Introduction
Activity-Based Physics Tutorials are a set of small-group, guided inquiry learning materials designed for use in recitation and discussion sections. Students develop conceptual knowledge of the physics through:
- simple experiments using computer data acquisition tools,
- basic observations enhanced by the use of digitized videotape of real phenomena,
- analysis of computer simulations that aid in visualization of abstract ideas
- conceptually rich problems.
The Activity-Based Physics Tutorials are designed to accompany and enhance lecture instruction. They have been developed using a cycle of physics education research, including investigations into student learning on a given topic, development, and revision of the materials based on evaluation after use in the classroom.
In Activity-Based Tutorials Volume 1: Introductory Physics, tutorials exist for topics in kinematics, dynamics, oscillations, waves, heat and temperature, electrostatics, and circuits.
In Activity-Based Tutorials Volume 2: Modern Physics, tutorials exist for topics including the photoelectric effect, wave-particle duality, probability, Fourier analysis, potential energy diagrams, bound state wave functions, tunneling, and simple models of conductivity.
Activity-Based Physics Tutorials are a component of the Physics Suite. The Physics Suite is a collection of materials created by a group of curriculum developers and educational reformers known as the Activity-Based Physics Group. The Physics Suite contains a broad array of curricular materials that are based on physics education research.
The Physics Suite also includes: Understanding Physics, an introductory textbook based on the best selling Halliday/Resnick/Walker, Workshop Physics Activity Guide and Physics by Inquiry (intended for use in a workshop setting), Interactive Lecture Demonstrations, and RealTime Physics (for use in laboratories), and Teaching Physics with the Physics Suite, which serves as an instructor’s manual for using the Suite materials.
Activity-Based Physics was a multi-university project to sustain and enhance current efforts to render introductory physics courses more effective and exciting at both the secondary and college level. This program represented a multi-university collaborative effort by a team of educational reformers to use the outcomes of physics education research along with flexible computer tools to promote activity-based models of physics instruction. This multifaceted program includes the refinement of existing written materials, apparatus, instructional techniques, and computer software and hardware; the creation of new instructional materials and approaches; and dissemination. The refinement and development of new instructional strategies and materials will be informed by a comprehensive program of classroom testing and educational research.
Three related activity-based introductory physics curricula have been developed with major support from the US Department of Education and the National Science Foundation. These are Workshop Physics, Tools for Scientific Thinking, and RealTime Physics. All three curricula use the findings of physics education research, are activity-based, and have involved the design of computer hardware and software for investigation, data analysis, and dynamic modeling. This three-year collaboration between principal investigators at Dickinson College, University of Maryland, University of Oregon, Tufts University, and Millersville State University extended, enhanced, evaluated, and disseminated activity-based curricular materials, apparatus, and computer tools for teaching introductory physics based on this previous work. The ultimate goals of this program were to continue full scale efforts to improve the scientific literacy of introductory physics students through the mastery of physics concepts, investigative skills, and mathematical modeling techniques and to motivate students to learn more science. Particular attention was given to developing physics activities suitable for courses designed for future technicians at two-year colleges and pre-service teachers.
