scholarly journals A Highschooler’s Guide to GeV-Range Electromagnetism

2020 ◽  
Vol 02 (03) ◽  
pp. 2050013
Author(s):  
Satchit Chatterji ◽  
Aayush Desai ◽  
Aditya Dwarkesh ◽  
Anushree Ganesh ◽  
Ameya Kunder ◽  
...  
Keyword(s):  
Magnetic Field ◽  
High School ◽  
Electromagnetic Field ◽  
High School Students ◽  
Empirical Relationship ◽  
Top Down ◽  
School Students ◽  
Force Equation ◽  
Independent Parameters ◽  
The Magnetic Field

The following article has been written primarily by the high school students who make up the team “Cryptic Ontics”, one of the two winning teams in the 2018 edition of CERN’s Beamline for Schools (BL4S) competition, and is based on the set of experiments the students endeavoured to conduct over the course of a two-week period at CERN. Reconstructing influential physical theories from scratch often helps in uncovering hitherto unknown logical connections and eliciting instructive empirical checkpoints within said theory. With this in mind, in the following article, a top-down reconstruction (beginning with the experimental observations and ending at the theoretical framework) of the Lorentz force equation is performed, and potentially interesting questions which come up are explored. In its most common form, the equation is written out as: [Formula: see text]. Only the term that includes the magnetic field [Formula: see text] will be dealt with for this article. The independent parameters we use are (i) the momenta of the particles, (ii) the charge (rather, the types) of particles, either positive or negative, and (iii) the current passing through the dipole generating the electromagnetic field. We then measure the angle by which particles get deflected while varying these three parameters and derive an empirical relationship between them.

scholarly journals Measuring the Permeability of Vacuum Using a Smartphone

2020 ◽  
Author(s):  
Jarier Wannous ◽  
Peter Horváth
Keyword(s):  
Magnetic Field ◽  
High School ◽  
High School Students ◽  
Magnetic Fields ◽  
Classroom Environment ◽  
School Students ◽  
The Earth ◽  
The Magnetic Field ◽  
Selection Of

The paper offers a few activities for high school students which use the magnetometer of a smartphone to measure the value of magnetic fields. The first part of the paper deals with finding the magnetometer of the used smartphone. Following is the first selection of activities which are focused on discovering the equation for measuring the magnetic field of coil with a negligible length, while the second selection of activities use the discovered equation to measure the permeability of vacuum and finally to measure the magnetic field of the earth. Sample results of the experiments are given, showing the accuracy and effectiveness of the conducted experiments. The activities offer teachers a novel way for teaching the equation for calculating the magnetic field of a coil, as well as measuring the permeability of vacuum in a classroom environment.

CAPSULE: An Innovative Capstone-Based Pedagogical Approach to Engage High School Students in STEM Learning

2011 ◽  
Author(s):  
Abe Zeid ◽  
Sagar Kamarthi ◽  
Claire Duggan ◽  
Jessica Chin
Keyword(s):  
High School ◽  
High School Students ◽  
Public Schools ◽  
Learning Experience ◽  
College Level ◽  
Stem Learning ◽  
Abstract Concepts ◽  
Top Down ◽  
School Students ◽  
Pedagogical Approach

School children in general and high school students, in particular more often than not lose interest in STEM (science, technology, engineering, and math) education. Underrepresented and female students are even more discouraged by STEM courses. Our investigation and interviews with high school teachers cite that the main reason for such disinterest is the disconnect between school and reality. Students cannot relate the abstract concepts they learn in physics, biology, chemistry, or math to their surroundings. This paper discusses a new capstone project-based approach that closes this gap. This work is an outcome of an NSF funded project called CAPSULE (Capstone Unique Learning Experience). We use the top-down pedagogical approach instead of the traditional bottom-up approach. The top-down approach relates the abstract concepts to exciting open-ended capstone projects where students are engaged in designing solutions, like products to solve open-ended problems. This top-down approach is modeled after the college-level capstone design courses. The paper presents the model, its details, and implementation. It also presents the formative and summative evaluation of the model after deploying it in the Boston Public Schools, a system heavily populated by the targeted student groups.

