Quantum Physics Course Research Articles

\u201cShut up and calculate\u201d: the available discursive positions in quantum physics courses

Educating new generations of physicists is often seen as a matter of attracting good students, teaching them physics and making sure that they stay at the university. Sometimes, questions are also raised about what could be done to increase diversity in recruitment. Using a discursive perspective, in this study of three introductory quantum physics courses at two Swedish universities, we instead ask what it means to become a physicist, and whether certain ways of becoming a physicist and doing physics is privileged in this process. Asking the question of what discursive positions are made accessible to students, we use observations of lectures and problem solving sessions together with interviews with students to characterize the discourse in the courses. Many students seem to have high expectations for the quantum physics course and generally express that they appreciate the course more than other courses. Nevertheless, our analysis shows that the ways of being a “good quantum physics student” are limited by the dominating focus on calculating quantum physics in the courses. We argue that this could have negative consequences both for the education of future physicists and the discipline of physics itself, in that it may reproduce an instrumental “shut up and calculate”-culture of physics, as well as an elitist physics education. Additionally, many students who take the courses are not future physicists, and the limitation of discursive positions may also affect these students significantly.

Mistakes as a pathway to learning

Education In STEM education, memorizing facts is out and thinking like a scientist is in. Practicing scientists often reflect upon their mistakes, a technique that traditionally does not happen in classrooms. To promote this type of reflective thinking, Brown et al. gave students in a quantum physics course identical problems on the midterm and final exam. All students were provided solutions after the midterm exam while only half of the students were given incentives to correct their mistakes. Students who had incentives to reflect and learn from their mistakes performed significantly better on the final exam than students without incentives, suggesting that encouraging and training students to use their mistakes as a learning opportunity is an intervention that encourages authentic scientific practices. Phys. Rev. Phys. Educ. Res. 10.1103/PhysRevPhysEducRes.12.010121 (2016).

Improving performance in quantum mechanics with explicit incentives to correct mistakes

An earlier investigation found that the performance of advanced students in a quantum mechanics course did not automatically improve from midterm to final exam on identical problems even when they were provided the correct solutions and their own graded exams. Here, we describe a study, which extended over four years, in which upper-level undergraduate students in a quantum physics course were given four identical problems in both the midterm exam and final exam. Approximately half of the students were given explicit incentives to correct their mistakes in the midterm exam. In particular, they could get back up to 50\% of the points lost on each midterm exam problem. The solutions to the midterm exam problems were provided to all students in both groups but those who corrected their mistakes were provided the solution after they submitted their corrections to the instructor. The performance on the same problems on the final exam suggests that students who were given incentives to correct their mistakes significantly outperformed those who were not given an incentive. The incentive to correct the mistakes had greater impact on the final exam performance of students who had not performed well on the midterm exam.

Teaching quantum interpretations: Revisiting the goals and practices of introductory quantum physics courses

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to avoid emphasizing interpretive themes; or they discuss the views of scientists in their classrooms, but do not adequately attend to student interpretations. In this synthesis and extension of prior work, we demonstrate: (1) instructors vary in their approaches to teaching interpretive themes; (2) different instructional approaches have differential impacts on student thinking; and (3) when student interpretations go unattended, they often develop their own (sometimes scientifically undesirable) views. We introduce here a new modern physics curriculum that explicitly attends to student interpretations, and provide evidence-based arguments that doing so helps them to develop more consistent interpretations of quantum phenomena, more sophisticated views of uncertainty, and greater interest in quantum physics.

Instructional Design for Student Learning on Quantum Tunneling

Acquiring mathematical, conceptual, and problem-solving skill is required in university-level physics courses. Average students often lack the knowledge and study skills need to succeed in physics, preciously in quantum physics course. The reasons for these difficulties are more subtle and some of them are brought to the surface. Addressing how to build models of wave functions and energy and how to relate these models to real physical systems is a challenging job. Article has opened up a floodgate of deep and difficult task for students struggle to make sense of these models. Article has discuss the difficulties and the real issues of student in learning quantum tunneling to build the models that are implicit in experts’ understanding. So that, in addition to class attendance and/or group study, students must also learn to work by themselves to develop the mathematical, conceptual, and problem-solving skills they need.The Himalayan PhysicsVol. 3, No. 32012Page : 27-34

Estudo do poder de frenamento de partículas alfa na matéria

Seguindo a proposta de uma disciplina de mecanica quantica com enfoque em física experimental [P.R.S. Gomes e T.J.P. Penna, Revista Brasileira de Ensino de Física 10, 34 (1988)], neste artigo apresentamos um metodo simples para o estudo da perda de energia de partículas alfa em ar, geralmente apresentado, quando disponível, em laboratório avancados no final dos cursos de graduacao em física e física medica, onde apresentamos um metodo novo e simples para a determinação do poder de frenamento de partículas alfa no ar e a obtençao da curva de Bragg.

A hands-on introduction to single photons and quantum mechanics for undergraduates

We describe a series of experiments used in a sophomore-level quantum physics course that are designed to provide students with a hands-on introduction to quantum mechanics. By measuring correlations, we demonstrate that a helium-neon laser produces results consistent with a classical model of light. We then demonstrate that a light source derived from a spontaneous parametric down-conversion process produces results that can only be described using a quantum theory of light, thus providing a (nearly) single-photon source. These single photons are then sent into a Mach–Zehnder interferometer, and interference fringes are observed whenever the path of the photons cannot be determined. These experiments are investigated theoretically using straightforward quantum-mechanical calculations.

