Physics

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17 pages, 504 KiB

Open AccessArticle

Opportunities and Challenges of Using Feynman Diagrams with Upper Secondary Students

by Merten Nikolay Dahlkemper, Pascal Klein, Andreas Müller, Sascha Marc Schmeling and Jeff Wiener

Physics 2022, 4(4), 1331-1347; https://doi.org/10.3390/physics4040085 - 28 Oct 2022

Cited by 2 | Viewed by 3873

Abstract

Particle physics is an exciting subject for high school students, and there have been various approaches on how to introduce the topic in the classroom. Feynman diagrams (FDs) are an often-used form of representation in particle physics and could play an important role [...] Read more.

Particle physics is an exciting subject for high school students, and there have been various approaches on how to introduce the topic in the classroom. Feynman diagrams (FDs) are an often-used form of representation in particle physics and could play an important role in such an introduction. However, their potential educational value has not yet been investigated. To this end, we interviewed four experts in the field of particle physics education on the opportunities and challenges Feynman diagrams could pose for high school students. We analyzed their answers using a thematic analysis framework, categorizing them into five themes. The results of these interviews show that there are two challenges (FDs elicit and perpetuate inadequate conceptions about particle physics, and FDs can only be treated superficially in school) and three opportunities (FDs can link particle physics and other physics topics in high school education, FDs offer an opportunity for different particle physics topics to be taught, and FDs offer a connection to current research). The results of this expert interview study lead to several suggestions on how to design learning environments that incorporate Feynman diagrams. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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19 pages, 621 KiB

Open AccessArticle

Phenomena and Principles: Presenting Quantum Physics in a High School Curriculum

by Efraim Yehuda Weissman, Avraham Merzel, Nadav Katz and Igal Galili

Physics 2022, 4(4), 1299-1317; https://doi.org/10.3390/physics4040083 - 26 Oct 2022

Cited by 6 | Viewed by 3038

Abstract

The goal of teaching quantum physics (QP) in high school is a problematic and highly turbulent area of divergent views, curricula studies, and claims. The innovative curricular approach of discipline-culture (DC) suggests a way of overcoming its significant difficulties. It suggests presenting QP [...] Read more.

The goal of teaching quantum physics (QP) in high school is a problematic and highly turbulent area of divergent views, curricula studies, and claims. The innovative curricular approach of discipline-culture (DC) suggests a way of overcoming its significant difficulties. It suggests presenting QP as a fundamental theory structured in terms of the nucleus, body, and periphery. Applying this perspective in our study, we interviewed nine experts with respect to their view of how the nucleus of QP should be presented to high-school students. With the different viewpoints of the core essentials in hand, we compiled the nucleus of the QP. We also examined this subject using nine introductory university textbooks that might suit high school students and considered their coherence and suitability with regard to the specified nucleus. We found some confusion regarding the status of theoretical items: some fundamental principles, as perceived in the eyes of the experts, are presented as phenomena. Not only does this mismatch represent a special barrier for both the teachers and students to understand QP, it promotes an inadequate image of QP as well as a distorted view of the nature of science. Finally, we offer a framework for a DC-based QP curriculum free of the noted deficiencies. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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12 pages, 1001 KiB

Open AccessArticle

An Approach to Quantum Physics Teaching through Analog Experiments

by Stefan Aehle, Philipp Scheiger and Holger Cartarius

Physics 2022, 4(4), 1241-1252; https://doi.org/10.3390/physics4040080 - 12 Oct 2022

Cited by 3 | Viewed by 2605

Abstract

With quantum physics being a particularly difficult subject to teach because of its contextual distance from everyday life, the need for multiperspective teaching material arises. Quantum physics education aims at exploring these methods but often lacks physical models and haptic components. In this [...] Read more.

With quantum physics being a particularly difficult subject to teach because of its contextual distance from everyday life, the need for multiperspective teaching material arises. Quantum physics education aims at exploring these methods but often lacks physical models and haptic components. In this paper, we provide two analog models and corresponding teaching concepts that present analogies to quantum phenomena for implementation in secondary school and university classrooms: While the first model focuses on the polarization of single photons and the deduction of reasoning tools for elementary comprehension of quantum theory, the second model investigates analog Hardy experiments as an alternative to Bell’s theorem. We show how working with physical models to compare classical and quantum perspectives has proven helpful for novice learners to grasp the abstract nature of quantum experiments and discuss our findings as an addition to existing quantum physics teaching concepts. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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28 pages, 6231 KiB

Open AccessArticle

Key Experiment and Quantum Reasoning

by Moritz Waitzmann, Kim-Alessandro Weber, Susanne Wessnigk and Ruediger Scholz

Physics 2022, 4(4), 1202-1229; https://doi.org/10.3390/physics4040078 - 8 Oct 2022

Cited by 2 | Viewed by 2192

Abstract

For around five decades, physicists have been experimenting with single quanta such as single photons. Insofar as the practised ensemble reasoning has become obsolete for the interpretation of these experiments, the non-classical intrinsic probabilistic nature of quantum theory has gained increased importance. One [...] Read more.

