This article examines the manifestation of the laws of symmetry and conservation in quantum phenomena, as well as the methodological possibilities of its teaching. The epistemological and heuristic significance of the laws of symmetry and conservation for the cognition of quantum reality is justified from the perspective of various physical phenomena in the microcosm. As a result, it was concluded that physical processes in nature consist of conserved changes and modified conservations, and it has also been scientifically established that symmetries may be appropriate in accordance with these conservations. In addition, important aspects that students should understand when learning the laws of symmetry and conservation in quantum phenomena are interpreted in a logical sequence and sequence. Due to this, future physics teachers are methodically justified the need to rely on the most fundamental and universal laws underlying physics when teaching.
This article examines the manifestation of the laws of symmetry and conservation in quantum phenomena, as well as the methodological possibilities of its teaching. The epistemological and heuristic significance of the laws of symmetry and conservation for the cognition of quantum reality is justified from the perspective of various physical phenomena in the microcosm. As a result, it was concluded that physical processes in nature consist of conserved changes and modified conservations, and it has also been scientifically established that symmetries may be appropriate in accordance with these conservations. In addition, important aspects that students should understand when learning the laws of symmetry and conservation in quantum phenomena are interpreted in a logical sequence and sequence. Due to this, future physics teachers are methodically justified the need to rely on the most fundamental and universal laws underlying physics when teaching.
No matter how counterintuitive they are, quantum phenomena are all simple consequences of the laws of Quantum Mechanics. It is not needed to extend the theory with hidden mechanisms or additional principles to explain what Quantum Mechanics already predicts. This indubitable fact is often taken as supporting the view that all we can know about the universe comes from the outcomes of the quantum observations. According to this view, we can even learn the physical laws, in particular the properties of the space, particles, fields, and interactions, solely from the outcomes of the quantum observations. In this article it is shown that the unitary symmetry of the laws of Quantum Mechanics imposes severe restrictions in learning the physical laws of the universe, if we know only the observables and their outcomes.
The aim of the article is to analyze the ontological foundations of quantum mechanics and the relationship of various interpretations of quantum mechanics with the question of truth in scientific knowledge. The theoretical material (various interpretations of quantum mechanics) was analyzed. The research methods were analysis, comparative-historical and institutional approaches. On the basis of the study, it can be concluded that physicists are only able to predict the probabilities of physical phenomena or processes, without any knowledge of the structure of entity in itself. The study helps to complement the theoretical picture of the ontology of quantum mechanics and to get an idea about the development prospects of the methodology of physical sciences. We should not ascribe properties that are unobservable in experience to the entity because science can truly interpret only the representation of entity in itself in experience and the ways of dealing with it, not future events or possible states of the entity. Otherwise, science “slides” down to the level of dialectical (rhetorical) exercises based not on true premises, but on generally accepted or “authoritative” biases, which gives room to extreme forms of relativism and takes natural scientists away from studying nature to inventing empirically unsupported hypotheses. When, in accordance with the Cartesian ontology, the scientist assumes that the entity is as the “subject” observes it (that is, the “reflection” of the entity in consciousness is identified with entity in itself), this assumption leads the scientist to attempts to “scientifically” describe the future events or the possible states of the entity. The criterion for the truth of a scientific theory put forward by Einstein in his dispute with Bohr remains a fundamentally unattainable ideal. Cognition of nature is probabilistically and fundamentally incomplete since a person can consciously comprehend natural phenomena only within the framework of their representation in the existing being. The probabilistic nature of quantum mechanics is due to the impossibility of knowing things as they exist by themselves, that is, as they exist outside of representation in the mind of the observer. This does not mean that physical entities did not exist before their knowledge: they existed potentially, but were not valid for the observer, that is, conscious. Quantum physics is as incomplete as any other physical theory when compared with an unattainable ideal, but this fact does not negate its truth for modern scientists since quantum theory is based on the results of verified experiments.
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.
This article examines some experimental conditions that invite and possibly require recourse to quantum-mechanical-like mathematical models (QMLMs), models based on the key mathematical features of quantum mechanics, in scientific fields outside physics, such as biology, cognitive psychology, or economics. In particular, I consider whether the following two correlative features of quantum phenomena that were decisive for establishing the mathematical formalism of quantum mechanics play similarly important roles in QMLMs elsewhere. The first is the individuality and discreteness of quantum phenomena, and the second is the irreducibly probabilistic nature of our predictions concerning them, coupled to the particular character of the probabilities involved, as different from the character of probabilities found in classical physics. I also argue that these features could be interpreted in terms of a particular form of epistemology that suspends and even precludes a causal and, in the first place, realist description of quantum objects and processes. This epistemology limits the descriptive capacity of quantum theory to the description, classical in nature, of the observed quantum phenomena manifested in measuring instruments. Quantum mechanics itself only provides descriptions, probabilistic in nature, concerning numerical data pertaining to such phenomena, without offering a physical description of quantum objects and processes. While QMLMs share their use of the quantum-mechanical or analogous mathematical formalism, they may differ by the roles, if any, the two features in question play in them and by different ways of interpreting the phenomena they considered and this formalism itself. This article will address those differences as well.
This paper aims at clarifying the mechanism of using in building scientific laws since the early scientific beginning of the physical thinking. The paper shows that beauty is no more than consistency of the equation with what is required, and structure with everything symmetrical and beautiful. The sought, physics-wise, becomes super in quantum physics and super strings theory. Breaking this will either be a case of or a case of abnormality that ends up in nothing but itself. The paper stresses that the concept of symmetry is just an attempt of the human mind to impart its tools on nature. It is likely to almost be an intuition or an intuitive handling of logic. This raised some philosophical questions on the type of reality and the conformity of law to existence.
We present a research-based teaching sequence in introductory quantum physics using the Feynman sum over paths approach. Our reconstruction avoids the historical pathway, and starts by reconsidering optics from the standpoint of the quantum nature of light, analysing both traditional and modern experiments. The core of our educational path lies in the treatment of conceptual and epistemological themes, peculiar of quantum theory, based on evidence from quantum optics, such as the single photon Mach–Zehnder and Zhou–Wang–Mandel experiments. The sequence is supported by a collection of interactive simulations, realized in the open source GeoGebra environment, which we used to assist students in learning the basics of the method, and help them explore the proposed experimental situations as modeled in the sum over paths perspective. We tested our approach in the context of a post-graduate training course for pre-service physics teachers; according to the data we collected, student teachers displayed a greatly improved understanding of conceptual issues, and acquired significant abilities in using the sum over path method for problem solving.