arXiv subjects

Carl E. Wieman

Publications and source records attributed to Carl E. Wieman.

10 recordsLinked to original sources

arXiv2017

Value added or misattributed? A multi-institution study on the educational benefit of labs for reinforcing physics content

Instructional labs are widely seen as a unique, albeit expensive, way to teach scientific content. We measured the effectiveness of introductory lab courses at achieving this educational goal across nine different lab courses at three very different institutions. These institutions and courses encompassed a broad range of student populations and instructional styles. The nine courses studied had two key things in common: the labs aimed to reinforce the content presented in lectures, and the labs were optional. By comparing the performance of students who did and did not take the labs (with careful normalization for selection effects), we found universally and precisely no added value to learning from taking the labs as measured by course exam performance. This work should motivate institutions and departments to reexamine the goals and conduct of their lab courses, given their resource-intensive nature. We show why these results make sense when looking at the comparative mental processes of students involved in research and instructional labs, and offer alternative goals and instructional approaches that would make lab courses more educationally valuable.

physics.ed-ph↗

arXiv2016

Examining and contrasting the cognitive activities engaged in undergraduate research experiences and lab courses

While the positive outcomes of undergraduate research experiences (UREs) have been extensively categorized, the mechanisms for those outcomes are less understood. Through lightly structured focus group interviews, we have extracted the cognitive tasks that students identify as engaging in during their UREs. We also use their many comparative statements about their coursework, especially lab courses, to evaluate their experimental physics-related cognitive tasks in those environments. We find there are a number of cognitive tasks consistently encountered in physics UREs that are present in most experimental research. These are seldom encountered in lab or lecture courses, with some notable exceptions. Having time to reflect and fix or revise, and having a sense of autonomy, were both repeatedly cited as key enablers of the benefits of UREs. We also identify tasks encountered in actual experimental research that are not encountered in UREs. We use these findings to identify opportunities for better integration of the cognitive tasks in UREs and lab courses, as well as discussing the barriers that exist. This work responds to extensive calls for science education to better develop students' scientific skills and practices, as well as calls to expose more students to scientific research.

physics.ed-ph↗

arXiv2015

Teaching Critical Thinking

The ability to make decisions based on data, with its inherent uncertainties and variability, is a complex and vital skill in the modern world. The need for such quantitative critical thinking occurs in many different contexts, and while it is an important goal of education, that goal is seldom being achieved. We argue that the key element for developing this ability is repeated practice in making decisions based on data, with feedback on those decisions. We demonstrate a structure for providing suitable practice that can be applied in any instructional setting that involves the acquisition of data and relating that data to scientific models. This study reports the results of applying that structure in an introductory physics lab course. Students in an experimental condition were repeatedly instructed to make and act on quantitative comparisons between datasets, and between data and models, an approach that is common to all science disciplines. These instructions were slowly faded across the course. After the instructions had been removed, students in the experimental condition were 12 times more likely to spontaneously propose or make changes to improve their experimental methods than a control group, who performed traditional experimental activities. They were also four times more likely to identify and explain a limitation of a physical model using their data. Students in the experimental condition also showed much more sophisticated reasoning about their data. These differences between the groups were seen to persist into a subsequent course taken the following year.

physics.ed-ph↗

arXiv2015

Seeking instructional specificity: an example from analogical instruction

Broad instructional methods like interactive engagement have been shown to be effective, but such general characterization provides little guidance on the details of how to structure the instructional materials. In this study, we seek instructional specificity by comparing two ways of using an analogy to learn a target physical principle: (i) applying the analogy to the target physical domain on a Case-by-Case basis and (ii) using the analogy to create a General Rule in the target physical domain. In the discussion sections of a large, introductory physics course (N = 231), students who sought a General Rule were better able to discover and apply a correct physics principle than students who analyzed the examples Case-by-Case. The difference persisted at a reduced level after subsequent direct instruction. We argue that students who performed Case-by-Case analyses are more likely to focus on idiosyncratic problem-specific features rather than the deep structural features. This study provides an example of investigating how the specific structure of instructional materials can be consequential for what is learned.

physics.ed-ph↗

arXiv2015

Transforming a 4th year Modern Optics Course Using a Deliberate Practice Framework

