Talks

Quantum teleportation as a fascinating application of quantum entanglement.
Learning Outcomes:
• Understanding precisely what “teleportation” could mean in our quantum universe.
• How quantum entanglement is the key to making quantum teleportation possible.
• How a quantum teleportation machine functions.

A demonstration of electron superposition using an electron diffraction apparatus, plus an introduction to quantum entanglement.
Learning Outcomes:
• Concrete demonstration related to the surprising 360/720 degree prediction discussed in QM-15.
• Understanding how an electron diffraction apparatus works, and how its surprising experimental results are explained by electron superposition, i.e. the electron behaving as if it can exist in multiple paths simultaneously.
• Understanding how superposition applied to two particles can lead to a remarkable phenomenon called quantum entanglement (or, as Einstein called it, “spooky action at a distance”).

Development of a successful mathematical model of spin.
Learning Outcomes:
• A review of the mathematics of vectors.
• Applying the experimental results of QM-14 to construct a mathematical model of an electron spinning in any direction as a certain superposition of the spin up and spin down states.
• Discovering that this mathematical model predicts that an electron does not return to its original state when rotated once (through 360 degrees) – it must be rotated twice (through 720 degrees). A discussion of experimental tests of this remarkable prediction.

Using the de Broglie relation as a foundation for understanding the quirky quantum behaviour of particles.
Learning Outcomes:
• Understanding how a particle in one-dimensional box behaves like a superposition of left- and right-moving de Broglie waves, implying that the particle is moving both left and right simultaneously.
• Understanding the relationship between the intensity of de Broglie waves and the probability of finding the particle at specific locations inside the box.
• The general concept that a bound particle corresponds to a bound wave, resulting in only a discrete set of allowed standing waves, and thus quantization of its energy.

A discussion of the surprising results of the single slit and double slit experiments.
Learning Outcomes:
• How the single slit experiment suggests that chance is at the heart of nature, and that the behaviour of particles might need to be described by something different from Newton’s laws.
• How the double slit experiment suggests that understanding the behaviour of particles will require a radically new way of thinking about how nature works at a fundamental level.
• A video of an actual double slit experiment done with a beam of electrons (in case you don’t believe it).

Making the connection between particle probability patterns and wave intensity patterns, leading to the famous de Broglie relationship.
Learning Outcomes:
• Repeating the single slit experiment with waves instead of particles. Seeing that the particle probability pattern is the same as the wave intensity pattern.
• Same as above, but for the double slit experiment.
• Putting it all together to derive the de Broglie relationship between the momentum of a particle and the wavelength of a corresponding wave.

An introduction to spacetime diagrams – a first step towards understanding Einstein’s special theory of relativity.
Learning Outcomes:
• Newton’s absolute space and time vs. Einstein’s relative space and time.
• Bodies move through both space and time – spacetime diagram “worldlines” show both motions.
• Drawing worldlines for bodies in various states of motion: at rest, moving with various constant velocities, and accelerating.

Continuation of a thought experiment from SR-2 leading up to a derivation of the familiar Doppler shift for sound in air. Learning Outcomes: The real meaning of Newton’s assumption of absolute (or universal) time; Understanding the Doppler shift for sound in terms of a spacetime diagram; How to derive the (non-relativistic) Doppler shift formula for sound as a consequence of assuming Newton’s universal time.

Drawing spacetime diagrams of simple thought experiments involving sound in air as a warm up exercise for light in vacuum.
Learning Outcomes:
• Deepening our understanding of how to draw and interpret spacetime diagrams.
• Measuring space and time in the same units – a first step towards unifying space and time into “spacetime.”
• Why, for an observer at rest with respect to still air, the speed of sound is independent of the motion of the source of sound.