اشترك بالحزمة الذهبية واحصل على وصول غير محدود شمرا أكاديميا
تسجيل مستخدم جديدIl progetto Lab2Go per la diffusione della pratica laboratoriale nelle Scuole Secondarie di II grado
70
0
0.0
(
0
)
اسأل ChatGPT حول البحث
ﻻ يوجد ملخص باللغة العربية
Even if laboratory practice is essential for all scientific branches of knowledge, it is often neglected at High School, due to lack of time and/or resources. To establish a closer contact between school and experimental sciences, Sapienza Universit`a di Roma and the Istituto Nazionale di Fisica Nucleare (INFN) launched the Lab2Go project, with the goal of spreading laboratory practice among students and teachers in high schools.
قيم البحث
اقرأ أيضاً
The work presented in this Tesi di Laurea arises from a collaboration between the IPL (Image Processing Laboratory) of the Dipartimento di Elettrotecnica, Elettronica ed Informatica (DEEI) at the University of Trieste and the Instrumentation and Dete
ctor Laboratory belonging to the ELETTRA Synchrotron Light Source of Trieste. Under the European Contract ERBFMGECT 980104 a project was active at ELETTRA with the objective to improve facilities for time resolved small angle X-ray scattering (SAXS) experiments within Europe. Partners of the project were, together with ELETTRA, other large scale facilities like the HASYLAB (Hamburger Synchrotron, Germany), the CCLRC (Daresbury Laboratory, UK), the ESRF (European Synchrotron Radiation Facility in Grenoble, France) and the University of Siegen (Germany). In particular the latest half of the time spent working on this project was based in the Arbeitsgruppe Detektorphysik und Elektronik belonging to the Faculty of Physics at the University of Siegen.
While other fields such as statistics and education have examined various issues with quantitative work, few studies in physics education research (PER) have done so. We conducted a two-phase study to identify and to understand the extent of these is
sues in quantitative PER . During Phase 1, we conducted a focus group of three experts in this area, followed by six interviews. Subsequent interviews refined our plan. Both the focus group and interviews revealed issues regarding the lack of details in sample descriptions, lack of institutional/course contextual information, lack of reporting on limitation, and overgeneralization or overstatement of conclusions. During Phase 2, we examined 72 manuscripts that used four conceptual or attitudinal assessments (Force Concept Inventory, Conceptual Survey of Electricity and Magnetism, Brief Electricity and Magnetism Assessment, and Colorado Learning Attitudes about Science Survey). Manuscripts were coded on whether they featured various sample descriptions, institutional/course context information, limitations, and whether they overgeneralized conclusions. We also analyzed the data to see if reporting has changed from the earlier periods to more recent times. We found that not much has changed regarding sample descriptions and institutional/course context information, but reporting and overgeneralizing conclusions has improved over time. We offer some questions for researchers, reviewers, and readers in PER to consider when conducting or using quantitative work.
The orbit and fundamental physical parameters of the double-lined eclipsing binary V505 Per are derived by means of Echelle high resolution, high S/N spectroscopy and B, V photometry. Effective temperatures, gravities, rotational velocities and metal
licities are obtained from atmospheric chi^2 analysis. An E(B-V)<=0.01 mag reddening is derived from interstellar NaI and KI lines. The distance to the system computed from orbital parameters (60.6 +/- 1 pc) is identical to the newly re-reduced Hipparcos parallax (61.5 +/- 1.9 pc). The masses of the two components (M(1) = 1.2693 +/- 0.0011 and M(2) = 1.2514 +/- 0.0012 Msun) place them in the transition region between convective and radiative stellar cores of the HR diagram, with the more massive of the two showing already the effect of evolution within the Main Sequence band (T(1) = 6512 +/- 21 K, T(2) = 6462 +/- 12 K, R(1) = 1.287 +/- 0.014, R(2) = 1.266 +/- 0.013 Rsun). This makes this system of particular relevance to theoretical stellar models, as a test on the overshooting. We compare the firm observational results for V505 Per component stars with the predictions of various libraries of theoretical stellar models (BaSTI, Padova, Granada, Yonsei-Yale, Victoria-Regina) as well as BaSTI models computed specifically for the masses and chemical abundances of V505 Per. We found that the overshooting at the masses of V505 Per component stars is already pretty low, but not null, and described by efficiencies lambda(OV)=0.093 and 0.087 for the 1.27 and 1.25 Msun components, respectively. According to the computed BaSTI models, the age of the system is about 0.9 Gyr and the element diffusion during this time has reduced the surface metallicity from the initial [M/H]=-0.03 to the current [M/H]=-0.13, in excellent agreement with observed [M/H]=-0.12 +/- 0.03.
Being aware of the motivation problems observed in many scientific oriented careers, we present two experiences to expose to college students to environments, methodologies and discovery techniques addressing contemporary problems. This experiences a
re developed in two complementary contexts: an Introductory Physics course, where we motivated to physics students to participate in research activities, and a multidisciplinary hotbed of research oriented to advanced undergraduate students of Science and Engineering (that even produced three poster presentations in international conferences). Although these are preliminary results and require additional editions to get statistical significance, we consider they are encouraging results. On both contexts we observe an increase in the students motivation to orient their careers with emphasizing on research. In this work, besides the contextualization support for these experiences, we describe six specific activities to link our students to research areas, which we believe can be replicated on similar environments in other educational institutions.
La Serena School for Data Science is a multidisciplinary program with six editions so far and a constant format: during 10-14 days, a group of $sim$30 students (15 from the US, 15 from Chile and 1-3 from Caribbean countries) and $sim$9 faculty gather
in La Serena (Chile) to complete an intensive program in Data Science with emphasis in applications to astronomy and bio-sciences. The students attend theoretical and hands-on sessions, and, since early on, they work in multidisciplinary groups with their mentors (from the faculty) on real data science problems. The SOC and LOC of the school have developed student selection guidelines to maximize diversity. The program is very successful as proven by the high over-subscription rate (factor 5-8) and the plethora of positive testimony, not only from alumni, but also from current and former faculty that keep in contact with them.
سجل دخول لتتمكن من نشر تعليقات
التعليقات
جاري جلب التعليقات
سجل دخول لتتمكن من متابعة معايير البحث التي قمت باختيارها
