The course aims to provide the first tools and methods for the preparation, execution and understanding for teaching purposes at high school of some laboratory experiences concerning oscillations and geometrical optics. Students will gradually acquire an awareness of the richness and potentiality of the experimental method and of some fundamental teaching methods, in particular those that are Inquiry Based. The main objective of the course is to gradually enable students to plan the execution of experiences for teaching purposes that depend mainly on the type of class and school they are addressed to, with methodologies based on the main research results in physics education.
Expected learning outcomes
The student at the end of the course · Will know the main results of research in physics education on active learning · Will be able to discuss first from the physical point of view and later also from the didactic point simple experiments concerning the harmonic motion and the normal oscillation modes and simple geometrical optics experiments · Furthermore, he will be able to prepare a didactic path on mechanical or optical subjects similar to those addressed in the course
Lesson period: First semester
(In case of multiple editions, please check the period, as it may vary)
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
Prerequisites for admission
A knowledge of the main topics of mechanics and geometrical optics and of some elements of color theory is required.
Lectures and laboratory work. Active Learning, inquiry based lessons structured with the 5E method. Examples of dramatization of scientific topics
A. Arons: guida all'insegnamento della fisica TEMI Project booklets Due articoli di ricerca del gruppo di didattica della fisica dell'università di Milano Taylor: Teoria degli error
Assessment methods and Criteria
The exam consists of an oral test, which consists of two parts: - a first part is aimed at verifying the theoretical knowledge acquired during the course and the acquired ability to plan and carry out didactic experiments of a type similar to those proposed during the course; - a second part concerns the discussion of a paper (project) carried out by the student, possibly in a group, on topics proposed by the course teachers.