Examples of Basic Potential functions

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Discussion Overview

The discussion revolves around the use of potential functions in quantum mechanics, specifically focusing on the step potential and its physical interpretations. Participants explore the challenges of teaching these concepts and seek more realistic examples that correspond to the mathematical models used in quantum mechanics.

Discussion Character

  • Exploratory
  • Technical explanation
  • Conceptual clarification
  • Debate/contested

Main Points Raised

  • One participant suggests that the analogy of a ladder's step helps in teaching potential functions but questions the realism of this model when a particle encounters a vertical wall.
  • Another participant expresses skepticism about the practicality of solving the time-independent Schrödinger equation with a step potential, arguing that it can mislead students when compared to classical mechanics.
  • A different viewpoint proposes that a smoother transition, such as a sigmoidal curve, could better represent the step potential while maintaining physical relevance.
  • One participant mentions the need for a system that can instantaneously interact with a particle to account for energy changes when encountering barriers.
  • There is a suggestion to consider the step function as an idealization of a steep slope, advocating for a continuous derivative to enhance realism in the model.

Areas of Agreement / Disagreement

Participants express differing views on the effectiveness and realism of using step potentials in teaching quantum mechanics. There is no consensus on a single best approach or example, indicating ongoing debate and exploration of the topic.

Contextual Notes

Participants highlight limitations in the step potential model, including its discontinuity and the challenges it presents in classical mechanics. The discussion reflects a range of assumptions about the applicability of these models in real-world scenarios.

DaTario
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Hi All,

In teaching the basics of quantum mechanics, one has often to introduce potential functions such as the step, the barrier and the well. When I try to get some example of the physical environment of a particle that could correspond to a step function, for instance, what comes out is always the analogy with the geometric profile of a real ladder´s step. The energy is put in the form of potential gravitational energy and the analogy seems to produce some good effect in the class. But if a particle with a velocity v bumps on a vertical wall of a step, even if it has enough energy to climb up a corresponding inclined profile, it will simply bounce back.

Why this discontinous version of the step function, when treated as a potential function, produces such difficulties and what could be a better example of a real situation for a particle to experience a step potential?

Best wishes,

DaTario
 
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Well, I'm also a bit sceptical about these very unrealistic exercises in solving the time-independent Schrödinger equation. They are nice examples to teach the calculational techniques and the meaning of scattering and bound-state solutions, but they are also somewhat misleading.

This is most easily revealed by asking the students to first treat the problem within classical mechanics. Then you see that it is pretty artificial. Take a potential step
$$V(x)=\begin{cases} 0 &\text{for} \quad x<0 \\
V_0 & \text{for} \quad x>0. \end{cases}$$
If you'd try to solve Newton's equation of motion, you get a pretty complicated problem involving a ##\delta## distribution,
$$m \ddot{x}=-V'(x)=-V_0 \delta(x).$$
You can solve it, however, by starting from the energy-conservation law, i.e., using a first integral
$$\frac{m}{2} \dot{x}^2+V(x)=E=\text{const}.$$
Then you see that, if the particle starts somewhere at ##x<0##, it has a velocity $$v_0=\pm \sqrt{2m E}$$ and for ##v_0<0## runs with this velocity to the left forever. For ##v_0>0## you must disinguish the cases ##E<V_0## (the particle is reflected on the potential and running to the left with the velocity ##-v_0## from this moment on) or ##E>V_0## (then the particle is running through and then runs with the lower velocity ##v_1 =\sqrt{2m(E-V_0)}## to the right.

Now you can solve the time-independent Schrödinger equation and demonstrate some general features of quantum theory like the tunnel effect, how to built wave packets out of the energy eigenfunctions, and so on.

There are some better examples of exactly solvable problems that are only slightly more complicated but more realistic. The only problem is that you usually need special functions:

https://en.wikipedia.org/wiki/List_of_quantum-mechanical_systems_with_analytical_solutions
 
Thank you.

I have tried to suggest a fast interaction capable of subtracting a definite amount of velocity from the particle. But to be honest, these system would have to store the energy that have been stolen from the particle, for if the particle is in a barrier, for instance, this energy will have to be returned.

The part involving the delta I also used. It is more or less the same as saying that we have an instantaneous interaction as above described.
It seems that the analogy with the incline is the best one. I only have to turn the "vertical wall" of the step function smoother, something like a sigmoidal curve.
 
DaTario said:
When I try to get some example of the physical environment of a particle that could correspond to a step function, for instance, what comes out is always the analogy with the geometric profile of a real ladder´s step. The energy is put in the form of potential gravitational energy and the analogy seems to produce some good effect in the class. But if a particle with a velocity v bumps on a vertical wall of a step, even if it has enough energy to climb up a corresponding inclined profile, it will simply bounce back.

Think of the step function as an idealization of a steep slope which rises during a short horizontal distance. Going further, round off the "corners" slightly so dV/dx is continuous everywhere. Similarly for the barrier and the well.
 

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