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II.10 — Particle sources
Get PDFThe particle sources create the beam which will next be used in accelerators. The chapter proposes an introduction to particle sources physics and technology. It starts with basics on the beam emittance formation from particle sources and how to filter unwanted low energy beams prior to their acceleration to high energy. The next part proposes an introduction to the three existing electron sources types and their basics of physics: thermionic, field emission and photo-emission electron guns. The chapter continues with a short introduction to the exotic beam production, taking the example of positron sources. The last part is dedicated to ion sources. After a presentation of the physics processes used to produce positive and negative ions, the main different families of ion sources are shortly presented
III.8 — Energy recovery linacs
Get PDFThe seminar on energy-recovery linacs (ERLs) is giving an overview of the field: How does an ERL work? What have been important milestones in ERL history? What are the reasons to use an ERL instead of a conventional accelerator? As examples of the landscape of machines, ranging from ancient ERLs up to future projects, this chapter will give results of the runs from CBETA (USA) and S-DALINAC (Germany). The way to future ERLs will also be addressed
Systemdenken in Natur und Technik fördern – SysteMINT
Get PDFHintergrund: Für eine Bildung für Nachhaltige Entwicklung (BNE) bildet das Systemdenken eine wichtige Grundlage, da Nachhaltigkeitsthemen meist mehrperspektivisch und komplex sind. Das Systemdenken bietet Konzepte und Werkzeuge im Umgang mit Komplexität und ist in verschiedenen Disziplinen verwurzelt. Praxisbeispiele zur Förderung von Systemdenken auf Sekundarstufe I finden sich für verschiedene Fachbereiche, jedoch oft nicht mit einem expliziten Fokus auf die Ziele einer BNE. Vor allem in der naturwissenschaftlich-technischen Bildung werden selten qualitative Modellierungsansätze verwendet, um Systeme zu beschreiben, Prognosen zu treffen und Handlungsmöglichkeiten zu beurteilen. Die Naturwissenschaftler:innen sind mit den quantitativen Modellierungsansätzen vertrauter, stossen auf der Zielstufe (Sekundarstufe I) aber an ihre Grenzen, insbesondere wenn der Mensch als Teil des Systems einbezogen werden soll.
Ziel: Das Ziel des in diesem Beitrag vorgestellten Projektes «SysteMINT» war es, die Systemkompetenzen von angehenden Lehrpersonen der Sekundarstufe I zu fördern und sie gleichzeitig dazu zu befähigen, Systemkompetenzen der Lernenden in Natur und Technik (NT) zu fördern, zu begleiten und zu evaluieren. Anhand von drei Durchführungen und Evaluationen einer stetig weiterentwickelten Lehreinheit in der Ausbildung von Lehrpersonen wurde vier Fragen nachgegangen:
Welche Vorstellungen von Systemdenken haben angehende Sekundarlehrpersonen vor und nach einer Lehreinheit zu einem Mensch-Umwelt-Technik-System?
Wie stark ist das Interesse und die Selbstwirksamkeitserwartung in Bezug auf das Systemdenken ausgeprägt und wie verändern sich die beiden Grössen durch die Lehreinheit?
Wie wird die Lehreinheit in Bezug auf Interessantheit, Lernzuwachs, Praxisnutzen eingeschätzt?
Und wie wird der persönliche Lernfortschritt in Bezug auf die Systemkompetenzen eingeschätzt?
Rahmen: Ein interdisziplinäres Team der Fachhochschule Nordwestschweiz (FHNW) hat während der letzten fünf Jahre im Rahmen des PgB Netzwerkes MINT-Bildung Schweiz den Ansatz des Systemdenkens in der Ausbildung von Sekundarstufe I-Lehrpersonen erprobt und evaluiert. In der Ausbildung der Sekundarlehrpersonen erfolgte dies zusammen mit Fachexpert:innen anderer Hochschulen anhand von drei konkreten Themen «Plastikmüll», «Energie im Gebäude» und «Mikroverunreinigungen im Gewässer» mit insgesamt 92 Studierenden. Während den ersten drei Jahren (2018-2020) wurden in einer Vor- und Nachbefragung unter anderem Vorstellungen zum Systemdenken, das Interesse am Systemdenken, die Selbstwirksamkeitserwartung im Zusammenhang mit wichtigen Konzepten des Systemdenkens und die Einschätzung der Relevanz von Systemdenken in der Praxis erhoben. Die Ergebnisse der Befragungen dienten der Optimierung der Lehreinheit.
Keywords: Systemdenken, Systemkompetenzen, BNE, Natur und Technik (NT)
Promoting Systems Thinking in Science and Technology - SysteMINT
Background: Systems thinking is a crucial foundation for Education for Sustainable Development (ESD) as sustainability issues often involve multiperspectival and complex considerations. Systems thinking provides concepts and tools for dealing with complexity and is rooted in various disciplines. While practical examples for promoting systems thinking at the secondary level (Sekundarstufe I) can be found across different subject areas, they often lack an explicit focus on ESD goals. Particularly within the domain of science and technology education, qualitative modeling approaches to describe systems, make predictions, and assess potential actions are seldom employed. Natural scientists are more accustomed to quantitative modeling approaches, but they encounter limitations, especially when trying to incorporate the human element into the system.
