Critique of Wave-Particle Duality of Single-Photons

Bhatta, Varun S

doi:10.1007/s10838-021-09564-4

Cited by 3 publications

(11 citation statements)

References 36 publications

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“…It is noteworthy that blocks IF and FP appear strong as sending nodes but also as receiving nodes; they are thus important nodes in transmitting information in argumentation as represented in the form of DAGs. This is in good agreement with how the double slit experiment of feeble light is discussed in research literature (see e.g., Bhatta, 2021;Rueckner & Titcomb, 1996), where many discussions focus on interference (IF) and fringe patterns (FP). It is also expected that if IF or FP receive attention, experimental aspects XD, Xs and Xd should also be important.…”

Section: Argument Structuresupporting

confidence: 89%

“…The nodes Wa and Pa capture more moderated ways where different analogies or analogical features of photons or their behavior to waves or particles (Wa and Pa, respectively) are mentioned. It should be noted that while waveparticle duality is not necessarily central to a contemporary understanding of the single photon experiments and the interference phenomena encountered in them (Bhatta, 2021), it is assumed to be central to introductory discussions of photons (Bøe & Viefers, 2023;Bungum et al, 2018). Taken together, the results in Figures 3 and 4 suggest that DAGs a-d, e, f and i represent good and coherent arguments, where the flow of information is as could be expected from didactically recommendable argument structure.…”

Section: Block In Dagmentioning

confidence: 89%

“…In the experiment, it is possible to observe single, random detection events and accumulation of interference fringes when several events are aggregated. Although the experiment is not a true single photon interference experiment (see e.g., Bhatta, 2021;Hentschel, 2018), it can be used to emulate single photon interference for the purposes of instruction. The task consists of providing arguments for: 1) what one needs to assume about the behavior of photons in a slit-system when only one slit is open or when both slits are open; and 2) how to interpret the gradual formation of interference fringes when several detection events accumulate.…”

Section: Empirical Setup and Samplementioning

confidence: 99%

“…These we call thematic blocks. Thematic blocks are decided on the basis of what is known about the acceptable arguments and sub-arguments in the case of the given task of double-slit experiments with feeble light (see e.g., Ayene et al, 2019;Cheong & Song, 2014;Rueckner & Titcomb, 1996) and how it has been discussed from the viewpoint of conceptual analysis (Bhatta, 2021;Hentschel, 2018). The research literature about the double-slit experiments and single photon interference thus guides which connections between different thematic blocks we take to be potentially relevant or possible.…”

Section: Argument Structurementioning

confidence: 99%

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Argument structure in explaining wave-particle duality of photons in double-slit experiment

Koponen,

Vuola,

Nousiainen

2024

LUMAT

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We analyze here how pre-service teachers explicate their views about the wave-particle duality of photons and what role it plays in their arguments supporting the quantum nature of light. The data for the analysis is provided by 12 written reports about the double-slit experiment with feeble light. The analysis is based on constructing semantic networks corresponding to pre-service teachers’ written texts. Contingency-like associative correlation between word-pairs is used to differentiate between word-pairs, where associations of two terms or words is systematic. Such associations indicate connections, which are significant for key term vocabularies in construction of inferences and arguments. Based on that information of the key vocabulary we then construct the structure of pre-service teachers’ argument for the nature of the photon and its wave-particle duality, in the form of directed argument graphs (DAGs). The results show that argument structures in four to six out of 12 cases meet the goals set for pre-service teacher education. In these cases, experimental aspects and wave-particle duality play an important role in the pre-service teachers’ argument and its structure.

