Assessing the Effectiveness of a Computer Simulation in Introductory Undergraduate Environments

We present studies documenting the effectiveness of using a computer simulation, specifically the Circuit Construction Kit (CCK) developed as part of the Physics Education Technology Project (PhET) [1, 2], in two environments: an interactive college lecture and an inquiry-based laboratory. In the first study conducted in lecture, we compared students viewing CCK to viewing a traditional demonstration during Peer Instruction [3]. Students viewing CCK had a 47% larger relative gain (11% absolute gain) on measures of conceptual understanding compared to traditional demonstrations. These results led us to study the impact of the simulation's explicit representation for visualizing current flow in a laboratory environment, where we removed this feature for a subset of students. Students using CCK with or without the explicit visualization of current performed similarly to each other on common exam questions. Although the majority of students in both groups favored the use of CCK over real circuit equipment, the students who used CCK without the explicit current model favored the simulation more than the other grou

Suppression of superconductivity in granular metals

We investigate the suppression of the superconducting transition temperature due to Coulomb repulsion in granular metallic systems at large tunneling conductance between the grains, $g_{T}\gg 1$. We find the correction to the superconducting transition temperature for 3$D$ granular samples and films. We demonstrate that depending on the parameters of superconducting grains, the corresponding granular samples can be divided into two groups: (i) the granular samples that belong to the first group may have only insulating or superconducting states at zero temperature depending on the bare intergranular tunneling conductance $g_T$, while (ii) the granular samples that belong to the second group in addition have an intermediate metallic phase where superconductivity is suppressed while the effects of the Coulomb blockade are not yet strong.Comment: 4 pages, 3 figure

Approaches to Estimating the Health State Dependence of the Utility Function

If the marginal utility of consumption depends on health status, this will affect the economic analysis of a number of central problems in public finance, including the optimal structure of health insurance and optimal life cycle savings. In this paper, we describe the promises and challenges of various approaches to estimating the effect of health on the marginal utility of consumption. Our basic conclusion is that while none of these approaches is a panacea, many offer the potential to shed important insights on the nature of health state dependence.

Effects of fluctuations and Coulomb interaction on the transition temperature of granular superconductors

We investigate the suppression of superconducting transition temperature in granular metallic systems due to (i) fluctuations of the order parameter (bosonic mechanism) and (ii) Coulomb repulsion (fermionic mechanism) assuming large tunneling conductance between the grains $g_{T}\gg 1$. We find the correction to the superconducting transition temperature for 3$d$ granular samples and films. We demonstrate that if the critical temperature $T_c > g_T \delta$, where $\delta$ is the mean level spacing in a single grain the bosonic mechanism is the dominant mechanism of the superconductivity suppression, while for critical temperatures $T_c < g_T \delta$ the suppression of superconductivity is due to the fermionic mechanism.Comment: 12 pages, 9 figures, several sections clarifying the details of our calculations are adde

A New Instrument For Measuring Student Beliefs About Physics and Learning Physics: The Colorado Learning Attitudes About Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure student beliefs about physics and about learning physics. This instrument extends previous work by probing additional aspects of student beliefs and by using wording suitable for students in a wide variety of physics courses. The CLASS has been validated using interviews, reliability studies, and extensive statistical analyses of responses from over 5000 students. In addition, a new methodology for determining useful and statistically robust categories of student beliefs has been developed. This paper serves as the foundation for an extensive study of how student beliefs impact and are impacted by their educational experiences. For example, this survey measures: that most teaching practices cause substantial drops in student scores; that a student's likelihood of becoming a physics major correlates with their 'Personal Interest' score; and that, for a majority of student populations, women's scores in some categories, including 'Personal Interest' and 'Real World Connections', are significantly different than men's scores

The Design and Validation of the Colorado Learning Attitudes about Science Survey

The Colorado Learning Attitudes about Science Survey (CLASS) is a new instrument designed to measure various facets of student attitudes and beliefs about learning physics. This instrument extends previous work by probing additional facets of student attitudes and beliefs. It has been written to be suitably worded for students in a variety of different courses. This paper introduces the CLASS and its design and validation studies, which include analyzing results from over 2400 students, interviews and factor analyses. Methodology used to determine categories and how to analyze the robustness of categories for probing various facets of student learning are also described. This paper serves as the foundation for the results and conclusions from the analysis of our survey dat

Towards characterizing the relationship between students' interest in and their beliefs about physics

We examine the relationships between students' self-reported interest and their responses to a physics beliefs survey. Results from the Colorado Learning Attitudes about Science Survey (CLASS v3), collected in a large calculusbased introductory mechanics course (N=391), were used to characterize students' beliefs about physics and learning physics at the beginning and end of the semester. Additionally students were asked at the end of the semester to rate their interest in physics, how it has changed, and why. We find a correlation between surveyed beliefs and self-rated interest (R=0.65). At the end of the term, students with more expert-like beliefs as measured by the 'Overall' CLASS score also rate themselves as more interested in physics. An analysis of students' reasons for why their interest changed showed that a sizable fraction of students cited reasons tied to beliefs about physics or learning physics as probed by the CLASS survey. The leading reason for increased interest was the connection between physics and the real world