Modern Introductory Quantum Mechanics with Interpretation Paperback – July 1, 2019 by Dr
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Capacitance and Dielectrics
Chapter 24 Capacitance and Dielectrics PowerPoint® Lectures for University Physics, Twelfth Edition – Hugh D. Young and Roger A. Freedman Lectures by James Pazun Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Goals for Chapter 24 • To consider capacitors and capacitance • To study the use of capacitors in series and capacitors in parallel • To determine the energy in a capacitor • To examine dielectrics and see how different dielectrics lead to differences in capacitance Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley How to Accomplish these goals: Read the chapter Study this PowerPoint Presentation Do the homework: 11, 13, 15, 39, 41, 45, 71 Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Introduction • When flash devices made the “big switch” from bulbs and flashcubes to early designs of electronic flash devices, you could use a camera and actually hear a high-pitched whine as the “flash charged up” for your next photo opportunity. • The person in the picture must have done something worthy of a picture. Just think of all those electrons moving on camera flash capacitors! Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Keep charges apart and you get capacitance Any two charges insulated from each other form a capacitor. When we say that a capacitor has a charge Q or that charge Q is stored in the capacitor, we mean that the conductor at higher potential has charge +Q and at lower potential has charge –Q. When the capacitor is fully charged the potential difference across it is the same as the vab that charged it. -
Rigid Body Dynamics: Student Misconceptions and Their Diagnosis1
Rigid Body Dynamics: Student Misconceptions and Their Diagnosis1 D. L. Evans2, Gary L. Gray3, Francesco Costanzo4, Phillip Cornwell5, Brian Self6 Introduction: As pointed out by a rich body of research literature, including the three video case studies, Lessons from Thin Air, Private Universe, and, particularly, Can We Believe Our Eyes?, students subjected to traditional instruction in math, science and engineering often do not adequately resolve the misconceptions that they either bring to a subject or develop while studying a subject. These misconceptions, sometimes referred to as alternative views or student views of basic concepts because they make sense to the student, block the establishment of connections between basic concepts, connections which are necessary for understanding the macroconceptions that build on the basics. That is, the misconceptions of basic phenomena hinder the learning of further material that relies on understanding these concepts. The literature on misconceptions includes the field of particle mechanics, but does not include rigid body mechanics. For example, it has been established7 "that … commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects…" It is also known that replacing these "commonsense beliefs" with concepts aligned with modern thinking on science is extremely difficult to accomplish8. But a proper approach to accomplishing this replacement must begin with understanding what the misconceptions are, progress to being able to diagnose them, and eventually, reach the point whereby instructional approaches are developed for addressing them. In high school, college and university physics, research has led to the development of an assessment instrument called the Force Concept Inventory9 (FCI) that is now available for measuring the success of instruction in breaking these student misconceptions. -
The Statistical Interpretation of Entangled States B
The Statistical Interpretation of Entangled States B. C. Sanctuary Department of Chemistry, McGill University 801 Sherbrooke Street W Montreal, PQ, H3A 2K6, Canada Abstract Entangled EPR spin pairs can be treated using the statistical ensemble interpretation of quantum mechanics. As such the singlet state results from an ensemble of spin pairs each with an arbitrary axis of quantization. This axis acts as a quantum mechanical hidden variable. If the spins lose coherence they disentangle into a mixed state. Whether or not the EPR spin pairs retain entanglement or disentangle, however, the statistical ensemble interpretation resolves the EPR paradox and gives a mechanism for quantum “teleportation” without the need for instantaneous action-at-a-distance. Keywords: Statistical ensemble, entanglement, disentanglement, quantum correlations, EPR paradox, Bell’s inequalities, quantum non-locality and locality, coincidence detection 1. Introduction The fundamental questions of quantum mechanics (QM) are rooted in the philosophical interpretation of the wave function1. At the time these were first debated, covering the fifty or so years following the formulation of QM, the arguments were based primarily on gedanken experiments2. Today the situation has changed with numerous experiments now possible that can guide us in our search for the true nature of the microscopic world, and how The Infamous Boundary3 to the macroscopic world is breached. The current view is based upon pivotal experiments, performed by Aspect4 showing that quantum mechanics is correct and Bell’s inequalities5 are violated. From this the non-local nature of QM became firmly entrenched in physics leading to other experiments, notably those demonstrating that non-locally is fundamental to quantum “teleportation”. -
