Invited Speakers
Ignatios Antoniadis (LPTHE - CNRS - Sorbonne University, France)
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Ignatios Antoniadis (born December 2, 1955 in Chios) is a Greek theoretical physicist who deals with string theory and particle physics and works in Paris and at CERN. Antoniadis graduated from Athens University with a degree in Mathematics in 1977 and a DEA degree in Paris in 1978. In 1980 he received his doctorate at the École normal supérieure with the second part of the doctorate in the French system at the time at the École polytechnique in 1983. From 1982 he carried out research for the CNRS at the Center for Theoretical Physics (CPHT) of the École Polytechnique. From 1986 to 1988 he was at CERN and from 1983 to 1986 he was also a Research Associate at SLAC. From 2000 to 2014 he was a member of the theory department at CERN. Antoniadis deals with string theory, tests of their dualities, quantum gravity, supersymmetric and grand unified theories. He is particularly known for investigating the phenomenology of superstring theory and possibly observable effects such as extra dimensions and change the gravitational force at short distances. In 2008 he received an Advanced Grant from the European Research Commission (ERC). (https://second.wiki/wiki/ignatios_antoniadis) | |
Title | Challenges in particle physics and cosmology |
Abstract | Particle physics studies the elementary constituents of matter and their fundamental forces. Very short distances are explored by particle collisions at very high energies, creating conditions similar to those governing the Universe just after the Big Bang. This is the reason that the same physics is also explored by cosmology through observations on the sky at very large distances. The current theory of particle physics, called Standard Model, provides an accurate description of all known physical phenomena in the microcosmos. On the other hand, the Standard Model of cosmology describes very well observations, confirmed recently by the Planck satellite experiments, pointing to the existence of a new dark sector of the Universe containing dark matter and dark energy. I will discuss the problem of scale hierarchies in particle physics and cosmology and propose ways to address it. In particular I will present a framework of obtaining inflation from supersymmetry breaking by identifying the inflaton with the superpartner of the goldstino and will describe its phenomenological consequences. |
Links | https://inspirehep.net/authors/1018276 http://string.lpthe.jussieu.fr/members.pl?key=840 https://www.mdpi.com/about/announcements/3068 |
Abhay Ashtekar (The Pennsylvania State University, USA)
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Abhay Ashtekar is the Evan Pugh Professor of Physics and holder of the Eberly Chair at Penn State, and of a Distinguished Visiting Chair at the Perimeter Institute, Canada. As the Founding Director, he led the Institute for Gravitation and the Cosmos from 1993 to 2021. His research has advanced our understanding of the asymptotic structure of space-time, gravitational waves in full non-linear general relativity, the ‘atomic’ structure of space-time geometry at the Planck scale, and the quantum nature of black holes and big bang. His reformulation of general relativity as gauge a theory has led to loop quantum gravity, an approach to the unification of general relativity and quantum physics that is now being pursued in dozens of research groups world wide. He has continued to play a seminal role in the development of this field as well as its sub-field called loop quantum cosmology. Ashtekar is a member of the US National Academy of Sciences and a winner of the Einstein Prize of the American Physical Society, given biannually for outstanding contributions to gravitational science. He is also one of only 51 Honorary Fellows of the Indian Academy of Sciences drawn from the community of scientists living outside of India. He was awarded the senior Forschungspreis by the Alexander von Humboldt Foundation and held the Krammers Visiting Chair in Theoretical Physics at the University of Utrecht, Netherlands; and the Sir C. V. Raman Chair of the Indian Academy of Science. He was awarded Doctor Rerum Naturalium Honoris Causa by the Friedrich-Schiller Universitaet, Jena, Germany in 2005 and by the Universite’ de Aix-Marseille II, France in 2010. He is a past President of the International Society for General Relativity and Gravitation, and a past Chair of the Division of Gravitational Physics of the American Physical Society. He served as Editor in Chief of the General Relativity Centennial volume commissioned by the International Society on General Relativity and Gravitation, and also several international journals in the field. (https://en.wikipedia.org/wiki/Abhay_Ashtekar) | |
Title | Quasi-local Horizons in Classical and Quantum Gravity |
Abstract | One often thinks of event horizons as describing `surfaces' of black holes. But they are {\it teleological}: One may be contained in the room you are sitting in --and growing-- because of a gravitational collapse that may take place a billion years from now. Instead, one can use {\it isolated and dynamical horizons} that can be located quasi-locally (there isn't one in your room!). Unlike event horizons, dynamical horizons grow directly in response to the {\it local} inflow of energy. %Geometry of these quasi-local horizons is captured invariantly via a set of multipoles, which change in direct response to local physics. Because of such physical properties, quasi-local horizons are widely used also in numerical relativity. Recent results have opened up the new area of {\it gravitational wave tomography}: thanks to Einstein's equations, the late time dynamics of horizon multipoles can be read off from waveforms at infinity! On the quantum gravity side, what forms and evaporates in gravitational collapse is a dynamical horizon. The assumption that there is an event horizon in the process introduces considerable conceptual confusion that is removed by focusing instead on the dynamical horizon. This talk will provide a broad overview of the basic notions, fundamental properties and illustrative applications of quasi-local horizons that brings out the rich interplay between geometry and physics. |
Links | https://science.psu.edu/physics/people/abhay-ashtekar https://scholar.google.com/citations?user=t9ec-6AAAAAJ&hl=en |
Albert-Laszlo Barabasi (Center of Complex Networks Research, Northeastern University and Division of Network Medicine, Harvard University, USA)
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Albert-László Barabási is a network scientist, fascinated with a wide range of topics, from unveiling the structure of the brain to treating diseases using network medicine, from the emergence of success in art to how does science really works. His work has helped unveil the hidden order behind various complex systems using the quantitative tools of network science, a research field that he pioneered, and lead to the discovery of scale-free networks, helping explain the emergence of many natural, technological and social networks. Albert-László Barabási spends most of his time in Boston, where is the Robert Gray Dodge Professor of Network Science at Northeastern University, and holds an appointment in the Department of Medicine at Harvard Medical School. But he splits his time with Budapest, where he runs an European Research Council project at Central European University. A Hungarian born native of Transylvania, Romania, he received his Masters in Theoretical Physics at the Eötvös University in Budapest, Hungary and Ph.D. three years later at Boston University. Barabási’s latest book is The Formula (Little Brown, 2018). He is the author of “Network Science” (Cambridge, 2016). "Linked" (Penguin, 2002), and "Bursts:" (Dutton, 2010) He co-edited Network Medicine (Harvard, 2017) and "The Structure and Dynamics of Networks" (Princeton, 2005). His books have been translated in over twenty languages. | |
Title | Taming Complexity: Controlling Networks |
Abstract | The ultimate proof of our understanding of biological or technological systems is reflected in our ability to control them. While control theory offers mathematical tools to steer engineered and natural systems towards a desired state, we lack a framework to control complex self-organized systems. Here we develop analytical tools to study the controllability of an arbitrary complex directed network, identifying the set of driver nodes whose time-dependent control can guide the system’s entire dynamics. We apply these tools to several real networks, finding that the number of driver nodes is determined mainly by the network’s degree distribution. We show that sparse inhomogeneous networks, which emerge in many real complex systems, are the most difficult to control, but dense and homogeneous networks can be controlled via a few driver nodes. Counter-intuitively, we find that in both model and real systems the driver nodes tend to avoid the hubs. |
Links | https://barabasi.com/ https://scholar.google.com/citations?user=vsj2slIAAAAJ&hl=en |
Salvatore Capozziello (Università' di Napoli "Federico II", Napoli, Italy)
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He is a full Professor in Astronomy and Astrophysics at the Department of Physics of Università di Napoli "Federico II" and President of Italian Society for General Relativity and Gravitation (SIGRAV). He spent several periods of his scientific career in USA, Germany, Poland, UK, Mexico, South Africa, Canada and France. His scientific activity is essentially devoted to research topics in General Relativity, Cosmology, Relativistic Astrophysics and Physics of Gravitation in their theoretical and phenomenological aspects. In particular, his research interestsare: Extended Theories of Gravity and their cosmological and astrophysical applications; Large Scale Structure of the Universe; Gravitational Lensing; Gravitational Waves; Galactic Dynamics; Quantum Phenomena in gravitational field; Quantum Cosmology. (https://www.gssi.it/people/professors/lectures-physics/item/203-capozziello-salvatore) | |
Title | Non-local gravity cosmology |
Abstract | Recently the so-called Non-Local Gravity acquired a lot of interest as an effective field theory towards the full Quantum Gravity. In this talk, we sketch its main features, discussing, in particular, possible infrared effects at astrophysical and cosmological scales. In particular, we focus on general non-local actions including curvature invariants like the Ricci scalar and the Gauss-Bonnet topological invariant, in metric formalism, or the torsion scalar, in teleparallel formalism. In both cases, characteristic lengths emerge at cosmological and astrophysical scales. Furthermore, it is possible to fix the form of the Lagrangian and to study the cosmological evolution considering the existence of Noether symmetries. |
Links | https://scholar.google.com/citations?user=gGjuV8AAAAAJ&hl=it/ |
John Ellis (Kings College, UK)
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John Ellis currently holds the Clerk Maxwell Professorship of Theoretical Physics at King's College in London. After his 1971 PhD from Cambridge University, he worked at SLAC, Caltech, and CERN (Geneva), where he was Theory Division Leader for six years. His research interests focus on the phenomenological aspects of elementary particle physics and its connections with astrophysics, cosmology and quantum gravity. Much of his work relates directly to interpreting results of searches for new particles. He was one of the first to study how the Higgs boson could be produced and discovered. He is currently very active in efforts to understand the Higgs particle discovered recently at CERN, as well as its implications for possible new physics such as dark matter and supersymmetry. He also studies possible future particle accelerators, such as the Compact Linear Collider (CLIC) and future circular colliders, is known for his relentless efforts to promote global collaboration in particle physics. John Ellis was awarded the Maxwell Medal (1982) and the Paul Dirac Prize (2005) by the Institute of Physics. He was elected Fellow of the Royal Society of London in 1985 and of the Institute of Physics in 1991, and is an Honorary Fellow of King's College Cambridge and of King's College London. | |
Title | Probes of gravitational physics using cold atoms |
Abstract | Interferometers using cold atoms offer interesting prospects for searches for ultralight dark matter, measure gravitational waves, probe the equivalence principle and test quantum mechanics. I will discuss 3 atom interferometer projects: the UK-based AION project to construct a series of strontium interferometers ranging from 10m to 1km in length, its extension to the space project AEDGE to look for gravitational waves in the mid-frequency band between the maximum sensitivities of LIGO/Virgo and LISA, and the STE-QUEST space project to use rubidium and potassium condensates to probe possible violations of the equivalence principle and models of quantum wave-function collapse as well as search for ultralight dark matter. |
Links | https://www.kcl.ac.uk/people/john-ellis/ |
Reinhard Genzel (Max Planck Institute for Extraterrestrial Physics (MPE), Garching, Germany)
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Reinhard Genzel, (born March 24, 1952, Bad Homburg, West Germany), German astronomer who was awarded the 2020 Nobel Prize for Physics for his discovery of a supermassive black hole at the centre of the Milky Way Galaxy. He shared the prize with British mathematician Roger Penrose and American astronomer Andrea Ghez Genzel received a diploma in physics from the University of Bonn in 1975 and a doctorate in physics and astronomy from the same institution in 1978. From 1978 to 1980 he was a postdoctoral fellow at the Harvard-Smithsonian Center for Astrophysics. In 1981 he became an associate professor of physics at the Universityof California, Berkeley, and he became a full professor there in 1985. From 1986 he divided his time between Berkeley and the Max Planck Institute for Extraterrestrial Physics in Garching, Germany, where he was director. (https://www.britannica.com/biography/Reinhard-Genzel) | |
Title | A 40-Year Journey |
Abstract | More than one hundred years ago, Albert Einstein published his Theory of General Relativity (GR). One year later, Karl Schwarzschild solved the GR equations for a non-rotating, spherical mass distribution; if this mass is sufficiently compact, even light cannot escape from within the so-called event horizon, and there is a mass singularity at the center. The theoretical concept of a 'black hole' was born, and was refined in the next decades by work of Penrose, Wheeler, Kerr, Hawking and many others. First indirect evidence for the existence of such black holes in our Universe came from observations of compact X-ray binaries and distant luminous quasars. I will discuss the forty year journey, which my colleagues and I have been undertaking to study the mass distribution in the Center of our Milky Way from ever more precise, long term studies of the motions of gas and stars as test particles of the space time. These studies show the existence of a four million solar mass object, which must be a single massive black hole, beyond any reasonable doubt. |
Links | https://www.nobelprize.org/prizes/physics/2020/genzel/facts/ https://www.mpg.de/463069/extraterrestrial-physics-genzel |
Sabine Hossenfelder (Frankfurt Institute for Advanced Studies , Germany)
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Sabine Hossenfelder (born 18 September 1976) is a German theoretical physicist, author, and musician who researches quantum gravity. She is a Research Fellow at the Frankfurt Institute for Advanced Studies where she leads the Superfluid Dark Matter group. She is the author of Lost in Math: How Beauty Leads Physics Astray, which explores the concept of elegance in fundamental physics and cosmology.Hossenfelder completed her undergraduate degree with distinction in 1997 at Johann Wolfgang Goethe-Universität in Frankfurt am Main. She remained there for a Master's degree, and she wrote a thesis under the supervision of Walter Greiner titled "Particle Production in Time Dependent Gravitational Fields", which she completed in 2000. Hossenfelder received her doctorate from the same institution in 2003, for the thesis "Black Holes in Large Extra Dimensions" under the supervision of Horst Stöcker. (https://en.wikipedia.org/wiki/Sabine_Hossenfelder) | |
Title | Superdeterminism: The Forgotten Solution |
Abstract | What is a measurement? This, it turns out, is the most difficult question in physics today. In this talk, I will explain why the measurement problem is important and why all attempts to solve it so far have failed. I will then discuss the obvious solution to the problem that was, unfortunately, discarded half a century ago without ever being seriously considered: Superdeterminism. After addressing some common objections to this idea, I will summarize the existing approaches to develop a theory for it. |
Links | http://sabinehossenfelder.com/ https://scholar.google.com/citations?user=NaQZcyYAAAAJ&hl=tr |
