H. C. Rosu
This is the English version of a friendly graduate course on Classical Mechanics, containing about 80% of the material I covered during the January-June 1999 semester at IFUG in the Mexican city of Leon. For the Spanish version, see physics/9906066
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We address four main areas in which graduate quantum mechanics education can be improved: course content, textbook, teaching methods, and assessment tools. We report on a three year longitudinal study at the Colorado School of Mines using innovations in all these areas. In particular, we have modified the content of the course to reflect progress in the field in the last 50 years, used textbooks that include such content, incorporated a variety of teaching techniques based on physics education research, and used a variety of assessment tools to study the effectiveness of these reforms. We pres…
A survey was developed to probe student understanding of quantum mechanics at the beginning of graduate instruction. The survey was administered to 202 physics graduate students enrolled in first-year quantum mechanics courses from seven universities at the beginning of the first semester. We also conducted one-on-one interviews with fifteen graduate or advanced undergraduate students who had just completed a course in which all the content on the survey was covered. Although students from some universities performed better on average than others, we found that students share universal difficu…
Physics graduate teaching assistants (TAs) are often responsible for grading. Physics education research suggests that grading practices that place the burden of proof for explicating the problem solving process on students can help them develop problem solving skills and learn physics. However, TAs may not have developed effective grading practices and may grade student solutions in introductory and advanced courses differently. In the context of a TA professional development course, we asked TAs to grade student solutions to introductory physics and quantum mechanics problems and explain why…
Content: Qualitative and ad-hoc descriptions of observations of the "undergraduate" and "graduate" effects. Comparisons between the classical models of both undergraduate and graduate systems separately lead to the conclusion that a quantized model is inevitably required to explain certain effects such as "Spooky Action At A Seminar" and the FTR (Food Travel Ratio) among other select observed phenomena. Two regimes of dynamics in systems are explored as well as interactions of composite systems. An attempt is made to refine the undergraduate/graduate statistical theory in order to explain the …
We developed a survey to probe student understanding of quantum mechanics concepts at the beginning of graduate instruction. The survey was administered to 202 graduate students in physics enrolled in first-year quantum mechanics courses from seven different universities at the beginning of the first semester. We also conducted one-on-one interviews with fifteen graduate students or advanced undergraduate students who had just finished a course in which all the content on the survey was covered. We find that students share universal difficulties about fundamental quantum mechanics concepts. Th…
We developed and validated a conceptual survey that focuses on the formalism and postulates of quantum mechanics covered in upper-level undergraduate quantum mechanics courses. The concepts included in the Quantum Mechanics Formalism and Postulate Survey (QMFPS) focus on Dirac notation, the Hilbert space, state vectors, physical observables and their corresponding Hermitian operators, compatible and incompatible observables, quantum measurement, time-dependence of quantum states and expectation values, and spin angular momenta. Here we describe the validation and administration of the survey, …
This is a graduate course on elementary quantum mechanics written for the benefit of undergraduate and graduate students. It is the English version of physics/0003106, which I did at the suggestion of several students from different countries. The topics included refer to the postulates of quantum mechanics, one-dimensional barriers and wells, angular momentum and spin, WKB method, harmonic oscillator, hydrogen atom, quantum scattering, and partial waves
We explore the difficulties that advanced undergraduate and graduate students have with non-relativistic quantum mechanics of a single particle in one spatial dimension. To investigate these difficulties we developed a conceptual survey and administered it to more than 200 students at 10 institutions. The issues targeted in the survey include the set of possible wavefunctions, bound and scattering states, quantum measurement, expectation values, the role of the Hamiltonian, and the time-dependence of the wavefunction and expectation values. We find that undergraduate and graduate students have…
Evaluation of a deliberate-practice informed supplemental intervention in graduate Quantum Mechanics
本研究为研究生量子力学课程设计了一项基于刻意练习理念的补充干预措施，以支持学生在有限信息下进行决策，结果显示干预后学生问题解决技能未见统计学显著改善，但概念理解有所提升。
First Internet graduate course on Classical Mechanics in Spanish (Castellano). This is about 80% of the material I covered during the January-June 1999 semester at IFUG in the Mexican city of Leon. English and Romanian versions are in (slow) progress and hopefully will be arXived. For a similar course on Quantum Mechanics, see physics/9808031
Learning quantum mechanics is challenging, even for upper-level undergraduate and graduate students. Research-validated interactive tutorials that build on students' prior knowledge can be useful tools to enhance student learning. We have been investigating student difficulties with quantum mechanics pertaining to the double-slit experiment in various situations that appear to be counterintuitive and contradict classical notions of particles and waves. For example, if we send single electrons through the slits, they may behave as a "wave" in part of the experiment and as a "particle" in anothe…
Excerpts are presented from a graduate course on Classical Electrodynamics held during the spring semester of 2000 at the Institute of Physics, Guanajuato State University, Mexico
This is the first graduate course on elementary quantum mechanics in Internet written in Romanian for the benefit of Romanian speaking students (Romania and Moldova). It is a translation (with corrections) of the Spanish version of the course (physics/9808031, English translation physics/0004072), which I did at the request of students of physics in Bucharest. The topics included refer to the postulates of quantum mechanics, one-dimensional barriers and wells, angular momentum and spin, WKB method, harmonic oscillator, hydrogen atom, quantum scattering, and partial waves
The Quantum Mechanics Conceptual Survey (QMCS) is a 12-question survey of students' conceptual understanding of quantum mechanics. It is intended to be used to measure the relative effectiveness of different instructional methods in modern physics courses. In this paper we describe the design and validation of the survey, a process that included observations of students, a review of previous literature and textbooks and syllabi, faculty and student interviews, and statistical analysis. We also discuss issues in the development of specific questions, which may be useful both for instructors who…
Quantum mechanics curriculum in the US: Quantifying the instructional time, content taught, and paradigms used
通过分析188所美国研究型机构的课程目录与大纲，量化了本科量子力学课程的教学时间、内容及范式，发现位置优先教学法仍占主导。
Investigating student interpretations of the differences between classical and quantum computers: Are quantum computers just analog classical computers?
本研究访谈28名修读量子计算/QIS课程的学生，分析其对经典与量子计算机差异的理解，发现缩放概念混淆，并表明模拟经典计算机思想实验有助于专家式推理。
Reliable and validated assessments of introductory physics have been instrumental in driving curricular and pedagogical reforms that lead to improved student learning. As part of an effort to systematically improve our sophomore-level Classical Mechanics and Math Methods course (CM 1) at CU Boulder, we have developed a tool to assess student learning of CM 1 concepts in the upper-division. The Colorado Classical Mechanics/Math Methods Instrument (CCMI) builds on faculty consensus learning goals and systematic observations of student difficulties. The result is a 9-question open-ended post-test…
In this paper we show how Feynman diagrams, which are used as a tool to implement perturbation theory in quantum field theory, can be very useful also in classical mechanics, provided we introduce also at the classical level concepts like path integrals and generating functionals.
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