Challenges
Datasets
Workspaces
Papers
Discussions
Leaderboard
Log inSign up
Challenges
Datasets
Workspaces
Papers
Discussions
Leaderboard
Blog
Job Board
Q3AS

© 2026 Aqora Quantum S.A.S.

TermsPrivacyLegal Notice

Journal of Chemical Education

Visualization of the Uncertainty Principle from the Particle-Centric View: Pre-Wave Function and Post-Wave Function

Clara Snow, Michael G. Messina

Published Dec 16, 2023• 0 citations
Publisher

Abstract

The Uncertainty Principle is usually discussed twice in a Quantum Chemistry course. The first discussion is a “pre-wave function” explanation that occurs before students know about wave functions, but do know the de Broglie hypothesis. The second description of the Uncertainty Principle is “post-wave function”, i.e., after students have learned about wave functions, operators, and expectation values. The more common pre-wave function explanations of the Uncertainty Principle can lead students to believe that the Uncertainty Principle sets limits upon what can be measured in the lab. This is the “measurement view” of the Uncertainty Principle. The Uncertainty Principle says something much deeper than this; particles do not possess some properties solely because of their wave nature. This is the “particle-centric view” of the Uncertainty Principle. We show that the Uncertainty Principle can be explained from the preferred particle-centric view when students only know about the de Broglie wavelength and basic statistics. To accompany this pre-wave function discussion of the Uncertainty Principle, we have designed an interactive Module that students can use to visualize the Uncertainty Principle from the particle viewpoint. We also describe a way to explain the Uncertainty Principle, which is complementary to the pre-wave function discussion, after the students know about wave functions, using the same elementary statistical analysis used in the pre-wave function presentation. We have designed a second interactive Module that students can use to visualize the Uncertainty Principle when particles are described by complex wave functions.

DOI
10.1021/acs.jchemed.3c00583

Related papers

Wave-particle duality and uncertainty principle: Phenomenographic categories of description of tertiary physics students’ depictions

Mengesha Ayene, Jeanne Kriek, Baylie Damtie

Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students' depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that could serve as a foundation in building an understanding of quantum mechanics. A phenomenographic study was carried out to categorize a picture of students' descriptions of these key quantum concepts. Data for this study were obtained from a semistructured in-depth interview conducted with undergraduate physics students ($N=25$) from Bahir Dar, Ethiopia. The phenomenographic data analysis revealed that it is possible to construct three qualitatively different categories to map students' depictions of the concept wave-particle duality, namely, (1) classical description, (2) mixed classical-quantum description, and (3) quasiquantum description. Similarly, it is proposed that students' depictions of the concept uncertainty can be described with four different categories of description, which are (1) uncertainty as an extrinsic property of measurement, (2) uncertainty principle as measurement error or uncertainty, (3) uncertainty as measurement disturbance, and (4) uncertainty as a quantum mechanics uncertainty principle. Overall, we found students are more likely to prefer a classical picture of interpretations of quantum mechanics. However, few students in the quasiquantum category applied typical wave phenomena such as interference and diffraction that cannot be explained within the framework classical physics for depicting the wavelike properties of quantum entities. Despite inhospitable conceptions of the uncertainty principle and wave- and particlelike properties of quantum entities in our investigation, the findings presented in this paper are highly consistent with those reported in previous studies. New findings and some implications for instruction and the curricula are discussed.

Physical Review Special Topics - Physics Education Research•Nov 3, 2011•74 citations

