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This paper examines the initial beliefs held by elementary educators (n=11) and their students about teaching and learning quantum concepts at the elementary level. All teachers were participants in a grant-funded project focused on developing teachers’ quantum content knowledge and creating curricular resources to use in elementary classrooms. Although elementary teachers had limited knowledge of quantum at the beginning of the project, they expressed excitement and a belief that learning quantum would create future possibilities for their students. 

Quantum science and computing represent a vital intersection between science and technology, gaining increasing importance in modern society. There is a pressing need to incorporate these concepts into the K-12 curriculum, equipping new generations with the tools to navigate and thrive in an evolving technological landscape. This study explores the professional learning of K-12 teachers (n = 49) related to quantum concepts and pedagogy. We used open-ended surveys, field notes, workshop artifacts, and interviews to examine teachers’ perceptions of quantum and how they made connections between quantum and their curriculum. Our data reveal that most teachers were excited and interested in teaching quantum but were aware of potential barriers and concerns that might get in the way of teaching quantum. We found that teachers readily identified connections to math and science in their curriculum, but only a few made connections to computing. Enthusiasm for teaching quantum concepts was found in both elementary and secondary educators, suggesting a widespread recognition of its importance in preparing students for a future where quantum technology is a fundamental aspect of their lives and careers. 

The percentage of women receiving bachelor’s degrees in physics (25%) in the U.S. lags well behind that of men, and women leave the major at higher rates. Achieving equity in physics will mean that women stay in physics at the same rates as men, but this will require changes in the culture and support structures. A strong sense of belonging can lead to higher retention rates so interventions meant to increase dimensions of physics identity (interest, recognition, performance, and competence) may increase persistence overall and increase women’s retention differentially. We describe our model in which mentorship, an understanding of career options (career conceptualization), and leadership are inputs into the development of these dimensions of physics identity. This paper includes preliminary results from a qualitative study that aims to better understand how career conceptualization, leadership, and mentorship contribute to the development of physics identity and belonging. We report results from a survey of 15 undergraduate physics students which was followed up by interviews with 5 of those students. The students were from 2 institutions: a small private liberal arts college in the midwest region of the U.S. and a large public university in the southeast region of the U.S. classified as a Hispanic-serving institution (HSI). With respect to mentorship, consistent with the existing literature, we found that it could provide critical support for students’ engagement in the physics community. Leadership experiences have not previously been positioned as an important input into identity, yet we found that they helped women in physics feel more confident, contributing to their recognition of themselves as physics people. While the data on how career conceptualization contributed to the building of identity is limited, there are some connections to recognition and competence, and it will be an interesting avenue of future exploration. Published by the American Physical Society2024 

Low-mass galaxies are thought to play a large role in reionizing the Universe at redshifts, z > 6. However, due to limited UV data on low-mass galaxies, the models used to estimate the escape of radiation are poorly constrained. Using theoretical models of radiation transport in dusty galaxies with clumpy gas media, we translate measurements of the UV slopes of a sample of low-mass low-z KISSR galaxies to their escape fraction values in Ly-alpha radiation, fesc (LyA), and in the Ly-continuum, fesc (LyC). These low-mass starforming systems have potentially steep UV slopes, and could provide a much-needed relation between easily measured spectral properties such as UV slope or LyA line properties, and the escape of LyA/LyC radiation. Such a relation could advance studies of primordial star clusters and the underlying physical conditions characterizing early galaxies, one of the target observation goals of the soon to-be-launched James Webb Space Telescope. This work was supported by the University of San Francisco Faculty Development Fund, and NSF grant AST-1637339. We thank the Aspen Center for Physics, where some of this work was conducted, and which is supported by National Science Foundation grant PHY-1607611. 

The Arecibo Pisces-Perseus Supercluster Survey is a targeted HI survey of galaxies that began its second observing season in October 2016. The survey is conducted by members of the Undergraduate ALFALFA Team (UAT) and extensively involves undergraduates in observations, data reduction, and analysis. It aims to complement the HI sources identified by the ALFALFA extragalactic HI line survey by probing deeper in HI mass (to lower masses) than the legacy survey itself. Measurements of the HI line velocity widths will be combined with uniform processing of images obtained in the SDSS and GALEX public databases to localize the sample within the baryonic Tully Fisher relation, allowing estimates of their redshift-independent distances and thus their peculiar velocities.The survey is designed to constrain Pisces-Perseus Supercluster infall models by producing 5-σ detections of infall velocities to a precision of about 500 km/s. By targeting galaxies based on SDSS and GALEX photometry, we have achieved detection rates of 68% of the galaxies in our sample. We will discuss the target selection process, HI velocities and mass estimates from the 2015 fall observing season, preliminary results from 2016 observations, and preliminary comparisons with inflow models predicted by numerical simulations.This work has been supported by NSF grants AST-1211005, AST-1637339, AST-1637262. 

The Arecibo Pisces-Perseus Supercluster Survey is a targeted HI survey of galaxies that began its second observing season in October 2016. The survey is conducted by members of the Undergraduate ALFALFA Team (UAT) and extensively involves undergraduates in observations, data reduction, and analysis. It aims to complement the HI sources identified by the ALFALFA extragalactic HI line survey by probing deeper in HI mass (to lower masses) than the legacy survey itself. Measurements of the HI line velocity widths will be combined with uniform processing of images obtained in the SDSS and GALEX public databases to localize the sample within the baryonic Tully Fisher relation, allowing estimates of their redshift-independent distances and thus their peculiar velocities.The survey is designed to constrain Pisces-Perseus Supercluster infall models by producing 5-σ detections of infall velocities to a precision of about 500 km/s. By targeting galaxies based on SDSS and GALEX photometry, we have achieved detection rates of 68% of the galaxies in our sample. We will discuss the target selection process, HI velocities and mass estimates from the 2015 fall observing season, preliminary results from 2016 observations, and preliminary comparisons with inflow models predicted by numerical simulations.This work has been supported by NSF grants AST-1211005, AST-1637339, AST-1637262.