Implementation at the University of Maryland and Sample Materials
Introductory calculus-based physics course:
- three weekly 50-minute lectures (50 < N < 200)
- one weekly 50-minute small-group session (N < 28)
| Pretest | Pretests are qualitative questions given to students before tutorial (but typically after traditional instruction) |
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| TA Training |
Each week, all TAs (and other tutorial instructors): TAs go through the physics content, typical student difficulties, and instructional strategies. |
TAs discuss student pretest responses Open in YouTube for description and transcript. |
TAs discuss student difficulties with force Open in YouTube for description and transcript. |
| Tutorials | Tutorials are worksheets guided by the findings of physics education research that students follow in class. |
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| Classroom interactions | Each week, students attend a 50-minute session where they work in groups of 3-4 and answer questions on a worksheet that emphasizes both qualitative and quantitative reasoning and requires explanations. Facilitators interact with the groups by asking guiding questions to help students work through difficulties in their own thinking. In this way, students are responsible for actively constructing their own understanding. This is in contrast to the more traditional model where students listen passively while instructors attempt to transmit knowledge by telling students what to think. |
Student-student interaction Open in YouTube for description and transcript. |
Student-facilitator interaction Open in YouTube for description and transcript. |
| Tutorial Homework | Each tutorial comes with a homework. Students extend ideas covered in tutorial and make connections between concepts stressed in tutorial and quantitative skills stressed in traditional textbook problems. |
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| Examination Question | On each examination, one question comes directly from material emphasized in tutorial. |
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Activity-Based Physics Tutorials Volume 1: Introductory Physics
This page contains tutorials, pretests, and homework for 15 topics in introductory physics. To preview and download each individual file in pdf format, click on the relevant topic below.
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Kinematics Newton's Laws |
Oscillations Waves |
Thermodynamics Electricity and Magnetism |
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Download the All Tutorials:
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Verification Required)
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Download the All Homework: (Verification Required)
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Download the All Tutorials, Pretests, and Homework in PDF and Word:
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Velocity
This tutorial requires a motion sensor such as one you can buy from Pasco or Vernier.
- Velocity Pretest
- Velocity Homework
- Velocity Tutorial
Research on this tutorial: E. Redish, R. Steinberg, and J. Saul, On the effectiveness of active-engagement microcomputer-based laboratories, Am. J. Phys. 65 (1), 45 (1997).
Force and Motion (click here for samples that you can download without being logged in)
This tutorial requires a motion sensor and a cart on a track such as one you can buy from Pasco or Vernier.
- Force and Motion Tutorial
- Force and Motion Pretest
- Force and Motion Homework
Research on this tutorial: E. Redish, R. Steinberg, and J. Saul, On the effectiveness of active-engagement microcomputer-based laboratories, Am. J. Phys. 65 (1), 45 (1997); M. Wittmann, R. Steinberg, and E. Redish, Making sense of how students make sense of mechanical waves, Phys. Teach. 37 (1), 15 (1999).
Newton's Third Law
This tutorial requires carts on tracks with forces probes such as ones you can buy from Pasco or Vernier.
- Newton's Third Law Tutorial
- Newton's Third Law Pretest
- Newton's Third Law Homework
Research on this tutorial: E. Redish, R. Steinberg, and J. Saul, On the effectiveness of active-engagement microcomputer-based laboratories, Am. J. Phys. 65 (1), 45 (1997); T. Smith and M. Wittmann, Comparing three methods for teaching Newton’s third law, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020105 (2007).
Mechanics Problem Solving
- Mechanics Problem Solving Tutorial
- Mechanics Problem Solving Pretest
- Mechanics Problem Solving Homework
Air Resistance
This tutorial comes in two versions, a computer-based version and a non-computer version. The computer version originally used a MUPPET computer program developed in the 1990s, which is no longer available, but could probably be done with a similar modern computer program. Both versions require coffee filters and a meter stick to perform a physical experiment.
- Air Resistance Tutorial (non-computer)
- Air Resistance Tutorial (computer-based)
- Air Resistance Pretest
- Air Resistance Homework
Harmonic Motion
This tutorial requires a motion sensor and a mass on a spring such as one you can buy from Pasco or Vernier.
- Harmonic Motion Tutorial
- Harmonic Motion Pretest
- Harmonic Motion Homework
Wavepulses: Propagation and Superposition
This tutorial requires that students watch several videos, which are included in the downloads or available on YouTube: shapes, amplitude, stretched, sameside, opposite.
- Propagation and Superposition Tutorial
- Propagation and Superposition Pretest
- Propagation and Superposition Homework
- Propagation and Superposition Videos
Research on this tutorial: M. Wittmann, Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves, University of Maine, 1998; M. Wittmann, R. Steinberg, and E. Redish, Making sense of how students make sense of mechanical waves, Phys. Teach. 37 (1), 15 (1999); M. Wittmann, The object coordination class applied to wave pulses: Analyzing student reasoning in wave physics, Int. J. Sci. Educ. 24 (1), 97 (2002).
