Benjamin M. Zwickl

Strong dispersive coupling of a high-finesse cavity to a micromechanical membrane.

Macroscopic mechanical objects and electromagnetic degrees of freedom can couple to each other through radiation pressure. Optomechanical systems in which this coupling is sufficiently strong are predicted to show quantum effects and are a topic of considerable interest. Devices in this regime would offer new types of control over the quantum state of both light and matter, and would provide a new arena in which to explore the boundary between quantum and classical physics. Experiments so far have achieved sufficient optomechanical coupling to laser-cool mechanical devices, but have not yet reached the quantum regime. The outstanding technical challenge in this field is integrating sensitive micromechanical elements (which must be small, light and flexible) into high-finesse cavities (which are typically rigid and massive) without compromising the mechanical or optical properties of either. A second, and more fundamental, challenge is to read out the mechanical element’s energy eigenstate. Displacement measurements (no matter how sensitive) cannot determine an oscillator’s energy eigenstate, and measurements coupling to quantities other than displacement have been difficult to realize in practice. Here we present an optomechanical system that has the potential to resolve both of these challenges. We demonstrate a cavity which is detuned by the motion of a 50-nm-thick dielectric membrane placed between two macroscopic, rigid, high-finesse mirrors. This approach segregates optical and mechanical functionality to physically distinct structures and avoids compromising either. It also allows for direct measurement of the square of the membrane’s displacement, and thus in principle the membrane’s energy eigenstate. We estimate that it should be practical to use this scheme to observe quantum jumps of a mechanical system, an important goal in the field of quantum measurement.

Strong and tunable nonlinear optomechanical coupling in a low-loss system

An optical cavity coupled to a micrometre-sized mechanical resonator offers the opportunity to see quantum effects in relatively large structures. It is now shown that a variety of coupling mechanisms enable investigation of these fascinating systems in a number of different ways.

High quality mechanical and optical properties of commercial silicon nitride membranes

We have measured the optical and mechanical loss of commercial silicon nitride membranes. We find that 50nm thick, 1mm2 membranes have mechanical Q>106 at 293K, and Q>107 at 300mK, well above what has been observed in devices with comparable dimensions. The near-IR optical loss at 293K is less than 2×10−4. This combination of properties make these membranes attractive candidates for studying quantum effects in optomechanical systems.

Experimental realization of a quantum quincunx by use of linear optical elements

We report the experimental realization of a quantum analog of the classical Galton quincunx and discuss its possible use as a device for quantum computation. Our quantum quincunx is implemented with linear optical elements that allow an incoming photon to interfere with itself while traversing all possible paths from the source to the detector. We show that the experimentally determined intensity distributions are in excellent agreement with theory.

The process of transforming an advanced lab course: Goals, curriculum, and assessments

A thoughtful approach to designing and improving labs, particularly at the advanced level, is critical for the effective preparation of physics majors for professional work in industry or graduate school. With that in mind, physics education researchers in partnership with the physics faculty at the University of Colorado Boulder have overhauled the senior-level Advanced Physics Lab course. The transformation followed a three part process of establishing learning goals, designing curricula that align with the goals, and assessment. Similar efforts have been carried out in physics lecture courses at the University of Colorado Boulder, but this is the first systematic research-based revision of one of our laboratory courses. The outcomes of this effort include a set of learning goals, a suite of new lab-skill activities and transformed optics labs, and a set of assessments specifically tailored for a laboratory environment. While the particular selection of advanced lab experiments varies widely between ins...

High-resolution ion time-of-flight analysis for measuring molecular velocity distributions

A new electrode setup for high-resolution ion time-of-flight (TOF) analysis is described. The setup is used in combination with a counterpropagating pulsed molecular-beam scattering apparatus and laser ionization to measure one-dimensional velocity distributions of low-energy molecular products resulting from scattering or dissociation processes. In the case of ensembles characterized by cylindrical symmetry with respect to the molecular-beam axis, measured TOF spectra represent the angular distribution of the products. In the imaging of the ions onto the detector, this symmetry is preserved by using a pair of electrostatic mirrors for the deflection. Combined with separate velocity dispersion and acceleration fields, the present arrangement achieves superior resolution and detection efficiency. Although the resolution of the setup is limited by the velocity distribution of the molecular-beam pulses, changes in the average local velocity as small as 10 m/s have been observed.

