QuVis simulations in Czech - translation and utilization in pre-service physics teacher course

The collection of QuVis simulations is based on research on frequent student difficulties, and their design and effectiveness have been also verified. The concept of these simulations fits very well into our undergraduate Introductory Course of Quantum Physics for pre-service physics teachers. However, due to the simulations being in English, we recognized the language barrier as an obstacle for some students when working independently with them. Moreover, we believe that a solid grasp of Czech terminology is important for future teachers. These reasons led us to translate 20 simulations into Czech. To further enhance the collection, we are developing thematic worksheets that feature tasks using the selected simulations alongside tasks that are solved without their use. Up to now, we have published five worksheets focusing on measurement in quantum physics.


Introduction
Quantum physics is a challenging and abstract branch of physics.Students often hold misconceptions and misunderstandings derived from their studies [1][2][3][4][5][6].If students solely depend on calculations, the educational process may easily devolve into mechanical formula manipulation, with only a few students developing a more concrete understanding from them.However, it is unsurprising that omitting calculations is not a viable strategy as our everyday language fails to describe the unique behaviour of objects in the microworld, which is vastly different from that of objects in our surroundings.Failure to carry out calculations can lead to vague discussions on the behaviour of quantum objects that are confusing to learners.Additionally, the usage of common language can lead to misconceptions.All these reasons result in various alternative teaching approaches [7,8].
One solution to tackle these issues is not to abandon dealing with mathematical descriptions.Instead of time-consuming calculation computer simulations could be used to visualize complex (difficult to imagine) phenomena in a suitable graphical format.Students can greatly benefit from appropriate simulations or dealing with the graphical representation [9][10][11].

Interactive elements in our Quantum Physics course
Our course in Quantum Physics is specially designed for future secondary school physics teachers.They will need to communicate basic quantum concepts without mathematical formalism (the only accurate quantum language) in their future practice.This is the reason that the most apparent distinction between our course and lectures for future physicists is the emphasis on interactive elements [12,13].There are numerous simulations, applets, applet collections, standalone programs, and other tools at the disposal of quantum physics educators for demonstration purposes.Some well-known resources we employ are Physlets Quantum Physics [14], PhET simulations [15], or Quantum Visualisation Projects

Translation into Czech, Thematic Worksheets
The QuVis simulations' design and conceptual approach are well suited to our quantum physics course for future physics teachers.We employed them in illustrating basic concepts within lessons and in discussion sessions.Additionally, we utilised them as an instructional basis for ConcepTests as part of the Peer Instruction method [23] incorporated into our lectures.As QuVis simulations usually focus on one fundamental concept or aspect of a more intricate situation, they have limited control elements, so they do not distract or confuse students.Therefore, we found them very suitable for independent use by students, including home study and problem-solving within Just-in-Time questions [24].
Due to the language barrier of the simulations being in English, some students encountered a minor problem.As the course is designed to train future teachers, they need to possess an understanding of Czech terminology.Hence, we have taken inspiration from the simulation translations in German and have obtained permission from the authors of the original simulations to translate the chosen simulations into Czech.The commented source code of the simulation provided by authors, albeit only a minimized version being publicly available, proved to be invaluable.While translating the simulations, we identified a few minor errors and typos within the original simulations, which we reported to the QuVis team leader.
For the initial translation phase, we selected simulations that were best suited for our lessons.These consisted of simulations covering fundamental phenomena and systems that effectively complemented the interpretation of such concepts and were suitable as well for homework (e.g.one-dimensional well or time evolution of stationary states).Conversely, some simulations represented more advanced concepts and were used to introduce the topic (e.g.Spin 1 or Quantum key distribution).We have completed the translation of 20 simulations covering these topics: Classical systems, Fundamental concepts, One-dimensional potentials, Two-dimensional potentials, Spin and angular momentum and Quantum information (see Figure 1 and Table 1).The translated versions are graphically identical to the original ones and are located on the FyzWeb server [25].
To extend the usability of the translated simulations, we developed thematic worksheets that integrate tasks using the selected simulation, alongside appropriate qualitative and quantitative tasks that can be solved without any simulation [26].Worksheets consist of 10 to 20 short problems (grouped thematically into three to five tasks).The initial tasks are generally founded on simple observation or playing with the simulation.Subsequent tasks necessitate more complicated reasoning and, in some cases, calculations.Some tasks are taken from or inspired by challenges in simulations or original worksheets.Tasks directly related to the simulation are complemented by comparable tasks that are not derived from the simulation, e.g., the standard end-of-chapter tasks.This approach is intended to link the graphical representation with calculations in the worksheet.To date, we have published five worksheets centred on measurement in quantum physics [27].The English translation of these worksheets is now also available [28].Other worksheets focusing on onedimensional systems, particularly finite and infinite wells, as well as the harmonic oscillator, are currently under development.
We used the prepared worksheets as well as integrated "challenges" (given by the simulation itself) as homework.In lectures, independent exploration of simulations (especially time development and measurement results) is part of the group work.Selected simulations are used by the lecturer to elucidate explanations of new phenomena.

