{"id":318994,"date":"2016-11-17T03:00:00","date_gmt":"2016-11-17T00:00:00","guid":{"rendered":"https:\/\/www.fyysika.ee\/?guid=bc46cd30e149aea680766e87160eaf53"},"modified":"2016-11-17T03:00:00","modified_gmt":"2016-11-17T00:00:00","slug":"quantum-mechanical-wavefunction-visualization-at-undergraduate-level-2","status":"publish","type":"post","link":"https:\/\/www.fyysika.ee\/?p=318994","title":{"rendered":"Quantum mechanical wavefunction: visualization at undergraduate level"},"content":{"rendered":"<p>Quantum mechanics (QM) forms the most crucial ingredient of modern-era physical science curricula at<br \/>\nundergraduate level. The abstract ideas involved in QM related concepts pose a challenge towards<br \/>\nappropriate visualization as a consequence of their counter-intuitive nature and lack of<br \/>\nexperiment-assisted visualization tools. At the heart of the quantum mechanical formulation lies the<br \/>\nconcept of \u2018wavefunction\u2019, which forms the basis for understanding the behavior of physical systems.<br \/>\nAt undergraduate level, the concept of \u2018wavefunction\u2019 is introduced in an abstract framework using<br \/>\nmathematical tools and therefore opens up an enormous scope for alternative conceptions and<br \/>\nerroneous visualization. The present work is an attempt towards exploring the visualization models<br \/>\nconstructed by undergraduate students for appreciating the concept of \u2018wavefunction\u2019. We present a<br \/>\nqualitative analysis of the data obtained from administering a questionnaire containing four<br \/>\nvisualization based qu&#8230;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Quantum mechanics (QM) forms the most crucial ingredient of modern-era physical science curricula at<br \/>\nundergraduate level. The abstract ideas involved in QM related concepts pose a challenge towards<br \/>\nappropriate visualization as a consequence of their &#8230;<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_genesis_hide_title":false,"_genesis_hide_breadcrumbs":false,"_genesis_hide_singular_image":false,"_genesis_hide_footer_widgets":false,"_genesis_custom_body_class":"","_genesis_custom_post_class":"","_genesis_layout":"","footnotes":""},"categories":[178],"tags":[],"class_list":{"0":"post-318994","1":"post","2":"type-post","3":"status-publish","4":"format-standard","6":"category-rss-fuusikaharidus","7":"entry"},"_links":{"self":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/318994","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=318994"}],"version-history":[{"count":0,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=\/wp\/v2\/posts\/318994\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=318994"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Fcategories&post=318994"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.fyysika.ee\/index.php?rest_route=%2Fwp%2Fv2%2Ftags&post=318994"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}