using observations for for example with ground based telescopes. What the first thing that people trying to look at is how much star formation do you have for removing volume of space as a function of rich. What you can see here is what we have collected from data up to 2013 or 15, which shows that the star formation rate, the total amount of star formation per moving volume actually decreases as a function of a friendship or as a function of cosmic time. So as you go more and more towards the beginning of the universe you have less and less star formation which makes sense because you have fewer galaxies. So this is a situation until 2014. And then we had a lot of data from Hubble, which was using gravitational lensing so if you're interested these asking more about this. But with gravitational lensing suddenly we could pure much much further into into the first billion years and what we have been able to do is collect star formation rate densities all the way up to retro 12, which is really within the first 400 million years of the universe. In this plot you can clearly see there is a problem. All of the data from later time seems to imply the star formation rate density drops off really slowly as one plus the to the power minus 3.6 high wretched data shows that this drops off much more steeply as a function of wretched to the power minus 11 so naturally this is a problem because this means we have no idea of what how many galaxies are actually falling how many stars are these early cosmic epochs. The James web will of course be extremely extremely crucial in trying to pin down these numbers and I'm just going to show you how. Now the second thing is that you can actually also get constraints on the nature of dark matter using these high wretched galaxies. So again, I'm just showing you the star formation rate density as a function of wretched or as a function of cosmic time. All of the points here are our data points. The black line is what you would get in the standard cold dark matter paradigm. You can also say well what if dark matter is not cold but if it's what if it's warm so this is something that Francesca has really nicely shown us. And so what we do is build models for these star formation rates in very different cosmologies. And what you see here so you don't really have to focus on the numbers but just to show you that different cosmologies predict extremely different star formation rate density. So if you could in principle start to pin down these observations up to higher wretched you would be able to actually rule out extremely extremely light warm dark matter scenarios. So this is really a new use of the James web so although we are not thinking of used to thinking of the James web as a dark matter machine in principle we can also get constraints on the dark matter particle properties using James web data. Oh perfect okay good very much on time okay. Okay, so the second thing that I have found particularly hard to understand in the first billion years is really the issue of dust.  It's a collection of elements so when elements start sticking together in astrophysics we call this dust. Now dust is something that is very widely present in every situation from the Milky Way to under your bed. It's really the same dust that we are talking about. At high wretched. We had no constraints on how much dust there existed in the early universe because we just did not have any instruments that were powerful enough to be really able to probe into the first billion years. So this plot that I'm showing you is actually really revolutionary so this is data that has been collected by the Atacama large millimeter array and this came out at the end of last year. And what I'm showing you here is how much dust mass galaxies have as a function of stellar mass at a redshift of seven so this is really for galaxies which are really in the first billion years of the universe. What is actually really really tantalizing is these really low mass galaxies that have extremely high dust to stellar mass ratios. So if you just look at the ratio between how much does they have to how much total stars they have this ratio is of the order of 1% In the Milky Way the ratio is also 1%. The Milky Way has had 13 billion years roughly to evolve and to form its dust. These galaxies have had 600 million years to evolve and form their dust. So how are these galaxies so dusty, because in the early universe the only sources of dust that we actually have are exploding stars which are supernovae. Later times we also can produce dust from asymptotic giant branch stars from maybe even black holes, all of these do not exist in the first billion years. So how are these galaxies actually producing so much dust. This I think is really an outstanding problem in the first billion years because dust absorbs light at really all wavelengths. And so if we do not know how much dust there is in the early universe we really don't know how much of that star formation rate or how much of that light is actually obscured from the first billion years. Of course we are looking to more and more data from Alma to be really able to solve this problem. And finally, what I wanted to really quickly flash is some of the first images from the James Webb so I'm sure everybody here has seen there was a big press conference yesterday, where they have shown five images from the James Webb. So here what I'm showing you is a cluster at a wretched of roughly two, and it's called smart 0372. So, here what you're looking at is this cluster from the Hubble Space Telescope. So this is this is what Hubble saw. This is what the James Webb is seeing and now this is, I'm sorry this is just such an exciting picture because finally and suddenly what you can actually start to see so it's a little bit bad on the on the projector but what you can start to see is different lensing arcs, and you can even just by eye you can you can you can look at the difference in quality between these two pictures. All of these tiny dots that you are looking at our individual galaxies that are sitting somewhere in the field of view. And I think they said it really nicely that they said it is like looking at a grain of rice in the sky right and this is all we are looking at and this is how much information we are actually able to collect. What is also super exciting is this is something that came out today. So here in this blackish region is a galaxy from which they have actually managed to collect the spectrum. And they have verified that this galaxy sits at a wretched of eight, which is roughly 450 million years after the big time. So even with these first images we are already exceeding basically all expectations and pushing really into the first billion years. And so I think the picture that I would like to convey to you is where we were and where we are today. So when we started in. Okay, so I would start with when I started my PhD so that was roughly 2010. We had the Hubble deep fields which were basically probing somewhere into the first billion years of the universe but they were looking at relatively massive galaxies. So here was of course waiting for the James where which has now really become our present. And what we are really looking forward towards as we as more and more data starts to come in is that we are really going to be able to peer into this era of cosmic dawn, and really not looking at bright galaxies but really looking at those tiny, tiny things, which are progenitors of galaxies like a very own Milky Way. So first this is everything that is happening now so you could ask me where are we actually going as we move towards the future. So again, let me show you this picture that we started with which is a picture showing you the epoch of realization. Again, all of these tiny dots that you see our galaxies and the black patches that you see our hydrogen that is ionized the blue and pink patches are hydrogen that remains neutral so this is really how it takes place it's a very patchy process, wherever you have galaxies they managed to ionize hydrogen, and then these, this ionization field somehow have to percolate into into regions where you don't have. So, so far, what I have shown you is all of the data that we are actually going to get about these sources about these tiny dots that we see sitting here. In the future what we are actually looking towards is getting information from all of this gas that is sitting in the space between galaxies and this is called the intergalactic medium. Hydrogen has a fantastic property that when the electron and proton are aligned in spin, they flip this produces energy equivalent to 21 centimeters. This is exactly what we are looking for using instruments such as the square kilometer array. And this is really the second part of the picture, which is to connect the sources of realisation together with this really patchy topology. And this is really an enormous undertaking as you can imagine and so there are a number of groups both for SKA for Euclid for James Webb Hubble which are all working to try and build a complete picture, not just of galaxies but also the gas in which they are connected and to jointly build a picture of how both of these things are evolving as a function of cosmic time. So, these are the two groups that that I'm leading to try and understand this process and of course the James Webb data really helps us to at least pin down our models of galaxy formation so that we can start to make these predictions. So this is our square kilometer array so I think everybody is aware half of it is in South Africa half of it in Australia. And together this interferometer is what we are looking towards to really build a complete picture of gas within the first billion years of the universe. And of course, so sorry, so I should have said so the era of SKA will be towards 2030 2030 ish. On an even longer timescale what we are actually looking towards is is instruments like Lisa which is the law, the space interferometer which is this here and I'm always amazed at this picture so here the idea is that so far all of the black hole data that we have collected is from interferometers that sit on earth. And of course they are really heavily limited by the noise sources that are present on earth. So this mission was proposed and this is a mission that is going to be put into space. And here the idea is that you have these three spacecrafts, which are going to shoot laser beams at each other so these red things you see are actually laser beams that these spacecrafts are shooting. So this is basically a Michel Morley experiment but it's it's it's in space and using laser beams. The size of these laser beams is the difference of the distance between any two answers going to be of the order of 5 million kilometers, and these beams have to be maintained within a precision of nanometers. And so I'm always really amazed that we can even talk about these sorts of engineering marvels in a way. The idea really is that because we will be really limited in terms of the foregrounds that will be seen because this is really sitting in space, we can actually start addressing things like how many black holes do we actually have at high wrenches. And how did they assemble through time. So this is a picture that I have taken from the Lisa astrophysics white paper that was just put together to try and make a science case from the astrophysics perspective. So here I'm just trying to show you up to which red ships, we will go in terms of determining black hole masses so the yellow area shows the region that Lisa should detect. And this is going to look at black holes between 10 to the four 10 to the eight solar masses, all the way up to retrofit 20 if it works as well as I was supposed to. And if there are black holes already present at a retrofit of 20 of course. Because I'm out of time, I think what I would just like to leave you with is that we are really going towards building a very panchromatic picture of the early universe. Of course driven by these fantastic instruments where we are not just able to pin down. We will not just be able to pin down the global properties of galaxies looking at them globally but now we are in a position where we can actually look at individual galaxies and what are their sizes how much just do they have how much star formation do they have how is the gas distributed within the galaxy environment. And of course we can start to do a lot of cosmology with 21 centimeter putting constraints also on the warm dark matter particle mass. And finally, as we move towards the era of Lisa which is really towards the 2040s what we are looking towards is really building a consistent picture of black holes through cosmic time. Thank you. Thank you so much. It was a very well articulated presentation. Most enjoyable, I have to say. And I think you must have a real advantage when you are at cocktail receptions.  Wait a moment, I will give you the timeline in the first billion years. Maybe one question before we let the practical sit down. This is a terrific, terrific presentation. Just a quick question I was just curious about the guy the sample you've assembled of 10,000 galaxies at higher edge shift. And your comments about the the interesting emergence of the the dust features in those. Is there anything that you're learning around galactic winds and stellar mass loss, mass loss rates from metal is the effects, etc. That's coming up in your sample. That's unexpected. Alright, that is such a good question. So, I think, as of now, the problem is that we have very limited lines that we can probe with Alma so this is all based on dust continuum emission and C2 and 03. But this is all we can get with Alma. We're probably going to change with the James web because today, for example, in the spectra they are showing lines of helium to, if I remember, which is what will fray it probably it's it's not pop three stars. They have silicon features neon features. And so I think that is when we will really be able to pin down things like at least metallicities, and then how you go from there to mass losses, I think is a more complicated But at least we will be able to get metallicities in the first billion years. So this is what really one of the main science cases that we are aiming for for with the James web. Sorry, does that sort of answer your question. Thank you very much. Thank you. So over next speaker he has a big challenge he is just between you and the lunch break. And you might have already looked at your time and you think that the session is over but it's not true you were late for the session so this is a calculated And don't worry there will be enough time for lunch because you will have more than a whole over for lunch. So the next speaker is here you know, and he will speak to us on energy intelligent computing devices based on two dimensional materials. He received the young scientist price in 2018. And from a different commission this time see eight the Commission on semiconductors. He's an associate professor at Korea Advanced Institute of Science and Technology also referred to as Christ, I believe. And he has a joint PhD as well and he has this joint PhD from Seoul National University in Korea and University of Paris, Southern France. Please. I start winter. Okay, thank you for inviting me for this prestigious occasion. I'm using young from South Korea. So I will talk about semiconductor physics, which is quite different from the grand scale universe things. So let me first introduce my work keyword by Korea. So as I said, I did my pitch study in physics. And then with this physics and mathematics I went to France and I was happy that I could communicate with French scientists actually it was my first foreign country to in my life, and it was amazing I can share my knowledge. Thanks to physics and mathematics. And then here I