical study on a learning path on wave physics focused on energy
We describe an extracurricular learning path on waves focused on energy
transfer. The advantages of introducing mechanical waves by using the Shive
wave machine and laboratory activities are presented. Laboratories are realized
by inquiry, i.e. students explore waves behavior in qualitative way, guess what
can happen and suddenly test their hypothesis. Recently, we presented some
disciplinary knots that arise usually in empirical investigation, according to
the Model of Educational Reconstruction and discussed methodological choices
made in designing the learning path and preliminary result about its
realization with few, interested and talented pupils. We report the second year
of this learning path performed with the same students that are introduced to
more complex topics such as analogy in wave phenomena and resonance.
Laboratories are described with particular attention for the energy
transformation. We designed the activities in order to propose a complementary
experience compared to what was done in class. Despite resonance is a relevant
phenomenon which runs through almost every branch of physics, many students
have never studied it. Yet, resonance is one of the most striking and
unexpected phenomenon in all physics and it easy to observe but difficult to
understand. Students performed activities in laboratory on several resonant
systems. Our purpose was to outline how it is possible to tune a system or a
device in order to obtain resonance and an efficient energy transfer from
different physical systems, such as a mechanical one and an electrical one.
This year, the final task was to analyze different natural phenomena in order
of choosing one suitable for energy transfer. We present our considerations on
the students' learning process and on the possibility of extend a similar path
in a classroom.Comment: 10 pages, 7 figures, presented to The World Conference on Physics
Education (WCPE), July 1-6, 2012, Istanbu
Promoting Multimedia in Physics Teaching Through the Flipped Classroom in Pre-Service Education
A flipped classroom was introduced in pre-service education in order to
promote MM and the quality of their use in the teaching and learning process in
laboratory. The course, Physics Lab Didactics, promoted active learning through
the direct experience of young teachers. The flipped classroom approach was
presented and discussed with the aim of clarifying the teaching process and
in-training teachers were invited to explore how to implement this methodology
in a class after their experience. Different open source or free software were
proposed (Audacity, Algodoo, GeoGebra and Tracker) with some examples of their
use in physics teaching. The discussion on their implementation as tools in
physics laboratory was postponed to the last lesson of the course. This pilot
study shows a great potentiality of the flipped classroom in pre-service
education and it indicates that the use of MM in laboratory learning process
can be improved following this approach.Comment: 8 pages, 8 figures, presented at the 20th edition of the Multimedia
in Physics Teaching and Learning Workshop MPTL20, September 9-11, 2015,
Munich, German
Seeing and interacting with the invisible: A powerful tool for the learning of science
In order to describe natural phenomena, science develops sophisticated models
that use mathematical and formal languages which seem, and often are, very far
from common experience. When a phenomenon is not accessible to our senses, its
description is indirect and understanding can be difficult for those who are
not trained to understand the consequences of formal languages used by
scientists. When one succeed to obtain a direct visualization of a phenomenon
inaccessible to senses, it is possible to get a deeper understanding since a
very effective channel of learning is involved. A wider and more profound
result in learning process can be obtained if the physical system utilized for
visualization enables direct interaction with the phenomenon. From the infrared
vision to cosmic rays, from the magnetic field to the flow of energy, many
phenomena can be suitable for building systems that allow capturing a greater
awareness of the physical world. Some examples of such systems are given for
relevant topics in physics and for mathematical tools. They were designed for a
summer school for students in the last years of high school or for deepening
laboratories addressed to talented students in secondary school, but with some
attention it is possible to adapt them to other cases like high school classes
or undergraduate students.Comment: 13 pages, 16 figures, 2 tables, presented at the 10th Conference of
the European Science Education Research Association (ESERA), 2-7 September
2013, Nicosia, Cypru
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