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arXiv:2010.15589 · Physics Education

How do I introduce Schrödinger equation during the quantum mechanics course?

T. Mart

Published Jan 12, 2021• 2 citations
arXivHTMLPDF

Abstract

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.

DOI
10.1088/1361-6552/abc8db

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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.
The wave-particle duality for light has been well established by various experiments, such as Young’s double slit experiment and the photoelectric effect. This led de Broglie to propose that a particle also has wave characteristics. Schrödinger further established the wave equation for a moving particle. Many times, quantum mechanics textbooks do not show how Schrödinger’s equation was developed in an intuitive manner that is appropriate at the undergraduate level. This article presents a new approach for introducing Schrödinger’s equation. This new approach starts with Maxwell’s equations and then applies the quantized energy of a light wave and special relativity. This more intuitive approach should help undergraduate students understand the origin of Schrödinger’s equation in a more natural way.
In this chapter, the Schrödinger equation is “derived” for particles that can be described by de Broglie waves. The Schrödinger equation is very different from the corresponding equation of motion in classical mechanics. In order to illustrate the fundamental differences between the two theories, one of the simplest problems of particle dynamics is solved in both Newtonian and quantum mechanics. This simple example also helps to show that quantum mechanics is the fundamental theory and classical mechanics is an approximation, a remarkably good approximation, when considering macroscopic objects. The solution of the Schrödinger equation is presented for a particle inside a box and the quantization condition is derived. The amazing possibility of quantum tunneling when a particle is incident on a barrier of height larger than the energy of the incident particle is also discussed. Finally the three-dimensional Schrödinger equation is solved for the hydrogen atom.
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.
th , 2012; revised: Jan. 8 th , 2013; accepted: Jan. 16 th , 2013 Abstract: In order that students have a whole realization of the wave mechanics foundation, we review the two impor- tant enlightened steps in details, i.e. the analogues between mechanics and optics, de Broglie matter wave. Based on the duality of wave and particle, we report the whole process that Schrodinger founded his wave mechanics. We introduce Schrodinger's interesting and deep method of deriving wave equation to quantum mechanics teaching.
As its name suggests, Schrodinger’s equation is the brain child of Schrodinger and was first disclosed in 1926 in a paper entitled An Undulatory Theory of the Mechanics of Atoms and Molecules . Schrodinger begins by considering the dynamics of a particle moving through a force field. The Schrodinger’s equation is arrived at in an alternative heuristic path modeled after Haken. The Schrodinger’s equation is a wave equation that incorporates classical particle concepts, and classical wave function concepts, in its derivation. In other words, a heuristic approach to Schrodinger’s equation utilizes Max Planck’s quantum energy, classical kinetic energy of a free particle, and the classical “wave functions of ordinary wave optics.” Schrodinger’s equation is capable of explaining all atomic phenomena except those involving magnetism and relativity.
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.