Page 1 MPTL16-Lijublijana, 2011-09-15 Michelini, Santi, Stefanel MOSEM 2 in Italy Marisa Michelini, Lorenzo Santi, Alberto Stefanel Research Unit in Physics Education University of Udine
Feb 25, 2016
Page 1 MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
MOSEM2 in Italy
Marisa Michelini, Lorenzo Santi, Alberto StefanelResearch Unit in Physics Education
University of Udine
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Teacher Seminars in Italy
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Teacher Seminars in Italy• 20 schools in 15 different Italian cities (around
Udine. Bolzano, Treviso, Cosenza, Crotone) • 71 teachers (30 women, 41 men). • Udine 5 sessions Feb-May10 & 2 sec. Dec10-
Jan11) • Cosenza 3+2 sess. Dec 09-Jan10 & 1 sec May11• Crotone 3 sess. May11• Treviso 3 sess. Feb-Mar10• Bolzano 3 sess. Feb-Mar10. Each session: 3-4 hours.
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Module
Activity Topic
1 Part A. Introduction Part B. Esperiencial Didactic Laboratory (EDL)
Projects Supercomet family & MOSEM-MOSEM2: Proposals and teaching materials. Overview of project online materials, and experimental multimedia. Qualitative exploration of the electrical conductivity, magnetic phenomena and the phenomena of em induction, with the materials of the project MOSEM2 Low Tech kit. Overview of the experiments.
2 EDL Qualitative exploration of the phenomena of superconductivity with HTK MOSEM2. Pinning and the Meissner effect, magnetic levitation train (MAGLEV).
3 EDL Analysis with on-line sensors of electromagnetic induction phenomena and modeling
4 EDL Hall coefficient and R vs T measurements for metals, semiconductors and superconductors
5 Design Design of classroom activities and experiments. Presentation of educational paths produced by teachers in Supercomet 2 project and proposals developed in the projects MOSEM2. Designing interventions, preparing materials & experiments
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Teacher Seminars in Italy• CK & PCK questionnaire
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Teacher Seminars in Italy• CK & PCK questionnaire
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Teacher Seminars in Italy• CK & PCK questionnaire
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Teacher Seminars in Italy• From experiment to model
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
1) Aim: observing a phemonena design an experiment, compare results and model
Phenomenon (i.e a magnet falling inside a coil)-Define aspects to be described (after identific. Important process)-Theorethical reference law-Variables to be measured
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Teacher Seminars in Italy• From experiment to model
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
Aim: build a physical model for the phenomenon (i.e a magnet falling inside a cupper tube)Starting from experimental results:-Define aspects to be modeled (after identific. Important process)-Theorethical reference law-Variables to be included in the module-Correlation between variables and map-Implementation of the model (pen and paper; sw-environment-Educational hint
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MOSEM-MOSEM2 material Exhibits
A Frascati (LN-INFN)
“Communicating Physics “ at NLINFN
12-16 April 2010
30 stedents40 teachers
150 researchers
LS Frascati and Roma; ITI Roma.
Physics Researcher, Physics Education
researchers, teachers from all Italy.
B UdineUniv. Udine
INT. ESERA Summer School for PhD students of all Europe
25-31 July
2010
22 science education
researchers 50 PhD
students
All of Europe
C UdineTown hall –Loggia
del lionello
“ENERGIA IN GIOCO”,
Saturday 23ott201
0
50 others Udine surrounding
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Experimentation with students in Italy
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
Loc Eventmanifestation
Date (h)
N. T/S SchoolType (*)-Loc
1 Udine Salone dello studente ‘10
Febb10 20/250+10 par
LS Udine; LS Cervignano;ITI Udine; IPSIA S Daniele
2 Martignacco
(UD)Young 2010 March10 15/270
+50 others
LS Codroipo, Tolmezzo, Monfalcone, Udine;
Cervignano; ITI Udine, Pordenone,
Tolmezzo; IPSIA Udine; Gemona
3 Udine Spring 2010 Sci Weeks
March10 5/90 LS Udine; LS Cervignano; ITI Udine
4 Siena Pigelleto Summer Sch.
9-10 Sep10 8/40 LS ArSezzo; LS Siena;
5 Pordenone 70 yers of the LS Grigoletti
16 0ct10 7/125 LS Grigoletti, Pordenone
Udine Scientific Weeks 2011.
