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3/3/13 PER.Colorado.EDU Ac8ve Learning & Quantum Simula8ons in the Classroom KITP Conference, Santa Barbara March 2, 2013 Charles Baily Department of Physics! University of Colorado Boulder! [email protected] per.colorado.edu/baily How important is educa1on? Faculty: Melissa Dancy Michael Dubson Noah Finkelstein Valerie Otero Kathy Perkins Steven Pollock Carl Wieman (on leave) Postdocs/ Scientists: Charles Baily Danny Caballero Stephanie Chasteen Julia Chamberlain Katie Hinko Kelly Lancaster Emily Moore Ariel Paul Rachel Pepper Noah Podolefsky Benjamin Zwickl Grad Students: Stephanie Barr Kara Gray May Lee Mike Ross Ben Spike Ben Van Dusen Bethany Wilcox Teachers / Partners / Staff: Shelly Belleau Jackie Elser Trish Loeblein Susan Nicholson-Dykstra Sara Severence Emily Quinty Mindy Gratny, Kate Kidder John Blanco, Sam Reid Chris Malley, Jon Olson Oliver Nix, Nina Zabolotnaya A Crisis in US Educa1on U.S. ranks: In March 2001, the U.S. Commission on Na8onal Security/21st Century …. on which I served the crisis in scien8fic research and educa8on is the second greatest threat facing American na8onal security. In fact, the 14 bipar8san members unanimously agreed that the ‘inadequacies of warned that International Rankings (science) 21 out of 30 in science 25 out of 30 in math - PISA 2006 our systems of research and educa8on pose a greater threat to U.S. na8onal security over the next quarter century than any poten8al conven8onal war that we might imagine.’ The only a nuclear or biological weapon released in an American city [is] a greater threat Commission went on to assert that -‐Newt Gingrich, AEI Open leYer to Congress, May 2005 A Crisis in US Educa1on Challenges in US Educa1on U.S. ranks: Interna1onal Rankings -‐ Science 600 24 out of 30 in science 31 out of 30 in math ;-) - PISA 2009 1 Million more STEM grads needed over the next decade 100,000 more STEM educators 580 560 540 520 500 480 460 Sh Ho n an gh ai-‐ Ch in a g K Finla on n d g-‐ C Sin hina ga po re Ja pa n Ne Ko w rea Ze ala n Ca d na da Es to Au nia Ne stra li t Ch her a in lan es d e s Ta Ge ipei Lie rm ch an te y ns S t Un witz ein ite erla d Kin nd gd om S M love ac ao nia -‐C hin Po a la n Ire d la n Be d lgiu Hu m Un ng ite ar Cz d S y ec t h ate Re s pu b No lic rw De ay nm ar k Fr an c Ice e la n Sw d ed e Au n st ria 440 1 3/3/13 APS/AAPT Doubling Ini1a1ve Mission Statement (2007) We advocate doubling the number of bachelor degrees in physics to address cri8cal na8onal needs including K-‐12 educa8on, economic compe88veness, energy, security, and an informed electorate. Tradi8onal Model of Educa8on Content Instruc8on via transmission Individual How might this happen? -‐ BeYer prepara8on -‐ Reten8on A Wakeup Call Sample ques8on • Force Concept Inventory* • Mul8ple choice survey (pre/post) • Experts (especially skep8cs!) A necessary (not sufficient) indicator of conceptual understanding. Looking down at a track (flat on table), a ball enters at point 1 and exits at point 2. Which path does it follow as it exits (neglect all fric8on)? * Hestenes, Wells, Swackhamer, Physics Teacher 20, (92) 141, 1992 R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (1998). Force Concept Inventory red = traditional red = traditional, blue = interactive engagement <g> = Less Learning Force Concept Inventory post − pre 100 − pre < g > More Learning Students learn less than 25% of the most basic concepts (that they don’t already know). <g> = Less Learning post − pre 100 − pre < g > More Learning R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (1998). 2 3/3/13 Force Concept Inventory red = traditional, blue = interactive engagement <g> = Can high school students learn more from interactive techniques adapted from university physics courses? post − pre 100 − pre CU – IE w/ trad. recitations CU - IE w/ Tutorials Less Learning Typical Classroom (?) ? < g > More Learning R. Hake, ”…A six-thousand-student survey…” AJP 66, 64-74 (1998). S. Pollock and N. Finkelstein, PRST-PER 4, 010110 (2008) Students debate a concept test Overview Many PER curricular innovations • Transforming the classroom – Concept tests/Peer instruc8on – In-‐class ac8vi8es/tutorials • Quantum Simula8ons – Lasers (!!) – MaYer waves • Quantum Interpreta8ons Concept Tests Question 2 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% A B C D E 3 3/3/13 Arguments against using concept tests • Eats up time! Important ideas can be complex ! ! • Discussion easy in small classes! We/they