Research Groups
- Optics Laboratory
- Sensor Laboratory
Solid State Laboratory
- Electron irradiation 0.3 to 2 MeV @ .1 to 25 microamps
- In-situ cathodo-luminescence during e-irradiation - 1000 - 300 nm @ 77 K
- In-situ Hall measurements at 100 K during electron irradiation, from 100 to 350 K following electron irradiation.
- Ion implantation 25 to 120 keV @ 1 to 10 micoamps, species form Boron through Silver
- Proton irradiation 100 to 400 keV @ 1 to 100 microamps
- Proton/alpha Rutherford backscattering 100 to 400 keV
- Polaron Capcitance -Voltage - I-V curves, uses liquid - etching schotcky contact to profile the carrier concentration.
- Boot-on Capacitance and inductance bridges - low frequency.
- Quartz tube furnace 50 to 1200 C with control of flowing ambient. Can also anneal in sealed ampoules to 900 C
- Computerized probe station (old).
- Thermal evaporator - vapor phase deposition system - ~5 x 10^-7 torr
- Deep Level Transient Spectroscopy - 77 to 400 K, also from 10 to 600 K
- Hall measurements from 10 to 400 K
- Photoluminesce from 10 to 300 K using He-Cd excitation.
- Micro-scale Raman measurement - 0.1 to 10 mm collection area.
- AFM
Terahertz Laboratory
Physics Education Research (PER) Group
- PER Faculty
- Basista, Beth. PhD (U. Cincinnati)
- Koenig, Kathy. PhD (U. Cincinnati)
- Rowley, Eric. PhD (Iowa)
- Tosa, Sachiko. PhD (Rochester), Ed.D. (UMass)
- Physics Education Research Areas
Investigate conditions and curricular activities that promote student development of scientific reasoning abilities (grades 5 through college including pre-service teachers). Includes development and validation of scientific reasoning instrument Research on teacher development, especially on content and pedagogical content knowledge and its relationship to student achievement Effectiveness of pedagogical reforms in the calculus-based physics sequence at increasing student understanding and success rate International comparison of K-12 science education in US and Japan and on effectiveness of lesson study - Physics Pedagogical Reforms
Recently, faculty have implemented a number of successful pedagogies within the undergraduate physics program. Some of these include: active engagement approaches using clickers and tutorials, real-time physics labs, supplemental instruction, and the use of learning assistants. - Research and Education Partners
- The department is associated with the following organizations:
- Dayton Regional STEM School
- Dayton Regional STEM Center
- West Region Center of Excellence (WeEXCEL)
- Physics Teacher Education Coalition (PTEC)
- Example Publications
- Tosa and Martin, Impact of a professional development program using data-loggers on science teachers' attitudes towards inquiry-based teaching. J. Comp. Math. Sci. Teach. 29, 303 (2010).
- Koenig, Building acceptance for pedagogical reform through wide-scale implementation of clickers. Journal of College Science Teaching, 46 (Jan 2010).
- Bao et al., Learning and scientific reasoning. Science 323, 586 (2009).
- Matthews et al., Challenges and enabling factors in accomplishing reform of science and mathematics teacher preparation. Teacher Education and Practice 16, 399 (2003).
NSF STEP Project
- PER Faculty