Claus Kiefer (University of Cologne, Germany)
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Claus Kiefer (born April 25, 1958 in Karlsruhe ) is a German university professor for theoretical physics who deals with the fundamentals of quantum mechanics ( decoherence, also in the context of quantum gravity), astrophysics ( black hole theory ) and quantum gravity . Kiefer studied physics and astronomy at the Ruprecht-Karls-Universität Heidelberg and the University of Vienna. In 1988 he did his doctorate with Dieter Zeh in Heidelberg on the concept of time in quantum gravity (“The concept of inner time in the canonical quantum theory of gravitation”). In 1988/89 he was a research assistant in Heidelberg, 1989 to 1993 at the University of Zurich and 1993 to 2001 at the University of Freiburg, where he qualified as a professor in 1995 with Hartmann Römer. In 2001 he became professor for theoretical physics at the University of Cologne . He was also visiting fellows at the Isaac Newton Institutefrom the University of Cambridge, 1996 at the University of Tours , 2004 at the University of Montpellier and 1999 at the Wissenschaftskolleg zu Berlin. (https://second.wiki/wiki/claus_kiefer) | |
Title | Decoherence in Quantum Mechanics and Quantum Cosmology |
Abstract | How does the classical behaviour emerge in a world that is fundamentally described by quantum theory? The key to the answer is given by a process that was described for the first time in 1970 - decoherence. Decoherence is the irreversible emergence of classical properties of a quantum system through the unavoidable interaction with its environment. In my talk, I give a general introduction into decoherence and present its most important theoretical and experimental applications. I discuss the situation in quantum mechanics including the relevance of decoherence for the interpretation of quantum theory. I then turn to quantum cosmology and explain how the classical appearance of the metric and matter fields can be understood in a theory of quantum gravity where arbitrary metric superpositions can occur. I also address the quantum-to-classical transition for primordial fluctuations in cosmology and point out the relevance of decoherence for the origin of the arrow of time. |
Links | http://www.thp.uni-koeln.de/gravitation/mitarbeiter/kiefer.html https://inspirehep.net/authors/1003034 |
Attila Krasznahorkay (Institute for Nuclear Research (ATOMKI), Hungary)
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Attila János Krasznahorkay was born on January 1, 1954 in Bakonszeg, Hungary.Master of Science, Lajos Kossuth University, Debrecen, Hungary, 1978; Doctor of Philosophy, Lajos Kossuth University, Debrecen, Hungary, 1982; Candidate in Physical Science, Hungarian Academy of Sciences, Budapest, 1990; Dr, Hungarian Academy of Sciences, Budapest, 2001.Research fellow Institute Nuclear Research, Hungarian Academy of Sciences, Debrecen, 1978-1980, research worker, 1980-1989, head nuclear spectroscopy department, since 1994. Postdoctoral staff Kernfysisch Versneller Institute, Groningen, The Netherlands, 1990-1991. Visiting research scholar Osaka (Japan) University, 1998-1999. Member nuclear physics board Hungarian Academy of Sciences, Budapest, since 1994. (https://prabook.com/web/attila.krasznahorkay/160808) | |
Title | A new light particle is beeing born |
Abstract | A few yers ago we observed anomalous electron-positron angular correlations for the 18.15~MeV M1 transition of 8Be [1]. This was interpreted as the creation and decay of an intermediate bosonic particle with a mass of m0c2=16.70(35)(stat)(50)(sys) MeV, which is now called X17. The possible relation of the X17 boson to the dark matter problem triggered an enormous interest in the wider physics community. We then re-investigated the 8Be anomaly with an improved, and independent setup, and confirmed the signal of the assumed X17 particle [2,3]. Recently, we also observed a similar anomaly in 4He [4], which could be described also by the creation and subsequent decay of the same X17 particle. Our results agree well by the present ab initio calculations of Viviani et al., [5]. [1] A.J. Krasznahorkay et al., Phys. Rev. Lett. 116 (2016) 042501. [2] A.J. Krasznahorkay et al., J. Phys.: Conf. Series 1056 (2018) 012028. [3] A.J. Krasznahorkay et al., Acta Phys. Pol. B 50 (2019) 675. [4] A.J. Krasznahorkay et al., Phys. Rev. C 104 (2021) 044003. [5] M. Viviani et al., Phys. Rev. C 105, (2022) 014001. |
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Steve K. Lamoreaux (Yale University, USA)
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Steve Lamoreaux is a Professor of Physics at Yale University. He received his B.S. in 1981 from the University of Washington and M.S. from the University of Oregon in 1982. He received his Ph.D. in 1986 from the University of Washington where he developed precision experimental techniques employing optically pumped mercury and applied those techniques to measurement of spatial isotropy and time reversal symmetry. He was a postdoc at the Institut Laue-Langevin in Grenoble, France where he worked on a U.S.-U.K. ultracold neutron electric dipole moment experiment (EDM) led by Prof. Norman Ramsey. He returned to the U.W. where he became a Research Associate Professor and conducted research in ultracold neutrons, precision laser spectroscopy, and proposed a new technique to measure the neutron EDM which is currently being developed at the Oak Ridge Spallation Neutron Source. He made the first high-accuracy measurement of the Casimir Force in 1996. Steve moved to Los Alamos in Nov. 1996, where he became a Laboratory Fellow, and worked on quantum cryptography, quantum computing, ultracold neutron physics, and led the Dynamic Materials (Weapons Physics) Team which developed novel techniques for Stockpile Stewardship. He joined the Yale Department of Physics in 2006. He presently is the Principal Investigator of HAYSTAC (Haloscope at Yale Sensitive to Axion Cold Dark Matter). | |
Title | The Laboratory Search for Dark Matter--Squeezed Vacuum State Sensitivity Enhancement for a Galactic Halo Axion Search |
Abstract | The Pecci-Quinn mechanism was introduced in 1977 to explain the lack of time reversal asymmetry in the strong force, and was subsequently interpreted by Wilczek as to imply the existence of a new pseudoscalar particle, the Axion. Without the axion, the standard model calculation of the so-called QCD theta parameter begins to diverge at 14th order. The existence of axions at the weak scale was quickly ruled out, however subsequent analysis together with astrophysical observations suggests that the QCD axion has a mass most likely in the 10-1000 microelectron volt range. In the early 1980's Sikivie suggested the axion as a possible dark matter candidate due to its feeble interaction with ordinary matter, and suggested the use of a radiofrequency cavity as an impedance matching device between free space and a detector. The Haloscope at Yale Sensitive to Axion Cold Dark Matter (HAYSTAC) has been both under development and in operation for nearly a decade. Recently a squeezed vacuum receiving system operating in the 4.5-7 GHz range has been incorporated into the experiment and has doubled the rate at which the axion mass parameter space can be searched. |
Links | https://physics.yale.edu/people/steve-lamoreaux https://inspirehep.net/authors/1001190 |
Andrei Linde (Stanford University, USA)
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Andrei Linde (born March 2, 1948) is a Russian-American theoretical physicist and the Harald Trap Friis Professor of Physics at Stanford University. Linde is one of the main authors of the inflationary universe theory, as well as the theory of eternal inflation and inflationary multiverse. He received his Bachelor of Science degree from Moscow State University. In 1975, Linde was awarded a Ph.D. from the Lebedev Physical Institute in Moscow. He worked at CERN (European Organization for Nuclear Research) since 1989 and moved to the United States in 1990, where he became professor of physics at Stanford University. Among the various awards he has received for his work on inflation, in 2002 he was awarded the Dirac Medal, along with Alan Guth of MIT and Paul Steinhardt of Princeton University. In 2004 he received, along with Alan Guth, the Gruber Prize in Cosmology for the development of inflationary cosmology. In 2012 he, along with Alan Guth, was an inaugural awardee of the Fundamental Physics Prize. In 2014 he received the Kavli Prize in Astrophysics "for pioneering the theory of cosmic inflation", together with Alan Guth and Alexei Starobinsky. In 2018 he received the Gamow Prize. (https://en.wikipedia.org/wiki/Andrei_Linde) | |
Title | Inflationary cosmology after Planck and BICEP |
Abstract | I will discuss a broad class of inflationary models, cosmological attractors, which can describe all presently available inflation-related observational data using a single parameter. These models generalize the Starobinsky model and Higgs inflation, but they are sufficiently flexible to account for an arbitrary amount of inflationary gravitational waves. |
Links | https://web.stanford.edu/~alinde/ https://scholar.google.com/citations?user=uOEjwMQAAAAJ&hl=en |
Robert Mann (Waterloo University, Canada)
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Professor Mann works on gravitation, quantum physics, and the overlap between these two subjects. He is interested in questions that provide us with information about the foundations of physics, particularly those that could be tested by experiment.Professor Mann has a lively and energetic research group of about 15 graduate and undergraduate students, where we address a number of interesting questions in physics, such as: How do black holes influence quantum entanglement? Could we use a quantum probe to peek inside a black hole? Why do black holes seem to exhibit chemical-like behaviour once vacuum energy is taken into account? Is it possible that the Big Bang could be replaced with a black hole at the beginning of time? | |
Title | The (Holographic) Chemistry of Black Holes |
Abstract | Black Holes are amongst the strangest objects in the universe. They form from the collapse of matter into an object whose gravitational pull is so strong, nothing can escape from them. Yet a black hole also radiates heat like a blackbody, with a temperature equal to its surface gravity, an entropy equal to its area, and an energy equal to its mass. Over the past 10 years we have come to understand the vacuum energy — as embodied by a cosmological constant — plays a pivotal role in the thermodynamic behaviour of black holes. Mass becomes chemical enthalpy, the notion of a thermodynamic volume appears, and black holes exhibit a broad range of chemical phenomena, including liquid/gas phase transitions similar to a Van der Waals fluid, triple points similar to that of water, re-entrant phase transitions that appear in gels and heat engines. Under certain conditions they can even behave like superfluid helium! Now known as “Black Hole Chemistry”, I will review this subject and then go on to describe new work that is providing a pathway toward understanding these phenomena from the perspective of Gauge-Gravity duality, in which phase transitions in the (gravitational) bulk become dual to phase transitions in the dual gauge theory. |
Links | https://uwaterloo.ca/physics-astronomy/people-profiles/robert-mann https://scholar.google.com/citations?user=LXsd9hEAAAAJ&hl=tr |
Ralf Metzler (Potsdam University, Germany)
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Ralf Metzler received his doctorate in physics from the University of Ulm, Germany, in 1996. After postdoctorates at Tel Aviv University and MIT, he was appointed assistant professor at the Nordic Institute for Theoretical Physics (NORDITA), which was then in Copenhagen. After a period as Canada Research Chair in Biological Physics at the University of Ottawa, he moved to the Technical University of Munich as a professor. Since 2011, he has been chair professor for theoretical physics at the University of Potsdam and is an Alexander von Humboldt Polish Honorary Research Fellow. In 2010, Metzler received a Finland Distinguished Professorship from the Academy of Finland, and he was awarded the "SigmaPhi Prize 2017. His research focuses on non-equilibrium statistical physics and (anomalous) stochastic processes, with applications to biological and soft matter systems. (https://physics.aps.org/authors/ralf_metzler) | |
Title | Small scale complexity |
Abstract | Massive advances in experimental techniques allow scientists to probe the microscopic interactions in living biological cells on a single-molecular level, and supercomputing studies unveil the complex internal dynamics of large molecules and their assemblies into larger structures. Theoretical tools are being developed to understand the dynamics in highly structured, heterogeneous, and non-equilibrium cellular environments in more detail. This talk will introduce recent advances in the physical mechanisms behind transport and chemical reactions in microscopic biological and soft matter systems, and how advanced data-driven methods help advancing our knowledge gain. |
Links | http://www.agnld.uni-potsdam.de/ https://scholar.google.com/citations?user=jjxiLF4AAAAJ&hl=en |
Viatcheslav Mukhanov (Ludwig Maximilian University of München, Germany)
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Viatcheslav Mukhanov was born in 1956 in Kanash, a town about 400 miles east of Moscow. In 1972 he moved to Moscow, where he studied at the Physical-Technical Institute, eventually receiving his doctorate in 1982. During his time there he and a colleague, G. V. Chibisov (deceased), developed a theory that in an expanding and evolving universe, the present structure on the largest scale is the result of quantum fluctuations in the earliest moments of the universe’s existence. Mukhanov was the first scientist from Germany to receive the Blaise Pascal Chair from the French government. He has also received the Gold Medal of the Soviet Academy of Sciences, the Klein Medal of the Stockholm University, and, both with Alexei Starobinsky, the Tomalla Prize of the Tomalla Foundation for Gravity Research in Switzerland and the Amaldi Medal from the Italian Society for General Relativity and Gravitational Physics.(https://gruber.yale.edu/cosmology/viatcheslav-mukhanov) | |
Title | Discrete Geometry |
Abstract | We assume that the points in volumes smaller than an elementary volume (which may have a Planck size) are indistinguishable in any physical experiment. This naturally leads to a picture of a discrete space with a finite number of degrees of freedom per elementary volume. In such discrete spaces, each elementary cell is completely characterized by displacement operators connecting a cell to the neighboring cells and by the spin connection. We define the torsion and curvature of the discrete spaces and show that in the limiting case of vanishing elementary volume the standard results for the continuous curved differentiable manifolds are completely reproduced. |
Links | https://www.theorie.physik.uni-muenchen.de/cosmology/members/professors/mukhanov/index.html https://scholar.google.com/citations?user=J8ZbzOIAAAAJ&hl=en |
Sergei Odintsov (ICREA and ICE-IEEC, CSIC, Barcelona, Spain)
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Sergei D. Odintsov (born 1959, Shchuchinsk, Kazakhstan) is a Spanish/Russian astrophysicist active in the fields of cosmology, quantum field theory and quantum gravity. Odintsov is an ICREA Research Professor at the Institut de Ciències de l'Espai (Barcelona) since 2003. He is author of about 600 research articles with fundamental results on realistic modified gravity which unifies the inflation with dark energy era. He is editor-in-chief of Symmetry, and is a member of the editorial boards of several more journals. In 2011, Odintsov was included in the list of the top 10 most well-known scientists of Russian origin according to Forbes. Awarded by Amaldi Gold Medal: European Prize for Gravitational Physics 2014. In 2014-2018, 5 years in a row, he was included in the list of The World's Most Influential Scientific Minds: 2014-2018 according to Thomson Reuters/Clarivate Analytics. (https://en.wikipedia.org/wiki/Sergei_Odintsov) | |
Title | Unification of inflation with dark energy in axion F(R) gravity |
Abstract | F(R) gravity coupled with axion (primordial broken Peccei-Quinn like symmetry, misalignment model) is considered. It is shown that unified universe history from inflation to dark energy maybe achieved in such a model. In addition, axion dark matter naturally presents in the course of universe evolution. The role of non-minimal coupling of gravity with axion maybe essential for such realistic scenario. |
Links | https://www.icrea.cat/Web/ScientificStaff/sergei-odintsov-250 https://scholar.google.com/citations?user=1j1w5V4AAAAJ&hl=tr |
Carlo Rovelli (Aix-Marseille University, France)
