Preparation of didactical experiences 2

A.Y. 2020/2021
Overall hours
Learning objectives
The course intends to deepen the tools and methods illustrated in the course "Preparation of Didactical Experiences 1" regarding the execution and understanding of some laboratory experiences concerning electromagnetism and modern physics, also in order to make students more and more aware not only of the richness and potential of the experimental method and increasingly passionate about the study of physics, but also aware of the profound changes in the world view generated by the discoveries of the so-called "modern physics". The main objective of the course is to address in a significant way the problems of teaching / learning quantum mechanics.
Expected learning outcomes
The student, at the end of the course,
· will know the main results of research in the teaching of electromagnetic induction and quantum mechanics and will be increasingly autonomous in designing activities based on independently set goals generated by authentic personal "questions" in order to better understand the meaning and the importance of the methods proper to physics.
· Will know the main results of research in physics education concerning active learning
· Will be able to discuss some aspects concerning electromagnetic induction and the first elements of quantum mechanics first from the physical point of view and then also from the didactic point
· Furthermore, she/he will be able to prepare a didactic path regarding a topic coming from electromagnetism and quantum mechanics similar to those addressed in the course.
Course syllabus and organization

Single session

Lesson period
Second semester
The structure of the course in the emergency phase will be established when the general conditions of the emergency will be clearer as regards the second semester.
IF the conditions remain as they are now, the lessons will be held remotely in synchronous mode recorded with experiments to be done at home even in flipped mode.
Course syllabus
The didactic strategy adopted is the result of the most recent research in physics teaching and is aimed at encouraging a personal appropriation of the contents and experimental methods illustrated in the course according to an IBSE (Inquiry Based Science Education) teaching.
The student of the course will be prompted to ask questions and formulate problems for the solution of which she/he will have to learn to design with the help of the teacher and, subsequently, to assemble and perform some laboratory experiences with didactic purposes, based on criteria of effectiveness and of experimental opportunities that will be established from time to time starting from research results in physics education. When possible, specific experimental kits developed for the teaching of physics in high school will be used.
Moreover, to further encourage the personal appropriation of the physics topics addressed, some of the epistemological aspects of the main physical concepts discussed in class will be presented and discussed with the students.
Physical optics experiences
1) Light interference
2) Diffraction of light
3) Microwave interferometry
4) Induced currents

Modern physics experiences:
6) The electron and the ratio e / m
9) Superconductivity
Prerequisites for admission
General Physics 1 and 2
Teaching methods
Lectures and laboratory work. Active Learning, inquiry based lessons structured with the 5E method. Examples of dramatization of scientific topics.
Frequency: mandatory
Teaching Resources
A. Arons: A guide to introductory physics teaching
TEMI Project booklets
Research articles by the physics teaching group of the University of Milano
Taylor: Teoria degli errori
Assessment methods and Criteria
1) During the course the students will have to plan some learning paths with relative laboratory experiments that will be the object of the examination.

2) Oral questioning (for each individual student) on the experiences carried out in the laboratory, on the physical principles connected to them and on the teaching methods of their presentation in the classroom; as well as on some important general results of research in physics education.
Laboratories: 48 hours
Lessons: 14 hours