Articoli rivista
Anno XLI - n.2 - aprile/giugno 2008 Pendolo con piano di oscillazione inclinabile
This teacher-designed device was used by 14 year-old highschool pupils who already knew how the period of oscillation of a pendulum depends on its length, with the purpose of finding its dependence on the acceleration of gravity. The pupils processed the experimental data with the help of a worksheet on a PC. […]
Anno XXXI - n.1 - gennaio/marzo 1998 Pendolo di Foucault in miniatura da esposizione
A 3.5-meter long Foucault pendulum is realized for teaching and exhibition purposes. The pendulum operates continuously without need for maintenance or external control. The decay of the oscillation amplitude due to friction is compensated by the application of a pulsed central magnetic force, […]
Anno XXXIX - n.3 - luglio/settembre 2006 Per laboratorio il cielo: la III legge di Keplero
The Physics Department of the University of Milano organizes science activities for young students every year, among which astronomical observation sessions. In one experience, 16 to 19 year olds apply Kepler’s 3rd Law to the satellites of Jupiter. We describe the structure of this activity, […]
Anno XL - n.1 - gennaio/marzo 2007 Perché aspettare dieci minuti per misurare la febbre?
How long must we wait in order to measure our body temperature? A simple experiment allows to apply mathematical techniques while discussing thermodynamics, half-time, time constant. […]
Anno XL - n.4 - ottobre/dicembre 2007 Perché e come studiare fisica
An open letter to secondary school students in which they are explained why studying physics is worthwhile and are given many suggestions on how to do it effectively. […]
Anno XL - n.2 - aprile/giugno 2007 Perché il ghiaccio è scivoloso?
In 1859 Michael Faraday postulated that a thin film of liquid covers the surface of ice – even at temperatures well below freezing. Neglected for nearly a century, the dynamics of ice surfaces has now grown into an active research topic. […]
Anno XLIV - n.2 - aprile/giugno 2011 Perché la bicicletta è vantaggiosa?
Body energy transfers while walking and cycling are analysed and compared, showing why riding a bicycle is energetically more efficient than walking. […]
Anno XLVIII - n.2 - aprile/giugno 2015 Perché la Terra è sferica, o quasi?
The shape of some astronomical bodies of different size is taken into consideration and qualitatively explained on a gravitational-electromagnetic interaction ground. […]
Anno XLII - n.1 - gennaio/marzo 2009 Perché studiare fisica e matematica?
Why should pupils who do not wish to become scientists study physics and mathematics in school and how should such knowledge be useful to those who will? Should these subjects only promote rigour and rationality? The author claims that the teacher should also transmit their elusive beauty and importance apart from practical applications. […]