Mathematics of Wavepulses
This tutorial requires that students watch a video, which is included in the downloads or available on YouTube: pulse.
- Mathematics of Wavepulses Tutorial
- Mathematics of Wavepulses Pretest
- Mathematics of Wavepulses Homework
- Mathematics of Wavepulses Video
Sound Waves
This tutorial requires that students watch a movie, which is included in the downloads or available on YouTube. The only difference between the two versions of the tutorial is that the "movie and analysis" tutorial includes two additional questions that require students to open a Visual Pinball Table file that has been lost to time (and that you probably couldn't open even if we could find it). We include this version for posterity, but recommend that you use the "movie only" version.
- Sound Tutorial (movie only)
- Sound Tutorial (movie and analysis)
- Sound Pretest
- Sound Homework
- Sound Movie
Research on this Tutorial: M. Wittmann, R. Steinberg, and E. Redish, Understanding and affecting student reasoning about sound waves, Int. J. Sci. Educ. 25 (8), 991 (2003).
Heat & Temperature
This tutorial requires styrofoam cups, water, a balance scale, and temperature probes with a computer program that graphs temperature as a function of time.
- Heat & Temperature Tutorial
- Heat & Temperature Pretest
- Heat & Temperature Homework
Kinetic Model of Temperature
This tutorial uses a MUPPET computer program developed in the 1990s, which is no longer available, but could probably be done with a similar modern computer program such as the PhET Gas Properties simulation.
- Kinetic Model Tutorial
- Kinetic Model Pretest
- Kinetic Model Homework
Electric Field
This tutorial uses a MUPPET computer program developed in the 1990s, which is no longer available, but could probably be done with a similar modern computer program such as the PhET Charges and Fields simulation.
- Electric Field Tutorial
- Electric Field Pretest
- Electric Field Homework
Electric Potential
This tutorial uses a MUPPET computer program developed in the 1990s, which is no longer available, but could probably be done with a similar modern computer program such as the PhET Charges and Fields simulation.
- Electric Potential Tutorial
- Electric Potential Pretest
Electrostatics Problem Solving
- Electrostatics Problem Solving Tutorial
- Electrostatics Problem Solving Pretest
- Electrostatics Problem Solving Homework
Inductive Circuits Problem Solving
- Inductive Circuits Problem Solving Tutorial
- Inductive Circuits Problem Solving Homework
Research: Introductory Physics
- E. Redish, R. Steinberg, and J. Saul, On the effectiveness of active-engagement microcomputer-based laboratories, Am. J. Phys. 65 (1), 45 (1997).
- T. Smith and M. Wittmann, Comparing three methods for teaching Newton’s third law, Phys. Rev. ST Phys. Educ. Res. 3 (2), 020105 (2007).
- M. Wittmann, Making Sense of How Students Come to an Understanding of Physics: An Example from Mechanical Waves, University of Maine, 1998.
- M. Wittmann, The object coordination class applied to wave pulses: Analyzing student reasoning in wave physics, Int. J. Sci. Educ. 24 (1), 97 (2002).
- M. Wittmann and M. Anderson, Comparing Three Methods for Teaching Newton’s Second Law, presented at the Physics Education Research Conference 2009, Ann Arbor, Michigan, 2009.
- M. Wittmann, R. Steinberg, and E. Redish, Making sense of how students make sense of mechanical waves, Phys. Teach. 37 (1), 15 (1999).
- M. Wittmann, R. Steinberg, and E. Redish, Understanding and affecting student reasoning about sound waves, Int. J. Sci. Educ. 25 (8), 991 (2003).
