Refined Characterization of Student Perspectives on Quantum Physics

The perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of physics concepts, and to inform how we might teach traditional content. Our previous investigations of student perspectives on quantum physics have indicated they can be highly nuanced, and may vary both within and across contexts. In order to better understand the contextual and often seemingly contradictory stances of students on matters of interpretation, we interviewed 19 students from four introductory modern physics courses taught at the University of Colorado. We find that students have attitudes and opinions that often parallel the stances of expert physicists when arguing for their favored interpretations of quantum mechanics, allowing for more nuanced characterizations of student perspectives in terms of three key interpretive themes. We present a framework for characterizing student perspectives on quantum mechanics, and demonstrate its utility in interpreting the sometimes-contradictory nature of student responses to previous surveys. We further find that students most often vacillate in their responses when what makes intuitive sense to them is not in agreement with what they consider to be a correct response, underscoring the need to distinguish between the personal and the public perspectives of introductory modern physics students.Comment: 24 pages, 31 references, 1 Appendix (5 pages

Interpretive Themes in Quantum Physics: Curriculum Development and Outcomes

A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our prior work has shown that student perspectives on the physical interpretation of quantum mechanics can be characterized, and are differentially influenced by the myriad ways instructors approach interpretive themes in their introductory courses. We report how a transformed modern physics curriculum (recently implemented at the University of Colorado) has positively impacted student perspectives on quantum physics, by making questions of classical and quantum reality a central theme of the course, but also by making the beliefs of students (and not just those of scientists) an explicit topic of discussion.Comment: Supporting materials available at http://tinyurl.com/baily-dissertatio

Kissing numbers and transference theorems from generalized tail bounds

We generalize Banaszczyk's seminal tail bound for the Gaussian mass of a lattice to a wide class of test functions. From this we obtain quite general transference bounds, as well as bounds on the number of lattice points contained in certain bodies. As applications, we bound the lattice kissing number in $\ell_p$ norms by $e^{(n+ o(n))/p}$ for $0 < p \leq 2$, and also give a proof of a new transference bound in the $\ell_1$ norm.Comment: Previous title: "Generalizations of Banaszczyk's transference theorems and tail bound

Learning to Generate Compositional Color Descriptions

The production of color language is essential for grounded language generation. Color descriptions have many challenging properties: they can be vague, compositionally complex, and denotationally rich. We present an effective approach to generating color descriptions using recurrent neural networks and a Fourier-transformed color representation. Our model outperforms previous work on a conditional language modeling task over a large corpus of naturalistic color descriptions. In addition, probing the model's output reveals that it can accurately produce not only basic color terms but also descriptors with non-convex denotations ("greenish"), bare modifiers ("bright", "dull"), and compositional phrases ("faded teal") not seen in training.Comment: 6 pages, 4 figures, 3 tables. EMNLP 201

Learning the Preferences of Ignorant, Inconsistent Agents

An important use of machine learning is to learn what people value. What posts or photos should a user be shown? Which jobs or activities would a person find rewarding? In each case, observations of people's past choices can inform our inferences about their likes and preferences. If we assume that choices are approximately optimal according to some utility function, we can treat preference inference as Bayesian inverse planning. That is, given a prior on utility functions and some observed choices, we invert an optimal decision-making process to infer a posterior distribution on utility functions. However, people often deviate from approximate optimality. They have false beliefs, their planning is sub-optimal, and their choices may be temporally inconsistent due to hyperbolic discounting and other biases. We demonstrate how to incorporate these deviations into algorithms for preference inference by constructing generative models of planning for agents who are subject to false beliefs and time inconsistency. We explore the inferences these models make about preferences, beliefs, and biases. We present a behavioral experiment in which human subjects perform preference inference given the same observations of choices as our model. Results show that human subjects (like our model) explain choices in terms of systematic deviations from optimal behavior and suggest that they take such deviations into account when inferring preferences.Comment: AAAI 201

Teaching Quantum Interpretations: Revisiting the goals and practices of introductory quantum physics courses

Most introductory quantum physics instructors would agree that transitioning students from classical to quantum thinking is an important learning goal, but may disagree on whether or how this can be accomplished. Although (and perhaps because) physicists have long debated the physical interpretation of quantum theory, many instructors choose to avoid emphasizing interpretive themes; or they discuss the views of scientists in their classrooms, but do not adequately attend to student interpretations. In this synthesis and extension of prior work, we demonstrate: (1) instructors vary in their approaches to teaching interpretive themes; (2) different instructional approaches have differential impacts on student thinking; and (3) when student interpretations go unattended, they often develop their own (sometimes scientifically undesirable) views. We introduce here a new modern physics curriculum that explicitly attends to student interpretations, and provide evidence-based arguments that doing so helps them to develop more consistent interpretations of quantum phenomena, more sophisticated views of uncertainty, and greater interest in quantum physics.Comment: 14 pages, 11 figures; submitted to PRST-PER: Focused Collection on Upper-Division PER. arXiv admin note: text overlap with arXiv:1409.849

The Evolving Role of Citizens in United States-Canadian International Environmental Law Compliance

Citizen participation is critical in environmental law compliance. While citizens often have a major role in advancing compliance with domestic environmental law, citizens have historically had a much more limited role in international environmental law. However, a new model is emerging in North America. The role of citizens in United States-Canadian international environmental law compliance has expanded greatly over the past several decades. Beginning in the 1970s with increased public participation in binational governance agreements and expanding in the past two decades to formal roles in monitoring implementation of international environmental agreements, citizen participation is now central to the United States-Canadian international environmental legal regime