The Derivation and Some Explanations of the Uncertainty Principle

Haoran Huang

This paper is a small discussion about the uncertainty principle. With the great discoveries and researches made by predecessors, I try to answer some questions within the uncertainty principle. Using the definition of momentum, the momentum in de Broglie wave, the property of cosine function, the Euler’s formula, the basic property of plane wave, the law of derivative, the energy of quantum discovered by Max Planck, the photon energy discovered by Albert Einstein, the energy equation of a system and the Hamiltonian operator, I figure out the Schrodinger equation successfully. With the help of Schrodinger equation, the possibility density of a wave function, the concept of normalization, the average value of position and momentum, the Fourier transform, the integration by parts and the limit of normalized wave functions, I find the position operator and the momentum operator. Then using some knowledge of the standard deviation and the variance, the concept of inner product of vectors, some property of Dirac symbol, the law of calculation of complex number and the law of operator calculation, I obtain the general uncertainty relationship of abstract mathematical quantities. According to the general relationship, I get the inequality of uncertainty principle, and discuss the specific relationship between the position and the momentum. After getting the inequality, I use Heisenberg’s experiment of measuring an electron by using the γ ray to hit the electron to explain why we cannot measure the position and the momentum simultaneously. Based on Heisenberg’s experiment, I give my own explanation by discussing the earth and a spacecraft. Transforming the perspective, we can easily see how the accuracies of position and momentum change. In addition, I attempt to figure out why the uncertainty exists. However, I can only explain it by discussing the time and frequency in mathematical method and have no idea to work it out in a pure physics approach.

Highlights in Science Engineering and Technology•Jul 30, 2023•0 citations

Heisenberg’s Uncertainty Principle: A First Look at Quantum Mechanics and Its Extensions

Marina Giannakopoulou

Based on the author’s 2024-2025 Middle Years Program Personal Project, the present work introduces Heisenberg’s uncertainty principle. It is a product of secondary research, which opts to render quantum mechanics accessible to high-school students. Emphasis is primarily given to wave-particle duality, the de Broglie Hypothesis, state vectors, wavefunctions, probability density, and the Bohr model.

•Jan 12, 2026•0 citations

Heisenberg’s Uncertainty Principle

Marina Giannakopoulou

Based on the author’s 2024-2025 Middle Years Program Personal Project, the present work introduces Heisenberg’s uncertainty principle. It is a product of secondary research, which opts to render quantum mechanics accessible to high-school students. Emphasis is primarily given to wave-particle duality, the de Broglie Hypothesis, state vectors, wavefunctions, probability density, and the Bohr model.

Open Schools Journal for Open Science•Jan 12, 2026•0 citations

Secondary and University Students’ Descriptions of Quantum Uncertainty and the Wave Nature of Quantum Particles

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.

Science & Education•Nov 27, 2021•18 citations

A Conceptual Interpretation of Quantum Mechanics Based on Environmental Interaction, Wave–Particle Duality, and Measurement Constraints

Mokhdum Azam Mashrafi Mokhdum Azam Mashrafi

Quantum mechanics describes physical systems through probabilistic wave functions, accounting for phenomena such as wave–particle duality and the uncertainty principle. Although the mathematical formalism of quantum mechanics is well established, conceptual understanding of how quantum entities transition between wave-like and particle-like behavior remains an active area of research. In this work, quantum mechanical principles are re-examined from an interaction-based perspective, emphasizing the roles of environmental coupling, measurement geometry, and energy exchange. Using the photoelectric effect, de Broglie relations, and Heisenberg’s uncertainty principle as foundational elements, a conceptual framework is proposed in which particle identity emerges dynamically from wave interaction with matter and measurement constraints. This interpretation provides an intuitive bridge between classical reasoning and quantum behavior while fully preserving the standard mathematical structure of quantum mechanics...........Please check the attachment for details

