MEMoirist said:
I tried beginning with pions (pi mesons) which is an already entangled pair of photons but you didn’t know what I was talking about.
Actually, pi mesons are a
different type of particle from photons.
MEMoirist said:
If you didn’t know what I was talking about, then my classmates wouldn’t. That’s why I came up with an understandable way of splitting photons. I was trying to simplify to aid my getting to the point as opposed to obfuscate to make myself look smart. Does it really make that much difference if my classmates know that I have used “Spontaneous parametric down-conversion”, a non-linear cyrstal (neither of which they or I have ever heard of before) or a mirror? This is for a 5th grade science project, for *!#@’s sake! I’ll just change the name to “beam splitter”, but you could have said that at the outset and saved yourself a whole lot of words.
You're getting awfully defensive, I wasn't trying to criticize you or tell you what you could or couldn't do in a science project, I was just pointing out that this part wasn't accurate because I thought you might like to know. Aren't you posting here because you want feedback on whether what you say is right or not? If you want it to be simple but don't want it to be inaccurate, you could just say something like "there's a kind of crystal that can split one photon into two identical photons".
MEMoirist said:
OK, sorry about the missing decimal points. Perhaps my teacher would have nicked a few points of my grade for leaving them out. What would the experiment have to look like for you to arrive at a figure of 8/9 (which is 88.88888888888888888….%)
Again I wasn't criticizing, I genuinely
wasn't sure why you said 55%. Then it occurred to me that maybe you were talking about one particular way of stating a Bell inequality, in which the probability of getting the same result over
all trials is greater than or equal to 5/9. I was more used to seeing it stated in terms of the probability for getting the same result on
only those trials where they picked different settings (leaving aside the trials where they picked the same settings, where there's a 100% chance of same result). In that case the probability is greater than or equal to 1/3, so that's the number I was more used to seeing. Again not a criticism or saying you should do it different, just explaining why I wasn't sure initially where you had gotten that number, and double-checking to make sure my guess about where you got it was right.
MEMoirist said:
You tell me that I don’t yet understand Bell’s theorem
I didn't really say that, I just
asked if you understood how they arrived at the 55% figure, and said that this is "the most important part if you want to understand Bell's theorem". If you did understand you could just say "yes, I already understand where that number comes from".
MEMoirist said:
but you fail to explain what I am missing.
I did try to explain it, I said "It has to do with the idea that, under local realism, we should expect that each photon just had an identical set of three predetermined responses to the three settings A,B,C." If you have trouble understanding what I mean by "predetermined responses", then just ask (it has to do with the idea that there are "hidden variables" that determine how the photon will behave...again it's easier to understand with an analogy, like the hidden fruits behind the three boxes of the lotto card)
MEMoirist said:
You can talk about those lotto cards as many times as you want but I still don’t get it.
I can't help you to "get it" if you don't tell me
specifically what you don't get about it, that's why I asked before "if I can make a request, if you have trouble understanding any sentence or idea could you please quote the ones that you don't understand and ask me to elaborate, rather than just asking me to start over from the beginning?" If you want to try to understand, then just read through and copy and paste the first sentence you can't follow in the explanation, then I'll explain in more detail and we can continue from there. But if the issue is that you just don't
want to put the effort to try to follow it, then I can't help you.
But look, maybe if you just care about what you need for the presentation, then it's not important to you to understand where the 55% comes from. You could just say something like this:
"Imagine the photon moving to the left reaches the interceptor box on the left, which is on setting A. Now, what is it that determines whether the green light or the red light comes on? We might imagine that it just has to do with the properties of that one photon, and has nothing to do with what's going on with the other photon and the other box. But physicists can show that if that were true, then the probability both boxes would light up the same color must be greater than or equal to 55%."
In this case you aren't claiming to know
why the assumption
(it just has to do with the properties of that one photon, and has nothing to do with what's going on with the other photon and the other box) leads to the conclusion
(the probability both boxes would light up the same color must be greater than or equal to 55%), you're just stating it as a fact. If you think that's all that's needed then go for it! Again I don't want to say anything about what you should or shouldn't do for a presentation, that's your call. I'm just saying that if you want to
understand Bell's theorem, I don't think you can really understand it without having a general idea of why that assumption leads to that conclusion.
MEMoirist said:
How would you design an experiment to produce a result of your suggested 37%? How would you design it to produce a result of 22%?
Same way you'd get it to produce the result of 50%, by picking the right combination of angles for the polarizers in settings A, B, C. I don't actually know what the minimum possible fraction is since I haven't checked the math on that, but certainly it would be possible in quantum physics to get results
larger than 50% but still smaller than 55%.
MEMoirist said:
Remember, my first question did not ask for the math. It asked for the experiment in the language of a 5th grader.
Then you can just say something like "in quantum physics it's possible to design an experiment where you get the same result less than 55% of the time, for example it
might be 50%." That way you don't have to go into details, or suggest that 50% is the unique correct answer in quantum physics.
MEMoirist said:
And if you MUST use your stupid lotto cards, would you please use shorter sentences and smaller words so that I can turn your words into drawings? I may be smart but I have dyslexia.
OK, if I rewrite the whole thing with shorter sentences, will you promise to actually look through it carefully and tell me the first sentence you don't understand, like I asked? I don't want to rewrite the whole thing and just have you give another general dismissive reaction.
If you want to "turn my words into drawings", would it help if I just posted some drawings? I'm more of a visual thinker than a verbal one myself, maybe that's why my sentences aren't always as clear as they could be. But communication is a lot easier if you ask for further explanation in a nice way, rather then getting angry and making disparaging comments about what I said.
Anyway it may be that you aren't that interested in knowing the reasoning behind the 55% if it isn't necessary for your presentation. If that's the case, no problem, I just offered up the lotto card thing because you asked for help in understanding Bell's theorem.
MEMoirist said:
I didn’t understand the post you pointed me to though. Too bad that you think of me as dumb just because I don't know things that you know. I promise you that I know things that you don't know. Does that make you dumb?
Again you're being really defensive, I never suggested I thought you were dumb, and if you are in 5th grade your writing is more advanced than most that age (I didn't realize you were saying you were literally a 5th grader before, maybe in part because your writing seemed too sophisticated, I thought you were just asking us to
imagine you as a 5th grader as a way of making sure we kept our explanations simple). The post I linked to was mostly just meant to give references to physics papers in case you didn't trust what I was saying about the many worlds-interpretation. If you're looking for more of a conceptual explanation for how the many-worlds interpretation explains these results, I can go into that too once we've cleared up the lotto card analogy. But again, only if you're interested.
MEMoirist said:
If you don’t understand how Dr. Bern’s research relates to any mainstream interpretation of Quantum Mechanics, then you don’t understand how this relates to the Bell Theorum and you don’t understand how it relates to the two-slit experiment where the wave pattern collapses when it is being observed.
Actually it's a common confusion that human consciousness is relevant to the two-slit experiment (don't feel bad because many articles about it give this impression). Even if you just had a machine making measurements at the slits, and no human ever looked at what the machine had recorded, this would still destroy the wave pattern on the screen behind the slits. In fact if you're sending a particle with electric charge through the slits, like an electron, then you have to do it in a vacuum because if the electron interacts with air molecules as it travels, even that works the same way as an "observation" and destroys the wave pattern on the screen.
Anyway, trust me that Dr. Bern's claims are something something very few physicists would take seriously at all, the idea of humans being able to affect particles just by thinking is seen by almost all physicists as
fringe science.