Incorporating learning goals about modeling into an upper-division physics laboratory experiment

Implementing a laboratory activity involves a complex interplay among learning goals, available resources, feedback about the existing course, best practices for teaching, and an overall philosophy about teaching labs. Building on our previous work, which described a process of transforming an entire lab course, we now turn our attention to how an individual lab activity on the polarization of light was redesigned to include a renewed emphasis on one broad learning goal: modeling. By using this common optics lab as a concrete case study of a broadly applicable approach, we highlight many aspects of the activity development and show how modeling was used to integrate sophisticated conceptual and quantitative reasoning into the experimental process through the various aspects of modeling: constructing models, making predictions, interpreting data, comparing measurements with predictions, and refining models. One significant outcome is a natural way to integrate an analysis and discussion of systematic error into a lab activity.Comment: 19 pages, 2 figures, 1 table, Submitted to Am. J. Phy

Development and results from a survey on students views of experiments in lab classes and research

The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was developed as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS assesses students views about their strategies, habits of mind, and attitudes when doing experiments in lab classes. Students also reflect on how those same strategies, habits-of-mind, and attitudes are practiced by professional researchers. Finally, at the end of the semester, students reflect on how their own course valued those practices in terms of earning a good grade. In response to frequent calls to transform laboratory curricula to more closely align it with the skills and abilities needed for professional research, the E-CLASS is a tool to assess students' perceptions of the gap between classroom laboratory instruction and professional research. The E-CLASS has been validated and administered in all levels of undergraduate physics classes. To aid in its use as a formative assessment tool, E-CLASS provides all participating instructors with a detailed feedback report. Example figures and analysis from the report are presented to demonstrate the capabilities of the E-CLASS. The E-CLASS is actively administered through an online interface and all interested instructors are invited to administer the E-CLASS their own classes and will be provided with a summary of results at the end of the semester

Development and Validation of the Colorado Learning Attitudes about Science Survey for Experimental Physics

As part of a comprehensive effort to transform our undergraduate physics laboratories and evaluate the impacts of these efforts, we have developed the Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS). The E-CLASS assesses the changes in students' attitudes about a variety of scientific laboratory practices before and after a lab course and compares attitudes with perceptions of the course grading requirements and laboratory practices. The E-CLASS is designed to give researchers insight into students' attitudes and also to provide actionable evidence to instructors looking for feedback on their courses. We present the development, validation, and preliminary results from the initial implementation of the survey in three undergraduate physics lab courses.Comment: 8 pages, 4 figures, 1 table, submitted to 2012 PERC Proceeding

An epistemology and expectations survey about experimental physics: Development and initial results

In response to national calls to better align physics laboratory courses with the way physicists engage in research, we have developed an epistemology and expectations survey to assess how students perceive the nature of physics experiments in the contexts of laboratory courses and the professional research laboratory. The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) evaluates students' epistemology at the beginning and end of a semester. Students respond to paired questions about how they personally perceive doing experiments in laboratory courses and how they perceive an experimental physicist might respond regarding their research. Also, at the end of the semester, the E-CLASS assesses a third dimension of laboratory instruction, students' reflections on their course's expectations for earning a good grade. By basing survey statements on widely embraced learning goals and common critiques of teaching labs, the E-CLASS serves as an assessment tool for lab courses across the undergraduate curriculum and as a tool for physics education research. We present the development, evidence of validation, and initial formative assessment results from a sample that includes 45 classes at 20 institutions. We also discuss feedback from instructors and reflect on the challenges of large-scale online administration and distribution of results.Comment: 31 pages, 9 figures, 3 tables, submitted to Phys. Rev. - PE

Cavity optomechanics with Si3N4 membranes at cryogenic temperatures

We describe a cryogenic cavity-optomechanical system that combines Si3N4 membranes with a mechanically-rigid Fabry-Perot cavity. The extremely high quality-factor frequency products of the membranes allow us to cool a MHz mechanical mode to a phonon occupation of less than 10, starting at a bath temperature of 5 kelvin. We show that even at cold temperatures thermally-occupied mechanical modes of the cavity elements can be a limitation, and we discuss methods to reduce these effects sufficiently to achieve ground state cooling. This promising new platform should have versatile uses for hybrid devices and searches for radiation pressure shot noise.Comment: 19 pages, 5 figures, submitted to New Journal of Physic

