Particle physics and its applications in schools

Authors

  • Aesha Bhansali School of Physics, The University of Sydney, Sydney NSW 2006, Australia

Keywords:

Particle physics, school education, hands-on learning

Abstract

BACKGROUND AND AIMS 

“The learning experiences of physics students are more authentic and more engaging if they explore the science of the last 50 years, including the active field of particle physics” (Pritchard et al., 2009). Decision-makers have recognised the need to connect the physics taught at school, universities and research institutes. Lazzeroni et al. (2021) recognised the value of adding particle physics to the school curriculum to increase student’s engagement, which is one of the important factors for their learning (Bhansali & Sharma, 2020).

EXPERIEMENT DESIGN 

I constructed ‘intervention’ experiments making use of particle physics concepts on friction, phases, pressure and waves. These were guided inquiry experiments with clear instructions. Students were explicitly asked to discuss, analyze and interpret. The experiments consisted of three-part activities that built the concepts in students’ minds. I also intrigued students with real life scenarios and applications related to the concept of the experiment. In this presentation, I will elaborate on these experiments for researchers and practitioners.

FINDINGS 

I was a teacher as well as an observer during the sessions with the students. My preliminary results indicate that students were engaged in hands-on activities. Students found it interesting to go into depth using the materials around them and learn physics topics with a lens of particle physics.

 IMPLICATIONS 

My study shows that inclusion of particle physics experiments, while introducing topics to school students, results in improved conceptual understanding and engagement. 

REFERENCES

Bhansali, A. & Sharma, M. D. (2020). The Achievement Emotions Questionnaire: Validation and implementation for undergraduate physics practicals. International Journal of Innovation in Science and Mathematics Education, 27(9), 34-46, https://dx.doi.org/10.30722/IJISME.27.09.003

Lazzeroni, C., Malvezzi, S. & Quadri, A. (2021). Teaching Science in Today’s Society: The Case of Particle Physics for Primary Schools. Universe, 7, 169.

Pritchard, D. E., Barrantes, A. & Belland, B. R. (2009). What else (besides the syllabus) should students learn in introductory physics?.AIP Conference Proeedings. 1179, 43–46, https://dx.doi.org/10.1063/1.3266749

Downloads

Published

2022-11-25

Issue

Proceedings of the IUPAP International Conference on Physics Education 2022

Section

Abstracts

License

Authors who publish with the Proceedings of the International Conference on Physics Education 2022 agree to the following terms:

a) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

b) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.

c) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access - http://opcit.eprints.org/oacitation-biblio.html).

Privacy Statement The names and email addresses entered in the Proceedings of the International Conference on Physics Education 2022 site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.