Development, validation and in-class evaluation of a sequence of clicker questions on Larmor precession of spin in quantum mechanics

Abstract

Engaging students with well-designed clicker questions is one of the commonly used research-based instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about Larmor precession of spin, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate student performance after traditional lecture-based instruction and after engaging with the CQS.

2019 Physics Education Research Conference Proceedings, 2020

Cited by in corpus (3)

• Validation and Administration of a Conceptual Survey on the Formalism and Postulates of Quantum Mechanics
• Challenges in addressing student difficulties with time-development of two-state quantum systems using a multiple-choice question sequence in virtual and in-person classes
• Challenges in addressing student difficulties with measurement uncertainty of two-state quantum systems using a multiple-choice question sequence in online and in-person classes