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Carlo Rovelli is an Italian theoretical physicist and writer who has worked in Italy, the United States and, since 2000, in France. He is also currently a Distinguished Visiting Research Chair at the Perimeter Institute. He works mainly in the field of quantum gravity and is a founder of loop quantum gravity theory. He has also worked in the history and philosophy of science. He collaborates with several Italian newspapers, including the cultural supplements of the Corriere della Sera, Il Sole 24 Ore and La Repubblica. His popular science book, Seven Brief Lessons on Physics, was originally published in Italian in 2014. It has been translated into 41 languages and has sold over a million copies worldwide. In 2019, he was included by Foreign Policy magazine in a list of 100 most influential global thinkers. (https://en.wikipedia.org/wiki/Carlo_Rovelli) | |
Title | How do black holes end? |
Abstract | Black holes do not live can. What happens at the end of their evaporation bears heavily on assumptions commonly and uncritically taken for granted. The end of the evaporation is in the quantum gravitational regime and should be addressed with current tentative theories of quantum gravity. Loop quantum gravity indicates that the black hole horizon is not an event horizon, the von Neumann entropy of the hole can be higher than the Bekenstein Hawking entropy, and the horizon can quantum tunnels into an anti trapping horizon. |
Links | http://www.cpt.univ-mrs.fr/~rovelli/ https://arxiv.org/search/?query=Carlo+Rovelli&searchtype=author&order=-announced_date_first&size=50 |
Mikhail Shifman (University of Minnesota, USA)
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Mikhail Shifman is the Ida Cohen Fine Professor of Theoretical Physics at William I. Fine Theoretical Physics Institute, the University of Minnesota. Born in 1949 in Riga, Latvia, he received his education in Moscow. Since the early 1970s he was one of the pioneers of non-perturbative methods in QCD based on OPE expansions. In particular, he (and co-authors) discovered the penguin mechanism in the flavor-changing weak decays, developed the SVZ sum rules and related expansion in the inverse heavy quark mass for heavy-light hadrons, and suggested invisible axions –– all of the above results are widely known and used today. Since the mid-1980s he worked on exact non-perturbative results in supersymmetric Yang-Mills theories and sigma models, such as the NSVZ beta functions, supersymmetric anomalies, BPS-saurated domain walls, string vortices and other topological defects. Since 2018 M. Shifman is a member of the US National Academy of Sciences. Recently, M. Shifman authored a number of books and collections on history of quantum science between two wars. | |
Title | The inception, the Concept and the Second Life of Supersymmetry |
Abstract | After a brief review of the inception of supersymmetry and its development since the mid-1970s I explain where it stands now and its unique uses in four-dimensional quantum field theory at strong coupling. Unlike two-dimensional field theories in which some exact solutions had been found in the past, no examples of this type existed in four dimensions. With the advent of supersymmetry it all changed. I will present a number of examples culminating in 1994 discovery of the exact solution in N=2 user-Yang-Mills by Seiberg and Witten. This was a breakthrough of remarkable proportions in understanding (in full analytic power) of how confinement emerges in Yang-Mills theories –– one of the most mysteries phenomenon in nature. Then I present a few selected results after Seiberg&Witten in a pedagogical manner. |
Links | https://cse.umn.edu/physics/mikhail-shifman https://scholar.google.com/citations?user=PQwnvvUAAAAJ&hl=en |
Qaisar Shafi (University of Delaware, USA)
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Qaisar Shafi is a Pakistani-American theoretical physicist and the Inaugural Bartol Research Institute Professor of Physics at the University of Delaware.Shafi grew up in Karachi, Pakistan and lived there until his early teens when his family moved to London, United Kingdom. After graduating as valedictorian from Holland Park School, London, UK, he studied physics at Imperial College, London, where he received both his B.Sc. Honors and PhD. His PhD advisor was the late Nobel Laureate Professor Abdus Salam, whom he subsequently joined International Centre for Theoretical Physics (ICTP) in Trieste, Italy.Shafi was awarded an Alexander von Humboldt Prize and spent some years in Germany (Munich, Aachen, and Freiburg) In 1978, he received his Habilitation with Venia Legendi from the University of Freiburg. He then spent two years at CERN (Geneva, Switzerland) after which he moved to the United States. Since 1983, Shafi has been a faculty member at the Bartol Research Institute, University of Delaware, which in 2005 merged with the Department of Physics and Astronomy.Shafi has done pioneering research in areas ranging from Grand Unification to Kaluza-Klein theories, to inflationary cosmology and supersymmetric theories, and he is widely regarded as a leader in these fields. He has published more than 300 papers in refereed journals, among them many of the most prestigious in the field, lectured at close to 250 conferences, workshops, and universities.(https://en.wikipedia.org/wiki/Qaisar_Shafi). | |
Title | Monopoles, Strings and Gravitational Waves |
Abstract | A variety of interesting topological objects arise in spontaneously broken unified theories. They include monopoles and strings as well as more complex structures with cosmological implications. This talk will focus on magnetic monopoles, cosmic strings and gravitational waves radiated by the latter. |
Links | https://web.physics.udel.edu/about/directory/faculty/qaisar-shafi https://scholar.google.com/citations?user=xftbQIIAAAAJ&hl=en |
Burra G. Sidharth (Universita degli Studi di Udine, Italy)
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After finishing his masters degree in applied mathematics with quantum mechanics as a specialization, Sidharth was briefly at the Int. center for Theoretical physics, in Trieste, Italy Here he briefly interacted with Professor Abdul‘s salam and continued to be in touch with him till his demise. He returned from Trieste with a PHD from Kolkata university. There upon he continued working in quantum scattering till the mid 90s, but then this work evolved into a number of significant areas. For example, in 1995 he proposed One dimensional and Two dimensional structure‘s. Nanotubes and graphene followed later, in fact graphene itself was discovered in 2005. In 1997 he came up with his model of dark energy and an evil accelerating universe. This was noted by if you Nobel laureate‘s. In fact professor Tony Legget went on to say that the Nobel committee could have at least acknowledged this, because shortly there after the accelerating universe was observationally discovered. All this was but a part of his research which went on to point out things like the fifth force and so on. Dr. Sidharth has some 200 peer reviewed research articles has also some 15 books, with another couple of books on the anvil He was proposed for the Nobel prize He has also played host to some 40 Nobel laureate’s. | |
Title | The fifth force |
Abstract | For many decades physicists have known about the fundamental forces: electromagnetism, strong and weak forces, Gravity etc. These are everywhere in the universe. Now there is strong evidence for the existence of a new force, called the fifth force by many researchers. This is a new paradigm, apart from being a fantastic prospect. It must be said that Burra Sidharth has been writing and lecturing on this topic from the late eighties. This work has appeared, in papers, in the Chaotic Universe, Nova Science, New York, 1990; the Universe of fluctuations, Springer; The Thermodynamic universe, World scientific. The papers have appeared in journals IJMPA, IJMPE, The International J of Theoretical Physics and other peer reviewed and Standard International journals Burra also suggested an alternative test for the new force, in the form of a possible shift in the energy levels of quarkonium particles eg Charmonium. These are essentially quark anti quark pairs. The energy levels are already worked out in detail. So, after 20 years, the experimental evidence for the hitherto unknown new force has started coming in, whether it be from the Fermi lab in Chicago or the Large Hadron Collider in Geneva These results are in excess of the 3.1 and even 4.1 Sigma level of confidence which makes this credible as there is a 1 in 40,000 chance of this being a fluke. So 20 years on, 2022 may see the Inauguration of a brand new force of nature. |
Links | https://inspirehep.net/authors/988778 |
Kostas Skenderis (Southhampton University, UK)
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Kostas Skenderis is a Professor in the school of Mathematical Sciences, the Head of the Applied Mathematics & Theoretical Physics Division in the school of Mathematical Sciences and the co-Director of the STAG Research Centre. He obtained his undergraduate degree from Thessaloniki, and his PhD in theoretical Physics from SUNY at Stony Brook, USA. He held faculty positions in Princeton University, the University of Amsterdam, and since 2012 at the University of Southampton. His research interests include string theory, quantum field theory and cosmology. He worked extensively in holographic dualities and in particular he introduced the method of holographic renormalization, which underlies the mathematics of the “holographic dictionary”, i.e. the way holography links bulk and boundary quantities. His current research includes the use lattice methods in holography and the application of holography to cosmology.. | |
Title | Holography and the origin of time |
Abstract | The theory of General Relativity breaks down close to spacetime singularities, and these singularities are expected to be resolved by quantum gravity. In this talk I will discuss holographic models for the very early universe, and present evidence that the dynamics of the dual QFT resolves the initial singularity. |
Links | https://www.southampton.ac.uk/maths/about/staff/ks8e11.page https://scholar.google.co.uk/citations?user=2-4AWrsAAAAJ&hl=en |
Paul J. Steinhardt (Princeton University, USA)
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Paul J. Steinhardt is the Albert Einstein Professor in Science at Princeton University, where he is on the faculty of both the departments of Physics and of Astrophysical Sciences. He co- founded the Princeton Center for Theoretical Science and served as its Director from 2007 to 2019. Steinhardt’s research spans problems in particle physics, astrophysics, cosmology, condensed matter physics and geoscience. He is well known as one of the original architects of the inflationary model of the universe, and was one of the first to show that inflation leads to a multiverse. Concerned that the multiverse effect destroys the predictability of inflation, he later co-developed the “cyclic model” of the universe, which is now considered a leading rival. Advances are currently being pursued by the Simons Foundation program on Cosmological Bounces and Bouncing Cosmologies, which he co- founded. Steinhardt is also known for his work on dark energy and dark matter, including introducing theories of “quintessence” dark energy and self-interacting dark matter (SIDM). (https://wwwphy.princeton.edu/~steinh/shorter.html) | |
Title | Rethinking Cosmology |
Abstract | The talk will point out a number of common misconceptions about early universe cosmology and show how they naturally lead us to a new possibility for the origin of the universe and the future of dark energy. |
Links | https://phy.princeton.edu/people/paul-j-steinhardt https://scholar.google.com/citations?user=LUbmYqgAAAAJ&hl=en |
Leonard Susskind (Stanford University, USA)
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Leonard Susskind is the Felix Bloch professor of theoretical physics at Stanford University. His research interests include string theory, quantum field theory, quantum statistical mechanics and quantum cosmology. He is a member of the National Academy of Sciences of the USA, and the American Academy of Arts and Sciences, an associate member of the faculty of Canada's Perimeter Institute for Theoretical Physics, and a distinguished professor of the Korea Institute for Advanced Study. Susskind is widely regarded as one of the fathers of string theory, having, with Yoichiro Nambu and Holger Bech Nielsen, independently introduced the idea that particles could in fact be states of excitation of a relativistic string. He was the first to introduce the idea of the string theory landscape in 2003. (https://www.simonsfoundation.org/people/leonard-susskind/) | |
Title | Gravity, Quantum Mechanics, and Computer Science |
Abstract | I will talk about some of the profound connections that have been uncovered between gravity and quantum mechanics, and the unexpected relation with basic concepts of computer science such as complexity theory, and if time permits, the "quantum-extended Church-Turing" thesis. |
Links | https://sitp.stanford.edu/people/leonard-susskind |
Eric Thrane (Monash University, Australia)
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Mark Eric Thrane is a Professor at Monash University (outside of Melbourne in Australia) where he runs a research group specialising in gravitational-wave astrophysics and cosmology. He is the recipient of an Australian Research Council (ARC) Future Fellowship and serves as Data Theme Leader for OzGrav: The ARC Centre of Excellence for Gravitational-Wave Discovery. He has been a member of the LIGO Scientific Collaboration for 14 years, during which time he has served in a number of leadership roles. | |
Title | The population of merging compact binaries inferred using gravitational waves through GWTC-3 |
Abstract | With the publication of the third gravitational-wave transient catalog (GWTC-3), the LIGO and Virgo Collaborations have confidently identified 90 signals from merging compact binaries. By analysing the morphology of each gravitational waveform, we are able to work out the masses and spins of the black holes and neutron stars that source these signals. We also determine the distance to the merger. By studying the distributions of black-hole mass, spin, and distance, we are painting a picture of the population properties of compact mergers, providing clues about the fate of massive stars and telling us how and where binary black holes are assembled. In this talk, I'll summarise our current understanding of the population properties of merging compact binaries and highlight some of the interesting questions going forward. |
Links | https://users.monash.edu.au/~erict/ https://scholar.google.com.au/citations?user=FIUZuS0AAAAJ&hl=en |
Mark Trodden (University of Pennsylvania, USA)
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Mark Trodden is the Fay R. and Eugene L. Langberg Professor of Physics at the University of Pennsylvania. He is co-Director of the Center for Particle Cosmology, and currently serves as the Chair of the Department of Physics and Astronomy. He previously held the Alumni Professorship at Syracuse University, and has had visiting positions at Cornell University, the Kavli Institute for Theoretical Physics in Santa Barbara, and as a Sir Thomas Lyle Fellow at the University of Melbourne. Dr. Trodden is an elected Fellow of the American Physical Society, the American Association for the Advancement of Science, and of the Institute of Physics, and has been a member of the US High Energy Physics Advisory Panel (HEPAP). Dr. Trodden’s research interests are broadly in both theoretical cosmology and particle physics. His early work was on the origin of the matter-antimatter asymmetry of the universe, and on the microphysical properties of topological defect solutions to quantum field theories. In later significant work, he explored how models of neutrino masses can give rise to dark matter candidates, and proposed new compactification manifolds for large extra dimensions. He is best known for introducing one of the most-studied modified gravity approaches to late-time cosmic acceleration, as well as for the detailed development of novel field theories with applications to both the early and present-day dynamics of the universe. | |
Title | Coupled Early Dark Energy |
Abstract | I will describe how some of the fine-tuning problems of the early dark energy solution to the Hubble tension can be addressed using couplings to other fields already present in cosmology. I will discuss the formulation, the cosmology, and the constraints on such models, arising from both observational and theoretical considerations. |
Links | https://live-sas-physics.pantheon.sas.upenn.edu/people/standing-faculty/mark-trodden https://scholar.google.com/citations?user=3HPicwEAAAAJ&hl=en |
Constantino Tsallis (Centro Brasileiro de Pesquisas Fisicas, Brazil and Santa Fe Institute, USA)
