C. Manogue, P. Siemens, J. Tate, K. Browne, M. Niess, and A. Wolfer, Am. J. Phys., 69 (9), 978-990 (2001).
We describe a new curriculum for the final two years of a B.S. program in Physics. Case studies in the junior year provide concrete examples or Paradigms as pillars to support…
C. Kautz, P. Heron, M. Loverude, and L. McDermott, Am. J. Phys., 73 (11), 1055-1063 (2005).
Our findings from a long-term investigation indicate that many students cannot properly interpret or apply the ideal gas law after instruction in introductory physics and chemistry…
S. McKagan, K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, and C. Wieman, Am. J. Phys., 76 (4), 406-417 (2008).
Quantum mechanics is difficult to learn because it is counter-intuitive, hard to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project,…
P. Emigh, G. Passante, and P. Shaffer, PERC 2013 Proceedings, 137-140.
The Physics Education Group at the University of Washington is examining student understanding of blackbody radiation. Results from interviews and questions administered in sophomore…
C. Singh, Am. J. Phys., 76 (4), 400-405 (2008).
We discuss the development and evaluation of quantum interactive learning tutorials (QuILTs), which are suitable for undergraduate courses in quantum mechanics. QuILTs are based on…
A. Kohnle, D. Cassettari, T. Edwards, C. Ferguson, A. Gillies, C. Hooley, N. Korolkova, J. Llama, and B. Sinclair, Am. J. Phys., 80 (2), 148-148 (2012).
We describe a collection of interactive animations and visualizations for teaching quantum mechanics. The animations can be used at all levels of the undergraduate curriculum. Each…
