Research-Based Path Proposal on Optical Spectroscopy in Secondary School

Buongiorno, Daniele; Michelini, Marisa

doi:10.1007/978-3-030-52923-9_19

Cited by 3 publications

(4 citation statements)

References 15 publications

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“…Spectroscopy is one of the most widespread and important methodologies in physical investigation [24][25][26][27][28][29][30]. It is crucial in many investigations of the microscopic world both with electromagnetic waves and with particles.…”

Section: Motivationmentioning

confidence: 99%

Gamma ray detection: building a didactic proposal

Faletič

Michelini²,

Santi³

2023

Eur. J. Phys.

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A simple and economic scintillator kit in combination with a computer based oscilloscope was used to develop a learning experience, comprised of a set of activities to introduce students in an interactive way to the physics of gamma ray detection. The proposal for secondary school and university students is built by means of frequent on-the-fly formative assessment to collect difficulties of students and ways to overcome them. Internal decays of Lutetium–yttrium oxyorthosilicate (LYSO) crystals already present in the scintillator kit are used as sources of gamma rays, so no external sources were needed. In addition, the use of LYSO crystals offers a reason to discuss coincidence measurements, because of the inherent beta background present in the internal decay, which can be at least partially removed with coincidence measurements. The goal of the learning experience is to experience how gamma ray detection is actually done, discussing the physics involved, motivated by the current frontline research on the detection of gamma ray bursts.

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Section: Motivationmentioning

confidence: 99%

Gamma ray detection: building a didactic proposal

Faletič

Michelini²,

Santi³

2023

Eur. J. Phys.

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“…The combination of the two modalities provides teachers with mastery of the single key steps of the educational path, without losing sight of the logical coherence of the development of the entire path. This kind of lab was offered concerning: electrical phenomena [56,58], electromagnetism and superconductivity [21,65,67,71], optics [51], thermal phenomena [52][53], modern physics proposals for a global vision [21,46,46], quantum mechanics [26][27][28]64], mass-energy and relativistic dynamics [74][75], optical spectroscopy [76], RBS and gamma spectroscopy [77][78].…”

Section: Experimental Laboratory (27% Of the Total Activities Carried...mentioning

confidence: 99%

Answering to physics teachers’ needs in professional development

Buongiorno

Michelini

Santi

et al. 2022

J. Phys.: Conf. Ser.

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The IDIFO project conducted at the University of Udine, in collaboration with 18 Italian universities, is an example of integration and collaboration between schools and universities proposals on innovation in physics education. The aspects of the project relating to the professional development of teachers are discussed, presenting the various implementation methods designed and activated, also answering to the formative needs of schools relating to laboratory-based scientific teaching/learning.

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“…Student difficulties in using the field lines representation of a vector field were investigated in some previous studies [7][8][9][10][11][12][13][14][15][16][17][18][19][20]. Authors have pointed out that the field lines representation shares common elements with 'spontaneous' representations of a force field that students provide without instruction.…”

Section: Introductionmentioning

confidence: 99%

“…Although many works have dealt with students' representations in terms of field lines of a general vector field, some authors have concentrated on the differences in students' representations and conceptual knots for the electric and magnetic fields. These include the additional difficulty in recognizing currents as source of magnetic field [10], the pseudo-vector nature of magnetic field as opposed to the vector nature of electric field [11], the educational consequences of the overwhelming importance of magnetic field lines (magnetic curves) in the initial development of Faraday's theory of magnetism [12], and the higher prevalence and resistance to change in students of mental models equating field lines to trajectories for the magnetic field, with respect to central vector fields [13]. It is well known that students tend to expect that the magnetic field interacts with an electric charge at rest, and that the resulting force on the charge has the same direction of the field [14].…”

Section: Introductionmentioning

confidence: 99%

High school student difficulties in drawing the field lines for two magnets

Malgieri¹,

Calcagnile²,

Zuccarini³

et al. 2021

Phys. Educ.

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We report the results of a study on high school student difficulties in drawing the magnetic field lines for two magnets facing each other. Student difficulties were investigated by means of a predict-observe-explain activity. Our data confirm some of the previous results from the educational research literature on student difficulties in drawing and interpreting field lines and shed some new light on students’ reasoning patterns. Specific difficulties for the case of two magnets with opposite poles facing each other are also identified.

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Research-Based Path Proposal on Optical Spectroscopy in Secondary School

Cited by 3 publications

References 15 publications

Gamma ray detection: building a didactic proposal

Gamma ray detection: building a didactic proposal

Answering to physics teachers’ needs in professional development

High school student difficulties in drawing the field lines for two magnets

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