Theses and Dissertations at Montana State University (MSU)
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Item Seeing in the dark: how to tell a subatomic story in science film(Montana State University - Bozeman, College of Arts & Architecture, 2022) Koonce, Evangeline Rose; Chairperson, Graduate Committee: Theo LipfertSince its inception in the early 20th century, science film has branched into a diverse phylogeny of methods and styles, informed by the subject matter it portrays as well as the technological advances of the day. Narrowing my focus to the science of quantum mechanics, I look specifically at the methods used for subatomic storytelling in documentary films. Unlike other scientific objects, the subatomic object cannot be easily observed with the naked eye or with research tools, preventing its direct capture by both scientist and filmmaker. Comparing the PBS series 'The Fabric of the Cosmos' with the documentary film 'Particle Fever', I investigate the consequences of superimposing a human narrative on the subatomic object as a method of science communication and as a filmic device. This analysis affirms the utility of varied narrative techniques in subatomic storytelling in science film. Expanding on this premise, I examine how the essay films functions within a subatomic story, specifically within my thesis film, 'Circumambulation', which revolves around the 2021 confirmation of the muon's anomalous magnetic moment at Fermi National Accelerator Laboratory. In closing, I connect science film to the practice of art and argue that not only is art necessary for subatomic storytelling, but the art of documentary filmmaking is particularly suited for this purpose.Item An exploration of student response to an active learning environment in an upper-level quantum physics course(Montana State University - Bozeman, College of Education, Health & Human Development, 2018) Tallman, Brett Pierson; Chairperson, Graduate Committee: Nick LuxThe passive-lecture model pervades the post-secondary STEM environment, though little evidence supports it. While more interactive models are not uncommon, especially for smaller classes, they often only marginally address deep concerns about the passive-lecture model, such as personal experience, group interactions, etc. While active learning approaches are being used more, little is known about how advanced students respond in STEM to long-term interventions. This case study qualitatively explored response to a semester-long active learning intervention in one upper-level quantum mechanics course, from an engagement perspective. The study identified ten themes that described participant response: Time Pressure, Vibrancy, Group Activities, Public Work, Individual Work, More Natural Over Time, Students Differ, Community Matters, Hard but Rewarding, and Implementation Difficulties. These results largely align with existing literature on the effects of active learning. However, the results also reflected aspects of the advanced STEM learning experience that are unique, such as motivation, community, student preference, and metacognition. These results indicate more inquiry is needed into factors surrounding the advanced STEM student learning experience if we are to improve the learning environment.Item New functional techniques and methods of path integration(Montana State University - Bozeman, College of Letters & Science, 1984) Anderson, Scott BuckinghamItem Dynamic constraints on Feynman's path integral(Montana State University - Bozeman, College of Letters & Science, 1968) Teng, Bung-NingItem Quantum fluctuations and soliton generation in stimulated Raman scattering(Montana State University - Bozeman, College of Letters & Science, 1989) MacPherson, David ClydeItem A study in quantum hydrodynamics(Montana State University - Bozeman, College of Letters & Science, 1960) Zook, Herbert A.