Page 1 MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel MOSEM 2 in Italy Marisa Michelini, Lorenzo Santi, Alberto Stefanel Research Unit in Physics

Page 1 MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel

MOSEM2 in Italy

Marisa Michelini, Lorenzo Santi, Alberto Stefanel

Research Unit in Physics EducationUniversity of Udine


Teacher Seminars in Italy

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• 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


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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• CK & PCK questionnaire


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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

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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-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


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Experimentation with students in Italy


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


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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)


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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”.


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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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Page 1 MPTL16-Lijublijana, 2011-09-15Michelini, Santi, Stefanel MOSEM 2 in Italy Marisa Michelini, Lorenzo Santi, Alberto Stefanel Research Unit in Physics