Session J8: Physics Education Research in Upper-division Physics Courses

Using research to enhance student learning in intermediate mechanics

For many undergraduate physics majors the sophomore/junior level course in intermediate mechanics represents their first step beyond the introductory sequence. Over the past several years research has shown that intermediate mechanics students often encounter conceptual and reasoning difficulties similar to those that arise at the introductory level. Many difficulties suggest deeply-seated alternate conceptions, while others suggest loosely or spontaneously connected intuitions. Furthermore, students often do not connect the physics to the more sophisticated mathematics they are expected to use. This presentation will highlight results from research conducted at Grand Valley State University, the University of Maine (by co-PI Michael Wittmann) and pilot sites in the \textit{Intermediate Mechanics Tutorials} project. These results, taken from the analysis of pretests (ungraded quizzes), written exams, and classroom observations, will illustrate specific student difficulties as well as examples of guided-inquiry teaching strategies that appear to address these difficulties. (Supported by NSF grants DUE-0441426 and DUE-0442388.)   

A Research-Based Approach to Transforming Upper-Division Electricity \& Magnetism

We present research on transforming an upper-division undergraduate electricity and magnetism course using principles of active engagement and learning theory. We build on a systematic investigation of student learning difficulties, with the goal of developing useful curricular materials and suggestions for effective teaching practices. We observe students in classroom, help-session, and interview settings, and analyze their written work. To assess student learning, we have developed and validated a conceptual instrument, the CUE (Colorado Upper-division Electrostatics) diagnostic. We collaborate with faculty to establish learning goals, and have constructed a bank of clicker questions, tutorials, homeworks, and classroom activities. We find that students in the transformed courses exhibit improved performance over the traditional course, as assessed by common exam questions and the CUE, but there is still much work to be done. Our work underlines the need for further research on the nature of student learning and appropriate instructional interventions at the upper division.   

Investigating student understanding in an upper-division analog electronics course

The Physics Education Group at the University of Washington has recently begun an in-depth investigation of student understanding of analog electronics. As part of this investigation, we have been examining student learning in an upper-division laboratory course on this subject. In particular, we have administered written questions on fundamental electric circuits concepts (typically covered in introductory physics courses) and on canonical topics in analog electronics (e.g., filters, diodes, transistors, and operational amplifiers). Drawing on the results from such questions, we are investigating the impact of the analog electronics course on student conceptual understanding. Specific examples will be used to illustrate how the findings from this investigation have implications for instruction in both introductory and upper-division courses.   

Research on Student Learning of Upper-Level Thermal and Statistical Physics

Within the last decade, physics education researchers have begun to extend the tools and methods used at the introductory level to conduct systematic investigations of student learning of thermal and statistical physics in the upper division. Most research in thermodynamics has focused on student ideas about the first and second laws and the associated concepts (e.g., work, heat, entropy). Several studies yield insights about broader ideas, such as state functions. Research in statistical physics has focused on the concepts underlying multiplicity and related ideas in probability. Research has identified a number of conceptual difficulties with varied degrees of persistence, some of which are consistent with findings at the introductory level. Some investigations further probe connections between physics and relevant mathematics concepts in these areas, including student interpretation of canonical representations such as pressure-volume (P-V) diagrams. Results from research are guiding the development of curricular materials in order to address several known difficulties.   

Improving students' understanding of quantum mechanics

Learning quantum mechanics is especially challenging, in part due to the abstract nature of the subject. We have been conducting investigations of the difficulties that students have in learning quantum mechanics. To help improve student understanding of quantum concepts, we are developing quantum interactive learning tutorials (QuILTs) as well as tools for peer-instruction. The goal of QuILTs and peer-instruction tools is to actively engage students in the learning process and to help them build links between the formalism and the conceptual aspects of quantum physics without compromising the technical content. They focus on helping students integrate qualitative and quantitative understanding, confront and resolve their misconceptions and difficulties, and discriminate between concepts that are often confused. In this talk, I will give examples from my research in physics education of how students' prior knowledge relevant for quantum mechanics can be assessed, and how learning tools can be designed to help students develop a robust knowledge structure and critical thinking skills.