United States

One of the important but challenging topics students face in introductory quantum mechanics is perturbation theory. Difficulties arise over questions such as validity, namely when a perturbation is considered ``small&#39;&#39;, or what states are ``good&#39;&#39; in degenerate perturbation theory. We discuss a multipronged treatment of perturbation with analytical approach augmented with numerical and symbolic computation. In this approach we are able to compute and compare against exact results, sometimes analytical but most often numerical, to ascertain the effect of perturbation. Not only does computation help cut down mathematical drudgery, it also enables more in-depth study. For instance, one can find with ease good states beyond the standard 2-state treatment in degenerate perturbation calculations (see https://jwang.sites.umassd.edu/ for examples).

AAPT WM 22

Perturbation: Analytical vs Numerical Treatment

symbolic and numerical computation

perturbation

modeling

quantum

**BQIT is a three day annual workshop** aimed at enabling leading UK and international academics and industrial partners to come together; to explore and discuss future ambitions and challenges in the field of **Quantum Information Technologies.** Since our conception in 2014 we have had 230 speakers and panellists who have presented their work and opinions on a range of topics, from quantum theory to innovation in industry.


### Welcome Message
The BQIT:21 team welcomes you to the eighth Bristol Quantum Information Technologies workshop! 

Last year was the first time in our workshop's history that we had gone fully virtual. The global circumstances that continue to impact us all professionally and personally have forced BQIT once again to be delivered as an all-virtual workshop for 2021. The access this creates to colleagues across the world who would otherwise be unable to join us, as well as being able to make the workshop free for all attendees due to the lower costs involved in delivering an online workshop, are just a couple of the extraordinary benefits of meeting online. This also means that we can welcome three times as many attendees to BQIT than previous years.   

We take this opportunity to thank each of our speakers and poster presenters for contributing their technical content, this year's sponsors, whose support this year enabled BQIT:21 to be free to all attendees, and to all of our attendees for joining us online this year. We recognise the extra energy required to stay connected and motivated during these difficult times, and are hugely encouraged to see so many of you willing to continue to connect with us on an online platform. 

It is our hope that you have a productive and enjoyable time while you engage and interact with BQIT:21, and to everyone that has helped take BQIT:21 online, thank you! 

**The BQIT board and organisation team **


![](https://assets.underline.io/uploads/markdown_image/1/image/a12e0c1ad3410144cb48557690e4ecaf.png)
### This year's workshop agenda is available here: [Virtual BQIT:21](https://drive.google.com/file/d/1QwsSM0ztnxC_lgUKf3TbO3GvnI44AQkY/view?usp=sharing)
For further information, please contact us at: **bqit-admin@bristol.ac.uk**

![](https://assets.underline.io/uploads/markdown_image/1/image/a12e0c1ad3410144cb48557690e4ecaf.png)

Bristol Quantum Information Technologies Workshop

One of the important but challenging topics students face in introductory quantum mechanics is perturbation theory. Difficulties arise over questions such as validity, namely when a perturbation is considered ``small'', or what states are ``good'' in degenerate perturbation theory. We discuss a multipronged treatment of perturbation with analytical approach augmented with numerical and symbolic computation. In this approach we are able to compute and compare against exact results, sometimes analytical but most often numerical, to ascertain the effect of perturbation. Not only does computation help cut down mathematical drudgery, it also enables more in-depth study. For instance, one can find with ease good states beyond the standard 2-state treatment in degenerate perturbation calculations (see https://jwang.sites.umassd.edu/ for examples).

technical paper

This meeting is a great opportunity to explore sessions and workshops designed with your professional development in mind. Present your research and exchange ideas on the latest in teaching and pedagogy. Participate in a wide range of events, activities, plenaries, and so much more, connecting you with peers and colleagues who share your commitment to excellence in physics education.

With the introduction of the Next Generation Science Standards (NGSS State Lead, 2013), physics and engineering are taking on a more prominent role in K-12 science instruction. To help teachers bring physics and engineering into their classrooms we partnered with a local hands-on science museum to create a series of activities that combine classroom learning with a fieldtrip experience to the museum. These activities aim to meet the NGSS physics standards in a way that is both fun and accessible for students of all grade levels. One such activity involves students building a structure designed to hover in a wind column at the museum. In this study we examine how 3 grade students predict the forces acting in the wind column will affect the motion of their structure using both written words and pictorial models.

Floating and Falling: 3rd-grader’s Depictions of Forces in Wind Columns

The dependance of the Force Concept Inventory (FCI)&nbsp;on student gender has been investigated in many research articles. For example, the factor structure of the FCI has been examined by separating male and female data, applying exploratory factor analysis and/or network analysis, and comparing the results. Unfortunately, both techniques are exploratory in nature and as a result are distinctly sample dependent. In this presentation the results of a measurement invariance analysis using confirmatory factor analysis will be presented. For the sample used, this analysis found male and female separated data (only self-identified binary genders were used due to limited data) fit the Eaton and Willoughby Modified 5-factor model of the FCI with strict measurement invariance. This suggests observed differences in performance between the genders are likely not a result of the gender groups interacting with different factor structures of the FCI. Similar analyses should be done to corroborate these results.

Force Concept Inventory: Factor structure measurement invariance across genders

We report on the development of a Likert-style assessment instrument designed to analyze pedagogical content knowledge of learning assistants (LAs) in the context of questioning (PCK-Q). After a rigorous process of analyzing and coding classroom videos and writing, testing and validating a free-response (FR) written assessment instrument, we focused on developing a Likert-style version of the instrument. The Likert-style version assesses an LAs ability to evaluate other LA’s PCK-Q and has the advantage of machine scoring. We are still in the process of validating the Likert-style questions. Both instruments, FR or Likert-style, could be used as a pre- and a post-test at the beginning and end of the semester to assess LA’s PCK-Q or parts of either instrument (individual questions) could be used to help with weekly lab (LA training) preparation. We report on the development of the Likert-style instrument. Funded by NSF IUSE grant 1838339.