could hear a lot about industrial, this relationship with physics. I decided to communicate with industry. So I entered Samsung Electronics Samsung Advanced Institute of Technology. This is a Samsung research unit for future technology. And then I reported graphene barista. It reminds us some coffee barista. So the thing is, let me share one experience so I did my PhD STM scanning tunneling microscopy. So in industry, you are using for example your cell phone will laptop computer. And when you are using cell phone for a long time, your cell phone is getting hot and hot. And then actually you are using the energy from the battery. But as we make the device shorter and smaller and smaller, the device actually consumes one third of the energy. What about to search to search are wasted at the junction between the matter electrode and the semiconductor channel. So this is really a big issue so I studied how to reduce this energy waste. This is really this graphene barista. Actually this is coming from what we say for me level peening in the show key junction between matter and semiconductor. Actually engineer people that say that we cannot avoid it because this is nature, but in STM I could, I could see we have when we have this silicone surface we have many dangling bones, and then we can remove the surface data by passivating hydrogen atoms. So I learned from physics and STM. So I applied this principle so I could develop this graphene barista, which is reported in science 2012. And then I, I felt I need to experience more spin things to develop more advanced and novel devices. So I communicated with other efforts with, of course, via physics and mathematics, and it was really a good experience. I think this is a special French unit. This is what we say unit there mixed in French. So it is like a combination of this academia and industry CNRS Dallas we say, and then actually I'll bear is working in the unit. And then I moved to for this CNRS. Actually I pity the Samsung, and then I moved to another this mixed unit. And then after this two year working experience I got this faculty job at SKKU this is a private university of Samsung electronics again, I couldn't escape totally from Samsung. And while I worked with some phage patterning and some skins and graphene barista thing I could develop some phage patterning technique, and then I could got this IUPF early career metal in semiconductor physics in 2018 at the conference which is very prestigious in condensed metal physics ICPS. So in the title of my talk, you might be wondering, what is it energy intelligent computing devices. Actually it is really, really ultra low power consumption devices. So let me think about these alfago things. Actually, I like to play gold. This is my hobby. When I worked in Paris, I attended gold competition in Paris, but I was defeated by French people. So I was surprised at how French people can play gold better than I. Actually, if you think about this gold match. Of course, Alpha go won the match. But think about it. We use the 1200 CPU in this Alpha go. Of course this professional Korean player said only he made a very close match. He was defeated, but he used the 21. And then Alpha go used the 60000 want and actually said only can do other things he can talk, and he ate only a bowl of rice and kimchi and things like that so it's very, very energy efficient. So what's the difference. So as a physicist. This is a good question that we can make. Actually, if you think about this mysterious thing. And we can think about for Neumann architecture for our digital computing. For example, in AI, many people are talking about AI they are based on software and actually to process one digital signal we have to use a micro energy but in our brain. We say spike is that of this digital purse, and we use only people to already here we have 10 to the sixth power energy difference. But computer can do much more complicated calculations, which is great for our science, but what we can do better. Actually, I don't remember even my parents face exactly but I could recognize my parents. Sometimes we make mistake. Oh, I'm sorry, you're not my parent. So we can recognize our parents by some mysterious learning process so we can of course distinguish cast and dogs which is mysterious or so female and male faces we can distinguish. For example, it's a heavy on learning. So the circles are neurons and the lines are synapses. When we are born, we first see, look at our mommy and we hear mom. So when we hear mom, we this neuron makes spikes to everywhere. When we look at our mom's face, this neuron makes spikes everywhere. And by chance, this is synapse, we have this is almost a simultaneous spike, and this synapse is strengthened connectivity is increased, or in our physics world maybe conductivity or connectivity has been increased by this learning process. This is what happens in our brain. This is called the neuromorphic technology. So actually, AlphaGo and other software based things, of course, we have some application, many many applications and they are very hot these days. But if we think about so they are called the DNN, deep neural network or deep learning, maybe you have heard about it. But so energy intelligent computing in my talk, it indicates SNN, spiking neural network. Let's emulate our brain. So let's do something with this spike and computation. So this is what we can do newly with 2D materials. This is for company people. This is Gartner company's hyper cycle. So depending on the, okay, you can, I hope you can see, for example, GPU plateau of productivity. Chatbot, trough of this illusion, innovation trigger, peak of inflated expectation, we have different stages. Actually, DNN and deep learning is located here. So now the bubbles are broken now. And it is, of course, in other words, the technology is getting mature and mature, this DNN. Actually, what I said, this is called the neuromorphic. We want to emulate the neurons in our brain. This is new field. And I think a physicist can contribute to this new technology field. And this is located here before peak of inflated expectation. So I am starting this kind of topic. Actually, we have 10 to the 15th power, this 15 synapses in our brain, huge number. Okay, so we have to integrate many, many devices and we have to make small, small devices. Now Samsung is making or TSMC, they are making three nanometer devices. Three nanometer is very, very short. And then if we have big material, city nanometer cannot work because current flows through the channel and thickness should be smaller than, of course, we don't think about screening things. But if you make Sina and Sina, we have this dangling bond, then dangling bond that makes materials property different. It is no longer silicone or some other material. So that's the benefit of 2D materials, we have this no dangling bond, so we can keep the materials of property, even at the atomic thick geometry. Of course, another property of 2D materials is that, you know, energy, we are using energy, we use the energy of electron and formula or things like that. But electrons also have momentum, momentum is also good quantum number. So what about using this momentum degree of freedom in our device, this is new. This is called the phallitronics in 2D materials. This is very hot topic in our community. To explain a little bit more detail, my research, we have this short term plasticity and long term plasticity. We don't have to remember everything we see. It is a waste of our memory. We look at some number of faces and immediately we have to forget about it.  So that's why we have this short term memory or short term plasticity. Memory is very electronic engineering term plasticity. It's like a physiology or biological term and physics people. I think that this is related to hysteresis. So to emulate this short term plasticity, we have to do something. This is what I want to do. Actually, if we look at more detailed STP short term plasticity, there are two kinds of short term plasticity. Exitatory means, as what I said, as spikes are more and more input, we have more connectivity. This is called excitatory inhibitory is the opposite. So if we have this, if we study harder and harder, we can get good grade. If the effort that we make for the study is not linearly proportional to the grade, we are not happy. So in our brain, we have this short term plasticity and depending on the time interval and frequency of the spikes, we have some learning processes. This is the fundamental thing and then it's like and or not logic gate and do or not logic gate we can make computer. So if we have this short term plasticity, this is the basic operation, we can make these neuromorphic devices. So the other thing is in our brain, we are using 10 pickle Joe, as I said to process one spike. Actually, the state of the art with organic materials, they say they claim 10 fantasies of this is extremely low energy so it's quite promising. To introduce only one example, this is quite simple. So we have one to the material to the materials are here, one to the material channel is here, and we have this is so select this is called, and we have drain electrode gold. Let's make a current flow through the channel. This is what happens here. And then if we increase the voltage by own slow, we have more current. But one unique thing is we have more current as we increase the voltage, it's not linear. And then if we make another cycle, more and more current are flowing. Okay, this is similar to short term plasticity. So we investigated why, and it is coming from jewel heating. Jewel heating means if we have current I is clear R is the energy consumption in the channel, and we have this heat generation and think about heat capacity to the materials is atomically thin. The capacity is extremely low. So, with small energy we can change the temperature of the 2d channel, and then we can have different connectivity. Of course, after cooling down it goes back to its original state. You can see that things. So here I demonstrated by this purse. I could change the conductivity by twice, and I could use only 70 furniture, which is very, very low energy compared to phone number architecture, digital computing. And then in condensed metal physics we say MIT metal insulator transition sometimes we have metals and insulator insulator it means if we increase metal it means if we increase the temperature now resistant increases and we have lower current. So, if we have 2d materials a semiconductor and metals, we can make excitatory and inhibitory synapses synaptic devices with very small energy consumption. This is one interesting part. And then this is like a filter. So, if the second purse a second spike is very close each other we have more heating because before it is completely cooled down we apply second spike. So we can, it's like, if we study more often more frequently we can get good grade it so we have this more plasticity facilitation. So one real example. Sound localization this is the quickest computation in our brain, because we have to avoid our enemy. We have two years to see the location of the sound source. And we have this shape special shape of ear to see the height of the sound source. Okay. We have a robot. If we have to microphone of course we can do the same thing, but human head is a small, and we have only ears only 10 centimeters apart. So how can we recognize the exact location of the sound source. This is also very powerful computation in our brain. So the principle is we have this left ear and right ear and sound comes first in the left ear and this is a signal goes this this this this way. And finally the right ear receives the signal and then pitch neuron is excited. So if this neuron is excited, we have all this signal comes much faster than this one much earlier. So this is how we get the angle resolution of the sound location. So actually, when we have this spike, for example, the thing is, we have certain range of sound. We need large range of the frequency of the sound and also amplitude. So we need a certain bandwidth of the channel. And so here in this paper, I demonstrated that this is a tool heating based 2D materials device can show very wide range is a short term plasticity. So several years ago, I made this review paper. So I introduced neuromorphic this energy intelligent devices and motivation. It's very important. So some people are studying making battery more and more. Some people like myself, try to reduce the waste of energy. So some people are concerned with climate changes. So we have all these different aspects. So my research interest is we have we call it polymorphism. So you see, we have 2D materials, layered materials, we have no dangling bones. They are bound by fundamental interaction. Fundamental violence interaction is like a diaper diaper interaction by image charges. So it is weakly bound, weakly bound. And then in this layered 2D materials, we, we say we call it polymorphism. You know, copper is a metal and glass, Si2 is insulator. So certain material should be metal or insulator, but some materials, some 2D materials can be metallic or at the same time semiconductor or insulating. So we can change them. This is what I said. Phage patterning, phage engineering. So with this phage engineering, we can study many, many interesting physics and the bold letters are topics that I have studied at least certain amount. So I'm using, for example, this MIT or CDW charge density wave, and I want to realize very low energy plasticity function based on this condensed matter physics. For example, this is what I reported. In 2015, x axis is the amount of electrons in the material. Depending on the amount of electron, you see blue and red, the lowest energy, they are changed. So semiconductor or metals can be more stable than the other, depending on the amount of charges in the material. In other words, by electric gating. So for five or seven years, seven years, I have been trying to realize this material. This is by DFT calculations, computational study, and of course some other professors in the US and other people are doing similar studies. And then this is really, I think, new function of the material and related to semiconductor and new devices. The basic principle, this is very simple. In our high school in physics, we learned that the energy in the parallel capacitor is given like this. And if we have this carrier density, we have this amount of energy, which can drive this first of the phage transition, overcoming the latent heat of the material. This is the principle. And then first of the phage transition with the latent heat, you can imagine some kind of a plasticity because it is not immediate phenomena. So this is some simple overview. Why, why only electric signal? What about optical spike? So this is called edge computing. So sensors and computers, they don't have to be separated. So let's make these 2D materials and then depending on the spike combination, we can have different connectivity. Then this is actually computer. This is called legible computation or edge computing. And we are studying about this device. Another important issue is how to integrate 10 to the 12 devices or 10 to the 15th power devices to emulate our brain. This is a big issue. So I'm studying how to make this self-selective memory. We have some detailed issues, technical issues here, but I just want to say this crossover array. And if we put some new and small devices at the intersection, we can get very high device density. This is the last page that I prepared. So I want to say newly emerging materials require new semiconductor physics. So when I worked in Samsung, I noticed that universities cannot compete with studies on semiconductors with industries like Intel, Samsung or TSMC, because companies have huge equipment. So it's very good at this