Quantum mechanics curriculum in the US: Quantifying the instructional time, content taught, and paradigms used

TL;DR

This study quantifies the scope and content of quantum mechanics courses in US undergraduate physics programs, revealing common themes, instructional hours, and prevailing teaching paradigms.

Contribution

It provides the first comprehensive analysis of quantum mechanics curricula across US research institutions, highlighting instructional time, content focus, and teaching approaches.

Findings

Average of 63.5 classroom hours on quantum concepts

Schrödinger equation and 3D quantum mechanics are most common topics

Traditional position-first approach is still predominant

Abstract

Quantum mechanics is an integral course for physics students. An understanding of quantum concepts is imperative for enrollment in physics graduate programs, participating in research within physics-fields, and employment at companies developing quantum technologies. This study analyzes 188 US research intensive institutions' course catalogs to determine the role and volume of quantum mechanics in their undergraduate physics programs. All of the institutions required one course on quantum concepts, 92% required two courses, and half required three. For institutions with complete class data (n=56), the quantum curriculum was analyzed using course syllabi. The mean number of classroom hours spent on quantum concepts was found to be 63.5 hours with a standard deviation of 28.1 hours. The most commonly taught themes in the quantum curriculum were the Schr{\"o}dinger equation and three-dimensional quantum mechanics. However, the Stern-Gerlach Experiment was only included in 28% of the course outlines. Despite current efforts to promote a spin-first approach, this study found the traditional position-first approaches were still more common as they were used by 73.7% of instructors.