So I think we just, I used to give them, perhaps, 10 minutes to work on a problem, now I probably only give them two or three minutes. I find that concentrates them and prevents them just talking about the State of Origin or whatever it is that’s on their mind. We just need to keep changing the activity, rather than have extended activities... we want them to chat, but I think human beings won’t sit and chat about quantum mechanics for more than two or three minutes, they’ll get onto what they want for lunch. So it’s that balance.
So, just to make them do some work, and made them think about the ideas themselves. Talk amongst themselves about it. I think that just too much of me in the lecture just washes over them after five to 10 minutes. So they just need to have a break, think about the problem, do a couple of problems, talk amongst themselves... that seems to help, with both the variety of students in the class, but also just keeping them engaged. Keeping their attention.
Try to show students that the fundamental form of matter is energy. Then that this can be represented as particles with mass or as waves (wave functions). Then try to show them that we use the model particle/wave that best helps us understand different phenomena. In class I often do this by asking questions about wave mechanics in particle terms. eg. If a 2s orbital has a node how can the electron pass accross it? Then explain to them the limitations and advantages of each approach.
Try to show students that the fundamental form of matter is energy. Then that this can be represented as particles with mass or as waves (wave functions). Link to YouTube Video: Particles and Waves
Students tend to think that large-scale analogies are appropriate. For example, billiard balls colliding. Use such analogies but then deconstruct them for an introduction to quantum mechanics.
We describe quantum mechanics for an electron, but when it’s a tennis ball, what would the equation look like? This gives them the idea that the model works for every kind of particle.
Do a demonstration, for example, a little explosion where you get a fluorescent gas coming off. It’s in a way related to the material, but it’s more about keeping them awake and engaged. It’s just a little bit of fun. That helps. They obviously enjoy it. Keep the didactic, formal teaching very, very short, and just mix it up quite a bit.
Only give them two or three minutes to work on a problem. That concentrates them and prevents them just talking about the football or whatever it is that’s on their mind. You need to keep changing the activity, rather than have extended activities. We want them to chat, but human beings won’t sit and chat about quantum mechanics for more than two or three minutes, they’ll get onto what they want for lunch. So it’s finding that balance. Two or three minutes seems to work about right.
Make the students think about the ideas themselves. Have them talk amongst themselves about it. If there’s too much lecturer in the lecture it just washes over them after five to ten minutes. They need to have a break, think about the problems, do a couple of problems and talk amongst themselves. That seems to keep them engaged, especially with the variety of students in the class. It keeps their attention. Lecture for five or ten minutes and use work sheets, which they pick up as they come in.
