Search Results (3 total)

Some education researchers have claimed that we should not teach the Bohr model of the atom because it inhibits students’ ability to learn the true quantum nature of electrons in atoms. Although the evidence for this claim is weak, many have accepted it. This claim has implications for how to present atoms in classes ranging from elementary school to graduate school. We present results from a study designed to test this claim by developing a curriculum on models of the atom, including the Bohr and Schrödinger models. We examine student descriptions of atoms on final exams in transformed modern physics classes using various versions of this curriculum. We find that if the curriculum does not include sufficient connections between different models, many students still have a Bohr-like view of atoms rather than a more accurate Schrödinger model. However, with an improved curriculum designed to develop model-building skills and with better integration between different models, it is possible to get most students to describe atoms using the Schrödinger model. In comparing our results with previous research, we find that comparing and contrasting different models is a key feature of a curriculum that helps students move beyond the Bohr model and adopt Schrödinger’s view of the atom. We find that understanding the reasons for the development of models is much more difficult for students than understanding the features of the models. We also present interactive computer simulations designed to help students build models of the atom more effectively.

This paper presents a mean-field numerical analysis, using the full three-dimensional time-dependent Gross-Pitaevskii equation (GPE), of an experiment carried out by Orzel [Science 291, 2386 (2001)] intended to show number squeezing in a gaseous Bose-Einstein condensate in an optical lattice. The motivation for the present work is to elucidate the role of mean-field effects in understanding the experimental results of this work and those of related experiments. We show that the nonadiabatic loading of atoms into optical lattices reproduces many of the main results of the Orzel experiment, including both loss of interference patterns as laser intensity is increased and their regeneration when intensities are lowered. The nonadiabaticity found in the GPE simulations manifests itself primarily in a coupling between the transverse and longitudinal dynamics.

Multiconfigurational Hartree-Fock theory is presented and implemented in an investigation of the fragmentation of a Bose-Einstein condensate made of identical bosonic atoms in a double-well potential at zero temperature. The approach builds in the effects of the condensate mean field and of atomic correlations by describing generalized many-body states that are composed of multiple configurations which incorporate atomic interactions. Nonlinear and linear optimization is utilized in conjunction with the variational and Hylleraas-Undheim theorems to find the optimal ground and excited states of the interacting system. The resulting energy spectrum and associated eigenstates are presented as a function of double-well barrier height. Delocalized and localized single configurational states are found in the extreme limits of the simple and fragmented condensate ground states, while multiconfigurational states and macroscopic quantum superposition states are revealed throughout the full extent of barrier heights. Comparison is made to existing theories that either neglect mean field or correlation effects and it is found that contributions from both interactions are essential in order to obtain a robust microscopic understanding of the condensate’s atomic structure throughout the fragmentation process.