Analysis of Nonlinear Dynamics in a Classical Transmon Circuit
Analysis of Nonlinear Dynamics in a Classical Transmon Circuit Sasu Tuohino B. Sc. Thesis Department of Physical Sciences Theoretical Physics University of Oulu 2017 Contents 1 Introduction2 2 Classical network theory4 2.1 From electromagnetic fields to circuit elements.........4 2.2 Generalized flux and charge....................6 2.3 Node variables as degrees of freedom...............7 3 Hamiltonians for electric circuits8 3.1 LC Circuit and DC voltage source................8 3.2 Cooper-Pair Box.......................... 10 3.2.1 Josephson junction.................... 10 3.2.2 Dynamics of the Cooper-pair box............. 11 3.3 Transmon qubit.......................... 12 3.3.1 Cavity resonator...................... 12 3.3.2 Shunt capacitance CB .................. 12 3.3.3 Transmon Lagrangian................... 13 3.3.4 Matrix notation in the Legendre transformation..... 14 3.3.5 Hamiltonian of transmon................. 15 4 Classical dynamics of transmon qubit 16 4.1 Equations of motion for transmon................ 16 4.1.1 Relations with voltages.................. 17 4.1.2 Shunt resistances..................... 17 4.1.3 Linearized Josephson inductance............. 18 4.1.4 Relation with currents................... 18 4.2 Control and read-out signals................... 18 4.2.1 Transmission line model.................. 18 4.2.2 Equations of motion for coupled transmission line.... 20 4.3 Quantum notation......................... 22 5 Numerical solutions for equations of motion 23 5.1 Design parameters of the transmon................ 23 5.2 Resonance shift at nonlinear regime............... 24 6 Conclusions 27 1 Abstract The focus of this thesis is on classical dynamics of a transmon qubit. First we introduce the basic concepts of the classical circuit analysis and use this knowledge to derive the Lagrangians and Hamiltonians of an LC circuit, a Cooper-pair box, and ultimately we derive Hamiltonian for a transmon qubit. -
Students' Depictions of Quantum Mechanics
Students’ depictions of quantum mechanics: a contemporary review and some implications for research and teaching Johan Falk January 2007 Dissertation for the degree of Licentiate of Philosophy in Physics within the specialization Physics Education Research Uppsala University, 2007 Abstract This thesis presents a comprehensive review of research into students’ depic- tions of quantum mechanics. A taxonomy to describe and compare quantum mechanics education research is presented, and this taxonomy is used to highlight the foci of prior research. A brief history of quantum mechanics education research is also presented. Research implications of the review are discussed, and several areas for future research are proposed. In particular, this thesis highlights the need for investigations into what interpretations of quantum mechanics are employed in teaching, and that classical physics – in particular the classical particle model – appears to be a common theme in students’ inappropriate depictions of quantum mechanics. Two future research projects are presented in detail: one concerning inter- pretations of quantum mechanics, the other concerning students’ depictions of the quantum mechanical wave function. This thesis also discusses teaching implications of the review. This is done both through a discussion on how Paper 1 can be used as a resource for lecturers and through a number of teaching suggestions based on a merging of the contents of the review and personal teaching experience. List of papers and conference presentations Falk, J & Linder, C. (2005). Towards a concept inventory in quantum mechanics. Presentation at the Physics Education Research Conference, Salt Lake City, Utah, August 2005. Falk, J., Linder, C., & Lippmann Kung, R. (in review, 2007). -
SIMULATED INTERPRETATION of QUANTUM MECHANICS Miroslav Súkeník & Jozef Šima
SIMULATED INTERPRETATION OF QUANTUM MECHANICS Miroslav Súkeník & Jozef Šima Slovak University of Technology, Radlinského 9, 812 37 Bratislava, Slovakia Abstract: The paper deals with simulated interpretation of quantum mechanics. This interpretation is based on possibilities of computer simulation of our Universe. 1: INTRODUCTION Quantum theory and theory of relativity are two fundamental theories elaborated in the 20th century. In spite of the stunning precision of many predictions of quantum mechanics, its interpretation remains still unclear. This ambiguity has not only serious physical but mainly philosophical consequences. The commonest interpretations include the Copenhagen probability interpretation [1], many-words interpretation [2], and de Broglie-Bohm interpretation (theory of pilot wave) [3]. The last mentioned theory takes place in a single space-time, is non - local, and is deterministic. Moreover, Born’s ensemble and Watanabe’s time-symmetric theory being an analogy of Wheeler – Feynman theory should be mentioned. The time-symmetric interpretation was later, in the 60s re- elaborated by Aharonov and it became in the 80s the starting point for so called transactional interpretation of quantum mechanics. More modern interpretations cover a spontaneous collapse of wave function (here, a new non-linear component, causing this collapse is added to Schrödinger equation), decoherence interpretation (wave function is reduced due to an interaction of a quantum- mechanical system with its surroundings) and relational interpretation [4] elaborated by C. Rovelli in 1996. This interpretation treats the state of a quantum system as being observer-dependent, i.e. the state is the relation between the observer and the system. Relational interpretation is able to solve the EPR paradox. -
