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PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung

A Fundamental Path to Quantum Physics: The Space Paradox

Hans-Otto Carmesin

Published Nov 29, 2025• 0 citations
OpenAlex

Abstract

Quantum physics is a successful field of science with many relevant applications in everyday life. An exciting question is still, what is the fundamental reason for the postulates about quanta? An answer would provide a deeper insight into nature. Such an insight can sometimes be achieved with help of a paradox. How can we derive the quantum postulates with help of a paradox? In present-day science, space is usually modelled as a single entity. However, special relativity shows that this view is paradoxical. Instead, space consists of several volume portions that move at the velocity of light. According to the observed isotropy of space at a universal scale, space is a statistical average of rapidly moving volume portions. This solves the paradox. Therefrom, the deeper insight is achieved as follows: The dynamics of these volume portions is derived. Therefrom, the Schrödinger equation and the quantum postulates are derived. In this manner, the dynamics of space provides the fundamental reason for the postulates about quanta. In the learning process, the students achieve an intensive awareness, as they experience a cognitive conflict, the paradox. With it, they realize that the basic concept of a single entity of space is insufficient. They realize that the new concept requires rapidly moving volume portions and provides the quantum postulates. A concept for teaching is presented and experiences are reported.

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Hans-Otto Carmesin

In everyday life, in smartphones, we use electromagnetic waves for telecommunication. These waves propagate at the velocity of light. Is telecommunication at superluminal velocity (at ) possible? Einstein (1907) wrote that no action can travel faster than light, as such action would imply a causality violation. However, quantum physics includes actions that travel faster than light, see e. g. Einstein, Podolski and Rosen (1935). Accordingly, Einstein (1948) named such actions (at ) ‘spukhafte Fernwirkung’ or ‘spooky action at a distance’. But Aspect, Grangier and Roger (1982) provided such action at in experiments with pairs of entangled photons. While this experiment demonstrates the seeming transfer of information at , delayed-choice experiments do additionally demonstrate the seeming transport of energy and matter at , see Jaques (2008) and Manning et al. (2015). Do these actions at violate the principle of causality? Does quantum gravity escape causality violation, as Hobson, Efstathiou and Lasenby hope (2006, p. 346)? Can such action at be used in telecommunications and quantum computers? These questions are answered with help of the dynamics of volume in nature, the volume dynamics, VD, see Carmesin (2023a). The VD bridge general relativity and quantum physics. For these results, we provide a learning process, so that you can directly use the concept in your courses. The learning process has been tested in various learning groups, and experiences are reported.

