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

TL;DR

This paper presents the development, validation, and classroom testing of a sequence of clicker questions designed to improve understanding of Larmor precession of spin in quantum mechanics for advanced undergraduates.

Contribution

It introduces a validated sequence of clicker questions integrated with a Quantum Interactive Learning Tutorial to enhance student learning in quantum mechanics.

Findings

Students showed improved understanding after using the CQS.

The CQS provided better scaffolding than individual questions.

Peer instruction with CQS enhanced engagement and learning.

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.