Difficulties In Quantum Mechanics Research Articles

Insight Into Quantum Computing

Newtonian physics has provided an explanation for the interactions occurring in the everyday world while encouraging the development of technology, such as computers, that utilize our understanding of physics. However, classical computers based on Newtonian physics fail to operate on an advanced level necessary in the growing fields of dark matter or machine learning. As an alternative, quantum mechanics provide the potential for an improved computing system. The nonlinearity and superposition properties of quantum computing ensure that quantum computers will be better suited in certain matters, such as simulating quantum systems or factoring insurmountable numbers, when compared to classical computers. Advances in machine learning and dark matter detection with the use of quantum technology exemplify the true potential of quantum computing. While quantum computing has the capability to advance the world, the realistic means of creating a quantum computer is hindered by the difficulties of quantum mechanics. For example, measuring qubits through entanglement and isolating a quantum computer are both tasks posing as barriers in the path of quantum computing. Nevertheless, experiments overcoming these obstacles demonstrate a means to achieve the implementation of quantum computers to solve scientific mysteries. This paper will review the potential applications of quantum computing while also considering the problems it faces. It will stress the importance of research in quantum mechanics and a future focused on improving quantum technology. 

Framing difficulties in quantum mechanics

Students' difficulties in quantum mechanics may be the result of unproductive framing rather than a fundamental inability to solve the problems or misconceptions about physics content. Using the theoretical lens of epistemological framing, we applied previously developed frames to seek an underlying structure to the long lists of published difficulties that span many topics in quantum mechanics. Mapping descriptions of published difficulties into errors in epistemological framing and resource use, we analyzed descriptions of students' problem solving to find their frames, and compared students' framing to the framing (and frame shifting) required by problem statements. We found three categories of error: mismatches between students' framing and problem statement framing; inappropriate or absent shifting between frames; and insufficient resource activation within an appropriate frame.

Students’ epistemological framing in quantum mechanics problem solving

Students' difficulties in quantum mechanics may be the result of unproductive framing and not a fundamental inability to solve the problems or misconceptions about physics content. We observed groups of students solving quantum mechanics problems in an upper-division physics course. Using the lens of epistemological framing, we investigated four frames in our observational data: algorithmic math, conceptual math, algorithmic physics, and conceptual physics. We discuss the characteristics of each frame as well as causes for transitions between different frames, arguing that productive problem solving may occur in any frame as long as students' transition appropriately between frames. Our work extends epistemological framing theory on how students frame discussions in upper-division physics courses.

Framework for understanding the patterns of student difficulties in quantum mechanics

[This paper is part of the Focused Collection on Upper Division Physics Courses.] Compared with introductory physics, relatively little is known about the development of expertise in advanced physics courses, especially in the case of quantum mechanics. Here, we describe a framework for understanding the patterns of student reasoning difficulties and how students develop expertise in quantum mechanics. The framework posits that the challenges many students face in developing expertise in quantum mechanics are analogous to the challenges introductory students face in developing expertise in introductory classical mechanics. This framework incorporates both the effects of diversity in upper-level students’ prior preparation, goals, and motivation in general (i.e., the facts that even in upper-level courses, students may be inadequately prepared, have unclear goals, and have insufficient motivation to excel) as well as the “paradigm shift” from classical mechanics to quantum mechanics. The framework is based on empirical investigations demonstrating that the patterns of reasoning, problem-solving, and self-monitoring difficulties in quantum mechanics bear a striking resemblance to those found in introductory classical mechanics. Examples from research in quantum mechanics and introductory classical mechanics are discussed to illustrate how the patterns of difficulties are analogous as students learn to unpack the respective principles and grasp the formalism in each knowledge domain during the development of expertise. Embracing such a framework and contemplating the parallels between the difficulties in these two knowledge domains can enable researchers to leverage the extensive literature for introductory physics education research to guide the design of teaching and learning tools for helping students develop expertise in quantum mechanics.Received 29 September 2014DOI:https://doi.org/10.1103/PhysRevSTPER.11.020119This article is available under the terms of the Creative Commons Attribution 3.0 License. Further distribution of this work must maintain attribution to the author(s) and the published article’s title, journal citation, and DOI.Published by the American Physical Society

Using conceptual metaphor and functional grammar to explore how language used in physics affects student learning

This paper introduces a theory about the role of language in learning physics. The theory is developed in the context of physics students and physicists talking and writing about the subject of quantum mechanics. We found that physicists' language encodes different varieties of analogical models through the use of grammar and conceptual metaphor. We hypothesize that students categorize concepts into ontological categories based on the grammatical structure of physicists' language. We also hypothesize that students overextend and misapply conceptual metaphors in physicists' speech and writing. Using our theory, we will show how, in some cases, we can explain student difficulties in quantum mechanics as difficulties with language.

Electrodynamique stochastique et mécanique quantique

Numerous quantum-like results are obtained in stochastic electrodynamics. However, the latter has not the interpretation difficulties of quantum mechanics. K, a constant of stochastic electrodynamics is not a fundamental constant as is ħ, the corresponding constant in quantum mechanics.

Quantum Mechanics and Interpretations of Probability Theory

Several philosophers of science have claimed that the conceptual difficulties of quantum mechanics can be resolved by appealing to a particular interpretation of probability theory. For example, Popper bases his treatment of quantum mechanics on the propensity interpretation of probability, and Margenau bases his treatment of quantum mechanics on the frequency interpretation of probability. The purpose of this paper is (i) to consider and reject such claims, and (ii) to discuss the question of whether the ψ-function refers to an individual system or to an ensemble of systems.

Is there an Azimuthal Angle Observable?

The concept of an azimuthal-angle operator canonically conjugate to the z component of angular-momentum operator is known to present certain difficulties in quantum mechanics. These difficulties are resolved rigorously for the first time, and their implications are discussed.