scholarly journals Introducing Quantum and Statistical Physics in the Footsteps of Einstein: A Proposal

Universe ◽  
2021 ◽  
Vol 7 (6) ◽  
pp. 184
Author(s):  
Marco Di Mauro ◽  
Salvatore Esposito ◽  
Adele Naddeo
Keyword(s):  
High School Students ◽  
Statistical Physics ◽  
Quantum Physics ◽  
Albert Einstein ◽  
Intermediate Step ◽  
Learning Sequence ◽  
School Students ◽  
Ongoing Research ◽  
Wave Particle Duality ◽  
Case Part

Introducing some fundamental concepts of quantum physics to high school students, and to their teachers, is a timely challenge. In this paper we describe ongoing research, in which a teaching–learning sequence for teaching quantum physics, whose inspiration comes from some of the fundamental papers about the quantum theory of radiation by Albert Einstein, is being developed. The reason for this choice goes back essentially to the fact that the roots of many subtle physical concepts, namely quanta, wave–particle duality and probability, were introduced for the first time in one of these papers, hence their study may represent a useful intermediate step towards tackling the final incarnation of these concepts in the full theory of quantum mechanics. An extended discussion of some elementary tools of statistical physics, mainly Boltzmann’s formula for entropy and statistical distributions, which are necessary but may be unfamiliar to the students, is included. This discussion can also be used independently to introduce some rudiments of statistical physics. In this case, part of the inspiration came from some of Einstein’s papers. We present preliminary, qualitative results obtained with both teachers and selected pupils from various high schools in southern Italy, in the course of several outreach activities. Although the proposal was only tested in this limited context for now, the preliminary results are very promising and they indicate that this proposal can be fruitfully employed for the task.

scholarly journals Realistic Mathematics Education Principles for Designing a Learning Sequence on Number Patterns

Jurnal Kiprah ◽  
2020 ◽  
Vol 8 (2) ◽  
pp. 105-112
Author(s):  
Al Jupri ◽  
Dian Usdiyana ◽  
Ririn Sispiyati
Keyword(s):  
High School Students ◽  
Mathematics Education ◽  
Junior High School ◽  
Algebraic Thinking ◽  
Realistic Mathematics Education ◽  
Literature Study ◽  
Learning Sequence ◽  
School Students ◽  
Realistic Mathematics ◽  
Number Pattern

The number pattern is one of mathematics topics taught for junior high school students that relate between arithmetic and algebra domain. This topic bridges arithmetical and algebraic thinking. Therefore, the learning for this topic should be designed meaningfully. This research aims to design a learning sequence on the number patterns using principles of Realistic Mathematics Education (RME). To do this, we used design research method, particularly the preliminary design phase, with the following three steps. First, literature study was conducted to collect student difficulties in the learning of number patterns, relevant studies, and the theory of RME. Second, we observed Indonesian mathematics textbooks addressing the number patterns to see a learning sequence for this topic. Finally, we designed a learning sequence for the number patterns using the RME principles, particularly the reality principle, level principle, and intertwinement principle. The result of this research includes the learning sequence for the number patterns according to the RME principles, which consists of three activities: relationship between patterns and numbers; exploration of numbers; and generalization of number patterns. We conclude that the three principles of RME are fruitful for designing a meaningful learning sequence for the topic of number patterns.

scholarly journals 100 Years Molecular Beam Method Reproduction of Otto Stern’s Atomic Beam Velocity Measurement

2021 ◽  
pp. 163-186
Author(s):  
Axel Gruppe ◽  
Simon Cerny ◽  
Kurt Ernst Stiebing ◽  
Cedric George ◽  
Jakob Hoffmann ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Velocity Distribution ◽  
Experimental Verification ◽  
Atomic Beam ◽  
Velocity Measurement ◽  
Albert Einstein ◽  
School Students ◽  
Experimental Apparatus ◽  
History Of

