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Engaging students with well-designed clicker questions is one of the commonly used researchbased instructional strategy in physics courses partly because it has a relatively low barrier to implementation. Moreover, validated robust sequences of clicker questions are likely to provide better scaffolding support and guidance to help students build a good knowledge structure of physics than an individual clicker question on a particular topic. Here we discuss the development, validation and in-class implementation of a clicker question sequence (CQS) for helping advanced undergraduate students learn about addition of angular momentum, which takes advantage of the learning goals and inquiry-based guided learning sequences in a previously validated Quantum Interactive Learning Tutorial (QuILT). The in-class evaluation of the CQS using peer instruction is discussed by comparing upper-level undergraduate students’ performance after engaging with the CQS with previous published data from the QuILT pertaining to these concepts.

Development and validation of a sequence of clicker questions for helping students learn addition of angular momentum in quantum mechanics