Infrared imaging represents a noninvasive tool for cultural heritage diagnostics, based on the capability of IR radiation to penetrate the most external layers of different objects (as for example paintings), revealing hidden features of artworks. From an educational viewpoint, this diagnostic technique offers teachers the opportunity to address manifold topics pertaining to the physics and technology of electromagnetic radiation, with particular emphasis on the nature of color and its physical correlates. Moreover, the topic provides interesting interdisciplinary bridges towards the human sciences. In this framework, we present a hands-on learning sequence, suitable for both high school students and university freshmen, inspired by the project-based learning (PBL) paradigm, designed and implemented in the context of an Italian national project aimed at offering students the opportunity to participate in educational activities within a real working context. In a preliminary test we involved a group of 23 high school students while they were working as apprentices in the Laboratory of Applied Physics for Cultural Heritage (ArcheoLab) at the University of Calabria. Consistently with the PBL paradigm, students were given well-defined practical goals to be achieved. As final goals they were asked (i) to construct and to test a low cost device (based on a disused commercial camera) appropriate for performing educational-grade IR investigations on paintings, and (ii) to prepare a device working as a simple spectrometer (recycling the optical components of a disused video projector), suitable for characterizing various light sources in order to identify the most appropriate for infrared imaging. The proposed learning path has shown (in the preliminary test) to be effective in fostering students’ interest towards physics and its technological applications, especially because pupils perceived the context (i.e. physics applied to the protection and restoration of cultural heritage) as relevant in relation to the cultural and productive specificities of their country. The learning sequence, originally designed for high school students in apprenticeship at the university, can be easily improved to make it appropriate for university freshmen.

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.