very subtle condition and fabrication. So we cannot compete with company people. But now this gate to all around the world some TSMC, most of them are very confidential. Now physical limits, ballistic transport and other physical limits already we are facing. We need a new solution anyway. So I guess these 2D semiconductors or any kind of any geometry of some new materials should appear because we are now at the boundary of physical limits of the semiconductor physics. So I think this is a good chance for semiconductor scientists like myself. Okay, we were so disappointed. We are always worse than company guys and then semiconductor already left the physics and they are already inside the engineering division. So new materials and then this quantum mechanics and some subtle physical things are very required. This is what I said, new materials require new semiconductor physics. This is what I think, especially after this IUPEP semiconductor physics award. I'm connected to many prestigious these very famous semiconductor scientists that this is what I'm discussing with them. Yes, so for some detail I wrote here low dimension, because we have to make small devices and spike, spike in neural network, low operation energy is very important and plasticity with the hysteresis of the memory functions, they are all important. So this is some of my work. And this is what I think, and this is the activity after receiving this IUPEP award. Thanks to this IUPEP C8 commission or going to organize. Thank you so much for this very important insight that you have shared with us, I think, in a brilliant manner. And your career is a very good example of what we have discussed earlier in this meeting, the combination between the physics and industry and how it goes together, which is also important. I think we have time for a few questions but I promise that we break it to one shop at least. Yes, in the chat in zoom maybe give him priorities to chat and then to Selena. All right. And the first question of the chat is, what is the implication of the synaptic device graphs for SNN. How are they significant in electronics industries. Digital signal 01 with some 01 combination we indicate a certain signal, but actually spike, the timing is important spike timing and spike, of course, amplitude and timing they are all important so we have some we need some unit, which can be changed by the frequency of the spike. So this is what we say spike timing dependent plasticity. This is the core operation of SNN, and then other digital operation they are based on and or not logic gate. So they are quite different. And then SNN is really neuromorphic thing. Of course, AI AI is of a term AI include TNN deep neural network or deep learning, and also neuromorphic technology AI. But what in the movie what we imagine about AI is like a humanoid robot but we are I'm talking about neuromorphic technology here specifically. Thank you. Very nice talk. I wanted to ask you about the short term plasticity because it seems quite short the time and in the in neurons you have you can have long term plasticity that lasts for weeks, even month. So I was wondering if you think that that could be done because it seemed this dual effect seems to be hitting short term. And I don't know if there could be a possibility of having a longer term plasticity. So here in our brain, the fastest operation occurs within one millisecond. It's not like a nanosecond nanosecond because I can only for the physicist in our brain, the fastest operation is sound localization. So kilohertz is the maximum frequency, actually. So for the dual heating, depending on I studied a little bit passivation condition, he think condition, we can change the time constant we say, and then some people say, Okay, faster, we're not following the computer or we some, for example, we don't have to follow board to fly these wings, just to we have we can make airplane. Of course, we have same objective, but we have different form. We don't have to follow really by your system. We don't have to follow birds to fly. So we have some other options. So we are discussing. So this is a very interesting point in this study. Thank you very much. I still have a feeling that your brain is operating with a nano thank you. I wish you all Bon Appetit and please be back at two o'clock sharp. Thank you. Okay, great. Hello, Professor Sameda is from the University of Cape Verde. And I first interacted with her participating in a meeting that founded the Union of Physicists from Portuguese speaking countries, and Sonya, you know, not only being one of the researchers, she's organizing this big conference that's coming up in September, and I look forward to attending to her right is there's good artist who is a senior researcher at the University of Segan in Germany. She also She also is chair of the user committee for sesame light source and you heard of something about seven sesame the other day, when Andrea lousy the scientific director spoke about that. She's also on the lamp executive committee, and she let the organization of a special course for high school teachers, teaching them about the light sources and what they mean so they can take that to their students so she's been important in those very respects. And then to her right is Professor make me Kelly is a man from the University of Bari in Italy. He's also the executive outreach officer for the International Union of crystallography. He is a co founder of lamb, and he is also the chair of the lamp executive committee. So these people are extraordinary and I have enjoyed working with them and they don't know it but I studied them very carefully, because I want to know what their best practices are so I can still them for myself and with that, I will turn it over to Good afternoon, everyone. Thank you. Thank you. Thank you. I guess you don't feel closer. Thank you. Now it's okay. Okay. So, thank you. Thank you so much for this invitation. Thank you, say cousin, or introduce me. Okay, my name is Sonya I'm from Cape Verde, and I'm also one of the vice president of Union of Physicists of Portuguese speaking countries. Let me tell you some reasons to create another physical societies, because we are nine countries spread over four continents, and our population is more than 240 millions. And sometimes the language may be an obstacle to spread off of the knowledge. So we need to find a way to have our own voice. In November, 2019, the UFP was funded. This is from Angola, Brazil, Cape Verde, Mozambique, Portugal, and Santo May, met in Lisbon to establish the Union. So, here in the middle, try this doesn't work in the middle with the orange clouds, you can see perfect circumstances, she was the people that the person who work a lot for this they come reality. The mission is to promote the development of opportunities and conditions for collaboration between physicists, and also contribute to the professional affirmation culture scientific, scientific, technological and economical development of the different countries and territories, particularly the least development in terms of education and research infrastructure. Okay, we have two kinds of memberships, we can have individual members, and also societies. Right now we have members from seven countries, and one of them speaking English so you are welcome to be a member. Our goal is to have at least members from all Portuguese speaking countries. And we have also three societies as a member we have the Brazilian physical society, we have Portuguese physical society, and also the Angolan physical associations. The Brazilian physical society is the oldest is 50, 50 years old. It's composed by an executive committee, a general assembly and fiscal council. Normally, we try to have all countries represented on and the election is every three years. In the executive board, you have the President Roger is from Brazil, you have three vice presidents, one from muscle big cover and Angola and the treasure from Portugal. In the general assembly, the president is or as you Fernandez from Portugal, and we have two secretaries on from the bird and the other from Santa May. We have a general assembly every year. It could be in either the mode. Professor George Meyer is Angolan and is the president of the fiscal console. We have a vice president from Brazil, and the later from Mozambique. Okay, let me talk about some activities since we're born. In the creation of the union, we had a lot to do to set up the union. So we start with the presence in the media, we create a Facebook account or Twitter account on a YouTube channel, and a white page. We have planned an ambition is activity plans, but the COVID happened so something goes wrong, but we manage that and we try to do some online activities and meetings. We start conversation with similar societies, and to set up some protocols with science, science, and also the European physics society. So we have a vice president Rogério and the grandson for that. We celebrate some if you marry the such the International Day of women and girls in science. We produce a movie and you can see that on YouTube. We celebrate commons day commons day is the day from Portugal and the communities. So this year on came on say what do you do different was that we latched on series of a monthly webinar about fees around the Portuguese speaking current every month we choose someone in a different subject to talk. And then we have this on Facebook and also in the YouTube. We also set up to task force to work on grants application. So we submit to grant application one from CPLP is the community from Portuguese speaking countries. In this case is a pilot of physicals Olympiad for Portuguese speaking countries, because we have Olympia, the of all the physicals Olympian in Brazil, and also in Portugal but in the other countries we don't have this so we're trying to put forth with this. And also, we submit a grant application for that we call youth fizz is a project to have some equipment to produce remote the resource for physical stitching. We're still waiting for the answer. Great. I don't know. Okay. Here you can see the Facebook or Facebook or web or page address and also our Twitter for the next near future we have planned to do some workshop for high schools teacher in Cape Verde. We also plan to do a physical survey or mapping in Portuguese speaking countries. We have the conference in Cape Verde and went also to encourage the creation of the national physical societies, and also to faster the collaboration into work of research in project and the grants applications. Let me tell you a bit more about the court conference of physics dilemma for this year is physics for sustainable development. We will, it will be taking place in Cape Verde in my university. It will be one week event start in September 12. It will be an hybrid event can be in person or online because the travel cost is to I right now. Okay, for this week we plan a fair plan to do some workshops and also have the scientific commissions. Our conference is one of the event on the international era of mass science for sustainable development. The promoter my university and the union, and this event is possible. Thanks for the sponsor, and we must especially thanks to the IUPF for his support. Now to sum up. I will feel peace wielding bridge between businesses from different Portuguese speaking countries to foster collaboration and dissemination of the opportunity. We have some challenge is a common challenge to all countries such as physical dissemination physical education physical applications lack of infrastructure lack of fun and so on. We believe that if we work together can find a way to address such challenge and you are, you are all invited to be part of our journey. I stop here. Thank you for your attention. It would be a patient to just take questions now does anybody have questions for for some of them. Okay, thank you. Thank you so much. I probably need to get some hip to switch over to hers. Okay, so next you have to ask you. I'm speaking about sesame. Oh, first, thank you very much because he for this nice introduction. Yesterday, under Lucy told you about sesame so you already have some information about sesame. Today in my talk I would like to introduce to sesame user committee and sesame users. Okay, let me start with our users committee. Here you see a map of the member.  And from each member country, we have a member in the user community. So from Pakistan we have a lot of fun. In Israel, we have Barack a cowboy. From Cyprus we have Kersi Lawrence. From Palestinian we have Jamal Kabul. And from Jordan Hanansade. She is there sitting. And then from Iran. There is Amir Said Hassan Rosatian. And from Turkey, I, I'm in the user office in the user community. Sorry. And besides that we have two student members. One is from Cyprus, Korea, and the other one is Mahmood from Egypt. So after introducing ourselves. Let me talk about our role. Of course, as in all other facilities, the user committee works as a as a communication bridge between the user community and the management of sesame. And of course we represent the interest of all the scientists, all the researchers who perform research or who wants to perform research at sesame. And when we first gathered together at that time there was no beam line operating at sesame. We decided to make a survey among the users in a user meeting. So the result were not so promising as we expected because these countries do not have such a scientific background. They, most of the scientists do not have a funding to travel abroad for a synchronous facility. Or they don't have such a tradition therefore this was expected and we saw that in the user meeting more than 80% of the potential users have never an experience in a synchronous facility. So we decided that we have to really work on this I mean to improve the awareness of the potential users. We have to improve the scientific background in the region. So we have to focus on this. And at the same time, of course, there are many things happened at sesame and Andrea already told you most of them. So I won't mention once more, but maybe I can emphasize that in 2018 sesame become the first associate of leaps League of Europe and accelerator based photon sources. And in 2021 December, there was a sesame virtual school on synchronous light sources and their application posted by ICT pin. In January, 2022. There was this has some teachers workshop. So, and during this period as the user committee was trying to increase the awareness and try to use all the platforms. And it was introduced to Europe and synchronous and fellow user organization in 2016. Then the committee was invited to the meetings afterwards. And in 2017, we made a proposal to them to start a tweeting program experienced European user groups will act as a kind of supervisor for one of the groups in sesame region in drafting a proposal or in supporting the first experiment. We welcome this very well. So we started to form some tuning partners between the sesame countries and some European groups. And open sesame is another very important key instrument for the sesame users to transfer the knowledge I mean, it's open sesame is a horizon 2020 project. And it is very important, as I said, because it offers many schools workshops to educate the young academic and industrial researchers. It has some fellowship, some fellowships, and it has some stuff exchanges, which is also very important. And it offers online warehouse for training materials. I should mention one of these schools, which was very important. It was helpless at sesame. It was a two week training school. In at sesame at a month. And it was really a successful school. So, I mean, while sesame user committee was working to improve the awareness of the sesame users. At the same time, there was huge progress