Quantum Mechanics is being included in numerous school programmes as part of the curriculum. Most modern textbooks introduce it emphasising its strange or, at least uncommon, somewhat paradoxical, character. We argue that such an approach is wrong because rather than attracting the interest of students toward the topic, it makes quantum mechanics almost unbelievable and artificial. The resulting perception is that quantum mechanics is in fact not understood at all and that we need a new theory that eventually will supersede it. In contrast, we propose a new approach on classical physics that, stressing the role of the measurements in physics, introduces the concept of state very early in the curriculum. Such a concept is reviewed on each classical physics topic and the concept of force as a vector is almost abandoned for the concept of interaction defined as something that change the state. In this way it is possible to introduce quantum mechanics without violating any conviction the students acquired learning classical physics. In other words quantum mechanics appears to be as natural as classical physics, at least from the point of view of the results of the experiments.
Quantum Mechanics is being included in numerous school programmes as part of the curriculum. Most modern textbooks introduce it emphasising its strange or, at least uncommon, somewhat paradoxical, character. We argue that such an approach is wrong because rather than attracting the interest of students toward the topic, it makes quantum mechanics almost unbelievable and artificial. The resulting perception is that quantum mechanics is in fact not understood at all and that we need a new theory that eventually will supersede it. In contrast, we propose a new approach on classical physics that, stressing the role of the measurements in physics, introduces the concept of state very early in the curriculum. Such a concept is reviewed on each classical physics topic and the concept of force as a vector is almost abandoned for the concept of interaction defined as something that change the state. In this way it is possible to introduce quantum mechanics without violating any conviction the students acquired learning classical physics. In other words quantum mechanics appears to be as natural as classical physics, at least from the point of view of the results of the experiments.
Quantum mechanics is one of the most challenging subjects to learn. It is challenging because quantum phenomenon is counterintuitive, and the mathematics used to explain such a phenomenon is very abstract, and difficult to grasp. This textbook is an attempt to overcome these challenges. Every chapter presents quantum ideas step- by- step in a structured way with a comparison between quantum and classical concepts. It provides a clear distinction between classical and quantum logic. Conceptual questions are provided after every important section so that the reader can test their understanding at every step. Such an approach aids in preventing misconceptions. Problem solving is not restricted to solving differential equations and integration. But it requires to systematically and creatively analyze a problem, to apply the new and powerful concepts for finding a solution and to understand the physical meaning of the solution. The tutorials on special topics are an effort to teach problem solving by actively engaging the reader in a thinking process, to apply the concepts and to understand the physical meaning of the solution. The simulations are provided for some of the topics. The simulations aid in the visualization of the quantum phenomenon, and for meaningful understanding of the mathematics. This approach may lead to development of "quantum mechanical intuition "as well as learning mathematical techniques for problem solving. Most importantly, the book is not flooded with numerous topics that makes the reader confused and distracted, rather the most important topics are discussed at a deeper level. The understanding of quantum mechanics is incomplete without understanding the early ideas and experiments that lead to the development of the quantum theory. Thus, the first two chapters of the book are dedicated to such topics. The key features of this book are: A simplified, structured, and step-by-step introduction to quantum mechanics. The simplification is attained through use of two-level system, step- by- step discussion of important topics in a simplified language at a deeper level, analogies, and visualization using illustrations and simulations A systematic arrangement of topics, and numerous worked- out examples. The presentation of the structure in the mathematical formalism of quantum mechanics provides clarity in understanding complicated and abstract mathematics. It also helps to understand the distinction between the quantum mechanical and classical approaches Conceptual questions at the end of every important section. The conceptual questions can be used in a classroom as a point of discussion between an instructor and students Tutorials on special topics. Simulations on special topics aid in the visualization of the physical phenomenon, and demonstration of the application of mathematics An in-depth discussion of the wave-particle duality, measurement problem, and their philosophical implications in Chapter 2 provides an understanding of the broader meaning of quantum mechanics
Introduction Quantum mechanics is based on the intuition that the essential difference between atomic physics and classical physics is the occurrence of discontinuities (see in particular [1,4,58–63]). Quantum mechanics should thus be considered a direct continuation of the quantum theory founded by Planck, Einstein and Bohr. Bohr in particular stressed repeatedly, already before the birth of quantum mechanics, that the discontinuities must lead to the introduction of new kinematical and mechanical concepts, so that indeed classical mechanics and its corresponding conceptual scheme should be abandoned [1,4]. Quantum mechanics tries to introduce the new concepts through a precise analysis of what is ‘observable in principle’. In fact, this does not mean setting up the principle that a sharp division between ‘observable’ and ‘unobservable’ quantities is possible and necessary. As soon as a conceptual scheme is given, one can infer from the observations to other facts that are actually not observable directly, and the boundary between ‘observable’ and ‘unobservable’ quantities becomes altogether indeterminate. But if the conceptual scheme itself is still unknown, it will be expedient to enquire only about the observations themselves, without drawing conclusions from them, because otherwise wrong concepts and prejudices taken over from before will block the way to recognising the physical relationships [Zusammenhänge].
