A classical to quantum transition via key experiments

verfasst von: Ruediger Scholz, Susanne Wessnigk, Kim Alessandro Weber
Abstract: This paper presents an educational concept for promoting quantum teaching and learning via an educational structured quantum optical experiment. The experiment is designed to demonstrate the striking differences between classical physics and quantum physics, for example quantum interference of unbreakable photons (the ability of probabilities to interfere due to a phase sensitive superposition of states) and quantum nonlocality (there is no way to locate photonic states without a fundamental loss of information about the characteristics and a complete change of the state). For this proposal, we developed an experimental setup straightforward enough to be used in advanced physics courses even in secondary school student labs. To explain, or in a more quantum-semantic way, to interpret the experimental results quantitatively, we provide an appropriately rigorous quantum optical theory. Our model combines Laplace statistics (to access the statistical behaviour of photon counting) and basic vector calculus to calculate probabilities from the phase sensitivity of probability amplitudes. This article aims to contribute to further discussion and empirical research into novel teaching strategies for a more deeply conceptual approach to quantum theory.
Organisationseinheit(en): Institut für Quantenoptik
Institut für Didaktik der Mathematik und Physik
SFB 1227: Designte Quantenzustände der Materie (DQ-mat)
Typ: Artikel
Journal: European journal of physics
Band: 41
ISSN: 0143-0807
Publikationsdatum: 09.2020
Publikationsstatus: Veröffentlicht
Peer-reviewed: Ja
ASJC Scopus Sachgebiete: Physik und Astronomie (insg.)
Elektronische Version(en): https://doi.org/10.1088/1361-6404/ab8e52 (Zugang: Offen)

BibTeX

@article{0a4be8e723d04f33a913484f37f67d06,
title = "A classical to quantum transition via key experiments",
abstract = "This paper presents an educational concept for promoting quantum teaching and learning via an educational structured quantum optical experiment. The experiment is designed to demonstrate the striking differences between classical physics and quantum physics, for example quantum interference of unbreakable photons (the ability of probabilities to interfere due to a phase sensitive superposition of states) and quantum nonlocality (there is no way to locate photonic states without a fundamental loss of information about the characteristics and a complete change of the state). For this proposal, we developed an experimental setup straightforward enough to be used in advanced physics courses even in secondary school student labs. To explain, or in a more quantum-semantic way, to interpret the experimental results quantitatively, we provide an appropriately rigorous quantum optical theory. Our model combines Laplace statistics (to access the statistical behaviour of photon counting) and basic vector calculus to calculate probabilities from the phase sensitivity of probability amplitudes. This article aims to contribute to further discussion and empirical research into novel teaching strategies for a more deeply conceptual approach to quantum theory.",
keywords = "conceptual change, interferometry, Key Experiment, knowledge in pieces, quantum optics, quantum physics, single-photon experiment",
author = "Ruediger Scholz and Susanne Wessnigk and Weber, {Kim Alessandro}",
note = "Funding Information: This work has been supported by DQ-mat (SFB1227).",
year = "2020",
month = sep,
doi = "10.1088/1361-6404/ab8e52",
language = "English",
volume = "41",
journal = "European journal of physics",
issn = "0143-0807",
publisher = "IOP Publishing Ltd.",
number = "5",
}