D. Pistone, A. Italiano, L. Auditore, E. Amato, A. Campenní, S. Baldari
Direct Monte Carlo (MC) simulation is considered the gold standard approach for internal dosimetry in nuclear medicine, and it is increasingly used in planning Trans-Arterial Radio-Embolization (TARE) of HepatoCellular Carcinoma (HCC) {and hepatic metastases}. However its computational times, longer with respect to other simplified approaches, constitute a limiting factor, especially when dealing with {large size and finely discretized voxelized volumes}. Aim of this work was the investigation of the influence of cuts on the production of secondary particles and of input CT images resamplings on dosimetric accuracy and computational time in patient-specific voxel-level MC simulations of 90 Y-labelled glass microspheres TARE treatment, to find optimal combinations of settings for speeding up such simulations. GATE GEANT4 interface was used to perform simulations employing CT and 99m Tc SPECT as input data, examining multiple CT resolutions (via CT resamplings characterized by voxel volume factors 2, 8, and 64 with respect to native one, and a CT resampling with SPECT resolution) and production cuts (0.01 mm, 0.05 mm, 0.1 mm, 0.5 mm and some more, specific for each resampling). Increasing cut length and reducing CT resolution produces an early rapid decrease followed by a late slow decrease of simulation time as a function of this two parameters. A reduction up to 30% with respect to reference simulation time, while preserving acceptable dosimetric accuracy, was obtained. The best combination of settings among the examined ones resulted the choice of CT resampling with 8 times the native voxel volume and of 0.1-0.5 mm cut, ensuring dosimetric agreement within 1% in liver-related VOIs, while reducing simulation time to 45%.
{"title":"GATE Monte Carlo dosimetry in 90 Y TARE planning: influence of simulation parameters and image resampling on dosimetric accuracy and optimization of computational times","authors":"D. Pistone, A. Italiano, L. Auditore, E. Amato, A. Campenní, S. Baldari","doi":"10.1478/AAPP.992A4","DOIUrl":"https://doi.org/10.1478/AAPP.992A4","url":null,"abstract":"Direct Monte Carlo (MC) simulation is considered the gold standard approach for internal dosimetry in nuclear medicine, and it is increasingly used in planning Trans-Arterial Radio-Embolization (TARE) of HepatoCellular Carcinoma (HCC) {and hepatic metastases}. However its computational times, longer with respect to other simplified approaches, constitute a limiting factor, especially when dealing with {large size and finely discretized voxelized volumes}. Aim of this work was the investigation of the influence of cuts on the production of secondary particles and of input CT images resamplings on dosimetric accuracy and computational time in patient-specific voxel-level MC simulations of 90 Y-labelled glass microspheres TARE treatment, to find optimal combinations of settings for speeding up such simulations. GATE GEANT4 interface was used to perform simulations employing CT and 99m Tc SPECT as input data, examining multiple CT resolutions (via CT resamplings characterized by voxel volume factors 2, 8, and 64 with respect to native one, and a CT resampling with SPECT resolution) and production cuts (0.01 mm, 0.05 mm, 0.1 mm, 0.5 mm and some more, specific for each resampling). Increasing cut length and reducing CT resolution produces an early rapid decrease followed by a late slow decrease of simulation time as a function of this two parameters. A reduction up to 30% with respect to reference simulation time, while preserving acceptable dosimetric accuracy, was obtained. The best combination of settings among the examined ones resulted the choice of CT resampling with 8 times the native voxel volume and of 0.1-0.5 mm cut, ensuring dosimetric agreement within 1% in liver-related VOIs, while reducing simulation time to 45%.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-11-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44521229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The investigation of the structural features in biological membranes represents a central topic in many aspects of biological science. It involves the study of the collective behavior of a great number of interacting macromolecules, while the study of the structure-function relationship requires the observation and calculation of a large number of key factors. The self-assembly processes involved in biomembranes represent the cornerstone of the biological systems functioning, due to the special role of the complex macromolecular assemblies containing lipids, proteins, carbohydrates, nucleic acids, and other active components. In this article, we describe the main techniques and approaches employed for the investigation of biological membranes under a multidisciplinary point of view. A special focus will be put on the future challenges in this academic research field and the related academic teaching programs, that must provide the integration of the different research approaches and protocols into a common scientific background based on multi- and trans-disciplinary methods that combine the expertise coming from the different disciplines. In this respect, the laboratory learning by doing can have strong implications for research and education activities, and stimulate both the scientific research community and academia to develop their skills to face the interdisciplinary challenges of modern science.
