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# Bosemon Physics Particles Game

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BOSEMON is a Particles Physics card game created by Physics teachers at CERN in HST 2012 Programme.

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### Bosemon Physics Particles Game

1. 1. BOSEMON The Particle Physics card game
2. 2. Introductory section and preparatory phase • Short Description: Students in this scenario will follow a worksheet to introduce particle physics and the standard model. In the end they will be able to play the card game. • Keywords: Physics, Hands-On, particles, game, standard model. • Target audience: Students at 10th grade • Age range: 15+ years • Context: This scenario will be implemented at school, in the particles and force carriers section. • Time required: 180 min (or 4 periods)
3. 3. Introductory section and preparatory phase • Technical Requirements:  Worksheet and a deck of cards for each group • Author’s background: Participants at CERN High School Teachers Programme 2012 • Connection with the curriculum: Particle’s Physics at 10th grade, in Physics lessons. • Learning Objectives: 1. Learn about the interactions of subatomic particles. 2. Learn about the composition of matter. 3. Understand how and why the fundamental particles are used to build other particles following specific rules. 4. Understand whether and why certain interactions are allowed. 5. Understand the limitations of the Standard Model in explaining mass, gravity and other phenomena. • Guidance for preparation: For the implementation of this scenario students must be guided by their teacher.
4. 4. Pre-Experiment / Observation– Teaching Phase 1: Questions Eliciting Activities – PROVOKE CURIOSITY To provoke curiosity, teachers can present this videos: • CERN: Exploring the frontiers of knowledge http://cdsweb.cern.c h/record/1416016 Exploring the frontiers of knowledge. CERN • Micro Cosmos (Cosmic voyage part 2) – the power of ten http://www.youtube.com/watch?v=401jaDRT5E&feature=relmfu • Higgs Boson (God Particle) explained http://www.youtube.com/watch?v=EtrOSf297sw
5. 5. Pre-Experiment / Observation– Teaching Phase 1: Questions Eliciting Activities – DEFINE QUESTIONS FROM CURRENT KNOWLEDGE 1) What are we made up of? Protons, Neutrons, Electrons may be some students’ answers. • The teacher can then ask: What are those particles made up of? 2) There are 4 basic forces involved in everything: What might they be? Strong, Weak, Gravity • The teacher may need to explain the Electromagnetic force.
6. 6. Pre-Experiment / Observation– Teaching Phase 2: Active Investigation – PROPOSE PRELIMINARY EXPLANATION OR HYPOTHESES • • Physicists have developed a theory called the Standard Model that explains what the world is made of what holds it together. Everything in the Universe is found to be made from twelve basic building blocks called fundamental particles, governed by four fundamental forces. Everything around us is made of matter particles. These occur in two basic types called quarks and leptons. One way to find these particles is by using the LHC at CERN. The teacher introduces students to the particles and outlines how they are used to build other particles with specific rules. Students try to draw some conclusions by looking at the Bosemon cards, describe if a given interaction is allowed and explain why.
7. 7. The teacher will guide the discussion and write down with the students the rules of interactions. bosons leptons The students will classify particles based on criteria they select (Task I). The students will follow an inquiry based worksheet which guides them through characteristics of particles and interactions (Task II). quarks Pre-Experiment / Observation– Teaching Phase 2: Active Investigation – PLAN AND CONDUCT SIMPLE INVESTIGATION Building the standard model with Bosemon cards.
8. 8. Experiment / Observation– Teaching Phase 3: Creation – GATHER EVIDENCE FROM OBSERVATION Play the game (Task III) Step 1: break up into groups of students, 3-5 students per group with 4 or more groups, depends on number of people in class. Step 2: follow the rules given by the instructor: pass out 6 cards per person. a) 1st player asks to another (2nd) player for a card using two properties; not the name of the card that he wants. b) if 2nd player has the card, he gives that card to 1st player. c) if 2nd player doesn’t have the card, 1st player needs to draw a card from the field. d) if 1st player can make a family or group or whatever you can put it on the table. The goal of the game is to create families of leptons/quarks, other particles using the right quarks and bosons (like protons, neutrons) and the hydrogen atom. → determine who wins by the total points.
9. 9. Experiment / Observation– Teaching Phase 3: Creation – GATHER EVIDENCE FROM OBSERVATION Students playing the game Italy Portugal Thailand The game was also applied in USA, Greece and Spain. Israel Austria
10. 10. Experiment / Observation– Teaching Phase 4: Discussion – EXPLANATION BASED ON EVIDENCE At this time students will know: Quarks: • • • Have fractional charges and combine to produce integer charge. Baryons, such as Protons, are particles that can be built from three quarks. … Leptons • • • Have integer charges and combine to produce integer charge. Do NOT interact via the strong force. … Bosons • • • • Bosons are force carrying particles Photons mediate the electromagnetic force between two different charges. Gluons mediate the strong force acting between quarks (@ short distance). …
11. 11. Post-Experiment / Observation– Teaching Phase 5: Reflection – COMMUNICATE EXPLANATION The teacher makes an overview of what has been discussed in the classroom during the activity. The following issues may be addressed: a) Did you face any difficulties when classifying the particles in families? b) Why did you classified the particles in those families? c) What was the interactions allowed and why? Each classroom/group of students produces a report with the information about their conclusions or completes the Task IV as an evaluation form.
12. 12. Post-Experiment / Observation– Teaching Phase 5: Reflection – FOLLOW UP ACTIVITIES AND MATERIALS • Students are asked to expand the game in order to build new particles (mesons, baryons etc.). • They have to guess which cards they need to add in order to expand the game in a way consistent with the standard model. • They will also need some tables to choose which new rules they want to insert and to find out its properties.
13. 13. Authors: The teachers responsible for this game (Bosemon Team) • • • • • • • Tahiana Razafintsalama – Madagascar Kevin Wolf – United States José Gonçalves – Portugal Kobi Shvarzbord (down) – Israel Jay Dornfeld – United States Daniela Marconi – Italy Chuleenee Pahurat – Thailand
14. 14. Contact Information Team BOSEMON • • • Email: bosemongame.team@gmail.com Contact: https://sites.google.com/site/bosemongame/contact Website: https://sites.google.com/site/bosemongame/