A classical to quantum transition via key experiments

authored by
Ruediger Scholz, Susanne Wessnigk, Kim Alessandro Weber

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.

Institute of Quantum Optics
Institute of the Teaching of Mathematics and Physics
CRC 1227 Designed Quantum States of Matter (DQ-mat)
European journal of physics
Publication date
Publication status
Peer reviewed
ASJC Scopus subject areas
Physics and Astronomy(all)
Electronic version(s)
https://doi.org/10.1088/1361-6404/ab8e52 (Access: Open)