A study of pre- and inservice physics teachers’ understanding of photoelectric phenomenon as part of the development of a research-based quantum physics course

We describe the development of a research-based quantum physics course for physics teachers. A case study approach is used to study the effect of the course on preservice and inservice teachers’ understanding of the photoelectric effect. Results offer new insights into the learning of the photoelectric effect by providing a detailed description of the participant understanding. The learning outcomes achieved indicate that the instructional approach and the teaching–learning procedure used in the course can help preservice and inservice teachers attain an in-depth understanding of key quantum physics concepts.

O tratamento clássico do interferômetro de Mach-Zehnder: uma releitura mais moderna do experimento da fenda dupla na introdução da física quântica

Neste trabalho, analisamos detalhadamente o fenômeno ondulatório da luz em um interferômetro de Mach-Zehnder (IMZ) operando em regime clássico. Um dos principais objetivos do trabalho é dar suporte a futuras transposições para o IMZ em regime quântico. O IMZ é um arranjo experimental que apresenta uma releitura, mais moderna em termos tecnológicos, do experimento das duas fendas de Young [1] e tem sido extensivamente explorado em artigos da área de computação quântica e criptografia quântica [2] - áreas que se alicerçam nos fenômenos de superposição e de interferência quânticas - e em artigos de ensino de física para disciplinas introdutórias de física quântica (FQ) - área que propõe naturalmente uma reflexão sobre o problema conceitual da escolha dos caminhos pelo fóton [3-10]. Os resultados analíticos aqui apresentados foram utilizados na elaboração de um software educacional que simula a interferência nos regimes clássico e quântico e que está em plena utilização em cursos introdutórios de FQ no IF-UFRGS.

Introductory quantum physics courses using a LabVIEW multimedia module

AbstractWe present the development of a LabVIEW multimedia module for introductory Quantum Physics courses and our experience in the use of this application as an educational tool in learning methodologies. The program solves the time‐dependent Schrödinger equation (TDSE) for arbitrary potentials. We describe the numerical method used for solving this equation, as well as some mathematical tools employed to reduce the calculation time and to obtain more accurate results. As an illustration, we present the evolution of a wave packet for three different potentials: the repulsive barrier potential, the repulsive step potential, and the harmonic oscillator. This application has been successfully integrated in the learning strategies of the course Quantum Physics for Engineering at the Polytechnic University of Valencia, Spain. © 2007 Wiley Periodicals, Inc. Comput Appl Eng Educ. 15: 124–133, 2007; Published online in Wiley InterScience (www.interscience.wiley.com); DOI 10.1002/cae.20100

The Franck-Condon Principle and Condon Parabolas in a Physical Chemistry or Quantum Physics Course

A discussion of Franck-Condon factors and the associated Condon parabola suitable for inclusion in a junior- or senior-level physical chemistry or quantum physics course is presented. The Condon parabola is a convenient means of displaying and visualizing the values of Franck-Condon factors for transitions between two electronic states of a diatomic molecule. In the Condon parabola, Franck-Condon factors are displayed using a contour format to better bring out their parabola-like distribution and the associated interference pattern corresponding to transition intensities. A description of the Condon parabola and Franck-Condon factors for a model in which harmonic oscillators are used to represent the electronic states of a diatomic molecule is given. The effects of varying the equilibrium internuclear separations of the states and the state force constants are illustrated. A Condon parabola for a real diatomic molecule, diatomic potassium, is also shown, and similarities to the harmonic oscillator model a...

The Picture Book of Quantum Mechanics

The aim of this book is to explain the basic concepts and phenomena of quantum mechanics by means of visualization. Computer-generated illustrations in color are used extensively throughout the text, helping to establish the relation between quantum mechanicswave functions, interference, atomic structure, and so forthand classical physicspoint mechanics, statistical mechanics, and wave optics. Even more important, by studying the pictures in parallel with the text, readers develop an intuition for such notoriously abstract phenomena as the tunnel effect excitation and decay of metastable states wave-packet motion within a well systems of distinguishable and indistinguishable particles free wave packets and scattering in 3 dimensions angular-momentum decomposition stationary bound states in various 3-dimensional potentials hybrid states Kepler motion of wave packets in the Coulomb field spin and magnetic resonance Illustrations from experiments in a variety of fields, including chemistry, and molecular, atomic, nuclear, and particle physics, underline the basic as well as the practical importance of quantum mechanics. In the present, fourth edition all computer graphics are presented in full color. It also contains additional physics topics such as hybridization. Praise for Previous Editions "The book is highly recommended as a complement to any standard textbook in quantum mechanics, but it will also be valuable to all of us who studied quantum mechanics without the pictures." International Journal of Quantum Chemistry "This book would be an excellent basis for the study of special topics in a quantum physics course. Most serious students of physics and all of their teachers will want to consider having this orderly and graphic outline of introductory quantum theory at their fingertips." American Journal of Physics "Their aim is the presentation of the 'principal ideas of wave mechanics' in such a way that students can build a quantum intuition out of their graphics." Scientific American "This is a unique book. It does not provide a complete course in quantum theory, but as a companion work of reference it should be quite useful to students in providing insights into the dynamical structure of the theory." Nature