{"title":"Transdisciplinary methods in the study of biological membranes: Laboratory learning by doing and implications for research and education","authors":"D. Lombardo","doi":"10.1478/AAPP.99S1A32","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A32","url":null,"abstract":"The investigation of the structural features in biological membranes represents a central topic in many aspects of biological science. It involves the study of the collective behavior of a great number of interacting macromolecules, while the study of the structure-function relationship requires the observation and calculation of a large number of key factors. The self-assembly processes involved in biomembranes represent the cornerstone of the biological systems functioning, due to the special role of the complex macromolecular assemblies containing lipids, proteins, carbohydrates, nucleic acids, and other active components. In this article, we describe the main techniques and approaches employed for the investigation of biological membranes under a multidisciplinary point of view. A special focus will be put on the future challenges in this academic research field and the related academic teaching programs, that must provide the integration of the different research approaches and protocols into a common scientific background based on multi- and trans-disciplinary methods that combine the expertise coming from the different disciplines. In this respect, the laboratory learning by doing can have strong implications for research and education activities, and stimulate both the scientific research community and academia to develop their skills to face the interdisciplinary challenges of modern science.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49242829","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Angelo Ariosto, Daniela Ferrarello, M. Mammana, E. Taranto
The MathCityMap-project (MCM-Project), carried out by the IDMI Goethe- University Frankfurt (Germany), aims to provide and share outdoor modelling tasks. A web portal and a mobile app for math-trail program were created and several math-trail tasks were designed around cities allover the world and uploaded into a system by the teachers. Then students walk the trail and its tasks by the help of mobile app or a .pdf file (generated by the web portal) to find and solve mathematical modelling tasks around the city. In this paper we present the results of an experimental teaching activity through MCM-Project for primary school students. Thanks to MCM Project, we were able to design our math-trail in Catania (Italy) and involve some 10-11 aged students in its walking. Data were gathered by means of participatory observation, video recording, interviews, and questionnaires. We will show how much this kind of activity can be effective to support primary school students in the process of modelling mathematics outside the classroom.
{"title":"Math city map: Provide and share outdoor modelling tasks. an experience with children","authors":"Angelo Ariosto, Daniela Ferrarello, M. Mammana, E. Taranto","doi":"10.1478/AAPP.99S1A13","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A13","url":null,"abstract":"The MathCityMap-project (MCM-Project), carried out by the IDMI Goethe- University Frankfurt (Germany), aims to provide and share outdoor modelling tasks. A web portal and a mobile app for math-trail program were created and several math-trail tasks were designed around cities allover the world and uploaded into a system by the teachers. Then students walk the trail and its tasks by the help of mobile app or a .pdf file (generated by the web portal) to find and solve mathematical modelling tasks around the city. In this paper we present the results of an experimental teaching activity through MCM-Project for primary school students. Thanks to MCM Project, we were able to design our math-trail in Catania (Italy) and involve some 10-11 aged students in its walking. Data were gathered by means of participatory observation, video recording, interviews, and questionnaires. We will show how much this kind of activity can be effective to support primary school students in the process of modelling mathematics outside the classroom.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45546893","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
A. Mottese, F. Parisi, G. Marcianò, Fausta Giacobello, Melania Franzone, G. Sabatino, M. Bella, F. Italiano, A. Tripodo
Technological advances have impacted almost every facet of modern culture and even in the educational methodologies. As new technologies become available, they are often embraced in educational innovation in an attempt to enhance traditional instruction. To this purpose, the “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by teacher-facilitated concept application activities in class. The constructivist approach, realized through an active-learning style of teaching, is more important respect to the order with which the teacher participated in the learning process. In this respect, the goal is to provide an alternative teaching approach on environmental issue. In particular, thanks to active learning (flipped classroom) it is possible to know and to appreciate a new eco-friendly material named to “Geopolymers”. One of the most important environmental advantage that can be attributed to this material is represented by the lower energy requirements for its production. Thus, this material could represent a potential tool able to mitigate the environmental pollution. In this regard, the geopolymers could provide a possible solution to wastes reuse as a resource to scale down the demand for extraction of new resources. This paper looks at some positive aspects of technology and waste treatment, and deals with the production of innovative building materials obtained by waste recycling known as geopolymers. Specifically, it is important to highlight the possibility of using wastes characterized by high silica and aluminum amounts as raw materials, particularly suitable to produce geopolymers by chemical activation with alkali. This is a useful method to improve hazardous-waste management and to reduce health and environmental issues due to the strong capability of make inert hazardous waste. This solution confirms the importance of re-manufacturing, reusing and recycling and, moreover, making a waste a new raw material and helps to move toward a more circular economy where wastes become negligible and further natural resources are used in an efficient and sustainable way. The proposed topic is addressed to students and aims to arouse their interest in the fields of the environmental protection and waste management, but overall it gives the perspective of natural resource preservation, and a most efficient way of their use without depleting the planet’s resources.