For around five decades, physicists have been experimenting with single quanta such as single photons. Insofar as the practised ensemble reasoning has become obsolete for the interpretation of these experiments, the non-classical intrinsic probabilistic nature of quantum theory has gained increased importance. One of the most important exclusive features of quantum physics is the undeniable existence of the superposition of states, even for single quantum objects. One known example of this effect is entanglement. In this paper, two classically contradictory phenomena are combined to one single experiment. This experiment incontestably shows that a single photon incident on an optical beam splitter can either be reflected or transmitted. The almost complete absence of coincident clicks of two photodetectors demonstrates that these two output states are incompatible. However, when combining these states using two mirrors, we can observe interference patterns in the counting rate of the single photon detector. The only explanation for this is that the two incompatible output states are prepared and kept simultaneously—a typical consequence of a quantum superposition of states. (Semi-)classical physical concepts fail here, and a full quantum concept is predestined to explain the complementary experimental outcomes for the quantum optical “non-waves” called single photons. In this paper, we intend to demonstrate that a true quantum physical key experiment (“true” in the sense that it cannot be explained by any classical physical concept), when combined with full quantum reasoning (probability, superposition and interference), influences students’ readiness to use quantum elements for interpretation. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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22 pages, 403 KiB

Open AccessArticle

Assessing Engineering Students’ Conceptual Understanding of Introductory Quantum Optics

by Philipp Bitzenbauer, Joaquin M. Veith, Boris Girnat and Jan-Peter Meyn

Physics 2022, 4(4), 1180-1201; https://doi.org/10.3390/physics4040077 - 6 Oct 2022

Cited by 3 | Viewed by 2591

Abstract

Quantum technologies have outgrown mere fundamental research in laboratories over recent years, and will facilitate more and more potentially disruptive applications in a wide range of fields in the future. In foresight, qualification opportunities need to be implemented in order to train qualified [...] Read more.

Quantum technologies have outgrown mere fundamental research in laboratories over recent years, and will facilitate more and more potentially disruptive applications in a wide range of fields in the future. In foresight, qualification opportunities need to be implemented in order to train qualified specialists, referred to as the future quantum workforce, in various fields. Universities world-wide have launched qualification programmes for engineers focusing on quantum optics and photonics. In many of these programmes, students attend courses on quantum physics contextualized via quantum optics experiments with heralded photons, because: (1) their experimental and physical foundations may be directly leveraged to teaching a number of quantum technology applications, and (2) physics education research has provided empirical evidence, according to which such quantum optics-based approaches are conducive to learning about quantum concepts. While many teachers are confident about the effectiveness of their concepts, there is little empirical evidence due to the lack of content-area-specific research tools. We present a 16-item concept inventory to assess students’ conceptual understanding of quantum optics concepts in the context of experiments with heralded photons adopted from a test instrument published in the literature. We have administered this Quantum Optics Concept Inventory as a post-test to

N = 216

students after instruction on quantum optics as part of an undergraduate engineering course. We evaluated the instruments’ psychometric quality, both in terms of classical test theory, and using a Rasch scaling approach. The Quantum Optics Concept Inventory enables a reliable measure (

α = 0.74

), and the data gathered show a good fit to the Rasch model. The students’ scores suggest that fundamental quantum effects pose striking learning hurdles to the engineering students. In contrast, most of the students are able to cope with the experimental and technical foundations of quantum optics experiments with heralded photons and their underlying principles, such as the coincidence technique used for the preparation of single-photon states. These findings are in accordance with prior research, and hence, the Quantum Optics Concept Inventory may serve as a fruitful starting point for future empirical research with regard to the education of the future quantum workforce. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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18 pages, 6956 KiB

Open AccessArticle

Introducing Quantum Technologies at Secondary School Level: Challenges and Potential Impact of an Online Extracurricular Course

by Maria Bondani, Maria Luisa Chiofalo, Elisa Ercolessi, Chiara Macchiavello, Massimiliano Malgieri, Marisa Michelini, Oxana Mishina, Pasquale Onorato, Filippo Pallotta, Sara Satanassi, Alberto Stefanel, Claudio Sutrini, Italo Testa and Giacomo Zuccarini

Physics 2022, 4(4), 1150-1167; https://doi.org/10.3390/physics4040075 - 29 Sep 2022

Cited by 12 | Viewed by 2708

Abstract

Stimulated by the European project “QTEdu CSA”, within the flagship “Quantum Technologies”, a community of researchers active in the fields of quantum technologies and physics education has designed and implemented an extracurricular course on quantum physics concepts and quantum technologies applications for high [...] Read more.

