Improving Student Understanding of Quantum Mechanics via Research

通过研究提高学生对量子力学的理解

• 批准号: 1806691
• 负责人: Chandralekha Singh
• 金额: $ 49.36万
• 依托单位: University of Pittsburgh
• 依托单位国家: 美国
• 项目类别: Standard Grant
• 财政年份: 2018
• 资助国家: 美国
• 起止时间: 2018-09-01 至 2022-08-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1806691&HistoricalAwards=false
• 关键词: Improving; Student; Understanding; Quantum; Mechanics

This award funds a project to develop materials that will help students understand the challenging topics in quantum mechanics. The aim is to prepare future scientists and engineers for the demands of the high-tech workplace with its growing dependence on quantum phenomena through the continued development, assessment, and dissemination of Quantum Interactive Learning Tutorials (QuILT) and peer-instruction tools for undergraduate course. QuILTs and peer-instruction tools use research as a guide and are based on a cognitive-apprenticeship model emphasizing modeling, coaching and weaning. Guidance and effective methods of education are critical in retaining students in science and in shaping their career choices.The curriculum features that make these products particularly suited for the challenging task of teaching quantum physics are: (1) They are based upon research in physics education and pay particular attention to cognitive issues. (2) They consistently keep students engaged in the learning process by asking them to predict what should happen in a particular situation and then providing appropriate feedback. (3) They employ visualization tools to help students build physical intuition about quantum processes. (4) They attempt to bridge the gap between the abstract quantitative formalism of quantum mechanics and the qualitative understanding necessary to explain and predict diverse physical phenomena. (5) They are based on systematic investigations of difficulties students have in learning various concepts in quantum physics. (6) Many of the tools can be used in class by the instructors as supplements to lectures or outside of the class as homework or as self-study tool by students. (7) They consist of self-sufficient modular units that can be used in any order that is convenient. These tools can also be used by graduate students who may need to refresh concepts learned in undergraduate quantum mechanics as a self-study tool. This award is co-funded by the Division of Physics Integrative Activities in Physics Program within the Mathematical and Physical Sciences Directorate and by the Division of Undergraduate Education within the Education and Human Resources Directorate.This award reflects NSF's statutory mission and has been deemed worthy of support through evaluation using the Foundation's intellectual merit and broader impacts review criteria.

该奖项资助一个项目，以开发材料，这将有助于学生理解量子力学中的挑战性课题。其目的是准备未来的科学家和工程师的高科技工作场所的需求，其日益依赖于量子现象，通过持续的发展，评估和传播量子互动学习教程（QuILT）和同行指导工具的本科课程。 QuILT和同伴指导工具以研究为指导，并以强调建模、指导和断奶的认知学徒模式为基础。 指导和有效的教育方法是留住学生的科学和塑造他们的职业选择的关键。使这些产品特别适合量子物理教学这一具有挑战性的任务的课程特征是：（1）它们基于物理教育的研究，特别关注认知问题。(2)他们通过要求学生预测在特定情况下会发生什么，然后提供适当的反馈，不断让学生参与学习过程。(3)他们使用可视化工具来帮助学生建立关于量子过程的物理直觉。(4)他们试图弥合量子力学的抽象定量形式主义与解释和预测各种物理现象所必需的定性理解之间的差距。(5)它们基于对学生在学习量子物理学中各种概念时遇到的困难的系统调查。(6)许多工具可以在课堂上使用的教师作为补充讲座或课外作业或作为自学工具的学生。(7)它们由自给自足的模块化单元组成，可以以任何方便的顺序使用。 这些工具也可以用于研究生，他们可能需要刷新在本科量子力学中学习的概念，作为自学工具。 该奖项由数学和物理科学理事会的物理综合活动部和教育和人力资源理事会的本科教育部共同资助。该奖项反映了NSF的法定使命，并通过使用基金会的智力价值和更广泛的影响审查标准进行评估，被认为值得支持。

项目成果

Challenges in addressing student difficulties with measurement uncertainty of two-state quantum systems using a multiple-choice question sequence in online and in-person classes

在在线和面对面课堂中使用多项选择问题序列解决学生在两种状态量子系统的测量不确定性方面遇到的困难

• DOI: 10.1088/1361-6404/ac9ba3
• 发表时间: 2022
• 期刊: European Journal of Physics
• 影响因子: 0.7
• 作者: Hu, Peter;Li, Yangqiuting;Singh, Chandralekha
• 通讯作者: Singh, Chandralekha

Validation and administration of a conceptual survey on the formalism and postulates of quantum mechanics

量子力学形式主义和假设的概念调查的验证和管理

• DOI: 10.1103/physrevphyseducres.15.020128
• 发表时间: 2019
• 期刊: Physical Review Physics Education Research
• 影响因子: 3.1
• 作者: Marshman, Emily;Singh, Chandralekha
• 通讯作者: Singh, Chandralekha

Preparing Precollege Students for the Second Quantum Revolution with Core Concepts in Quantum Information Science

利用量子信息科学的核心概念为大学预科生做好第二次量子革命的准备

• DOI: 10.1119/5.0027661
• 发表时间: 2022
• 期刊: The Physics Teacher
• 作者: Singh, Chandralekha;Levy, Akash;Levy, Jeremy
• 通讯作者: Levy, Jeremy

Challenges in addressing student difficulties with time-development of two-state quantum systems using a multiple-choice question sequence in virtual and in-person classes

在虚拟和面对面课堂中使用多项选择问题序列解决学生在两种状态量子系统的时间开发方面遇到的困难的挑战

• DOI: 10.1088/1361-6404/ac49f4
• 发表时间: 2022
• 期刊: European Journal of Physics
• 影响因子: 0.7
• 作者: Hu, Peter;Li, Yangqiuting;Singh, Chandralekha
• 通讯作者: Singh, Chandralekha

Development, validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics

量子力学中自旋拉莫尔进动的一系列答题器问题的开发、验证和课堂评估

• DOI: 10.1119/perc.2019.pr.justice
• 发表时间: 2020
• 期刊: validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics
• 作者: Justice, Paul;Marshman, Emily;Singh, Chandralekha
• 通讯作者: Singh, Chandralekha