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Jan Faye

Publications and source records attributed to Jan Faye.

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Niels Bohr as a Physicist of Principle

Our main claim is that Bohr adopted a principle-theoretic approach to quantum mechanics in order to reconcile two principles: the distinction principle, which asserts the necessity of a clear epistemic distinction between a classical apparatus and a quantum system, and the non-separability principle, which asserts that the two systems are ontologically non-separable in any measurement process. The latter principle is a consequence of Bohr's argument that, during a measurement interaction, the quantum system and the measurement apparatus form a 'new kind of individuality'. To support our argument, we first demonstrate the overlooked fact that, according to Bohr, the measurement interaction is a physical, irreversible process and not merely an epistemic acquisition of new information. In this respect, quantum mechanics must be regarded not only as a universal theory, but also as revealing no non-arbitrary difference between a quantum realm and a classical realm; the distinction is purely pragmatic. The tension between the epistemic necessity to rely on a neatly distinguishable classical realm and the ontic non-separability of the quantum system and the classical apparatus inclined Bohr to refuse to provide a constructive account of the measurement process, such as that later proposed, for instance, by spontaneous dynamical reduction models.

physics.hist-ph

The young centre of the Earth

We treat, as an illustrative example of gravitational time dilation in relativity, the observation that the center of the Earth is younger than the surface by an appreciable amount. Richard Feynman first made this insightful point and presented an estimate of the size of the effect in a talk; a transcription was later published in which the time difference is quoted as 'one or two days'. However, a back-of-the-envelope calculation shows that the result is in fact a few years. In this paper we present this estimate alongside a more elaborate analysis yielding a difference of two and a half years. The aim is to provide a fairly complete solution to the relativity of the 'aging' of an object due to differences in the gravitational potential. This solution - accessible at the undergraduate level - can be used for educational purposes, as an example in the classroom. Finally, we also briefly discuss why exchanging 'years' for 'days' - which in retrospect is a quite simple, but significant, mistake - has been repeated seemingly uncritically, albeit in a few cases only. The pedagogical value of this discussion is to show students that any number or observation, no matter who brought it forward, must be critically examined.

physics.ed-ph