{"title":"A flipped classroom experience: towards the knowledge of new ecofriendly materials named \"geopolymers\"","authors":"A. Mottese, F. Parisi, G. Marcianò, Fausta Giacobello, Melania Franzone, G. Sabatino, M. Bella, F. Italiano, A. Tripodo","doi":"10.1478/AAPP.99S1A35","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A35","url":null,"abstract":"Technological advances have impacted almost every facet of modern culture and even in the educational methodologies. As new technologies become available, they are often embraced in educational innovation in an attempt to enhance traditional instruction. To this purpose, the “flipped classroom” is a learning model in which content attainment is shifted forward to outside of class, then followed by teacher-facilitated concept application activities in class. The constructivist approach, realized through an active-learning style of teaching, is more important respect to the order with which the teacher participated in the learning process. In this respect, the goal is to provide an alternative teaching approach on environmental issue. In particular, thanks to active learning (flipped classroom) it is possible to know and to appreciate a new eco-friendly material named to “Geopolymers”. One of the most important environmental advantage that can be attributed to this material is represented by the lower energy requirements for its production. Thus, this material could represent a potential tool able to mitigate the environmental pollution. In this regard, the geopolymers could provide a possible solution to wastes reuse as a resource to scale down the demand for extraction of new resources. This paper looks at some positive aspects of technology and waste treatment, and deals with the production of innovative building materials obtained by waste recycling known as geopolymers. Specifically, it is important to highlight the possibility of using wastes characterized by high silica and aluminum amounts as raw materials, particularly suitable to produce geopolymers by chemical activation with alkali. This is a useful method to improve hazardous-waste management and to reduce health and environmental issues due to the strong capability of make inert hazardous waste. This solution confirms the importance of re-manufacturing, reusing and recycling and, moreover, making a waste a new raw material and helps to move toward a more circular economy where wastes become negligible and further natural resources are used in an efficient and sustainable way. The proposed topic is addressed to students and aims to arouse their interest in the fields of the environmental protection and waste management, but overall it gives the perspective of natural resource preservation, and a most efficient way of their use without depleting the planet’s resources.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42047469","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Ferdinando Catalano, Antonio Cerza, Filippo Invernizzi, Sonia Migliavacca, Elio Scholtz, G. Castorina
The aim of this paper is to verify the applicability of the Rayleigh-Lamb equation to drops having different diameters and, specifically, with diameters of the order of magnitude of centimeters (macro drops), millimeters or micrometers (micro drops). On this purpose three experiments have been taken into account. A completely new fact is constituted by the following question: it is possible to apply the Rayleigh-Lamb equation to a heterogeneous drop like that represented by a soap bubble, characterized by a surface tension different from the substance constituting the drop’s mass (air)? The results reported in this paper seem to confirm that this is possible. The order of magnitude of the calculated autofrequencies is comparable to that observed experimentally. The limitations of the experiments are the geometry of the system. The Rayleigh-Lamb equation applies, strictly speaking, to a free drop not subjected to the action of external forces. This would be possible through the use of special devices, i.e the Acoustical Levitated. Therefore, it was decided to carry out the experiments with drops bound by viscous adhesion to the respective supports. It is evident that the geometry of the drop is no longer perfectly spherical, however the results obtained do not seem to have suffered greatly from this limitation.