AbstractThe history of Otto Stern’s pioneering measurement of the Maxwell-Boltzmann velocity distribution of a Silver atomic beam performed 1919 in Frankfurt is described. It is shown how Albert Einstein influenced Stern in his research. This experimental apparatus is not any more existing; therefore it was reconstructed in the workshops of the Physics faculty of the Goethe University in Frankfurt. The experimental verification of Stern’s results was finally achieved by a team of Frankfurt high school students (Gymnasium Riedberg) under the supervision of their teachers Axel Gruppe and Simon Cerny. By fighting against a number of difficulties, they succeeded to get the reconstructed apparatus started and were able to reproduce the results from the early experiments of Stern.

scholarly journals Teaching high-school students nanoscience and nanotechnology

2015 ◽  
Vol 3 (4) ◽  
pp. 501-511 ◽  
Author(s):  
Dimitris Stavrou ◽  
Emily Michailidi ◽  
Giannis Sgouros ◽  
Kyriaki Dimitriadi
Keyword(s):  
High School Students ◽  
Secondary Students ◽  
Scientific Literacy ◽  
Volume Ratio ◽  
Learning Sequence ◽  
School Students ◽  
Nanoscience And Nanotechnology ◽  
Color Changes ◽  
Size Dependent ◽  
Big Ideas

Science education research has recognized the potential of NanoScience and nanoTechnology (NST) due to its contribution to scientific literacy of future generations. Scholars have identified nine “Big Ideas” as important enough to teach in order to understand NST issues. Based on these “Big Ideas” a teaching learning sequence for lower secondary students has been developed focused on: Size and Scale, Tools and Instrumentation, Size-Dependent Properties and Science-Technology-Society. The teaching sequence was implemented in a class of 15 students of a lower secondary school (8th grade; aged 14-15). Seven meetings took place; each one lasting about ninety minutes. The course was structured as follows: 1. Introduction. 2. How small is a nanometer? 3. How can we “see” the nanoworld? 4. Size-dependent properties: Change of the surface area to volume ratio. 5. Explaining the behavior of different textiles (ranged from hydrophilic to hydrophobic) when absorbing water drops. 6. Explaining color changes in gold nanoparticles. 7. Risk assessment of nanotechnology. Data have been collected by questionnaires, interviews, students’ worksheets and field notes. The results seem to be encouraging for the teaching of NST issues even in lower levels of education.

scholarly journals METAVISUAL STRATEGY FOR THE BUILD AND REBUILDING OF CHEMICAL CONCEPTS IN THE SYMBOLIC LEVEL WITH THE ASSISTANCE OF IMAGES

2015 ◽  
Vol 12 (2) ◽  
pp. 65-74
Author(s):  
Solange Locatelli ◽  
Agnaldo Arroio
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Learning Sequence ◽  
Research Focus ◽  
School Students ◽  
Chemical Concepts ◽  
The Subject

Considering the opportunity of reconstruction of ideas is very important for success in the learning process. For this purpose, a metavisual strategy was used, comparing images, one made by the students and the other presented by the researcher so they could compare and be able to rebuild their ideas, the latter an image based on a scientific accepted model. The research focus was the comprehension of the symbolic level by the learners while studying two electrochemical interactions by comparing images and rethinking about them. Thirty-two high school students, organized in pairs, participated in the research carrying out a proposed teaching and learning sequence (TLS) in the classroom. First, the students proposed hypotheses and then they had the opportunity to rethink about them modeling their learning. Students were filmed and the transcriptions and registers made by them were analyzed later. The results indicate a qualitative and progressive improvement in the learning of the subject when using the metavisual strategy, bringing evidence that it can be efficient to build and rebuild initial concepts in electrochemistry. Key words: electrochemical teaching, metacognition, metavisualization, metavisual strategy, modeling.

scholarly journals ‘Why don’t you just tell us what light really is?’ Easy-to-implement teaching materials that link quantum physics to nature of science

2021 ◽  
Vol 57 (2) ◽  
pp. 025014
Author(s):  
Kirsten Stadermann ◽  
Martin Goedhart
Keyword(s):  
High School ◽  
High School Students ◽  
Secondary School ◽  
Nature Of Science ◽  
Quantum Physics ◽  
Reflective Learning ◽  
Learning Activities ◽  
School Students ◽  
Teaching Resources

