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Michelle Wu

Publications and source records attributed to Michelle Wu.

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Optically accessible high-finesse millimeter-wave resonator for cavity quantum electrodynamics with atom arrays

Cavity quantum electrodynamics (QED) is a powerful tool in quantum science, enabling preparation of non-classical states of light and scalable entanglement of many atoms coupled to a single field mode. While the most coherent atom-photon interactions have been achieved using superconducting millimeter-wave cavities coupled to Rydberg atoms, these platforms so far lack the optical access required for trapping and addressing individual atomic qubits. We present a millimeter-wave Fabry-P\'erot cavity with finesse $5.8(1) \times 10^7$ at a temperature of 1 K providing generous transverse optical access (numerical aperture 0.56). Conflicting goals of strong atom-photon coupling and optical access motivate a near-confocal geometry. Close to confocality, however, post-paraxial corrections to the cavity spectrum introduce unexpected degeneracies between transverse modes, leading to excess cavity loss. Modeling these corrections allows for tuning the cavity geometry to evade this loss, producing a high finesse that will enable cavity QED experiments with trapped atoms deep in the strong coupling regime.

quant-ph

Striving for Authentic and Sustained Technology Use In the Classroom: Lessons Learned from a Longitudinal Evaluation of a Sensor-based Science Education Platform

Technology integration in educational settings has led to the development of novel sensor-based tools that enable students to measure and interact with their environment. Although reports from using such tools can be positive, evaluations are often conducted under controlled conditions and short timeframes. There is a need for longitudinal data collected in realistic classroom settings. However, sustained and authentic classroom use requires technology platforms to be seen by teachers as both easy to use and of value. We describe our development of a sensor-based platform to support science teaching that followed a 14-month user-centered design process. We share insights from this design and development approach, and report findings from a 6-month large-scale evaluation involving 35 schools and 1245 students. We share lessons learnt, including that technology integration is not an educational goal per se and that technology should be a transparent tool to enable students to achieve their learning goals.

cs.HC