Details
| Original language | English |
|---|---|
| Article number | 055304 |
| Journal | European journal of physics |
| Volume | 41 |
| Issue number | 5 |
| Early online date | 14 Aug 2020 |
| Publication status | Published - Sept 2020 |
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
ASJC Scopus subject areas
- Physics and Astronomy(all)
- General Physics and Astronomy
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In: European journal of physics, Vol. 41, No. 5, 055304, 09.2020.
Research output: Contribution to journal › Article › Research › peer review
}
TY - JOUR
T1 - A classical to quantum transition via key experiments
AU - Scholz, Ruediger
AU - Wessnigk, Susanne
AU - Weber, Kim Alessandro
N1 - Funding Information: This work has been supported by DQ-mat (SFB1227).
PY - 2020/9
Y1 - 2020/9
N2 - 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.
AB - 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.
KW - conceptual change
KW - interferometry
KW - Key Experiment
KW - knowledge in pieces
KW - quantum optics
KW - quantum physics
KW - single-photon experiment
UR - http://www.scopus.com/inward/record.url?scp=85092902410&partnerID=8YFLogxK
U2 - 10.1088/1361-6404/ab8e52
DO - 10.1088/1361-6404/ab8e52
M3 - Article
AN - SCOPUS:85092902410
VL - 41
JO - European journal of physics
JF - European journal of physics
SN - 0143-0807
IS - 5
M1 - 055304
ER -