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The delivery emphasizes interaction and collaboration across specialist areas, helping learners make connections between subjects. The approach seeks not only to deepen understanding of the microcosm, but also to foster a “creative curiosity” about the world. 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Educ. 53 054001  \nView the article online for updates and enhancements.  \nThis content was downloaded from IP address [147.188.47.46](147.188.47.46) on 31/07/2018 at 18:02  \nPhys. Educ. 53 (2018) 054001 (8pp)  \nIntroducing particle physics concepts through visual art  \nI Andrews 1 and K Nikolopoulos2  \n[iopscience.org/ped](iopscience.org/ped)  \n1 In-Public, Community arts group, Birmingham, United Kingdom  \n2 School of Physics and Astronomy, University of Birmingham, B15 2TT, United Kingdom [E-mail:](E-mail: k.nikolopoulos@bham.ac.uk)[ k.nikolopoulos@bham.ac.uk](E-mail: k.nikolopoulos@bham.ac.uk)  \nAbstract  \nThe development of a workshop using the language, techniques, and processes of visual art to introduce particle physics concepts is described. Innovative delivery methods committed to the interaction and collaboration of different specialist areas are utilised, which—in curriculum terms—encourages connections to be made between separate subjects to the benefit of both. Beyond enhancing the understanding of the nature of the microcosm, this approach aims to stimulate a ‘creative curiosity’ about the world.  \n1. Introduction  \nThe discovery of the electron by Thomson in 1897 [1] inaugurated an era of discoveries and ever deeper understanding of the inner workings of the microcosm. This culminated, 115 years later, in the Higgs boson discovery that completed the Standard Model of particle physics. Presently, as in the time of Thomson, there are several open questions that require an experimental breakthrough to be answered.  \nWith this intellectually stimulating state of affairs the ability of visual arts to engage and express could ignite the curiosity of a younger audience in particle physics, independently of any studies they may pursue in the future. This was confirmed by the authors during an artistic collaboration culminating in the exhibition ‘The Sketchbook and the Collider’ [2], where it became apparent that despite obvious differences both specialisms are concerned with making the invisible, visible. Scientific developments have seen the ‘everyday’ dissolve into sub-atomic interactions only accessible by examining traces left inan enabling medium. A process mirrored by the artist expressing thoughts, emotions and insights through marks made and materials manipulated.  \n2. Workshop development  \nA main motivation for the workshop is to creatively embed scientific understanding, inspire interest in particle physcis, and stimulate a ‘creative curiosity’ about the world. In parallel, it is important that the work produced and methods involved are artistically valid and that the workshops would prove beneficial for students studying art, providing potential coursework with only limited additions to the work produced during the day. Thus, connections between the separate subjects are encouraged and support is provided for innovative curriculum design, promoting inter-disciplinary collaborations. The experience comprises a range of methods and materials used in current fine art education at first-year degree level. The design was further informed by the creative pedagogical features [3] established within the CREATIONS project [4] .  \nIn terms of physics, the aspiration is for the students to understand basic concepts regarding research in particle physics and the structure of the microcosm. Specifically, that knowledge is acquired through experiments, where particles interact in the detector sensitive material and the information is used to construct images that are  \n1361-6552/18/054001+8$33.00 1 © 2018 IOP Publishing Ltd  \ninterpreted as physics processes. For the structure of the microcosm, students explore the particle content of the Standard Model. They learn that matter particles make up the world around us, they are categorised as quarks and leptons, and are organised in to three familie","cbCaioeV0YIltaW3","https://ap.wps.com/l/cbCaioeV0YIltaW3","pdf",2710142,"English","# Abstract\n# 1. Introduction\n# 2. Workshop development\n## 3. Introducing particle physics concepts\n## 3.1. The Standard Model","[{\"question\":\"What is the main purpose of the workshop described in the abstract?\",\"answer\":\"The workshop introduces particle physics concepts using visual art methods, with an emphasis on stimulating creative curiosity about the world.\"},{\"question\":\"How does the workshop encourage interdisciplinary learning?\",\"answer\":\"It uses innovative delivery methods that promote interaction and collaboration between different specialist areas, helping learners connect separate subjects.\"},{\"question\":\"What topics in particle physics are targeted for students?\",\"answer\":\"Students learn about basic research concepts in particle physics and the structure of the microcosm, including the Standard Model particles and interactions.\"}]","Introducing particle physics concepts through visual art | PDF",23]