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European Journal of Physics

Sensemaking of wave–particle duality in a scientific outreach minicourse: a study based in self-regulation

Matheus Henrique Thomas Becker, Leonardo Albuquerque Heidemann, Nathan Willig Lima

Published Oct 22, 2024• 1 citation
Publisher

Abstract

Abstract On the Internet, Quantum Mechanics is an area of physics that is shrouded in misinterpretations. In this scenario, scientific outreach may serve as an instrument for disseminating scientific knowledge. Especially in this context, it is important that people’s learning encompasses more than the meanings of concepts and laws, involving aspects related to the ‘why’ and ‘for what purpose’ the knowledge was and is constructed. We consider these aspects as components of the sense, the connotative and subjective dimension of conceptual learning which encompasses a positioning of an individual towards a concept and its relevance in the physics framework. Motivated by this, in the present study, we investigated the senses ascribed to the concept of wave–particle duality (WPD) by 121 participants in a two-day (five-hour) science outreach minicourse in the double-slit experiment. Drawing on the ideas of Franco et al (2023, Cadernos de Pesquisa do Programa de Pós-graduação em Ensino de Física da UFRGS (Research Notebooks from the Postgraduate Program in Physics Teaching at UFRGS), Pimenta Cultural Editors S/A), we posit sensemaking as a type of cognitive effort to overcome a situation, viewed as a self-regulatory phenomenon wherein individuals self-observe, self-evaluate, and self-react to the situation to achieve a certain goal. In addition to identifying the senses attributed to the concept of WPD, we assessed the relationships between these senses and participants’ performance in a standardized test of this concept, as well as their educational background and field of study. Data were collected using questionnaires answered before and at the end of the course. The senses ascribed to the concept of WPD were investigated through similarity and cluster analysis based on responses to essay questions. The relationships among these senses, questionnaire performance, and educational background were evaluated using non-parametric statistical tests. We infer two senses attributed to wave–particle duality: (1) WPD is a basic and fundamental concept that impacts the way we comprehend the essence of nature, and (2) WPD is a very advanced concept restricted to the field of Quantum Mechanics. A statistically significant correlation (0.26 was identified between the senses attributed and participants’ performance on the standardized test, suggesting that the sense ascribed to a concept and performance in questions requiring its mobilization are overlapping elements but constitute two distinct dimensions of learning that need to be assessed simultaneously.