at sesame. So, I mean, this depends, of course, on the great stuff, great stuff at sesame and at the end, the beam lines starts to operate. Then the calls for the proposal started. So, in the first call, there was 55 proposals. In the second call, it was 103. And in the last one, it was 167. So, the number of proposals increases at each call. This is something very promising. And please keep in your mind for the moment there are only three beam lines operating. Also, the number of publications increase each year. In 2021, there were 18 publications from sesame. And this year feel this time we have 13 publications, which means it will probably be over 18 at the end of the year. So this is a nice photo from one of the user meetings. And I should also mention, as Sekazi told, we offered the organized teachers high school teachers workshop this year. Actually, sesame lamp and Canadian light source offered this course offers this workshop. And we met a very enthusiastic group of high school teachers, science teachers, even very excited because this was something that we never did before. And there were more than hundreds of high school teachers from Turkey, Mexico, United States, El Salvador, Jordan, Iran, Pakistan, Israel and India. We spent two weeks online. So, it was, it was really nice, and we understood that we should continue this, maybe by changing the region, we should go on doing this high school teachers workshop. And maybe next year or the other year, we can meet some high school students at sesame, making their projects with their teachers, which is really, really exciting. And so, before I end, I would like to thank to Giorgio Paoloci, who is the ex-scientific director of sesame. And of course, Andrea, who is the actual director of sesame. And of course, the great, excellent beam line scientist Jihan Mesut and Mahmoud. I mean, without them, these dream could not come true. And of course, we shouldn't forget the users, sesame users, they are also very important. And I would like to thank you for your attention. And on behalf of the committee, I would like to thank to IUPAP for giving this chance to us. And happy birthday to IUPAP. And of course, we will continue with the next one. Thank you so much. So next we have Michele Zame, who will talk to us about the LAMP project. No, I don't know how to do that, but something will happen. Okay, easier. So why the presentation is shared. Yes, that one. Thank you. So thank you very much. So let me first, thanks to Kasi for giving me the chance to be part of this panel. I also want to thank IUPAP for giving me the opportunity to take part in your wonderful celebrations. And to represent in a sense here, the International Union of Crystallography, which is one of your sister societies within the ISC. So I'm happy to celebrate and congratulate you on your birthday on behalf of the UCR here. I like to take to take this opportunity and I'm here to introduce the project LAMP. And it couldn't be a better place to talk about LAMP for me as a member of the UCR because I'm at the ICTP and you see the logo of ICTP there. I'm here to take part in the celebrations for the Centenary of IUPAP. It's a perfect combination. So as you see LAMP is a joint project of IUPAP, IUCR and ICTP. You see the website here so I'm showing the URLs of all the pages that you might want to check for any information, more information about all this. So LAMP stands for Light Sources for Africa, the Americas, Asia, Middle East and Pacific. We started in 2016 thanks to a grant that was awarded to IUPAP and the UCR by the International Science Council at the time it was the IXU grants program. So we received a grant of 300,000 euros for a project that was entitled the Utilization of Light Source and Crystallographic Sciences to facilitate the enhancement of knowledge and improve the economic and social conditions in targeted regions of the world. Eventually the ICTP joined the program as a co-lead institution together with IUPAP and IUCR. So you see the title is quite wide in terms of aims and objectives. It's not about the synchrotron light as you know the facility itself of the science behind, but it also covers the social conditions of the regions that we are targeting because we believe that scientific infrastructure, good scientific infrastructure can facilitate the development of a scientific community, but not only of the scientific community, of the general public as a whole, thinking about education of course first of all. So while LAMP, you have seen the regions that we are targeting in our project, it's very easy to understand by looking at this map. This is not the most updated map, but you easily see that there are regions that are not covered by large scale facilities. So these are the regions where we are focusing our activities in order to implement educational activities and to start a discussion because LAMP wants also to facilitate discussions at the political level or science policy level about the development of this kind of infrastructure. And so that was the reason why we decided to pursue such objectives and to start this project. So and what is LAMP? So I was thinking, how can I introduce LAMP, what is in the end this LAMP? And I said, okay, the only thing is just to check on the dictionary. And I went on the dictionary, I was sitting there and LAMP is a device for giving light. This is just wonderful. So this is what LAMP with 3As wants to be. A device, an instrument to facilitate the development of light sources and everything that is around the light sources, all the educational, the scientific and all the activities that are related to the building to the commissioning of a light source and so on. So we are LAMP with 3As. So if LAMP is a device for giving light, we give a lot of light. So I'm talking today on behalf of many people actually. So I'm showing this in this picture, the executive committee, you have met all of us now. I'm presently chairing the committee. We are sharing this turning on this position. So we have Marielle, you saw her yesterday, she's sitting there. Secasi of course, Osgul just gave her talk and Sandro who unfortunately is not here today, but everyone knows, and also I don't have to introduce him. So Secasi, Sandro and myself are the co-founders of this initiative and Osgul and Marielle joined the executive committee at the later stage. And that was just fantastic for us to add. So but as I said, the structure of LAMP is much larger than that. We have many people who are working with us. So I'm just showing you that we have regional committees. So each region that we are targeting has a dedicated committee for the activities that are happening in the region. So you see that many people are involved. I'm not going to read all the names. We also have a number of supporting partners, so institutions, going from UNESCO, the ISC, Tuos, Sesame of course, and many others that you can see in this slide. And we also have 16 participating advanced light sources. So facilities that are working with us in particular for one specific program that we are running, which is the first team. I haven't talked about this in a while. So this is the list of facilities. Of course we are more than open to other facilities to join our group and other institutions to join LAMP. So going to some of the tasks that we have already accomplished. So these are the achievements I would say of LAMP. This is the first thing that I want to show, which is the LAMP brochure. I think you have a few copies here. Just a few copies of this brochure in different languages. This is Arabic and so on. So they're here. I think for those who want to browse. Okay, okay, we will give them. Okay, so the copies are here. As you see we have, well, this is a very nice brochure, I have to say. Honestly, I think it is. And we have versions in five languages. Now English, Spanish, French, Arabic and Portuguese. I have to thank the IAEA for providing the translations. Of course we are, I mean, if there are any volunteers who want to translate in other languages, you are very welcome to do that. Although there are some costs involved in the layouting and printing, but we can, we can try to manage this. So the brochure is available for free. So we have some printed copies. I think there are more available around. I think it has a few. If you want some printed copies, you can just ask us and we will ship to you. The PDF, the digital version is available at this URL that you see in this slide. So these are other important documents. These are the regional strategic plans that we have developed. So this is our advice on what we recommend we should do to develop a community that will need eventually a synchrotron and how to create a final target which is building a new synchrotron in a region that at present doesn't have any. So again, these strategic plans are available on the website so you can go to this URL and just download and read all this. Okay, so I have already mentioned the FAST team program. The FAST team program is the responsible and the giant I have to say now behind this program. And before telling you what it is in the details, I want to tell everyone in the particular all the students here that there is a call open at the moment with deadline 30th of September. Okay, this is, this is a call for spending two months in a synchrotron in one of the 16 partnering synchrotron facilities of LAMP, and you would spend these two months to be trained on synchrotron techniques with a professor. So we award teams composed by a faculty and a student. This is where FAST comes from. So it's an acronym for faculty student. And we support the visit of these FAST teams for a period of two months in a synchrotron facility. We've already awarded supported the 50 around 50 FAST teams, which means 100 people 100 individuals. And these includes also some around 25% of repeats because we also award continuing grants to those who have been successful during the first visit. So I think this is a good opportunity for PhD students in particular, and for those who don't have experience with with the use of synchrotron based techniques. This is what I was saying, which is in the slide so we provide 2000 euros per person to cover transportation normally the synchrotron facility that is partnering with us in this project with cover other expenses so details are anyway on the website and this is more or less what I was saying before. And the URL, which is the most important thing. Okay, some photos from previous FAST teams and I like to mention this. I mean, among the many success stories that we could mention. I like this because Kierce and you saw her picture before because she's also in the Sesame users group was awarded a FAST team FAST team grant in 2017 and the continuing grant in 2018. And they were Kierce and Gregoria were the first users at Sesame at the XS beam line. So we're very proud of this as well. Now the pandemic came and of course the FAST team program was suspended because we couldn't send anyone anywhere in the world. So we thought that possibility for allowing people to measure the samples in a synchrotron was to send the samples instead of sending people. Yeah, so Tabitha Dobbins came out with this idea of this Spark program, which is a mailing program so we received the samples are shipped to a synchrotron they agree to measure data on these samples and data then sent back to the user. And so this is a way for, you know, dealing with this very bad period where no one could could move and travel around. So the program is still active anyway so we are trying to expand also the places where you can measure your your samples. Okay, old school already mentioned this. We had two edition of these high school teachers workshop very successful. I enjoyed a lot the parts I was able to attend. This is a joint initiative with the Canadian life source and Sesame. So Andrea was in charge with old school for the session at Sesame. So we are thinking about having a new edition. The idea was to have it in Thailand next year. We will see if the venue is confirmed, but there will be another new edition certainly, I will say certainly by the end of next year. Fingers crossed. It's important because this is a target which is not so common at the academic level or postgraduate level. So we thought that targeting high school teachers they will be the person who are able to engage to convince people about the importance of investing their time into science. So that the final task of one that I want to mention is the colloquium program. So in the since the beginning of this project we thought about sending experts on a synchrotron radiation and advanced light sources in general to specific places to talk, not only with the faculty members, but also with the decision makers with the politicians in the country about the importance of investing into science and specifically investing into scientific infrastructure. So particularly synchrotron radiation so we had a few of these of these colloquia around. Of course this was suspended again for the pandemic we should start again with this program now. I think it's the right time, but I want to mention this and in particular mention what happened. I don't know about that. What happened after the colloquium that period I made that gave in Benin. So yesterday, you heard from Marielle. You see I'm not saying your surname, just Marielle. She gave a presentation about the x-tech lab. So this is the x-ray techniques facility that has been developed in Benin. I think it's one of the biggest achievement of LAMP because a lot happened after Thierry gave his colloquium in front of the cabinet of the government and different universities and there was a lot of interest around all this. So in the end it was money from the government that allowed us to implement an x-ray technique facility. So this is now there. You have heard everything so I'm going fast on this but I just want to of course mention Marielle and Siduan who are working in the lab at the moment. But also just to show you that this lab now has a brand new single crystal diffractometer x-ray single crystal diffractometer with a cryostat. So we have very good collaborations with the companies because the cost of these machines will be too much even for the budget that this has been made available by the government of Benin. We have a new powder diffractometer from another company which is going to be installed in November. Again, fingers crossed and well the micro tomograph I think is under commissioning now. But also we have collaborations with other companies like the Cambridge Structural Database that they are providing the Structural Database, the Crystal Structural Database to the Ecsthe Club and the IUCR is providing the journals and the international tables for crystallography, the online editions. So it's a fully equipped laboratory so it's now new. Okay, training sessions, Marielle told you everything about this but I want to emphasize the fact that it is important that in a place like this, where we have to raise the level we have to level the background the scientific background. When you have a lab like this is not about doing cutting edge research only. It is important that this lab is used also for educational activities because you have to build capacity. And this is fundamental in a region where this lab is probably unique for the entire Western Africa. So this training sessions that we, we normally had twice per year, and I hope that they will continue with this in this way. These are the most important thing because researchers from all the countries, the neighboring countries will come to get trained about the use of this will be aware about the fact that there is an opportunity in a in a country in sub-Saharan Africa and this will be an opportunity for them to start their research. So we have to