Experimental Physics
The area of experimental physics is focused on the joint research priority "Optoelectronics and Photonics". Semiconductor materials are produced and used to realise novel functional micro- and nanostructures. Examples of such components are single photon sources, wavelength converters, quantum circuits, metamaterials or plasmonic antennas. The aforementioned components are of great importance for applications in the fields of quantum information processing, optical communications technology and sensor technology as well as medical and lighting technology. To achieve novel functionalities, concepts from non-linear photonics and quantum optics in particular are used and researched. The participating working groups have access to modern laboratory and clean room facilities for their work.
Theoretical physics
In Theoretical Physics, two main subject areas are worked on. In the area of "Computational Materials Science", the focus is on the prediction and physical understanding of material properties. This is done with ab initio methods such as density functional theory or many-particle perturbation theory, which allow a precise characterisation of materials without the aid of empirical parameters. In the research focus "Computational Optoelectronics and Photonics", the optical and electronic properties of solids and nanostructures are analysed on the basis of microscopic quantum theory.
Didactics of Physics
In the field of physics didactics, the impact of teacher training is being investigated. To this end, instruments for recording central components of professional action competence of prospective physics teachers (subject knowledge, subject didactic knowledge, diagnosis of learning difficulties, planning and reflection on lessons, convictions, personality traits) are being developed and validated. The studies allow statements to be made about the extent to which the competences required for the teaching profession are acquired in the course of the physics teacher training programme. In the didactics of science teaching, the empirically based development of multi-criteria successful teaching-learning and study programmes and teacher training and further education concepts is at stake at the student and teacher level. The increasing heterogeneity of the student body in primary school as well as the binding requirements for the realisation of school inclusion are challenges that currently need to be overcome.
Major projects
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