Student understanding of Fermi energy, the Fermi–Dirac distribution and total electronic energy of a free electron gas

Abstract

Abstract We investigated the difficulties that physics students in upper-level undergraduate quantum mechanics and graduate students after quantum and statistical mechanics core courses have with the Fermi energy, the Fermi–Dirac distribution and total electronic energy of a free electron gas after they had learned relevant concepts in their respective courses. These difficulties were probed by administering written conceptual and quantitative questions to undergraduate students and asking some undergraduate and graduate students to answer those questions while thinking aloud in one-on-one individual interviews. We find that advanced students had many common difficulties with these concepts after traditional lecture-based instruction. Engaging with a sequence of clicker questions improved student performance, but there remains room for improvement in their understanding of these challenging concepts.