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Constantino Tsallis is a physicist in the area of statistical mechanics, former head of the Department of Theoretical Physics of the Centro Brasileiro de Pesquisas Fisicas, in Rio de Janeiro (Ministry of Science, Technology and Innovation of Brazil), and and also founder of the National Institute of Science and Technology for Complex Systems of Brazil. He obtained his title of Docteur d´ État ès Sciences Physiques from the University of Paris-France in 1974. He has worked in a variety of theoretical subjects in the areas of critical phenomena, chaos and nonlinear dynamics, economics, cognitive psychology, immunology, population evolution, among others. Since three decades, he is focusing on the entropy and the foundations of statistical mechanics, as well as on some of their scientific and technological applications. He is Doctor Honoris Causa from the University of Cordoba, Argentina, the University of Maringa and Federal University of Rio Grande do Norte, Brazil, and the Aristotelian University of Thessaloniki, Greece, and was distinguished with the award Aristion (Excellence) by the Academy of Athens, originally founded by Plato. In 2005 and 2006, he did basic research at the Santa Fe Institute, New Mexico, where he co-authored several papers with Murray Gell-Mann. | |
Title | Statistical mechanics at the edge of chaos |
Abstract | Together with Newtonian mechanics, Maxwell electromagnetism, Einstein relativity and quantum mechanics, Boltzmann-Gibbs (BG) statistical mechanics constitutes one of the pillars of contemporary theoretical physics, with uncountable applications in science and technology. This theory applies formidably well to a plethora of physical systems. Still, it fails in the realm of complex systems, characterized by generically strong space-time entanglement of their elements. On the basis of a nonadditive entropy (defined by an index q, which recovers, for q=1, the celebrated Boltzmann-Gibbs-von Neumann-Shannon entropy), it is possible to generalize the BG theory. We will briefly review the foundations of this generalization, its relevant connections with nonlinear dynamical systems at the edge of chaos, Pesin identity, central limit theorem, large deviation theory, as well as its applications in natural, artificial and social systems. A Bibliography is available at http://tsallis.cat.cbpf.br/biblio.htm |
Links | https://www.santafe.edu/people/profile/constantino-tsallis https://scholar.google.com.au/citations?user=frSidx8AAAAJ&hl=en |
Vlatko Vedral (Oxford University, UK)
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He completed his undergraduate and graduate studies at Imperial College, London. Since June 2009 he has been in an entangled state of professorship at the University of Oxford and at the National University of Singapore. He is known for his research on the theory of Entanglement and Quantum Information Theory. As of 2017 he has published over 280 research papers in quantum mechanics and quantum information and was awarded the Royal Society Wolfson Research Merit Award in 2007. He is the author of several books, including Decoding Reality. | |
Title | Quantum Physics in the Macroscopic Domain |
Abstract | Many macroscopic phenomena rely on the laws of quantum physics. The solid state physics, for instance, started with the realization that both electrons and vibrations have to be treated quantum mechanically to even begin to be able to understand the thermodynamical behavior of many-body systems. A growing body of evidence now suggests that living systems too could be utilising quantum coherence, superpositions, and even, in some cases, quantum entanglement to perform some tasks with higher efficiency. However, it is an exciting open question to what degree quantum effects can be maintained and controlled at the macroscopic level. This is interesting not just for our quest to realise scalable quantum computers, but also for engineering special-purpose programmable nano-machines. I will explain the basics of witnessing entanglement and I will put this into the context of our present understanding of macroscopic quantum phenomena. I will then experiments we are currently undertaking in our laboratory to obtain a better understanding of quantum effects in complex (bio)molecules. This will include our recent observation of the vacuum Rabi splitting in a living bacterium strongly coupled with the electromagnetic field as well as hybrid qubit state between a tardigrade and a superconductor. I will also discuss how these experiments can be scaled-up, as well as how we can design artificial and hybrid biomimetic structures that capture the underlying fundamental quantum behavior of complex systems. Gravity may well be the only remaining frontier and I intend to comment on how its quantum nature could be tested. Will quantum physics ultimately be superseded in the macro domain, or will it prove to be a universal description of all the known phenomena? |
Links | https://www.physics.ox.ac.uk/our-people/vedral https://scholar.google.co.uk/citations?user=d0ruO6gAAAAJ&hl=en |
Xiao-Gang Wen (Massachusetts Institute of Technology, USA)
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Xiao-Gang Wen is a theoretical condensed matter physicist, recognized for his work on introducing the notion topological order (1989) and developing the theories of this new class of quantum states of matter. Since 2000, the study of topological states of matter slowly became a very active new field in condensed matter physics. Wen was born in Beijing and grew up in Xi'an, China. He went to University of Science and Technology of China after the reopening of universities in China in 1977. Through T.D. Lee's CUSPEA program, he obtained a chance to enter the graduate school of Princeton University in 1982, and earned a PhD degree in the eld of superstring theory under Prof. Witten. During his postdoctoral period (1987-1989) in ITP, Santa Barbara, he started to pursue research in condensed matter physics. After a two-years stay in IAS, Princeton, he joined the faculty of department of Physics, MIT in 1991. He was awarded Oliver E. Buckley Condensed Matter Prize by APS in 2017. (https://xgwen.mit.edu/biosketch) | |
Awards | Dirac Medal |
Title | A unification elementary particles and fundamental forces via quantum information |
Abstract | The quantum revolution unifies particle with waves, and energy with frequency. In this talk, we will explore the possibility that unifies matter with quantum information. In other words, the elementary particles (the bosonic force particles and fermionic matter particles) all originated from quantum information (qubits): they are collective excitations of an entangled qubit ocean that corresponds to our space. The beautiful geometric Yang-Mills gauge theory and the strange Fermi statistics of matter particles now have a common origin -- the long range entanglement of the qubits that form our space. |
Links | https://physics.mit.edu/faculty/xiao-gang-wen/ https://scholar.google.com/citations?user=jfZtuFwAAAAJ&hl=en |
Edward Witten (Institute for Advanced Study, USA)
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Edward Witten, (born August 26, 1951, Baltimore, Maryland, U.S.), American mathematical physicist who was awarded the Fields Medal in 1990 for his work in superstring theory. He also received the Dirac Medal from the International Centre for Theoretical Physics (1985).Witten was educated at Brandeis University (B.A., 1971) in Waltham, Massachusetts, and Princeton University (M.A., 1974; Ph.D., 1976) in New Jersey. He held a fellowship at Harvard University (1976–77), was a junior fellow in the Harvard Society of Fellows (1977–80), and held a MacArthur Foundation fellowship (1982). He held an appointment at Princeton (1980–87) before moving to the Institute for Advanced Study, Princeton, in 1987.Witten was awarded the Fields Medal at the International Congress of Mathematicians in Kyōto, Japan, in 1990. His early research interests were in electromagnetism, but he soon developed an interest in what is now known as superstring theory in mathematical physics. He made significant contributions to Morse theory, supersymmetry, and knot theory. Additionally, he explored the relationship between quantum field theory and the differential topology of manifolds of two and three dimensions. With the physicist Nathan Seiberg he produced a family of partial differential equations that greatly simplified Simon Donaldson’s approach to the classification of four-dimensional manifolds.Witten’s publications include, with Sam B. Treimen, Roman Jackiw, and Bruno Zumino, Current Algebra and Anomalies (1985) and, with Michael B. Green and John H. Schwarz, Superstring Theory (1987). (https://www.britannica.com/biography/Edward-Witten) | |
Awards | Field Medal, Dirac Medal, Einstein Medal, Klein Medak, Newton Medal, Lorentz Medal |
Title | Entropies and Algebras in Black Hole Theory and de Sitter Space |
Abstract | |
Links | https://www.ias.edu/sns/witten https://scholar.google.com/citations?user=Z-EXYCkAAAAJ&hl=en |
Opening and Closing Talks
Closing Talk: Durmuş Ali Demir (Sabancı University University, Turkey)
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Short bio | |
Title | Title |
Abstract | |
Links | http://myweb.sabanciuniv.edu/durmusdemir/ https://scholar.google.com/citations?hl=tr&user=P2e-HFIAAAAJ |
Closing Talk: Ali Mostafazadeh (Koç University, Turkey)
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Short bio | |
Title | Renormalization of point scatterers in two and three dimensions and its coincident-limit problem |
Abstract | In two and three dimensions, the standard treatment of the scattering problem for a multi-delta- function potential, leads to divergent terms. Regularization of these terms and renormalization of the coupling constants give rise to a finite expression for the scattering amplitude, but this expression has an important short-coming; in the limit where the centers of the delta functions coincide, it does not reproduce the formula for the scattering amplitude of a single-delta-function potential, i.e., it seems to have a wrong coincidence limit. We provide a critical assessment of the standard treatment of these potentials, offer a resolution of its coincidence-limit problem, and reveal its inability to determine the dependence of the scattering amplitude on the distances between the centers of the delta functions. This is in sharp contrast to the treatment of this problem offered by a recently proposed dynamical formulation of stationary scattering (DFSS). For cases where the centers of the delta functions lie on a straight line, this formulation avoids singularities of the standard approach and yields an expression for the scattering amplitude which has the correct coincidence limit. We elaborate on the implicit regularization property of DFSS and relate the singularity appearing in the standard approach of this problem to the inclusion of unphysical waves whose momentum is parallel to the detector’s screen. |
Links | http://home.ku.edu.tr/~amostafazadeh/ https://scholar.google.com/citations?hl=tr&user=DNufROQAAAAJ |
Closing Talk: Özgür Müstecaplıoğlu (Koç University, Turkey)
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Short bio | |
Title | Fundamentals and Applications of Heat Currents in Quantum Systems |
Abstract | Heat and conversion of it into other forms of energy have been fueling the progress of humankind since ancient times. The earliest recorded steam engine, the aeolipile, generates the rotation of a steam ball powered by boiling water in a cauldron underneath. Systematic study of steam engines, or more generally heat engines, led to the emergence of thermodynamics as a new scientific discipline in the early 1800s. Thermodynamics explores the relations between heat and all forms of energy, establishing fundamental bounds on energy processes and associated machine operations. Thermodynamical laws on engine efficiencies and energy conversions are expressed for classical macroscopical systems. On the other hand, technological trends are developing smaller and smaller devices operating in the microscopic or quantum realm. Natural questions and new challenges have arisen as the machines get smaller. Can we define heat, temperature, and work for microscopical or quantum systems and expect the same thermodynamical laws to set the bounds for such small machines? Explorations of such questions led to a new, rapidly developing field of research, quantum thermodynamics. The first part of this talk will introduce the answers given by quantum thermodynamics to the definitions of heat and work in quantum systems. Our focus will be mainly on the heat in the second part of the talk, where we will overview counterintuitive examples of heat flows in quantum systems. Our examples include edge heat currents in topological insulators which can flow from cold to hot reservoirs, heat currents between non-thermal baths, conversion of quantum information into a heat flow, generalized Onsager relations, and persistent (super) heat currents. In the third and the last part of the talk, we will briefly present some physical settings and applications of the heat currents in quantum systems, such as trapped ions, optomechanical resonators, and superconducting circuits. We will discuss applications of quantum thermal diodes, switches, and transistors for phononic quantum technologies, next-generation quantum thermal annealers, and quantum measurement engines. |
Links | http://home.ku.edu.tr/~omustecap/ https://scholar.google.com/citations?user=vGwRAIQAAAAJ&hl=tr |
Closing Talk: Christian Corda (Instito Levi, Italy)
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Short bio | |
Title | The secret of planets' perihelion between Newton and Einstein |
Abstract | It is shown that, contrary to a longstanding conviction older than 160 years, the advance of Mercury perihelion can be achieved in Newtonian gravity with a very high precision by correctly analysing the situation without neglecting Mercury's mass. General relativity remains more precise than Newtonian physics, but Newtonian framework is more powerful than researchers and astronomers were thinking till now, at least for the case of Mercury. The Newtonian formula of the advance of planets' perihelion breaks down for the other planets. The predicted Newtonian result is indeed too large for Venus and Earth. Therefore, it is also shown that corrections due to gravitational and rotational time dilation, in an intermediate framework which analyzes gravity between Newton and Einstein, solve the problem. By adding such corrections, a result consistent with the one of general relativity is indeed obtained. Thus, the most important results of this Closing Talk are two: i) It is not correct that Newtonian theory cannot predict the anomalous rate of precession of the perihelion of planets' orbit. The real problem is instead that a pure Newtonian prediction is too large. ii) Perihelion's precession can be achieved with the same precision of general relativity by extending Newtonian gravity through the inclusion of gravitational and rotational time dilation effects. This second result is in agreement with a couple of recent and interesting papers of Hansen, Hartong and Obers. Differently from such papers, in the present Closing Talk the importance of rotational time dilation is also highlighted. Finally, it is important to stress that a better understanding of gravitational effects in an intermediate framework between Newtonian theory and general relativity, which is one of the goals of this Closing Talk, could, in principle, be crucial for a subsequent better understanding of the famous Dark Matter and Dark Energy problems. This is the Conference's Closing Meeting which arises from the reseach paper Physics of the Dark Universe 32 (2021) 100834. |
Links | https://scholar.google.com/citations?hl=en&user=WfUTLj8AAAAJ |
Philipp Bitzenbauer (University of Erlangen, Germany)
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Philipp Bitzenbauer holds a PhD in physics education from the University of Erlangen and was awarded the Ohm Prize for his dissertation. His research focus is on empirical research into teaching and learning quantum physics at the secondary school level. Within the European Quantum Flagship, together with a colleague, he leads one of the QTEdu pilot projects. In addition to his research activities, he works as a secondary school teacher in physics and mathematics. | |
Title | Quantum Entanglement and Tunnelling in YouTube Explanatory Videos: Do surface features correlate with their explanation quality? |