PHYSICS 360 Quantum Mechanics
PHYSICS 360 Quantum Mechanics Prof. Norbert Neumeister Department of Physics and Astronomy Purdue University Spring 2020 http://www.physics.purdue.edu/phys360 Course Format • Lectures: – Time: Monday, Wednesday 9:00 – 10:15 – Lecture Room: PHYS 331 – Instructor: Prof. N. Neumeister – Office hours: Tuesday 2:00 – 3:00 PM (or by appointment) – Office: PHYS 372 – Phone: 49-45198 – Email: [email protected] (please use subject: PHYS 360) • Grader: – Name: Guangjie Li – Office: PHYS 6A – Phone: 571-315-3392 – Email: [email protected] – Office hours: Monday: 1:30 pm – 3:30 pm, Friday: 1:00 pm – 3:00 pm Purdue University, Physics 360 1 Textbook The textbook is: Introduction to Quantum Mechanics, David J. Griffiths and Darrell F. Schroeter, 3rd edition We will follow the textbook quite closely, and you are strongly encouraged to get a copy. Additional references: • R.P. Feynman, R.b. Leighton and M. Sands: The Feynman Lectures on Physics, Vol. III • B.H. brandsen and C.J. Joachain: Introduction To Quantum Mechanics • S. Gasiorowicz: Quantum Physics • R. Shankar: Principles Of Quantum Mechanics, 2nd edition • C. Cohen-Tannoudji, B. Diu and F. Laloë: Quantum Mechanics, Vol. 1 and 2 • P.A.M. Dirac: The Principles Of Quantum Mechanics • E. Merzbacher: Quantum Mechanics • A. Messiah: Quantum Mechanics, Vol. 1 and 2 • J.J. Sakurai: Modern Quantum Mechanics Purdue University, Physics 360 2 AA fewA (randomfew recommended but but but recommended) recommended) recommended) books books booksBooks B. H. Bransden and C. J. Joachain, Quantum Mechanics, (2nd B. H. H.B. H. Bransden Bransden Bransden and andand C. C. C. J. J. -
1 Does Consciousness Really Collapse the Wave Function?
Does consciousness really collapse the wave function?: A possible objective biophysical resolution of the measurement problem Fred H. Thaheld* 99 Cable Circle #20 Folsom, Calif. 95630 USA Abstract An analysis has been performed of the theories and postulates advanced by von Neumann, London and Bauer, and Wigner, concerning the role that consciousness might play in the collapse of the wave function, which has become known as the measurement problem. This reveals that an error may have been made by them in the area of biology and its interface with quantum mechanics when they called for the reduction of any superposition states in the brain through the mind or consciousness. Many years later Wigner changed his mind to reflect a simpler and more realistic objective position, expanded upon by Shimony, which appears to offer a way to resolve this issue. The argument is therefore made that the wave function of any superposed photon state or states is always objectively changed within the complex architecture of the eye in a continuous linear process initially for most of the superposed photons, followed by a discontinuous nonlinear collapse process later for any remaining superposed photons, thereby guaranteeing that only final, measured information is presented to the brain, mind or consciousness. An experiment to be conducted in the near future may enable us to simultaneously resolve the measurement problem and also determine if the linear nature of quantum mechanics is violated by the perceptual process. Keywords: Consciousness; Euglena; Linear; Measurement problem; Nonlinear; Objective; Retina; Rhodopsin molecule; Subjective; Wave function collapse. * e-mail address: [email protected] 1 1. -
Teaching Light Polarization by Putting Art and Physics Together
Teaching Light Polarization by Putting Art and Physics Together Fabrizio Logiurato Basic Science Department, Ikiam Regional Amazonian University, Ecuador Physics Department, Trento University, Italy molecules. In mechanical engineering birefringence is exploited to detect stress in structures. Abstract—Light Polarization has many technological Unfortunately, light polarization is usually considered a applications and its discovery was crucial to reveal the transverse marginal concept in school programs. In order to fill this gap, nature of the electromagnetic waves. However, despite its we have developed an interdisciplinary laboratory on this fundamental and practical importance, in high school this property of subject for high school and undergraduate students. In this one light is often neglected. This is a pity not only for its conceptual relevance, but also because polarization gives the possibility to pupils have the possibility to understand the physics of light perform many beautiful experiments with low cost materials. polarization, its connections with the chemistry and the basics Moreover, the treatment of this matter lends very well to an of its applications. Beautiful and fascinating images appear interdisciplinary approach, between art, biology and technology, when we set between two crossed polarizing filters some which usually makes things more interesting to students. For these materials. The pictures that we can see are similar to those of reasons we have developed a laboratory on light polarization for high the abstract art. Students can create their own artistic school and undergraduate students. They can see beautiful pictures when birefringent materials are set between two crossed polarizing compositions, take photos of them and make their experiments filters. -
Integrated Dynamics and Statics for First Semester Sophomores in Mechanical Engineering
