DOCSLIB.ORG

Experimental Physics 480W

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text

Load more

l1_p480w_s11.notebook January 24, 2011 Experimental Physics 480W 4 experiments: i) Optical pumbing in Rb (zeeman and hyperfine splitting) ii) Pulsed NMR iii) Plasma discharge physics, and ion acoustic waves iv) Laser Spectroscopy, hfs of Rb Syllabus Stuff Goal #1 Do good experimental work. Goal #2 Write Mathematical prose well. Aug 26 ­ 2:59 PM 1 l1_p480w_s11.notebook January 24, 2011 Homework! No Homework! but there are tutorial assignments! type I type II readings for discussions LaTeX example problems: e.g., format the following, and... Jan 24­12:04 PM 2 l1_p480w_s11.notebook January 24, 2011 I. LOGISTICS...... need to compose groups I and II soon...... Jan 24­10:25 AM 3 l1_p480w_s11.notebook January 24, 2011 II. about Experimental Physics..... Q: what are these scholars telling us about science and how it advances? ``Science arises out of practical experience. It is an attempt to communicate acquired experience with the maximum economy of ﴿statement.'' A.P.Usher, A history of mechanical inventions ﴾Dover 1954 "The life of a great scientist in his laboratory is not, as many may think, a peaceful idyll. More often, it is a bitter battle with things, with one's surroundings, and above all with oneself. A great discovery does not leap completely achieved from the brain of the scientist, as Minerva sprang, all panoplied, from the head of Jupiter; it is the fruit of accumulated preliminary work." Marie Curie "we devote ten percent of our time to so­called "Friday evening" experiments. I just do all kinds of crazy things that probably won’t pan out at all, but if they do, it would be really surprising. Geim did frog levitation as one of these experiments, and then we did gecko tape together. There are many more that were unsuccessful and never went anywhere ﴾though I still had a good time thinking about and doing those experiments, so I love .﴿them no less than the successful ones This graphene business started as that kind of Friday evening experiment. We weren’t hoping for much, and when I gave it to a student, it initially failed. Then we had what you could call a stream of coincidences that basically brought us some very remarkable results quite quickly —within a week or so. Then we decided to continue on a more serious basis. " Andre Geim Sep 2 ­ 7:44 AM 4 l1_p480w_s11.notebook January 24, 2011 From, ``NEW LEARNING AND NEW IGNORANCE'' What proved important ﴾and that slowly﴿ about the new astronomy was not the mere alteration in our map of space but the methodological revolution which verified it. This is not sufficiently described as a change from dogmatism to empiricism. Mere empiricists like Telesius or Bacon achieved nothing. What was fruitful in the thought of the new scientists was the bold use of mathematics in the construction of hypotheses, tested not by observation simply but by controlled observation of phenomena that could be precisely measured. On the practical side it was this that delivered Nature into our hands. C.S. Lewis, English Literature in the Sixteenth Century Excluding Drama Questions for discussion: a﴿ can one give concrete examples of science arising from experience? b﴿ how does the struggle with self come into science? That sounds so subjective! Is physics subjective? c﴿Is physics, finally, all about mathematical models that fit with observation? Yes? No? Hint: is there a difference between observation and experiment? What is `experiment?' Jan 24­11:02 AM 5 l1_p480w_s11.notebook January 24, 2011 http://www.youtube.com/watch?v=m­xw_fmB2KA&feature=player_embedded A snippet from Geim's NPL Aug 26 ­ 10:36 PM 6 l1_p480w_s11.notebook January 24, 2011 The gap between having fun and getting to results is bridged by determination and patient, hard work Jan 24­10:54 AM 7 l1_p480w_s11.notebook January 24, 2011 III. Writing in Science: the principal means by which you communicate your work, the principal means by which the yield of new knowledge is made known. It is a skill that we must inculcate Aug 26 ­ 10:36 PM 8 l1_p480w_s11.notebook January 24, 2011 Writing in Science: to what purpose? ﴿.a﴿ convey ﴾correctly, accurately, etc knowledge, information ﴿b﴿ teach, instruct what is ﴾now understood. Are these the same things? please make copy edits on the snippet below: story of Shunko! Jan 24­10:59 AM 9 l1_p480w_s11.notebook January 24, 2011 But what about Mathematical Prose? how to create something like ....... ? Jan 24­11:34 AM 10 l1_p480w_s11.notebook January 24, 2011 Some tutorial questions........ ﴿Group I: ﴾quantum background would be useful pose we could trap a gas of neutral atoms ﴾at room temperature﴿ and so subject them to external' magnetic fields, light, electromagnetic radiation of any desired magnitude and frequency. The ground state of the atom is has a single `s' electron. The wavelength of the photon connecting the ground state to the first excited state, is, say, 794.8nm. Is there any way to get the atoms to absorb a photon of frequency, say, 40 kHz ﴾that's a much longer wavelength﴿. How would you do it, just for fun, and what would you learn thereby? ﴿Group II:﴾statistical mechanics background would be useful s'pose we could measure the velocity distribution function ﴾evdf﴿ of electrons created by a kabillion ionization events between energetic electrons and cold neutral gas atoms, created in a magnetic confinement chamber so as to make plasma of electrons, ions, and neutral gas atoms. Describe the resulting electron evdf in as much detail and sophistication as you can. Would the electrons even have a temperature? If so, would they be hotter, colder, or the same as the temperature of the neutral gas in the chamber? How would you try to find out, and what would you learn thereby? Jan 24­11:05 AM 11 l1_p480w_s11.notebook January 24, 2011 We will use LaTeX, with accompanying style files to help us with AIP formatting....first assignment will be done in lab tomorrow! Jan 24­12:00 PM 12 l1_p480w_s11.notebook January 24, 2011 Jan 24­11:32 AM 13.
Recommended publications
  • Dc Josephson Current Between an Isotropic and a D-Wave Or Extended S-Wave Partially Gapped Charge Density Wave Superconductor