Abstract | Explanatory videos published on websites such as YouTube have increasingly received physics education researchers’ attention for some years. As a result, several guidelines for developing successful explanatory YouTube videos about scientific topics have been published recently. However, although it is desirable to reach as many people as possible with explanatory videos, the main goal should be to convey accurate, scientific knowledge appropriately for the target audience. Thus, besides ensuring the success of explanatory videos, creators must provide the scientific quality of their videos on the one hand and the quality of their explanation on the other hand. In learning quantum physics, explanatory videos play a particular role since they are readily available resources for students interested in grasping quantum topics. Furthermore, teachers or university lecturers incorporate explanatory videos in their classroom practice: for example, because of a lack of suitable real experiments for classroom teaching or to make the invisible aspects of the quantum world accessible to their students. Hence, independent from the concrete learning setting (informal, conventional, or flipped classroom), students, teachers, or university lecturers need to be supported in making decisions about the quality of explanatory videos. So far, research into the explaining quality of exploratory videos has been conducted, and quality indicators for YouTube explanatory videos have been presented. For example, it has been shown that there is a significant correlation between the explaining quality of YouTube explanatory videos and the number of content-related comments on these videos. However, most of these studies focused on classical physics topics, mostly from mechanics. Because quantum physics fundamentally differs from classical mechanics, a lack of research into explanatory videos for the quantum context can be observed. Hence, the question arises if viewers are able to rely on the same metrics to identify useful explanation videos regarding quantum physics topics.We report the results of an exploratory study into the explaining quality of N = 60 explanatory videos from YouTube on two genuine quantum concepts: Quantum Entanglement (N = 30) and Tunnelling (N = 30). While of great relevance to today’s research and technologies, both topics have no classical analogies. In this presentation, we discuss the quality of YouTube explanatory videos on these topics and present widespread misconceptions distributed in these videos. Finally, we analyze correlations between the explanatory videos’ surface features provided by YouTube (such as likes, views, number of relevant comments) and the videos’ explaining quality and discuss whether these surface features are suitable quality measures of explanatory videos on quantum concepts. |
Links |
Marilù Chiofalo (University of Pisa, Italy)
Biography | |
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Marilù Chiofalo is a Phd from the Scuola Normale and professor of theoretical physics at the University of Pisa. She teaches courses in basic physics for life sciences, quantum liquids for MD and PhD in Physics, and The physics of everyday life for physics BD students, for teaching training. Since a few years, she is active in physics education research, collaborating with Marisa Michelini. She is part of numerous international collaborations, where she conducts research on quantum states of matter to create quantum simulators and for applications to fundamental physics, and studies with the neuroscientist Concetta Morrone quantum models for visual neurosciences. She is author of about 100 peer-reviewed articles, two monographies and one edited book, and her work has been the subject of numerous invited seminars in conferences or international scientific institutions. Director of the Discover section of the Qplaylearn platform designed by Sabrina Maniscalco for quantum physics education, she is the author of radio and video formats, and very active in outreach. For the Quantum Flagship QTEdu-CSA, she co-coordinates the pilot project Quantum Technologies Education for Everyone. For ten years she has served as Deputy-mayor of Pisa and contributed for the National Association of Italian Municipalities to national planning against gender violence and to policies design within the Observatory for Childhood and Adolescence. She is an omnivorous reader, especially fantasy, science fiction, and comics, and videogame player to advance to the next frame. She has learned from volleyball to score in three touches (one being her, as setter), from soccer to score goals with overhead kicks, and from bicycle to crash when necessary. She loves making ensemble music by playing tenor sax in the University of Pisa Orchestra. | |
Title | Quantum Matter in the Second Quantum Revolution: a conceptual reconstruction for educational proposals |
Abstract | Matter comes to us in many different forms, whose deep theoretical understanding and high experimental control is leading us into the so-called second quantum revolution, where condensed matter physics is gaining the centre of the stage. In fact, quantum matter can be designed to make quantum simulators for fundamental physics and cosmology, create unconventional paradigms in precision measurements, engineer devices for quantum sensing and communications, make high-fidelity qubits for quantum computers. In turn, these might allow to design molecules in medicine, biology and agronomy, energetically efficient materials, and possibly simulate complex systems in economic or artificial intelligence contexts. If the first quantum revolution has produced our current miniaturized powerful devices, and nurtured culture, arts, and philosophy of the twentieth century, the second is going to change the world conversation about economy and labour market, and daily usable devices with (no more but) structurally diverse power. In this dizzying process, schools keep building up physics knowledge in chronological order, often starting late enough that modern physics is barely touched at all, resulting into a huge knowledge gap endangering the formation of even a basic culture. Too much often physics is taught in a transmissive and structured way, presenting information without offering the opportunity to build concepts and interpretations by means of evidence and reasoning in a context in which students take problems in their own responsibility as a challenge. If and when quantum science comes about, the teaching/learning approach is often confined in some historical and phenomenological story-tellings. While numerous efforts are being conducted to introduce in high schools simple concepts of quantum mechanics, the urgent question arises about how students’ minds can be prepared to face an imminent future, that requires a basic understanding of the essential ideas underlying the physics of many interacting quantum particles, and of how this quantum matter can be tailored. In this contribution, we propose a conceptual framework for an educational reconstruction to develop the fundamental ideas on how different orderings of quantum matter can be obtained after reducing the system symmetry by means of different knobs, and how the appearance of new elasticities, hydrodynamic modes, and defects serve the resilience of the new ordering. Inspired to Chaikin and Lubesky, the idea is developed after analysing from experimental data of the pair correlation function the well-known example of water molecules making their transition from gaseous/vapour, to liquid, and to solid-structured states upon temperature reduction. A classification of possible quantum states is then proposed in analogy, after introducing other knobs, such as interaction strength among the particles, dimensionality, disorder. Two specific examples are then discussed within a quantum scenario, again making use of clear-cut experiments and manageable math: the determination of energy bands in crystals with related transport and optical properties, and a qubit made from superconductors. |
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Federico Corni (Free University of Bozen-Bolzano, Italy)
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Federico Corni is professor in Physics Education at the Faculty of Education of the Free University of Bozen-Bolzano in Italy. His main research interests include higher education curriculum development for student teachers at kindergarten and primary school level, production of teaching materials, and classroom experimentation. In this field, he developed several projects; among them: “FCHgo” (Fuel Cell HydroGen educatiOnal model for schools) aimed at producing materials and programs for the introduction of hydrogen technology in European schools, and “e^4” (higher Education tools for an Embodied & creative Education on Energy) for the development of modules on energy employing the tools of imagination. In the Faculty, he is the Director of the multidisciplinary lab MultiLab involving scholars of many disciplines in joint projects. He has been and currently is involved as scientific expert in the developed and the direction of Didactic Industrial Laboratories (e.g. the “Fisica in Moto” Lab of Fondazione Ducati, BO, IT, and the didactic Lab at the Dallara Academy, PR, IT). He is also interested in the introduction into the secondary school curriculum of the techniques typical of physics research, such as Rutherford Backscattering Spectrometry, Time Resolved Reflectivity, Transmission Electron Microscopy, as well as numerical techniques, such as ion implantation and ion-matter interaction simulations. Federico Corni is editor-in-chief of the “Teacher education” section of the MDPI journal “Education Sciences”. | |
Title | Superimposed multiple elastic collisions: a topic for a didactic computationalinvestigation. |
Abstract | Historically, the types of research in physics are theoretical, experimental, applied, and more recently, with the development of increasingly powerful and fast computers, computational. The last one is rarely mentioned and introduced in school. In this contribution I will present a study of superimposed multiple collisions in one of their simplest forms showing how they can be treated didactically in the form of a computational investigation. When more than two objects interact mechanically for a limited period of time and exchange momentum, we speak of multiple collisions. If the individual interactions occur during separate time intervals, i.e. independent of one another, we speak of separate collisions. Separate elastic collisions, in one dimension and in the absence of friction, can be studied by iteratively applying the formulas for single collisions and thereby obtaining polynomial equations only dependent on the masses of the objects. On the other hand, the interactions may also occur simultaneously, or in overlapping time intervals: in this case we speak of superimposed collisions. The study of the dynamics of collisions, where momentum exchange is not limited to couples of elements, implies the use of coupled differential equations that depend on the form of the interaction force, on the relative positions of the elements, as well as on the masses of the elements. Given the wide availability of system dynamics tools that allow us to create complex models in graphical user interfaces and easily calculate numerical solutions, the investigation of multiple superimposed collisions can be performed by students. Students can challenge their computational research skills and find effective descriptive quantities to represent a complex phenomenon, search for relevant parameters, and develop interpretations. |
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Salvatore Esposito (President of Hystory of Physics Italian Society, Italy)
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Salvatore Esposito is the President of the Italian Society of Historians of Physics and Astronomy (SISFA). He is considered one of the world experts about the life and work of Ettore Majorana, whose unknown contributions he has unveiled and published. Being a theoretical astroparticle physicist, he contributed to neutrino physics and cosmology, in addition to relevant studies on several topics of applied physics. His works on the History of Physics range from the Modern Physics to particular studies concerning scientists in the XVIII and XIX centuries. | |
Title | The contributions of Ettore Majorana to the science of the 20thcentury (and even beyond) |
Abstract | The name of Ettore Majorana appears today in various branches of science,not limited to physics. All these contributions come from only tenarticles published in about a decade, starting from the late 1920s, butin recent years a careful study has brought to light unpublishedcontributions by the Sicilian physicist, which reveal an even deepergenius than that detectable in the published works alone. At the sametime, real or alleged revelations - all directly or indirectly linked tohis mysterious disappearance in 1938 - have instead increasingly catalysedthe interests of a large public (including scholars), in which very littlespace is left to the scientific aspects of the complex personality of oneof the most authoritative members of the Roman group of Enrico Fermi. Inthis talk I will take stock of the situation on this interesting casestudy of the history of contemporary physics. |
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Sergej Faletič (University of Ljubljana, Slovenia)
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After working for several years as a secondary school teacher, Sergej Faletič started working in teacher training programs at the University of Ljubljana, where he obtained his PhD in physics. His main research areas include teaching and learning quantum physics with active engagement at pre-university level, where he is involved in several international initiatives, and efficient laboratory work with focus on developing process knowledge, where he is involved in project laboratory courses and activities related to the International Young Physicists’ Tournament in Slovenia | |
Title | Using self-assessment rubrics to improve student project work and reduce instructor workload |
Abstract | Project work is an important part of learning to be a physicist, but it is also challenging and time consuming to assess. Giving timely feedback has been shown to be important for efficient learning. The assessment is usually done via written reports, oral examination, or written exams with specific project-related questions. The method of assessing written reports is particularly time consuming as it requires a lot of writing to give relevant feedback. A different method has been developed in the framework of the Investigative Science Learning Environment (ISLE), an active engagement method that emphasizes engaging in physics practices for an epistemologically authentic experience, such as investigating phenomena, testing hypotheses, using multiple representations, working in groups and having opportunities for improvement. The assessment of laboratory work in ISLE is done via Scientific Abilities Rubrics. These rubrics list abilities that students should develop through laboratory work. The reports are then assessed according to how well these abilities have been developed.In my talk, after a brief introduction to the relevant concepts of the ISLE framework, I will present how we reformed a Project laboratory course with the help of the Scientific Abilities Rubrics and what we learned from the reform. In our Project laboratory course before and after the reform, students are given open ended physics problems, which they must solve in three weeks. Afterwards they submit a written report. The report is evaluated by the instructors and the students are given the opportunity to improve it until the instructor judges the report to be acceptable. The report is then published on the faculty web page where it is freely available. After the reform, we observed that the average assessment time decreased and the average quality of reports increased. We have also been able to analyze which scientific abilities took the longest to develop, but also which ones have not been given enough attention before the reform. These findings do not address any particular curriculum topic, but are instead relevant for the development of general scientific practices of students, which can be transferred across multiple contexts and even multiple disciplines. |
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Claudio Fazio (University of Palermo, Italy)
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Claudio Fazio is an associate professor in Physics Education at the University of Palermo, Italy. He teaches Physics Education and History of Physics to Students in Physics, and General Physics/Physics Education to prospective primary teachers. He is member of the GIREP Board. His main research interests focus on the study of students mental models, on PCK development in prospective teachers, and on the use of quantitative and qualitative analysis methods in Phys. and Math. Education Research. | |
Title | Research-Based Design and Validation of a Teaching/Learning Sequence on Surface Phenomena |
