arXiv subjects

Colin G. West

Publications and source records attributed to Colin G. West.

9 recordsLinked to original sources

arXiv2025

Leveraging generative artificial intelligence for simulation-based physics experiments: A new approach to virtual learning about the real world

This study investigates the impact of a novel application of generative artificial intelligence (AI) in physics instruction: engaging students in prompting, refining, and validating AI-constructed simulations of physical phenomena. In a second-semester physics course for life science majors, we conducted a comparative study of three instructional approaches in a laboratory focused on electric potentials: (i) students using physical equipment, (ii) students using a prebuilt simulator, and (iii) students using AI to generate a simulation. We found significant group differences in performance on conceptual assessments of the laboratory content (η^2 = 0.359). Post-hoc analysis showed that students in both the AI-generated and prebuilt simulation conditions scored significantly higher on the conceptual assessments than students in the physical equipment condition. Students in these groups also reported more favorable perceptions of the learning experience. Finally, this preliminary study highlights opportunities for developing students' modeling skills through the processes of designing, refining, and validating AI-generated simulations.

physics.ed-ph↗

arXiv2025

Landscape of Quantum Information Science and Engineering Education: From Physics Foundations to Interdisciplinary Frontiers

Quantum Information Science and Engineering (QISE) is rapidly gaining interest from those within many disciplines and higher education needs to adapt to the changing landscape. Although QISE education still has a strong presence and roots in physics, the field is becoming increasingly interdisciplinary. There is a need to understand the presence of QISE instruction and quantum-related instruction across all disciplines in order to figure out where QISE education is already happening and where it could be expanded. Although there is recent work that characterizes introductory QISE courses, there is no holistic picture of the landscape of QISE and quantum-related education in the United States. We analyzed course catalogs from 1,456 U.S. institutions. We found 61 institutions offering QISE degree programs, mostly at PhD-granting schools, with physics, electrical and computer engineering (ECE), and computer science(CS) as their primary contributors . Across all institutions, we identified over 8,000 courses mentioning 'quantum,' but about one-third of institutions in our study had none. We also found over 500 dedicated QISE courses, concentrated in PhD-granting institutions, primarily in physics, ECE, and CS. Physics leads in offering both general quantum-related ($\sim$4,700) and QISE-specific ($\sim$200) courses. Across multiple disciplines, we see that QISE topics are being introduced in courses not fully dedicated to QISE, which may be a productive strategy for increasing access to QISE education. Our dataset and analysis provide the most comprehensive overview to date of quantum education across US higher education. To ensure broad access, all data are publicly available and downloadable at quantumlandscape.streamlit.app. We hope these findings will support and guide future efforts in curriculum design, workforce development, and education policy across the quantum ecosystem.

physics.ed-ph↗

arXiv2023

Coronal Heating as Determined by the Solar Flare Frequency Distribution Obtained by Aggregating Case Studies

Flare frequency distributions represent a key approach to addressing one of the largest problems in solar and stellar physics: determining the mechanism that counter-intuitively heats coronae to temperatures that are orders of magnitude hotter than the corresponding photospheres. It is widely accepted that the magnetic field is responsible for the heating, but there are two competing mechanisms that could explain it: nanoflares or Alfvén waves. To date, neither can be directly observed. Nanoflares are, by definition, extremely small, but their aggregate energy release could represent a substantial heating mechanism, presuming they are sufficiently abundant. One way to test this presumption is via the flare frequency distribution, which describes how often flares of various energies occur. If the slope of the power law fitting the flare frequency distribution is above a critical threshold, $α=2$ as established in prior literature, then there should be a sufficient abundance of nanoflares to explain coronal heating. We performed $>$600 case studies of solar flares, made possible by an unprecedented number of data analysts via three semesters of an undergraduate physics laboratory course. This allowed us to include two crucial, but nontrivial, analysis methods: pre-flare baseline subtraction and computation of the flare energy, which requires determining flare start and stop times. We aggregated the results of these analyses into a statistical study to determine that $α= 1.63 \pm 0.03$. This is below the critical threshold, suggesting that Alfvén waves are an important driver of coronal heating.

astro-ph.SR↗

arXiv2023

Advances in apparent conceptual physics reasoning in GPT-4

ChatGPT is built on a large language model trained on an enormous corpus of human text to emulate human conversation. Despite lacking any explicit programming regarding the laws of physics, recent work has demonstrated that GPT-3.5 could pass an introductory physics course at some nominal level and register something close to a minimal understanding of Newtonian Mechanics on the Force Concept Inventory. This work replicates those results and also demonstrates that the latest version, GPT-4, has reached a much higher mark in the latter context. Indeed, its responses come quite close to perfectly demonstrating expert-level competence, with a few very notable exceptions and limitations. We briefly comment on the implications of this for the future of physics education and pedagogy.

physics.ed-ph↗

arXiv2023

AI and the FCI: Can ChatGPT Project an Understanding of Introductory Physics?

