Post on 24-Jan-2017
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VisualisingVisualising Quantum Physics Quantum Physics using using MathematicaMathematicaTMTMgg
Andreas DewantoAndreas DewantoDepartment of Physics, Faculty of Science, National University of Singapore
S12 2 Science Drive 3 Singapore 117542S12 2 Science Drive 3, Singapore 117542Email: phyda@nus.edu.sg
B kg dB kg dBackgroundBackgroundQuantum Mechanics deals with Quantum Mechanics deals with subatomic particlessubatomic particles. It is . It is probabilistic and probabilistic and counterintuitivecounterintuitive..
It is mathematicallyIt is mathematically‐‐involved. involved.
Students have Students have difficulty appreciating and understanding difficulty appreciating and understanding Students have Students have difficulty appreciating and understanding difficulty appreciating and understanding the subject in physical sense. This leads to confusion and/or the subject in physical sense. This leads to confusion and/or loss of interest.loss of interest.loss of interest.loss of interest.
We We incorporate incorporate MathematicaMathematicaTMTM to help student to help student visualisevisualisethe subject.the subject.
M th tiM th ti TMTMMathematicaMathematicaTMTMolfram com/mathematica/
Advanced calculatorAdvanced calculator
www.wolfram.com/mathematica/
UserUser‐‐friendly (e.g. interactive userfriendly (e.g. interactive user‐‐interface, intuitive interface, intuitive d)d)command)command)
Support realSupport real‐‐time manipulation and animationtime manipulation and animationSupport realSupport real time manipulation and animationtime manipulation and animation
HighlyHighly‐‐used in research and educationused in research and education
Free for NUS students (subscribed byFree for NUS students (subscribed byth i it )th i it )the university)the university)
ExecutionExecutionExecutionExecutionWorking in pairsWorking in pairs ‐‐> encourage peer learning> encourage peer learningg pg p g p gg p g
13 weeks (1 semester)13 weeks (1 semester) ‐‐> sufficient time to complete the > sufficient time to complete the jjprojectproject
20% of final grade 20% of final grade ‐‐> significant enough for students to > significant enough for students to 20% of final grade 20% of final grade > significant enough for students to > significant enough for students to take this project seriouslytake this project seriously
Minimum instruction Minimum instruction ‐‐> encourage creativity and self> encourage creativity and self‐‐exploration. exploration.
Clear grading scheme Clear grading scheme ‐‐> students are aware of the > students are aware of the instructor’s expectationinstructor’s expectationinstructor’s expectationinstructor’s expectation
SurveySurvey ‐‐> getting feedback from the students> getting feedback from the studentsyy g gg g
Grading SchemeGrading SchemeGrading SchemeGrading SchemeClear objectiveClear objective
Differentiate the grade to encourage students to h llchallenge themselves
Minimum deliverables are expected
Survey Question 1Survey Question 1Survey Question 1Survey Question 1(l ) ( ) ld h iFrom 1 (least) to 5 (most), How would you rate the im‐
portance and relevancy of programming/ computingskill for 21st century physicists?
Average score: 4.24
•Most respondents probably agree that that compu‐ting is an important and relevant skill to acquire ting is an important and relevant skill to acquire.
• Students are frustrated over syntax, logical error and optimization problemoptimization problem
•MathematicaTM is used frequently in lecture and ltutorial
Survey Question 2Survey Question 2Survey Question 2Survey Question 2H fi i t t ti / i kill i How proficient your computation/programming skill is prior to this project?
Zero (20%)Zero (20%)
Close to zero (36%)
Average (16%)
Alright (24%)
Superb (4%)
Survey Question 3Survey Question 3Survey Question 3Survey Question 3How would you say about your experience going How would you say about your experience going through this MathematicaTM project?
Excellent. I learned a lot from this exposure (32%)It is hard but it is worth It is hard but it is worth the time (44%)
Indifferent. I learn it because I am required to (4%)(4 )
It is frustrating. I prefer tests (20%)
Survey Question 4Survey Question 4Survey Question 4Survey Question 4Will you ever consider of using MathematicaTM (or anyy f g ( yother computational software, in general) again tohelp you in your study/ research/ teaching/ work inhelp you in your study/ research/ teaching/ work infuture?
Definitely (48%)
Well, perhaps. I do not mind (36%)not mind (36%)
Yes, but only if it is a must (12%)
No. Thanks but no (4%)
Survey Question 5Survey Question 5Survey Question 5Survey Question 5F (l t) t ( t) h th i t d ti fFrom 1 (least) to 10 (most), has the introduction ofMathematicaTM has somewhat been useful to help youunderstand/appreciate and visualise Quantum Physicssystem better?y
Average score: 7.84g 7 4
• Student understand the course “better”Student understand the course better•We do not have pre‐test/post‐test to judge how m ch “better”?much “better”?
• Student has visual grasp of the subject, leading to better appreciation of the subject
ConclusionsConclusionsConclusionsConclusionsS d h i i i l l d hi S d h i i i l l d hi Students may have initial reluctance to adopt this Students may have initial reluctance to adopt this project. This may also be caused by their frustration project. This may also be caused by their frustration i l i g fti l i g ftin learning new software.in learning new software.
Students have benefitted from the project.Students have benefitted from the project.Students have benefitted from the project.Students have benefitted from the project.
Students are willing to use the skill beyond this Students are willing to use the skill beyond this course. course.
Computing skill is relevant in the future Computing skill is relevant in the future Computing skill is relevant in the future. Computing skill is relevant in the future.
True understanding? More thorough study in future.True understanding? More thorough study in future.g g yg g y