AC 2010-845: INTEGRATED DYNAMICS AND STATICS FOR FIRST SEMESTER SOPHOMORES IN MECHANICAL ENGINEERING Sherrill Biggers, Clemson University Sherrill B. Biggers is Professor of Mechanical Engineering at Clemson University. He has over 29 years of experience in teaching engineering mechanics, including statics, dynamics, and strength of materials at two universities. His technical research is in the computational mechanics and optimal design of advanced composite structures. He developed advanced structural mechanics design methods in the aerospace industry for over 10 years. Recently he has also contributed to research being conducted in engineering education. He received teaching awards at Clemson and the University of Kentucky. He has been active in curriculum and course development over the past 20 years. He received his BS in Civil Engineering from NC State University and his MS and Ph.D. in Civil Engineering from Duke University. Marisa Orr, Clemson University Marisa K. Orr is a doctoral candidate in the Mechanical Engineering program at Clemson University. She is a research assistant in the Department of Engineering and Science Education and is a member of the inaugural class of the Engineering and Science Education Certificate at Clemson University. As an Endowed Teaching Fellow, she received the Departmental Outstanding Teaching Assistant Award for teaching Integrated Statics and Dynamics for Mechanical Engineers. Her research involves analysis of the effects of student-centered active learning in sophomore engineering courses, and investigation of the career motivations of women and men as they relate to engineering. Lisa Benson, Clemson University Page 15.757.1 Page © American Society for Engineering Education, 2010 Integrated Dynamics and Statics for First Semester Sophomores in Mechanical Engineering Abstract A modified SCALE-UP approach that emphasizes active learning, guided inquiry, and student responsibility has been described as applied to an innovative and challenging sophomore course that integrates Dynamics and Statics. -
Collapse Theories
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by PhilSci Archive Collapse Theories Peter J. Lewis The collapse postulate in quantum mechanics is problematic. In standard presentations of the theory, the state of a system prior to a measurement is a sum of terms, with one term representing each possible outcome of the measurement. According to the collapse postulate, a measurement precipitates a discontinuous jump to one of these terms; the others disappear. The reason this is problematic is that there are good reasons to think that measurement per se cannot initiate a new kind of physical process. This is the measurement problem, discussed in section 1 below. The problem here lies not with collapse, but with the appeal to measurement. That is, a theory that could underwrite the collapse process just described without ineliminable reference to measurement would constitute a solution to the measurement problem. This is the strategy pursued by dynamical (or spontaneous) collapse theories, which differ from standard presentations in that they replace the measurement-based collapse postulate with a dynamical mechanism formulated in terms of universal physical laws. Various dynamical collapse theories of quantum mechanics have been proposed; they are discussed in section 2. But dynamical collapse theories face a number of challenges. First, they make different empirical predictions from standard quantum mechanics, and hence are potentially empirically refutable. Of course, testability is a virtue, but since we have no empirical reason to think that systems ever undergo collapse, dynamical collapse theories are inherently empirically risky. Second, there are difficulties reconciling the dynamical collapse mechanism with special relativity. -
University Physics I COURSE SYLLABUS: Spring 2013
PHYS 2425: University Physics I COURSE SYLLABUS: Spring 2013 Instructor: Dr. Kent Montgomery Office Location: Science 148 Office Hours: MTWTh 9:00–10:00 or by appointment Office Phone: 903‐468‐8650 University Email Address: [email protected] Course Location and Time: Lectures: MWF 11:00 a.m. – 11:50 a.m., Science 123 Labs: Wednesday 1:00 p.m. – 2:50 p.m., Science 114 or Thursday 1:00 p.m. – 2:50 p.m., Science 114 Suggested Companion Course (not required): PHYS 201: Problem Solving in Mechanics, Call #21384, Tuesday 3:30 p.m. – 4:20 p.m., Science 123 COURSE INFORMATION Materials – Textbooks, Readings, Supplementary Readings: Textbooks Required: Fundamentals of Physics Extended, 9th edition, Halliday, Resnick, and Walker There are alternate versions of the text that are acceptable; contact me for details. Course Description: Physics is the study of the interactions of matter and energy. This course will cover mechanics, or the study of how objects move. We will study motion, forces, gravity, and rotation during this semester. Prerequisites: Math 191 or Math 2413 (Calculus I) or be concurrently taking Calculus I Student Learning Outcomes: 1. You will be able to describe the motion of objects in up to three dimensions in terms of their position, displacement, velocity, and acceleration. 2. You will be able to describe how forces change an object’s motion. 3. You will be able to calculate the motion of an object due to the application of one or more forces. 4. You will be able to describe and calculate various kinds of energy and use energy to calculate the motion of objects.