    Dc Josephson Current Between an Isotropic and a D-Wave Or Extended S-Wave Partially Gapped Charge Density Wave Superconductor

    Chapter 12 dc Josephson Current Between an Isotropic and a d-Wave or Extended s-Wave Partially Gapped Charge Density Wave Superconductor Alexander M. Gabovich, Suan Li Mai, Henryk Szymczak and Alexander I. Voitenko Additional information is available at the end of the chapter http://dx.doi.org/10.5772/46073 1. Introduction The discovery and further development of superconductivity is extremely interesting because of its pragmatic (practical) and purely academic reasons. At the same time, the superconductivity science is very remarkable as an important object for the study in the framework of the history and methodology of science, since all the details are well documented and well-known to the community because of numerous interviews by participants including main heroes of the research and the fierce race for higher critical temperatures of the superconducting transition, Tc. Moreover, the whole science has well-documented dates, starting from the epoch-making discovery of the superconducting transition by Heike Kamerlingh-Onnes in 1911 [1–7], although minor details of this and, unfortunately, certain subsequent discoveries in the field were obscured [8–11]. As an illustrative example of a senseless dispute on the priority, one can mention the controversy between the recognition of Bardeen-Cooper-Schrieffer (BCS) [12] and Bogoliubov [13] theories. If one looks beyond superconductivity, it is easy to find quite a number of controversies in different fields of science [14, 15]. Recent attempts [16–18] to contest and discredit the Nobel Committee decision on the discovery of graphene by Andre Geim and Kostya Novoselov [19, 20] are very typical. The reasons of a widespread disagreement concerning various scientific discoveries consist in a continuity of scientific research process and a tense competition between different groups, as happened at liquefying helium and other cryogenic gases [9, 21–24] and was reproduced in the course of studying graphite films [25, 26].
  • An Original Way of Teaching Geometrical Optics C. Even

    An Original Way of Teaching Geometrical Optics C. Even

    Learning through experimenting: an original way of teaching geometrical optics C. Even1, C. Balland2 and V. Guillet3 1 Laboratoire de Physique des Solides, CNRS, Université Paris-Sud, Université Paris-Saclay, F-91405 Orsay, France 2 Sorbonne Universités, UPMC Université Paris 6, Université Paris Diderot, Sorbonne Paris Cite, CNRS-IN2P3, Laboratoire de Physique Nucléaire et des Hautes Energies (LPNHE), 4 place Jussieu, F-75252, Paris Cedex 5, France 3 Institut d’Astrophysique Spatiale, CNRS, Université Paris-Sud, Université Paris-Saclay, F- 91405 Orsay, France E-mail : [email protected] Abstract Over the past 10 years, we have developed at University Paris-Sud a first year course on geometrical optics centered on experimentation. In contrast with the traditional top-down learning structure usually applied at university, in which practical sessions are often a mere verification of the laws taught during preceding lectures, this course promotes “active learning” and focuses on experiments made by the students. Interaction among students and self questioning is strongly encouraged and practicing comes first, before any theoretical knowledge. Through a series of concrete examples, the present paper describes the philosophy underlying the teaching in this course. We demonstrate that not only geometrical optics can be taught through experiments, but also that it can serve as a useful introduction to experimental physics. Feedback over the last ten years shows that our approach succeeds in helping students to learn better and acquire motivation and autonomy. This approach can easily be applied to other fields of physics. Keywords : geometrical optics, experimental physics, active learning 1. Introduction Teaching geometrical optics to first year university students is somewhat challenging, as this field of physics often appears as one of the less appealing to students.
  • Facts and Figures 2013