Abstract | Research in Physics Education has shown that a change in teaching pedagogy from mainly deductive to approaches based on active learning supported by minds-on experimental and modelling activities can improve students’ conceptual reasoning and understanding of the methods of Science. Moreover, it is today acknowledged that planning educational activities taking into account significant results of research in cognitive psychology can further improve learning, by positively acting on students’ motivation, self-confidence and mental growth. Many proposed approaches to science learning, like the well-known Investigative Science Learning Environment (ISLE) approach, engage students in pedagogical activities mirroring scientific practice and cooperation, with the aim to develop in them deep and meaningful learning, a growth mindset and a general sense of satisfaction in learning. In this talk, after a theoretical introduction about active learning and some of its cognitive psychology fundamentals, I present the design of a teaching/learning sequence on surface phenomena for high school students, inspired by the ideas proposed by the ISLE approach. A good understanding of surface phenomena is relevant in Physics and other scientific and technical fields. The acknowledgement that traditional teaching methods used to introduce the basic concepts related to this topic have often proved to be not very effective in captivating students’ interest and in favoring authentic understanding of the related physical content drove us in choosing this physics topic. Finally, I discuss some results of the pilot validation of the teaching/learning sequence with two groups of high school students. |
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Jenaro Guisasola (University of the Basque Country UPV/EHU)
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Jenaro Guisasola is assistant professor at the University of the Basque Country (UPV/EHU). He received a B.Sc. in physics and an M.Sc. in theoretical physics from the University of Barcelona and completed his PhD in Physics Education at the Department of Applied Physics of UPV/EHU. He was a teacher of Secondary Education for 12 years. In 1990, Dr. Guisasola joined the Physics Department at the University of the University of the Basque Country. During the period 2002-2012 he held the position of coordinator of the Educational Advisory Service of the UPV/EHU, from which he directed and developed the training program for university teachers in Active Teaching Methodologies. Dr. Guisasola’s research focuses on the investigation of student learning difficulties and their implications for the design, implementation, and evaluation of teaching and learning sequences. In 2016 he received the GIREP 50th Anniversary Medal, which recognizes his relevant leadership in the GIREP Thematic Group "Physics Education Research at University” and his efforts to introduce an active teaching methodology in undergraduate introductory physics courses. Since 2017 he is a member of the Committee for the Teaching of Physics of the IUPAP and member of the Board of the Royal Spanish Society of Physics. | |
Title | Research in teaching-learning sequence design: from students' conceptions to design decisions |
Abstract | Over the last three decades, various didactic proposals have been published in an attempt to connect theory and research findings with the design of Teaching-Learning Sequences (TLS) in various contexts. Many studies have analyzed the process of designing teaching-learning sequences as a research activity. This line of research aims to increase the impact and transferability of educational practice. However, proposals for TLS often lack details on how theory and research findings have been articulated in their design. In addition, not all TLS proposals include evaluation in terms of learning outcomes and very rarely are these learning outcomes specifically related to the design process. This lack of detailed information on the design and evaluation of proposed TLSs makes it difficult to adequately assess their potential effectiveness or to systematically discuss and improve their design. In this presentation, I will discuss the difficulties of relating research results and design decisions. In particular, we will propose the so-called "didactic tools" as useful elements for the design and evaluation of Teaching-Learning Sequences. |
Links | https://scholar.google.es/citations?user=ftL1LNwAAAAJ&hl=es |
Paula R. L. Heron (Washington Univ, USA)
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Paula R.L. Heron is a Professor of Physics at the University of Washington. She holds a Ph.D. in physics from the University of Western Ontario. Dr. Heron’s research focuses on the development of conceptual understanding and reasoning skills. She has given numerous invited talks at international meetings and in university science departments. Dr. Heron is co-Founder and co-Chair of the biannual “Foundations and Frontiers in Physics Education Research” conference series, the premier venue for physics education researchers in North America. She has held leadership roles in the American Physical Society (APS), the American Association of Physics Teachers (AAPT), and the European Physics Education Research Group (GIREP). She served on the National Research Council committee on the status and outlook for undergraduate physics education and co-chaired an APS/AAPT joint task force that produced the report Phys21: Preparing Physics Students for 21st Century Careers. She also serves as an Associate Editor of Physical Review – PER. She is a Fellow of the APS, a co-recipient of the APS Education award with colleagues Peter Shaffer and Lillian McDermott, and recipient of the Homer Dodge Citation for Outstanding Service to the AAPT. Dr. Heron is a co-author on the upcoming 2nd Edition of Tutorials in Introductory Physics, a set of influential instructional materials. | |
Title | Improving Student Learning: The Dual Roles of Conceptual Understanding and Reasoning Ability |
Abstract | Why do students make errors on physics problems? Errors that directly contradict what they have been taught? Errors that don’t arise from the failure to remember the correct formula? For the past several decades, physics education researchers have focused on one compelling explanation: students arrive in the classroom with pre-formed ideas about how the world works. Even though they may blend these ideas with those presented in formal instruction, the prior conceptions often win out. According to these accounts, students’ prior knowledge has been built through rational, if imperfect, processes of observation and analysis, and any new or different ideas presented in the classroom must likewise be built, not simply received. Figuring out what ideas students bring with them to the classroom, and how to take them into account, has proven to be a complex, multi-faceted program of research that has significantly influenced physics teaching. However, it is not always the case that students produce incorrect answers through logical inferences based on incorrect or inappropriate premises – often they don’t know why they chose a particular answer, just that it seems right. “Dual-process” theories suggest that their answers might not be based on so-called “slow” thinking, which is deliberate and laborious. Instead they might be based on so-called “fast” thinking, which is automatic and effortless. The basic idea is that students immediately and effortlessly form a first-impression of a physics problem. If this impression is found to be satisfactory, it will be adopted. Otherwise, a deliberate and analytical process ensues. It is believed that this sequence cannot be “turned off.” That is, a first impression will always be formed. If it is attractive, and the benefits of engaging in more effortful thinking are not obvious, then a student may answer incorrectly, masking their conceptual knowledge. In this talk, I will discuss recent efforts to improve both conceptual understanding and reasoning skills. Examples will be chosen from first-year university-level physics. |
Links | https://phys.washington.edu/people/paula-r-l-heron https://scholar.google.com/citations?user=EsTjLTkAAAAJ&hl=en |
Matteo Leone (University of Turin, Italy)
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Title | Pontecorvo and the detection of neutrinosinvestigation |
Abstract | Exactly twenty years ago, Raymond Davis Jr. was awarded the 2002 Nobel Prize in Physics for the discovery of solar neutrinos in 1968 through the Homestake underground experiment. With this experiment, and the successful mastering of the extraction of a few atoms out of 1030, a new field of neutrino physics was born that soon led to more gigantic detectors and international collaborations. Interestingly, in his Nobel Lecture, Davis wrote that the method behind his experiment was actually “suggested by Pontecorvo”. The Homestake experiment exploited indeed a radiochemical method based on the chlorine-argon process of inverse beta decay suggested by Bruno Pontecorvo in 1946 during his work in the classified Canadian nuclear project code-named Tube Alloys. In this talk I will address the emergence of the method through the analysis of two formerly classified notes drawn up by Pontecorvo in the 1945-46 years. These notes, besides giving details about the method eventually adopted to look for solar neutrinos, show that Pontecorvo had a different agenda in mind, namely detecting pile neutrinos. I will also provide evidence that a first germ of this radiochemical method, in the form of a chlorine-sulfur process, was suggested in a forgotten paper published by Richard Crane in late 1930s. Finally, I will cover the educational implications of this historical case-study, namely its potential to promote knowledge about the Nature of Science and, in turn, to contribute to the development of scientific literacy. |
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Paul Logman (Leiden University, Holland)
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Paul Logman runs the physics bachelor lab courses at the Leiden Institute of Physics and is teaching methodologist at the Leiden University Graduate School of Teaching. In 2014 he received his PhD in physics education research on students reinventing the law of conservation of energy at the University of Amsterdam. He is now applying his knowledge of physics education research to both the lab courses and his teacher training courses. | |
Title | A trend to more open lab work in physics education |
Abstract | Traditionally, many of the lab courses offered to students in physics and other sciences contain very structured, so-called cookbook, experiments. Where cookbook experiments may be useful to learn how to use certain apparati and complex procedures, Physics Education Research has shown that such experiments are ineffective in developing students’ research skills and theoretical insight. Cookbook experiments especially, have very little in common with the work of practicing scientists. Students do not get the chance to develop research skills such as posing creative research questions, gathering the necessary theoretical knowledge to address that question, and designing a setup and analysis to answer that question. In cookbook inquiries students typically ask whether they got the answer correct as if it were an exam whereas in real research the answers are always unknown and need to be confirmed by rigid research data.Changing to open inquiry has been shown to develop students’ research skills by making them responsible for the full research process. This hands the students ownership and students report much higher degrees of enthusiasm for open inquiry courses than for the traditional structured inquiry courses. Because the students naturally choose to do research at their own level it is also easier to guide them to grow their research skills from that level. Some form of repetition is a trick to guide almost all students through this process. At the same time high achievers can be challenged to such an extent that in early years of their bachelor some of them are already able to deliver top quality and even publishable research, thus contributing to the collective body of scientific knowledge early in their careers and realizing that all scientific knowledge is based upon such open research. Educational research further shows that replacing structured inquiries with open ones does not hinder students’ conceptual learning outcomes.Of course, there are hurdles in adopting more open inquiry courses as well. The students may need more time than traditionally planned for. The students need access to a larger variation of equipment thus making open inquiry perhaps more expensive. And last but not least, instructors’ didactical inexperience with open inquiry and conservatism in their didactical methods may prevent them from implementing more open lab courses.Instructors that do dare to take the step find their change of role and the enthusiasm of their students invigorating. Instead of a directing and examining role, instructors are assisting students in their self-chosen research. The role of the instructor becomes more like the role of a research group leader. At the same time, the students also receive an authentic and enjoyable experience in doing science. |
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Eilish McLoughlin (Dublin University, Ireland)
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Dr. Eilish McLoughlin is the Director of the Centre for the Advancement of Science and Mathematics Teaching and Learning (CASTeL) and an academic member of the School of Physical Sciences at Dublin City University (DCU). She is coordinator of the FP7 ESTABLISH project and a member of the coordinating team on the FP7 SAILS project. She obtained her Ph.D. (2000) in Surface Physics and is a member of the Institute of Physics and a Chartered Physicist. She was a recipient of the DCU President’s Award for Teaching and Learning and also arecipient of the Teaching Fellowship in 2005 and received a National Award for Teaching Excellence in 2010. She is actively involved in teacher education at both pre-service and in-service levels as well as physics education to undergraduate physics and science students. Herresearch interests are in the implementation of innovative teaching approaches, such as inquiry based learning and interdisciplinary approaches and the effective use of technology in education for the teaching and learning of physics/science at all levels. She has served as an advisor to the Irish Government on initiatives in science and mathematics and as an expert evaluator of the EU FP7 programme. | |
Title | Co-designing rich tasks to enhance learning and teaching in Physics |
Abstract | In recent decades, physics curricula in schools, colleges and universities have articulated learning outcomes focussed on developing student’s scientific abilities, skills and competences alongside physics-specific knowledge. It is less common, however, for physics curricula to explicitly consider knowledge and skills associated with the application of physics in interdisciplinary contexts or in the wide variety of career contexts in which many physics graduates find themselves. Recent studies highlight that an integrated approach to STEM education can be effective in supporting students to develop a range of transversal competences such as problem-solving, innovation and creativity, communication, critical thinking, meta-cognitive skills, collaboration, self-regulation and disciplinary competences. The use of problem and inquiry-based learning approaches to develop skills and competences in physics education have been strongly promoted over the past two decades. However, teachers are hesitant to adopt these pedagogical approaches and question their effectiveness and suitability for different physics topics and different ages of students.This talk will discuss the use of the SAMRII model – Solve, Anticipate, Modify, Reflect, Implement, Inquire – to engage teachers in co-designing rich tasks for use in the physics classroom. The term rich task is mostly used to refer to tasks that include one or more dimension of mathematical tasks and encourages students to use multiple strategies and representations. These dimensions can be considered as a spectrum, ranging from routine or closed to more open or rich tasks and teachers are encouraged to use a variety of these dimensions in designing student learning experiences. Several characteristics and learner outcomes of rich tasks have been identified, such as development of inquiry, problem-solving, reasoning, collaboration, and communication skills. In this study, in-service teachers of mathematics and physics co-designed rich tasks based on real-work and interdisciplinary contexts. Teachers were facilitated to complete the different steps of the SAMRII process culminating with implementing their own rich task in their physics classroom and evaluating the impact on their student’s learning and attitudes. |
Links | https://www.dcu.ie/physics/people/eilish-mcloughlin https://scholar.google.com/citations?user=s3gzW94AAAAJ&hl=en |
Dominique Persano Adorno (University of Palermo, Italy)
