The role of sign in students' modeling of scalar equations

We describe students revising the mathematical form of physics equations to match the physical situation they are describing, even though their revision violates physical laws. In an unfamiliar air resistance problem, a majority of students in a sophomore level mechanics class at some point wrote Newton's Second Law as F = -ma; they were using this form to ensure that the sign of the force pointed in a direction consistent with the chosen coordinate system while assuming that some variables have only positive value. We use one student's detailed explanation to suggest that students' issues with variables are context-dependent, and that much of their reasoning is useful for productive instruction.Comment: 5 pages, 1 figure, to be published in The Physics Teache

Using resource graphs to represent conceptual change

We introduce resource graphs, a representation of linked ideas used when reasoning about specific contexts in physics. Our model is consistent with previous descriptions of resources and coordination classes. It can represent mesoscopic scales that are neither knowledge-in-pieces or large-scale concepts. We use resource graphs to describe several forms of conceptual change: incremental, cascade, wholesale, and dual construction. For each, we give evidence from the physics education research literature to show examples of each form of conceptual change. Where possible, we compare our representation to models used by other researchers. Building on our representation, we introduce a new form of conceptual change, differentiation, and suggest several experimental studies that would help understand the differences between reform-based curricula.Comment: 27 pages, 14 figures, no tables. Submitted for publication to the Physical Review Special Topics Physics Education Research on March 8, 200

Kerncraft: A Tool for Analytic Performance Modeling of Loop Kernels

Achieving optimal program performance requires deep insight into the interaction between hardware and software. For software developers without an in-depth background in computer architecture, understanding and fully utilizing modern architectures is close to impossible. Analytic loop performance modeling is a useful way to understand the relevant bottlenecks of code execution based on simple machine models. The Roofline Model and the Execution-Cache-Memory (ECM) model are proven approaches to performance modeling of loop nests. In comparison to the Roofline model, the ECM model can also describes the single-core performance and saturation behavior on a multicore chip. We give an introduction to the Roofline and ECM models, and to stencil performance modeling using layer conditions (LC). We then present Kerncraft, a tool that can automatically construct Roofline and ECM models for loop nests by performing the required code, data transfer, and LC analysis. The layer condition analysis allows to predict optimal spatial blocking factors for loop nests. Together with the models it enables an ab-initio estimate of the potential benefits of loop blocking optimizations and of useful block sizes. In cases where LC analysis is not easily possible, Kerncraft supports a cache simulator as a fallback option. Using a 25-point long-range stencil we demonstrate the usefulness and predictive power of the Kerncraft tool.Comment: 22 pages, 5 figure

Addressing student models of energy loss in quantum tunnelling

We report on a multi-year, multi-institution study to investigate student reasoning about energy in the context of quantum tunnelling. We use ungraded surveys, graded examination questions, individual clinical interviews, and multiple-choice exams to build a picture of the types of responses that students typically give. We find that two descriptions of tunnelling through a square barrier are particularly common. Students often state that tunnelling particles lose energy while tunnelling. When sketching wave functions, students also show a shift in the axis of oscillation, as if the height of the axis of oscillation indicated the energy of the particle. We find inconsistencies between students' conceptual, mathematical, and graphical models of quantum tunnelling. As part of a curriculum in quantum physics, we have developed instructional materials to help students develop a more robust and less inconsistent picture of tunnelling, and present data suggesting that we have succeeded in doing so.Comment: Originally submitted to the European Journal of Physics on 2005 Feb 10. Pages: 14. References: 11. Figures: 9. Tables: 1. Resubmitted May 18 with revisions that include an appendix with the curriculum materials discussed in the paper (4 page small group UW-style tutorial

Continuous transition between decagonal quasicrystal and approximant by formation and ordering of out-of-phase domains