Development of a Likert-style assessment to assess learning assistants PCK-Q

It is important for physics students to develop ethics knowledge, yet this is rarely taught in undergraduate physics classes. We are addressing this limitation in an ethics unit for an observational astrophysics class at Texas State University. The unit encompassess an introduction of the Thirty Meter Telescope (TMT), a local perspective in San Marcos, a history of Hawaii, perspectives about the TMT, and formal ethical frameworks. I will present our preliminary analysis of data from Spring 2020 and 2021, with an emphasis on the students’ written work at the end of the unit. Our analysis indicates that students experienced an increased understanding of the complexity of the issue, increased empathy to both sides, and a desire for a compromise. In order to support the physics educator community in teaching about ethics in physics classes, I will highlight what worked well in our design and what could have been improved.

Students’ reflections about an ethical dilemma in physics

Physicists are likely to encounter ethical dilemmas during their careers. However, physics students are often not taught about ethics during their degrees. It is imperative that future physicists are introduced to the real-world implications of their work in order to develop their ethical reasoning skills. At Texas State University, we have developed and implemented an ethics unit for a new Observational Astrophysics course. The unit is centered on the potential construction of the Thirty Meter Telescope on Mauna Kea. We video-recorded whole class and small group discussions via Zoom from Spring 2021 to study the responses of students throughout the unit. In this talk, I will share examples of how students respond to prompts that invoke their ethical reasoning skills within physics, and consider how they navigate ethical discussions with their classmates.

Analyzing Students’ Discussions about Ethical Dilemmas in Physics

The conversion of lecture-based physics and astronomy classes to online instruction is reported. The role of active learning techniques in achieving the transition and the results of incorporating active learning in the online courses is discussed. A significant increase in remote and online instruction has occurred because of the COVID-19 pandemic and increased popularity of distance learning. Sustaining student engagement and communication in online classes is critical and can be achieved using active learning techniques. How the active learning techniques were incorporated into the online curriculum, the types of active learning materials used, and the outcomes from the inclusion will be discussed. Pre to post gains from quantitative assessments made with the CLASS, CTSR, TOAST, and LPCI, and qualitative assessment results from interviews and free response surveys will be presented. There were good pre-post gains observed on the concept inventories and students reported satisfaction and improved conceptual understanding.

Teaching online courses with active learning techniques

Hispanic serving institutions (HSIs) are an increasingly large set of higher education institutions. From 2010-2020 the number of HSIs went from 311 to 569. Within the PER community, research perspectives from HSIs have provided critical insights into how to support racially and ethnically diverse students in physics education. This presentation will investigate the number of physics education researchers at HSIs, the fraction of HSIs that have physics education researchers, and demographic data from IPEDS providing information about how HSIs contribute to the diversity of undergraduate physics students and graduate physics students in comparison to other institutions. In addition, we will examine themes from funded research and publications at HSIs to highlight how physics education&nbsp;researchers center their HSI’s unique student population in their research and what ways these unique populations advance physics education research.

Investigating the Impact of HSIs on Physics and PER

The physics gender gap is a well-known discrepancy in performance between male and female students despite having similar prior preparation. With an increase in the use of technology, new ways of instruction have been developed such as Interactive Video-EnhancedTutorials (IVETs). The IVETs involve web-based activities that lead students through a problem solution using expert-like problem-solving approaches. Several IVETs were evaluated by comparing the performance of students who completed the IVET with those who watched a non-interactive video solution (control group) which utilizes the same problem-solving approaches as the IVET on a paired problem on the same concepts. Results show that for the IVET group, women who had collectively performed worse on the previous exam, either reduced or reversed the gap between them and their male counterparts on the paired problem, while in the control group, there was no difference from the results of the previous exam.

Reducing the Gender Gap in Introductory Physics using Interactive Tutorials

I will report the results of using student story-telling as a pedagogical technique in physics that I have applied four college courses: a two-semester Introductory Physics course, Modern Physics, and Statistical Mechanics. Students were asked to research biographies of physicists and present 5-7 minute summaries that went beyond a narration of facts and events but provide context and connections. Students were asked to focus on what motivated physicists to study physics, what challenges they faced, their contributions and hobbies apart from physics, and how they interacted with other scientists in their time. A special effort was made to promote story-telling of the background and contributions of women and minorities in physics. I will report on student responses and reactions to this effort, based on blind surveys, exam results and general observations.

Student Storytelling in Physics Courses to Promote Engagement and Diversity

Goals for inclusivity can be met in physics classrooms that focus on self-advocacy and empowerment through disciplinary practices, foci that are critical in high school physics courses and pre-service teacher preparation programs. We’ve published work demonstrating that in such learning environments, learning gains are similar for students from minority and majority groups. These data provide the foundation for PEER Physics, a curriculum-driven professional learning community for both High School physics and teacher preparation. We now evaluate these courses from a new perspective by exploring student attitudes and beliefs towards physics and their physics learning experiences, as assessed using the Colorado Learning Attitudes about Science Survey (CLASS) and student reflections. Comparisons of student attitudes before and after their course experience suggest they came to see science in a way more similar to how experts do, and these shifts in opinion were greater among traditionally underserved student groups.

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