don’t always know they need to ask questions! ! • Students may resist! But perhaps only initially…! Tutorials in Introductory Physics Reconceptualize Classroom Learning • Materials • Classroom format / interaction • Instructional Role ! • Extra effort for teachers ! Question banks available if you want to try!! ! Tutorial Materials Hands-‐on, Inquiry-‐based, Guided, Research-‐based Trad’l Classroom vs. Tutorials Trad'l Classroom vs Tutorial 4 3/3/13 Socra8c Dialogue Impact on different pretest popula8ons: "low starters" pretest <=12.5% 0.5 <g> 0.4 0.3 0.2 0.1 (% of class in this pool) Tutorial (23%) Tradi8onal (22%) S. Pollock, 2005 PERC proceedings Impact on different pretest popula8ons: "high starters" 50<pre<93% Long Term Impacts Upper-Division Physics Majors – BEMA Scores 0.9 Grade in course 0.7 <g> (3.1 ±.1) 0.5 (3.3 ±.1) (3.0 ±.1) 0.3 0.1 (% of class in this pool) Tutorial (13%) Tradi8onal (14%) S06-‐S07 F04-‐F05 Semester in upper-‐division E&M (I or II) No Tutorials Tutorials Post-Instruction Had– intro Only students E&M with with Tutorials no tutorials in intro E&M S. Pollock, 2005 PERC proceedings It’s not about our teaching, it’s about crea1ng environments that support student learning S. Pollock, PRST-PER 5, 020101 (2009) hPp://phet.colorado.edu 5 3/3/13 hPp://phet.colorado.edu hPp://phet.colorado.edu Modern Physics for Engineers New Modern Physics Curriculum “I think quantum mechanics is an interes8ng subject." 1 0.9 AGREE NEUTRAL DISAGREE 0.8 0.7 • Expose students to ideas regarding interpre8ve themes from the historical development of QM. § Complementarity/wave-‐par8cle duality § Wave func8on collapse § Entanglement/non-‐locality 0.6 • Present canonical experiments on founda8ons of QM. § Single-‐quanta experiments § Distant, correlated measurements • Introduce contemporary topics in quantum informa8on theory. § Compu8ng, cryptography, etc… 0.5 0.4 0.3 0.2 0.1 0 Pre-‐Instruc8on Average Post-‐Instruc8on Average Post-‐Instruc8on ENG-‐INT Modern Physics for Engineers “I think quantum mechanics is an interes8ng subject." 1 0.9 AGREE NEUTRAL DISAGREE 0.8 0.7 0.6 0.5 0.4 0.3 0.2 0.1 0 Pre-‐Instruc8on Average Post-‐Instruc8on Average Post-‐Instruc8on ENG-‐INT 6 3/3/13 Double-‐Slit Experiment (photons or electrons) Double-‐Slit Experiment with Single Electrons (1989) hYp://www.hitachi.com/rd/research/em/doubleslit.html A. Tonomura, J. Endo, T. Matsuda, T. Kawasaki and H. Ezawa, "Demonstra8on of Single-‐Electron Buildup of an Interference PaYern,“ Amer. J. Phys. 57 (1989) pp.117-‐120. . • [Realist] Each electron is a 8ny par8cle that went through one slit or the other. • [MaPer-‐Wave] Each electron went through both slits and interfered with itself. • [Agnos1c] We can’t say what the electron is doing between being emiYed and detected. Double-‐Slit Interpreta8on 0.7 0.9 Realist REALIST Agnos8c AGNOSTIC MaYer-‐Wave QUANTUM 0.8 0.6 ”When not being observed, an electron in an atom exists at a definite but unknown posi8on at each moment in 8me." AGREE NEUTRAL DISAGREE 0.7 0.5 0.6 0.4 0.5 0.3 0.4 0.3 0.2 0.2 0.1 0.1 0 0 ENG-‐R/S ENG-‐MW PHYS -‐ C/A ENG-‐INT ENG-‐R/S ENG-‐MW PHYS -‐ C/A ENG-‐INT 7 3/3/13 "The probabilis8c nature of quantum mechanics is mostly due “I think quantum mechanics is an interes8ng subject." to the limita8ons of our measurement instruments." 0.9 0.8 1 AGREE NEUTRAL DISAGREE Post-‐Instruc8on 0.9 0.8 0.7 AGREE NEUTRAL DISAGREE Post-‐Instruc8on 0.7 0.6 0.6 0.5 0.5 0.4 0.4 0.3 0.3 0.2 0.2 0.1 0.1 0 0 ENG-‐R/S ENG-‐MW PHYS -‐ C/A ENG-‐INT Student Reflec8ons “I entered Physics 3 with a biYer taste in my mouth. Yet, some fragment of my mangled ego compelled me to con8nue down the path I was on. I have always found physics to be the most intriguing subject, and I was not about to let one class ruin it. I approached Physics 3 as the deal breaker: if this class was like its predecessor, then maybe mechanical engineering was a more apt major. […] Throughout the course, the almost magical results quantum mechanics aYained reassured me that I am in the correct major. The teaching style in conjunc8on with the material made quantum physics aYainable. I am not sure if it was the teaching that rejuvenated my passion or the material itself; either way I welcomed back my old friend, physics, with open arms and an8cipa8on.” ENG-‐R/S ENG-‐MW PHYS -‐ C/A ENG-‐INT Ques8ons? Much more at: per.colorado.edu/cts per.colorado.edu/ModernPhysics stemclickers.colorado.edu phet.colorado.edu perusersguide.org www.compadre.org/quantum www.falstad.com/mathphysics.html 8