Scientific reasoning abilities of non-science majors in physics-based courses

We have found that non-STEM majors taking either a conceptual physics or astronomy course at two regional comprehensive institutions score significantly lower pre-instruction on the Lawson's Classroom Test of Scientific Reasoning (LCTSR) in comparison to national average STEM majors. The majority of non-STEM students can be classified as either concrete operational or transitional reasoners in Piaget's theory of cognitive development, whereas in the STEM population formal operational reasoners are far more prevalent. In particular, non-STEM students demonstrate significant difficulty with proportional and hypothetico-deductive reasoning. Pre-scores on the LCTSR are correlated with normalized learning gains on various concept inventories. The correlation is strongest for content that can be categorized as mostly theoretical, meaning a lack of directly observable exemplars, and weakest for content categorized as mostly descriptive, where directly observable exemplars are abundant. Although the implementation of research-verified, interactive engagement pedagogy can lead to gains in content knowledge, significant gains in theoretical content (such as force and energy) are more difficult with non-STEM students. We also observe no significant gains on the LCTSR without explicit instruction in scientific reasoning patterns. These results further demonstrate that differences in student populations are important when comparing normalized gains on concept inventories, and the achievement of significant gains in scientific reasoning requires a re-evaluation of the traditional approach to physics for non-STEM students.Comment: 18 pages, 4 figures, 3 table

The Symmetric Group Defies Strong Fourier Sampling

The dramatic exponential speedups of quantum algorithms over their best existing classical counterparts were ushered in by the technique of Fourier sampling, introduced by Bernstein and Vazirani and developed by Simon and Shor into an approach to the hidden subgroup problem. This approach has proved successful for abelian groups, leading to efficient algorithms for factoring, extracting discrete logarithms, and other number-theoretic problems. We show, however, that this method cannot resolve the hidden subgroup problem in the symmetric groups, even in the weakest, information-theoretic sense. In particular, we show that the Graph Isomorphism problem cannot be solved by this approach. Our work implies that any quantum approach based upon the measurement of coset states must depart from the original framework by using entangled measurements on multiple coset states

Are stellar-mass black-hole binaries too quiet for LISA?

The progenitors of the high-mass black-hole mergers observed by LIGO and Virgo are potential LISA sources and promising candidates for multiband GW observations. In this letter, we consider the minimum signal-to-noise ratio these sources must have to be detected by LISA. Our revised threshold of $\rho_{\rm thr}\sim 15$ is higher than previous estimates, which significantly reduces the expected number of events. We also point out the importance of the detector performance at high-frequencies and the duration of the LISA mission, which both influence the event rate substantially.Comment: 6 pages, 3 figures. Published in MNRAS letters. DOI 10.1093/mnrasl/slz10

Frequency-domain waveform approximants capturing Doppler shifts

Gravitational wave astrophysics has only just begun, and as current detectors are upgraded and new detectors are built, many new, albeit faint, features in the signals will become accessible. One such feature is the presence of time-dependent Doppler shifts, generated by the acceleration of the center of mass of the gravitational-wave emitting system. We here develop a generic method that takes a frequency-domain, gravitational-wave model devoid of Doppler shifts and introduces modifications that incorporate them. Building upon a perturbative expansion that assumes the Doppler-shift velocity is small relative to the speed of light, the method consists of the inclusion of a single term in the Fourier phase and two terms in the Fourier amplitude. We validate the method through matches between waveforms with a Doppler shift in the time domain and waveforms constructed with our method for two toy problems: constant accelerations induced by a distant third body and Gaussian accelerations that resemble a kick profile. We find mismatches below $\sim\!10^{-6}$ for all of the astrophysically relevant cases considered, and improve further at smaller velocities. The work presented here will allow for the use of future detectors to extract new, faint features in the signal from the noise.Comment: 11 pages, 5 figures, submitted to Phys. Rev.

Sense-making across disciplines : physical models, theoretical frameworks, and the connections between education in the humanities and sciences

Across disciplines, the fundamental goal of authentic learning is sense-making: making sense of the world around us, our interactions, and art. As education shifts from a discipline focused on propagating knowledge as ‘stuff’ to a focus on propagating understanding and teaching the means towards understanding, the learning of sensemaking practice across the disciplines is becoming more important. In the recent past, education at nearly all levels has focused on the teaching of facts. The practices of experts within disciplines were taught rarely, if at all, and almost exclusively at the level of domain-specific skills. However, sense-making practices are surprisingly universal, and not just across the sciences. In this paper, I discuss the parallels between the sciences and humanities with respect to the practice of sense-making, specifically the mental/ physical models in the sciences and the theoretical frameworks deployed in the social sciences and the humanities. I will make the case that we should begin addressing in our classrooms the cross-cutting nature of the practices of all learners, so that students can see how what they are doing when analysing history is not epistemologically dissimilar to their physics class.peer-reviewe