Quantum physics is not traditionally introduced in high school physics courses because of the level of abstraction and mathematical formalism associated with the subject. As part of the Visual Quantum Mechanics project, activity-based instructional units have been developed that introduce quantum principles to students who have limited backgrounds in physics and mathematics. This study investigates the applicability of one unit, Solids & Light, that introduces quantum principles within the context of learning about light emitting diodes. An observation protocol, attitude surveys, and questionnaires were used to examine the implementation of materials and student-teacher interactions in various secondary physics classrooms.

Aspects of Solids & Light including the use of hands-on activities, interactive computer programs, inexpensive materials, and the focus on conceptual understanding were very applicable in the various physics classrooms observed. Both teachers and students gave these instructional strategies favorable ratings in motivating students to make observations and to learn. These ratings were not significantly affected by gender or students' attitudes towards physics or computers.

Solids & Light was applicable in terms of content and teaching style for some teachers. However, a mismatch of teaching styles between some instructors and the unit posed some problems in determining applicability. Observations indicated that some instructors were not able to utilize the exploratory instructional strategy of Solids & Light. Thus, Solids & Light must include additional support necessary to make the instructor comfortable with the subject matter and pedagogical style. With these revisions, Solids & Light, will have all the key components to make its implementation in a high school physics classroom a successful one.