Preparation of Didactical Experiences 1

The didactic strategy adopted is the result of plurennial teaching research and is aimed at facilitating personal appropriation of the contents and experimental methods illustrated in the course according to an IBSE (Inquiry Based Science Education) approach.
Student of the course will be requesteded to ask questions and formulate problems for the solution of which they will have to learn to design, with the help of the teacher, and subsequently to assemble some didactic laboratory experiments, based on criteria of effectiveness and of experimental opportunities that will be established each time following the research results in physics education. Whenever possible, specific experimental kits will be used for physics teaching at high school.
In addition, to further enhance the personal appropriation of the physics themes discussed, some of the epistemological aspects of the main physical concepts presented in the lessons will be presented and discussed with the students.

Error theory
Introduction to the significance of the experimental laboratory in physics; error analysis, mean value, variance, standard deviation, significant digits, distributions, normal distribution, error propagation, compatibility of two measures, weighted mean, linear fit.

Mechanical Experiments "meter and clock" and with motion and force sensors (Sampling theorem)
1) oscillations, harmonic motion and periodic anharmonic motion
2) damped oscillations
3) pendulums, springs, coupled pendulums
4 normal modes and beats
5) motion of a seesaw

Geometrical optics:
6) Snell's laws
7) Light, colours and vision