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Activities

Small Group Activity

30 min.

##### Working with Representations on the Ring
This activity acts as a reintroduction to doing quantum calculations while also introducing the matrix representation on the ring, allowing students to discover how to index and form a column vector representing the given quantum state. In addition, this activity introduces degenerate measurements on the quantum ring and examines the state after measuring both degenerate and non-degenerate eigenvalues for the state.
• Found in: Central Forces course(s)

Small White Board Question

5 min.

##### Representations of Vectors
Students each recall a representation of vectors that they have seen before and record it on an individual whiteboard. The instructor uses these responses to generate a whole class discussion that compares and contrasts the features of the representations. If appropriate for the class, the instructor introduces bra/ket notation as a new, but valuable representation.
• Found in: AIMS Maxwell, Static Fields, Surfaces/Bridge Workshop, Problem-Solving course(s)

Small Group Activity

30 min.

##### Energy and Angular Momentum for a Quantum Particle on a Ring
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.
• Found in: Theoretical Mechanics course(s) Found in: Quantum Ring Sequence sequence(s)

Small Group Activity

120 min.

##### Representations of the Infinite Square Well

Representations of the Infinite Square Well

Consider three particles of mass $m$ which are each in an infinite square well potential at $0<x<L$.

The energy eigenstates of the infinite square well are:

$E_n(x) = \sqrt{\frac{2}{L}}\sin{\left(\frac{n \pi x}{L}\right)}$

with energies $E_n = \frac{n^2 \pi^2 \hbar^2}{2mL^2}$

The particles are initially in the states, respectively: \begin{eqnarray*} |\psi_a(0)\rangle &=& A \Big[\left|{E_1}\right\rangle + 2i \left|{E_4}\right\rangle - 3\left|{E_{10}}\right\rangle \Big]\\[6pt] \psi_b(x,0) &=& B \left[i \sqrt{\frac{2}{L}}\sin{\left(\frac{\pi x}{L}\right)} + i \sqrt{\frac{8}{L}}\sin{\left(\frac{4\pi x}{L}\right)} - \sqrt{\frac{18}{L}}\sin{\left(\frac{10\pi x}{L}\right)} \right]\\[6pt] \psi_c(x,0) &=& C x(x-L) \end{eqnarray*}

For each particle:

1. Determine the value of the normalization constant.
2. At $t=0$, what is the probability of measuring the energy of the particle to be $\frac{8\pi^2\hbar^2}{mL^2}$?
3. Find the state of the particle at a later time $t$.
4. What is the probability of measuring the energy of the particle to be the same value $\frac{8\pi^2\hbar^2}{mL^2}$ at a later time $t$?
5. What is the probability of finding the particle to be in the left half of the well?

## Student Conversations

1. Help students recognize that particle $a$ and particle $b$ are in the same state.
2. For normalization, emphasize that you must calculate the square of the norm of the state BEFORE you integrate.
3. The energy value given is simplified - students need to recognize that this energy corresponds to $n=4$.
4. Time evolving particle $c$ is brutal for the students. Reassure students that they have to leave it as a sum. Setting up the integral is the point here. For time expediancy, encourage students to leave the integral to be evaluated later.
5. For Hamiltonian's that don't don't depend on time, the probabilities of measuring energies are time independent.
6. Emphasize to students that you can't calculate the probability of finding a particle in a region in Dirac notation.
• Found in: Quantum Fundamentals course(s) Found in: Warm-Up sequence(s)

Small Group Activity

30 min.

##### Wavefunctions on a Quantum Ring
This activity lets students explore translating a wavefunction that isn't obviously made up of eigenstates at first glance into ket and matrix form. Then students explore wave functions, probabilities in a region, expectation values, and what wavefunctions can tell you about measurements of $L_z$.
• Found in: Central Forces course(s)

Small Group Activity

60 min.

##### Multivariable Pictionary
Students draw the 3D graphs of equations using three variables. They make choices for drawing a stack of curves in parallel planes and a curve in a perpendicular plane (e.g. substituting in values for $x$, $y$, or $z$. )
• Found in: Surfaces/Bridge Workshop course(s)