PhyDid B - Didaktik der Physik - Beiträge zur DPG-Frühjahrstagung•Nov 28, 2024•0 citations
Quantum physics is a successful field of science with many relevant applications in everyday life. An exciting question is still, what is the fundamental reason for the postulates about quanta? An answer would provide a deeper insight into nature. Such an insight can sometimes be achieved with help of a paradox. How can we derive the quantum postulates with help of a paradox? In present-day science, space is usually modelled as a single entity. However, special relativity shows that this view is paradoxical. Instead, space consists of several volume portions that move at the velocity of light. According to the observed isotropy of space at a universal scale, space is a statistical average of rapidly moving volume portions. This solves the paradox. Therefrom, the deeper insight is achieved as follows: The dynamics of these volume portions is derived. Therefrom, the Schrödinger equation and the quantum postulates are derived. In this manner, the dynamics of space provides the fundamental reason for the postulates about quanta. In the learning process, the students achieve an intensive awareness, as they experience a cognitive conflict, the paradox. With it, they realize that the basic concept of a single entity of space is insufficient. They realize that the new concept requires rapidly moving volume portions and provides the quantum postulates. A concept for teaching is presented and experiences are reported.
The discovery of quantum mechanics in the beginning of our century led to a revolution of physical world view. Modern experiments on the border of the classical and the quantum regime made possible by new techniques open better insight and understanding of the quantum world and have impact on new technological development. Therefore it seems important that students and even pupils at higher grades become acquainted with the principles of quantum mechanics. The first question to be answered is: why should quantum theory be taught at school at all? For choosing this topic there are the following three reasons: 1. Quantum theory is the fundamental theory of modern physics. It plays a significant role in nearly all modern developments of physics. Many
Quantum Mechanics is a successful model to describe physical phenomena. We show that a simple set of postulates about the description of objects in Nature allows the derivation of the principles of QM, transforming this theory into a deductive approach to Physics. The main postulate is: Objects are described as energy distributions in Space–Time. 1 Quantum Mechanics from START It is universally accepted that Quantum Mechanics is a successful model to describe physical phenomena, in particular of the electronic structure of atoms, molecules and solids. As such it has been reformulated in several different forms (see for example: Nine formulations of quantum mechanics, Daniel F. Styer et al. [15]). The aim of the present paper is to show that a simple set of postulates about the description of objects in Nature allows the derivation of the principles of QM, transforming this theory into a deductive approach to Physics. In our approach the main postulate is: Objects are described as energy distributions in Space–Time. The theory is in fact a systematic mathematical analysis of this postulate and of other general considerations about action, energy–momentum and the role of the theory as a useful description of Nature. The paper also shows the fundamental and basic status of Density Functional Theory, also contained in our approach. The initial mathematical structure is a geometric (quadratic form based) union of space, time and action. In physics bundles of trajectories are used to describe the objects of nature: distribution of heights over a surface, a real object is described as a bundle of space-time trajectories, here we use a description as a bundle of action valves in space-time (energy densities in space following light-like lines). The author is fully aware that the presentation is strongly guided by the knowledge of the usual computational approach to study atoms, molecules and condensed matter electronic structure.
The ``Hard Problem" of consciousness refers to a long-standing enigma about how qualia emerge from physical processes in the brain. Building on insights from the development of non-Euclidean geometry, this paper seeks to present a structured and logically coherent theory of qualia to address this problem. The proposed theory starts with a definition on what it means for an entity to be non-physical. A postulate about awareness is posed and utilized to rigorously prove that qualia are non-physical and thoughts are qualia. Then the paper introduces a key concept: relative reality, meaning that perceptions of reality are relative to the observer and time. The concept is analyzed through a mathematical model grounded in Hilbert space theory. The model also sheds new light on cognitive science and physics. In particular, the Schrödinger equation can be derived easily through this model. Moreover, this model shows that eigenstates also exist for classical energy-conserving systems. Analyses on the G. P. Thomson experiment and the classical harmonic oscillator are made to illustrate this finding. The insight gained sheds new light on the Bohr-Einstein debate concerning the interpretation of quantum mechanics. At last, the paper proposes a postulate about qualia force and demonstrates that it constitutes a fundamental part of absolute reality, much like the four fundamental forces in nature.
We show that the phenomena explained by quantum mechanics can alternatively be explained as a breakdown of probability theory without the need for wave-particle duality or the idea that a particle does not have a unique path in space. The single-particle Lagrangian consistent with the reformulated quantum mechanics is derived and specialized to the Schrödinger and Klein-Gordon theories. The usual paradoxes of quantum mechanics are explained. A connection to gravity is proposed. Probability theory is restored in the classical limit.
Despite its successes, quantum mechanics (QM) has remained mysterious to all who have encountered it. Starting with Bohr and progressing into the present, the departure from intuitive, physical reality has widened. The connection between QM and reality is more than just a “philosophical” issue. It reveals that QM is not a correct or complete theory of the physical world and that inescapable internal inconsistencies and incongruities arise when attempts are made to treat it as physical as opposed to a purely mathematical “tool.” Some of these issues are discussed in a review by F. Laloe [Am. J. Phys. 69, 655 (2001)]. In an attempt to provide some physical insight into atomic problems and starting with the same essential physics as Bohr of e moving in the Coulombic field of the proton and the wave equation as modified by Schrodinger, a classical approach is explored that yields a remarkably accurate model and provides insight into physics on the atomic level. The proverbial view, deeply seated in the wave-particle duality notion, that there is no large-scale physical counterpart to the nature of the electron may not be correct. Physical laws and intuition may be restored when dealing with the wave equation and quantummechanical problems. Specifically, a theory of classical quantum mechanics (CQM) is derived from first principles that successfully applies physical laws on all scales. Rather than using the postulated Schrodinger boundary condition “Ψ → 0 as r → ∞,” which leads to a purely mathematical model of the electron, the constraint is based on experimental observation. Using Maxwell’s equations, the classical wave equation is solved with the constraint that the bound (n = 1)state electron cannot radiate energy. By further application of Maxwell’s equations to electromagnetic and gravitational fields at particle production, the Schwarzschild metric is derived from the classical wave equation, which modifies general relativity to include conservation of spacetime in addition to momentum and matter/energy. The result gives a natural relationship among Maxwell’s equations, special relativity, and general relativity. CQM holds over a scale of spacetime of 85 orders of magnitude — it correctly predicts the nature of the universe from the scale of the quarks to that of the cosmos. A review is given by G. Landvogt [Internat. J. Hydrogen Energy 28, 1155 (2003)].
In everyday life, in smartphones, we use electromagnetic waves for telecommunication. These waves propagate at the velocity of light. Is telecommunication at superluminal velocity (at ) possible? Einstein (1907) wrote that no action can travel faster than light, as such action would imply a causality violation. However, quantum physics includes actions that travel faster than light, see e. g. Einstein, Podolski and Rosen (1935). Accordingly, Einstein (1948) named such actions (at ) ‘spukhafte Fernwirkung’ or ‘spooky action at a distance’. But Aspect, Grangier and Roger (1982) provided such action at in experiments with pairs of entangled photons. While this experiment demonstrates the seeming transfer of information at , delayed-choice experiments do additionally demonstrate the seeming transport of energy and matter at , see Jaques (2008) and Manning et al. (2015). Do these actions at violate the principle of causality? Does quantum gravity escape causality violation, as Hobson, Efstathiou and Lasenby hope (2006, p. 346)? Can such action at be used in telecommunications and quantum computers? These questions are answered with help of the dynamics of volume in nature, the volume dynamics, VD, see Carmesin (2023a). The VD bridge general relativity and quantum physics. For these results, we provide a learning process, so that you can directly use the concept in your courses. The learning process has been tested in various learning groups, and experiences are reported.