Physics is introduced as a basic matter in the curricula of professional schools (i.e. schools for agriculture, electronic or chemistry experts). Students meet physics in the early years of their training and then continue in vocational subjects where many physics' topics can be useful. Rarely, however, the connection between physics and professional matters is quite explicit. Students often feel physics as boring and useless, i.e. very far from their interests. In these schools it is almost always required the physics lab, but it does not always exist. The physics teachers of a local Agricultural Technical Institute asked us to realize a learning path in laboratory for their students, since in their school the physics lab was missing. This institute is the only public school in the Chianti area specializing in Viticulture and Enology, and attending a further year post diploma, allows the achievement of the qualification of Enologist. We report a learning path realized starting from thermal equilibrium to a full understanding of the measures made with the Malligand's ebulliometer, used for determining the alcoholic strength (alcohol concentration by volume) of an alcoholic beverage and water/alcohol solutions in general. The aim was to make interesting measures of physical quantities, calorimetry and state transitions connecting them to the functioning of an instrument that students use in their professional career. The feedback of students and the interests of their teachers convinced us to go further in this way. We intend in the next future to involve teachers of physics and vocational subjects in the design of a physics curriculum spread over two years in which the main physics topics will be introduced to explain the functioning of tools and equipment used, normally, in the winery.

Roberto Benedetti Emilio Mariotti Vera Montalbano

physics.ed-ph physics.pop-ph physics.soc-ph

This article describes reflections on the Fifth International Conference on Women in Physics which was a conference attended by 215 female physicists and a few male physicists from 49 different countries. The article focuses on the barriers that women face in their professional advancement in physics and the extent to which the situation is different in various countries.

Chandralekha Singh

physics.ed-ph physics.soc-ph

To date, there is a lack of research on learning environments for pre-service physics teachers that allow them to learn and practise diagnosing students' conceptions that are (currently) not covered in physics education textbooks (e.g. students' conceptions about viscosity). In this study, we developed and piloted such a learning environment, which was implemented and piloted twice in a seminar for pre-service physics teachers. As coping with a diagnostic process is particularly demanding for pre-service physics teachers, our accompanying research aims to identify learning barriers within our developed learning environment. The results indicate that the participants experience the learning environment with varying degrees of difficulty. One main difficulty for pre-service physics teachers seems to be in interconnecting their content knowledge with their pedagogical content knowledge in the diagnostic process.

Markus Sebastian Feser Ingrid Krumphals

physics.ed-ph

Are we smarter now than Socrates was in his time? Society as a whole certainly enjoys a higher degree of education, but humans as a species probably don't get intrinsically smarter with time. Our knowledge base, however, continues to grow at an unprecedented rate, so how then do we keep up? The printing press was one of the earliest technological advances that expanded our memory and made possible our present intellectual capacity. We are now faced with a new technological advance of the same magnitude--the internet--but how do we use it effectively? A new tool is available on Google (http://www.google.com) that allows a user not only to numerically evaluate equations, but to automatically perform unit analysis and conversion as well, with most of the fundamental physical constants built in.

David W. Ward

physics.ed-ph physics.comp-ph

The present issue of the series <<Modern Problems in Mathematical Physics>> represents the Proceedings of the Students Training Contest Olympiad in Mathematical and Theoretical Physics and includes the statements and the solutions of the problems offered to the participants. The contest Olympiad was held on May 21st-24th, 2010 by Scientific Research Laboratory of Mathematical Physics of Samara State University, Steklov Mathematical Institute of Russia's Academy of Sciences, and Moscow Institute of Physics and Technology (State University) in cooperation. The present Proceedings is intended to be used by the students of physical and mechanical-mathematical departments of the universities, who are interested in acquiring a deeper knowledge of the methods of mathematical and theoretical physics, and could be also useful for the persons involved in teaching mathematical and theoretical physics.

G. S. Beloglazov A. L. Bobrick S. V. Chervon B. V. Danilyuk M. V. Dolgopolov M. G. Ivanov O. G. Panina E. Yu. Petrova I. N. Rodionova E. N. Rykova M. Y. Shalaginov I. S. Tsirova I. V. Volovich A. P. Zubarev

math-ph physics.ed-ph physics.pop-ph

There is no doubt that the field of Fundamental Constants in Physics and Their Time Variation is one of the hottest subjects in modern theoretical and experimental physics, with potential implications in all fundamental areas of physics research, such as particle physics, gravitation, astrophysics and cosmology. In this Special Issue, the state-of-the-art in the field is presented in detail.

Joan Solà

hep-ph astro-ph.CO gr-qc hep-th

Nuclear Physics is the branch of physics that deals with the properties and structure of matter on the hadronic level. In this article we review briefly the history of this field, which has a major role in the development of our understanding of nature. We then proceed to give an outline of a current perspective of the field and of some of the issues that are now on its frontiers.

E. M. Henley J. P. Schiffer

nucl-th

The goal of this paper is to summarise the first steps in developing a fundamentally new way of constructing theories of physics. The motivation comes from a desire to address certain deep issues that arise when contemplating quantum theories of space and time. In doing so we provide a new answer to Heidegger's timeless question ``What is a thing?''. Our basic contention is that constructing a theory of physics is equivalent to finding a representation in a topos of a certain formal language that is attached to the system. Classical physics uses the topos of sets. Other theories involve a different topos. For the types of theory discussed in this paper, a key goal is to represent any physical quantity $A$ with an arrow $\breve{A}_φ:\Si_φ\map\R_φ$ where $\Si_φ$ and $\R_φ$ are two special objects (the `state-object' and `quantity-value object') in the appropriate topos, $τ_φ$. We discuss two different types of language that can be attached to a system, $S$. The first, $\PL{S}$, is a propositional language; the second, $Ł{S}$, is a higher-order, typed language. Both languages provide deductive systems with an intuitionistic logic. With the aid of $\PL{S}$ we expand and develop some of the earlier work (By CJI and collaborators.) on topos theory and quantum physics. A key step is a process we term `daseinisation' by which a projection operator is mapped to a sub-object of the spectral presheaf $\Sig$--the topos quantum analogue of a classical state space. The topos concerned is $\SetH{}$: the category of contravariant set-valued functors on the category (partially ordered set) $\V{}$ of commutative sub-algebras of the algebra of bounded operators on the quantum Hilbert space $\Hi$.

Andreas Doering Chris Isham

quant-ph gr-qc hep-th math-ph

Since 2006, the Pigelleto's Summer School of Physics is an important appointment for orienting students toward physics. It is organized as a full immersion school on actual topics in physics or in fields rarely pursued in high school, i.e. quantum mechanics, new materials, energy resources. The students, usually forty, are engaged in many activities in laboratory and forced to become active participants. Furthermore, they are encouraged in cooperating in small groups in order to present and share the achieved results. In the last years, the school became a training opportunity for younger teachers which are involved in programming and realization of selected activities. The laboratory activities with students are usually supervised by a young and an expert teacher in order to fix the correct methodology.

Roberto Benedetti Emilio Mariotti Vera Montalbano Antonella Porri

physics.ed-ph physics.pop-ph physics.soc-ph

Physics is formulated in terms of timeless classical mathematics. A formulation on the basis of intuitionist mathematics, built on time-evolving processes, would offer a perspective that is closer to our experience of physical reality.

Nicolas Gisin

physics.hist-ph quant-ph