combine all these research education. Okay, so to conclude the lamp is very close to the African light source. Of course, we have a formal MOU signed with the African light source foundation, and I have to say that we have a long story together. And I just want to mention that it was right at the first African light source conference when I first met Sekazi and Sando was also there. I already knew Sando and we discussed about Sekazi suggested to apply to this grant that was awarded by the ISC. And so this is exactly where the lamp started because it was in Grenoble when we discussed this and you see in this photo Sekazi with Simon, Conel, the giant behind the African light source, but I was also proud to hold the speaking stick in that conference. And after that lamp was in charge of organizing a session at the World Science Forum in Jordan in 2017 with representatives from UNESCO, Sesame African light source and lamp of course, and it was during that meeting that we had an informal meeting also with the Herman Wienek, Roman Murenzi and the others to discuss about the agenda towards the African light source. And this is the African light source conference joined with the Pan African crystallographic conference in Ghana. And this is where we met the Minister of Science of the Republic of Ghana. Who was a go between to the president of Ghana who is now behind, you know, tabling the African light source to the African Union, and they call us. And we also had a joint session Michelle is not here Michelle Spiro and myself organized a convened a session at the World Science Forum 2019 in Budapest. And this is where the internationally or basic sciences for basic sciences for sustainable development was announced it and support was found and also in this case lamp and the African light source where covered the UC Sekazi at issues here. So we had a wonderful panel here again. So I thank you for your attention. And I am concluding my presentation by showing again the call is open at the moment so inviting everyone to apply or recommend others to apply. Thank you very much. Questions at this time. Michela you had thanks for the presentation. You had some figures on the number of trained people but if you had to quantify the impact of the lamp project, how many scientists have been involved how many people have been involved in the project by way or another. Thank you for your question. Difficult question but I have to say that lamp doesn't I mean doesn't come from nothing. There is a lot of work behind that there are many other initiatives that form the background of lamp. I want to mention for example the UCR with UNESCO has has organized an open lab network of laboratories starting in 2014 which was internationally of crystallography. And I appreciate this initiative of the UCR UNESCO open lab which has been joined by lamp of course at some point. And, and I think we have reached around 1000 students with it with the open labs we had over 25 additions now in over 20 countries from Latin America to Africa Southeast Asia. So, that is already something that is in the in the background and it's forming the basis of of these. We have several applications, which means that there is an interest in this is very difficult sometimes to find, you know, the good compromise with timing with the facilities. So if I have to say about lamp specifically, I will say that there are a few hundreds if we if we are talking about young researchers or students. But you don't have to think of this number alone because there are many other initiatives like I mentioned the open lab but we can mention more that in a sense, our experience, we are basing all these so many other things that are happening. And I guess also, yesterday we heard from Marielle who said that they had over 1000 undergraduate soon train at the extant lab so they've got an exposure at an early age to crystallography so that's extremely important. Okay, another question up high. I think there have been two presentation on says me. And I think it would have been good to show one or two nice example done on certain. I have not seen anything for the moment. I couldn't hear sorry, could you repeat please. Well, there have been two presentation on says I mean during the meeting. It would have been good to show one or two nice example of science done at says I mean the last two or three years. Yes, but yeah, the, this could be an idea. And if there's any other people interested I can send some some some scientific examples from sesame today after the talk. Okay, any other question of that there is also request in the chat for sesame to share the high school teachers doing workshop link. If you have that for the moment we don't have such a link but they could. I mean check the lab website. And of course we will make the announcements when it is clear I mean for the moment we don't have the exact dates we don't have such a application address. They can also send me an email to my name was on the program so my email address is just first name dot last name at Gmail. Why don't you are you are attracting the pre university students as well as the teachers rather than the school teacher why you prefer school teacher then. Why high school teachers, yeah, because we really think that it is important I mean the education in high school is really important and we see we observe that the students in the physics department in the chemistry I mean in science in the universities decrease day by day. I mean this is not only for the universities in the in the sesame region but in all over the world. So we really believe that it is important to give such a insight to teachers so they could give this insight to their students for what they could do at the same control on what the possibilities are at the same control on and actually we have some very nice examples of this one of our colleagues who was involved in the organization of this workshop was a teacher from Pakistan. And she and her students, seven girls made an project at Canadian light source. They did the experiment themselves and afterward they made the analysis and they made a very nice presentation. The girls were were really excited and afterwards, Israel, a teacher from Israel, he also work with his students in the Canadian light source so these are really very nice examples. And we believe that these students will and will improve the science in their regions, these teachers and these students therefore we strongly support these organizations. Light note, why you emphasize on a lamp why not on P and L it's on light note. Triple A represents more light. Actually for me that the triple A mean more light to that's why. Also in addition to the teachers workshop we also have workshops for the more senior for the junior researchers and and and graduate students and postdocs. So we're trying to cover everybody. In this open sesame website there was always some announcements I mean there are many schools for PhD students master students or I mean the researchers from industry so open sesame is also a very important platform for the researchers for young researchers. Okay, thank you. I also mentioned that there's a big initiative to build an African light source. You may have seen the diagrams earlier, Africa is the only habitable continent in the world that does not have a light source. So there's a big movement to create one there and, and McKelley mentioned that it really was launched by the 2015 conference that we had in Grenoble. And so we're now close within the next couple months of producing a conceptual design report for an African light source. And in fact someone somehow trick me into becoming the main editor so it's consume my life over the last six months, but we are hoping I have definitely have we have to conclude this thing within the next couple of months. It's going to be a next major output and so working with that I'm sort of been represented from C13 Commission for that so I owe a lot to the C13 Commission. Any final question. Oh, more than. Okay. Yeah, a question and a comment. Let me read a comment first. I'm really happy to see the teacher school at Sesame we are doing the 25th year of teacher schools at Zern now and I can really underline what you said there is a lot of multiplication effect and we have this talent pipeline is something we are really missing in all places. So second question. You maybe know we have a beam line for schools competition at CERN where we have far too many applicants every year for the two or three beam lines we have. I consider in having also school teams presenting their experiments for beam lines at synchrotrons because there is so many synchrotrons around and I could see for our 300 teams coming every year to make a really profound proposal and we only have two or three teams that win. I think that would be a great thing to have also synchrotrons doing something similar. I think it's really a nice idea. Maybe in coming years we can think about that we already discuss students at Sesame and but because of Corona for this year we couldn't do this of course, but as I said maybe next year we could see some students there and maybe later, such a competition could be wonderful. And then one final question in the back on that side. Thank you all for the panelists but thanks Osgoal I should not repeat the comment but as he commented. I like that you highlighted this online workshop for school teachers, but I have a question and a suggestion. The questions I'm still curious to know how many applicants were from Jordan. I still remember when I distributed the announcement my ex students who became science teachers were very excited. So I am curious to know how many applicants not necessarily how many got accepted but at least how many applicants you got from Jordan. The suggestion that as this school was really exciting and successful, I would suggest that it's worthy to keep the database of all resources of all the know how that you produced it during this school on the Sesame website. I remember that I sense other students to IAA workshops and schools and you sorry during the COVID period and and even post COVID the IAA created a database for all the online courses and workshop held during this pandemic so they took the advantage of the online meetings and workshop. I believe that we need to have this database for such successful school in Sesame on the website of Sesame. So all those who are interested and didn't manage to get accepted. They could do it by by their own by their by themselves. Thank you. Thank you. The first questions how many applications from Jordan. Actually I have to check it. Yeah, three. And they were all accepted as far as I remember from Jordan. Yeah. And the second one was the recording of the lectures during the workshop was indirectly in the Sesame website, not directly on the Sesame website but on Sesame you see the link at LAMP so you can watch the recordings at LAMP website. And besides that we also prepared some literature for the teachers so they could also reach them. And there is a project still going on we haven't finished. Actually, the teacher I told you from Israel he started this. Thanks to him. We prepare a glossary for high school teachers, actually not for high school teachers, but people who are not in the field to understand the basic terms in this field. And this is prepared in different language not only in one language but in different language because some help for the, let's say Arabic part some help for the Turkish part. So if we finish this, it will be really something helpful for people who are not in this professionally in this field. And the others as I said, you can reach them via LAMP. You want to make a comment. No, I just wanted to, to ask that the LAMP website actually, you can find all the PDFs of the lectures of the of the last edition and Sesame, and there is also a link to a YouTube channel where we have the videos of all the lectures. So you can find everything on the LAMP website I think there is a link from Sesame to that page. Okay, I want to make one last one last question and I don't want to leave my good friend Sonia out. She's gotten off easy. You know, I do a lot of work in Africa and just about every initiative that I'm involved in is only English and French speaking African countries. The Portuguese African countries somehow, you know, it's always bothered me we weren't able to get them involved. Do you have any idea how through the new union of physicists from Portuguese speaking countries we can try to get some of them involved in in what we're doing. Thank you for your question. In the union, we have some societies, for instance, we have the Portuguese society, we have the Brazilian society and also we have the protocol with European physical society. So, we think that through this society we can go and maybe integrate in the angles of angles of fun and also the francophones country, because we need that because right now we're alone just have Portugal and Brazil to work on. Okay, great. Okay, fantastic. Thank you. Let's thank the speakers. Thank you. Thank you. Thank you. Final file. My name is Tatiana and I am from Canada. I'm from Toronto Metropolitan University, and I'm chair of C 14 commission and I'm in second term of this commission and before I wasn't commissioned C 13 so for me you pop is kind of like a family. I'm very delighted to present our speakers today, and which of the one person is at home. I'm from the solar University of Basque country. He could not come and an unpack one from South Korea, and generally I think are here. I introduced them when once they start speaking, I would like to just outline what's going to happen today. And for me enough by the organizing committee or the symposium C 14 commission to organize a panel and that would be centered on education as we know physics is a cornerstone of technical innovation in our society. It's an forefront of global issues and challenges. And within this context, we, we physics that is learned and taught at all levels, basically shapes a society in great deal. So in this panel, our, our panelists who are educators and non educators in different stages of their career, and they represent three continents, Asia, Europe and North America, and they will discuss reflect on and share their ideas. They reflect on questions that our commission kind of came up with. But of course, their talks will not be limited to that, but to start the discussion we see 14 came up with these questions. And we thought these questions are relevant to today's life. And what are the features of purposeful and meaningful physics curriculum for current century, and how we deliver it. And given the situation with for example, we still teach online many places. So, we have to think about continuum of teaching all the way from in person to remote. The second question was how do we engage today students, how to make physics more attractive to modern students and what teaching for example modern physics, early on instead of later in curriculum would reflect would attract more students and then engage them. Also, we were thinking about the question, what is the place of experimentation and genetic skills when you teach physics in the virtual world be realized that many students sometimes don't realize the difference between the real and virtual, especially when the secondary part of curriculum comes. And what are important, what other important skills are important for work and industry as a society because we know that many of our students are not going to work in academia, they're going to work in with outside of academia, or even in very non traditional occupations for physicists. And with that, I would like to just online online panel structure so each panelist will have their opening statement which will take several minutes. Besides addressing one of those