Targeted Interactive Software for Teaching Quantum Concepts in Multiple Educational Environments

Presented by: Peter Garik
garik@bu.edu
School of Education, Boston University

http://quantumconcepts.bu.edu

Collaborating Team

Alan Crosby, Dan Dill, Alexander Golger, and Morton Z. Hoffman
Department of Chemistry, Boston University

Paul Horwitz
The Concord Consortium

Charles L. Hurwitz
Newton South High School

 

Project Funded by the U.S. Department of Education

Fund for the Improvement of Post Secondary Education (FIPSE)

 

 

 

 

 

 

 

 

I. Overarching Goal

Provide an environment in which students can ask and answer the questions much as a scientist would. These questions may be those that are intended by the materials designer or the questions that arise for the student in the process of the intended investigation.

 

Our prinicipal interest is in introducing students to quantum concepts as the foundation for the material world around them. However, this presentation will focus on a description of the technology that we use with the content for illustration of design and delivery issues.

To learn more about the teaching of quantum concepts, please attend our workshop and/or the symposium we have organized. These are as follows:

Workshop W34, 2112 Gilman Hall, Monday, July 19, 2 – 5 PM: Visualizing and Exploring Quantum Concepts with Interactive Computer Software.

Symposium S474 – S478, S571 – S574, Scheman 150/154, Wednesday, July 19, 9:25 AM – 12:20 PM, 1:30 PM – 3:30 PM: Teaching Quantum Concepts in Chemistry: Why? When? How?

 

 

 

 


II. Different Paradigms for Interactive Software Development

A. The Application as the Instructional Environment: Applications are programs with broad functionality

Launch Atomic Explorer and Explore Advantages and Problems

  1. Select carbon 2px
  2. Display Control Panel
  3. Control brightness
  4. Display isosurface
  5. Change cube size
  6. Change voxel number
  7. Display 2s orbital
  8. Display 2s isosurface and zoom in


Each of these uses of The Atomic Explorer Application requires the student to engage in manipulations of the representation. These manipulations invoke physical principles that may distract the student from the principal learning objectives. Indeed, we believe that the student should explore the meaning of varying the representation but not right away.


B. An Alternate Paradigm: Gradual Release of Functionality to the Student with Textual Scaffolding

PedagogicaTM is a software authoring environment that supports the programming of activities that combine:

1. Java components for visualization

2. Text regions for student scaffolding and responses

3. Automatic updating of software over the Web

4. Automatic Web logging of student responses for assessment of students' progress

5. Automatic Web logging of student responses for formative evaluation of the computer module

a. class list

b. student responses

c. details of student activity

 

 

C. An Example of Using Pedagogica: Oscillating Dipoles

1. Multiple Java components

2. As student progresses, options increase

3. Data-based requiring the student to link quantum concepts with experiment

4. A new activity means that we, the developers, need detailed data on usage

5. Intended for use either by individual students or by groups

 

Walk Through of the Oscillating Dipole Activity

What we saw:

1. Node Oscillations1: An integration of multiple Java components

a. The Spectrum Display

b. The Orbital Display

c. Oscillating Field Display Linked to the Spectrum Display

d. Time Scale Controller Linked to the Oscillating Field

e. Timer

 

2. The Java components are reused

a. The Spectrum Display is from the QSAD and Project LITE Spectrum Explorer. It relies on NIST data.

b. The Orbital Display, Time Scale Controller, and Phasor Display are from the Time Dependent Wave Function Activity

c. The text response fields are components of Pedagogica

 

3. Students are required to

a. Analyze experimental data

b. Reflect and respond throughout the activity

c. Review and reuse prior knowledge

 

III. Different Paradigms for Instruction

A. Individual student assignments

1. Web based
2. Performance data logged for assessment
3. Activity designed to scaffold sole user
4. Potentially a long assignment
5. Windows are printable for student notes
6. Usable by large classes (tested so far with 130)

B. Group Learning: Peer Led Team Learning (PLTL)

1. Web based -- accessible to all team members (both positive and negative issue)
2. Challenging inquiry based activities
3. Teams can log in as a group
4. Performance data is logged for assessment
5. Probably appropriate for Process Oriented Guided Inquiry Learning (POGIL)

 

 

IV. Quantum Concepts Through Visualization and Investigation

A. Example 1: Charged Hydrogen-Like Atoms

B. Example 2: Time Dependent Wave Functions

 

 

Final Pitch

To learn more about the teaching of quantum concepts, please attend our workshop and/or the symposium we have organized. These are as follows:

 

Workshop W34, 2112 Gilman Hall, Monday, July 19, 2 – 5 PM

Visualizing and Exploring Quantum Concepts with Interactive Computer Software

 

Symposium:

Teaching Quantum Concepts in Chemistry: Why? When? How?

Scheman 150/154,

Wednesday, July 19,

9:25 AM – 12:20 PM, 1:30 PM – 3:30 PM