ترغب بنشر مسار تعليمي؟ اضغط هنا

The African School of Fundamental Physics and Applications Activity Report 2019-2021

186   0   0.0 ( 0 )
 نشر من قبل Ketevi A. Assamagan
 تاريخ النشر 2021
  مجال البحث فيزياء
والبحث باللغة English




اسأل ChatGPT حول البحث

The sixth edition of the African School of Fundamental and Applied Physics (ASP) was planned for Morocco in July 2020 and was referred to as ASP2020. Preparations were at an advanced stage when ASP2020 was postponed because of the COVID-19 pandemic. The three-week event was restructured into two activities in 2021 -- an online event on July 19-30, 2021 and a hybrid event on December 12-18, 2021 -- and was renamed ASP2021. At the beginning of the COVID-19 pandemic, an online lecture series was integrated into the ASP activities. The ASP mentorship program, which consists of online engagements between lecturers and assigned mentees, continued in this way. ASP alumni studied one year of COVID-19 data of ten African countries to offer insights into pandemic containment measures. In this note, we report on ASP activities since the last in-person edition of ASP in 2018 in Namibia.



قيم البحث

اقرأ أيضاً

369 - John M. Aiken 2013
The Engage to Excel (PCAST) report, the National Research Councils Framework for K-12 Science Education, and the Next Generation Science Standards all call for transforming the physics classroom into an environment that teaches students real scientif ic practices. This work describes the early stages of one such attempt to transform a high school physics classroom. Specifically, a series of model-building and computational modeling exercises were piloted in a ninth grade Physics First classroom. Student use of computation was assessed using a proctored programming assignment, where the students produced and discussed a computational model of a baseball in motion via a high-level programming environment (VPython). Student views on computation and its link to mechanics was assessed with a written essay and a series of think-aloud interviews. This pilot study shows computations ability for connecting scientific practice to the high school science classroom.
The milq approach to quantum physics for high schools focuses on the conceptual questions of quantum physics. Students should be given the opportunity to engage with the world view of modern physics. The aim is to achieve a conceptually clear formula tion of quantum physics with a minimum of formulas. In order to provide students with verbal tools they can use in discussions and argumentations we formulated four reasoning tools. They help to facilitate qualitative discussions of quantum physics, allow students to predict quantum mechanical effects, and help to avoid learning difficulties. They form a beginners axiomatic system for quantum physics.
Why is modern physics still today, more than 100 years after its birth, the privilege of an elite of scientists and unknown for the great majority of citizens? The answer is simple, since modern physics is in general not present in the standard physi cs curricula, except for some general outlines, in the final years of some secondary schools. But, is it possibile to teach modern physics in primary school? Is it effective? And, also, is it engaging for students? These are the simple questions which stimulated our research, based on an intervention performed in the last year of Italian primary school, focused on teaching gravity, according to the Einsteinian approach in the spirit of the Einstein First project, an international collaboration which aims to teach school age children the concepts of modern physics. The outcomes of our research study are in agreement with previous findings obtained in Australian schools, thus they contribute to validate them and show that there is no cultural effect, since the approach works in different education systems. Finally, our results are relevant also in terms of retention and prove that the students involved really understand the key ideas.
The physics that underpins modern technology is based on Einsteins theories of relativity and quantum mechanics. Most school students complete their compulsory science education without being taught any of these Einsteinian concepts. Only those who t ake a specialised physics course have the opportunity to learn modern physics. In 2011, the first study of a modern physics teaching intervention with an Australian upper primary (aged 10{11) class was conducted. The initial intervention was the first step of the Einstein-First collaboration towards challenging the current paradigm of Newtonian teaching in schools. It was found that modern physics concepts could be taught to these students. In 2020, 11 participants of the initial study (out of a total of 26) were contacted for a follow-up questionnaire and interview to investigate any long-term impact. The results of the follow-up indicate that the intervention maintained a positive impression on participants. The models and analogies used during the six-week intervention were highly memorable. The participants indicated that they found the intervention to be beneficial to their future learning. Even close to ten years after the intervention, the participants remembered several key concepts (such as curved space-time). The long-term follow-up indicates that Einsteinian physics can be taught at the upper primary level and be recalled several years later.
This report presents the activities of the `New Physics working group for the `Physics at TeV Colliders workshop (Les Houches, France, 10--28 June, 2019). These activities include studies of direct searches for new physics, approaches to exploit publ ished data to constrain new physics, as well as the development of tools to further facilitate these investigations. Benefits of machine learning for both the search for new physics and the interpretation of these searches are also presented.
التعليقات
جاري جلب التعليقات جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
mircosoft-partner

هل ترغب بارسال اشعارات عن اخر التحديثات في شمرا-اكاديميا