共查询到19条相似文献，搜索用时 187 毫秒
1.
粒子穿越方势阱时的反射相位时间研究 总被引：1，自引：0，他引：1
为了更深入地了解相位时间的物理意义,讨论了量子粒子穿越一维方势阱时的反射相位时间计算得出的反射相位时间和透射相位时间数值相等并在一定条件下出现负值现象认为,量子力学中粒子穿越方势阱时,不论粒子最终是被反射或透过势阱,这 过程可只用一个物理量—量子力学中的能速来正确描述 相似文献
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本文根据粒子的波粒二象性及量子力学路径积分的基本思想，建立了一维方势垒散射的透射、反射路径模型以及路径积分形式，并正确的得到了与波动量子力学方法完全相同的结果． 相似文献
3.
龙姝明 《陕西理工学院学报(社会科学版)》1997,(6)
实物粒子能量E大于势能的最大值时，粒子的运动状态为游离态，游离态的能量是连续的．处于游离态的粒子在势场的非均匀界面（或点）上，必有反射和透射现象发生，而且一般地透射系数T小于1．笔者导出实物粒子以能量E（＞0）入射到一维势阱上时的完全透射条件，完全透射时，透射系数T＝1．我们称粒子在有限深势阱上的完全透射为共振散射，共振散射的能量也是量子化的． 相似文献
4.
本文利用求解能量本征方程方法,研究了无限深球方势阱中单粒子的能级结构和量子比特的性质.理论推导和数值计算表明,无限深球方势阱中粒子的能量随球半径的增大而减小;量子比特的振荡周期由粒子质量和球半径决定,且随球半径的增大而增大;量子比特内粒子的概率密度随空间坐标的变化而变化,各空间点的概率密度均随时间做周期性振荡. 相似文献
5.
给出了一维高低不对称方势阱中束缚态粒子的能级的数值解法和归一化波函数，所得结果在势趋于无穷大时与无限深势阱的结果一致。 相似文献
6.
本文应用准经典粒子理论和量子力学测不准关系，得到了在抛物线型势阱中二维电子气的能级宽度。基于上述计算结果发现抛物线型势阱中的二维电子气的能级比三角形势阱中的相应能级要低，同时抛物线型势阱中的二维电子气的能级宽度随着电场的增强而增大。 相似文献
7.
龙姝明 《陕西理工学院学报(社会科学版)》2003,21(6):27-30
实物粒子能量E大于势能的最大值时，粒子的运动状态为游离态，游离态的能量是连续的，处于游离态的粒子在势场的非均匀界面上，必有反射和透射现象发生。透射系数一般小于1，研究发现，当游离态粒子的入射能量E取一系列特殊离散(量子化)值，会出现完全透射现象(即透射系数T=1)，导出了粒子在周期势阱上完全透射时的能级公式。 相似文献
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对在一维有限深势阱中运动的粒子，各类书籍都只给出了确定其处于束缚态时能级的方程，并未给出它们的归一化波函数．本完整地求出了一维有限深对称和不对称势阱中的归一化波函数，所得结果在势趋于无穷大时与无限深势阱中的波函数完全一致． 相似文献
11.
The phase time of p-polarized light pulses passing through a glass plate is investigated. We do this by converting the problem
into a 1-dimensional quantum-mechanical counterpart, a potential well with a position-dependent effective mass. We find that the phase time
and the lateral shift have the negative characteristics. 相似文献
12.
LI Chun-fang HUANG Xin-hua YAN Ai-min Department of physics College of Sciences Shanghai University Shanghai China 《上海大学学报(英文版)》2000,(Z1)
1 IntroductionTUnneling effect is one of the most strildngcharacterishcs of qUanthe mechanics. A lOt ofexpert-ments have been made to stUdy tUnneling effect.There are also many boortant devices based on~ling effeCt, such as Esaki ~el diode, JOsephsonjunction and scalming tUnneling microscOPes. But howlong does it take a particle tO tUImel through a potentialbaaer? This queStion has Provoked much colltroverSy['],ever since the Phenomenon of tUnneling was firstpredict6d in qu~ mechanics… 相似文献
13.