Objective: The aim of the project "SysteMINT" (MINT stands for STEM in English), presented in this paper, was to enhance the systems thinking competencies of prospective secondary-level teachers while simultaneously equipping them to promote, guide, and assess students' systems thinking abilities in the context of science and technology. Through three implementations and evaluations of a continually evolving teaching unit within teacher education, four questions were explored:
What conceptions of systems thinking do prospective secondary-level teachers hold before and after a teaching unit on a human-environment-technology system?
To what extent is interest and self-efficacy in relation to systems thinking developed, and how do these factors change as a result of the teaching unit?
How is the teaching unit perceived in terms of interest, learning gains, and practical utility?
How is personal progress in developing systems competencies assessed?
Framework: An interdisciplinary team from the University of Applied Sciences Northwestern Switzerland (FHNW), as part of the PgB Network STEM Education Switzerland, has tested and evaluated the intervention with systems thinking in the training of secondary-level teachers over the past five years. This was conducted in collaboration with subject matter experts from other universities and involved 92 students. The training addressed three specific topics: "Plastic Waste," "Energy in Buildings," and "Micropollutants in Water." During the initial three years (2018-2020), pre- and post-surveys were conducted, assessing conceptions of systems thinking, interest in systems thinking, self-efficacy expectations related to key concepts of systems thinking, and perceptions of the practical relevance of systems thinking. The survey results were used to optimize the teaching unit.
Keywords: Systems thinking, Systems competencies, ESD, Science and Technology
Ambasciatori della Scienza: Un modo diverso di imparare la scienza
No full textThe goal of this article is to address the genesis of the project “Giornata della Scienza”. We analyze the topic by drawing attention to the hidden role of the training of teachers in the Italian Teacher Program behind it, and also to the important role of students. We describe how the model has evolved during the years and how and why it has grown up to the latest award-winning version. We also describe the activities of the “Giornata della Scienza” 2022, underlining the breadth of the target audience and the large number of students involved.Lo scopo di questo articolo è descrivere la genesi del progetto 'Giornata della Scienza'. Analizziamo il progetto attirando l'attenzione sul ruolo della formazione degli insegnanti nell'Italian Teacher Program e sul ruolo importante degli studenti. Descriviamo come il modello si è evoluto negli ultimi anni e come e perché è cresciuto fino all'ultima premiata edizione. Descriviamo anche le attività della 'Giornata della Scienza' versione 2022, sottolineando l'ampiezza della platea e l'ampio numero di studenti coinvolti
Entrepreneurial tendencies among highly educated students in Germany and Italy - A cross-national study
Get PDFContinuous and breakthrough industrial innovations are essential for sustainability and the success of modern economies. As the development of innovative products and technologies is often performed within start-up enterprises, the facilitation of entrepreneurial spirit is of major political interest. However, central European countries like Italy and Germany lack behind as highly educated students rather prefer more conventional career paths. In this study we surveyed Bachelor, Master and PhD students in Germany and Italy to further understand the cultural and socio-geographic effects on career decisions. Although only minor differences could be detected among the peer-group, beneficial observations were derived, identifying key-motivators and cultural necessities
Why measuring individual innovativeness is so difficult: a critical review of standard methods and new ideas to measure innovativeness
Get PDFInnovative people are desperately wanted in nowadays world, wherefore tools to measure individual innovativeness are needed. This work reviews the commonly used metrics to gauge innovativeness, such as the Individual Innovativeness Scale (IIS). Hereby, it demonstrates via a survey that often a simple self-evaluation question contains the same information as conventional psychological surveys. As an alternative, another survey investigates whether bibliographical information can predict innovativeness. Finally, a new type of experiments to measure innovativeness is proposed, enabled by recent progress in neuroscience, that will not rely on classical self-report questions but on empirical data on the candidate’s brain activity in response to external stimuli
Is small beautiful?
Get PDFThe IdeaSquare innovation team confronts a question many hardly dare to ask. But as always, it never shies away from a good challenge. This time, the journey starts with questioning the universality of the way particle physics research scales up. Is bigger better? The adventure then starts, bottom up, from asking whether small is beautiful. Then, relying on dimensions of politics, biology and finally, physics, the IdeaSquare innovation team find the Universal Truth to answer… (or not) the very question everyone is wondering
Quasi-experiments to estimate the economic impact of research infrastructures
Get PDFThe paper discusses the application of the quasi-experiment research design to the empirical evaluation of large-scale research infrastructures' socio-economic benefits. Specifically, after introducing the quasi-experimental methodology, it provides an illustrative example in which a quasi-experiment approach is used to assess the technological procurement spillovers of the Italian Space Agency