  Engaging students with well-designed clicker questions is one of the commonly
used research-based instructional strategy in physics courses partly because it
has a relatively low barrier to implementation [1]. 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 student
performance after engaging with the CQS with previous published data from the
QuILT pertaining to these concepts.