The transformation between a quasicrystal and an orthorhombic approximant is studied at the nominal composition Al72.7Ni8.3Co19 by electron diffraction and high-resolution transmission electron microscopy. A series of transition states indicating a continuous transformation is monitored. First, the material transforms to a single-oriented one-dimensional quasicrystal. In the course of this process out-of-phase domains are formed. The approximant results from ordering of these domains to a periodic structure

Device calibration impacts security of quantum key distribution

Characterizing the physical channel and calibrating the cryptosystem hardware are prerequisites for establishing a quantum channel for quantum key distribution (QKD). Moreover, an inappropriately implemented calibration routine can open a fatal security loophole. We propose and experimentally demonstrate a method to induce a large temporal detector efficiency mismatch in a commercial QKD system by deceiving a channel length calibration routine. We then devise an optimal and realistic strategy using faked states to break the security of the cryptosystem. A fix for this loophole is also suggested.Comment: 4 pages + 1 page of supplementary information. Considerable modification of Eve's attack strategy and QBER minimization technique. All figures have also been improve

Understanding and Affecting Student Reasoning About Sound Waves

Student learning of sound waves can be helped through the creation of group-learning classroom materials whose development and design rely on explicit investigations into student understanding. We describe reasoning in terms of sets of resources, i.e. grouped building blocks of thinking that are commonly used in many different settings. Students in our university physics classes often used sets of resources that were different from the ones we wish them to use. By designing curriculum materials that ask students to think about the physics from a different view, we bring about improvement in student understanding of sound waves. Our curriculum modifications are specific to our own classes, but our description of student learning is more generally useful for teachers. We describe how students can use multiple sets of resources in their thinking, and raise questions that should be considered by both instructors and researchers.Comment: 23 pages, 4 figures, 3 tables, 28 references, 7 notes. Accepted for publication in the International Journal of Science Educatio

Graduate Quantum Mechanics Reform

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 present a new assessment tool, the Graduate Quantum Mechanics Conceptual Survey, and further testing of a previously developed assessment tool, the Quantum Mechanics Conceptual Survey. We find that graduate students respond well to research-based techniques that have been tested mainly in introductory courses, and that they learn much of the new content introduced in each version of the course. We also find that students' ability to answer conceptual questions about graduate quantum mechanics is highly correlated with their ability to solve calculational problems on the same topics. In contrast, we find that students' understanding of basic undergraduate quantum mechanics concepts at the modern physics level is not improved by instruction at the graduate level.Comment: accepted to American Journal of Physic

Reinventing College Physics for Biologists: Explicating an epistemological curriculum

The University of Maryland Physics Education Research Group (UMd-PERG) carried out a five-year research project to rethink, observe, and reform introductory algebra-based (college) physics. This class is one of the Maryland Physics Department's large service courses, serving primarily life-science majors. After consultation with biologists, we re-focused the class on helping the students learn to think scientifically -- to build coherence, think in terms of mechanism, and to follow the implications of assumptions. We designed the course to tap into students' productive conceptual and epistemological resources, based on a theoretical framework from research on learning. The reformed class retains its traditional structure in terms of time and instructional personnel, but we modified existing best-practices curricular materials, including Peer Instruction, Interactive Lecture Demonstrations, and Tutorials. We provided class-controlled spaces for student collaboration, which allowed us to observe and record students learning directly. We also scanned all written homework and examinations, and we administered pre-post conceptual and epistemological surveys. The reformed class enhanced the strong gains on pre-post conceptual tests produced by the best-practices materials while obtaining unprecedented pre-post gains on epistemological surveys instead of the traditional losses.Comment: 35 pages including a 15 page appendix of supplementary material

Preliminary results of passive microwave snow experiment during February and March 1978

The purpose of the experiment was to determine if remote microwave sensing of snowpack data could be used to predict runoff, thereby allowing more efficient management of the water supply. A four-frequency microwave radiometer system was attached to a truck-mounted aerial lift and was used to gather data on snowpacks at three different sites in the Colorado Rocky Mountains. Ground truth data measurements (density, temperature, grain size, hardness, and free-liquid water content) were taken at each site corresponding to each microwave scan