Strong and Tunable Nonlinear Optomechanical Coupling in a Low-Loss System

A major goal in optomechanics is to observe and control quantum behavior in a system consisting of a mechanical resonator coupled to an optical cavity. Work towards this goal has focused on increasing the strength of the coupling between the mechanical and optical degrees of freedom; however, the form of this coupling is crucial in determining which phenomena can be observed in such a system. Here we demonstrate that avoided crossings in the spectrum of an optical cavity containing a flexible dielectric membrane allow us to realize several different forms of the optomechanical coupling. These include cavity detunings that are (to lowest order) linear, quadratic, or quartic in the membrane's displacement, and a cavity finesse that is linear in (or independent of) the membrane's displacement. All these couplings are realized in a single device with extremely low optical loss and can be tuned over a wide range in situ; in particular, we find that the quadratic coupling can be increased three orders of magnitude beyond previous devices. As a result of these advances, the device presented here should be capable of demonstrating the quantization of the membrane's mechanical energy.Comment: 12 pages, 4 figures, 1 tabl

Suppression of extraneous thermal noise in cavity optomechanics

Extraneous thermal motion can limit displacement sensitivity and radiation pressure effects, such as optical cooling, in a cavity-optomechanical system. Here we present an active noise suppression scheme and its experimental implementation. The main challenge is to selectively sense and suppress extraneous thermal noise without affecting motion of the oscillator. Our solution is to monitor two modes of the optical cavity, each with different sensitivity to the oscillator's motion but similar sensitivity to the extraneous thermal motion. This information is used to imprint "anti-noise" onto the frequency of the incident laser field. In our system, based on a nano-mechanical membrane coupled to a Fabry-P\'{e}rot cavity, simulation and experiment demonstrate that extraneous thermal noise can be selectively suppressed and that the associated limit on optical cooling can be reduced.Comment: 27 pages, 14 figure

Slot-mode-coupled optomechanical crystals

We present a design methodology and analysis of a cavity optomechanical system in which a localized GHz frequency mechanical mode of a nanobeam resonator is evanescently coupled to a high quality factor (Q>10^6) optical mode of a separate nanobeam optical cavity. Using separate nanobeams provides flexibility, enabling the independent design and optimization of the optics and mechanics of the system. In addition, the small gap (approx. 25 nm) between the two resonators gives rise to a slot mode effect that enables a large zero-point optomechanical coupling strength to be achieved, with g/2pi > 300 kHz in a Si3N4 system at 980 nm and g/2pi approx. 900 kHz in a Si system at 1550 nm. The fact that large coupling strengths to GHz mechanical oscillators can be achieved in SiN is important, as this material has a broad optical transparency window, which allows operation throughout the visible and near-infrared. As an application of this platform, we consider wide-band optical frequency conversion between 1300 nm and 980 nm, using two optical nanobeam cavities coupled on either side to the breathing mode of a mechanical nanobeam resonator

Radiation-pressure self-cooling of a micromirror in a cryogenic environment

We demonstrate radiation-pressure cavity-cooling of a mechanical mode of a micromirror starting from cryogenic temperatures. To achieve that, a high-finesse Fabry-Perot cavity (F\approx 2200) was actively stabilized inside a continuous-flow 4He cryostat. We observed optical cooling of the fundamental mode of a 50mu x 50 mu x 5.4 mu singly-clamped micromirror at \omega_m=3.5 MHz from 35 K to approx. 290 mK. This corresponds to a thermal occupation factor of \approx 1x10^4. The cooling performance is only limited by the mechanical quality and by the optical finesse of the system. Heating effects, e.g. due to absorption of photons in the micromirror, could not be observed. These results represent a next step towards cavity-cooling a mechanical oscillator into its quantum ground state

From Predicting Solar Activity to Forecasting Space Weather: Practical Examples of Research-to-Operations and Operations-to-Research

The successful transition of research to operations (R2O) and operations to research (O2R) requires, above all, interaction between the two communities. We explore the role that close interaction and ongoing communication played in the successful fielding of three separate developments: an observation platform, a numerical model, and a visualization and specification tool. Additionally, we will examine how these three pieces came together to revolutionize interplanetary coronal mass ejection (ICME) arrival forecasts. A discussion of the importance of education and training in ensuring a positive outcome from R2O activity follows. We describe efforts by the meteorological community to make research results more accessible to forecasters and the applicability of these efforts to the transfer of space-weather research.We end with a forecaster "wish list" for R2O transitions. Ongoing, two-way communication between the research and operations communities is the thread connecting it all.Comment: 18 pages, 3 figures, Solar Physics in pres