Addressing student models of energy loss in quantum tunnelling

We report on a multi-year, multi-institution study to investigate student reasoning about energy in the context of quantum tunnelling. We use ungraded surveys, graded examination questions, individual clinical interviews, and multiple-choice exams to build a picture of the types of responses that students typically give. We find that two descriptions of tunnelling through a square barrier are particularly common. Students often state that tunnelling particles lose energy while tunnelling. When sketching wave functions, students also show a shift in the axis of oscillation, as if the height of the axis of oscillation indicated the energy of the particle. We find inconsistencies between students' conceptual, mathematical, and graphical models of quantum tunnelling. As part of a curriculum in quantum physics, we have developed instructional materials to help students develop a more robust and less inconsistent picture of tunnelling, and present data suggesting that we have succeeded in doing so.Comment: Originally submitted to the European Journal of Physics on 2005 Feb 10. Pages: 14. References: 11. Figures: 9. Tables: 1. Resubmitted May 18 with revisions that include an appendix with the curriculum materials discussed in the paper (4 page small group UW-style tutorial

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

Kerncraft: A Tool for Analytic Performance Modeling of Loop Kernels

Achieving optimal program performance requires deep insight into the interaction between hardware and software. For software developers without an in-depth background in computer architecture, understanding and fully utilizing modern architectures is close to impossible. Analytic loop performance modeling is a useful way to understand the relevant bottlenecks of code execution based on simple machine models. The Roofline Model and the Execution-Cache-Memory (ECM) model are proven approaches to performance modeling of loop nests. In comparison to the Roofline model, the ECM model can also describes the single-core performance and saturation behavior on a multicore chip. We give an introduction to the Roofline and ECM models, and to stencil performance modeling using layer conditions (LC). We then present Kerncraft, a tool that can automatically construct Roofline and ECM models for loop nests by performing the required code, data transfer, and LC analysis. The layer condition analysis allows to predict optimal spatial blocking factors for loop nests. Together with the models it enables an ab-initio estimate of the potential benefits of loop blocking optimizations and of useful block sizes. In cases where LC analysis is not easily possible, Kerncraft supports a cache simulator as a fallback option. Using a 25-point long-range stencil we demonstrate the usefulness and predictive power of the Kerncraft tool.Comment: 22 pages, 5 figure

Atmospheric fluctuations below 0.1 Hz during drift-scan solar diameter measurements

Measurements of the power spectrum of the seeing in the range 0.001-1 Hz have been performed in order to understand the criticity of the transits' method for solar diameter monitoring.Comment: 3 pages, 3 figures, proc. of the Fourth French-Chinese meeting on Solar Physics Understanding Solar Activity: Advances and Challenges, 15 - 18 November, 2011 Nice, Franc

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

Casimir forces between arbitrary compact objects

We develop an exact method for computing the Casimir energy between arbitrary compact objects, either dielectrics or perfect conductors. The energy is obtained as an interaction between multipoles, generated by quantum current fluctuations. The objects' shape and composition enter only through their scattering matrices. The result is exact when all multipoles are included, and converges rapidly. A low frequency expansion yields the energy as a series in the ratio of the objects' size to their separation. As an example, we obtain this series for two dielectric spheres and the full interaction at all separations for perfectly conducting spheres.Comment: 4 pages, 1 figur