•Dec 22, 2025•0 citations
The Uncertainty Principle is usually discussed twice in a Quantum Chemistry course. The first discussion is a “pre-wave function” explanation that occurs before students know about wave functions, but do know the de Broglie hypothesis. The second description of the Uncertainty Principle is “post-wave function”, i.e., after students have learned about wave functions, operators, and expectation values. The more common pre-wave function explanations of the Uncertainty Principle can lead students to believe that the Uncertainty Principle sets limits upon what can be measured in the lab. This is the “measurement view” of the Uncertainty Principle. The Uncertainty Principle says something much deeper than this; particles do not possess some properties solely because of their wave nature. This is the “particle-centric view” of the Uncertainty Principle. We show that the Uncertainty Principle can be explained from the preferred particle-centric view when students only know about the de Broglie wavelength and basic statistics. To accompany this pre-wave function discussion of the Uncertainty Principle, we have designed an interactive Module that students can use to visualize the Uncertainty Principle from the particle viewpoint. We also describe a way to explain the Uncertainty Principle, which is complementary to the pre-wave function discussion, after the students know about wave functions, using the same elementary statistical analysis used in the pre-wave function presentation. We have designed a second interactive Module that students can use to visualize the Uncertainty Principle when particles are described by complex wave functions.
Quantum mechanics is often thought to be a difficult subject to understand, not only in the complexity of its mathematics but also in its conceptual foundation. In this paper we emphasize students' depictions of the uncertainty principle and wave-particle duality of quantum events, phenomena that could serve as a foundation in building an understanding of quantum mechanics. A phenomenographic study was carried out to categorize a picture of students' descriptions of these key quantum concepts. Data for this study were obtained from a semistructured in-depth interview conducted with undergraduate physics students (N=25N=25N=25) from Bahir Dar, Ethiopia. The phenomenographic data analysis revealed that it is possible to construct three qualitatively different categories to map students' depictions of the concept wave-particle duality, namely, (1) classical description, (2) mixed classical-quantum description, and (3) quasiquantum description. Similarly, it is proposed that students' depictions of the concept uncertainty can be described with four different categories of description, which are (1) uncertainty as an extrinsic property of measurement, (2) uncertainty principle as measurement error or uncertainty, (3) uncertainty as measurement disturbance, and (4) uncertainty as a quantum mechanics uncertainty principle. Overall, we found students are more likely to prefer a classical picture of interpretations of quantum mechanics. However, few students in the quasiquantum category applied typical wave phenomena such as interference and diffraction that cannot be explained within the framework classical physics for depicting the wavelike properties of quantum entities. Despite inhospitable conceptions of the uncertainty principle and wave- and particlelike properties of quantum entities in our investigation, the findings presented in this paper are highly consistent with those reported in previous studies. New findings and some implications for instruction and the curricula are discussed.
This paper is a small discussion about the uncertainty principle. With the great discoveries and researches made by predecessors, I try to answer some questions within the uncertainty principle. Using the definition of momentum, the momentum in de Broglie wave, the property of cosine function, the Euler’s formula, the basic property of plane wave, the law of derivative, the energy of quantum discovered by Max Planck, the photon energy discovered by Albert Einstein, the energy equation of a system and the Hamiltonian operator, I figure out the Schrodinger equation successfully. With the help of Schrodinger equation, the possibility density of a wave function, the concept of normalization, the average value of position and momentum, the Fourier transform, the integration by parts and the limit of normalized wave functions, I find the position operator and the momentum operator. Then using some knowledge of the standard deviation and the variance, the concept of inner product of vectors, some property of Dirac symbol, the law of calculation of complex number and the law of operator calculation, I obtain the general uncertainty relationship of abstract mathematical quantities. According to the general relationship, I get the inequality of uncertainty principle, and discuss the specific relationship between the position and the momentum. After getting the inequality, I use Heisenberg’s experiment of measuring an electron by using the γ ray to hit the electron to explain why we cannot measure the position and the momentum simultaneously. Based on Heisenberg’s experiment, I give my own explanation by discussing the earth and a spacecraft. Transforming the perspective, we can easily see how the accuracies of position and momentum change. In addition, I attempt to figure out why the uncertainty exists. However, I can only explain it by discussing the time and frequency in mathematical method and have no idea to work it out in a pure physics approach.
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.
Quantum mechanics describes physical systems through probabilistic wave functions, accounting for phenomena such as wave–particle duality and the uncertainty principle. Although the mathematical formalism of quantum mechanics is well established, conceptual understanding of how quantum entities transition between wave-like and particle-like behavior remains an active area of research. In this work, quantum mechanical principles are re-examined from an interaction-based perspective, emphasizing the roles of environmental coupling, measurement geometry, and energy exchange. Using the photoelectric effect, de Broglie relations, and Heisenberg’s uncertainty principle as foundational elements, a conceptual framework is proposed in which particle identity emerges dynamically from wave interaction with matter and measurement constraints. This interpretation provides an intuitive bridge between classical reasoning and quantum behavior while fully preserving the standard mathematical structure of quantum mechanics...........Please check the attachment for details