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