4,526 research outputs found
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
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