The role of sign in students' modeling of scalar equations

We describe students revising the mathematical form of physics equations to match the physical situation they are describing, even though their revision violates physical laws. In an unfamiliar air resistance problem, a majority of students in a sophomore level mechanics class at some point wrote Newton's Second Law as F = -ma; they were using this form to ensure that the sign of the force pointed in a direction consistent with the chosen coordinate system while assuming that some variables have only positive value. We use one student's detailed explanation to suggest that students' issues with variables are context-dependent, and that much of their reasoning is useful for productive instruction.Comment: 5 pages, 1 figure, to be published in The Physics Teache

Understanding and Affecting Student Reasoning About Sound Waves

Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.Comment: 23 pages, 4 figures, 3 tables, 28 references, 7 notes. Accepted for publication in the International Journal of Science Educatio

Using resource graphs to represent conceptual change

We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of resources and coordination classes. It can represent mesoscopic scales that are neither knowledge-in-pieces or large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we introduce a new form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.Comment: 27 pages, 14 figures, no tables. Submitted for publication to the Physical Review Special Topics Physics Education Research on March 8, 200

Preliminary results of passive microwave snow experiment during February and March 1978

The purpose of the experiment was to determine if remote microwave sensing of snowpack data could be used to predict runoff, thereby allowing more efficient management of the water supply. A four-frequency microwave radiometer system was attached to a truck-mounted aerial lift and was used to gather data on snowpacks at three different sites in the Colorado Rocky Mountains. Ground truth data measurements (density, temperature, grain size, hardness, and free-liquid water content) were taken at each site corresponding to each microwave scan

The Object Coordination Class Applied to Wavepulses: Analysing Student Reasoning in Wave Physics

Detailed investigations of student reasoning show that students approach the topic of wave physics using both event-like and object-like descriptions of wavepulses, but primarily focus on object properties in their reasoning. Student responses to interview and written questions are analysed using diSessa and Sherin's coordination class model which suggests that student use of specific reasoning resources is guided by possibly unconscious cues. Here, the term reasoning resources is used in a general fashion to describe any of the smaller grain size models of reasoning (p-prims, facets of knowledge, intuitive rules, etc) rather than theoretically ambiguous (mis)conceptions. Student applications of reasoning resources, including one previously undocumented, are described. Though the coordination class model is extremely helpful in organising the research data, problematic aspects of the model are also discussed.Comment: 20 pages, 8 figures, 27 reference

Graduate Quantum Mechanics Reform

We address four main areas in which graduate quantum mechanics education can be improved: course content, textbook, teaching methods, and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using innovations in all these areas. In particular, we have modified the content of the course to reflect progress in the field in the last 50 years, used textbooks that include such content, incorporated a variety of teaching techniques based on physics education research, and used a variety of assessment tools to study the effectiveness of these reforms. We present a new assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further testing of a previously developed assessment tool, the Quantum Mechanics Conceptual Survey. We find that graduate students respond well to research-based techniques that have been tested mainly in introductory courses, and that they learn much of the new content introduced in each version of the course. We also find that students' ability to answer conceptual questions about graduate quantum mechanics is highly correlated with their ability to solve calculational problems on the same topics. In contrast, we find that students' understanding of basic undergraduate quantum mechanics concepts at the modern physics level is not improved by instruction at the graduate level.Comment: accepted to American Journal of Physic

The Neural Substrates of Subjective Time Dilation

An object moving towards an observer is subjectively perceived as longer in duration than the same object that is static or moving away. This ”time dilation effect” has been shown for a number of stimuli that differ from standard events along different feature dimensions (e.g. color, size, and dynamics). We performed an event-related functional magnetic resonance imaging (fMRI) study, while subjects viewed a stream of five visual events, all of which were static and of identical duration except the fourth one, which was a deviant target consisting of either a looming or a receding disc. The duration of the target was systematically varied and participants judged whether the target was shorter or longer than all other events. A time dilation effect was observed only for looming targets. Relative to the static standards, the looming as well as the receding targets induced increased activation of the anterior insula and anterior cingulate cortices (the ”core control network”). The decisive contrast between looming and receding targets representing the time dilation effect showed strong asymmetric activation and, specifically, activation of cortical midline structures (the ”default network”). These results provide the first evidence that the illusion of temporal dilation is due to activation of areas that are important for cognitive control and subjective awareness. The involvement of midline structures in the temporal dilation illusion is interpreted as evidence that time perception is related to self-referential processing

Reinventing College Physics for Biologists: Explicating an epistemological curriculum

The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.Comment: 35 pages including a 15 page appendix of supplementary material

Integrable atomtronic interferometry

High sensitivity quantum interferometry requires more than just access to entangled states. It is achieved through deep understanding of quantum correlations in a system. Integrable models offer the framework to develop this understanding. We communicate the design of interferometric protocols for an integrable model that describes the interaction of bosons in a four-site configuration. Analytic formulae for the quantum dynamics of certain observables are computed. These expose the system's functionality as both an interferometric identifier, and producer, of NOON states. Being equivalent to a controlled-phase gate acting on two hybrid qudits, this system also highlights an equivalence between Heisenberg-limited interferometry and quantum information. These results are expected to open new avenues for integrability-enhanced atomtronic technologies.Comment: 6 pages, 4 figures, 1 tabl

Feasibility of free space quantum key distribution with coherent polarization states

We demonstrate for the first time the feasibility of free space quantum key distribution with continuous variables under real atmospheric conditions. More specifically, we transmit coherent polarization states over a 100m free space channel on the roof of our institute's building. In our scheme, signal and local oscillator are combined in a single spatial mode which auto-compensates atmospheric fluctuations and results in an excellent interference. Furthermore, the local oscillator acts as spatial and spectral filter thus allowing unrestrained daylight operation.Comment: 12 pages, 8 figures, extensions in sections 2, 3.1, 3.2 and 4. This is an author-created, un-copyedited version of an article accepted for publication in New Journal of Physics (Special Issue on Quantum Cryptography: Theory and Practice). IOP Publishing Ltd is not responsible for any errors or omissions in this version of the manuscript or any version derived from i