Jochen Pade - Quantum Mechanics for Pedestrians 1

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The first edition of Physics for Pedestrians was very well received. Repeatedly, I was asked to extend the considerations to relativistic phenomena. This has now been done in this second edition. Volume 1 contains elements of relativistic quantum mechanics, and Volume 2 contains elements of quantum field theory.

These extensions are placed in the Appendix. They are not comprehensive and complete presentations of the topics, but rather concise accounts of some essential ideas of relativistic quantum physics.

Furthermore, for the sake of completeness and to guarantee a consistent notation, there are outlines of relevant topics such as special relativity, classical field theory, and electrodynamics.

In addition, a few minor bugs have been fixed and some information has been updated.

I gratefully thank Svend-Age Biehs, Heinz Helmers, Stefanie Hoppe, Friedhelm Kuypers and Lutz Polley who have helped me in one way or another to prepare this second edition.

There are so many textbooks on quantum mechanicsdo we really need another one?

Certainly, there may be different answers to this question. After all, quantum mechanics is such a broad field that a single textbook cannot cover all the relevant topics. A selection or prioritization of subjects is necessary per se , and moreover, the physical and mathematical foreknowledge of the readers has to be taken into account in an adequate manner. Hence, there is undoubtedly not only a certain leeway, but also a definite need for a wide variety of presentations.

Quantum Mechanics for Pedestrians has a thematic blend that distinguishes it from other introductions to quantum mechanics (at least those of which I am aware). It is not just about the conceptual and formal foundations of quantum mechanics, but from the beginning and in some detail it also discusses both current topics as well as advanced applications and basic problems as well as epistemological questions. Thus, this book is aimed especially at those who want to learn not only the appropriate formalism in a suitable manner, but also those other aspects of quantum mechanics addressed here. This is particularly interesting for students who want to teach quantum mechanics themselves, whether at the school level or elsewhere. The current topics and epistemological issues are especially suited to generate interest and motivation among students.

Like many introductions to quantum mechanics, this book consists of lecture notes which have been extended and complemented. The course which I have given for several years is aimed at teacher candidates and graduate students in the masters program, but is also attended by students from other degree programs. The course includes lectures (two sessions/four hours per week) and problem sessions (two hours per week). It runs for 14 weeks, which is reflected in the 28 chapters of the lecture notes.

Due to the usual interruptions such as public holidays, it will not always be possible to treat all 28 chapters in 14 weeks. On the other hand, the later chapters in particular are essentially independent of each other. Therefore, one can make a selection based on personal taste without losing coherence. Since the book consists of extended lecture notes, most of the chapters naturally offer more material than will fit into a two-hour lecture. But the main material can readily be presented within this time; in addition, some further topics may be treated using the exercises.

Before attending the quantum mechanics course, the students have had among others an introduction to atomic physics: Relevant phenomena, experiments, and simple calculations should therefore be familiar to them. Nevertheless, experience has shown that at the start of the lectures, some students do not have enough substantial and available knowledge at their disposal. This applies less to physical and more to the necessary mathematical knowledge, and there are certainly several reasons for this. One of them may be that for teacher training; not only the quasi-traditional combination physics/mathematics is allowed, but also others such as physics/sports, where it is obviously more difficult to acquire the necessary mathematical background and, especially, to actively practice its use.