What is the EPR paradox? A didactic reconstruction of the article by Einstein, Podolsky and Rosen

Authors

  • Ramon Wagner Instituto de Física, Universidade Federal do Rio Grande do Sul, Av. Bento Gonçalves 9500 - Caixa Postal 15051 - CEP 91501-970 - Porto Alegre, RS, Brasil.
  • Alfonso Werner da Rosa 2Faculdade de Educação, Universidade de Passo Fundo, BR 285, São José – CEP 99052-900 – Passo Fundo, RS, Brasil.
  • Nathan Willig Lima Instituto de Física, Universidade Federal do Rio Grande do Sul, Av. Bento Gonçalves 9500 - Caixa Postal 15051 - CEP 91501-970 - Porto Alegre, RS, Brasil.
  • Matheus Monteiro Nascimento Instituto de Física, Universidade Federal do Rio Grande do Sul, Av. Bento Gonçalves 9500 - Caixa Postal 15051 - CEP 91501-970 - Porto Alegre, RS, Brasil.

DOI:

https://doi.org/10.55767/2451.6007.v33.n3.36001

Keywords:

EPR, Quantum theory, History and philosophy, Primary sources, Entanglement

Abstract


The objective of this work is to provide a didactic reconstruction of the article by Einstein, Podolsky e Rosen, introducing the theoretical aspects necessary for the understanding of the work (which are usually presented in the initial phases of Quantum Mechanics courses), discussing the structure of the original argument and explaining the paradox from the very statements taken from the article. Based on the presentation we are proposing, the EPR paradox can be presented in introductory under-graduate courses in Quantum Mechanics (for bachelors and licentiate degrees) enabling the understanding of the discussion on the completeness of quantum theory proposed by Einstein, Podolsky and Rosen and by the genesis of the concept that would later become known as quantum entanglement.

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Published

2021-12-12

Issue

Vol. 33 No. 3 (2021): July - December

Section

Essays and Special Topics

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Copyright (c) 2021 Ramon Wagner, Alfonso Werner da Rosa, Nathan Willig Lima, Matheus Monteiro Nascimento

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How to Cite

What is the EPR paradox? A didactic reconstruction of the article by Einstein, Podolsky and Rosen. (2021). Journal of Physics Teaching, 33(3), 167-182. https://doi.org/10.55767/2451.6007.v33.n3.36001