{"title":"Study of the oscillations of drops of newtonian liquids induced by acoustic vibrations","authors":"Ferdinando Catalano, Antonio Cerza, Filippo Invernizzi, Sonia Migliavacca, Elio Scholtz, G. Castorina","doi":"10.1478/AAPP.99S1A23","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A23","url":null,"abstract":"The aim of this paper is to verify the applicability of the Rayleigh-Lamb equation to drops having different diameters and, specifically, with diameters of the order of magnitude of centimeters (macro drops), millimeters or micrometers (micro drops). On this purpose three experiments have been taken into account. A completely new fact is constituted by the following question: it is possible to apply the Rayleigh-Lamb equation to a heterogeneous drop like that represented by a soap bubble, characterized by a surface tension different from the substance constituting the drop’s mass (air)? The results reported in this paper seem to confirm that this is possible. The order of magnitude of the calculated autofrequencies is comparable to that observed experimentally. The limitations of the experiments are the geometry of the system. The Rayleigh-Lamb equation applies, strictly speaking, to a free drop not subjected to the action of external forces. This would be possible through the use of special devices, i.e the Acoustical Levitated. Therefore, it was decided to carry out the experiments with drops bound by viscous adhesion to the respective supports. It is evident that the geometry of the drop is no longer perfectly spherical, however the results obtained do not seem to have suffered greatly from this limitation.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47905786","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Trigonometry is an area of the high school mathematics curriculum strictly related to algebraic, geometric, and graphical reasoning. In spite of its importance to both high school and advanced mathematics, research has shown that trigonometry remains a difficult topic for both students and teachers. A new approach the teaching of trigonometry – calibrated for the 21 st century - opens the question of the place and nature of trigonometry in contemporary high school mathematics. In this prospective, the authors have carried out a study aimed at explaining connections between research and teaching practice of trigonometric functions emphasizing conceptual understanding, multiple representation and connections, mathematical modelling, and mathematical problem-solving. This paper shows a teaching approach for meaning construction of trigonometric functions with the aid of technological artefacts.
{"title":"Artefacts teach-math. the meaning construction of trigonometric functions","authors":"A. Serpe, M. G. Frassia","doi":"10.1478/AAPP.99S1A15","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A15","url":null,"abstract":"Trigonometry is an area of the high school mathematics curriculum strictly related to algebraic, geometric, and graphical reasoning. In spite of its importance to both high school and advanced mathematics, research has shown that trigonometry remains a difficult topic for both students and teachers. A new approach the teaching of trigonometry – calibrated for the 21 st century - opens the question of the place and nature of trigonometry in contemporary high school mathematics. In this prospective, the authors have carried out a study aimed at explaining connections between research and teaching practice of trigonometric functions emphasizing conceptual understanding, multiple representation and connections, mathematical modelling, and mathematical problem-solving. This paper shows a teaching approach for meaning construction of trigonometric functions with the aid of technological artefacts.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48786155","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Large-scale surveys on Maths and Science learning (such as OCSE-Pisa, IE-TIMMS, TIMMS Advanced and the INVALSI in Italy) have a strong influence on public opinion in all countries and, in a top-down process, on decisions by policy-makers and administrative stakeholders, organization of the education system, official curricula, actual curricula, and the didactic choices of teachers. This process is activated principally by a mechanism of comparison and ranking which is implicit in the published results of these surveys – a mechanism which induces effects which are not always positive (such as teaching to test). This study sets out to show, with some examples from the ongoing research, how it is possible to analyse macro-phenomena revealed by the survey results with conceptual tools of mathematics education, in order to look beyond the statistical data of individual students’ performances or of the sample group as a whole. The quantitative analytical tools used in processing the information collected in these surveys can be used to suggest valuable clues in understanding the nature and origins of common misconceptions and difficulties, and how these are linked with didactic practices. The first case that we consider regards the answering of questions which highlight a strong difference between male and female students (the so-called gender gap): which questions are these and why? The second case is the analysis of some INVALSI questions through which it is possible to quantify a well-known didactic phenomenon: the “loss of meaning” in algebra. The second case regards the answering of questions which highlight a strong difference between male and female students (the so-called gender gap): which questions are these and why? The third case that we present shows how it is possible to study how students’ behaviour (and their ability to find problem-solving strategies, for example) is influenced by the layout and wording of the question. These and other examples show how mathematics education can greatly benefit from the use of mixed methods (quantitative/qualitative) in surveys and research.
