ideas as those of state, measure, mass, energy, cross section, as well as research
methods in active research and on the adopted relative basic principles applied, as
energy and momentum conservation in optical and Rutherford backscattering spectroscopy (RBS).
For the advanced topics, interpreted by high formalized difficult theories, as
electrical transport properties and superconductivity, we chose phenomena exploration approaches to offer methodological education by means of active learning
strategies and lab work.
The basic idea is to avoid reductionism to offer opportunities of learning and not
only understanding of information, to gain competences of instruments and methods,
to build interpretative solutions and results to become able to manage fundamental
concepts.
Modern physics is proposed along the whole curriculum, integrated in physics
curriculum and not as a final appendix. Dynamic of Einstein relativity is proposed
with Newtonian dynamic to discuss the work energy theorem on the light of Bertozzi
experiment (Bertozzi experiment n.d., MIT). RBS and cross section concepts are
proposed when collisions are treated in the curriculum. The discussion of the
polarization as quantum property of light to introduce basic concepts of quantum
mechanics is proposed when optical physics is treated, preferably not after electromagnetism, to avoid the automatic assumption that light is an electromagnetic wave.
Optical spectroscopy becomes an extension of optics in the same context, looking on
the meaning of the colors of light and the processes in light emission. A deep
discussion of the concepts of mass and energy and a reflection on the meaning of
state of a system as well as those of measure starts with the first steps in physics
curriculum and remains a warm attention for the whole curriculum to promote a
comparison of that concepts in different theories.
The main coherent vertical planned and implemented paths in school are the
following: (1) Phenomena bridging theories: diffraction (Michelini et al.
2014a, b, c, d, e, f); (2) Optical spectroscopy and physics of quanta foundation
(Buongiorno and Michelini 2018); (3) The physics in modern research analysis
technics: RBS, TRR, R&H (Fera et al. 2014; Corni and Michelini 2018; Michelini
et al. 2017); (4) Explorative approach to superconductivity (a coherent path)
(Michelini et al. 2014a, b, c, d, e, f); (5) Discussion of some crucial/transversal
concepts both in classical and quantum physics: state, measure, cross section
(Michelini et al. 2017); (6) Foundation of theoretical thinking: quantum mechanics
according to a Dirac approach (Ghirardi et al. 1996; Michelini and Stefanel 2008;
Michelini et al. 2014a, b, c, d, e, f); (7) Mass-Energy discussion for a path to
understand E ¼ mc
2 (Michelini et al. 2014a, b, c, d, e, f).
In the following, we describe in detail two paths very different: those on cross
section and the explorative approach to superconductivity.
10 Innovation of Curriculum and Frontiers of Fundamental Physics in Secondary. . .
105
methods in active research and on the adopted relative basic principles applied, as
energy and momentum conservation in optical and Rutherford backscattering spectroscopy (RBS).
For the advanced topics, interpreted by high formalized difficult theories, as
electrical transport properties and superconductivity, we chose phenomena exploration approaches to offer methodological education by means of active learning
strategies and lab work.
The basic idea is to avoid reductionism to offer opportunities of learning and not
only understanding of information, to gain competences of instruments and methods,
to build interpretative solutions and results to become able to manage fundamental
concepts.
Modern physics is proposed along the whole curriculum, integrated in physics
curriculum and not as a final appendix. Dynamic of Einstein relativity is proposed
with Newtonian dynamic to discuss the work energy theorem on the light of Bertozzi
experiment (Bertozzi experiment n.d., MIT). RBS and cross section concepts are
proposed when collisions are treated in the curriculum. The discussion of the
polarization as quantum property of light to introduce basic concepts of quantum
mechanics is proposed when optical physics is treated, preferably not after electromagnetism, to avoid the automatic assumption that light is an electromagnetic wave.
Optical spectroscopy becomes an extension of optics in the same context, looking on
the meaning of the colors of light and the processes in light emission. A deep
discussion of the concepts of mass and energy and a reflection on the meaning of
state of a system as well as those of measure starts with the first steps in physics
curriculum and remains a warm attention for the whole curriculum to promote a
comparison of that concepts in different theories.
The main coherent vertical planned and implemented paths in school are the
following: (1) Phenomena bridging theories: diffraction (Michelini et al.
2014a, b, c, d, e, f); (2) Optical spectroscopy and physics of quanta foundation
(Buongiorno and Michelini 2018); (3) The physics in modern research analysis
technics: RBS, TRR, R&H (Fera et al. 2014; Corni and Michelini 2018; Michelini
et al. 2017); (4) Explorative approach to superconductivity (a coherent path)
(Michelini et al. 2014a, b, c, d, e, f); (5) Discussion of some crucial/transversal
concepts both in classical and quantum physics: state, measure, cross section
(Michelini et al. 2017); (6) Foundation of theoretical thinking: quantum mechanics
according to a Dirac approach (Ghirardi et al. 1996; Michelini and Stefanel 2008;
Michelini et al. 2014a, b, c, d, e, f); (7) Mass-Energy discussion for a path to
understand E ¼ mc
2 (Michelini et al. 2014a, b, c, d, e, f).
In the following, we describe in detail two paths very different: those on cross
section and the explorative approach to superconductivity.
10 Innovation of Curriculum and Frontiers of Fundamental Physics in Secondary. . .
105