questions usually they will take on lead on one of the questions. I would like to invite panelists to provide their insights on how physics teaching maybe changed since they started their careers, and especially how they envision the future of physics education. And basically, when we finish with the statements, we will leave the time for open discussion so any questions to any of our presenters, and we will hope that we'll have half an hour to about half an hour for open discussion. And with that, I would like to invite in honor Lisa so I need you help to switch to his, his, his own presentation. He's working at the department in the country in San Sebastian. And his teaching career started as a school physics teacher he received his bachelor's science and master of science in theoretical physics, both from the University of Barcelona, and PhD from the University of Boston country. And he's the founder of the most research group, a very normal group in physics education, and his work has about more than 6000 citations from Google scholar, and he's leader of many projects. He served on multiple committees of rounds for all Spanish society. Second term, he is now commissioner of the pubs for putting commissions. It's his second term. Please, hopefully he's online he was just recently. We'll start the discussion and then. We're sharing. He should be able to start the screen. If you hear us, please start sharing. Please unmute yourself and start sharing your screen if you see us. He's saying he needs permission for speaking. Maybe now, now. Do you hear me? Now, yes. Do you hear me? Okay. I have permission. Do you hear me? Yeah, so if you put the, the first slide of the presentation. I am reading. We can use my yeah. So your slides but on my file is okay with you. Yeah, yeah. Okay, let's do it. Yeah. This is the first one is the, the, the photography. Yes. This one. Okay. Well. Good afternoon, everybody. Thanks for your presentation. And I am going to address the problem of the physics curriculum to meeting the challenges of the 23rd century at a level of physics degree master that this is one of the questions that Tatiana presented at the beginning of the, of the table. So if we see the picture on, on the left. We, we can see that this is the, the, the physics teaching at university, based on lectures and end of the chapter homework problems and cookbook labs. But the, the physics teaching at the university is changing to teaching focus on the students skills and students understanding. And we can see another familiar picture on the, on the right. Students are working together and guiding by a teacher. In any case, if we use one strategy or, or, or another one, these courses and programs have traditionally focused on the potential for intellectual growth offered by the discipline, by the physics. And I think all are agree that this M works because we have graduating physics around the world and a good physicist. However, sorry. However, when graduate, please pass to the, to the other slide, the next slide Tatiana. Thank you. When students come to finding a job, the graduate experience a number of challenges, some challenges regarding to generic skills. And another challenges regarding discipline, a specific competencies reports inform us that regarding discipline specific competencies, a graduate found that they have a lack of a whole work in groups or about how, how to manage projects. And they feel that this kind of things have to include in the physics curriculum related to a specific competencies. Please the next slide. Okay. Regarding the lack of discipline specific competencies reports tell us that graduate appreciate the foundation that they obtain in problem solving in experiencing research in a lab in physics. And in teaching and programming in physics. However, the graduates also felt that they have a lack of programming competencies in general, not programming in physics only. And they, they found that the transfer from the physics to cultural context of the workplace is difficult as some studies suggested that we have to include in the physics teaching at this level skills about interdisciplinary problem solving. And some competencies about designing and developing products. Well, from these studies and results, we can propose some chances for the physics curriculum at DAB and master. In the next slide. The reports tell us four different areas to include in the physics curriculum at a physics degree and master. The first two are traditional ones. That means the first area, the physics specific knowledge that includes the physics topics, skills in numerical and analytical experimental metals, or the ability to represent a basic physics concept in multiple ways. That means mathematically or by simulation or experimentally and so on. The second area for improving in physics curriculum is also the traditional one, scientific and technical skills. That means students have to learn scientific procedure and to apply it. In this case, for developing and evaluating projects, basic lab skills and more competencies about using manuals and so on. Less frequently, we can find in the physics curriculum the next two contents of areas. Please, the next one. Yeah, one area. The third area is about communication skills. Students graduate need to be persuasive in communication and to manage diagram and visual tools. And these kind of skills have to be included in the physics curriculum. And the last one that there is not in the physics curriculum or only in several cases is a skill for how to find job or how to assess one's skill sets and relevance to job. This last area is not frequently working in physics curriculum. This is more or less for areas that have to improve and to update for education, physics, for impactful careers. This is only one summary about the ideas of how to change the physics curriculum at university level. Other partners will be explained in the physics curriculum at other different levels, like secondary or high school. Thank you for your attention. Despite being not well, being sick. We ask questions after everyone finishes. If you're okay with this. Our next presenter is Nam Kua Kang. She is a professor of physics education at Korean National University of Education. And she actually worked in United States. And she also, she was a chair of physics national curriculum revision in South Korea. She does research in physics education and also is a teacher training. And she also affiliated with Korean physical society, Korean Association of Science Education and North Global Organization for improving science education through research. And she was executive chair of physics education community and a board member of NARS. And her recent publication deals with, again, teaching high school physics in South Korea during the pandemic. And she is going to present her opening statement. Thank you for introduction. It's very, it's, it's an honor for me to be here. This is my first time visiting Trieste and working with IUPEP. I'm going to briefly talk about what research says about student engagement, especially in physics education. Oh, louder. Okay. So, so how do, how do we, how do we engage today's students to answer this question? We first need to need to understand learning, students, nature of students and the nature of learning in the traditional theories of learning. There has to be no consensus that learning is a cognitive process in each learners make sense of new ideas based on existing ideas. Learning occurs more effectively when learners interact with peers or teachers who can provide scaffolding between what they know and what they are expected to learn. Given these premises, there has long been research on what students understand or misunderstand about concepts in physics. And research has been conducted to find ways to help students utilize their prior ideas in learning physics. In this respect, peer instruction and collaborative problem-serving are method found in, found to be effective in physics education research in particular. Student engagement is more, is a more complex concept than cognitive learning processes because it requires students behavioral and emotional as well as cognitive involvement. When we say we want to engage students in learning physics, we, we mean we want students to apply their mind, their feelings and their body to learning physics. Moreover, we want students involved in physics, physics learning outside of our classroom as well. Only then does learning occur, deep learning occurs more intensely. Student engagement is addressed from a perspective of student motivation and agency. And also from transactional engagement in which students and the instructor interact with each other. From these perspectives, several approaches to enhance student engagement are researched. These include enabling students to work autonomously, enjoy relationships with others and feel they are competent to achieve their own objectives, creating learning that is active and collaborative and ensuring institutional culture that are welcoming to students from diverse backgrounds. What is important is that students should be self determined and self regulated in learning. For this, instructors need to provide students with a sense of belonging or identification with the ideas they are learning. Studies found that when psychological needs for competence, autonomy and related needs are met, students are willing to engage in learning. With autonomous motivation, high quality performance and release of students are possible. Not only is the way physics lesson delivered important for student engagement, but the content of physics lessons matters too. Obviously, lesson content need to be related to students everyday lives. In current society, people regularly come into contact with the concept and implications of modern physics through media and new technologies. In particular, modern physics centered around the theory of relativity and quantum mechanics has potential to attract students. From this perspective, there have been efforts to introduce modern physics as early as primary school. Because these theories for the mental changes, how we see reality, some argue that an early introduction to these theories might make students more willing to take on new perspectives of modern physics. Furthermore, modern physics is the basis of many contemporary scientific and technological development. And thus, easily relatable to students of the current age. Counterintuitive concept of modern physics also have potential to intrigue student interest. As for physics content that maximally engages students, studies have found that a proper level of challenges or difficulties are needed for engaging students. As we plan to introduce modern physics earlier than before, we are going to introduce modern physics earlier than before. This notion of proper level of difficulty needs to be taken care of, accompanied by a proper method of instruction. You can find several research papers that introduce physical models, computer simulations, and analysis and others that are developed for teaching modern physics to students earlier than according to the traditional approach. I will stop here and thank you for listening. Thank you. And our third presenter is Dr. Chandaleja Singh. We have been friends for many years. I don't even remember when we met first through American Association of Physics teachers. Chandaleja is distinguished professor of physics at the physics and astronomy department. And she was also a founding director of the discipline based science education research center at the University of Pittsburgh. She is a past president of American Association of Physics teachers. And she obtained her bachelor and master's degrees from Indian Institute of Technology, and her PhD in theoretical condensed matter physics from University of California, Santa Barbara. She was a postdoctoral fellow at University of Illinois, Urbana-Champaign. And then she joined the University of Pittsburgh and she has more than two decades of career in this field of physics education research. And she is a fellow of American physical society, American Association of Advancement of Science and American Association of Physics teachers and past president. So I welcome Chandaleja to present her vision. Thank you so much. I mean, it looks like many of my colleagues have already talked about their vision and many of the things that I have to say are basically consistent with what they have said. So let me start out with a couple of topics. And again, I would say like in the previous session, in my mind, one of the most challenging thing that is really urgent is focusing on providing access to quality physics education to those who have traditionally been left out. This includes mentoring those students and creating equitable and inclusive learning environment and making sure that the outcomes are equitable. And I said outcome equitable means that you, like your learning environments must be equitable and everybody should be given access to the resources and appropriate mentoring, right? Because we want students from all demographic groups to get to the same place. So those who have traditionally been left out, we need to put more resources in nurturing them. So that's what I mean by being equitable and making sure that the outcomes are inclusive. So that's an important point that I think we should all focus on. In addition, I would say that there is a lot of research that has been done in physics education. And this research is actually showing how students can learn physics. So this combines the kinds of things that Namo was talking about, which is cognitive science and how students learn and also the social aspect of learning. And the problem is that it is not really being used as much as one would have thought because there are several findings of physics education research that can easily be employed in instruction of physics at various levels. And even though the instruction in different countries, maybe the curricula are not exactly the same, maybe student prior preparations are somewhat different. Adapting the curricula and pedagogies and the approaches that we have found successful via research in physics education can be adapted much more easily than starting from scratch, your own way of doing things. So if you are interested in these kinds of things, I would very strongly recommend that you read physics education research journals, such as physical review, physics education research, other journals that are useful are American Journal of Physics, European Journal of Physics, and those kinds of things. So for example, I mean, over the past 100 years that IUPEP has been in existence, physics has changed a lot. But we haven't really thought very carefully about what are the learning objectives and goals of the different courses that we are teaching our students, for example, who are measuring in physics at the undergraduate level or at the graduate level, or even those service courses that we teach for the engineers or the students who are bioscience majors and other students, right? These things need to be thought of very carefully, and physics education researchers have a lot to say about these kinds of issues that one should actually take inspiration from and then think about adapting it to their own situation. Now, one of the reasons that I feel many of these wonderful findings that can really improve student learning and make students grow both personally and professionally have not really been incorporated in actual teaching practices as much as to do with the kind of institutional incentive and support that people have. And people usually tend to think, oh, I know how to teach and I'm just going to lecture. You know, like this is the way I was taught and this is the way I'm going to be teaching. And the focus