Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses

While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the cognitive tasks that students identify as engaging in during their UREs. We also use their many comparative statements about their coursework, especially lab courses, to evaluate their experimental physics-related cognitive tasks in those environments. We find there are a number of cognitive tasks consistently encountered in physics UREs that are present in most experimental research. These are seldom encountered in lab or lecture courses, with some notable exceptions. Having time to reflect and fix or revise, and having a sense of autonomy, were both repeatedly cited as key enablers of the benefits of UREs. We also identify tasks encountered in actual experimental research that are not encountered in UREs. We use these findings to identify opportunities for better integration of the cognitive tasks in UREs and lab courses, as well as discussing the barriers that exist. This work responds to extensive calls for science education to better develop students' scientific skills and practices, as well as calls to expose more students to scientific research.Comment: 11 pages, 3 figure

A Readout System for the STAR Time Projection Chamber

We describe the readout electronics for the STAR Time Projection Chamber. The system is made up of 136,608 channels of waveform digitizer, each sampling 512 time samples at 6-12 Mega-samples per second. The noise level is about 1000 electrons, and the dynamic range is 800:1, allowing for good energy loss ($dE/dx$) measurement for particles with energy losses up to 40 times minimum ionizing. The system is functioning well, with more than 99% of the channels working within specifications.Comment: 22 pages + 8 separate figures; 2 figures are .jpg photos to appear in Nuclear Instruments and Method

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

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

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