{"title":"What can we learn from large-scale surveys about our students learning of maths?","authors":"G. Bolondi","doi":"10.1478/AAPP.99S1A4","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A4","url":null,"abstract":"Large-scale surveys on Maths and Science learning (such as OCSE-Pisa, IE-TIMMS, TIMMS Advanced and the INVALSI in Italy) have a strong influence on public opinion in all countries and, in a top-down process, on decisions by policy-makers and administrative stakeholders, organization of the education system, official curricula, actual curricula, and the didactic choices of teachers. This process is activated principally by a mechanism of comparison and ranking which is implicit in the published results of these surveys – a mechanism which induces effects which are not always positive (such as teaching to test). This study sets out to show, with some examples from the ongoing research, how it is possible to analyse macro-phenomena revealed by the survey results with conceptual tools of mathematics education, in order to look beyond the statistical data of individual students’ performances or of the sample group as a whole. The quantitative analytical tools used in processing the information collected in these surveys can be used to suggest valuable clues in understanding the nature and origins of common misconceptions and difficulties, and how these are linked with didactic practices. The first case that we consider regards the answering of questions which highlight a strong difference between male and female students (the so-called gender gap): which questions are these and why? The second case is the analysis of some INVALSI questions through which it is possible to quantify a well-known didactic phenomenon: the “loss of meaning” in algebra. The second case regards the answering of questions which highlight a strong difference between male and female students (the so-called gender gap): which questions are these and why? The third case that we present shows how it is possible to study how students’ behaviour (and their ability to find problem-solving strategies, for example) is influenced by the layout and wording of the question. These and other examples show how mathematics education can greatly benefit from the use of mixed methods (quantitative/qualitative) in surveys and research.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46348052","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modern society requires to efficiently identify the new trends in sustainable development and their implications in future science, research and education. One of the major challenges in nanotechnology is the education and training of a new generation of skilled workers, that request the improvement of student understanding of the concept of force within the more broad scenery of modern nanoscience. The recent advancement in nanoscience and nanotechnology evidences the powerful methods of supramolecular approaches in modern nanoscience, which are based on the complex combinations of different forces acting both at the molecular and supramolecular levels. These forces represent the driving interactions for the efficient assembly of building blocks, and for the development of highly functional materials and devices with novel properties. Herein, a review of the evolution of the concept of force in connection with modern aspect of nanotechnology is presented. A special focus is devoted to the development of modern approaches taken from the academic research programs, that allows a fruitful understanding of the myriad of scientific discoveries that have characterized these last years. In this respect, the experiential learning method can be properly designed and delivered, with particular respect to the use of bio- and nanotechnology, and in ways that help the learners to efficiently develop the knowledge and skills needed in the modern age.
{"title":"Evolution of the concept of force in modern nanoscience: The perspectives of the experiential learning in research and teaching programs","authors":"D. Lombardo, L. Pasqua, M. Kiselev","doi":"10.1478/AAPP.99S1A30","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A30","url":null,"abstract":"Modern society requires to efficiently identify the new trends in sustainable development and their implications in future science, research and education. One of the major challenges in nanotechnology is the education and training of a new generation of skilled workers, that request the improvement of student understanding of the concept of force within the more broad scenery of modern nanoscience. The recent advancement in nanoscience and nanotechnology evidences the powerful methods of supramolecular approaches in modern nanoscience, which are based on the complex combinations of different forces acting both at the molecular and supramolecular levels. These forces represent the driving interactions for the efficient assembly of building blocks, and for the development of highly functional materials and devices with novel properties. Herein, a review of the evolution of the concept of force in connection with modern aspect of nanotechnology is presented. A special focus is devoted to the development of modern approaches taken from the academic research programs, that allows a fruitful understanding of the myriad of scientific discoveries that have characterized these last years. In this respect, the experiential learning method can be properly designed and delivered, with particular respect to the use of bio- and nanotechnology, and in ways that help the learners to efficiently develop the knowledge and skills needed in the modern age.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42806323","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Replacement of damaged tissues by biomaterials after a disease or injury is one of the most interesting challenge in medical science. The proper approach in developing a new biomaterial for a specific application must include the evaluation of all aspects and available knowledge in the different fields of science necessary for a comprehensive understanding of the behavior of the new component (e.g. a prosthetic implant) in a special environment (the human body). Starting from chemistry to know how to synthesize our material passing to physics and mechanics to understand how our material will act when stressed, going to biology to discover the reaction of the human body against this material and using mathematics to model and optimize our complex systems. In this concern, this paper reported an interdisciplinary approach used in developing a new material for biomedical application. The importance of the development of innovative teaching methods was also deeply discussed.