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Prof. Dominique Persano Adorno, Ph.D. in Applied Physics, is an Associate Professor of Applied Physics at the Department of Physics and Chemistry “E. Segrè” at the University of Palermo. Her current research interests include the stochastic dynamics of non-linear systems out of equilibrium, complex systems and bioengineering, active learning and inquiry-based science education, 2D materials and graphene, spin electronics in semiconductors. Head of the didactical "Laboratory of Modern Physics and Physics of Semiconductors”, she holds a rich experience in European projects concerning the improvement of teacher's ability on building effective learning environments aimed at strengthening competencies integrating content knowledge with problem-solving skills and the connections between scientific inquiry and development of entrepreneurship competences and knowledge economy. She has been local scientific Coordinator of the European Project Erasmus+ “Open Discovery of STEM Laboratories (ODL)”. She is currently local scientific coordinator of the Erasmus+ projects KA201 “Bio-Inspired STEM topics for engaging Young generations-BioS4You” (from November 2019); “GREEN EDUcation for sustainable future-GREEN-EDU” (from September 2019); Science4 Earth (from September 2020) and Redesigning Introductory Computer Programming Using Innovative Online Modules (RECOM)-KA226-HED (from June 2021). Current teaching activity: General Physics for Mechanical Engineering, Computational Physics for the Specialization School in Medical Physics. | |
Title | Collective phenomena, correlated quasiparticles, enigmatic phases: an educational bridge towards the understanding of frontier material's behavior and possible technological applications |
Abstract | The purpose of this contribution is to present a learning workshop covering various physics concepts aimed at strengthening physics/engineering student understanding about the behavior of frontier materials, as 2D-crystals. At the basis of this learning experience is the idea of blending and interconnecting separate pieces of knowledge already acquired by students in different courses and to help them visualize and link the concepts lying beyond separate chunks of information or equations. To achieve this task, in view of its monatomic structure and various exotic processes peculiar to some 2D-materials, as unifying framework we adopt the graphene, the “miracle material”. In the discussed learning path, we introduce essential elements of group theory and their application to the symmetry properties of graphene. In particular, among the remarkable properties of graphene, the discussion of the fractional quantum Hall effect in massless particles and the quantum behaviour of correlated quasiparticles observable at macroscopic level, gives us the possibility to introduce a unified picture based upon composite fermions, interacting quasiparticles that may be viewed as fermions carrying attached a fictitious magnetic flux. These arguments are presented in a context covering related pieces of knowledge about classical, quantum and relativistic mechanics. |
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Gesche Pospiech (TU Dresden, Germany)
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Gesche Pospiech (born 1961) is a German physics teacher and professor for physics education at the Technical University of Dresden. Gesche Pospiech completed her diploma in mathematics at the University of Heidelberg in 1987. She then did her doctorate there, also in mathematics, and completed her doctorate in 1992. The following year she passed the 1st state examination in physics and mathematics. In 2002 she habilitated at the Johann Wolfgang Goethe University in Frankfurt am Main. In the same year she also passed the 2nd state examination for teaching at high schools in physics and mathematics. Since 2004 she has been a professor for didactics of physics at the TU Dresden. She is also involved in initiatives to bring physics to the public. She is part of the Particle World network and has given lectures at the Dresden Children's University. | |
Title | Teaching quantum physics between quantum technology and general education |
Abstract | In recent years, research in the field of quantum technologies has intensified considerably. The resulting applications and possibilities increasingly seem to have impact on future everyday life. Especially the field of quantum computing has come strongly into the public focus. In order to give interested people a realistic picture of its possibilities and how it works, people need an insight into the basics of quantum physics. In addition, a high demand for specialists is emerging, the coverage of which requires the recruitment of young talents. Therefore, great efforts are being made to introduce young people and student teachers to quantum technologies. These are related to an emerging paradigm shift in the teaching of quantum physics both at school and at university where approaches to quantum physics via two-state systems seem to be particularly well suited for this purpose. In particular, the much-discussed questions of interpretation are receding into the background and giving way to a pragmatic approach with a clear vie on quantum physics. In this talk, using quantum cryptography and quantum computing as examples, we will discuss how to combine the basics of quantum physics with the treatment of applications in quantum technology in a general education sense. |
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Adele La Rana (University of Verona & INFN Section of Rome Sapienza & SISFA)
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Adele La Rana completed her Ph.D. in physics in 2007, in the field of gravitational waves (LISA project). After two years spent at CERN (2010-2012) collaborating with Ugo Amaldi, she has been working in history of physics at Sapienza University, at the Enrico Fermi Research Center in Rome, and later at the University of California Riverside. Member of the executive board of the Italian Society for the History of Physics and Astronomy (SISFA), she is currently research fellow in history and didactics of physics at the University of Verona. She has been focusing on three main research issues: the history of gravitational wave research; a study of Edoardo Amaldi’s archives at Sapienza University to write his scientific biography; a prosopography of Italian physics of all times (currently being published by the Italian Physical Society). She has been carrying out her research activity as an embedded physics historian, working from inside the scientific community. She is research associate of INFN in the Virgo Group of Sapienza University of Rome and member of the LIGO-Virgo Collaboration. She is author of the screenplay and interviews of the docufilm The Decision. Edoardo Amaldi and Science without borders, for which she won the 2020 prize of the Italian Physical Society for Science Communication. With Giovanni Battimelli and Michelangelo De Maria, she is editor of the expanded new edition of the book “Da via Panisperna all’America: I fisici italiani e la seconda guerra mondiale” (Editori Riuniti, Rome), currently in press. She is working with the Nobel Laureate Barry Barish on a scientific biography of Edoardo Amaldi, to be published by Oxford University Press in 2023. In February 2021 she has co-organized the international on-line workshop Observing, sensing, detecting. Toward a multi-layered picture of the Universe from historical and epistemological perspectives (http://www.sisfa.org/observing-sensing-detecting/), which gathered some of the world’s leading scientists in the field of multimessenger astronomy, including the Nobel Laureates Barry Barish and Reinhard Genzel. | |
Title | EUROGRAV 1986–1989: the first attempts for a European Interferometric Gravitational Wave Observatory |
Abstract | At the turn of the 1980s and 1990s, on the eve of the great leap in scale from the resonant bars to the long-baseline interferometers LIGO and Virgo, the four European groups then engaged in the field of interferometric gravitational wave detection in Germany, UK, France and Italy tried to set up a common strategy, with the aim of establishing a network of three long-based antennas in Europe. This contribution analyzes the main causes of the failure of those early plans. An attempt is made to outline the parallels and differences with the current times, on the eve of the new leap of scale toward the third generation of gravitational wave interferometers, while the negotiations for the European-born project Einstein Telescope are taking place. |
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David Sands (EPS-PED Chair)
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Awarded National Teaching Fellowship in 2015, Dr David Sands is a passionate advocate of evidence-informed approaches in physics education and pedagogies which foster deep learning in his students. In his own research he has specialised in understanding the cognitive basis of modelling in physics, but he has also worked nationally in the UK, as Chair of the Institute of Physics (IOP) Higher Education Group and Chair of the IOP Degree Accreditation Committee, and internationally, as Chair of the Physics Education Division of the European Physical Society and as a IUPAP Commisioner (ICPE), to promote and shape policy and practice in physics education to the benefit of physics students everywhere. | |
Title | The problem of entropy in the teaching of thermodynamics |
Abstract | Students’ conceptual difficulties with understanding thermodynamics, and in particular the concept of entropy, have been well documented. Analysis of the literature around students’ conceptions of entropy shows that there are at least five, probably six, separate senses of the word. Aside from the thermodynamic sense used in the analysis of heat engines, there are other senses connected with probabilistic concepts, such the statistical sense derived from the work of Boltzmann, the informational sense derived from the work of Shannon, the idea of entropy as disorder and the idea of entropy as homogeneity. In addition, there is also the connection between entropy and the common conception of the Second Law as the law of entropy increase. These different senses will be reviewed and discussed in the framework of mental models and sensemaking. It will be argued that this explains why the concept of entropy as disorder is so commonly embraced by students despite its being both mathematically inadequate and inconsistent with both the statistical and informational senses. The fact of so many different senses that are not consistent with each other or with aspects of thermodynamics has suggested to this author a deep flaw in the concept, the origins of which can be traced back to Clausius. The different senses will be discussed in connection with the speaker’s own work on the nature of entropy and in particular the most recent work, which sheds light on the connection between statistical and thermodynamic entropies. The pedagogical implications of these developments will be discussed. |
Links | https://www.advance-he.ac.uk/ntfs/dr-david-sands |
David R. Sokoloff (University of Oregon, USA)
Biography | |
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David Sokoloff is Professor of Physics, Emeritus at the University of Oregon. He earned hisPh.D. in AMO Physics at MIT. For almost four decades, he has studied students' conceptualunderstandings, developed active learning approaches including RealTime Physics andInteractive Lecture Demonstrations (both published by Wiley), Home-Adapted ILDs and IOLabRealTime Physics, and conducted numerous faculty development workshops all over the world.The American Association of Physics Teachers (AAPT) awarded him the 2020 Oersted Medalfor “his outstanding, widespread, and lasting impact on the teaching of physics” and the 2007Robert A. Millikan Medal. He was also awarded the 2020 GIREP Medal, and the AmericanPhysical Society (APS) 2010 Excellence in Physics Education Award. He has presentedworkshops in over 30 developing countries as part of the UNESCO/ICTP Active Learning inOptics and Photonics (ALOP) program, winner of the 2011 SPIE Educator Award. He served inthe Presidential Chain of AAPT in 2009-2012, serving as President during 2011. | |
Title | Multimedia Resources, Physics Education Research (PER) and the Development of Activities for Virtual Learning |
Abstract | While there already was a growing demand for distance learning materials in physics, the Covid-19 pandemic alarmingly and suddenly accelerated the need in early 2020. Fortunately, previous developments in PER and multimedia provided the resources needed to maintain some elements of active learning for our introductory physics students in virtual environments. This talk will describe attempts to use the wealth of multimedia materials currently available (videos, simulations, photos, computer-based laboratory data acquisition, etc.) to adapt Interactive Lecture Demonstrations (ILDs) to a form that can be used by students at home. Predictions are retained as an essential strategy in engaging students and encouraging them to construct their knowledge from observations of the physical world. This talk will review the design features of these Home Adapted ILDs, describe some of the multimedia resources that are freely available, and present some examples. The second part of the talk will explore a distance, active learning laboratory curriculum based on RealTime Physics and the relatively inexpensive IOLab computer-based smart-cart. |
Links | https://scholar.google.es/citations?user=ftL1LNwAAAAJ&hl=es |
Dagmara Sokolowska (University of Krakow, Poland)
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Dr. Dagmara Sokolowska is an adjunct at the Faculty of Physics, Astronomy, and Applied Computer Sciences of the Jagiellonian University in Krakow, Poland. She obtained her Ph.D. in the physics of soft matter. She still researches in that field, particularly on the conductivity percolation of water networks. She is an academic teacher in physics and teaching/learning methods and a high school teacher in classes populated by talented students. She is involved in the development and research in physics/science education in Inquiry-based Learning and Practitioner Inquiry at all levels of schooling - from K-1 to higher education. She participated in nine EU projects on physics and STEM education: Fibonacci, SECURE, HOPE, SAILS, 3DIPhE, STAMPEd and RISE, Akademickie Centrum Kreatywności, and Wiking; she runs her foundation organizing the National Contest in Science for K1- K8 in Poland, gathering more than 50 thousand participants per year. Since 2020 she has been a vice- president of the GIREP vzw. | |
Title | Two dimensions of inquiry in physics education |
Abstract | The attitude of a curious researcher is one of the indispensable features that drive scientific research and, in general, life-long learning. Can this attitude be developed in students' education? Can teachers use its potential in their professional development?Inquiry-Based Learning (IBL) introduces essential elements related to the development of pupils 'and students' research competences in education (especially science and science). Working in a specific cycle and rhythm while cooperating in a group, they learn how to pose a research question, plan the course of an experiment or observation, analyze the collected data, and draw conclusions. A similar cycle can also be used by teachers, including academic teachers, looking for answers to their questions related to didactics, providing an impulse for reflection (Practitioner Inquiry, PI) based on small sets of data collected during classes. Teachers using PI research their teaching practice on a small scale (concerning one group of students, and sometimes even a single student). Still, their conclusions from the collected data can have a colossal impact on their personal, professional development, and student learning outcomes. Despite the specificity of assigning PI to a specific situation (course, group of students, topic), such inquiries often become a great help and inspiration for other teachers' practice.In this talk, I will shortly describe the IBL and PI approaches and provide research results on the medium-term effectiveness of learning by IBL and the teachers' PIs on the implementation of the IBL in their classes and its efficacy while studying different aspects and conditions. |
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Alberto Stefanel (University of Udine, Italy)
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Alberto Stefanel is a researcher of Research Unit in Physics Education of the University of Udine, since 2009, after a twenty years career as math/phys teacher in Hign school. From December 2015 till 2021 was the Director of the Interdepartmental Center for Educational Research of the Univesity of Udine.His research activity is documented in more than 300 works and regards: teaching and learning modern physics in high school; cognitive studies on the role of informal learning environments and hands-on/minds-on activities in activating learning process of primary school pupils on thermal states and processes, electromagnetism, mechanical phenomena, sound, energy; Role of ICT in Physics education; studies on teacher preparation and formation on educational innovation; role of web environments for physics learning both in university teaching and in teacher formation. | |
Title | From phenomenology to interpretation: how to face Superconductivity in high schoolinvestigation. |
