Students in a quantum mechanics course are often introduced to the Schrödinger equation as the standard mathematical tool. However, rarely do students develop an understanding as to why the equation is the choice for modeling quantum phenomena or where it came from. While many books do have a heuristic derivation, they sometimes differ in their approach and often fail to give a satisfying explanation to the so-called canonical substitution of momentum. In this paper, we use de Broglie's hypothesis along with experimental results and theories to provide a heuristic derivation of the Schrödinger equation and of the the momentum operator.
Students in a quantum mechanics course are often introduced to the Schrödinger equation as the standard mathematical tool. However, rarely do students develop an understanding as to why the equation is the choice for modeling quantum phenomena or where it came from. While many books do have a heuristic derivation, they sometimes differ in their approach and often fail to give a satisfying explanation to the so-called canonical substitution of momentum. In this paper, we use de Broglie's hypothesis along with experimental results and theories to provide a heuristic derivation of the Schrödinger equation and of the the momentum operator.
The Schrodinger equation has been considered to be a postulate of quantum physics, but it is also perceived and derived heuristically as the quantum equivalent of the classical energy relation. We indicate that the Schrodinger equation cannot be a physical postulate, and we show that the heuristic derivations wrongly consider that the particle kinetic energy is proportional to the square of the momentum operator acting on the wavefunction. The correct term is proportional to the square of the momentum. Analyzing particle interactions, we realize that particles have multiple virtual motions and that each motion is accompanied by a wave that has constant amplitude. Accordingly, we define the wavefunction as the superposition of the virtual waves of the particle. As a result, quantum mechanics becomes a local and global theory, while in the traditional formulation it is a local theory. In several interaction settings we can tell what particle motions arise and explain the outcomes in simple and tangible terms. Most importantly, the mathematical foundation of quantum mechanics becomes clear and justified, and we derive the Schrodinger, Dirac, etc. equations as the conditions the wavefunction must satisfy at each space-time point in order to fulfill the respective total energy equation.
Quantum mechanics is a hugely important topic in science and engineering, but many students struggle to understand the abstract mathematical techniques used to solve the Schrödinger equation and to analyze the resulting wave functions. Retaining the popular approach used in Fleisch's other Student's Guides, this friendly resource uses plain language to provide detailed explanations of the fundamental concepts and mathematical techniques underlying the Schrödinger equation in quantum mechanics. It addresses in a clear and intuitive way the problems students find most troublesome. Each chapter includes several homework problems with fully worked solutions. A companion website hosts additional resources, including a helpful glossary, Matlab code for creating key simulations, revision quizzes and a series of videos in which the author explains the most important concepts from each section of the book.
Purpose of the study: This study aims to provide a comprehensive pedagogical review of the Schrödinger equation by integrating its physical derivations, mathematical structure, and applications to support advanced undergraduate and beginning graduate students in understanding quantum mechanics coherently. Methodology: Literature review, pedagogical synthesis, canonical model analysis, Hilbert-space formalism, self-adjoint operator framework, spectral theory approach, quantum mechanics textbooks and journal sources, mathematical physics methods, conceptual analysis, and visualization of wave packets and quantum phenomena were used as tools and methods in this study. Main Findings: The study shows that multiple derivations of the Schrödinger equation converge to a unified structure based on linear, unitary evolution with a self-adjoint Hamiltonian. Key quantum phenomena such as superposition, tunnelling, and quantization emerge consistently from canonical models, while mathematical conditions ensure physical consistency and probability conservation. Novelty/Originality of this study: This study uniquely integrates physical derivations, rigorous mathematical structure, and pedagogical organization into a single coherent framework. It bridges conceptual gaps between theory and application, offering a unified reference that enhances understanding of quantum mechanics and supports both self-study and instructional practices.
Abstract In this paper I explain how I usually introduce the Schrödinger equation during the quantum mechanics course. My preferred method is the chronological one. Since the Schrödinger equation belongs to a special case of wave equations I start the course with introducing the wave equation. The Schrödinger equation is derived with the help of the two quantum concepts introduced by Max Planck, Einstein, and de Broglie, i.e. the energy of a photon E = ћ ω and the wavelength of the de Broglie wave λ = h / p . Finally, the difference between the classical wave equation and the quantum Schrödinger one is explained in order to help the students to grasp the meaning of quantum wavefunction Ψ ( r , t ) . A comparison of the present method to the approaches given by the authors of quantum mechanics textbooks as well as that of the original Nuffield A level is presented. It is found that the present approach is different from those given by these authors, except by Weinberg or Dicke and Wittke. However, the approach is in line with the original Nuffield A level one.
Courses about Quantum Mechanics are generally developed at the level of the mathematical formalism, its syntactic level, seldom treating the interpretation of the theory, its semantic level. In the majority of cases, this first formal approach is not followed by any other course addressing the numerous interpretations of the theory. It has become apparent that this strategy leads to a deficit in the professional formation of the students, exceedingly driving them to technical areas of application of Quantum Mechanics. However, applications such as those on quantum computing and entanglement, as they become more and more encrusted in the deepest foundations of the theory, are asking more and more for the development of this kind of ability. In this paper we develop an approach to deal with second quantization in the realm of Quantum Mechanics. We show that the second quantization Schrodinger equation can be mathematically derived from a classical Hamiltonian written in the phase space (Q,P), obtained by a canonical transformation upon the original phase space (q,p), using an axiomatic quantization procedure developed elsewhere. We apply this quantization process to a bosonic system, modelled by the harmonic oscillator problem. We then make reverse engineering to show that Schwinger's second quantization approach to fermionic systems furnishes the path to derive a Schrodinger equation explicitly written in terms of the usual momenta and positions operators (q^,p^) for such systems. Finally, we use these mathematical developments to address the commonly accepted statement that 'the spin has no classical analog'.
Most authors of textbooks on quantum mechanics either postulate or sketch a short `ad hoc` derivation of Schrodinger's equation. In this work we give a detailed derivation of Schrodinger's equation from the Hamilton-Jacobi equation and the Eikonal equation in geometrical optics. We start from the historical debates on the nature of light -- whether it is a beam of particles, or waves in the aether. We derive the Eikonal equation and show the conditions when a wave can behave as a beam of particles. Then we discuss several experiments with an electron gun, that show clearly diffraction and interference of a single electron. Next, in order to explain these experiments, we derive Schrodinger's equation by comparing Hamilton-Jacobi equation in classical mechanics with the Eikonal equation in geometrical optics. To do that, we first show how to derive the wave equation from the Eikonal equation (not the other way around!). Second, we use this method to derive Schrodinger's equation from the Hamilton-Jacobi equation. Next, we derive Born's statistical rule using the early understanding of de Broglie that both particles and waves exist. Afterwards, we show that historically people preferred to remove the particles (as well as their trajectories) altogether from de Broglie's ideas but retained Born's rule (the so called Copenhagen interpretation). These derivations of the foundations of quantum mechanics do not follow precisely the history of the subject. Rather we select some early ideas and experiments in a judicious manner to present Schrodinger's equation in a logical and ordered way. We use the electron gun experiments instead of black body radiation and photoelectric effect. Our derivation may bring more light and satisfaction for the undergraduate students about the confusing and rather mysterious subject of quantum mechanics.