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arXiv:1707.03728 · Physics Education

Teaching Einsteinian physics at schools: part 2, models and analogies for quantum physics

T. Kaur, D. G. Blair, John Moschilla, Marjan G. Zadnik

Published Sep 22, 2017• 32 citations
arXivHTMLPDF

Abstract

Abstract The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the spacing between photons, and photon momentum to be introduced. This in-turn allows an intuitive understanding of the uncertainty principle. We present optical interference in the context of individual photons, using actual videos showing the development of images one at a time. This enables simple laser interference experiments to be interpreted through the statistical arrival of photons. The wave aspects of quantum phenomenon are interpreted in terms of the wavelike nature of the arrival probabilities.

DOI
10.1088/1361-6552/aa83e1

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Abstract The Einstein-First project approaches the teaching of Einsteinian physics through the use of physical models and analogies. This paper presents an approach to the teaching of quantum physics which begins by emphasising the particle-nature of light through the use of toy projectiles to represent photons. This allows key concepts including the spacing between photons, and photon momentum to be introduced. This in-turn allows an intuitive understanding of the uncertainty principle. We present optical interference in the context of individual photons, using actual videos showing the development of images one at a time. This enables simple laser interference experiments to be interpreted through the statistical arrival of photons. The wave aspects of quantum phenomenon are interpreted in terms of the wavelike nature of the arrival probabilities.
In this paper we present a proposal for teaching basic aspects of quantum mechanics in high school. Our proposal is based on a wave approach that makes use of the analogies between wave phenomena at macroscopic scales and phenomena at atomic or subatomic scales. Although the classical and the quantum model are completely different, there is a common underlying wave mathematical layer. This allows to address, via analogies, quantum aspects that are not accessible to direct experience. The quantization of energy levels, the quantum interference and the uncertainty relations are examples of quantum aspects having an analog concept in classical physics wave phenomena. In our approach we break the wave-particle “duality”, which is totally counterintuitive. Instead we enhance the underlying wave mathematical structure as a path to reach and explain emerging features of particles and quantum systems in general.
This article explores the use of interferometry experiments, focusing on the Mach-Zehnder interferometer, as a didactic tool for teaching fundamental concepts of quantum physics, such as wave-particle duality, superposition, and interference. Using the interactive simulation “Interferometer experiments with photons, particles and waves” from the University of St Andrews, we demonstrate how different models – classical particles, electromagnetic waves, and single photons – can be applied to describe the observed phenomena, facilitating the understanding of the distinctions between the classical and quantum views of nature. The comparative analysis of the simulated experimental results serves as a basis for in-depth conceptual discussions in the classroom, making quantum physics more accessible and intuitive for high school and university students.
With quantum physics being a particularly difficult subject to teach because of its contextual distance from everyday life, the need for multiperspective teaching material arises. Quantum physics education aims at exploring these methods but often lacks physical models and haptic components. In this paper, we provide two analog models and corresponding teaching concepts that present analogies to quantum phenomena for implementation in secondary school and university classrooms: While the first model focuses on the polarization of single photons and the deduction of reasoning tools for elementary comprehension of quantum theory, the second model investigates analog Hardy experiments as an alternative to Bell’s theorem. We show how working with physical models to compare classical and quantum perspectives has proven helpful for novice learners to grasp the abstract nature of quantum experiments and discuss our findings as an addition to existing quantum physics teaching concepts.
The previous chapter surveyed part of the rich variety of physical phenomena that can be understood using the ideas of quantum physics. Now that we are beginning the task of looking more deeply into the subject we shall find it useful to concentrate on examples that are comparatively simple to understand but which still illustrate the fundamental principles and highlight the basic conceptual problems. Some years ago most writers discussing such topics would probably have turned to the example of a ‘particle’ passing through a two-slit apparatus (as in Figure 1.2), whose wave properties are revealed in the interference pattern. Much of the discussion would have been in terms of wave–particle duality and the problems involved in position and momentum measurements, as in the discussion of the uncertainty principle in the last chapter. However, there are essentially an infinite number of places where the particle can be and an infinite number of possible values of its momentum, and this complicates the discussion considerably. We can illustrate all the points of principle we want to discuss by considering situations where a measurement has only a small number of possible outcomes. One such quantity relating to the physics of light beams and photons is known as polarisation . In the next section we discuss it in the context of the classical wave theory of light, and the rest of the chapter extends the concept to situations where the photon nature of light is important.
This chapter introduces the powerful Feynman path integral approach to quantum mechanics. It is intended for readers who are interested in a non-mathematical approach to quantum physics at the middle and high-school level. Einstein's discovery of light quanta played a major role in the birth of quantum mechanics. Einstein made the bold prediction that light comes as a stream of particles called “light quanta”. Photons, like bullets, carry momentum that applies forces to mechanical objects. The method of phasors that, the authors applied to radio waves works equally for visible photons and even for particles such as electrons and molecules. Feynman's method of all possible paths assumes a large number of possible paths. Single-photon counting experiments and laser technology allow the reader to see deeply into the quantum world. The videos of single-particle interference consolidate the idea of photons and their intrinsic randomness.
The previous chapter surveyed part of the rich variety of physical phenomena that can be understood using the ideas of quantum physics. Now that we are beginning the task of looking more deeply into the subject we shall find it useful to concentrate on examples that are comparatively simple to understand but which still illustrate the fundamental principles and highlight the basic conceptual problems. Some years ago most writers discussing such topics would probably have turned to the example of a ‘particle’ passing through a two-slit apparatus (as in Figure 1.2), whose wave properties are revealed in the interference pattern. Much of the discussion would have been in terms of wave–particle duality and the problems involved in position and momentum measurements, as in the discussion of the uncertainty principle in the last chapter. However, there are essentially an infinite number of places where the particle can be and an infinite number of possible values of its momentum, and this complicates the discussion considerably. We can illustrate all the points of principle we want to discuss by considering situations where a measurement has only a small number of possible outcomes. One such quantity relating to the physics of light beams and photons is known as polarisation . In the next section we discuss it in the context of the classical wave theory of light, and the rest of the chapter extends the concept to situations where the photon nature of light is important.