Particle Physics Online Course for High-School Students 20th IPPOG meeting 2 December 2020 Particle Physics Course for High-School Students Motivation: high demand for educational offers targeting high-school students Goals: • develop online learning offer for high-school students from around the world • provide teachers with educational ideas and materials for their classroom • narrow the research-practice gap in particle physics education research September 22, 2020 16:2 WSPC/S2661-3395 2020002 An AlternativeIOP Proposal for the The Physics Educator Vol. 2, No. 3 (2020) 2020002 (5 pages) Physics Education c ! The Author(s) Graphical Representation of Anticolor DOI: 10.1142/S2661339520200024 Phys. Educ. Charge IOP Gerfried J. Wiener, CERN, European Organization for Nuclear Research, Geneva, Switzerland, and Austrian Educational Competence 51 The Role of Models in Centre Physics, University of Vienna, Austria Physics Education Sascha M. Schmeling, CERN, European Organization for Nuclear Research, Geneva, Switzerland JOURNAL OF RESEARCH IN SCIENCE TEACHING VOL. 50, NO. 2, PP. 162–188 (2013) 2016 Rutgers University, New Brunswick, NJ Martin Hopf, Austrian Educational Competence Centre Physics, University of Vienna, Austria Physics Instruction Phys. Educ. AF u n c t i o n a l3 D - P r i n t a b l eM a g n e tM o d e l 3D Printable Quark Puzzle: A Model to and Michael Gentile, NATURWISSENSCHAFTEN e have developed a learning© 2016 IOP unit Publishing based Ltdon the Research Article Standard Model of particle physics, featuring nov- 52 P A P ER Build Your Own Particle Systems Eugenia Etkina, Aaron Warren, el typographic illustrations of elementary particles of the ATLAS Toroid CERN, European Organization for Nuclear Research, Geneva, Switzerland and Physics Education Centre, IOP PHEDA7 Wand particle systems.1 Since the unit includes antiparticles and Phys. Educ. 52 (2017) 034001 (9pp) iopscience.org/ped Lachlan McGinness, Towards a Learning Progression of Energy 2017 Australian National University CERN, European Organization for Nuclear Research, Geneva, Switzerland systems of antiparticles, a visualization of anticolor charge was Phys. Educ. Julia Woithe Julia Woithe, 1 1 2 3 51 (2016) 035001 (7pp) Susanne Dührkoop and Knut Neumann, Tobias Viering, William J. Boone, and Hans E. Fischer Physics Education required. We propose an alternative035001 to the commonly used Let s have a coffee with the ∗,AlexandraJansky CERN, European Organization for Nuclear Research, Geneva, Switzerland, and Austrian Educational Competence ’ Alexandra Jansky, complementary-color method, whereby antiparticles and © 2017 IOP PublishingIntroducing Ltd the LHC in and Tiago Gon¸ 1 Leibniz-Institute for Science and Mathematics Education (IPN) at the University of Kiel, antiparticle systems are identifiedG J Wiener through the use of stripes P S’Cool LAB Team, CERN,†,OliverKeller McGinness, L, et al. 2019 3D-Printable Model of a Particle Trap: Centre Physics, University of Vienna, Austria Phys. Educ. in physics are mathematical models, which is to say et al A P ERS Standard Model of particle calves - iopscience.org/ped 1211 Geneva 23, Switzerland Development and Use in the Physics Classroom. Journal of Open Olshausenstraße 62, 24098 Kiel, Germany instead of a change in color. We presented our proposal to PHEDA7 ‡ TEILCHEN that physical properties are1 represented by quantitative the classroom: an overview Hardware, 2(1): 5, pp. 1‒9, DOI: https://doi.org/10.5334/joh.12 2 is becoming more and more here is an increasing emphasis on fundamental par Miami University, Oxford, Ohio modeling high school students and physicsIntroducing teachers, the LHC who in the evaluated classroom: an it overview to of education resources available ∗[email protected] International Conference on Physics Education (ICPE) 2018 IOP Publishing he word 52 variables in the models.” ticles, including quarks, in the high school physics 3University Duisburg-Essen, Essen, Germany P A P ER be a more helpful way of distinguishing between color charge Fig. 1. Typographic illustrations of a proton and a physics! †[email protected] 1-3 However, many teachers might not feel Journal of Physics: Conference Series 1512 (2020) 012021 doi:10.1088/1742-6596/1512/1/012021 common in physics, chemistry, and general In general, physicists share several common ideas neutron. 