MOSEM2 in Italy
Marisa Michelini, Lorenzo Santi, Alberto Stefanel
Research Unit in Physics Education
University of Udine
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
Teacher Seminars in Italy
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
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. Dec10Jan11)
• 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.
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
Activity
Mod
ule
1
Part A.
Introduction
Part B.
Esperiencial
Didactic
Laboratory
(EDL)
Topic
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
5
Design
Hall coefficient and R vs T measurements for metals,
semiconductors and superconductors
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
MPTL16-Lijublijana, 2011-09-15
Michelini, Santi, Stefanel
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Teacher Seminars in Italy
• CK & PCK questionnaire
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
Teacher Seminars in Italy
• CK & PCK questionnaire
Michelini, Santi, Stefanel
Page 6
MPTL16-Lijublijana, 2011-09-15
Teacher Seminars in Italy
• CK & PCK questionnaire
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
Teacher Seminars in Italy
• From experiment to model
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
Michelini, Santi, Stefanel
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MPTL16-Lijublijana, 2011-09-15
Teacher Seminars in Italy
• From experiment to model
 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
Michelini, Santi, Stefanel
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- Educational hint
MOSEM-MOSEM2 material
Exhibits
A
Frascati
(LN-INFN)
B
Udine
INT. ESERA
Univ. Udine Summer
School for
PhD
students of
all Europe
Udine
“ENERGIA
Town hall – IN GIOCO”,
Loggia del
lionello
C
“Communica
ting Physics
“ at NLINFN
Michelini, Santi, Stefanel
12-16
April
2010
30 stedents
40 teachers
150
researchers
LS Frascati and Roma;
ITI Roma.
Physics Researcher, Physics
Education researchers,
teachers from all Italy.
25-31 July
2010
22 science
education
researchers 50
PhD students
All of Europe
Saturday
23ott2010
50 others
Udine surrounding
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Experimentation with students in Italy
Loc
1
Udine
2
Martignacco
(UD)
3
Udine
4
Siena
5
Pordenone
Udine
6
Cosenza
7
Crotone
8
Udine
9
Event
manifestation
Salone dello
studente ‘10
Date (h)
N. T/S
Febb10
20/250
+10 par
Young 2010
March10
15/270
+50 others
LS Codroipo, Tolmezzo,
Monfalcone, Udine; Cervignano;
ITI Udine, Pordenone, Tolmezzo;
IPSIA Udine; Gemona
Spring 2010 Sci
Weeks
Pigelleto Summer
Sch.
70 yers of the LS
Grigoletti
Scientific Weeks
2011.
PLS project.
March10
5/90
9-10 Sep10
8/40
LS Udine; LS Cervignano; ITI
Udine
LS ArSezzo; LS Siena;
16 0ct10
7/125
LS Grigoletti, Pordenone
Feb11
4/92
May11
6/40
LS Marinelli, Udine
LS Quadri, Vicenza
Schools from Cosenza and
surrounding
LS – Filolao, Crotone
May11
Final Exami
Project.
25-30 July11
National summer
sch Mod Phy 2011
Siena
Pigelleto summer
Michelini, Santi, Stefanel
school 2011
5-10 Sept11
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4/12
7/45
School
Type (*)-Loc
LS Udine; LS Cervignano;
ITI Udine; IPSIA S Daniele
Students coming from schools of
different italian cities
9/40
LS Arezzo; LS Siena;
MPTL16-Lijublijana, 2011-09-15
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 MAGLEV
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Worksheets for students
Michelini, 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)
Michelini, 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 restart to fall-down".
– 1.9) “T affect thePage
state
ofMPTL16-Lijublijana,
the mulecules
and
Michelini, Santi, Stefanel
2011-09-15
15
conductiviti decrease when T decreaese”.
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.
Michelini, Santi, Stefanel
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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»
Michelini, Santi, Stefanel
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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”.
Michelini, Santi, Stefanel
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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
separatormemory 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.
Michelini, Santi, Stefanel
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The students models
• Students Group 4 – MAGLEV train.
• 4.8) Role of the track: Track sud-nordsud on the transversal direction. Track
with the same polariti on the left-right
direction («recognized exploring directly
with a magnet»)
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