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arXiv:2006.16070 · Physical Review Physics Education Research

Quantum interactive learning tutorial on the double-slit experiment to improve student understanding of quantum mechanics

Ryan Sayer, Alexandru Maries, Chandralekha Singh

Published May 11, 2017• 56 citations
arXivHTMLPDF

Abstract

A research-based interactive learning tutorial on the double-slit experiment improves students' understanding of concepts such as wave-particle duality, the effect of quantum measurement on the wave function, and the occurrence of interference after a large number of single particles pass through the slits.
DOI
10.1103/physrevphyseducres.13.010123

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Abstract In the past there has been great faith in the power of laboratory activities and teacher demonstrations to enhance the learning of physics concepts. However, reviews of the effectiveness turned out to be disappointing [1-3] and have shown that lab activities and demonstrations need to be carefully designed and embedded in lessons to realize cognitive benefits [4]. Nevertheless, for secondary school quantum physics we developed a portable double slit demonstration mounted in a suitcase in which photons pass the slits approximately one by one and yet together produce an interference pattern. Based on experiences in 5 schools, we carefully designed the educational aspects of the demonstration and investigated its longterm learning effects through a written test of 68 students after 4 weeks and retention interviews after 4 months (10 interviews) and after 9 months (5 interviews). Students did remember the setup and results of the demonstration quite well. They were quite aware of the unexpected and strange wave-particle behavior of quantum particles in the demonstration including the effect of measurement or observation on the outcomes. However, half of them still had trouble defining duality in their own words and most of them did not remember de Broglie particle waves and how that related to the double slit experiment.
The double-slit experiment provides insights into quantum mechanics and sheds light on fundamental contradictions with classical physics, which, although predicting independent trajectories by simple random addition, reveals interference patterns even when only one particle is emitted at a time, providing direct evidence for effects of wave-particle duality and quantum superposition. Furthermore, we explore why thematic coherence and overlap in this study are essential elements of quantum computer design. Mechanisms such as phase interference (defined by the Deutsch algorithm) demonstrate the computational power provided by quantum effects. In other words, double-slit learning is not just a theoretical concept, but also a set of ideas and techniques that combine the theory of advanced quantum technology.
A lesson series on quantum physics was taught to grade 12 students in 5 different secondary schools. Among others, the series contained a special demonstration experiment for particle-wave duality (double-slit single-photon interference) which was supplemented by the PhET applet quantum wave interference. Preconceptions on particles and waves were assessed in a pretest. Interviews were conducted with 24 students in 4 schools after the demonstration. A posttest was administered to 112 students in 3 schools. Some lessons were observed by an outside observer and/or videotaped, followed by interviews. Results indicate that learning objectives of quantum physics are well within reach of the 12th grade students. This shows especially in student discussions of the PhET applet. However, understanding of wave-particle duality is hindered by insufficient understanding of the prerequisite wave concept that waves are spread out in space. Most students associated a wave with an oscillation and somehow forgot about the spatial aspects. As a consequence, the “strangeness” of wave-particle duality was underappreciated. Also, the link with the de Broglie wavelength discussed early in the lesson series was not made. As in the 5th school quantum physics started several weeks later, we were able to try an improved lesson design for the demonstration successfully. Interviews are very helpful in catching misinterpretations of demonstrations and generating suggestions for improvement. Students do appreciate the confusing wonders of quantum physics but in the post-interviews seem unaware of the many quantum-based devices around them and the many everyday phenomena (like color) which need quantum physics for explanation. Perhaps as teachers and curriculum developers, we are too eager to overemphasize the exotic and strange aspects of quantum theory and underemphasize utility in everyday applications.