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On the physical explanation of the experiments with double-slit and with the Mach-Zehnder interferometer

V A Kuz`Menko

Published Jan 1, 2017• 0 citations
Publisher

Abstract

There is independent experimental evidence in favor of conspiracy theory in the explanation of the physical nature of quantum interference in experiments with slits and interferometers.
DOI
10.13140/rg.2.2.15753.34404

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In this paper we attempt to establish a theory of negative (quasi) probability distributions from fundamental principles and apply it to the study of the double-slit experiment in quantum mechanics. We do so in a way that preserves the main conceptual issues intact but allow for a clearer analysis, by representing the double-slit experiment in terms of the Mach-Zehnder interferometer, and show that the main features of quantum systems relevant to the double-slit are present also in the Mach-Zehnder. This converts the problem from a continuous to a discrete random variable representation. We then show that, for the Mach-Zehnder interferometer, negative probabilities do not exist that are consistent with interference and which-path information, contrary to what Feynman believed. However, consistent with Scully et al.'s experiment, if we reduce the amount of experimental information about the system and rely on counterfactual reasoning, a joint negative probability distribution can be constructed for the Mach-Zehnder experiment.
The diffraction of electrons by natural crystal structures was first observed in 1927. Before the start of this work, it was not clear whether or not the high quality gratings currently available could be used for electron diffraction due to image charge and other electron grating interactions. We observe for the first time electron diffraction from man made diffraction gratings of 100 nm periodicity. The high quality of diffraction and the ability to "pick" the periodicity allowed us to construct the first Mach-Zehnder electron interferometer using these gratings. Multiple approaches, including a prototype of our current interferometer and the combination of a grating with an electron bi-prism, were unsuccessful. Many stabilization issues must be overcome to observe electron interference fringes in the interferometer. Many experimental design ideas were used to reach proper stabilization requirements. The final interferometer design constructed was the only interferometer to obtain electron interference fringes. The theoretical model used to analyze the data is based on the path integral formalism. This calculates the amplitude associated with all classical paths through the experimental device. The sum of all amplitudes, the path integral, yields the resulting probability at the detection screen. We obtain good fits between our path integral calculations and experimental data. Alternate explanations of our data, such as the possibilities of Talbot Lau and classical Moiré interferometers are ruled out in favor of the Mach-Zehnder explanation. This type of interferometer could be used for future experiments. An experiment for which the fundamental quantum mechanical experiment has never been done; observing the dispersion-less nature of the Aharonov-Bohm Effect, may lend itself to the characteristics of this type of interferometer. Preliminary calculations have been performed to investigate the feasibility of using the grating technology to perform the required experiment.
The ability to use concepts learned in one context to solve problems in a different context (i.e., transfer of learning) is often one of the major goals of physics instruction. After all, the ability to transfer learning from one context to another is a prerequisite to recognizing the applicability of compact physical laws to a multitude of contexts and is a hallmark of expertise in physics. The majority of the studies on transfer of learning in physics have focused on introductory students and it has often been found that introductory students have difficulty in effectively transferring their learning and applying what they learned in one situation to another situation. However, compared to advanced students, introductory students have significantly less prior relevant knowledge and skills, which may be crucial for promoting effective transfer. Here, we examine upper-level undergraduate and graduate students' ability to transfer their learning about the concept of “which-path” information and its relation to whether or not interference is observed from the context of the Mach Zehnder interferometer (MZI) to a new context of the double-slit experiment (DSE). Students worked through a tutorial on the MZI in which they learned to use the concept of which-path information to reason about interference of single photons when polarizers with various orientations are placed in one or both paths of the MZI. After working on the MZI tutorial, students were asked similar questions in the isomorphic context of the DSE before any instruction about the DSE and we examined the extent to which transfer of learning about which-path information occurred from the MZI to the DSE context. We find evidence suggesting that positive transfer of learning from the MZI to the DSE occurred despite the lack of an instructional intervention designed to help students recognize the similarity between the two contexts. The effectiveness of the MZI tutorial in promoting positive transfer of learning from one context to another in quantum mechanics sheds light on the expertise of the advanced physics students. Instructors of advanced physics courses can take advantage of the findings presented here, which show the difference between introductory and advanced physics students' expertise and ability to transfer from one context to another.