034001 of education resources available [email protected] classroom. Phys. Educ. 52 (2017) 044001 (8pp) iopscience.org/ped and anticolor charge. ‡ - science instruction. In physics, students learn about models: of an object or pro- Printed in the UK Tcomfortable teaching particle physics because it is a highly Received 15 June 2011; Accepted 3 October 2012 2017 a simplified version Education research shows that carefully designed im- Julia Woithe1,2, Gerfried J Wiener1,3 T 2 ! a) a model is ages can improve students’ learning. However, in practice, J Woithe et al 1 abstract and complex topic, and there are few hands-on ac models of the solar system, light, and atom. In biology Gerfried and Frederik F Van der Veken Received June 22, 2020 EDUCATIONAL HARDWARE - PHYSIK cess under study; a scientist creating the model Introducing 12 year-olds to The ATLAS detector is the largest particle detector at the LHC and one of the most complex Abstract: This article presents an empirical study on an initial learning progression of energy, a illustrations commonly containPED elements limiting students’ J Wiener1,2 tivities to help teachers bring it into the classroom. In 2010, courses they encounter 2017 models IOP Publishing of joints, Ltd the circula- ; explana- and Konrad machines ever built. It allows precise measurements of particles emanating from proton collisions. 4 © 3 , Julia 1 presented a two-dimensional quark puzzle, a phys concept of central importance to the understanding of science. Learning progressions have been sug- decides what features to neglect;or explanatory learning, as underlined by Cook : “Visual representations are Jende1,5 Woithe1,3 CERN, European Organization for Nuclear Research, Geneva, Switzerland Gettrust tory system, and metabolic processes. The benefits of descriptive Let’s have a coffee with the Standard Model of particle physics! , Alexander 2 Due to its complexity, introducing the ATLAS detector in the high-school physics classroom can 3D-Printable Model of a Particle Trap: Development and Fig. 1. Images of 3D printed puzzle pieces. On the left is a close-up gested as one vehicle to support the systematic and successful teaching of core science concepts. elementary particles essential for communicating ideas in the science classroom; 1 CERN, European Organization for Nuclear Research, Geneva, Switzerland Brown Department of Physics/Physics Education Group, University of Kaiserslautern, Germany ical manipulative that allowed students to discover the rules engaging students in model building are described in b) a model can be 10.1088/0031-9120/51/3/035001 2 1,4 3 be challenging. Nonetheless, we show how to use 3D printing to provide a hands-on classroom on a single piece with the quark type, electric charge, and color Ideally, a learning progression will provide teachers with a framework to assess students’ level of under- 1-5 “ModelingPHEDA7 instruction” is an example Austrian Educational Competence Centre Physics, University of Vienna, Austria Austrian Educational Competence Centre Physics, University of Vienna, Austria of the Standard Model of particle physics through inquiry. In tory models are based on analogies—relating the however, the design of such representations is not always 3 activity by constructing a functional 3D model of the toroidal ATLAS magnet system. This Use in the Physics Classroom An ideal set of pieces representing charged labelled. On the right, quark and antiquark pieces are standing of a core concept and to guide students towards a more sophisticated level of understanding.UNTERRICHTS the literature. Printed in the UKDepartment of Physics/Physics Education Group, University of Kaiserslautern, Germany object or process to a more familiar object or pro- 1,2 1 2 beneficial for learners.” To determine what aspects of the ty- 4 model can be used to discover, visualize and explain the shape of a toroidal magnetic field and the paper Gettrust states: “ combined to make sets of three (baryons) and sets of two (mesons). of a whole curriculum based on the idea of model- Gerfried J Wiener , Sascha M Schmeling and Martin Hopf Institut Universitaire pour la Formation des Enseignants, University of Geneva, Switzerland E-mail: [email protected], [email protected] and [email protected] Taking existing research as a point of departure, developing a learning progression involves recurring 0031-9120 5 to start a discussion about the role of magnetic fields in particle detectors in general. Lachlan McGinness*,†, Susanne Dührkoop*, Alexandra Jansky*,‡, Oliver Keller*, quarks would consist of three-dimensional objects that fit 6 However, in044001 a traditional physics class students cess; power; pographic representations used in our learning unit (Fig. 1) Institute of Nuclear and Particle Physics, TU Dresden, Germany cycles of empirical validation and theoretical refinement. In this article, we report about ourErstellt efforts in in Kooperation mit MATERIAL Netzwerk Teilchenwelt AB KLASSE ing. predictive 13 1 § * ‖ * nicely together into some basic shape, such as a sphere or some What is your favourite particle and why? . CERN, European Organization for Nuclear Research,