is really not on actually showing whether you can show that your students have actually learned in those courses, you looking at some evidence-based outcomes. So I feel like that's why institutional award can go a long way. So for example, regardless of what kinds of techniques you use, and now I was talking about some of those things and Hanaro was talking about, for example, think, bear, share, like one technique for engaging students would be to have students think about some of those questions. A huge trailer truck hits a small car, which will exert a larger force and why, right? When you've taught Newton's third law, you can post this and have students think with other peers and also then have a discussion about these things. The problem is that if these kinds of things are not happening, and I'm not just saying that there's one approach that is certified by physics education research, but one of the things that is very important across all of the different approaches is what is called the cognitive apprenticeship model. This is a very big picture overarching framework that basically says that if you really want your students to learn physics, you need to think about three different things. Modeling for students, what do you want them to learn? So you have to demonstrate for them the criteria for solving physics problems well in a particular context, right? This is modeling, but then you have to actually quote students and provide them with appropriate scaffolding. Scaffolding means guidance and support with a feedback on reducing the support so that students ultimately develop self-reliance. So the third thing is weaning the support. Now notice that in a traditional lecture-based course, what ends up happening is that people maybe they're modeling and that too doesn't get modeled very well because a lot of things are implicit in terms of how you solve problems and then later people say, oh, students are just doing plug and check, but the point is that's what they see you doing. They don't see that you're exemplifying all the different stages of problem solving, which is something that you should be explicating for your students, but also students are not getting an opportunity to be coached or to be provided scaffolding and they're just being told, okay, go home and do the problems. Notice that this is more like, this is not the cognitive apprenticeship model because it says that the coaching and scaffolding aspect is critical. Just like if you were teaching piano playing to somebody, few release, you're not gonna just play for them few release and say, go home and practice. That would be weaning them too soon. You didn't actually coach them. You didn't provide them with scaffolding. Physics is also the same kind of discipline. You really need to actually focus on this kind of coaching and scaffolding of students so that they have prompt feedback and support from you as they learn these skills. And of course, as I said, in my previous presentation, it's really important that students understand the importance of struggle. They know that it's a normal thing and you will get over it and that is a good thing to struggle. So normalizing struggle is a really important thing so that students from underrepresented group and all students for that matter will want to engage with challenging physics problems, fail at them because failing is not really failing. That's part of the learning process and then they'll get up and run. So I think that doing this is really important and professional development of physics educators all the way from high school to college level is really important. And I know that IUPEP is doing a lot of things in this area, but I think that there is a lot of room for doing more activities. I know that the physics education C14 is doing some stuff and also the International Conference on Physics Education, which this time is remote and organized by Australia. Those things are really good, but I feel like there is a lot more that should be done to make sure that physics education is based upon scientific approaches to teaching and learning about which we know a lot. And a lot of times faculty also say that, oh, I don't want to actually use evidence-based learning because students will complain about the fact that you're making them think. First of all, that is not really true.  In other words, if they know, you have to have discussion with students and get buy-in from them about why all of these approaches that you're using, in which maybe you are having students talk to each other in class and participate in the thinking process, is really good for them because students, you really want them to grow as individuals and professionals. And these are skills that are really going to be useful and showing them evidence that those kinds of approaches help and future employers are actually looking for those kinds of skills that you're trying to impart in them as opposed to just lecturing, in which case the notes are not really going to go much further than stay in their notebook. Also, there is a lot of confusion regarding are we teaching physics concepts or are we teaching them problem-solving skills and reasoning skills and metacognitive skills? I think that this kind of dichotomy is false and physics education research again shows that physics is a discipline in which there are very few laws and concepts and we are trying to unpack them and learning to apply them in so many different situations. And so it's not really about this or that, but it's both of them together. While we are teaching them physics concepts in any topic like electricity and magnetism or quantum mechanics or whatever else, we should also be thinking about helping students develop useful skills at the same time because it's not one or the other, but the two things boost each other. So while you're helping students develop good knowledge structure, they should also be learning to do problem-solving in a systematic way where they're doing conceptual analysis of the problem, doing planning, implementation, assessment, and then reflection upon the problem-solving about what have I learned from solving this problem? Because one of the things that physics faculty often say, oh, I did in my class this problem related to angular momentum conservation. Ballerina puts her arms close to herself, puts her arms out, why is it that she slows down when she puts her arms out, and then on the exam I gave them this problem about this neutron star that is rotating slowly under its own gravitational force, and then I asked what happens when the radius goes from this value to this value, what happens to the speed of the neutron star and students were not able to do it? But if you really think about it, why should your students be able to do it when they're thinking you gave them an astrophysics problem in a mechanics course? If you're doing physics for you, both of them are conservation of angular momentum problem, but to students the surface features of these problems look really salient. So if we have not really thought carefully about how to help students transfer their learning from one context to the other by helping them think through in the class, again, in this coaching and scaffolding mode, why is it that the same principle of physics is applied to Ballerina or neutron star, or when you're diving from a diving board, how many times should you be able to do, if you wanted to do lots of somersaults, should you put your body in or put your arms out? Again, this is an angular momentum conservation problem, but only if you have actually taught students to think about it in this big picture way so that they're able to see how to transfer their learning from one situation to the other. So we need to think about how to help students do this by using this cognitive apprenticeship model. I already said that contemporary topics, over the 100 years of IUPAP, there's so many new topics in physics and we need to think carefully about how can we incorporate these things in a very meaningful way in our physics instruction. Maybe you will have to make room for this by giving up something, but think carefully about what would still be the core that would help students build on that knowledge because physics is also very hierarchical so that they can learn all the exciting topics. So like for example, one topic that is very, very close to my heart that I'm really passionate about is helping students learn quantum mechanics. I've written like 50 papers or more on improving student learning of quantum physics and right now I'm actually involved in quantum information science and actually I've also been involved in this national partnership in the US, national Q12 partnership, where we are even getting the high school physics teachers to think about incorporating these ideas and if you're interested in that framework and any other content that we have in terms of learning objectives, learning trajectories please ask me because I'm very interested but I want to say that we actually have an opportunity here. Quantum information is actually a transdisciplinary field which actually uses quantum mechanics and information science and we really have opportunities in which industries are looking for more and more students to actually work in this area and we don't have enough. So at least in the United States I know for a fact that many schools are coming up with new degree programs including my own so if you're interested more in that I can talk afterwards but also computational tools you know like more and more in the United States at least people are saying that this needs to be incorporated throughout the curriculum and you should even have explicit courses that teach students for example programming in Python and other things because this would be very useful. Non-academic careers you've heard a lot about it connection with industries, internships those things are really important and I cannot emphasize enough that professional skills that Hanaro and Nama would talk about are really important to help our students with and we can do it in a very low stakes way like we said you know oral and written communication skills and ability to work in teams in the United States all the data from American Institute of Physics to everything else shows that these two things are what employers value the most something that many of us have not really thought very carefully about incorporating throughout our classes you know in low stakes way and helping students think about why these are important is really important and thinking big picture asking ability to ask questions we need to model it for students again and give them opportunity to do those things taking measured risks learning from mistakes staying positive not giving up and agility many people have said here that you know when you work in industry and by the way as everybody is saying regardless of which country you are in more than three fourths of the students are actually going to find non-academic jobs agility and the ability to learn to learn is really important right and as physicists you know that is the that is the true skill that we really have but we are not really doing a good job of actually inculcating these kinds of things across all of our courses so again if you're interested we can talk a lot more about it I wanted to say that during the pandemic you know people use technology but we have really not used again evidence-based approaches and there's a lot of stuff that can be done to make technology the use of digital technology pedagogical and otherwise without pedagogy technology is not that useful also I Tatiana has said I should talk about the goals of the course and there's a lot of confusion about what is the real goal but whatever you end up doing one thing that I would say is that make sure that all of your students are learning the skills the experimental skills also because physics is an experimental science and there's a lot of research that shows that students actually divide their work and oftentimes those things become very stereotypical where women become like the secretaries and you know harmonies people who are project managers as opposed to the people who are actually doing the tinkering and this is not equitable because everybody needs to get fair opportunity to rotate the roles and making sure that there's equity there is really important of course I wanted to make last two points which is that there is a lot of anti-intellectualism on the rise and again as scientists and as physicists we really need to make sure that when we are teaching not just majors but also non-majors we really help them understand the evidence-based way that science works and why they should be supporting research-based approaches to doing things as opposed to all the nonsense that is out there finally humanizing physics learning is really important so we need to really have an empathetic community and I must just end by saying that we have done a lot of research that just came out in American Journal of Physics on what we have learned from the pandemic and one of the things that the students said is the human aspect that was the most important thing they said you know if a professor spent one minute class saying how is everybody feeling and they talked about their own adversity what's happening in their own families that made students never want to miss their class and they're like I would really like to I felt like a community I felt bonded with other students and my professors I would like to see it in my other classes also I don't want my class to start with Gauss's law states this and then I you know as opposed to like just that moment connecting with the students so stop I'll stop here thank you for your time Thank you so much and thank you all our speakers today and now we can take questions I guess we started late so we still have time right so Hinara if the question is for you please you unmute yourself and we don't know where questions come from and to whom but anyways the first question I guess you were first Yes, hi this is for all of you I think I mentioned this yesterday first you're Copenhagen in the physics department we have a lot of focus on student surveys after courses and after exams specifically in whether exams actually make sense compared to the level of the course that you've just taken because sometimes these are not connected at all so I wanted to ask you all if you talked a lot about this evidence based learning whether you actually in your own teaching survey your students and how you listen to these surveys and implement your feedback into your own teaching and then the second question and then is that I think specifically at KU I don't know how it is at other universities but about 20% of students at the University of Copenhagen for physics are a combination of autistic or ADHD or both and how do you do you take into account that some students learn and need to have things available in a significantly or a drastically different way than neurotypical students let me answer the first one about assessment so in our university in Korea we have a system there is an incentive for professors who responds to the surveys of students we survey twice a semester after the midterm and at the end of term exam we survey students and then if each professor write a plan of how to improve their assessment as well as instructions after the survey in response to survey answers then there is an incentive for that so we systemize in that way so that instructions reflect student feedback from the assessment but in terms of educational theory you are supposed to test the things that you teach but there is no professional development for professors who teaches in classes typically where I trained anyway so there is a lot of need for instructors and professors to have opportunities