Double slit experiment on a moving train

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SUMMARY

The discussion centers on the implications of performing the double slit experiment on a moving train, specifically examining how simultaneity affects the results as perceived by different observers. John, on the platform, and Emma, on the train, observe a photon traveling towards the slits, but their observations differ due to the train's motion. The conversation highlights that simultaneity is relative, and events that are simultaneous for one observer may not be for another. The participants conclude that the Lorentz transform preserves the temporal order of events, eliminating contradictions in the experiment's outcomes.

PREREQUISITES
  • Understanding of Quantum Mechanics (QM) principles
  • Familiarity with Special Relativity (SR) concepts
  • Knowledge of the double slit experiment and wave-particle duality
  • Basic grasp of Lorentz transformations
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  • Study the implications of simultaneity in Special Relativity
  • Explore the double slit experiment and its significance in Quantum Mechanics
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Students and enthusiasts of physics, particularly those interested in Quantum Mechanics and Special Relativity, as well as educators seeking to clarify concepts related to the double slit experiment and simultaneity.

  • #31
Yes, that was how I understood the question also, particularly given that this was posted to the relativity forum rather than the QM forum.
 
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  • #32
DaleSpam said:
If you want to learn, then simplify. Don't deliberately add unnecessary complexity. You will only confuse yourself and make your own learning more difficult. Please decide which topic you want to discuss. The first belongs here (which is why I assumed that was the question you actually wanted to discuss), and the second would be better in the QM forum. But you shouldn't try to discuss both at the same time.

I find that as I learn Physics, I often try do exactly what you dissuade the OP from doing. I always thought it was a good way to get a deeper understanding of both of the admixed concepts.

Fortunately or unfortunately, that is the way my mind works. I take knowledge from one area and try to see what sort of conclusions I can reach by applying the concepts to another area of study.

Of course, taking a misunderstanding in one area and applying it to another does not work. But it may well illuminate the original source of misunderstanding in stark detail.

So I think that the admixture of concepts can be very valuable, even when (especially when?) it results in the identification of misconceptions.
 
  • #33
In my experience that type of learning is not compatible with an internet forum as the medium for learning. Similarly, the Socratic method is also an effective teaching method face-to-face, but I have never seen it work successfully here.

If you and the OP wish to learn that way then, in my experience, PF will not be able to help.
 
  • #34
Thanks for the thoughtful reply. I think that there is merit in your views.

I recently read the posting on properly formed questions that was in somebody's sig, and it offers good methods of obtaining satisfying answers.
 

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