Activity-Based Physics Tutorials Volume 2: Modern Physics
Also known as the New Model Course in Applied Quantum Physics
This page contains tutorials, pretests, and homework for 13 topics in modern physics. The materials for each unit are modular and fit into a variety of classrooms. They are designed to complement regular forms of instruction, and not to stand alone. To preview and download materials for each individual topic, click on the relevant topic below.
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Introduction to QM: Experimental Base Students learn about why there is a need for quantum physics and many of the conceptual issues that will be emphasized in the course. Classical Prerequisites Students build tools (representations, concepts, etc.) to understand quantum ideas later in the course. |
Wave Mechanics Students develop an understanding of the wave function and how it plays a role in understanding fundamental concepts such as uncertainty. Bound States Students move from an understanding of the free particle to a description of bound states. |
Scattering States Students develop an understanding of some of the more difficult conceptual aspects of quantum physics. Quantum Models of Matter Students apply their model of quantum physics to real world chemistry and solid state topics. |
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Download the All Tutorials, Pretests, Homework, Exam Questions, and Essay Questions in PDF and Word: (Verification Required)
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Download the Ancient Software: (Verification Required)
(This software was developed in the 1990's and probably won't run on modern computers, but we include it here for archival purposes. See each topic below for suggestions for modern software to use instead.)
How to Use These Materials
Course Philosophy
The New Model Course in Applied Quantum Physics has been designed to help students ranging from introductory non-physics students to advanced physics majors.
Quantum physics is a huge subject. Students first approaching the subject need to focus not only on the new mathematics but also on the conceptual issues that underlie the physics. For many students, the mathematical treatment normally offered to physicists can be discouraging and may keep them from committing to further study in quantum physics. Other students will take only a single quantum physics course. Students in a predominantly mathematical course may need additional activities to come to a better understanding of the new concepts and representations.
Getting to the "good stuff"...
We have designed the course to focus on specific topics that are of interest to our chosen population. We believe that an integrated course of qualitative, mathematical, conceptual, and application-driven instruction can be of value to all students.
Realistic treatments of relevant examples tend to require the full toolbox of quantum mechanics - atomic and molecular wavefunctions, band structures, complex Fermi surfaces, entangled states for quantum computing, etc. To teach these examples at an early stage of learning quantum physics requires a new approach to instruction.
... by designing courses to match the population
In this project, we propose that one-semester quantum physics courses can be designed to match specific populations. Instead of demanding a realistic treatment of the relevant phenomena, the course is designed to focus on conceptual development (with appropriate mathematics) leading to simplified models. These models can
- be conceptually realistic,
- rely on the fundamentals of quantum physics for their description, and
- be mathematically appropriate for their audience.
In addition, these models allow early analysis of devices that are of interest to the population in our classrooms.
Example: electrical engineers
Many of these materials have been developed in the context of a one-semester quantum physics course for junior and senior electrical engineers. By picking and choosing an appropriate and coherent subset of quantum topics, it remains an "honest" quantum course while "impedance matching" to the mathematical strengths of the population.
The focus is on one-dimensional Schrödinger quantum mechanics and relies heavily on the mathematics of ordinary differential equations and Fourier expansions, topics in which the electrical engineers tend to be strong. It suppresses the matrix and state methods, eliminating linear algebra and partial differential equations, topics in which the electrical engineers are often weaker.
By eliminating most three-dimensional quantum problems (particularly, angular momentum and related issues) and relativity, time remains for a serious treatment of tunneling, conductivity, and semiconductors, with a basic introduction to the quantum mechanics underlying such devices as the STM, diode, and transistor.
Example: physics majors
These materials match well to physics majors taking either their first modern physics course or taking more advanced quantum mechanics courses. While covering more mathematical topics in lecture, the students have the opportunity to discuss conceptual topics in interesting and novel settings.
Other populations
For other populations, one might well want to choose differently. For example, for computer science students interested in quantum computing, one might want to focus on spin, matrix methods, and entangled state issues. For biologists and chemists, one might want to assume that the students have had a rather extensive introduction to the qualitative quantum mechanics of atoms and molecules in a chemistry course. Even for instructors of these populations, these materials may of value in helping design courses better matched to specific populations.