Abstract It can easily be argued that a fully mature and complete knowledge of quantum mechanics should include historical, axiomatic, formal mathematical, and even philosophical background to the subject. However, for a student approaching quantum theory for the first time in a serious way, it can be the case that an approach utilizing his or her existing knowledge of, and intuition for, classical physics (including mechanics, wave physics, and electricity and magnetism) as well as emphasizing connections to experimental results can be the most pro- ductive. That, at least, is the point of view adopted in this text and can be illustrated by a focus on the following general topics:
Quantum mechanics (QM) has taken on a paradigmatic role in how physics describes and builds new knowledge about the world. It also has a growing role in our society thanks to recent and rapid developments in the field of new quantum technologies. These are becoming increasingly important in our society, in the world of work and which will also decisively influence future socio-economic choices. Also for this reason QM has an increasing role in the education of young people and has been introduced in many different ways also in secondary school in all continents. The change in the theoretical and cultural frame has profound implications that are often not intuitive, which involve the appropriation of a specific way of thinking. Neither macroscopic phenomenology, nor intuition help, because there is no simple evidence of how quantum objects must be thought to interpret that unobservable microscopic world and for which we must enter another interpretative paradigm even if we want to limit ourselves to describe it. PER has carried out several studies on the learning of key concepts, on the learning nodes, the ways of reasoning, the difficulties of the students, their spontaneous ideas, according to two main strands: above all at university level, conceptual difficulties and misunderstandings often linked to a formal approach, which, moreover, underpins the very nature of the entities involved; at secondary school level in relation to how students acquire a quantum view of phenomena on the basis of specific approaches adopted to address QM. In particular, a vast literature, which has increased considerably and especially in relatively recent times, has studied how university students deal with certain concepts such as that of state, superposition, measurement in quantum mechanics rather than how quantum quantities evolve over time. These studies are based on the use of questionnaires that allow to explore different levels: the verbal, formal and representative one, with different representations (eg. wave function, Dirac notation), rather than different representative modes (eg. Graphs of probability amplitudes, or probability distributions). At the secondary school level, the most important studies on student learning were instead conducted evaluating the educational impact and outlining the learning paths of students who had followed formative activities based on differentiated innovative research-based educational paths. In particular, the learning outcomes were compared to those activated by proposals based on the historical reconstruction approach of quantum physics. This approach is privileged in traditional curricula and school texts and consequently in the ways of teachers approaching the topic. It was developed in schools with a narrative or descriptive dimension of solutions based on old physics of quanta for the interpretation of phenomena not explained by classical physics. The innovative approaches instead make use of contexts whose formal treatment is simple (quantum properties described in a two-state space such as polarization or spin) with the aid of simulations that compensate for the problem of students” limited mathematical-formal skills, avoiding any historical reference. In particular, there is a significant difference between the survey tools and the survey contexts in the high school environment compared to surveys conducted with university students. This paper presents a review of the research literature, focusing in particular on the learning processes of secondary school students and outlining how research perspectives have evolved.
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this notoriously difficult task may be frustrated by the intuitively realist perspectives of introductory students, and a lack of ontological flexibility in their conceptions of light and matter. We have developed a framework for understanding and characterizing student perspectives on the physical interpretation of quantum mechanics, and demonstrate the differential impact on student thinking of the myriad ways instructors approach interpretive themes in their introductory courses. Like expert physicists, students interpret quantum phenomena differently, and these interpretations are significantly influenced by their overall stances on questions central to the so-called measurement problem: Is the wave function physically real, or simply a mathematical tool? Is the collapse of the wave function an ad hoc rule, or a physical transition not described by any equation? Does an electron, being a form of matter, exist as a localized particle at all times? These questions, which are of personal and academic interest to our students, are largely only superficially addressed in our introductory courses, often for fear of opening a Pandora's Box of student questions, none of which have easy answers. We show how a transformed modern physics curriculum (recently implemented at the University of Colorado) may positively impact student perspectives on indeterminacy and wave-particle duality, by making questions of classical and quantum reality a central theme of our course, but also by making the beliefs of our students, and not just those of scientists, an explicit topic of discussion.
A common learning goal for modern physics instructors is for students to recognize a difference between the experimental uncertainty of classical physics and the fundamental uncertainty of quantum mechanics. Our studies suggest this notoriously difficult task may be frustrated by the intuitively realist perspectives of introductory students, and a lack of ontological flexibility in their conceptions of light and matter. We have developed a framework for understanding and characterizing student perspectives on the physical interpretation of quantum mechanics, and demonstrate the differential impact on student thinking of the myriad ways instructors approach interpretive themes in their introductory courses. Like expert physicists, students interpret quantum phenomena differently, and these interpretations are significantly influenced by their overall stances on questions central to the so-called measurement problem: Is the wave function physically real, or simply a mathematical tool? Is the collapse of the wave function an ad hoc rule, or a physical transition not described by any equation? Does an electron, being a form of matter, exist as a localized particle at all times? These questions, which are of personal and academic interest to our students, are largely only superficially addressed in our introductory courses, often for fear of opening a Pandora's Box of student questions, none of which have easy answers. We show how a transformed modern physics curriculum (recently implemented at the University of Colorado) may positively impact student perspectives on indeterminacy and wave-particle duality, by making questions of classical and quantum reality a central theme of our course, but also by making the beliefs of our students, and not just those of scientists, an explicit topic of discussion.