Demystifier
Science Advisor
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In a first study of QM, it's perfectly OK to teach only the mainstream and not to mention alternatives (such as Bohmian mechanics). However, one should not make statements which incorrectly suggest that alternatives are impossible. One should keep only those mainstream statements which are true even for the known alternatives. For instance, it is OK to sayPeroK said:As long as you are not trying to avoid the confrontation with non-classical thinking involved in learning QM. It's a dangerous game to jump into alternative theories to avoid the difficulties of grasping a new subject. It's all right for the experts like @Demystifier but what exactly are you going to learn if your first step is to reject mainstream QM thinking?
I can tell by this post that you haven't yet even learned what the uncertainty principle actually is and what it isn't - that a particle is represented by a probabilistic wave function. Maybe you should have learned properly what QM is saying before deciding you need an alternative?
1) Position and momentum cannot be simultaneously measured (with perfect accuracy).
2) Position and momentum cannot be both predicted (with perfect accuracy).
3) Quantum formalism does not contain states in which both position and momentum have definite values.
These statements are OK because they are also true in known alternatives. However, it is not OK to say
4) The particle does not have both position and momentum.
or even worst, that
5) Experiments prove that it is impossible for a particle to have both position and momentum.
It is better to stay agnostic than to claim something which isn't really proved. When a smart student asks a tricky question like "Is uncertainty intrinsic or due to imperfect measurements?", an acceptable mainstream answer is
6) We still don't have a full answer to that question.
or
7) It seems intrinsic according to the present knowledge, but we are still not yet completely sure.
Indeed, admitting that some interesting questions are still not answered by science may only increase the curiosity and research spirit of young students who, one day, might become serious researchers themselves.