The borderline between classical physics and quantum theory: Towards a theory of the Planck's constant

1979 ◽  
Vol 29 (1) ◽  
pp. 3-5 ◽  
Author(s):  
A. O. Barut
Keyword(s):  
Quantum Theory ◽  
Classical Physics ◽  
Planck’S Constant ◽  
Planck's Constant

scholarly journals Stochastic Electrodynamics: The Closest Classical Approximation to Quantum Theory

Atoms ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 29 ◽  
Author(s):  
Timothy Boyer
Keyword(s):  
Quantum Theory ◽  
Classical Electrodynamic ◽  
Stochastic Electrodynamics ◽  
Planck’S Constant ◽  
Classical Approximation ◽  
Electrodynamic Theory ◽  
Basic Ideas ◽  
Planck's Constant ◽  
Classical Radiation

Stochastic electrodynamics is the classical electrodynamic theory of interacting point charges which includes random classical radiation with a Lorentz-invariant spectrum whose scale is set by Planck’s constant. Here, we give a cursory overview of the basic ideas of stochastic electrodynamics, of the successes of the theory, and of its connections to quantum theory.

Meaning

2017 ◽  
Author(s):  
Richard Healey
Keyword(s):  
Quantum Theory ◽  
Physical Object ◽  
Quantum Fields ◽  
Conceptual Content ◽  
Classical Physics ◽  
Physical Context

Novel quantum concepts acquire content not by representing new beables but through material-inferential relations between claims about them and other claims. Acceptance of quantum theory modifies other concepts in accordance with a pragmatist inferentialist account of how claims acquire content. Quantum theory itself introduces no new beables, but accepting it affects the content of claims about classical magnitudes and other beables unknown to classical physics: the content of a magnitude claim about a physical object is a function of its physical context in a way that eludes standard pragmatics but may be modeled by decoherence. Leggett’s proposed test of macro-realism illustrates this mutation of conceptual content. Quantum fields are not beables but assumables of a quantum theory we use to make claims about particles and non-quantum fields whose denotational content may also be certified by models of decoherence.

scholarly journals Development and Students’ Perception on Teaching Aids of Photoelectric Effect Experiment Using Leds

2019 ◽  
Vol 7 (3) ◽  
pp. 253-261
Author(s):  
Hartono Bancong ◽  
Ana Dhiqfaini Sultan ◽  
Subaer Subaer ◽  
Muris Muris
Keyword(s):  
Cost Effective ◽  
Photoelectric Effect ◽  
High Price ◽  
Planck’S Constant ◽  
Teaching Aids ◽  
Modern Physics ◽  
User Friendly ◽  
Planck's Constant ◽  
D Model ◽  
Effect Experiment

The photoelectric effect experiment generally uses a very sophisticated and expensive apparatus. Some high schools and even universities in Indonesia cannot afford to conduct this experiment because of the high price of the apparatus. The purpose of this study was to develop a user-friendly, and cost-effective teaching aids which can be used to demonstrate the concepts of modern physics related to the photoelectric effect. The stages of this study employed the Four-D model, namely define, design, develop, and disseminate. Based on experts and practitioner evaluation, the developed teaching aids and practicum devices of photoelectric effect experiment were found to be valid and reliable. The results of the experiment by using this developed teaching aids of the photoelectric effect showed that there is a linear relationship between the stopping potential and the frequency of light emitted by the LED. These results are consistent with Millikan's experimental results, the first physicist who succeed in proving Einstein's hypothesis of the photoelectric effect, that in the photoelectric effect the stopping potential does not depend on the intensity of light but depends only on the frequency of light. In this study, the Planck’s constant value obtained is 6.408x10-34 J.s. Although this value is slightly smaller than the accepted value of Planck's constant that is 6.626x10-34 J.s, it is good enough considering the instrumental error occurred during the measurement of current and voltage. Furthermore, the students’ perception of the developed teaching aids and practicum devices of the photoelectric effects experiment are 74.9% (good) and 80.2% (very good), respectively. This indicates that the photoelectric effect experiment teaching aids and practicum devices that have been developed can be used to demonstrate and prove the concepts of modern physics related to the photoelectric phenomena correctly.Keywords: Teaching Aids, Photoelectric Effect, Students’ Perception

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