Learning and accepting quantum physics. Re-analysis of a teaching proposal

Nella tesi è analizzata nel dettaglio una proposta didattica sulla Fisica Quantistica elaborata dal gruppo di ricerca in Didattica della Fisica dell’Università di Bologna, in collaborazione con il gruppo di ricerca in Fisica Teorica e con ricercatori del CNR di Bologna. La proposta è stata sperimentata in diverse classi V di Liceo scientifico e dalle sperimentazioni sono emersi casi significativi di studenti che non sono riusciti ad accettare la teoria quantistica come descrizione convincente ad affidabile della realtà fisica (casi di non accettazione), nonostante sembrassero aver capito la maggior parte degli argomenti e essersi ‘appropriati’ del percorso per come gli era stato proposto. Da questa evidenza sono state formulate due domande di ricerca: (1) qual è la natura di questa non accettazione? Rispecchia una presa di posizione epistemologica o è espressione di una mancanza di comprensione profonda? (2) Nel secondo caso, è possibile individuare precisi meccanismi cognitivi che possono ostacolare o facilitare l’accettazione della fisica quantistica? L’analisi di interviste individuali degli studenti ha permesso di mettere in luce tre principali esigenze cognitive (cognitive needs) che sembrano essere coinvolte nell’accettazione e nell’apprendimento della fisica quantistica: le esigenze di visualizzabilità, comparabilità e di ‘realtà’. I ‘cognitive needs’ sono stati quindi utilizzati come strumenti di analisi delle diverse proposte didattiche in letteratura e del percorso di Bologna, al fine di metterne in luce le criticità. Sono state infine avanzate alcune proposte per un suo miglioramento.

The Physics of the Vicsek Model

Peer reviewed

Physics of Hexagonal Limit-Periodic Phases: Thermodynamics, Formation and Vibrational Modes

Limit-periodic (LP) structures exhibit a type of nonperiodic order yet to be found in a natural material. A recent result in tiling theory, however, has shown that LP order can spontaneously emerge in a two-dimensional (2D) lattice model with nearest-and next-nearest-neighbor interactions. In this dissertation, we explore the question of what types of interactions can lead to a LP state and address the issue of whether the formation of a LP structure in experiments is possible. We study emergence of LP order in three-dimensional (3D) tiling models and bring the subject into the physical realm by investigating systems with realistic Hamiltonians and low energy LP states. Finally, we present studies of the vibrational modes of a simple LP ball and spring model whose results indicate that LP materials would exhibit novel physical properties.

A 2D lattice model defined on a triangular lattice with nearest- and next-nearest-neighbor interactions based on the Taylor-Socolar (TS) monotile is known to have a LP ground state. The system reaches that state during a slow quench through an infinite sequence of phase transitions. Surprisingly, even when the strength of the next-nearest-neighbor interactions is zero, in which case there is a large degenerate class of both crystalline and LP ground states, a slow quench yields the LP state. The first study in this dissertation introduces 3D models closely related to the 2D models that exhibit LP phases. The particular 3D models were designed such that next-nearest-neighbor interactions of the TS type are implemented using only nearest-neighbor interactions. For one of the 3D models, we show that the phase transitions are first order, with equilibrium structures that can be more complex than in the 2D case.

In the second study, we investigate systems with physical Hamiltonians based on one of the 2D tiling models with the goal of stimulating attempts to create a LP structure in experiments. We explore physically realizable particle designs while being mindful of particular features that may make the assembly of a LP structure in an experimental system difficult. Through Monte Carlo (MC) simulations, we have found that one particle design in particular is a promising template for a physical particle; a 2D system of identical disks with embedded dipoles is observed to undergo the series of phase transitions which leads to the LP state.

LP structures are well ordered but nonperiodic, and hence have nontrivial vibrational modes. In the third section of this dissertation, we study a ball and spring model with a LP pattern of spring stiffnesses and identify a set of extended modes with arbitrarily low participation ratios, a situation that appears to be unique to LP systems. The balls that oscillate with large amplitude in these modes live on periodic nets with arbitrarily large lattice constants. By studying periodic approximants to the LP structure, we present numerical evidence for the existence of such modes, and we give a heuristic explanation of their structure.

