Transforming a 4th year Modern Optics Course Using a Deliberate Practice Framework

We present a study of active learning pedagogies in an upper division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15 % improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier Transforms, partial differential equations, vector calculus), we expect the transformation process could be applied to most upper division physics courses having a similar mathematical base.Comment: 31 page

Studying a dual-species BEC with tunable interactions

We report on the observation of controllable spatial separation in a dual-species Bose-Einstein condensate (BEC) with $^{85}$Rb and $^{87}$Rb. Interparticle interactions between the different components can change the miscibility of the two quantum fluids. In our experiments, we clearly observe the immiscible nature of the two simultaneously Bose-condensed species via their spatial separation. Furthermore the $^{85}$Rb Feshbach resonance near 155 G is used to change them between miscible and immiscible by tuning the $^{85}$Rb scattering length. Our apparatus is also able to create $^{85}$Rb condensates with up to $8\times10^4$ atoms which represents a significant improvement over previous work

Chemistry vs. Physics: A Comparison of How Biology Majors View Each Discipline

A student's beliefs about science and learning science may be more or less sophisticated depending on the specific science discipline. In this study, we used the physics and chemistry versions of the Colorado Learning Attitudes about Science Survey (CLASS) to measure student beliefs in the large, introductory physics and chemistry courses, respectively. We compare how biology majors -- generally required to take both of the courses -- view these two disciplines. We find that these students' beliefs are more sophisticated about physics (more like the experts in that discipline) than they are about chemistry. At the start of the term, the average % Overall Favorable score on the CLASS is 59% in physics and 53% in chemistry. The students' responses are statistically more expert-like in physics than in chemistry on 10 statements (P lesser-than-or-equal-to 0.01), indicating that these students think chemistry is more about memorizing disconnected pieces of information and sample problems, and has less to do with the real world. In addition, these students' view of chemistry degraded over the course of the term. Their favorable scores shifted -5.7% and -13.5% in 'Overall' and the 'Real World Connection' category, respectively; in the physics course, which used a variety of research-based teaching practices, these scores shifted 0.0% and +0.3%, respectively. The chemistry shifts are comparable to those previously observed in traditional introductory physics courses

Collisional stability of fermionic Feshbach molecules

Using a Feshbach resonance, we create ultracold fermionic molecules starting from a Bose-Fermi atom gas mixture. The resulting mixture of atoms and weakly bound molecules provides a rich system for studying few-body collisions because of the variety of atomic collision partners for molecules; either bosonic, fermionic, or distinguishable atoms. Inelastic loss of the molecules near the Feshbach resonance is dramatically affected by the quantum statistics of the colliding particles and the scattering length. In particular, we observe a molecule lifetime as long as 100 ms near the Feshbach resonance.Comment: 4 pages, 4 figures, 1 tabl

Correlating Student Beliefs With Student Learning Using The Colorado Learning Attitudes about Science Survey

A number of instruments have been designed to probe the variety of attitudes, beliefs, expectations, and epistemological frames taught in our introductory physics courses. Using a newly developed instrument -- the Colorado Learning Attitudes about Science Survey (CLASS)[1] -- we examine the relationship between students' beliefs about physics and other educational outcomes, such as conceptual learning and student retention. We report results from surveys of over 750 students in a variety of courses, including several courses modified to promote favorable beliefs about physics. We find positive correlations between particular student beliefs and conceptual learning gains, and between student retention and favorable beliefs in select categories. We also note the influence of teaching practices on student beliefs

Recent Experiments with Bose-Condensed Gases at JILA

We consider a binary mixture of two overlapping Bose-Einstein condensates in two different hyperfine states of \Rb87 with nearly identical magnetic moments. Such a system has been simply realized through application of radiofrequency and microwave radiation which drives a two-photon transition between the two states. The nearly identical magnetic moments afford a high degree of spatial overlap, permitting a variety of new experiments. We discuss some of the conditions under which the magnetic moments are identical, with particular emphasis placed on the requirements for a time-averaged orbiting potential (TOP) magnetic trap.Comment: 9 pages, 5 figures; corrected post-publication editio

Correcting for Distortions due to Ionization in the STAR TPC

Physics goals of the STAR Experiment at RHIC in recent (and future) years drive the need to operate the STAR TPC at ever higher luminosities, leading to increased ionization levels in the TPC gas. The resulting ionic space charge introduces field distortions in the detector which impact tracking performance. Further complications arise from ionic charge leakage into the main TPC volume from the high gain anode region. STAR has implemented corrections for these distortions based on measures of luminosity, which we present here. Additionally, we highlight a novel approach to applying the corrections on an event-by-event basis applicable in conditions of rapidly varying ionization sources.Comment: 6 pages, 7 figures, proceedings of the Workshop on Tracking in High Multiplicity Environments (TIME 05) in Zurich, Switzerland, submitted to Nucl. Instr. and Meth.

Laser frequency locking by direct measurement of detuning

We present a new method of laser frequency locking in which the feedback signal is directly proportional to the detuning from an atomic transition, even at detunings many times the natural linewidth of the transition. Our method is a form of sub-Doppler polarization spectroscopy, based on measuring two Stokes parameters ($I_2$ and $I_3$) of light transmitted through a vapor cell. This extends the linear capture range of the lock loop by up to an order of magnitude and provides equivalent or improved frequency discrimination as other commonly used locking techniques.Comment: 4 pages, 4 figures Revte

Loading of a Rb magneto-optic trap from a getter source

We study the properties of a Rb magneto-optic trap loaded from a commercial getter source which provides a large flux of atoms for the trap along with the capability of rapid turn-off necessary for obtaining long trap lifetimes. We have studied the trap loading at two different values of background pressure to determine the cross-section for Rb--N$_2$ collisions to be 3.5(4)x10^{-14} cm^2 and that for Rb--Rb collisions to be of order 3x10^{-13} cm^2. At a background pressure of 1.3x10^{-9} torr, we load more than 10^8 atoms into the trap with a time constant of 3.3 s. The 1/e lifetime of trapped atoms is 13 s limited only by background collisions.Comment: 5 pages, 5 figure