Stable, mode-matched, medium-finesse optical cavity incorporating a microcantilever mirror: Optical characterization and laser cooling

A stable optical resonator has been built using a 30-microm-wide, metal-coated microcantilever as one mirror. The second mirror was a 12.7-mm-diameter concave dielectric mirror. By positioning the two mirrors 75 mm apart in a near-hemispherical configuration, a Fabry-Perot cavity with a finesse equal to 55 was achieved. The finesse was limited by the optical loss in the cantilevers metal coating; diffraction losses from the small mirror were negligible. The cavity achieved passive laser cooling of the cantilevers Brownian motion.

Incorporating learning goals about modeling into an upper-division physics laboratory experiment

Implementing a laboratory activity involves a complex interplay among learning goals, available resources, feedback about the existing course, best practices for teaching, and an overall philosophy about teaching labs. Building on our previous work, which described a process of transforming an entire lab course, we now turn our attention to how an individual lab activity on the polarization of light was redesigned to include a renewed emphasis on one broad learning goal: modeling. By using this common optics lab as a concrete case study of a broadly applicable approach, we highlight many aspects of the activity development and show how modeling is used to integrate sophisticated conceptual and quantitative reasoning into the experimental process through the various aspects of modeling: constructing models, making predictions, interpreting data, comparing measurements with predictions, and refining models. One significant outcome is a natural way to integrate an analysis and discussion of systematic error ...

Bridging physics and biology teaching through modeling

As the frontiers of biology become increasingly interdisciplinary, the physics education community has engaged in ongoing efforts to make physics classes more relevant to life science majors. These efforts are complicated by the many apparent differences between these fields, including the types of systems that each studies, the behavior of those systems, the kinds of measurements that each makes, and the role of mathematics in each field. Nonetheless, physics and biology are both sciences that rely on observations and measurements to construct models of the natural world. In this article, we propose that efforts to bridge the teaching of these two disciplines must emphasize shared scientific practices, particularly scientific modeling. We define modeling using language common to both disciplines and highlight how an understanding of the modeling process can help reconcile apparent differences between the teaching of physics and biology. We elaborate on how models can be used for explanatory, predictive, and functional purposes and present common models from each discipline demonstrating key modeling principles. By framing interdisciplinary teaching in the context of modeling, we aim to bridge physics and biology teaching and to equip students with modeling competencies applicable in any scientific discipline.As the frontiers of biology become increasingly interdisciplinary, the physics education community has engaged in ongoing efforts to make physics classes more relevant to life science majors. These efforts are complicated by the many apparent differences between these fields, including the types of systems that each studies, the behavior of those systems, the kinds of measurements that each makes, and the role of mathematics in each field. Nonetheless, physics and biology are both sciences that rely on observations and measurements to construct models of the natural world. In this article, we propose that efforts to bridge the teaching of these two disciplines must emphasize shared scientific practices, particularly scientific modeling. We define modeling using language common to both disciplines and highlight how an understanding of the modeling process can help reconcile apparent differences between the teaching of physics and biology. We elaborate on how models can be used for explanatory, predictive, ...

Development and results from a survey on students’ views of experiments in lab classes and research

The Colorado Learning Attitudes about Science Survey for Experimental Physics (E-CLASS) was developed as a broadly applicable assessment tool for undergraduate physics lab courses. At the beginning and end of the semester, the E-CLASS assesses students views about their strategies, habits of mind, and attitudes when doing experiments in lab classes. Students also reflect on how those same strategies, habits-of-mind, and attitudes are practiced by professional researchers. Finally, at the end of the semester, students reflect on how their own course valued those practices in terms of earning a good grade. In response to frequent calls to transform laboratory curricula to more closely align it with the skills and abilities needed for professional research, the E-CLASS is a tool to assess students’ perceptions of the gap between classroom laboratory instruction and professional research. The E-CLASS has been validated and administered in all levels of undergraduate physics classes. To aid in its use as a formative assessment tool, E-CLASS provides all participating instructors with a detailed feedback report. Example figures and analysis from the report are presented to demonstrate the capabilities of the E-CLASS. The E-CLASS is actively administered through an online interface and all interested instructors are invited to administer the E-CLASS their own classes and will be provided with a summary of results at the end of the semester.