Feb11 4/92 LS Marinelli, UdineLS Quadri, Vicenza
6 Cosenza PLS project. May11 6/40 Schools from Cosenza and surrounding
7 Crotone Final Exami Project.
May11 4/12 LS – Filolao, Crotone
8 Udine National summer sch Mod Phy 2011
25-30 July11
7/45 Students coming from schools of different italian cities
9 Siena Pigelleto summer school 2011
5-10 Sept11
9/40 LS Arezzo; LS Siena;
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Experimentation in:Pigelleto Summer School• 5h (large group activity and little group
reflection)+1h (resumen/presentation)– 1) magn intercation; B fiel line
(superposiion); magnetic suspenction– 2) levitation of a magnet on a SC– 3) em induction processes– 4) Phenomenological models for Meissner
effect– 5) pinning, pinning vs Meissner and
MAGLEVMPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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Worksheets for students
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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The students models• Students Group 1 – EM Induction: a
magnet fall inside a copper tube– 1.1) free fall t1 vs fall inside the tube t2– 1.2) answer: why change time? From
which parameters is depending?– 1.3) Ein= Pot.En – 1.4) Einterm= Kin En = cost! (unif.
Motion)– 1.5) Epot pass to the copper via em
induction process (producing constant field)
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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The students models• Students Group 1 – EM Induction: a magnet
fall inside a copper tube– 1.6) Extrem case: the magnet will be stopped– 1.7) Many factors: conductivity, magnet
parameters (shape, strenght), temperature)– 1.8) “Assuming extreme conditions: if magnet
stop Enp=0 no energy transfer to the tube; the copper tube disperse the generated electric current the magnet re-start to fall-down".
– 1.9) “T affect the state of the mulecules and conductiviti decrease when T decreaese”.
MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel
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The students models• Students Group 2 – Pinning.
– 2.1) At T=Tamb we put on an YBCO sample a magnet. The field lines are not affected
– 2.2) The LN cools YBCO ..flux of electrons in the YBCO that generate a B flusso
– 2.3) At T<TLN: the YBCO became SC and for that the B of the magnet produce a flux of electrons. That flus crate the attractive effect.
– 2.4) «Resistivity goes to zero: there is no more friction and there is no more resistence.
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The students models• Students Group 2 – Pinning.
– 2.5) Differences pinning and Meissner:• Different YBCO (different properities). • The SC do not contrast the B. It has the
capability to memorize the distance [between magnet and SC]
• There is an «interaction between magnetic fields»
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The students models• Students Group 3 – Meissner.• 3.1) «From observation: teacking YBCO
under Tc the field produced by it is opposite to the magnetic field”.
• 3.2) “With few tests the magnet stand at equilibrium over the SC”.
• 3.3) “We observe with different magnets”.
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The students models• Students Group 3 – Meissner.• 3.4)”The magnet rotates only
around his axes”• 3.5) “If we turn the [SC] disk, the
disk do not create the counter-magnetism, and the magnet do not remains at equilibrium.
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The students models• Students Group 4 – MAGLEV train.• 4.1) The levitation of the MAGLEV Train is
based on pinning-effect• 4.2) Craeting SC interposing a separator
between magnet and Sc• 4.3) «At T=Tamb nothing happens».• 4.4) «after fulling the train of LN the disc
has brought to SC. With separatormemory of distance. It flows over the track. Friction just by air".
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The students models• Students Group 4 – MAGLEV train.• 4.5) «The train have memory that he
must come back»• 4.6) «If the preparation procedure is
realized apart: levitation due to Meissner effect; it has problem to come back as the magnet»
• 4.7) SC in the everyday life: trains in Giapan and Germany.
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The students models• Students Group 4 – MAGLEV train.• 4.8) Role of the track: Track sud-
nord-sud on the transversal direction. Track with the same polariti on the left-right direction («recognized exploring directly with a magnet»)
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