3,054,529 research outputs found
Student perspectives in quantum physics
Full text linkIntroductory courses in classical physics are promoting in students a realist perspective, made up in part by the belief that all physical properties of a system can be simultaneously specified, and thus determined at all future times. Such a perspective can be problematic for introductory quantum physics students, who must develop new framings of epistemic and ontological resources in order to properly interpret what it means to have knowledge of quantum systems. We document this evolution in student thinking in part through pre/post instruction evaluations using the CLASS attitude survey. We further characterize variations in student epistemic and ontological commitments by examining responses to an essay question, coupled with responses to supplemental quantum attitude statements. We find that, after instruction in modern physics, many students are still exhibiting a realist perspective in contexts where a quantum perspective is needed. We also find that this effect can be significantly influenced by instruction, where we observe variations for courses with differing learning goals
Interpretation in quantum physics as hidden curriculum
No full textPrior research has demonstrated how the realist perspectives of classical physics students can translate into specific beliefs about quantum phenomena when taking an introductory modern physics course. Student beliefs regarding the interpretation of quantum mechanics often vary by context, and are most often in alignment with instructional goals in topic areas where instructors are explicit in promoting a particular perspective. Moreover, students are more likely to maintain realist perspectives in topic areas where instructors are less explicit in addressing interpretive themes, thereby making such issues part of a hidden curriculum. We discuss various approaches to addressing student perspectives and interpretive themes in a modern physics course, and explore the associated impacts on student thinking
CMS physics technical design report, volume II: Physics performance
No full textCMS is a general purpose experiment, designed to study the physics of pp collisions at 14 TeV at the Large Hadron Collider (LHC). It currently involves more than 2000 physicists from more than 150 institutes and 37 countries. The LHC will provide extraordinary opportunities for particle physics based on its unprecedented collision energy and luminosity when it begins operation in 2007. The principal aim of this report is to present the strategy of CMS to explore the rich physics programme offered by the LHC. This volume demonstrates the physics capability of the CMS experiment. The prime goals of CMS are to explore physics at the TeV scale and to study the mechanism of electroweak symmetry breaking - through the discovery of the Higgs particle or otherwise. To carry out this task, CMS must be prepared to search for new particles, such as the Higgs boson or supersymmetric partners of the Standard Model particles, from the start-up of the LHC since new physics at the TeV scale may manifest itself with modest data samples of the order of a few fb-1 or less. The analysis tools that have been developed are applied to study in great detail and with all the methodology of performing an analysis on CMS data specific benchmark processes upon which to gauge the performance of CMS. These processes cover several Higgs boson decay channels, the production and decay of new particles such as Z' and supersymmetric particles, Bs production and processes in heavy ion collisions. The simulation of these benchmark processes includes subtle effects such as possible detector miscalibration and misalignment. Besides these benchmark processes, the physics reach of CMS is studied for a large number of signatures arising in the Standard Model and also in theories beyond the Standard Model for integrated luminosities ranging from 1 fb-1 to 30 fb-1. The Standard Model processes include QCD, B-physics, diffraction, detailed studies of the top quark properties, and electroweak physics topics such as the W and Z0 boson properties. The production and decay of the Higgs particle is studied for many observable decays, and the precision with which the Higgs boson properties can be derived is determined. About ten different supersymmetry benchmark points are analysed using full simulation. The CMS discovery reach is evaluated in the SUSY parameter space covering a large variety of decay signatures. Furthermore, the discovery reach for a plethora of alternative models for new physics is explored, notably extra dimensions, new vector boson high mass states, little Higgs models, technicolour and others. Methods to discriminate between models have been investigated. This report is organized as follows. Chapter 1, the Introduction, describes the context of this document. Chapters 2-6 describe examples of full analyses, with photons, electrons, muons, jets, missing E T, B-mesons and ?'s, and for quarkonia in heavy ion collisions. Chapters 7-15 describe the physics reach for Standard Model processes, Higgs discovery and searches for new physics beyond the Standard Model. © 2007 IOP Publishing Ltd
Developing tutorials for advanced physics students : processes and lessons learned
No full textSupported by the University of Colorado and NSF-CCLI grant #1023028.When education researchers describe newly developed curricular materials, they typically concentrate on the research base behind their design, and the efficacy of the final products, but do not highlight the initial stages of creating the actual materials. With the aim of providing useful information for faculty engaged in similar projects, we describe here our development of a set of in-class tutorials for advanced undergraduate electrodynamics students, and discuss factors that influenced their initial design and refinement. Among the obstacles to be overcome was the investigation of student difficulties within the short time frame of our project, and devising ways for students to engage in meaningful activities on advanced-level topics within a single 50-minute class period. We argue for a process that leverages faculty experience and classroom observations, and present several guidelines for tutorial development and implementation in upper-division physics classrooms
Quanta (Virginia Polytechnic Institute and State University. Physics Department)
No full textA semi-annual newsletter for the faculty, staff, students, alumni & friends of the Virginia Tech Physics Department
Search for new physics in events with same-sign dileptons and jets in pp collisions at ?s = 8 TeV
No full textA search for new physics is performed based on events with jets and a pair of isolated, same-sign leptons. The results are obtained using a sample of proton-proton collision data collected by the CMS experiment at a centre-of-mass energy of 8 TeV at the LHC, corresponding to an integrated luminosity of 19.5 fb-1. In order to be sensitive to a wide variety of possible signals beyond the standard model, multiple search regions defined by the missing transverse energy, the hadronic energy, the number of jets and b-quark jets, and the transverse momenta of the leptons in the events are considered. No excess above the standard model background expectation is observed and constraints are set on a number of models for new physics, as well as on the same-sign top-quark pair and quadruple-top-quark production cross sections. Information on event selection efficiencies is also provided, so that the results can be used to confront an even broader class of new physics models. [Figure not available: see fulltext.] © 2014 The Author(s)
Refined characterization of student perspectives on quantum physics
No full textThe perspectives of introductory classical physics students can often negatively influence how those students later interpret quantum phenomena when taking an introductory course in modern physics. A detailed exploration of student perspectives on the interpretation of quantum physics is needed, both to characterize student understanding of physics concepts, and to inform how we might teach traditional content. Our previous investigations of student perspectives on quantum physics have indicated they can be highly nuanced, and may vary both within and across contexts. In order to better understand the contextual and often seemingly contradictory stances of students on matters of interpretation, we interviewed 19 students from four introductory modern physics courses taught at the University of Colorado. We find that students have attitudes and opinions that often parallel the stances of expert physicists when arguing for their favored interpretations of quantum mechanics, allowing for more nuanced characterizations of student perspectives in terms of three key interpretive themes. We present a framework for characterizing student perspectives on quantum mechanics, and demonstrate its utility in interpreting the sometimes contradictory nature of student responses to previous surveys. We further find that students most often vacillate in their responses when what makes intuitive sense to them is not in agreement with what they consider to be a correct response, underscoring the need to distinguish between the personal and the public perspectives of introductory modern physics students.Peer reviewe
Quanta (Virginia Polytechnic Institute and State University. Physics Department)
No full textAn annual newsletter for the faculty, staff, students, alumni & friends of the Virginia Tech Physics Department
Quanta (Virginia Polytechnic Institute and State University. Physics Department)
Full text linkAn annual newsletter for the faculty, staff, students, alumni & friends of the Virginia Tech Physics Department
Quanta (Virginia Polytechnic Institute and State University. Physics Department)
No full textAn annual newsletter for the faculty, staff, students, alumni & friends of the Virginia Tech Physics Department
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