We show Feynman's argument is ingenious but, at the same time, deceptive. We refer to this argument as Feynman's Time Machine argument because the "apparatus" that is considered in the derivation is, effectively, the mere passage of time. This paper discusses Feynman's derivation of the Hamiltonian matrix in the famous Caltech Lectures on Quantum Mechanics, which is illustrative of the mainstream interpretation of what probability amplitudes may or may not represent. Finally, we also offer a brief history of the bad ideas which led to the current mess in physics. While developing the model, we also offer some reflections on the nature of the Uncertainty Principle. To show what an actual explanation might look like, we bring the Zitterbewegung electron model and our photon model together to provide a classical explanation of Compton scattering of photons by electrons so as to show what electron-photon interference might actually be: two electromagnetic oscillations interfering (classically) with each other. kind of mathematical description of what goes in and what goes out, but the math does not tell them how stuff actually happens. Modern quantum physicists effectively resemble econometrists modeling input-output relations: if they are lucky, they will get some.
In this paper, we try to show where and why quantum mechanics went wrong-and why and when the job of both the academic physicist as well as the would-be student of quantum mechanics turned into calculating rather than explaining what might or might not be happening. We start from a firm theoretical basis, to then delve into practical data gathering and analysis techniques used in real-life applications (e.g. We welcome contributions that help to do a better job at this by reducing, rather than increasing, the so-called mysteries of quantum physics. The problem was whether or not we could make a course which would save the more advanced and excited student by maintaining his enthusiasm.” They were made to study inclined planes, electrostatics, and so forth, and after two years it was quite stultifying. By the end of two years of our previous course, many would be very discouraged because there were really very few grand, new, modern ideas presented to them.
They have heard a lot about how interesting and exciting physics is-the theory of relativity, quantum mechanics, and other modern ideas. When writing his famous Lectures on Physics, Richard Feynman’s ambition was “to maintain the interest of the very enthusiastic and rather smart students coming out of the high schools and into Calt ech.
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