Two identical particles with spin 1/2

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SUMMARY

The discussion centers on the interpretation of a quantum mechanics problem involving two identical particles with spin 1/2, as presented in Zettili's textbook. Participants debate whether the system is in a singlet or triplet state, noting that the problem does not specify the state, which leads to confusion regarding the ground state. Key references include various course notes and lectures that suggest differing interpretations of the ground state configurations, specifically whether the ground state can be a singlet state or must be a triplet state. The lack of clarity in the problem statement is highlighted as a significant issue.

PREREQUISITES
  • Understanding of quantum mechanics principles, particularly regarding identical particles.
  • Familiarity with spin 1/2 particles and their associated states (singlet and triplet).
  • Knowledge of antisymmetry in wave functions for fermions.
  • Ability to interpret quantum state configurations in systems of multiple particles.
NEXT STEPS
  • Research the implications of spin states in quantum mechanics, focusing on singlet and triplet states.
  • Examine the role of antisymmetry in the wave functions of identical fermions.
  • Study the ground state configurations of two-particle systems in quantum mechanics.
  • Review course materials or textbooks that clarify the treatment of spin in quantum systems, such as Zettili's "Quantum Mechanics".
USEFUL FOR

This discussion is beneficial for quantum mechanics students, educators, and researchers interested in the behavior of identical particles, particularly in understanding the nuances of spin states and their implications in quantum systems.

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hello guys , in this problem from zettili quantum mechanics that i attach , i think something is wrong , first the problem said two particles with spin 1/2 but didn't mention that the system is in singlet state or triplet state , so if the system be in triplet state then our spatial wave function must be untisymmetric .


what do you think guys ?

Best regards
 

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two particles can be on first energy level with up and down spin direction so the space wave function is symmetric and spin wave function is in singlet state . what is wrong with this ?
 
I think I see the problem ... you mean: why is the singlet state not the ground state?

It's tricky to explore in various course notes: i.e.
http://physicspages.com/2013/03/08/infinite-square-well-2-particle-systems/
... where they say the ground state is n1=1, n2=2

vs this:
http://www.st-andrews.ac.uk/physics/quvis/embed_item_3.php?anim_id=48&file_sys=index_phys
GS has n1=n2=1 but spins are opposite.

A lecture that kinda covers both views is:
http://physics.uwyo.edu/~yurid/QM/Lecture%2017.pdf
... without considering spins, the |1,1> combined state does not exist - so the ground state is a triplet state.

Singlet state description is covered later.
It would be nice if the author made a definitive statement about the resulting ground state.

See also in these forums - pretty much the same question:
https://www.physicsforums.com/showthread.php?t=393603

I'm wondering if there is an unspoken assumption in the context of the problem.

One possibility is that some sources consider "noninteracting" to mean the fermions cannot see each other's spin - so the spin component of the wavefunction has no effect. In order for indistinguishable non-interacting spinless fermions to follow fermi-dirac statistics, the space wavefunction must be antisymmetric. It's when they start glibly referring to "electrons" that bothers me - atomic subshells clearly have 2 electrons each.

I don't see anything wrong with the GS being the singlet, off the top of my head.
 
Last edited by a moderator:
After further checking - still don't see anything wrong with it.
A careful reading of the chapter that the exercise belongs to may let you know why the author has not considered the singlet state. Maybe the book has simply neglected the effect of the spinors to begin with - that's a common way to write these things these days - which would make the answer simply "wrong", and the author wants to get you used to the simpler form of the math before adding complications. Something like that.

May be worth taking up with the lecturer?
 

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