ChatGPT is a groundbreaking ``chatbot"--an AI interface built on a large language model that was trained on an enormous corpus of human text to emulate human conversation. Beyond its ability to converse in a plausible way, it has attracted attention for its ability to competently answer questions from the bar exam and from MBA coursework, and to provide useful assistance in writing computer code. These apparent abilities have prompted discussion of ChatGPT as both a threat to the integrity of higher education and conversely as a powerful teaching tool. In this work we present a preliminary analysis of how two versions of ChatGPT (ChatGPT3.5 and ChatGPT4) fare in the field of first-semester university physics, using a modified version of the Force Concept Inventory (FCI) to assess whether it can give correct responses to conceptual physics questions about kinematics and Newtonian dynamics. We demonstrate that, by some measures, ChatGPT3.5 can match or exceed the median performance of a university student who has completed one semester of college physics, though its performance is notably uneven and the results are nuanced. By these same measures, we find that ChatGPT4's performance is approaching the point of being indistinguishable from that of an expert physicist when it comes to introductory mechanics topics. After the completion of our work we became aware of Ref [1], which preceded us to publication and which completes an extensive analysis of the abilities of ChatGPT3.5 in a physics class, including a different modified version of the FCI. We view this work as confirming that portion of their results, and extending the analysis to ChatGPT4, which shows rapid and notable improvement in most, but not all respects.

physics.ed-ph↗

arXiv2022

Lessons for instructor-student interactions in physics from the world of improvisational theater

A considerable share of the literature on physics education and on education more broadly focuses on the principles which should guide the design of courses and of classroom activities. In this short article I wish to place more attention on the unplanned aspects of teaching: specifically, the spontaneous interactions that occur between instructors and students in settings like office hours, recitations, and when students ask questions during lecture. Because by their nature these interactions require thinking on one's feet, and depend upon the interplay between instructor and student, they share many characteristics with improvisational theater (improv). I document three foundational principles from improv literature (active listening, "yes-and," and the "button") and describe how they relate to established principles from physics education research. I provide examples of how each principle can be used to bring solid pedagogical practices to the unstructured space of instructor-student interactions.

physics.ed-ph↗

arXiv2022

Student-created physics problems as an independent and equitable assessment tool

Traditional high-stakes summative assessments--timed, in-class exams accounting for a large percentage of the term's overall grade--have often received criticism from the educational community. Such assessments tend to prize a particular "narrow bundle of skills", and have been shown in some contexts to produce disparate outcomes between different demographic groups. Alternative low-stakes assessments have shown potential to improve student engagement and close demographic gaps. In this paper, we document our use of an alternative form of assessment, in which students were asked to create and solve a problem of their own design.

physics.ed-ph↗

arXiv2018

Global and short-range entanglement properties in excited, many-body localized spin chains

We explore the use of short-range entanglement measures, such as concurrence and negativity, and global entanglement measures such as geometric entanglement, as indicators of many-body localization (MBL) in the spectra of disordered spin systems. From the perspective of entanglement monogamy, the two types of entanglement behave oppositely in the thermalized and MBL phases. In a recent work, the concurrence of subsystems, a measure of local entanglement, was used in a study of many-body localization in a one-dimensional spin-$1/2$ system (Bera and Lakshminarayan, 2016). We show numerically that the negativity displays notably similar behavior for this system, with the advantage that it can also be extended to systems of higher local dimension. We then demonstrate this extension in practice by using it to predict the existence of an MBL phase in a disordered a spin-1 system. In terms of global entanglement, the geometric entanglement of both spin-$1/2$ and spin-1 systems is also shown to behave as a complementary indicator of the MBL phenomenon.

quant-ph↗

arXiv2016

Detection of gapped phases of a 1D spin chain with onsite and spatial symmetries

We investigate the phase diagram of a quantum spin-1 chain whose Hamiltonian is invariant under a global onsite $A_4$, translation and lattice inversion symmetries. We detect different gapped phases characterized by SPT order and symmetry breaking using matrix product state order parameters. We observe a rich variety of phases of matter characterized by a combination of symmetry breaking and symmetry fractionalization and also the interplay between the onsite and spatial symmetries. Examples of continuous phase transitions directly between topologically nontrivial SPT phases are also observed.

cond-mat.str-el↗