Abstract | In the teaching / learning process of physics, it is of great importance to make students experience the different ways in which physics builds new knowledge on natural phenomena, to grasp the fundamental aspects of the nature of the discipline. Experimental evidence has often anticipated the formulation of a theory capable of satisfactorily interpreting the new phenomenologies, as, for example, has happened and continues to happen in the case of superconductivity. Since its discovery in 1911, the formulation of phenomenological models based on both classical electromagnetism and quantum hypotheses has alternated with advances in the knowledge of phenomenology itself. The formulation of the BCS theory has provided a unitary theoretical framework within which to interpret the superconductors of the first type. Type II supercoductivity is still not fully understood, but this has not prevented the development of important technological applications, such as the Maglev train or the supercoductor magnet.These different aspects make superconductivity an important context that can be integrated into secondary school curricula, according to different approaches, as for instance: a historical reconstruction of the experimental discovery and the main theoretical results; an analysis of the technological applications as artifacts to discover the superconducting properties; a discussion of theoretical models.A research based educational proposal was developed on the exploration of the electrical and the magnetic properties of superconductors and on the construction of phenomenological models. In our perspective, the teaching / learning path developed on superconductivity offers the students to face how physics operates exploring phenomenology without the support of a consolidated theory. Students face the superconducting phenomena, constructing step by step the conceptual tools needed to account to understand how the electrical and magnetic properties of superconductors are connected, the superconductive state and the Meissner effect, in the frame of electromagnetism.The research project approach will be presented together with the general lines of the educational proposal and the main learning outcomes in research studies carried out in Italian High Schools, in 10 hours of inquiry based activities, conducted using stimuli tutorials and a pre-post test . In addition to the general interest in the various phenomenological, theoretical and applicative aspects of the issue, 84% of students have developed models describing the condition R=0 and B = 0 inside the superconductor. |
Links | http://www.fisica.uniud.it/URDF |
Italo Testa (University of Napoli Federico II, Italy)
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Testa is associate professor of Didactics of Physics at the Department of Physics “E. Pancini "of the" Federico II "University of Naples. His research interests concern the development of didactic paths in quantum mechanics and basic astronomy and the study of students' motivations and attitudes towards physics. Research methods include factorial methods, cluster analyzes and structural models. He deals with the initial training of future teachers in mathematics and physics on laboratory topics based on the inquiry methodology. He has been the local PLS-Physics contact since 2013. He is a member of the International Astronomy Union - Commission for Astronomy Education. | |
Title | Quantitative methods in Physics Education Research: A critical review of literature |
Abstract | Traditionally, Physics Education Research (PER) embraces several research methods classified as qualitative, quantitative, and mixed methods. These methods help researchers understand students’ and teachers’ ideas and attitudes, as well as evaluate classroom interventions. Quantitative research methods are thoroughly used in all fundamental physics research fields as particle physics or astrophysics. No professional physicist would ever shy away from quantitatively support their conclusions. However, in physics education research, quantitative research has not been widespread adopted by PER researchers, who often prefer to use poignant narrations, non-numeric data and limited sample size in their studies. While being the norm in educational psychology journals since the 80s, only recently, thanks also to the software availability, rigorous psychometric assessment of new instruments, randomized clinical trials, longitudinal designs and multivariate analyses, have shily started to appear in PER journals. While quantitative papers can often be difficult to read given some extremely technical parts, they are most likely to promote lasting insights and replicable results to the community. In this talk, I will address foundational techniques in quantitative methods that have traditionally marked social and behavioral sciences – as the General Linear Models, Structural Equation Modeling family of methods, Item Response Theory and Rasch analysis. Examples of studies recently published will provide a space to examine and challenge current practices, learn how quantitative methods have changed and suggest the latest approaches for the interested researchers. |
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Lars-Jochen Thoms (University of Konstanz, Germany)
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Lars-Jochen Thoms is a postdoctoral researcher at the binational Chair of Science Education at University of Konstanz and Thurgau University of Teacher Education. He received his PhD from Ludwig-Maximilians-Universität München in 2018 with a dissertation on the investigation of knowledge acquisition during inquiry-based learning in distance laboratories. His research interests are in school-based (inquiry) learning using authentic contexts and in teacher education, specifically on digital learning technologies and digital competencies for science education. He is a member of several national and international professional societies and president of MPTL (Multimedia in Physics Teaching and Learning). He is a member of the Working Group Digital Core Competencies, junior member of the Working Group Digitalisation in Chemistry Education and Alumni Fellow of the Kolleg Didaktik:digital. | |
Title | Digital Competencies for Teaching Physics |
Abstract | The unstoppable digitalization of everyday life requires all citizens to have basic skills in dealing with digital media. This does not only concern the ability to use digital technologies, but also competencies that go far beyond this. These include both media skills in the sense of digital literacy and skills in the area of digitality in order to enable responsible participation in a society that is constantly changing as a result of the digital transformation. Equally, new skills and abilities are expected from workers in the future that go beyond the expectations of previous generations. Accordingly, based on governmental and supranational initiatives, various framework models on competencies of pupils have been developed, which define what future teaching should focus on. As a result, all teachers must develop new digital competencies themselves to be able to promote the digital competencies of pupils. Usually, these frameworks of learners' digital competencies describe non-subject-specific general competencies related to Information and Communication Technology (ICT), which is why the general pedagogical frameworks of teachers' competencies derived from them also mostly adopt cross-subject perspectives and generally lack a subject-specific specification. However, since school learning takes place in the subject classroom, it must be possible to link the development of digital competencies with the acquisition of subject knowledge. This results in a subject-specific component for the digital competencies necessary for physics teachers, which has not yet been sufficiently taken into account in existing frameworks. Moreover, Information and Communication Technology (ICT) can enrich physics lessons in many ways. However, teachers need the appropriate content-related competencies to be able to use ICT in the physics classroom in a targeted and productive way.The talk will present DiKoLAN (Digitale Kompetenzen für das Lehramt in den Naturwissenschaften), a framework that is the first of its kind to specifically describe the digital competencies needed for teaching in science education. Based on DiKoLAN, concepts for implementing digital competencies in teacher education have been developed, implemented, and researched at the Ludwig-Maximilians-Universität München (Germany), the University of Konstanz (Germany) and the Thurgau University of Education (Switzerland). In addition, based on DiKoLAN, survey instruments were developed (a) that can be used as competence grids in teaching to make clear to students the competencies expected of them, (b) to survey students' self-efficacy expectations in relation to their digital competencies, and (c) to investigate the effectiveness of teaching courses to promote digital competencies. Theoretical basics will be summarized and exemplified by practical implementations. Selected research results will be presented. |
Links |
Laurence Viennot (University of Paris, France)
Biography | |
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Born in 1942, Laurence Viennot is a former student of the Ecole Normale Supérieure de Sèvres (1962-1966). After a postgraduate thesis in radio astronomy (1965) and a few years of research at the CNRS in astrophysics, Laurence Viennot turned to teaching physics and research in this field. Her thesis, defended in 1977, was the first physics thesis with a didactic mention in France. For nearly two decades, she was in charge of the Laboratoire de Didactique de la Physique dans l'Enseignement Supérieur (associated with the Laboratoire de Didactique André Revuz in 2010) at the Université Paris 7 Denis Diderot, and of eight years of doctoral training in didactics. Her work, and the eleven theses she directed, led her to write several syntheses, notably: Reasoning in Physics The part of common Sense (2001, Springer), Teaching Physics (Springer 2003), Thinking in Physics The pleasure of Reasoning and Understanding (Springer 2014). She was awarded the gold medal of the International Commission on Physics Education of the International Federation of Physical Societies (IUPAP) in 2003. The GIREP (International Research Group on Physics Education) Gold Medal followed in 2013. Since 2007, she is professor emeritus at the University Denis Diderot, now University Paris-Cité, (UFR of physics), and since 2018 member of the UMR 7057 Matter and Complex Systems of this university. Her current research on the critical analysis of explanations, in collaboration with Nicolas Décamp, has provided the material for the book: Developing Critical analysis in physics The Apprenticeship of Critique 2020 Springer Nature). | |
Title | Explanations in Physics Freeing and guiding critical analysis |
Abstract | There is a broad consensus that critical thinking must be a priority objective of teaching, especially in physics. This presentation focuses on the following question: How can we help students and teachers make more relevant critical analyses of physics explanatory texts? Two main obstacles to criticism will first be characterized, beyond the strong effects of habit and of confirmation bias: "the expert anesthesia", of an expert who unconsciously completes or corrects a fallacious text, and the feeling of incompetence of non-experts, which results in a late activation of critical analysis. A series of examples will then illustrate the types of flaws (grid 1) or risks of incomprehension (grid 2) that can be found in many explanatory texts in academic or popular contexts. Finally, these elements are used to illustrate how a multi-criteria critical analysis can enrich our understanding of physical phenomena and guide our choice of explanations for teaching. Viennot, L. & Décamp, N. 2018. Activation of a critical attitude in prospective teachers: from research investigations to guidelines for teacher education, Phys. Rev. Phys. Educ. Res. 14, 010133 Viennot, L. & Décamp, N. 2020. Developing Critical Analysis in Physics The Apprenticeship of Critique, Contributions From Science Education Research, vol. 7, Springer Nature Switzerland AG. |
Links | https://www.laurenceviennot.fr https://scholar.google.com.tr/citations?user=Z5wkr8YAAAAJ&hl=tr |
Stamatis Vokos (Cal Poly San Luis Obispo, USA)
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Vokos received his Ph.D. in theoretical physics from UC Berkeley in 1990 and was a postdoc at Argonne National Laboratory for two years. During his next postdoc (at the University of Washington), he discovered the existence of and became enamored with the field of physics education research. Dr.Vokos is a Professor of Physics at Cal Poly and also directs the STEM Teacher and Researcher (STAR) Program. Before he joined Cal Poly in 2016, he directed several projects on the learning and teaching of physics and has contributed to local and national science reform efforts in grades K-20, leading teacher education and enhancement programs in Washington State. At Cal Poly he is leading an effort to improve student learning and belonging in studio instruction in introductory courses. Vokos was member and two-term chair of the AAPT Committee on Research in Physics Education, member of the AAPT Committee on Graduate Education, and chair of the AAPT Physics Education Research Elections Organizing Committee. He served as chair of the National Task Force on Teacher Education in Physics and vice-chair of the AAPT Teacher Preparation Committee. | |
Title | Solved and Unsolved Problems in Physics Education Research: Reflections of an Insider |
Abstract | Since Physics Education Research (PER) became a self-aware and self-organizing field of scholarly inquiry by physicists and other educational researchers, significant steps have been taken to go deeper into the nuances of the learning and teaching of the discipline, and to go wider into more and more formal and informal settings in which physics is taught and learned. We have managed to map out the fine structure of student thinking in numerous topical areas; we have appropriated and adapted tools from other disciplines to better characterize the student state before, during, and after instruction; we have developed new tools to capture the dynamics of student learning in the moment; and we have documented some of the impressive impacts of our interventions on students, on instructors, on instructor assistants, and on systems of learning, including on systems that prepare professionally teachers of physics. All these efforts have produced a sense of well-deserved euphoria in the field, at least in the United States. Yet, I detect also a malaise. One reason is the recognition that many science education reform efforts at the precollege level tend to treat science as a single entity, without recognizing the value of the unique habits of mind that the individual disciplines afford. Should STEM education treat STEM as a fruit salad or as a blended fruit beverage? Another reason, however, resonates with Melba Phillips’ quip, “The problem with physics education problems is that they don’t stay solved.” Despite our best efforts, most physics education reforms on the ground are local, requiring humongous inputs of energy by a few local champions against persistent dissipative losses. If there is the equivalent of a Carnot limit, we are nowhere near it, anywhere in the physics education world. Furthermore, for historical reasons, the emphasis of PER on cognitive aspects of learning physics has modeled learners as disembodied minds with productive resources or conceptual and reasoning difficulties. But physics learners, of course, are embodied beings who respond viscerally to their own and others’ theories of physics intelligence and physics belonging. More recently, significant efforts are being made to deal with students’ fragile sense of belongingness in physics, while a new important focus on underrepresentation in physics by women and members of communities that physics has historically excluded (directly or indirectly) due to their race and ethnicity has emerged. These efforts on affective issues are often independent from efforts on cognitive issues. For lasting change, these efforts must be integrated. In this talk, I will describe the state of affairs in research on the learning and teaching of physics. I will also outline the big questions that I see that we need to address in a systemic way, across continents. Nothing less than the future of a healthy physics enterprise is at stake. |
Links | https://physics.calpoly.edu/svokos |
Opening and Closing Talk
Closing Talk: Marisa Michelini (University of Udine, Italy)
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Marisa Michelini is full professor in physics education in Udine University, Italy, where she is rector delegate for Didactic Innovation and responsible of the Research Unit in Physics Education (URDF). She is president of the International Research Group in Physics Education (GIREP). | |
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Links | https://people.uniud.it/page/marisa.michelinia> https://scholar.google.it/citations?user=aZ1II-QAAAAJ&hl=it |