Students' Feedback
As previously mentioned, this course is designed for future secondary school teachers.It is usually taken in the second year of study (fourth term), with six classes (45 minutes) per week, typically divided into two sessions.Each session incorporates a range of teaching methods, including short lectures, group discussions, conceptual tasks, and problem-solving periods (with Peer Instruction Methods frequently utilised), as well as small group work.Our course is unique due to the small size of the cohort, with approximately 10 students being the long-term average.This not only fosters active learning but also enables us to establish informal relationships with our students, facilitating detailed feedback from them.Therefore, alongside the primarily numerical feedback provided by the faculty at the end of each semester, we annually request that our students share their thoughts regarding specific aspects of the instruction via a series of open-ended questions.Quantum key distribution (BB84 protocol) using photons While the feedback questionnaire primarily targets an overall impression and general approach to learning, students also assess the utilization of various applets and simulations.Generally, they appreciate how these tools aid in building a deeper understanding by transforming complex mathematical formulas into more comprehensible graphical representations.The substitution of calculations with computer-based, pre-made simulations is considered highly advantageous.Such simulations allow for the experimentation of varying input parameters, facilitating a more comprehensive understanding of resultant effects.Based on the frequent use of these applets in homework assignments, we would like to illustrate the students' perspective with the following quotes about homework: • "I think the applets were great.There can be more homework using them.The best is if the students figure it out on their own, then they remember it." • "Homework with applets was very useful.That's where I understood the most." • "[Under the common run of a semester,] I don't know if I would install some applets at home since they were not required to solve the tasks.However, this semester, I was at the computer most of the time, so I went through each applet and used it to understand or to solve tasks." The last quote addresses the 2019/2020 summer semester, of which a substantial part took place in the form of distance learning.The above quotes suggest that students themselves appreciate simulations and applets and find their work with them more fruitful than frontal presentation in a lesson (e.g. using a data projector).

Conclusion
We have introduced 20 simulations from the QuVis collection that have been translated into Czech.Our rationale behind exposing preservice physics teachers to a variety of visualization tools, including these simulations, is to equip them with the necessary skills for their future careers.Our experience indicates that the use of simulations should be complemented by conceptual tasks.Therefore, we are creating additional worksheets that contextualise the simulations with other sections of the course, particularly qualitative problems in the textbook.
Classical systemsProbabilistic analysis of a block on a track Probabilistic analysis of a mass-spring system Fundamental concepts Superposition states in an infinite square well Expansion in eigenstates Energy uncertainty of quantum states Time development of infinite well states Probability density and probability current One-dimensional potentials The one-dimensional particle in a box Comparison of the finite and infinite square wells Comparison of the classical and quantum harmonic oscillator Comparison of the half-harmonic and harmonic quantum oscillator Time-development of a free particle Gaussian wave packet Two-dimensional potentials Energy eigenfunctions of the two-dimensional infinite well Energy eigenfunctions of the two-dimensional quantum oscillator The two-dimensional infinite circular well Spin and angular momentum The expectation value Uncertainty of spin measurement outcomes Superposition states and mixed states Spin 1 particles in successive Stern-Gerlach experiments Quantum information

Table 1 .
Summary of translated simulations.