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This paper presents the results of a peer review of multimedia materials for teaching and learning electricity and magnetism prepared as a part of the annual activities undertaken by an international group of scientists associated with Multimedia Physics in Teaching and Learning. The work promotes the use of valuable and freely accessible information technology materials for different levels of teaching, mostly higher education. The authors discuss the process of selecting resources and the rubrics used in the rating process. The reviews of high-quality learning resources are presented along with descriptions of valuable didactical features.

This article describes problem-based labs and analytical and computational project work we have been running at the University of St Andrews in an introductory physics course since 2008/2009. We have found the choice of topics, scaffolding of the process, timing in the year and facilitator guidance decisive for the success of these activities. Instructors can email the corresponding author to obtain the problem texts and instructor resources for all the activities described here.

Understanding students' prior beliefs in nuclear physics is a first step towards improving nuclear physics instruction. This paper describes the development of a diagnostic survey in nuclear physics covering the areas of radioactive decay, binding energy, properties of the nuclear force and nuclear reactions, that was administered to students at two institutions in a pre- and post-test design. The pre-test was given in a free-text entry format, with responses being used to develop a multiple-choice version that was given as a post-test. We performed statistical tests to evaluate the reliability and discriminatory power. Students' reasoning comments and rated certainties in their responses were used to determine students' misconceptions. We give details of misconceptions in the areas of radioactive decay, binding energy and nuclear density, and discuss possible underlying reasons for these misconceptions.

In this paper, we describe animations and animated visualizations for introductory and intermediate-level quantum mechanics instruction developed at the University of St Andrews. The animations aim to help students build mental representations of quantum mechanics concepts. They focus on known areas of student difficulty and misconceptions by including animated step-by-step explanations of key points. The animations are freely available, with additional resources available to instructors. We have investigated their educational effectiveness both in terms of student attitude and performance. Questionnaires showed that students are on the whole very positive about the animations and make substantial use of them. A diagnostic survey administered to level 2 and 3 students showed that level 2 students significantly outperformed level 3 students on topics which they had investigated using the animations.

Secure communication protocols are becoming increasingly important, e.g. for internet-based communication. Quantum key distribution allows two parties, commonly called Alice and Bob, to generate a secret sequence of 0s and 1s called a key that is only known to themselves. Classically, Alice and Bob could never be certain that their communication was not compromised by a malicious eavesdropper. Quantum mechanics however makes secure communication possible. The fundamental principle of quantum mechanics that taking a measurement perturbs the system (unless the measurement is compatible with the quantum state) also applies to an eavesdropper. Using appropriate protocols to create the key, Alice and Bob can detect the presence of an eavesdropper by errors in their measurements. As part of the QuVis Quantum Mechanics Visualization Project, we have developed a suite of four interactive simulations that demonstrate the basic principles of three different quantum key distribution protocols. The simulations use either polarized photons or spin 1/2 particles as physical realizations. The simulations and accompanying activities are freely available for use online or download, and run on a wide range of devices including tablets and PCs. Evaluation with students over three years was used to refine the simulations and activities. Preliminary studies show that the refined simulations and activities help students learn the basic principles of QKD at both the introductory and advanced undergraduate levels., Comment: 21 pages, 4 figures, 2 tables, submitted to the American Journal of Physics

The Institute of Physics New Quantum Curriculum consists of freely available online learning and teaching materials (quantumphysics.iop.org) for a first course in university quantum mechanics starting from two-level systems. This approach immediately immerses students in inherently quantum mechanical aspects by focusing on experiments that have no classical explanation. It allows from the start a discussion of interpretive aspects of quantum mechanics and quantum information theory. This article gives an overview of the resources available at the IOP website. The core text is presented as around 80 articles co-authored by leading experts that are arranged in themes and can be used flexibly to provide a range of alternative approaches. Many of the articles include interactive simulations with accompanying activities and problem sets that can be explored by students to enhance their understanding. Much of the linear algebra needed for this approach is part of the resource. Solutions to activities are available to instructors. The resources can be used in a variety of ways from supplements to existing courses to a complete programme., Comment: 10 pages, 2 figures, 1 table; submitted to the European Journal of Physics

A model for CT, the structure constant of temperature fluctuations, for the lowest 50-500 m of the atmosphere over land has been derived from similarity expressions and simple surface flux parametrisations. Only very few data are required by the model: standard weather data and estimates of ground characteristics. Universal flux profiles of the nocturnal boundary layer lead to CT profiles which increase in value near the top of the layer. Validation of model predictions by slant path laser scintillometer and differential thermometer measurements over flat terrain gives very good agreement for daytime and good agreement for night-time. Slant path scintillometer measurements show that even in extremely mountainous terrain the daytime model gives reasonable results.

Presents a method for the determination of the path-averaged value of the inner scale of atmospheric turbulence, l0, using an optical scintillometric method. The proposed method involves the measurement of the bichromatic correlation of two laser beams of different wavelengths propagating in overlapping paths. Results obtained using this technique are compared with the ratio of the log-amplitude variances of the two laser beams and with l0 values derived from vertical wind velocity fluctuation measurements. The results of the correlation method agree well with theory based upon Hill's refractive index spectrum. Results obtained by the ratio of variances match those obtained by the correlation technique after correction for the refractive index dispersion due to humidity fluctuations. These two methods can be used jointly for the simultaneous determination of l0, CT2 and CQ2.