Seeing and interacting with the invisible: A powerful tool for the learning of science

Abstract: In order to describe natural phenomena, science develops sophisticated models that use mathematical and formal languages which seem, and often are, very far from common experience. When a phenomenon is not accessible to our senses, its description is indirect and understanding can be difficult for those who are not trained to understand the consequences of formal languages used by scientists. When one succeed to obtain a direct visualization of a phenomenon inaccessible to senses, it is possible to get a deeper understanding since a very effective channel of learning is involved. A wider and more profound result in learning process can be obtained if the physical system utilized for visualization enables direct interaction with the phenomenon. From the infrared vision to cosmic rays, from the magnetic field to the flow of energy, many phenomena can be suitable for building systems that allow capturing a greater awareness of the physical world. Some examples of such systems are given for relevant topics in physics and for mathematical tools. They were designed for a summer school for students in the last years of high school or for deepening laboratories addressed to talented students in secondary school, but with some attention it is possible to adapt them to other cases like high school classes or undergraduate students.