Ateneo - UPO

Basic physical quantities. Collecting data on relevant observables for physical phenomena. Units and orders of magnitude.
From scientific knowledge to teaching science.
Realization of didactical experiments about mechanics, thermology, thermodynamics, electricity.
Observation of diurnal and nocturnal celestial phenomena, both directly and via simulations.
Techniques for visualizing and analyzing collected data.

U. Besson, Didattica della fisica, Carocci editore 2015, ISBN: 978-88-430-7735-9
M. Gagliardi, E. Giordano, Metodi e strumenti per l’insegnamento e l’apprendimento della fiisca, EdiSES 2014, ISBN: 978-88-6584-415-1

The purpose of the course is learning how to design simple laboratory experiments of physics and astronomical observations for secondary school students. The course provides data analysis tools applicable in the laboratory and in observational practice. The course matters are useful for students willing to start a career in middle school and high school teaching.

Having followed general physics courses in the first University degree. It is useful, but not mandatory, having followed a physics laboratory course at the University.

Design and execution of a few laboratory experiments and observations about physics and astronomy. Keeping a laboratory logbook and preparing teaching sequences for secondary school students. Discussion of observations and analysis of collected data with statistical software. Presentation of results with reports and slides.

Attending the laboratory sessions is mandatory.

The exam is oral and consists of a presentation with slides of a laboratory experiment, a discussion of the report, and an evaluation of the laboratory logbook. The exam is divided in two phases, in the first one the student discusses the material with the instructor, when points requiring further work are identified. In the second phase the final version of the material is presented and discussed.

1) Recalling basic physical concepts (pressure, volume, velocity, weight, specific gravity, force, temperature, heat, electrical charge) in various observational and experimental situations.
2) Collecting data of relevant observables for different physical phenomena, looking for quantitative relations and formal representations; units of measure and orders of magnitude.
3) From scientific knowledge to teaching: some results of physics education research, in particular constructivism and the design of teaching sequences.
4) Design and realization of laboratory experiences like for example: motion on a slope, buoyancy, communicating vessels, water heating, ice melting, constructing a simple electrical circuit.
5) Construction and correct use of the energy concept as a conserved quantity; finding its relation to other observables; recognizing the inevitable production of heat in the actual energy production chains.
6) Preparation and realization of experiments and demonstrations like for example: water mill, dynamo, propeller in rotation above a radiator, heating water with a mixer.
7) Observation of, development of models for and interpretation of basic celestial phenomena through observation of nocturnal and diurnal sky, also using computer simulations (Stellarium). Explanation, also through simulations, of solar and lunar eclipses.
8) Preparation and realization of experiences like for example: constructing a sundial, recording Sun’s trajectory and elevation at midday in the course of the year.

Knowledge of a few simple experiments and observations about physics and astronomy feasible in the secondary school (middle and high school, grades 6-12). Knowledge of the techniques useful to present, model and interpret the observed phenomena. Ability to apply the aforementioned techniques in a simple experimental practice. Development of the ability to communicate the obtained results both in written and oral form. Ability to use data processing software.