Problem

##### Working with Representations on the Ring

The following are 3 different representations for the $\textbf{same}$ state on a quantum ring for $r_0=1$ $$\left|{\Phi_a}\right\rangle = i\sqrt{\frac{ 2}{12}}\left|{3}\right\rangle - \sqrt{\frac{ 1}{12}}\left|{1}\right\rangle +\sqrt{\frac{ 3}{12}}e^{i\frac{\pi}{4}}\left|{0}\right\rangle -i\sqrt{\frac{ 2}{ 12}}\left|{-1}\right\rangle +\sqrt{\frac{ 4}{12}}\left|{-3}\right\rangle$$ $$\left| \Phi_b\right\rangle \doteq \left( \begin{matrix} \vdots \\ i\sqrt{\frac{ 2}{12}}\\ 0 \\ -\sqrt{\frac{ 1}{12}} \\ \sqrt{\frac{ 3}{12}}e^{i\frac{\pi}{4}} \\ -i\sqrt{\frac{ 2}{12}}\\ 0 \\ \sqrt{\frac{4}{12} }\\ \vdots \end{matrix}\right) \begin{matrix} \leftarrow m=0 \end{matrix}$$ $$\Phi_c(\phi) \doteq \sqrt{\frac{1}{24 \pi}} \left( i\sqrt{2}e^{i 3 \phi} -e^{i\phi} +\sqrt{3}e^{i\frac{\pi}{4}} -i \sqrt{2} e^{-i\phi} + \sqrt{4}e^{-i 3 \phi} \right)$$

1. With each representation of the state given above, explicitly calculate the probability that $L_z=-1\hbar$. Then, calculate all other non-zero probabilities for values of $L_z$ with a method/representation of your choice.
2. Explain how you could be sure you calculated all of the non-zero probabilities.
3. If you measured the $z$-component of angular momentum to be $3\hbar$, what would the state of the particle be immediately after the measurement is made?
4. With each representation of the state given above, explicitly calculate the probability that $E=\frac{9}{2}\frac{\hbar^2}{I}$. Then, calculate all other non-zero probabilities for values of $E$ with a method of your choice.
5. If you measured the energy of the state to be $\frac{9}{2}\frac{\hbar^2}{I}$, what would the state of the particle be immediately after the measurement is made?

• Found in: Central Forces course(s)

Problem

5 min.

##### Representations of Complex Numbers--Table
Fill out the table below that asks you to do several simple complex number calculations in rectangular, polar, and exponential representations.
• Found in: Quantum Fundamentals course(s)

Mathematica Activity

30 min.

##### Visualization of Quantum Probabilities for a Particle Confined to a Ring
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.
• Found in: Central Forces course(s) Found in: Visualization of Quantum Probabilities, Quantum Ring Sequence sequence(s)

Small Group Activity

30 min.

##### Time Dependence for a Quantum Particle on a Ring Part 1
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.
• Found in: Central Forces, Theoretical Mechanics course(s) Found in: Quantum Ring Sequence sequence(s)

Kinesthetic

10 min.

##### Using Arms to Visualize Complex Numbers (MathBits)
Students move their left arm in a circle to trace out the complex plane (Argand diagram). They then explore the rectangular and exponential representations of complex numbers by using their left arm to show given complex numbers on the complex plane. Finally they enact multiplication of complex numbers in exponential form and complex conjugation.
• Found in: Quantum Fundamentals, AIMS Lie Groups, Lie Groups and Lie Algebras course(s) Found in: Arms Sequence for Complex Numbers and Quantum States sequence(s)

Kinesthetic

10 min.

##### Using Arms to Represent Overall and Relative Phase in Spin 1/2 Systems
Students, working in pairs, use the Arms representations to represent states of spin 1/2 system. Through a short series of instructor-led prompts, students explore the difference between overall phase (which does NOT distinguish quantum states) and relative phase (which does distinguish quantum states).
• Found in: Quantum Fundamentals course(s) Found in: Arms Sequence for Complex Numbers and Quantum States sequence(s)

Small Group Activity

10 min.

##### Dot Product Review
This small whiteboard question (SWBQ) serves as a quick review of the dot product. It is also an opportunity to help students see the advantages of knowing many different representations of and facts about a physical concept.
• Found in: Static Fields, AIMS Maxwell, Vector Calculus I, Surfaces/Bridge Workshop, Problem-Solving course(s)

Small Group Activity

60 min.

##### The Park

This is the first activity relating the surfaces to the corresponding contour diagrams, thus emphasizing the use of multiple representations.

Students work in small groups to interpret level curves representing different concentrations of lead.

• Found in: Vector Calculus I, Surfaces/Bridge Workshop, Problem-Solving course(s)

Small Group Activity

30 min.

##### The Hot Plate
This small group activity using surfaces introduces a geometric interpretation of partial derivatives in terms of measured ratios of small changes. Students work in small groups to identify locations on their surface with particular properties. The whole class wrap-up discussion emphasizes the equivalence of multiple representations of partial derivatives.
• Found in: Vector Calculus I, Surfaces/Bridge Workshop course(s)

Small Group Activity

30 min.

##### Chain Rule Measurement
This small group activity using surfaces combines practice with the multivariable chain rule while emphasizing numerical representations of derivatives. Students work in small groups to measure partial derivatives in both rectangular and polar coordinates, then verify their results using the chain rule. The whole class wrap-up discussion emphasizes the relationship between a directional derivative in the $r$-direction and derivatives in $x$- and $y$-directions using the chain rule.
• Found in: Vector Calculus I course(s)