Activity-Based Tutorials

Home | Volume 1: Intro | Volume 2: Modern
Understanding How Students Learn | Teacher's Guide

M.C. Wittmann, R.N. Steinberg, E.F. Redish and the University of Maryland Physics Education Research Group

Volume 2: Moden Physics

Overview
Classroom Materials
Software
Videos
Exam Questions
Essay Questions

Course Overview

Learning elementary quantum physics is of growing importance for science and engineering students. Quantum technology is the technology of the present and of the future. However, for most undergraduate science and engineering students, quantum physics as it is typically taught is a barrier to future work. Most quantum courses still focus on an axiomatic approach whose relevance to the real world is obscure and where little attention is paid to what or how students actually learn.

Our materials are designed to integrate curriculum, software, and instructional strategies in modern physics / quantum mechanics. We have designed a course based concetpual learning

Additional Information:
Course Philosophy

Example Course Outline
Summary of Classroom Materials

Resources for Instructors

This web site is deisgned to provide a set of resources for instructors of introductory quantum mechanics or modern physics who are teaching either physicists or other scientists and engineers. The resources are divided into three areas.

  • a set of physics education research papers and documents that give perspectives on how students learn physics in general and quantum mechanics in particular. (more info)
  • a set of classroom materials. These materials are not intended to stand alone, but rather to serve as adaptable curricula that supplement traditional or innovative classes. (more info)
  • an overview of classroom teaching strategies that we have found to be effective at many levels. (more info)

 

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We are grateful to the National Science Foundation (grants DUE 9652877 and DUE 9455561) and the Fund for the Improvement of Post Secondary Education (FIPSE grants 116B70186 and 116B000300) for partial funding support. Additional support has been provided by The University of Maryland, The University of Maine, and the City College of New York.