In this paper we present a new experiment on superconductivity, designed for university undergraduate students, based on the high-speed video analysis of a magnet falling through a ceramic superconducting cylinder ( T _c = 110 K). The use of an Atwood’s machine allows us to vary the magnet’s speed and acceleration during its interaction with the superconductor. In this way, we highlight the existence of two interaction regimes: for low crossing energy, the magnet is levitated by the superconductor after a transient oscillatory damping; for higher crossing energy, the magnet passes through the superconducting cylinder. The use of a commercial-grade high speed imaging system, together with video analysis performed using the Tracker software, allows us to attain a good precision in space and time measurements. Four sensing coils, mounted inside and outside the superconducting cylinder, allow us to study the magnetic flux variations in connection with the magnet’s passage through the superconductor, permitting us to shed light on a didactically relevant topic as the behaviour of magnetic field lines in the presence of a superconductor. The critical discussion of experimental data allows undergraduate university students to grasp useful insights on the basic phenomenology of superconductivity as well as on relevant conceptual topics such as the difference between the Meissner effect and the Faraday-like ‘perfect’ induction.

In this article we describe an experimental learning path about electromagnetic induction which uses an Atwood machine where one of the two hanging bodies is a cylindrical magnet falling through a plexiglass guide, surrounded either by a coil or by a copper pipe. The first configuration (magnet falling across a coil) allows students to quantitatively study the Faraday–Neumann–Lenz law, while the second configuration (falling through a copper pipe) permits learners to investigate the complex phenomena of induction by quantifying the amount of electric power dissipated through the pipe as a result of Foucault eddy currents, when the magnet travels through the pipe. The magnet’s fall acceleration can be set by adjusting the counterweight of the Atwood machine so that both the kinematic quantities associated with it and the electromotive force induced within the coil are continuously and quantitatively monitored (respectively, by a common personal computer (PC) equipped with a webcam and by freely available software that makes it possible to use the audio card to convert the PC into an oscilloscope). Measurements carried out when the various experimental parameters are changed provide a useful framework for a thorough understanding and clarification of the conceptual nodes related to electromagnetic induction. The proposed learning path is under evaluation in various high schools participating in the project ‘Lauree Scientifiche’ promoted by the Italian Department of Education.

Scientific Seasoning skills are crucial, both for successful learning in STEM areas and for the development of citizenship-oriented scientific literacy. The Lawson Test for Scientific Reasoning (LTSR) has been credited in the past for predicting the formative success of university students. In this context, we conducted a prospective study on a cohort (N = 1015) of university freshmen enrolled in science or engineering bachelor’s degrees, following them over three years. The freshmen were administered LTSR at the beginning of their university careers. At the end of the regular degree path duration, their formative achievement was measured. The descriptive statistical and correlational analysis of the collected data suggest a significant predictivity of the LTSR of formative success, in particular, for the people who scored highly in the test, while a low score performance does not seem correlated to a reduced formative success. Differentiated correlations are observed for the five conceptual dimensions that were explored by LTSR. The results presented could be useful in inspiring secondary school educational paths specifically aimed to promote students’ skills in the various conceptual dimensions of the Scientific Reasoning. Moreover, the possible predictivity for post-secondary educational success could make LTSR a useful operational tool for effective outgoing guidance actions in high schools.

In this work, we present a coherent sequence of experiments on electromagnetic (EM) induction and eddy currents, appropriate for university undergraduate students, based on a magnet falling through a drilled aluminum disk. The sequence, leveraging on the didactical interplay between the EM and mechanical aspects of the experiments, allows us to exploit the students’ awareness of mechanics to elicit their comprehension of EM phenomena. The proposed experiments feature two kinds of measurements: (i) kinematic measurements (performed by means of high-speed video analysis) give information on the system’s kinematics and, via appropriate numerical data processing, allow us to get dynamic information, in particular on energy dissipation; (ii) induced electromagnetic field (EMF) measurements (by using a homemade multi-coil sensor connected to a cheap data acquisition system) allow us to quantitatively determine the inductive effects of the moving magnet on its neighborhood. The comparison between experimental results and the predictions from an appropriate theoretical model (of the dissipative coupling between the moving magnet and the conducting disk) offers many educational hints on relevant topics related to EM induction, such as Maxwell’s displacement current, magnetic field flux variation, and the conceptual link between induced EMF and induced currents. Moreover, the didactical activity gives students the opportunity to be trained in video analysis, data acquisition and numerical data processing.