Understanding Students
To teach our students more effectively, we must listen to how they think and how they approach the physics. These interactions occur informally in the classroom, but also more formally using a variety of methods.
Pretests
To emphasize the importance of conceptual understanding, we use specially designed quizzes to probe student reasoning. Pretests contain qualitative questions and are given to students before tutorial (but typically after traditional instruction).
Online Essay Assignments
To listen to students and gain regular feedback on lecture concepts, we have instituted daily (or weekly) essay assignments that address difficult concepts from the classroom. Essays can, for example, contain qualitative questions, ask about connections to real world situations, or focus on interpretations of material covered in class.
Engaging Students
To bring students into a culture of discussion and reasoning about the physics, we promote a group learning environment where students work on materials developed based on investigations into student learning and effective curriculum design and instruction.
Tutorial Materials
Tutorials are in-class worksheets guided by the findings of physics education research. Students discuss the physics in groups during class.
Classroom Interaction
Students are actively doing and discussing physics during class. Interactions occur both between students with no facilitator present, and with the facilitator who probes student thinking among the whole group.
Applied Assignments
To extend ideas covered in tutorial, students answer homework questions that make connections between concepts stressed in tutorial and quantitative skills stressed in traditional textbook problems.
Tutorial Homework
Students participating in tutorials leave class with a homework assignment designed to help them develop their conceptual understanding of the material they discussed in class.
Applied Homework
To make connections between classroom concepts and everyday life, we have developed homeworks that focus on quantum devices used in research and technology.
Evaluating Students
To emphasize the importance of conceptual understanding, one question on every examination comes directly from material emphasized in tutorial. Other questions focus on skills developed in the essay questions (e.g. relating phenomena to real-world examples). By testing those elements that we use in class, we emphasize their importance to students.
Example Course Outline
This course for engineers and physicists would appropriately be taught 4 hours per week - 3 hours of lecture and 1 hour of tutorial. Some of the topics and examples could be covered exclusively in tutorial or as part of a homework assignment.
Introduction to QM: The Experimental Base
- The photoelectric effect
- Electron diffraction
- Atomic spectra
Building the Quantum Model
- The Thomson and Rutherford models
- The Bohr model
- deBroglie waves
Wave Mechanics
- Electron dispersion relation
- The 1D Schrödinger equation
- Group and phase velocities
- Fourier transforms
- The uncertainty principle
Bound States
- Potential energy diagrams
- Infinite square well (1, 2, and 3D)
- Finite square well
- Harmonic oscillator
- Delta function
Scattering State
- Scattering at a step
- Delta function
- Barrier penetration and tunneling
Spin and Statistics
- Introduction to spin (no math)
- Fermi and Bose statistics
Quantum Models of Matter
- Double well - molecular bonding
- Multiple wells - band structures
Conductivity
- Conductors, semiconductors, insulators
- Quantum polarization (applying an external electric field)
Devices
- pn-junctions / diodes
- transistors
- MOSFETs
- SQUIDs
PhotoElectric Effect
A computer-based tutorial on the fundamental properties of the photoelectric effect. The tutorial is based on a systematic study of student understanding of the experiment. This tutorial was designed to use the Photoelectric Tutor software built in the 1990s, which is no longer available. We recommend instead using the PhET Photoelectric Effect simulation, which was inspired by the Photoelectric Tutor software. The tutorial leads to an applied homework on the photomultiplier tubes. The photomultiplier tube is based on relatively simple physics. Students build on their understanding of the photoelectric effect and electric fields and force. In the free-response exam questions, students must interpret the physics of the photoelectric effect and the effect of changes to a simple system.