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Section: Argument Structuresupporting

confidence: 89%

Section: Block In Dagmentioning

confidence: 89%

Section: Empirical Setup and Samplementioning

confidence: 99%

Section: Argument Structurementioning

confidence: 99%

See 2 more Smart Citations

Argument structure in explaining wave-particle duality of photons in double-slit experiment

Koponen,

Vuola,

Nousiainen

2024

LUMAT

View full text Add to dashboard Cite

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“…References to “wave-particle duality”, in this and related contexts, are often imprecise, inappropriate or both [ 97 , 98 ]. This is partly because there are several unresolved challenges in the efforts to characterize the concept of “particle”‘ in quantum mechanics [ 34 ] (Section 2.4.4) [ 98 ] (fn. 10, Section 6) [ 99 , 100 , 101 ] [ 102 ] (pp.…”

Section: Entanglement Measurement Uncertainty Two-slit and Bell-type ...mentioning

confidence: 99%

Quantum Mechanics: Statistical Balance Prompts Caution in Assessing Conceptual Implications

Drummond

2022

Entropy

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Throughout quantum mechanics there is statistical balance, in the collective response of an ensemble of systems to differing measurement types. Statistical balance is a core feature of quantum mechanics, underlying quantum mechanical states, and not yet explained. The concept of “statistical balance” is here explored, comparing its meaning since 2019 with its original meaning in 2001. Statistical balance now refers to a feature of contexts in which: (a) there is a prescribed probability other than 0 or 1 for the collective response of an ensemble to one measurement type; and (b) the collective response of the same ensemble to another measurement type demonstrates that no well-defined value can be attributed, for the property relevant to the original measurement type, to individual members of the ensemble. In some unexplained way, the outcomes of single runs of a measurement of the original type “balance” each other to give an overall result in line with the prescribed probability. Unexplained statistical balance prompts caution in assessing the conceptual implications of entanglement, measurement, uncertainty, and two-slit and Bell-type analyses. Physicists have a responsibility to the wider population to be conceptually precise about quantum mechanics, and to make clear that many possible conceptual implications are uncertain.

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Testing quantum reasoning: Developing, validating, and application of a questionnaire

Waitzmann,

Scholz,

Wessnigk

2024

Phys. Rev. Phys. Educ. Res.

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Clear and rigorous quantum reasoning is needed to explain quantum physical phenomena. As pillars of true quantum physical explanations, we suggest specific quantum reasoning derived from quantum physical key ideas. An experiment is suggested to support such a quantum reasoning, in which a quantized radiation field interacts with an optical beam splitter, leading to experimental results conflicting with classical physical predictions. The results, however, can be explained consistently with a quantum reasoning based on the key ideas of probability, superposition, and interference (PSI). In this quantum optical key experiment the optical beam splitter prepares a superposition of single photon states and a Michelson interferometer is used to detect the superposition via controlled propagation phases. Although different single photon experimental setups (aimed at helping students to gain access to foundational issues in quantum physics) have been discussed in the past, the wave-particle dualism bound to classical physics maintains its predominance as an explanation pattern for the interpretation of these experiments. The study presented here investigates the effect of the quantum optical key experiment on the ability of students to use quantum reasoning based on the key ideas of PSI to overcome the naive wave-particle dualism. The current state of relevant studies that test student access to quantum physics can roughly be divided into two distinct areas: one tests how mathematical abilities help them to understand quantum physics and one tests how nonmathematical representations of a set of specific quantum theoretical traits (“Wesenszüge”) lead to a deeper understanding of quantum physics. There is a lack of questionnaires that focus on the idea of developing quantum reasoning based on superposition, probability, and interference of quantum states combined with a real experiment using true quantum light. In the first part of the article, we describe the physical modeling and present the development of the questionnaire. The set of items has been constructed from newly developed items and combined with well-tested ones. The validation of the set addresses qualitative and quantitative methods. In the second part, we give a pre- and poststudy examination of the impact of the quantum optical key experiment on students’ quantum reasoning. A significant increase in the number of students using quantum arguments is based on PSI reasoning for the explanation of an interference, such as the behavior of single photon states. Though the increase is significant, we found only minor changes in a particular issue to the students’ reasoning when approaching quantum physics as illustrated by a sample of answers given in the second part of the article. The concept of quantum states and the principle of superposition still appear particularly difficult. Published by the American Physical Society 2024

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Critique of Wave-Particle Duality of Single-Photons

Cited by 3 publications

References 36 publications

Argument structure in explaining wave-particle duality of photons in double-slit experiment

Argument structure in explaining wave-particle duality of photons in double-slit experiment

Quantum Mechanics: Statistical Balance Prompts Caution in Assessing Conceptual Implications

Testing quantum reasoning: Developing, validating, and application of a questionnaire

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