Quantum physics: Seeing through uncertainty

Paul G. Kwiat, Harald Weinfurter, Anton Zeilinger

Arthur A. Broyles

Tim Freegarde

David Orrell

A decade after the financial crisis, there is a growing consensus that the neoclassical approach to economics has failed, and that new approaches are needed. This paper argues that economics has been trying to solve the wrong problem. Economics sees itself as the science of scarcity, but instead it should be the science of money. Just as physicists' ideas about quantum matter were formed by studying the exchange of particles at the subatomic level, so economics should begin by analysing the properties of money-based transactions, which like quantum entities have a fundamentally dualistic nature. By building on ideas from quantum money, quantum finance and quantum social science, this paper shows that the economy is an archetypal example of a quantum social system, complete with its own versions of measurement uncertainty, entanglement, and so on. This leads to a proposal for a quantum economics, which is to neoclassical economics what quantum physics is to classical physics.

Mark S. Madsen

Maria Vetleseter Bøe, S. Viefers

Abstract Teaching and learning of quantum physics at secondary level is an active field of research. One important challenge is finding ways to promote understanding of quantum concepts without the mathematical formalism that is embedded in quantum mechanics but unavailable on the secondary level. We investigated Norwegian secondary students’ (N = 291) descriptions of the wave nature of quantum particles and the uncertainty principle, as expressed during work with learning resources using a sociocultural approach emphasizing history, philosophy, and nature of science aspects. Responses from university students (N = 40) given after a formalism-based course in quantum physics were included for comparison. Themes were identified using thematic analysis and analyzed from the perspective of pedagogical link-making, seeing different themes as representing different levels of explanations of the concepts (phenomenological, qualitative, mathematical). The most dominant theme in descriptions of particle wave nature was that particles exhibit wave behavior in experiments, while referring to the mathematical description of particles by wave functions was a less prominent theme, even among university students. Two uncertainty principle themes were found: uncertainty as inability to measure pairs of variables precisely, and uncertainty as innate blurriness in nature. Largely missing from descriptions of both concepts were meaningful links between different levels of explanations. Based on the results, we discuss ways forward for teaching particle wave nature and uncertainty in secondary education.