DOI
10.1088/1361-6404/ad8a29

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Abstract On the Internet, Quantum Mechanics is an area of physics that is shrouded in misinterpretations. In this scenario, scientific outreach may serve as an instrument for disseminating scientific knowledge. Especially in this context, it is important that people’s learning encompasses more than the meanings of concepts and laws, involving aspects related to the ‘why’ and ‘for what purpose’ the knowledge was and is constructed. We consider these aspects as components of the sense, the connotative and subjective dimension of conceptual learning which encompasses a positioning of an individual towards a concept and its relevance in the physics framework. Motivated by this, in the present study, we investigated the senses ascribed to the concept of wave–particle duality (WPD) by 121 participants in a two-day (five-hour) science outreach minicourse in the double-slit experiment. Drawing on the ideas of Franco et al (2023, Cadernos de Pesquisa do Programa de Pós-graduação em Ensino de Física da UFRGS (Research Notebooks from the Postgraduate Program in Physics Teaching at UFRGS), Pimenta Cultural Editors S/A), we posit sensemaking as a type of cognitive effort to overcome a situation, viewed as a self-regulatory phenomenon wherein individuals self-observe, self-evaluate, and self-react to the situation to achieve a certain goal. In addition to identifying the senses attributed to the concept of WPD, we assessed the relationships between these senses and participants’ performance in a standardized test of this concept, as well as their educational background and field of study. Data were collected using questionnaires answered before and at the end of the course. The senses ascribed to the concept of WPD were investigated through similarity and cluster analysis based on responses to essay questions. The relationships among these senses, questionnaire performance, and educational background were evaluated using non-parametric statistical tests. We infer two senses attributed to wave–particle duality: (1) WPD is a basic and fundamental concept that impacts the way we comprehend the essence of nature, and (2) WPD is a very advanced concept restricted to the field of Quantum Mechanics. A statistically significant correlation (0.26 was identified between the senses attributed and participants’ performance on the standardized test, suggesting that the sense ascribed to a concept and performance in questions requiring its mobilization are overlapping elements but constitute two distinct dimensions of learning that need to be assessed simultaneously.
Fundamental notions of quantum physics are included in introductory university curricula, in physics teacher training, and even in secondary education, both in Argentina and in various other countries worldwide. Among these fundamental concepts is wave-particle duality (WPD), a key concept and a gateway to the quantum world. This paper presents a critical review of the literature on WPD in specialized journals on physics education and science education at the local, regional, and international context, aiming to gather the most relevant findings regarding its teaching and learning. Preliminary results indicate that these findings can be categorized based on their primary purpose into four categories: Teaching WPD, Learning WPD, Historical and Epistemological Reflections on WPD and Reviews on the Teaching and Learning of Quantum Physics (including WPD).
Wave-particle duality (WPD) of photons is a recurrent topic in science education research in teaching and learning the quantum behaviour of light. In this commentary, we discuss how WPD has been approached in science teaching and science education literature, and how it leads to ontological challenges in searching for the real “nature of photons”. We suggest that WPD can serve as a starting point of teaching quantum physics if we want to use natural language in discussing experimental results (as Bohr intended it to be). That way WPD can also be approached as part of modern quantum optics as a natural language expression to communicate information acquired in experiments. Such an ap-proach includes a contemporary understanding of quantitative WPD as a means to speak about features of photons as quantum states, not as entity-like objects. Content is discussed at a level appropriate for physics teacher education.
Abstract Scientific terms and concepts sometimes evolve so that their semantic meanings are changing, to better serve the purposes of their use in scientific practices. Acknowledging the importance of such a process provides a viewpoint on the role of wave-particle duality (WPD) in modern quantum optics and how it is connected to its historical role. The transformation of WPD into a quantitative and operationalised concept is approached here from the viewpoint of the role of WPD as a linguistic practice based on natural language in communicating about experiments and their results and designs. The perspective adopted is based on semantic change and variation of WPD as driven by its role as natural language expression in pursuing the epistemic and the pragmatic goals of the inquiry. This provides a perspective that connects the historical and contemporary roles of WPD through its pragmatic linguistic role. This perspective shifts the focus from philosophical realism-driven questions about WPD as related to the nature or behaviour of photons to questions of how that concept is used in practices of quantum optics research, for what purposes, and with what benefits.
Abstract Wave-particle duality is included in many secondary school and university physics curricula as a concept central to quantum physics. The very term wave-particle duality suggests that a firm grasp of the individual classical concepts of wave and particle is crucial to studying quantum mechanics successfully. This raises the question whether students’ mental models of these concepts are sufficiently addressed and developed prior to the teaching of wave-particle duality. We explored Dutch upper secondary school students’ mental models of waves and particles using a short questionnaire. It was administered to a total of 147 students from two different groups. One group consisted of secondary school students prior to receiving formal education in introductory quantum mechanics while students from the other group had recently completed the Dutch national curriculum for pre-university education, which includes wave-particle duality. Our findings support the notion that students model classical particles and waves as mutually exclusive phenomena. Mental models of wave-particle duality, which require mixing the two classical models, appear to be only superficially developed. Our findings open avenues for future research on students’ mental models of waves and particles as basis for wave-particle duality.
Abstract The double-slit experiment is a classic experiment that presents the clearest manifestation of wave-particle duality, one of the fundamental principles of quantum mechanics. The double-slit experiment still remains the phenomenon that demonstrates wave-particle duality at the most fundamental level. This phenomenon quantitatively and conceptually demonstrates that microscopic objects can behave like both waves and particles at the same time. This article provides an in-depth analysis of the physical nature of dualism, the mechanism of formation of the interference pattern, and the impact of the act of observation on the dynamics of quantum systems. The need for a new perspective on this topic is due to the fact that the current uncertainty in the interpretation of quantum reality has not yet been completely eliminated, and the boundaries between classical and quantum behavior in microscopic objects are still being explored. The results presented here restructure the deep mechanisms of the interference picture, more clearly frame the relationship between observation and wavefunction collapse, and provide a quantum. Since the article attempts to provide a complete answer to the mechanism of the formation of wave-particle duality, extensive space is given to sections such as historical development, theoretical models, modern research, etc. New approaches to this phenomenon have been developed using modern research and string theory. As a result, a new mathematical expression has been proposed that explains the reasons for the initial emergence of wave-particle duality, and is also important for string theory. The article explains the measurement problem with a more effective physical structure and ontological model.
Updating the wave-particle duality Maria C. Bosca e-mail: bosca@ugr.es Departamento de Fisica Atomica, Molecular y Nuclear Universidad de Granada E-18071. Granada Spain The wave-particle-duality, the fundamental component of the new quantum formalism in Bohr’s opinion, must be reformulated by incorporating the results of some experiments accomplished in the last decades of twentieth century. The Bohr´s complementarity principle stated the mutual exclusiveness and joint full completeness of the two (classical) descriptions of quantum systems; after Einstein-Podolsky-Rosen’paper, the wave-particle duality, or wave-particle complementarity, could be expressed by stating that it is impossible to build up an experimental arrangement in which we observe at the same time both corpuscular and wave aspects. In a two-slit experiment, they would correspond, respectively, to the which-way knowledge and the observation of interference pattern. Bohr showed this mutual exclusivity in numerous examples , and linked it to the unavoidable disturbance inherent in any measurement event. In quantum mechanical formalism, the complementarity principle has a clear mathematical expression: two observables are complementary if precise knowledge of one of them implies that all possible outcomes of the other are equally probable; their extension to classical concepts (as wave and particle) is not concerned. In 1991 Scully et al published a variant of the two-slit experiment that incorporates two micromasers cavities and a laser beam to provide which-path information without net momentum transferred during the interaction ; the impossibility of know which slit an atom went through and still observe the interference fringes is preserved by the establishing of quantum correlations between the measuring apparatus and the system being observed. They claimed that complementarity, of which wave-particle duality would be to them a manifestation, is more fundamental than the uncertainty principle . In 1996 B-G. Englert, following an approach originally due to Wooters and Zurek , derived , without making use of Heisenberg’s uncertainty relation, an inequality that quantifies the mutual compatibility relation between fringe visibility and which-way information. The inequality, that they denominated as “interferometric duality”, has the expression D^2 + V^2 ≤ 1, where D stands for the distinguishability of the ways and V for the fringe visibility; both of them are mathematical expressions that can be measured to check experimentally the inequality . Today, it is clear that intermediate particle-wave behaviours exist and, in addition to that, there are single experiments in which both classical wave-like and particle-like behaviours are showed total and simultaneously on an individual system. For instance, in the Bose’s double-prism experiment , tunnelling and perfect anticoincidence were observed in single photon states. Consequently, the meaning of the wave-particle duality must incorporate the simultaneous use of the two classical descriptions in the interpretation of experiments, loosing their original mutual exclusivity , which is incorporated as an extreme case in the new interferometric duality, a continuous quantum concept . The wave-particle duality, therefore, must be formulated as an interpretative addition to quantum mechanics, to which is possible to renounce if any pretension of visualize quantum phenomena in terms of classical concepts and intuitions is abandoned.