Abstract High school students’ difficulties with quantum physics (QP) are partly due to their limited understanding of the nature of science (NOS). The essence of QP can only be understood with informed views about NOS aspects such as the role of models and the relevance of controversies between physicists. Inversely, QP is an ideal topic for teaching aspects of NOS. However, secondary school textbooks seldom support teachers to explicitly address NOS in QP. Drawing on a five year research program, including observations of students and teachers, we present teaching resources that link NOS aspects with QP. Our materials support active and reflective learning activities, while being adaptable to teachers’ individual needs and affordances. We hope to inspire teachers to address NOS in their QP lessons.

scholarly journals Conditions of implementation of an inductive learning sequence about the periodic table in high school chemistry

2015 ◽  
Vol 3 (4) ◽  
pp. 529-544
Author(s):  
Louis Trudel ◽  
Abdeljalil Métioui
Keyword(s):  
High School ◽  
High School Students ◽  
Periodic Table ◽  
Chemical Elements ◽  
Inductive Learning ◽  
Future Research ◽  
Learning Sequence ◽  
High School Chemistry ◽  
School Students ◽  
Sequence Of Events

In chemistry education, understanding the structure and role of the Periodic Table has been linked to subsequent learning of key concepts such as the properties of chemical elements. However, the way teachers introduce the Periodic Table to high school students is mostly traditional, students learning to use it to predict properties of elements according to given rules (Ben-Zvi & Grenut, 2007). Such a way to proceed does not allow students to engage in authentic science activities. Thus our research pursues two main objectives. The first one is to conceive a learning sequence to engage students in activities where they have to propose their hypotheses and verify them against data. The second one is to study the condition of implementation of this learning sequence in high school chemistry course. The experimentation took place with 14 adult learners who followed a high school chemistry course in two successive periods of two hours each in an adult learning center. To study the implementation of the learning sequence, the main researcher held a research diary where he recorded his observations on the sequence of events. In it, he also wrote his reflections about the observed events and established links between his observations and the theoretical framework of the present research (Altrichter & Holly, 2005). Our results point out that the sequence engages students in developing the classifications as well as find arguments to test them as they discuss their ideas in small groups and later expose them during classroom discussion. We also discuss conditions of implementation, such as the importance of providing a way to register all the contributions of each team to help sharing and examining the various hypotheses. One key aspect concerns the ability of the teacher to find the proper balance between supporting students’ process of categorization while not interfering with it. As a conclusion, we discuss the advantages and the limits of the research and made suggestions for future research.

scholarly journals Aromas e odores: ensino de funções orgânicas em sequência de ensino-aprendizagem

2018 ◽  
Vol 3 (2) ◽  
pp. 214
Author(s):  
Elton Kazmierczak ◽  
Rafael Novatski da Rocha ◽  
Tatiane Skeika Monteiro ◽  
Leila Ines Follmann Freire ◽  
Jeremias Borges da Silva
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Scientific Knowledge ◽  
Real World ◽  
Learning Sequence ◽  
School Students ◽  
Classroom Structure ◽  
The Subject ◽  
Teaching Learning

