摘要翻译：
标准的教育学引入光学，就好像它是麦克斯韦方程的结果一样，而且只是勉强承认，通常是在匆忙的一旁，光有一种微粒特征，可以在某种程度上与波图像相协调。然而，最近光学成像的革命性进展使得这种方法越来越无济于事：我们如何向那些认为光主要是波的学生描述双光子成像、FRET、定位显微镜和许多相关技术？我惊讶地发现，我希望我的生物物理学学生了解的关于光的一切，包括图像形成、X射线衍射，甚至贝塞尔光束，都可以用理查德·费曼开创的量子观点来表达（或更好地表达）。即使是我的本科生，他们对这个观点的理解也和传统观点一样（或者比传统观点更好），到了学期中期，他们已经很好地将最新的进步融入到他们的理解中。而且，我发现这种方法澄清了我自己对新技术的理解。
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英文标题：
《Time to Stop Telling Biophysics Students that Light is Primarily a Wave》
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作者：
Philip C. Nelson
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最新提交年份：
2018
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分类信息：

一级分类：Quantitative Biology        数量生物学
二级分类：Other Quantitative Biology        其他定量生物学
分类描述：Work in quantitative biology that does not fit into the other q-bio classifications
不适合其他q-bio分类的定量生物学工作
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一级分类：Physics        物理学
二级分类：Biological Physics        生物物理学
分类描述：Molecular biophysics, cellular biophysics, neurological biophysics, membrane biophysics, single-molecule biophysics, ecological biophysics, quantum phenomena in biological systems (quantum biophysics), theoretical biophysics, molecular dynamics/modeling and simulation, game theory, biomechanics, bioinformatics, microorganisms, virology, evolution, biophysical methods.
分子生物物理、细胞生物物理、神经生物物理、膜生物物理、单分子生物物理、生态生物物理、生物系统中的量子现象（量子生物物理）、理论生物物理、分子动力学/建模与模拟、博弈论、生物力学、生物信息学、微生物、病毒学、进化论、生物物理方法。
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英文摘要：
  Standard pedagogy introduces optics as though it were a consequence of Maxwell's equations, and only grudgingly admits, usually in a rushed aside, that light has a particulate character that can somehow be reconciled with the wave picture. Recent revolutionary advances in optical imaging, however, make this approach more and more unhelpful: How are we to describe two-photon imaging, FRET, localization microscopy, and a host of related techniques to students who think of light primarily as a wave? I was surprised to find that everything I wanted my biophysics students to know about light, including image formation, x-ray diffraction, and even Bessel beams, could be expressed as well (or better) from the quantum viewpoint pioneered by Richard Feynman. Even my undergraduate students grasp this viewpoint as well as (or better than) the traditional one, and by mid-semester they are already well positioned to integrate the latest advances into their understanding. Moreover, I have found that this approach clarifies my own understanding of new techniques.
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PDF链接：
https://arxiv.org/pdf/1809.07247