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David G. Wu

Publications and source records attributed to David G. Wu.

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Computing spectral shifts for Johannsen-Psaltis black holes

The growing number of gravitational wave (GW) detections and the increasing sensitivity of GW detectors have enabled precision tests of General Relativity (GR) in the strong-field regime. The recent observation of multiple quasinormal modes (QNMs) in GW250114 marks a major advance for observational black hole spectroscopy. This clear signal, together with the growing number of GW detections, highlights the need for accurate predictions of QNM spectra in beyond-GR theories in order to carry out precision searches for new physics. In this work, we continue to lay the foundation for such predictions using a modified Teukolsky formalism in conjunction with the eigenvalue perturbation method. We compute the spectral shifts of slowly rotating Johannsen-Psaltis black holes for $2 \leq \ell \leq 10$, all $m$, and overtones $n = 0, 1, 2$, and confirm the large-$\ell$ behavior of the modes by comparing with the WKB approximation. We find that these black holes admit definite-parity modes but break the isospectrality between even- and odd-parity QNMs at all spins, and that the shifts depend linearly on $m$ for slow spins. We further derive a general parity condition that any beyond-GR modification to the metric must satisfy to support definite-parity modes, providing new insights into isospectrality breaking and parity structure in gravitational perturbations.

gr-qc

Not engaging with problems in the lab: Students' navigation of conflicting data and models

With the adoption of instructional laboratories (labs) that require students to make their own decisions, there is a need to better understand students' activities as they make sense of their data and decide how to proceed. In particular, understanding when students do not engage productively with unexpected data may provide insights into how to better support students in more open-ended labs. We examine video and audio data from groups within a lab session where students were expected to find data inconsistent with the predictions of two models. In prior work, we examined the actions of the four groups that productively grapple with this designed problem. Here, we analyze the engagement of the three groups that do not. We conducted three phases of analysis: 1) documenting large scale behaviors and time spent in on-topic discussion, 2) analyzing interactions with the teaching assistant, and 3) identifying students' framing--their expectations for what is taking place--when they were discussing their data. Our Phase 1 and 2 analysis show only minor differences between the groups that engaged with the problem and those that did not. Our Phase 3 analysis demonstrated that the groups that did not engage with the problem framed the lab activity as about confirming a known result or as a series of hoops to jump through to fulfill assignment requirements. Implications for instruction include supporting teaching assistants to attend to students' framing and agency within laboratory classrooms.

physics.ed-ph