- Photoelectric Effect Tutorial
- Photomultiplier Applied Homework
- Photoelectric Effect Exam Question
Research on this tutorial: R. Steinberg, G. Oberem, and L. McDermott, Development of a computer-based tutorial on the photoelectric effect, Am. J. Phys. 64 (11), 1370 (1996); R. Steinberg, M. Wittmann, L. Bao, and E. Redish, The Influence of Student Understanding of Classical Physics When Learning Quantum Mechanics, presented at the National Association for Research in Science Teaching, Boston, MA, 1999; R. Steinberg and G. Oberem, Research-based instructional software in modern physics, J. Comput. Math. Sci. Teaching 19 (2), 115 (2000); C. De Leone and G. Oberem, Toward Understanding Student Conceptions of the Photoelectric Effect, presented at the Physics Education Research Conference 2003, Madison, WI, 2003; S. McKagan, W. Handley, K. Perkins, and C. Wieman, A Research-based Curriculum for Teaching the Photoelectric Effect, Am. J. Phys. 77 (1), 87 (2009).
Wave-Particle Duality
A set of activities designed to help students go from basic wave phenomena to the subtleties of the wave and particle properties of light and matter. The tutorial is based on a systematic study of student understanding of the physics concepts. An additional handout with a photograph is required. There is also an associated pretest, homework, and two exam questions. In question 1, students answer a free response question in which they describe the effects of changes to mass and energy of particles in a two slit experiment. In question 2 (an essay question), students must describe wave and particle properties of electrons, giving evidence for each description.
- Wave-Particle Duality Tutorial
- Photograph for Wave-Particle Duality Tutorial
- Wave-Particle Duality Pretest
- Wave-Particle Duality Homework
- Wave-Particle Duality Exam Question 1
- Wave-Particle Duality Exam Question 2
Research on this tutorial: R. Steinberg, M. Wittmann, L. Bao, and E. Redish, The Influence of Student Understanding of Classical Physics When Learning Quantum Mechanics, presented at the National Association for Research in Science Teaching, Boston, MA, 1999.
Spectroscopy
A set of materials designed to help students understand the physics of spectroscopy. Students discuss difficulties with the model of revolving electrons and develop the idea of transitions between energy levels via photon emission or absorption. The tutorial homework uses the Spectroscopy Lab Suite software from Visual Quantum Mechanics which was developed in the 1990s using shockwave software and would be difficult to run with modern computers. We recommend instead using the PhET Neon Lights & Other Discharge Lamps simulation. There is also an associated pretest, homework, and two exam questions. In these similar free-response questions, students must discuss connections between experimental observation and theory, while using a model of energy level transitions.
- Spectroscopy Tutorial
- Spectroscopy Pretest
- Spectroscopy Homework
- Spectroscopy Exam Question 1
- Spectroscopy Exam Question 2
- A research presentation about this tutorial
Classical Probability
A set of activities intended to help students make the connection between classical issues of probability and quantum mechanical probabilistic interpretations.
- Classical Probability Tutorial (math focus)
- Classical Probability Tutorial (conceptual)
- Classical Probability Pretest
- Classical Probability Homework (math focus)
- Classical Probability Homework (conceptual)
Fourier Transforms and the Uncertainty Principle
An introduction to Fourier transforms and the Heisenberg Uncertainty Principle. Students use Fourier transforms to describe localized particles and develop the concepts of the uncertainty principle. The tutorial uses two specially written spreadsheet analysis tools, written in Microsoft Excel.
- Fourier Transforms Tutorial
- Fourier Transforms Pretest
- Fourier Transforms Homework
- Square Wave Excel Spreadsheet
- Wave Packet Excel Spreadsheet
Potential Energy Diagrams
A tutorial on mostly classical potential energy diagrams. Students describe potential energy diagrams and contrast classical and quantum phenomena. MBL software from Vernier and a modified MBL setup are required for the computer version of the tutorial. There is also an associated pretest, homework, and two versions of an exam question. In the exam question, students use models from class to discuss classical potential wells and the probability of finding particles in different regions of space.