Approach to chaos in ultracold atomic and molecular physics: Statistics of near-threshold bound states for Li+CaH and Li+CaF

We calculate near-threshold bound states and Feshbach resonance positions for atom–rigid-rotor models of the highly anisotropic systems Li+CaH and Li+CaF. We perform statistical analysis on the resonance positions to compare with the predictions of random matrix theory. For Li+CaH with total angular momentum J=0 we find fully chaotic behavior in both the nearest-neighbor spacing distribution and the level number variance. However, for J>0 we find different behavior due to the presence of a nearly conserved quantum number. Li+CaF (J=0) also shows apparently reduced levels of chaotic behavior despite its stronger effective coupling. This may indicate the development of another good quantum number relating to a bending motion of the complex. However, continuously varying the rotational constant over a wide range shows unexpected structure in the degree of chaotic behavior, including a dramatic reduction around the rotational constant of CaF. This demonstrates the complexity of the relationship between coupling and chaotic behavior.

Data Science Seminar: The data science revolution in Physics and Astronomy

Abstract Heading into the 2020s, Physics and Astronomy are undergoing experimental revolutions that will reshape our picture of the fabric of the Universe. The Large Hadron Collider (LHC), the largest particle physics project in the world, produces 30 petabytes of data annually that need to be sifted through, analysed, and modelled. In astrophysics, the Large Synoptic Survey Telescope (LSST) will be taking a high-resolution image of the full sky every 3 days, leading to data rates of 30 terabytes per night over ten years. These experiments endeavour to answer the question why 96% of the content of the universe currently elude our physical understanding. Both the LHC and LSST share the 5-dimensional nature of their data, with position, energy and time being the fundamental axes. This talk will present an overview of the experiments and data that is gathered, and outlines the challenges in extracting information. Common strategies employed are very similar to industrial data! Science problems (e.g., data filtering, machine learning, statistical interpretation) and provide a seed for exchange of knowledge between academia and industry. Speaker Biography Professor Mark Sullivan Mark Sullivan is a Professor of Astrophysics in the Department of Physics and Astronomy. Mark completed his PhD at Cambridge, and following postdoctoral study in Durham, Toronto and Oxford, now leads a research group at Southampton studying dark energy using exploding stars called "type Ia supernovae". Mark has many years' experience of research that involves repeatedly imaging the night sky to track the arrival of transient objects, involving significant challenges in data handling, processing, classification and analysis.

Resolved Stars' Insights into Galaxy Physics

Thesis (Ph.D.)--University of Washington, 2016-08

The Usability of a Commercial Game Physics Engine to Develop Physics Educational Materials: an Investigation

Commercial computer games contain “physics engine” components, responsible for providing realistic interactions among game objects. The question naturally arises of whether these engines can be used to develop educational materials for high school and university physics education. To answer this question, the author's group recently conducted a detailed scientific investigation of the physics engine of Unreal Tournament 2004 (UT2004). This article presents their motivation, methodology, and results. The author presents the findings of experiments that probed the accessibility and fidelity of UT2004's physics engine, examples of educational materials developed, and an evaluation of their use in high school classes. The associated pedagogical implications of this approach are discussed, and the author suggests guidelines for educators on how to deploy the approach. Key resources are presented on an associated Web site.

Learning Physics with the Unreal Tournament Engine

Computer games such as Unreal Tournament (UT2004 and UT3) contain a 'physics engine' responsible for producing believable dynamic interactions between players and objects in the three-dimensional (3D) virtual world of a game. Through a series of probing experiments we have evaluated the fidelity and internal consistency of the UT2004 physics engine. These experiments have then led to the production of resources which may be used by learners and teachers of secondary-school physics. We also suggest an approach to learning, where both teachers and pupils may produce learning materials using the Unreal Tournament editor 'UnrealEd'.