Esta pesquisa é resultado do Trabalho de Conclusão de Docência (TCD) para a disciplina de Estágio Curricular Supervisionado II, caracterizando-se por uma pesquisa-ação realizada durante a regência de estágio. Neste trabalho é feito o relato e a análise de uma sequência didática desenvolvida na perspectiva da teaching-learning sequence(TLS), do inglês sequência de ensino-aprendizagem, de Mehéut & Psillos (2004). O assunto trabalhado em sala de aula trata-se de funções orgânicas relacionadas à sensação de “felicidade”. Trabalhou-se com alunos do 3º ano do ensino médio de um colégio da rede pública da cidade de Ponta Grossa-PR, com o tema “aromas e odores”, buscando relacionar as sensações às funções orgânicas. As atividades desenvolvidas incluem práticas experimentais, uso de filmes, atividades demonstrativas, trabalhos em grupo e individuais. Como principal resultado da sequência didática desenvolvida destaca-se a aproximação que os estudantes foram capazes de fazer entre os conhecimentos científicos e o mundo real, a partir da estrutura das aulas pautada na TLS. E das atividades utilizadas em sala de aula, obtivemos também como produto desta sequência a produção de dois poemas desenvolvidos por dois grupos de alunas.This research is result of the Work of Completing the Teaching for the discipline Supervised Curricular Stage II, characterized by an action research carried out during stage regency. In this work, was developed a story and an analysis of a didactic sequence developed from the teaching-learning sequence(TLS) on perspective of Mehéut & Psillos (2004) . The subject of the classroom worker deals with Organic Functions starting from the sensation of "happiness". Work with 3rd year High School students of Ponta Grossa-PR public school, with the theme "Smells and Odors", seeking to relate the sensations and the organic functions. The activities developed included experimental practices, use of movies, demonstrative activities, groups works and individuals. As the main results of the developed teaching-learning sequence (TLS), we highlight an approach in which the students are able to make between the scientific knowledge and the real world, propitiated by the TLS classroom structure. And of the  activities used in the classroom we obtain also as product of this sequence a production of two poems developed by two groups of students.KEYWORDS: smells. sensations. Didactic sequence. Organic functions.  Chemistry educatiom

scholarly journals The effect of Phet Simulation media for physics teacher candidate understanding on photoelectric effect concept

2017 ◽  
Vol 1 (1) ◽  
pp. 33
Author(s):  
Supurwoko Supurwoko ◽  
Cari Cari ◽  
Sarwanto Sarwanto ◽  
Sukarmin Sukarmin ◽  
Suparmi Suparmi
Keyword(s):  
High School Students ◽  
Physics Education ◽  
Quantum Physics ◽  
Photoelectric Effect ◽  
Choice Test ◽  
School Students ◽  
Study Program ◽  
Student Centered ◽  
Student Centered Learning ◽  
New Curriculum

Indonesian new Curriculum for senior high school students required student-centered learning. One of the curriculum implementation constraint was the difficulty of providing learning media. PhET simulations media is one of the options that can help implementation of new curriculum on learning. However, the use of this media in Indonesia still needs to be studied comprehensively. The learning was conducted on students of physics education Study Program in sebelas maret university in 2013. The sample consisted of 62 students that was taking quantum physics course. The method that was used in the research was descriptive qualitative.  The method that was used in learning was demonstration’s method that used PhET media and accompanied by a question and answer and groups discussion. The data was collected using multiple choice test and interview through email. We found that any students still did not understand about photoelectric effect concept. They were confused when asked about the thick material and cross section of the targets as related with the regardless of electrons in the photoelectric effect event. Other than that, the concept of the waves as a particle and its relation with the kinetic energy of the electrons was not understood by most students.

scholarly journals Teaching Narrative Text in Junior High School: Digital Story Telling in English as a Foreign Language (EFL) Context

2020 ◽  
Vol 2 (1) ◽  
pp. 19-23
Author(s):  
Mutiara Shasqia
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Digital Storytelling ◽  
Junior High ◽  
Narrative Text ◽  
School Students ◽  
Ongoing Research ◽  
Writing Skill ◽  
Innovative Learning

Current learning perspective is a process of giving learners to have the ability or skills in an innovative learning situation. In learning English, it requires techniques and creative so that learners have competence in writing narrative text. This research aims at proving digital storytelling can improve the junior high school students’ writing skill in making narrative text. Digital storytelling is one of the media for teaching writing narrative text. The objectives of this qualitative study are to discuss the technique of teaching digital storytelling in writing process based on the selected literature and current study regarding the use of digital storytelling. This ongoing research tries to give an additional perspective and motivation to improve students’ writing skill in the narrative text through digital storytelling. This study reveals that by using digital storytelling, the students can mastery some aspect in English.

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