Observation of Heteronuclear Feshbach Molecules from a 85^{85}Rb - 87^{87}Rb gas

We report on the observation of ultracold heteronuclear Feshbach molecules. Starting with a $^{87}$Rb BEC and a cold atomic gas of $^{85}$Rb, we utilize previously unobserved interspecies Feshbach resonances to create up to 25,000 molecules. Even though the $^{85}$Rb gas is non-degenerate we observe a large molecular conversion efficiency due to the presence of a quantum degenerate $^{87}$Rb gas; this represents a key feature of our system. We compare the molecule creation at two different Feshbach resonances with different magnetic-field widths. The two Feshbach resonances are located at $265.44\pm0.15$ G and $372.4\pm1.3$ G. We also directly measure the small binding energy of the molecules through resonant magnetic-field association.Comment: v2 - minor change

Spontaneous Dissociation of 85Rb Feshbach Molecules

The spontaneous dissociation of 85Rb dimers in the highest lying vibrational level has been observed in the vicinity of the Feshbach resonance which was used to produce them. The molecular lifetime shows a strong dependence on magnetic field, varying by three orders of magnitude between 155.5 G and 162.2 G. Our measurements are in good agreement with theoretical predictions in which molecular dissociation is driven by inelastic spin relaxation. Molecule lifetimes of tens of milliseconds can be achieved close to resonance.Comment: 4 pages, 3 figure

Reforming a large lecture modern physics course for engineering majors using a PER-based design

We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors.Comment: To be published in the Proceedings of the Physics Education Research Conference 200

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

Developing and Researching PhET simulations for Teaching Quantum Mechanics

Quantum mechanics is difficult to learn because it is counterintuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project, known for its interactive computer simulations for teaching and learning physics, now includes 18 simulations on quantum mechanics designed to improve learning of this difficult subject. Our simulations include several key features to help students build mental models and intuitions about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students' actions to animations, connections to everyday life, and efficient calculations so students can focus on the concepts rather than the math. Like all PhET simulations, these are developed using the results of education research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We also describe research demonstrating their effectiveness and share some insights about student thinking that we have gained from our research on quantum simulations.Comment: accepted by American Journal of Physics; v2 includes an additional study, more explanation of research behind claims, clearer wording, and more reference