First cycle
degree courses
Second cycle
degree courses
Single cycle
degree courses
School of Science
MATHEMATICS
Course unit
EXPERIMENTS FOR THE TEACHING OF PHYSICS
SC02119885, A.A. 2019/20

Information concerning the students who enrolled in A.Y. 2019/20

Information on the course unit
Degree course Second cycle degree in
MATHEMATICS
SC1172, Degree course structure A.Y. 2011/12, A.Y. 2019/20
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Degree course track GENERALE [010PD]
Number of ECTS credits allocated 6.0
Type of assessment Mark
Course unit English denomination EXPERIMENTS FOR THE TEACHING OF PHYSICS
Website of the academic structure http://matematica.scienze.unipd.it/2019/laurea_magistrale
Department of reference Department of Mathematics
Mandatory attendance No
Language of instruction Italian
Branch PADOVA
Single Course unit The Course unit can be attended under the option Single Course unit attendance
Optional Course unit The Course unit can be chosen as Optional Course unit

Lecturers
Teacher in charge SANDRA MORETTO FIS/01

ECTS: details
Type Scientific-Disciplinary Sector Credits allocated
Educational activities in elective or integrative disciplines FIS/01 Experimental Physics 6.0

Course unit organization
Period First semester
Year 1st Year
Teaching method frontal

Type of hours Credits Teaching
hours
Hours of
Individual study
Shifts
Laboratory 2.0 32 18.0 No turn
Lecture 4.0 32 68.0 No turn

Calendar
Start of activities 30/09/2019
End of activities 18/01/2020
Show course schedule 2019/20 Reg.2011 course timetable

Examination board
Board From To Members of the board
9 Sperimentazioni di Fisica per la Didattica - a.a. 2019/2020 01/10/2019 30/09/2020 MORETTO SANDRA (Presidente)
PANTANO ORNELLA (Membro Effettivo)
BERTACCA DANIELE (Supplente)
MARCHETTI PIERALBERTO (Supplente)
TROVATO ANTONIO (Supplente)

Syllabus
Prerequisites: Basic Knowledge from courses of "General Physics"
Basic Knowledge
Target skills and knowledge: The main competence of the course is to be able to prepare laboratory based physics project in the class, using the best didatic methods and the most suitable approaches.

The course aims to acquire knowledge in the field of laboratory teaching in the field of physics.
The objectives are therefore divided into laboratory objectives and educational and training objectives.

- Educational and training objectives in the field of knowledge and skills:
a) to know didactic design methods (designing for skills, backward design, ..)
b) to know didactic methodologies (story teller, problem solving, ..)
c) planning and analysis of educational projects

- Operational objectives (to the use of instruments and measurement equipment and to measurement procedures and data analysis):
1) understand the measuring instrument and its characteristics (resolution, range, "zero error", scales, etc.);
2) learn to use the tools correctly to reduce systematic errors and "mistakes" (eg parallax errors in reading, etc.);
3) learn to correctly record data (significant figures, uncertainty, units of measurement);
4) Learn to collect data in tables and represent them in graphs that help to interpret the results (eg decide the intervals for the classes of a distribution, the scales for the axes of a graph, the organization of the columns of a table, etc.)
5) learn to keep a laboratory record: in which all the measurements taken (even the wrong ones!) Are noted in good order, with indication of the date, of the experimental conditions and with all the comments.


Social Target:
learn to work in a group (not only because in many cases it is not possible to perform measurements or set up the experimental apparatus on their own, but also for the opportunity to exchange ideas, discuss, discuss)
Examination methods: The exam consists of a written and an oral part.
The written part is the creation of an educational project on a topic of physics chosen by the student.
The oral part is the presentation to the teacher of the same educational project prepared in the written part
Assessment criteria: The expression of a final judgment of competence will be classified according to three major specific areas: that related to the results obtained in the performance of a task or in the realization of the product (objective); that relating to the perception that the student has of his work (subjective); that related to how the student came to achieve these results (intersubjective).
The three perspectives of analysis indicated require different instruments, to be integrated and composed in a multiple and articulated evaluation design. Each of them will use different devices to be detected and understood.
In particular:
Objective dimension: carrying out operational tasks, such as
1. compilation of forms and data on experiments
2. Subjective dimension: forms of self-evaluation, with tools such as questions, logbooks, questionnaires.
3. Intersubjective dimension: observation protocols, comments, interactions between equals
Textbooks (and optional supplementary readings)