The Franck-Condon Principle and Condon Parabolas in a Physical Chemistry or Quantum Physics Course

1999 ◽  
Vol 76 (10) ◽  
pp. 1363 ◽  
Author(s):  
Jean M. Standard ◽  
Brian K. Clark
Keyword(s):  
Physical Chemistry ◽  
Quantum Physics ◽  
Physics Course ◽  
Franck Condon

Distribution of Various Types of Educational Information in the School Physics Course

2021 ◽  
pp. 17-22
Author(s):  
Robert Mayer
Keyword(s):  
Quantum Physics ◽  
Physics Teaching ◽  
Training Material ◽  
Amount Of Information ◽  
Modern Physics ◽  
Volume Unit ◽  
Physics Course ◽  
Information Amount ◽  
Integral Complexity ◽  
Educational Information

The modern physics course appeared as a result of a long-term evolution of the physics teaching methods. The model of the school course is textbooks; they reflect the fundamental laws of cognition of the surrounding world and methodological ideas, therefore the problem of studying the distribution of various types of training material in the physics course is relevant. The article uses previously obtained estimates of the differential complexity of various topics of the school physics course. This takes into account: 1) the differential complexity of the text, depending on the information amount in the volume unit, on which the difficulty of understanding it by the student depends; 2) the integral complexity (general informativeness), which characterizes the total amount of information in the text; the amount of time and effort required to study training material depends on it; 3) the share of educational information related to mechanics, molecular physics and thermodynamics, electrodynamics, optics and quantum physics. It also took into account the fact that physical and mathematical complexity are independent characteristics of the physics textbooks. The carried out content analysis of standard school textbooks made it possible to determine the integral complexity of each topic and build a graph with an accumulation that shows the dynamics of changes in the contribution of each physics section to the total information amount over time. In particular, it follows from the graph that: 1) the speed of transmission of educational information in the 10-11th grades is 5 times higher than in the 7-9th grades; 2) the amount of information on physics reported to a student by the end of the 11th grade is 4,4 times more than the amount of information reported in the 7th, 8th and 9th grades.

scholarly journals A Graduate Quantum Physics Course Using ICT

2018 ◽  
Vol 66 (2) ◽  
pp. 2_69-2_72
Author(s):  
Hideomi TOTSUKA ◽  
Rieko FUJII ◽  
Kiyomitsu SUZUKI
Keyword(s):  
Quantum Physics ◽  
Physics Course

scholarly journals Instructional Design for Student Learning on Quantum Tunneling

2012 ◽  
Vol 3 ◽  
pp. 27-34
Author(s):  
Shova Kanta Lamichhane
Keyword(s):  
Problem Solving ◽  
Quantum Tunneling ◽  
Study Skills ◽  
Quantum Physics ◽  
Wave Functions ◽  
Problem Solving Skills ◽  
Physical Systems ◽  
Physics Courses ◽  
University Level ◽  
Physics Course

Acquiring mathematical, conceptual, and problem-solving skill is required in university-level physics courses. Average students often lack the knowledge and study skills need to succeed in physics, preciously in quantum physics course. The reasons for these difficulties are more subtle and some of them are brought to the surface. Addressing how to build models of wave functions and energy and how to relate these models to real physical systems is a challenging job. Article has opened up a floodgate of deep and difficult task for students struggle to make sense of these models. Article has discuss the difficulties and the real issues of student in learning quantum tunneling to build the models that are implicit in experts’ understanding. So that, in addition to class attendance and/or group study, students must also learn to work by themselves to develop the mathematical, conceptual, and problem-solving skills they need.The Himalayan PhysicsVol. 3, No. 32012Page : 27-34

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