We present a study of active learning pedagogies in an upper division physics course. This work was guided by the principle of deliberate practice for the development of expertise, and this principle was used in the design of the materials and the orchestration of the classroom activities of the students. We present our process for efficiently converting a traditional lecture course based on instructor notes into activities for such a course with active learning methods. Ninety percent of the same material was covered and scores on common exam problems showed a 15 % improvement with an effect size greater than 1 after the transformation. We observe that the improvement and the associated effect size is sustained after handing off the materials to a second instructor. Because the improvement on exam questions was independent of specific problem topics and because the material tested was so mathematically advanced and broad (including linear algebra, Fourier Transforms, partial differential equations, vector calculus), we expect the transformation process could be applied to most upper division physics courses having a similar mathematical base.

physics.ed-ph↗

arXiv2015

On the Proper Use of Statistical Analyses; a Comment on "Evaluation of Colorado Learning Attitudes about Science Survey" by Douglas et al

The paper "Evaluation of Colorado Learning Attitudes about Science Survey" [1] proposes a new, much shorter, version of the CLASS based on standard factor analysis. In this comment we explain why we believe the analysis that is used is inappropriate, and the proposed modified CLASS will be measuring something quite different, and less useful, than the original. The CLASS was based on extensive interviews with students and is intended to be a formative measurement of instruction that is probing a much more complex construct and with different goals than what is handled with classic psychometrics. We are writing this comment to reiterate the value of combining techniques of cognitive science with statistical analyses as described in detail in Adams & Wieman, 2011 [2] when developing a test of expert-like thinking for use in formative assessment. This type of approach is also called for by the National Research Council in a recent report [3].

physics.ed-ph↗

arXiv2006

Formation of bright matter-wave solitons during the collapse of Bose-Einstein condensates

We observe bright matter-wave solitons form during the collapse of 85Rb condensates in a three-dimensional magnetic trap. The collapse is induced by using a Feshbach resonance to suddenly switch the atomic interactions from repulsive to attractive. Remnant condensates containing several times the critical number of atoms for the onset of instability are observed to survive the collapse. Under these conditions a highly robust configuration of solitons forms such that each soliton satisfies the condition for stability and neighboring solitons exhibit repulsive interactions.

cond-mat.other↗

arXiv2002

Atom--Molecule Coherence in a Bose-Einstein Condensate

Coherent coupling between atoms and molecules in a Bose-Einstein condensate (BEC) has been observed. Oscillations between atomic and molecular states were excited by sudden changes in the magnetic field near a Feshbach resonance and persisted for many periods of the oscillation. The oscillation frequency was measured over a large range of magnetic fields and is in excellent quantitative agreement with the energy difference between the colliding atom threshold energy and the energy of the bound molecular state. This agreement indicates that we have created a quantum superposition of atoms and diatomic molecules, which are chemically different species.

cond-mat.stat-mech↗

arXiv2001

Dynamics of collapsing and exploding Bose-Einstein condensates

We explored the dynamics of how a Bose-Einstein condensate collapses and subsequently explodes when the balance of forces governing the size and shape of the condensate is suddenly altered. A condensate's equilibrium size and shape is strongly affected by the inter-atomic interactions. Our ability to induce a collapse by switching the interactions from repulsive to attractive by tuning an externally-applied magnetic field yields a wealth of detailed information on the violent collapse process. We observe anisotropic atom bursts that explode from the condensate, atoms leaving the condensate in undetected forms, spikes appearing in the condensate wave function, and oscillating remnant condensates that survive the collapse. These all have curious dependencies on time, the strength of the interaction, and the number of condensate atoms. Although ours would seem to be a simple well-characterized system, our measurements reveal many interesting phenomena that challenge theoretical models.

cond-mat.stat-mech↗

arXiv1999

Experiments in Dilute Atomic Bose-Einstein Condensation

Both theoretical and experimental activity in BEC has expanded dramatically in the three years since the first observation of BEC in a dilute atomic gas. One is tempted to ask, why? Why is there so much interest in the field? Is this burst of activity something that could have been foreseen, in, say, 1990?

cond-mat↗