to learn about educational assessment as well as instructional methods so it's great that you brought in this issue of assessment because this is a very important issue and I would like to say a couple of things one is that you are right a lot of physics instructors actually focus a lot on summative assessments and they put too much weight on some kind of an exam and that is not a good thing by the way also from the point of view of equity because notice that in the exam like I already gave you an example of ballerina and neutron star if somebody has never taught the students how to transfer their learning from one situation to the other and they are giving this people from the underrepresented groups are going to look at that question and be even more stressed and anxious because within a short amount of time you know so much of their grade depends upon being able to transfer this and it's like oh you gave me an astrophysics problem am I in the right exam even so and you know the anxiety can drop you off your cognitive resources because cognitive science says that people have only five to nine chunks in their brain when they are solving problems and if some of those are being robbed by the anxiety people are not going to be using all of their cognitive resources for doing problem solving in physics so you should actually not be putting so much weight on these high stakes exam you know there should be like assessments distributed throughout and that is good for learning anyway because people actually then will be focusing on those kinds of things throughout the year and they will not have to actually just take a couple of exam on which all of their grade depends right and and you know space learning like that when you're actually being assessed that's called formative assessment the one that goes on throughout with low states so I would also like to say similar to what she said which is that if suppose your students on average are really not doing well you should really be thinking about the fact that you're not really doing a good job of teaching because I can see maybe the first time around you taught some course and you got a 40% or 50% or 60% average and you're like okay I need to think about why is there this disconnect notice that if you do those formative assessment formative assessment is basically the same thing as doing this coaching and scaffolding in that cognitive apprenticeship model because it's giving you feedback on what your students have learned when you're doing those think-pair-share or collaborative group problem solving throughout and you can give to students small amount of assessment points for doing those kinds of things right and so the point is that with those kinds of things students will learn more and you will get feedback from students and you can improve student learning because I think if students are not 70% at least then it says something about the fact that you have a total disconnect with your students with regard to disability and stuff I totally feel that you know there should be accommodation for all of those kinds of issues and people should be cognizant of those kinds of issues and think about ways to accommodate. So my question is from the panel that physics is not a subject within one hour you just give the lectures and the students exactly absorb it. It needs some sort of project-based learning that might be whenever the students are involved they exactly know what is the phenomena or what is the mathematics something else is there any possibility that we organize some sort of webinar for these type of students during the summer because during the semester system it's very difficult that you cannot finish everything what do you suggest than being the experts of the field that with regard to the project-based learning opportunities in addition to the regular hours will be a decision of the program but in our case when we first took the students to the general physics courses in the freshman year we first test them and if they don't meet the requirement to take the general physics class we provide extra hours to learn beforehand so that they can have similar foundations to be in the class so in that way to me it's a programmatic decisions to make so it takes resources from the college so that's another issue again going back to students with learning difficulties it's a systematic issue you shouldn't blame instructors for not being able to accommodate it you have to develop a system so that you can accommodate students with disabilities and students who lack prior foundations to take certain courses I think so for project-based learning I definitely think it's a really good thing and for physics major classes it might be really easy to accommodate if your classes are not very big when students are working in small groups for example on various projects and that also helps students develop a team ability to work in teams ability to communicate in these low stakes environment and ability to present with each other like I've taught classes with 270 students introductory physics classes not for physics majors but for bio majors or engineers and one of the things that I've really found interesting is this extra credit project that I give to them which is related to you connect physics with your everyday life or with anything arts or humanity and other things and you will be amazed by the minds of projects these students come up with these are not physics majors but their projects are just incredible some of them like one student came up with this story about the story of two friends Bill and Kyle and how Bill was really sad because Bill Bill was actually a solid cylinder and Kyle was a hoop and Bill was really sad because he didn't actually know he was just like everything was going wrong in life and his friend Kyle said let me make him happy and he said let's go down this incline plane and we will roll down let's have a rolling race and he knew that the solid cylinder his friend was going to win and hoop was going to lose and he wanted to lose because he wanted to make his friend happy you know so the story is about really friendship between these two people but the fact that students are writing these stories you can tell that they are thinking about the physics but they are actually writing about friendship and empathy and mounting to make your friend win okay I want to do some comments about the question until now I can't to connect for speaking now yes and when the first one is why we have to change the teaching approach at different levels it is necessary or not and why well I think that we live in a post-truth era where some people believe lies which are against evidence for example some people believe that the earth is flat or some people believe that the people have not been to the moon this is a fact and so I think physics education have a mandate from the society and responsibility to educate students in the scientific practice that allow them to evaluate the world and social developments from evidence based arguments and I think this is the base of the of the comments that Sandra Leica and Nawa did about how to change teaching approaches evidence based teaching approaches why because we need to inform to society and to educate in scientific practice that they need to evaluate the society and this is one thing and the other thing is when we speak I think Sandra Leica commented quite clear when we speak about evidence based teaching approaches or a focus on students skills we are thinking about change all the elements of the teaching that means not only active teaching or not only to to give opportunity to students to practice science but also to change the exams because the exams measure more or less measure students learning and now the students learning is not to measure learning by rod or to measure the second plug method to put numbers in an equation now the exams are to measure students ability and skills to know defined problems proposed hypotheses proposed and develop strategies and so on and these skills have to be in cloud in the exams it is very incoherent to teach one thing and to examine another one I think in the traditional teaching both the methodology and the exam is very coherent they ask about what they teach if we change the teaching we have to change the exams well it's more or less my well not my opinion the literature says all these thank you you have a question talking about exams I had a question to our Korean representative because most indicators I have read seem to say that countries in Asia like countries like Korea or like China students have very good scores in all these international tests but the system goes through very tough exams starting from very early age once in a lifetime exam if you fail that then you are done so could you comment on that that is contrary to what all what we have but Korea is changing so first of all the high-stake test the most important test for students is the college entrance exam that's only once a year so what she said it's too much for one student to take one important exam to decide their life their career and everything so it used to be like that but college entrance processes have changed a lot so there are multiple ways students now enter in colleges in addition to one written exam so it has changed a lot and now we got rid of all the exams in primary school there's no formal exam on the first year in middle school so it's called free academic year so no exam the first year of middle school so students start taking written paper and pencil exams during the second year of middle school now so they only suffer five years so they reduce but the culture doesn't change a lot so it's very competitive society what's with China the reason why is that there's not much opportunities for students if they want to get prestigious jobs so the society is so competitive that's one of the reasons that we talked about brain drain so smart students just go abroad and they stay there so it's going to be soon changed again so just I'm sure that Korean society is just so adaptable to changes it changes fast so your concept of high-stake test is very important at least in Korea it's not that true anymore but still the parents send their kids to private institute from fourth grade until they enter university so and the other thing comment I think it's very important I agree with you when you said that informatics I mean computing should be part of the high-level computing should be part of the curriculum from the very beginning this is extremely important for all physicists for those who leave academia is particularly important so I think that's a very valid point thank you there is one person for a long time waiting maybe move on the top on the top it's a question for me thank you I'd like to support a comment by Chandra by putting forward a very serious cognitive principle that I was brought up with in my first few departments and that was I'm afraid to say that physics is fun now it doesn't mean that everyone has to laugh all through the lecture but if there's one incident per lecture then people feel welcome in the department post grads have a place for themselves perhaps where they can have actual technical fun they're welcomed at the annual conference into the community of practice at the garlic dinner there's always music and dancing because why would physics not be fun and to support my statement which I make with great seriousness I would quote Edgerton or paraphrase Edgerton who said the trick to education is to carry it out in such a way that no one realises that it's education until it's too late that's perfect that's perfect who's next? I think it's over here I think you are the next one you thank you for the enthusiastic speech especially Dr I'm sorry if I say it wrong Chandra thank you very much for your enthusiasm in proposing how teachers should be inspiring for the students I do believe that many teachers if not all teachers can teach but not everybody can inspire only great teachers can inspire I just wanted to say that yesterday late evening after the dinner and the welcome reception I got the latest newsletter from American Physical Society and I checked the latest news and only one article attracted me which I think matches very well what have been presented in this panel the title of the article is what we miss when we focus on physics talent at least don't ask me about the author because I cannot remember now but what we miss when we focus on physics talent and the whole long article can be summarised with I think a paragraph or a few lines in it that says instead of improving how we look for talent in our students we should improve how we can create talent among them so I think this also matches very well what you introduced another thing I would like to highlight I would like to share with you some of part of our humble experience in Jordan I am a researcher and also a university professor and during the early stages when I was a PhD student I also have been honored as an ex teacher for one year in my life and I say I have been honored because I really learned a lot really learned a lot from the school students and I still in good connection with them now I am associate professor at the university and my ex students became teachers and we are still in good human relationship so what you highlighted about humanising humanisation of physics education from my humble experience in Jordan I am used when I entered to the physics class specially for freshman physics courses like electricity and magnetism waves and vibration and so I am the professor who entered the class with a guitar with a music instrument with some office toys but this was mainly during the first few years but then I learned that if you make a group among those students to make this stuff by their hands by their skills they would be more engaged because they are more proud with what they have done previously they were proud and interactive and they say very happy of what their professor I mean what I was doing for them but nowadays they are more proud because they are doing what we use in the class so recently I would say since seven years I am leading a group of physics lovers I am the physics group at the University of Jordan and this group is not necessarily dedicated to talented physics students the only requirement is to be a physics fan a physics lover you don't need to be a physicist so we have among this group engineering student, chemistry student physics students and those students started to do outreach activities and popularisation of science beers in the university but also they reached out school students we made an impact it could be considered very humble but at the level of Jordan it was really impactful because it was the first of its kind in the Jordanian universities thank you thank you so much for doing it it's your universe know the rules it's so much fun so thanks for doing that there was a question from someone who waits for a very long time here okay I'm so I'm sorry so I have a question for Chandra too because you talked about humanising teaching and we've just heard how important it is to relate with a more personal way so that you need to be kind of in person so I wanted to ask you if you have any tips of how you could humanise teaching when you're teaching online because it's very hard to relate and if you have any tips for that thank you obviously it is easier to humanise learning when you're in person but the way that we interviewed 37 students and we gave written surveys and a thousand students who are in different physics courses and this humanising aspect during the zoom classes was one of the most important and salient things that stuck in each student's mind and they really didn't want to miss those classes they just went to all of those classes and wanted to be part of the c