{"title":"The relevance of interdisciplinary research activities on synthesis and characterization of ceramics for medical application","authors":"Amani Khaskhoussi","doi":"10.1478/AAPP.99S1A27","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A27","url":null,"abstract":"Replacement of damaged tissues by biomaterials after a disease or injury is one of the most interesting challenge in medical science. The proper approach in developing a new biomaterial for a specific application must include the evaluation of all aspects and available knowledge in the different fields of science necessary for a comprehensive understanding of the behavior of the new component (e.g. a prosthetic implant) in a special environment (the human body). Starting from chemistry to know how to synthesize our material passing to physics and mechanics to understand how our material will act when stressed, going to biology to discover the reaction of the human body against this material and using mathematics to model and optimize our complex systems. In this concern, this paper reported an interdisciplinary approach used in developing a new material for biomedical application. The importance of the development of innovative teaching methods was also deeply discussed.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45748557","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Modern physics is a complex multiplicity of practices: theoretical, mathematical, experimental and simulation practices. Experimental and simulation practices are related to the pragmatic dimension of a physical theory. Mathematical practices are related to the syntactic dimension of a physical theory, but theoretical practices involve an often neglected semantic dimension. Physics and consequently teaching physics are usually reduced to the syntactic and pragmatic dimensions. Semantic dimension is linked to the conceptualization of the physical reality, to the conception of Nature. By neglecting the semantic dimension, physics is reduced to a pure mathematical game and to technological manipulations. Thus, the cultural aspect of science is lost and physics education is reduced to a mere technical training. This process of de-culturalization of science had its roots in the Enlightenment’s turn in physics to free it from theology and metaphysics and had its completion in the post-second-world-war era. I believe we have to recover the cultural aspects of physics to understand it more deeply in its whole complexity. We have to recover all its relationships with other disciplines as philosophy, mathematics, psychology, sociology and other sciences, even theology, which are fundamental to constitute its semantic dimension. Historical approach to physics and physics education is the only way to recover this interdisciplinarity at the roots of the various physical conceptions of Nature. In this way, for example, we can understand that beyond mechanics there is a mechanist conception of Nature, beyond thermodynamics there is a thermodynamical conception of Nature, and beyond electromagnetism there is an electromagnetic conception of Nature. These different conceptions of Nature are not compatible and their historical fight has produced the relativistic, quantum and chaos revolutions in XX century physics. These different conceptions of Nature imply different existential self-understanding of the meaning of mankind in the universe and different ethical perspectives.
{"title":"Towards a historical approach to physics education","authors":"E. Giannetto","doi":"10.1478/AAPP.99S1A1","DOIUrl":"https://doi.org/10.1478/AAPP.99S1A1","url":null,"abstract":"Modern physics is a complex multiplicity of practices: theoretical, mathematical, experimental and simulation practices. Experimental and simulation practices are related to the pragmatic dimension of a physical theory. Mathematical practices are related to the syntactic dimension of a physical theory, but theoretical practices involve an often neglected semantic dimension. Physics and consequently teaching physics are usually reduced to the syntactic and pragmatic dimensions. Semantic dimension is linked to the conceptualization of the physical reality, to the conception of Nature. By neglecting the semantic dimension, physics is reduced to a pure mathematical game and to technological manipulations. Thus, the cultural aspect of science is lost and physics education is reduced to a mere technical training. This process of de-culturalization of science had its roots in the Enlightenment’s turn in physics to free it from theology and metaphysics and had its completion in the post-second-world-war era. I believe we have to recover the cultural aspects of physics to understand it more deeply in its whole complexity. We have to recover all its relationships with other disciplines as philosophy, mathematics, psychology, sociology and other sciences, even theology, which are fundamental to constitute its semantic dimension. Historical approach to physics and physics education is the only way to recover this interdisciplinarity at the roots of the various physical conceptions of Nature. In this way, for example, we can understand that beyond mechanics there is a mechanist conception of Nature, beyond thermodynamics there is a thermodynamical conception of Nature, and beyond electromagnetism there is an electromagnetic conception of Nature. These different conceptions of Nature are not compatible and their historical fight has produced the relativistic, quantum and chaos revolutions in XX century physics. These different conceptions of Nature imply different existential self-understanding of the meaning of mankind in the universe and different ethical perspectives.","PeriodicalId":43431,"journal":{"name":"Atti Accademia Peloritana dei Pericolanti-Classe di Scienze Fisiche Matematiche e Naturali","volume":null,"pages":null},"PeriodicalIF":0.4,"publicationDate":"2021-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43352810","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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