Stimulated by the European project “QTEdu CSA”, within the flagship “Quantum Technologies”, a community of researchers active in the fields of quantum technologies and physics education has designed and implemented an extracurricular course on quantum physics concepts and quantum technologies applications for high school. The course, which featured eight interactive lectures, was organized online between March and May 2021 and attended by about 250 students from all over Italy. In this paper, we describe the main tenets and activities of the course. Moreover, we report on the effectiveness of the course on students’ knowledge of the basic concepts of quantum physics and students’ views about epistemic aspects and applications of quantum technologies. Results show that the designed activities were effective in improving students’ knowledge about fundamental aspects of quantum mechanics and familiarizing them with quantum technology applications. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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14 pages, 2744 KiB

Open AccessArticle

Recent Progress on the Sum over Paths Approach in Quantum Mechanics Education

by Massimiliano Malgieri and Pasquale Onorato

Physics 2022, 4(3), 1012-1025; https://doi.org/10.3390/physics4030067 - 5 Sep 2022

Cited by 2 | Viewed by 2073

Abstract

In this paper, we present an overview of recent developments in the Feynman sum over paths approach for teaching introductory quantum mechanics to high school students and university undergraduates. A turning point in recent research is identified in the clarification of the distinction [...] Read more.

In this paper, we present an overview of recent developments in the Feynman sum over paths approach for teaching introductory quantum mechanics to high school students and university undergraduates. A turning point in recent research is identified in the clarification of the distinction between the time-dependent and time-independent approaches, and it is shown how the adoption of the latter has allowed new educational reconstructions to proceed much farther beyond what had previously been achieved. It is argued that sum over paths has now reached full maturity as an educational reconstruction of quantum physics and offers several advantages with respect to other approaches in terms of leading students to develop consistent mental models of quantum phenomena, achieving better conceptual understanding and a higher degree of longitudinal integration of knowledge. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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12 pages, 276 KiB

Open AccessArticle

The Quasi-History of Early Quantum Theory

by Oliver Passon

Physics 2022, 4(3), 880-891; https://doi.org/10.3390/physics4030057 - 3 Aug 2022

Cited by 4 | Viewed by 2752

Abstract

While physics has a rather ahistoric teaching tradition, it is common to include at least anecdotal reference to historical events and actors. These brief remarks on the history are typically distorted. I take issue with the textbook narrative of the historical development of [...] Read more.

While physics has a rather ahistoric teaching tradition, it is common to include at least anecdotal reference to historical events and actors. These brief remarks on the history are typically distorted. I take issue with the textbook narrative of the historical development of early quantum theory and rectify some of the more severe misrepresentations. This seems to be all the more important, since the history of physics is commonly (and rightly) regarded as a means to foster scientific literacy and a more appropriate understanding of the nature of science (NoS). Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

Review

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21 pages, 3208 KiB

Open AccessReview

What Does the Curriculum Say? Review of the Particle Physics Content in 27 High-School Physics Curricula

by Anja Kranjc Horvat, Jeff Wiener, Sascha Marc Schmeling and Andreas Borowski

Physics 2022, 4(4), 1278-1298; https://doi.org/10.3390/physics4040082 - 20 Oct 2022

Cited by 1 | Viewed by 3174

Abstract

This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics [...] Read more.

This international curricular review provides a structured overview of the particle physics content in 27 state, national, and international high-school physics curricula. The review was based on a coding manual that included 60 concepts that were identified as relevant for high-school particle physics education. Two types of curricula were reviewed, namely curricula with a dedicated particle physics chapter and curricula without a dedicated particle physics chapter. The results of the curricular review show that particle physics concepts are explicitly or implicitly present in all reviewed curricula. However, the number of particle physics concepts that are featured in a curriculum varies greatly across the reviewed curricula. We identified core particle physics concepts that can be found in most curricula. Here, elementary particles, fundamental interactions, and charges were identified as explicit particle physics concepts that are featured in more than half of the reviewed curricula either as content or context. Indeed, theoretical particle physics concepts are more prominent in high-school physics curricula than experimental particle physics concepts. Overall, this international curricular review provides the basis for future curricular development with respect to particle physics and suggests an increased inclusion of experimental particle physics concepts in high-school physics curricula. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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Other

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13 pages, 279 KiB

Open AccessOpinion

Classical Limits of Light Quanta

by Clara Valeria Fuchs and Thomas Filk

Physics 2022, 4(3), 920-932; https://doi.org/10.3390/physics4030060 - 22 Aug 2022

Viewed by 1898

Abstract

It is argued that from a formal point of view, the classical limit of light quanta or photons is not that of a point-like particle but that of a geometric ray. According to this view, standard particle-wave dualism, which is often used in [...] Read more.

It is argued that from a formal point of view, the classical limit of light quanta or photons is not that of a point-like particle but that of a geometric ray. According to this view, standard particle-wave dualism, which is often used in schools to describe the quantum behavior of massive objects, could be replaced by a ray-wave dualism (or even a particle-ray-wave trialism), which seems to be more appropriate for massless quantum objects such as photons. We compare the limits leading from quantum electrodynamics to a classical (Hamiltonian) theory of particles for electrons with those leading from photons via Maxwell’s equations to geometric ray optics. We also discuss the question to which extent Maxwell’s theory for electromagnetic waves should be considered as being on the same formal level as Schrödinger’s or Dirac’s theory. Full article

(This article belongs to the Special Issue Teaching and Learning Quantum Theory and Particle Physics)

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