I like to teach classical mechanics and Quantum Mechanics at the Graduate and Post Graduate level.
My approach towards Teaching
David Bohm, in his book “Quantum Theory”, discusses three main conceptual differences between Classical and Quantum mechanics:
1) The classical concept of continuous and precisely defined trajectory is fundamentally altered by introducing the description of motion in terms of a series of indivisible transitions.
2) The rigid determinism of classical theory is replaced by the concept of causality as an approximate and statistical trend.
3) Classical assumption that elementary particles have an “intrinsic” nature that can never change is replaced by the assumption of Wave particle duality: depends on how they are treated by surrounding environment.
As a student of Physics, I like to give special thanks to my teacher “Prof. Akhilesh Panday” who taught us mathematical physics, Quantum mechanics, and Nonlinear dynamics during my MSc at JNU. As a QM teacher I keep on evolving my methods to deliver lectures best suited to the students. I draw my inspiration from the course work during MSc, Video lectures of NPTEL by Prof. V. Balakrishnan and MIT open course by Prof. Barton Zwiebach.
I face two primary challenges regarding the understanding of the subject:
1) It is challenging to justify the existence of Wave-particle duality, Uncertainty principle, and Quantization of energy. This property of nature dominated at the microscopic level, shaded away from the intuition-based analysis of classical mechanics.
Thanks to God, we have beautiful experiments to discuss photoelectric effect, Compton effect, Davisson Germer effect, Youngs’ double slit experiment, and Stern Gerlach experiment. After the discussion of these experiments, students raise logical analogy towards the subject which otherwise is vague and abstract.
2) The abstractness of the mathematical formulation of Quantum mechanics, mainly in Dirac notation and Hilbert space, is another important challenge.
My priority is to make student equipped in mathematical tools of QM so that they can understand the postulates clearly. I also teach Classical mechanics. I always try to draw a mathematical and physical analogy between classical and quantum approaches. I love to use the mathematical formulation of classical mechanics and probability as my support system for Quantum arguments.
Once my students are equipped with mathematical postulates, I apply these postulates to one-dimension free particle, one-dimension infinite, and finite box problems. The Quantum mechanical discussion on Dirac delta potential and the Harmonic oscillator make students confident towards the subject.
Once students prepare themselves for the one-dimensional system, we sail in a new ocean of two- and three-dimension systems. Here we also discuss “space quantization” through Angular momentum Algebra, the understanding of internal symmetry as “Spin “is an exciting part of the subject. Once Schrodinger wave solution of Hydrogen Atom is completed, we discuss Approximation theory like perturbation, Variational method, and WKB approximation. Finally, we cover the theory of scattering and conclude the course with the basics of Relativistic Quantum mechanics.
Thanks to God and Mathematics, they make my life simple as a teacher and Student of Quantum mechanics. Whenever my genius students trap me, I usually save myself by the famous quote of Feynman “Nobody understands quantum mechanics.
- Quantum Mechanics by Claude Cohen-Tannoudji
- Quantum Mechanics by R. Shankar
- Quantum Mechanics by D. J. Griffiths
- Quantum Mechanics: concepts and applications / Nouredine Zettili
- Modern Physics by Arthur and Beiser