Don Edwards 《Studies in Continuing Education》2013,35(1-2):46-57
Over time my teaching role has evolved into one of facilitating adult learning. Recent studies that I have undertaken in higher education have met a felt need for further critical reflection on this approach. The discovery, through discussion and reading, of a language that enables me to conceptualise and investigate issues in teaching and learning has been a major part of this process, as has peer supervision. Engaging in this process in turn has encouraged continuing reflection in and on my practice. My teaching area is theology, which involves critical reflection on experience and practice, and this has deeply influenced the way in which my teaching role has developed. Shared reflection in class interrelates with personal reflection, and has the potential to promote ongoing or lifelong learning. The facilitator's role in this setting combines caring and challenge, with the possibility of conflict management as well. It is hoped that aspects of my experience and practice in facilitating reflection in theology will be seen to have relevance to other areas of teaching. 相似文献
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1 Ｉｎｔｒｏｄｕｃｔｉｏｎ Ｔｈｅｐｒｏｂｌｅｍｏｆｈｏｗｌｏｎｇｉｔｔａｋｅｓｐａｒｔｉｃｌｅｓｔｏｔｕｎｎｅｌｔｈｒｏｕｇｈａｐｏｔｅｎｔｉａｌｂａｒｒｉｅｒｒｅｍａｉｎｓｃｏｎｔｒｏｖｅｒｓｉａｌ,ａｎｄａｖａｒｉｅｔｙｏｆｄｅｆｉｎｉｔｉｏｎｓｈａｖｅｂｅｅｎｐｒｏｐｏｓｅｄｆｏｒｔｈｅｔｕｎｎｅｌ ｉｎｇｔｉｍｅｃｏｎｃｅｐｔ[1～ 3 ].Ａｎｉｍｐｏｒｔａｎｔｏｎｅａｍｏｎｇｔｈｏｓｅｉｓｔｈｅｐｈａｓｅｔｉｍｅ (ａｌｓｏｋｎｏｗｎａｓｔｈｅｇｒｏｕｐｄｅｌａｙｉｎｔｈｅｌｉ ｔｅｒａｔｕ… 相似文献
15.
Peggy L. Moch 《The Educational forum》2013,77(1):81-87
This essay invites reflection on the phenomena of time as it impacts the day-to-day life of teachers. It also explores assumptions about time and teaching in three areas: first, beliefs about the force of time and the teacher's struggle to control it; second, beliefs about the potential of time and the benefits of its passing for teachers and students; and finally, beliefs about significant moments in time and the teacher's courage to be appropriately responsive to them. 相似文献
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通过定性和定量分析发现:专家型教师与熟手型教师在课堂提问程度、提问目的和提问后的思考时间上存在差异.专家教师善于提出富有层次的、能激活学生思维深层参与的启发性问题,并具有较强地灵活调控课堂教学的能力.这些现象表明熟手型教师在依靠自己积淀的丰富教学经验的基础上,只要通过针对性的教师培训、自身经验反思以及积极参与科研等方法就有可能成为专家型教师. 相似文献
17.
刘向民 《廊坊师范学院学报(自然科学版)》2012,(3):96-97,101
利用傅立叶变换,推导出脉冲光束全反射时的Goos-H·nchen位移和相应的时间延迟(即反射时间),这个结果和静态位理论得到的结果完全一致。对于反射时间为负的情况,如果从能流的角度分析,并不违背相对论中的因果律。 相似文献
18.
A weighted time-based global hierarchical path planning method is proposed to obtain the global optimal path from the starting point to the destination with time optimal control. First, the grid- or graph-based modeling is performed and the environment is divided into a set of grids or nodes. Then two time-based features of time interval and time cost are presented. The time intervals for each grid are built, during each interval the condition of the grid remains stable, and a time cost of passing through the grid is defined and assigned to each interval. Furthermore, the weight is introduced for taking both time and distance into consideration, and thus a sequence ofmultiscale paths with total time cost can be achieved. Experimental results show that the proposed method can handle the complex dynamic environment, obtain the global time optimal path and has the potential to be applied to the autonomous robot naviga- tion and traffic environment. 相似文献
19.
《British journal of educational technology : journal of the Council for Educational Technology》2018,49(1):127-136
Online tutors play a critical role in e‐learning and need to have an appropriate set of skills in addition to subject matter expertise. This paper explores how digital badges can be used to encourage the development of online tutoring skills. Based on previous research, we defined three digital badges, which are examples of essential tutoring skills. These skills were self‐assessed during two weeks by online tutors in K‐12 mathematics, who also wrote a self‐reflection based on their experience. The digital badges motivated tutors to reflect on online tutoring practices. The tutors described that they gained a more detailed understanding of the tutoring process when continuously analyzing ongoing conversations. However, it was a challenge for the tutors to balance the private activity, reflection on tutoring skills, and the social activity, communication with the K‐12 students. It is essential to take into account when tutors will have time to reflect, for example, by scheduling time for reflection or enabling opportunities for reflection that is flexible in time. A challenge for further research is to better understand the potential benefits of different types of badges. 相似文献