- Potential Energy Tutorial (computer)
- Potential Energy Tutorial (non-computer)
- Potential Energy Pretest
- Potential Energy Homework
- Potential Energy Exam Question (mathematical)
- Potential Energy Exam Question (conceptual)
- A research presentation about this tutorial
Shape of the Wavefunction
A tutorial on understanding of wave functions based on careful interpretation of kinetic energy in the Schrödinger equation. Students build on their understanding of potential energy diagrams to discuss how energy levels affect the curvature of the wave function. There is also an associated pretest, homework, and two exam questions. In exam question 1, a multiple-choice multiple-response format question, students must choose the appropriate wave function for a variety of bound and free states. In exam question 2, students use the same reasoning to answer questions about quantum tunneling.
- Wavefunction Tutorial
- Wavefunction Pretest
- Wavefunction Homework
- Wavefunction Exam Question 1
- Wavefunction Exam Question 2
Bound State Eigenvalues
A tutorial on allowable energy levels in a potential well. Students use numerical solutions for the wave function at different energy levels to show that only certain energy levels have physically meaningful results. The tutorial uses Physlets (Java applets) that solve for the eigenvalues of different potential wells. There is also an associated pretest, homework, and an essay exam question. Students answering essay questions must reconcile seemingly contradictory elements of the physics they are learning. We have asked at least one essay question on every examination to encourage this skill in students.
- Eigenvalues Tutorial
- Eigenvalues Pretest
- Eigenvalues Homework
- Eigenvalues Exam Question
Quantum Tunneling
A lesson on quantum tunneling. This tutorial is available in a non-computer version and a version that uses the Quantum Tunneling software from Visual Quantum Mechanics which was developed in the 1990s using shockwave software and would be difficult to run with modern computers. We recommend instead using the PhET Quantum Tunneling and Wave Packets simulation. There is also an associated pretest, homework, and two exam questions. In exam question 1, students are asked both for mathematical knowledge and interpretations of the representations used in quantum tunneling questions. In exam question 2, students analyze possible wave function shapes and determine whether they match the given potential barrier.
- Tunneling Tutorial (computer)
- Tunneling Tutorial (non-computer)
- Tunneling Pretest
- Tunneling Exam Question 1
- Tunneling Exam Question 2
- A research presentation about this tutorial
Quantum Model of Polarizability
A lesson on quantum bands in a simple one-dimensional system. Students develop a quantum mechanical model of electron location in a 1-D lattice with few atoms to account for macroscopic observations of polarization in substances. The tutorial makes uses the Energy Band Creator software from Visual Quantum Mechanics and the Lattice software from CUPS, both developed in the 1990s and difficult to run with modern computers. We recommend instead using the PhET Quantum Bound States simulation.
- Polarizability Tutorial
- Polarizability Pretest
- Polarizability Homework
LEDs and QM Bands
A tutorial using light emitting diodes to discuss fundamental properties of quantum bands. Students develop the relationship between quantum bands and the light energy being shined on them. The tutorial makes use of lab equipment available at a typical electronics store. There is also an associated pretest.
- LED Tutorial
- LED Pretest
- A research presentation about this tutorial
Quantum Model of Conductivity
A tutorial, pretest, homework, and exam question on band diagrams and conductivity. Students apply concepts of energy bands to macroscopic systems and discuss the consistency of the classical Drude and quantum mechanical band diagram description of electron flow. The tutorial is based on findings about student difficulties with concepts of conductivity. The tutorial leads to an applied homework on pn-junctions and diodes. In this homework, discussing the physics of bias and one-way current in diodes provides students with a context in which to understand pn-junctions and the electronics in many of their engineering classes. The exam question is a multiple-choice-and-explain format question that helps test how students think about band diagrams.
- Quantum Conductivity Tutorial
- Quantum Conductivity Pretest
- Quantum Conductivity Homework
- PN-Junctions and Diodes Applied Homework
- Conductivity Exam Question
- A research presentation about this tutorial
Semiclassical Conductivity
A tutorial, pretest, homework, and exam question on the Drude model and conducting systems. Students analyze current in terms of electron motion to develop the idea of interactions between lattice and electrons. The tutorial is based on findings about student difficulties with concepts of conductivity. The exam question is an essay question on the use of semi-classical and band diagrams in describing physics.