SAAST Robotics: An Intensive Three Week Robotics Program for High School Students

2007 ◽  
Author(s):  
David J. Cappelleri ◽  
James F. Keller ◽  
Terry Kientz ◽  
Peter Szczesniak ◽  
Vijay Kumar
Keyword(s):  
High School ◽  
High School Students ◽  
Engineering Education ◽  
Systems Engineering ◽  
Practical Experience ◽  
Cutting Edge ◽  
Top Down ◽  
School Students ◽  
Engineering Applications ◽  
Hands On

We have designed an intensive, three-week robotics program for high school students that combines theory with hands-on practical experience in cutting edge technologies. Conventional approaches to engineering education are bottom-up. Students are first taught the basics and are then courses that build on the basics. Most students do not take coursework on engineering applications, particularly design and systems engineering, until the end of the curriculum. This has the disadvantage of not exposing students to the excitement in engineering until late in the curriculum. Our goal is to develop a top-down curriculum in which students are introduced first to the applications and systems concepts which then leads to the teaching of fundamentals. This approach has the potential to recruit and retain students in engineering while making the curriculum more relevant and rigorous.

Articulatory Intervention for the Visually Impaired

1979 ◽  
Vol 10 (3) ◽  
pp. 139-144
Author(s):  
Cheri L. Florance ◽  
Judith O’Keefe
Keyword(s):  
High School ◽  
High School Students ◽  
Behavior Change ◽  
Visually Impaired ◽  
School Students ◽  
Handicapped Children ◽  
Paired Stimuli ◽  
Visually Handicapped ◽  
Parent Program

A modification of the Paired-Stimuli Parent Program (Florance, 1977) was adapted for the treatment of articulatory errors of visually handicapped children. Blind high school students served as clinical aides. A discussion of treatment methodology, and the results of administrating the program to 32 children, including a two-year follow-up evaluation to measure permanence of behavior change, is presented.

A Triarchic Analysis of an Aptitude-Treatment Interaction

1999 ◽  
Vol 15 (1) ◽  
pp. 3-13 ◽  
Author(s):  
Robert J. Sternberg ◽  
Elena L. Grigorenko ◽  
Michel Ferrari ◽  
Pamela Clinkenbeard
Keyword(s):  
High School ◽  
High School Students ◽  
Introductory Psychology ◽  
College Level ◽  
School Students ◽  
Treatment Interaction ◽  
Aptitude Treatment Interaction ◽  
Psychology Course

Summary: This article describes a triarchic analysis of an aptitude-treatment interaction in a college-level introductory-psychology course given to selected high-school students. Of the 326 total participants, 199 were selected to be high in analytical, creative, or practical abilities, or in all three abilities, or in none of the three abilities. The selected students were placed in a course that either well matched or did not match their pattern of analytical, creative, and practical abilities. All students were assessed for memory, analytical, creative, and practical achievement. The data showed an aptitude-treatment interaction between students' varied ability patterns and the match or mismatch of these abilities to the different instructional groups.

Identity Exploration and Commitment of Albanian Youth as a Function of Social Opportunity Structure

2006 ◽  
Vol 11 (4) ◽  
pp. 268-276 ◽  
Author(s):  
Aida Orgocka ◽  
Jasna Jovanovic
Keyword(s):  
High School ◽  
High School Students ◽  
Identity Development ◽  
Youth Development ◽  
Female Students ◽  
Male Students ◽  
Opportunity Structure ◽  
School Students ◽  
Identity Exploration

This study examined how social opportunity structure influences identity exploration and commitment of Albanian high school students. A total of 258 students completed a questionnaire that gauged their identity exploration and commitment in three domains: education, occupation, and family. ANOVA results indicated that, overall, students scored highest in exploration in the domain of education and in commitment in the domain of family. Students' exploration and commitment were linked to gender. Albanian female students scored higher than male students in exploration and commitment regarding education and family. Perceived work opportunities in Albania or abroad also significantly moderated participants' exploration in the domain of education and were associated with commitment in education and occupation. As one of the first studies to explore Albanian youth's identity development in relation to social opportunity structure, findings are discussed in light of furthering the field of Albanian adolescent and youth development.

Sign in / Sign up

Export Citation Format

Share Document