Students calculate probabilities for a particle on a ring whose wavefunction is not easily separated into eigenstates by inspection. To find the energy, angular momentum, and position probabilities, students perform integrations with the wavefunction or decompose the wavefunction into a superposition of eigenfunctions.
1. << Energy and Angular Momentum for a Quantum Particle on a Ring | Quantum Ring Sequence | Time Evolution Refresher (Mini-Lecture) >>
group Small Group Activity
30 min.
central forces quantum mechanics eigenstates eigenvalues quantum measurements angular momentum energy hermitian operators probability superposition representations notations degeneracy
Students calculate probabilities for a particle on a ring using three different notations: Dirac bra-ket, matrix, and wave function. After calculating the angular momentum and energy measurement probabilities, students compare their calculation methods for notation.group Small Group Activity
30 min.
central forces quantum mechanics eigenstates eigenvalues angular momentum time dependence hermitian operators probability degeneracy quantum measurements
Students calculate probabilities for energy, angular momentum, and position as a function of time for an initial state that is a linear combination of energy/angular momentum eigenstates for a particle confined to a ring written in bra-ket notation. This activity helps students build an understanding of when they can expect a quantity to depend on time and to give them more practice moving between representations.group Small Group Activity
30 min.
central forces quantum mechanics eigenstates eigenvalues hermitian operators quantum measurements degeneracy expectation values time dependence
Students calculate the expectation value of energy and angular momentum as a function of time for an initial state for a particle on a ring. This state is a linear combination of energy/angular momentum eigenstates written in bra-ket notation.computer Mathematica Activity
30 min.
central forces quantum mechanics angular momentum probability density eigenstates time evolution superposition mathematica
Students see probability density for eigenstates and linear combinations of eigenstates for a particle on a ring. The three visual representations: standard position vs probability density plot, a ring with colormapping, and cylindrical plot with height and colormapping, are also animated to visualize time-evolution.group Small Group Activity
60 min.
Wavefunctions quantum states probability amplitude histograms matrix notation of quantum states Arms representation
Students review using the Arms representation to represent states for discrete quantum systems and connecting the Arms representation to histogram and matrix representation. The student then extend the Arms representation to begin exploring the continuous position basis.assignment Homework
Find \(N\).
group Small Group Activity
30 min.
compare and contrast mathematica magnetic vector potential magnetic fields vector field symmetry
Students work in groups of three to use the superposition principle \[\vec{A}(\vec{r}) =\frac{\mu_0}{4\pi}\int\frac{\vec{J}(\vec{r}^{\,\prime})}{\vert \vec{r}-\vec{r}^{\,\prime}\vert}\, d\tau^{\prime}\] to find an integral expression for the magnetic vector potential, \(\vec{A}(\vec{r})\), due to a spinning ring of charge.
In an optional extension, students find a series expansion for \(\vec{A}(\vec{r})\) either on the axis or in the plane of the ring, for either small or large values of the relevant geometric variable. Add an extra half hour or more to the time estimate for the optional extension.
face Lecture
30 min.
group Small Group Activity
30 min.
electrostatic potential charge linear charge density taylor series power series scalar field superposition symmetry distance formula
Students work in groups of three to use the superposition principle \[V(\vec{r}) =\frac{1}{4\pi\epsilon_0}\int\frac{\rho(\vec{r}^{\,\prime})}{\vert \vec{r}-\vec{r}^{\,\prime}\vert} \, d\tau^{\prime}\] to find an integral expression for the electrostatic potential, \(V(\vec{r})\), everywhere in space, due to a ring of charge.
In an optional extension, students find a series expansion for \(V(\vec{r})\) either on the axis or in the plane of the ring, for either small or large values of the relevant geometric variable. Add an extra half hour or more to the time estimate for the optional extension.
group Small Group Activity
30 min.
coulomb's law electric field charge ring symmetry integral power series superposition
Students work in groups of three to use Coulomb's Law \[\vec{E}(\vec{r}) =\frac{1}{4\pi\epsilon_0}\int\frac{\rho(\vec{r}^{\,\prime})\left(\vec{r}-\vec{r}^{\,\prime}\right)}{\vert \vec{r}-\vec{r}^{\,\prime}\vert^3} \, d\tau^{\prime}\] to find an integral expression for the electric field, \(\vec{E}(\vec{r})\), everywhere in space, due to a ring of charge.
In an optional extension, students find a series expansion for \(\vec{E}(\vec{r})\) either on the axis or in the plane of the ring, for either small or large values of the relevant geometric variable. Add an extra half hour or more to the time estimate for the optional extension.
Consider the following normalized abstract quantum state on a ring: \begin{equation} \Phi(\phi)= \sqrt{\frac{8}{5\pi r_0}}\cos^3{(2\phi)} \end{equation}
- If you measured the \(z\)-component of angular momentum, what is the probability that you would measure \(2\hbar\)? \(-3\hbar\)?
- If you measured the \(z\)-component of angular momentum, what other possible values could you have obtained with non-zero probability?
- If you measured the energy, what possible values could you have obtained with non-zero probability?
- What is the probability that the particle can be found in the region \(0<\phi<\frac{\pi}{2}\)?
If the previous activities (Energy and Angular Momentum for a Quantum Particle on a Ring and Time Dependence for a Quantum Particle on a Ring) have been done, little introduction is needed. It might be helpful to ask a small whiteboard question to help them remember what the eigenfunctions for a particle on a ring are.
In many cases, students will not think to rewrite the function as a linear combination of eigenstates. Even if they do, many students will have forgotten how. Therefore, you might start this activity in class and have students finish the calculations for homework.