The quantum-mechanical transition amplitudes for atomic and molecular processes in strong laser fields are expressed in the form of multidimensional integrals of highly oscillatory functions. Such integrals are ideally suited for the evaluation by asymptotic methods for integrals. Furthermore, using these methods it is possible to identify, in the sense of Feynman's path-integral formalism, the partial contributions of quantum orbits, which are related to particular solutions of the saddle-point equations. This affords insight into the physics of the problem, which would not have been possible by only solving these integrals numerically. We apply the saddle-point method to various quantum processes, which are important in strong-field physics and attoscience. The special case of coalescing or near-coalescing saddle points requires application of the uniform approximation. We also present two modifications of the saddle-point method, for the cases where a singular point of the subintegral function exactly overlaps with a saddle point or is located in its close vicinity. Particular emphasis is on the classification of the saddle-point solutions. This problem is solved for the one-dimensional integral over the ionization time, relevant for above-threshold ionization (ATI), while for two-dimensional integrals a classification by the multi-index $(\alpha,\beta,m)$ is introduced, which is particularly useful for the medium- and high-energy spectrum of high-order harmonic generation (HHG) and backward-scattered electrons (for high-order ATI). For the low-energy structures a classification using the multi-index $(\nu,\rho,\mu)$ is introduced for the forward-scattering quantum orbits. In addition to laser-induced processes such as ATI, HHG and high-order ATI, we consider laser-assisted scattering as an example of laser-assisted processes for which real solutions of the saddle-point equation exist. Particular attention is devoted to the quantum orbits that describe and visualize these processes. We also consider finite laser pulses, the semiclassical approximation, the role of the Coulomb field and the case of laser fields intense enough to lead into the relativistic regime.

In the present paper, we study the high-order above-threshold ionization of noble-gas atoms using a bi-elliptic orthogonal two-color (BEOTC) field. We give an overview of the SFA theory and calculate the differential ionization rate for various values of the laser field parameters. We show that the ionization rate strongly depends on the ellipticity and the relative phase between two field components. Using numerical optimization, we find the values of ellipticity and relative phase that maximize the ionization rate at energies close to the cutoff energy. To explain the obtained results, we present, to the best of our knowledge, for the first time the quantum-orbit analysis in the BEOTC field. We find and classify the saddle-point (SP) solutions and study their contributions to the total ionization rate. We analyze quantum orbits and corresponding velocities to explain the contribution of relevant SP solutions.

Physics curricula around the world recognise energy as one of the core concepts in science (Duit, 2014), as it is fundamental in development of integrated scientific understanding of phenomena (Linn et al., 2006; National Research Council, 2012; Nordine et al., 2011). Importance of the energy concept is also recognised by PISA and TIMSS studies and is reflected in many science standards (National Research Council, 2012; Next Generation Science Standards, 2013). However, research about students’ energy conceptions keeps showing that students at all educational levels have significant difficulties with the concept of energy (Goldring & Osborne, 1994; Lawson & McDermott, 1987; Neumann et al., 2013; Pride et al., 1998). Concretely, students exhibit difficulties with understanding work-energy processes (Van Huis & Van den Berg, 1993), energy degradation and energy conservation (Goldring & Osborne, 1994; Liu & McKeough, 2005; Neumann et al., 2013). Thereby, a large number of studies detected conservation of energy as the most difficult aspect of the energy concept (Lindsey et al., 2012; Neumann et al., 2013; Van Heuvelen & Zou, 2001; Van Huis & Van den Berg, 1993). In fact, only a very few students develop deeper understanding of energy conservation until the time they finish secondary school (Herrmann-Abell & DeBoer, 2018). For purposes of improving the quality of teaching about energy, it is useful to identify possible sources of above-mentioned students’ difficulties. Firstly, it is important to note that many students’ difficulties with the energy concept may be related to students’ (mis)understanding of systems (Seeley et al., 2019; Van Heuvelen & Zou, 2001; Van Huis & Van den Berg, 1993). Consequently, students should be helped to recognize the importance of carefully choosing the physical system, if one wants them to gain a functional understanding of energy conservation (Lindsey et al., 2012; Seeley et al., 2019). Such system-based Abstract. Conventional teaching about the law of conservation of mechanical energy (LCME) often results with students trying to solve problems by remembering similar problems they already covered in classes. Consequently, many students fail to transfer their knowledge to simplest real-life problems. Therefore, a pre-test – post-test quasi-experiment was conducted to evaluate the effects of an alternative, system-based approach to teaching about LCME. The study included 70 upper-secondary students from the First Bosniak Gymnasium Sarajevo, Bosnia and Herzegovina. Firstly, all students learned about energy in a conventional way. Then they wrote a test on LCME and had three additional hours of teaching about this topic, where one group of students learned in line with the forces-variant of the system approach (e.g., discussing conservative and nonconservative forces) and the other group with the process-variant of the same approach (e.g., discussing system’s states and processes like in thermodynamics). For both variants, only three hours of system-based teaching proved to substantially improve the students’ level of LCME understanding compared to the level of understanding they had after conventional teaching. It follows that the system approach may work well at the upper-secondary level, if it is introduced through the scaffolding-andfading technique.

Maintaining item banks that continually reflect the measured construct can be achieved through periodically removing obsolete items and adding validated items.

We investigate strong-field ionization of linear molecules by a two-color laser field of frequencies rω and sω having coplanar counterrotating or corotating elliptically polarized components (ω is the fundamental laser field frequency and r and s are integers). Using the improved molecular strong-field approximation we analyze direct above-threshold ionization (ATI) and high-order ATI (HATI) spectra. More precisely, reflection and rotational symmetries of these spectra for linear molecules aligned in the laser-field polarization plane are considered. The reflection symmetries for particular molecular orientations, known to be valid for a bicircular field (this is the field with circularly polarized counterrotating components), are valid also for arbitrary component ellipticities. However, specific rotational symmetries that are satisfied for HATI by a bicircular field, are violated for an arbitrary elliptically polarized field with counterrotating components. For the corotating case and the N2 molecule we analyze molecular-orientation-dependent interferences and plateau structures for various ellipticities.

A 32-item scale that can be used to measure physics students' understanding of introductory level wave optics.

Earlier research has shown that students have tremendous difficulties with understanding certain aspects of rolling without slipping, such as the zero-velocity at the contact point and plausibility of application of the law of conservation of mechanical energy despite action of the friction force. The aim of this research was to explore whether using analogies and reasoning about extreme cases can facilitate conceptualization of the above-mentioned phenomena. A pre-test – post-test quasi-experiment has been conducted, with 93 students in the control group (CG) and 91 students in the experimental group (EG). Whereas control group students received conventional teaching, in the experimental group rolling of a cylinder has been considered as a special case of a tumbling prism for which the number of prism surfaces tended to infinity. The results of analysis of covariance showed that students from the experimental group significantly outperformed their peers from the control group on the Rolling Motion Concept Test (RMCT). Between-group differences were greater on test items that required higher level of cognitive transfer. This research suggests that using analogies and extreme case reasoning can facilitate comprehension of certain seemingly counterintuitive aspects of rolling motion. Keywords: analogy-based teaching, energy conservation, extreme case reasoning, misconceptions, rolling motion.