Teaching about quantum theory

Art Hobson

Sir Nevill Mott

Mustafa Erol

This work proposes a clear teaching framework for the completeness of quantum theory and the related phenomenon of quantum entanglement. The framework begins by summarizing and underlining the probabilistic structure of quantum theory. Next, the well-known Einstein–Podolsky and Rosen (EPR) paradox, which questions the probabilistic structure and completeness of the theory, is summarized. Afterward, Bell’s inequality and Clauser, Horne, Shimony, and Holt (CHSH) inequality approaches are enlightened by underlining their abilities to test completeness. The effort next explains how the completeness of quantum theory can be tested via quantum entanglement. Finally, the quantum entanglement of bipartite systems is generally illuminated, and the quantum entanglement of spins is fully resolved for undergraduate teaching purposes. The opinions of the students on the teaching proposal reveal that necessity, simplicity, and originality are high, and significance and importance are medium. The proposed teaching framework is reasonably simple and includes almost all the details that can be easily introduced for undergraduate quantum mechanics courses.

James Clemens, Perry R. Rice

We review research and teaching experiences with undergraduates using quantum trajectory theory instead of density matrices for open systems. This approach builds on preliminary work in the curriculum on quantum mechanics using wave functions.

Andrei Yu. Khrennikov