Question about Schrodinger equation, potential and energy

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Discussion Overview

The discussion revolves around the interpretation and application of the time-independent Schrödinger equation, particularly regarding the mixing of potential and energy terms. Participants explore the implications of using different units for potential and energy, and the confusion arising from terminology used in educational contexts.

Discussion Character

  • Exploratory
  • Technical explanation
  • Debate/contested
  • Meta-discussion

Main Points Raised

  • Some participants express confusion about the mixing of potential (V) and energy (E) in the Schrödinger equation, questioning how one can subtract these quantities when they seem to represent different concepts.
  • One participant clarifies that V represents potential energy, not just potential, and relates this to concepts from Lagrangian mechanics.
  • Another participant points out that the lecturer's use of "step height" in volts may contribute to the confusion, suggesting that potential should be understood in terms of energy gained by charged particles.
  • Concerns are raised about the lack of prerequisite classical mechanics courses before quantum mechanics, with some arguing that this leads to a superficial understanding of the subject.
  • Participants discuss the necessity of understanding Hamiltonian and Lagrangian mechanics for a deeper grasp of quantum mechanics, with differing opinions on whether these are essential for learning QM effectively.
  • One participant shares their experience of taking multiple semesters of quantum mechanics without prior classical mechanics education, questioning the adequacy of that approach.

Areas of Agreement / Disagreement

There is no consensus on the necessity of classical mechanics as a prerequisite for quantum mechanics. Participants express varying opinions on the importance of understanding Hamiltonian and Lagrangian mechanics in relation to quantum theory.

Contextual Notes

Participants note that terminology and definitions used in educational settings can lead to confusion, particularly regarding the distinction between potential and potential energy. The discussion highlights the potential for misunderstandings when different units (e.g., volts for potential) are introduced without clear context.

Who May Find This Useful

This discussion may be of interest to students and educators in physics, particularly those studying quantum mechanics and classical mechanics, as well as individuals exploring the foundational concepts of potential and energy in physics.

  • #31
how to post picture?
 
Physics news on Phys.org
  • #32
You can use the "manage attachement" tool...It should be less than 50KB and have one of the formats indicated there.

Daniel.
 
  • #33
Such as the formula of the Nylex post how does post come out?
 
  • #36
U were asking me about a picture.Usualy pictures are interpreted as attachements...:wink:

Daniel.
 
  • #37
Whoops, haha. The original poster's name was Nylex.
I thought thinker confused LateX with Nylon and produced Nylex.
Ironically, I was still helpful.
 
  • #38
:smile: That's a good one,Galileo...

Galilei...:-p

Daniel.
 
  • #39
thank you,dextercioby
 
  • #40
dextercioby said:
Well,Tom,that's from the DEFINITION.If they don't do it in CM,

I know, and that's my point. If you show QM students the Hamiltonian without explaining what it is, then I would think they would either not understand an important facet of the science, or be entirely lost. As Galileo said in this thread, one can be taught to solve problems in QM without learning Hamiltonian dynamics. Of course that's true, but why stop there? It also would be possible to teach a math student with no physics background how to mechanically solve problems in QM. But there's an important layer of understanding that would be lost, which is why I agree with you that CM should be compulsory prior to QM.
 

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