- Semiclassical Conductivity Tutorial
- Semiclassical Conductivity Pretest
- Semiclassical Conductivity Homework
- Conductivity Essay Exam Question
- A research presentation about this tutorial
Essay Questions
An important component of student learning is the ability to communicate their reasoning in a variety of settings and methods. Assigning essays enables students to answer non-mathematical questions that emphasize conceptual understanding. These questions allow students to discuss concepts from many different parts of the course, including tutorials, homework, and the readings. Assigning essay questions can be adapted according to your needs. There are two philosophies for assigning essays to students.
Weekly essay assignments
In the first, students are assigned two essay questions over a weekend - one based on material learned in the previous week, the other based on reading assigned for the next Wednesday. By making the essays due before homework is due, students must read the text and started their homework before the last minute.
Daily essay assignments
(Just-In-Time Teaching (JiTT) approach)
In the second, students answer essay questions before every class, either on material discussed in the last class or on ideas that will be discussed in the coming class. This gives the instructor the ability to better match lectures to student understanding, creating a classroom environment that helps students learn more effectively.
- Example Essay Questions
Research: Modern Physics
- L. Bao and E. Redish, Understanding probabilistic interpretations of physical systems: A prerequisite to learning quantum physics, Am. J. Phys. 70 (3), 210 (2002).
- C. De Leone and G. Oberem, Toward Understanding Student Conceptions of the Photoelectric Effect, presented at the Physics Education Research Conference 2003, Madison, WI, 2003.
- S. McKagan, W. Handley, K. Perkins, and C. Wieman, A Research-based Curriculum for Teaching the Photoelectric Effect, Am. J. Phys. 77 (1), 87 (2009).
- J. Morgan and M. Wittmann, Examining the Evolution of Student Ideas About Quantum Tunneling, presented at the Physics Education Research Conference 2005, Salt Lake City, Utah, 2005.
- J. Morgan, M. Wittmann, and J. Thompson, Student Understanding of Tunneling in Quantum Mechanics: Examining Interview and Survey Results for Clues to Student Reasoning, presented at the Physics Education Research Conference 2003, Madison, WI, 2003.
- R. Scherr and M. Wittmann, The challenge of listening: The effect of researcher agenda on data collection and interpretation, presented at the Physics Education Research Conference 2002, Boise, Idaho, 2002.
- R. Steinberg and G. Oberem, Research-based instructional software in modern physics, J. Comput. Math. Sci. Teaching 19 (2), 115 (2000).
- R. Steinberg, G. Oberem, and L. McDermott, Development of a computer-based tutorial on the photoelectric effect, Am. J. Phys. 64 (11), 1370 (1996).
- R. Steinberg, M. Wittmann, L. Bao, and E. Redish, The Influence of Student Understanding of Classical Physics When Learning Quantum Mechanics, presented at the National Association for Research in Science Teaching, Boston, MA, 1999.
- M. Wittmann and J. Morgan, Understanding Data Analysis from Multiple Viewpoints: An Example from Quantum Tunneling, presented at the Physics Education Research Conference 2003, Madison, WI, 2003.
- M. Wittmann, J. Morgan, and L. Bao, Addressing Student Models of Energy Loss in Quantum Tunneling, Eur. J. Phys. 26 (6), 939 (2005).
- M. Wittmann and R. Scherr, Student Epistemological Mode Constraining Researcher Access to Student Thinking: An Example from an Interview on Charge Flow, presented at the Physics Education Research Conference 2002, Boise, Idaho, 2002.
- M. Wittmann, R. Steinberg, and E. Redish, Investigating student understanding of quantum physics: Spontaneous models of conductivity, Am. J. Phys. 70 (3), 218 (2002).