    Facts and Figures 2013

    Facts and Figures 201 3 Contents The University 2 World ranking 4 Academic pedigree 6 Areas of impact 8 Research power 10 Spin-outs 12 Income 14 Students 16 Graduate careers 18 Alumni 20 Faculties and Schools 22 Staff 24 Estates investment 26 Visitor attractions 28 Widening participation 30 At a glance 32 1 The University of Manchester Our Strategic Vision 2020 states our mission: “By 2020, The University of Manchester will be one of the top 25 research universities in the world, where all students enjoy a rewarding educational and wider experience; known worldwide as a place where the highest academic values and educational innovation are cherished; where research prospers and makes a real difference; and where the fruits of scholarship resonate throughout society.” Our core goals 1 World-class research 2 Outstanding learning and student experience 3 Social responsibility 2 3 World ranking The quality of our teaching and the impact of our research are the cornerstones of our success. 5 The Shanghai Jiao Tong University UK Academic Ranking of World ranking Universities assesses the best teaching and research universities, and in 2012 we were ranked 40th in the world. 7 World European UK European Year Ranking Ranking Ranking ranking 2012 40 7 5 2010 44 9 5 2005 53 12 6 2004* 78* 24* 9* 40 Source: 2012 Shanghai Jiao Tong University World Academic Ranking of World Universities ranking *2004 ranking refers to the Victoria University of Manchester prior to the merger with UMIST. 4 5 Academic pedigree Nobel laureates 1900 JJ Thomson , Physics (1906) We attract the highest calibre researchers and Ernest Rutherford , Chemistry (1908) teachers, boasting 25 Nobel Prize winners among 1910 William Lawrence Bragg , Physics (1915) current and former staff and students.
  • M1757 Facts and Figures 2017.Indd

    M1757 Facts and Figures 2017.Indd

    FACTS AND FIGURES 2017 CONTENTS 2 The University 20 Alumni 4 World ranking 22 Faculties and Schools 6 Academic pedigree 24 Staff 8 World-class research 26 Income 10 Innovation 28 Campus investment 12 Global challenges, 30 Making a diff erence Manchester solutions 32 Widening participation 14 Students 34 Public attractions 16 Stellify 36 At a glance 18 Graduate careers 1 THE UNIVERSITY 1 OF MANCHESTER WORLD-CLASS RESEARCH Our Manchester 2020 strategic plan states our mission: “By 2020 The University of Manchester will be a world-leading university recognised globally OUR COREOUTSTANDING GOALS for the excellence of its research, outstanding LEARNING AND 3 learning and student experience, and its STUDENT EXPERIENCE social, economic and cultural impact.” SOCIAL 2 RESPONSIBILITY 2 3 WORLD RANKING The quality of our teaching and the impact of our research are the cornerstones of our success. We have risen from 78th in 2004* to 35th in 2016 in the Academic Ranking of World Universities (ARWU). League table World ranking European ranking UK ranking ARWU 35 7 5 QS 29 9 7 Times Higher 35 7 5 55 15 8 Education WORLD EUROPE UK *2004 ranking refers to the Victoria University of Manchester prior to the merger with UMIST. 4 5 John Cockcroft John Richard Hicks Economic Sciences Robert Robinson Physics (1951) Joseph E Stiglitz ACADEMIC PEDIGREE (1972) Economic Sciences (2001) Chemistry (1947) We attract the highest calibre researchers and Arthur Lewis teachers, with 25 Nobel Prize winners among CTR Wilson Walter Norman Economic Sciences Physics (1927) Arthur Harden (1979) Andre Geim our current and former staff and students.
  • Intermission 2017

    Intermission 2017

    If people don’t have a good sense of humour, they are usually not very good scientists either. Andre Geim (Nobel Prize, 2010) You will always be lucky if you know how to make friends with strange cats. --ancient proverb Change is inevitable, except from a vending machine. Eagles may soar, but weasels don’t get sucked into jet engines. Chance favors the prepared mind. Louis Pasteur To escape criticism—do nothing, say nothing, be nothing. Elbert Hubbard Imagination is more important than knowledge. For knowledge is limited to all we know and understand, while imagination embraces the entire world, and all there ever will be to know and understand. Albert Einstein The only one who really likes change is a wet baby. The First Rule of Holes: When you are in one, stop digging. Never confuse motion with action. Ernest Hemingway Basic research is what I am doing when I don’t know what I am doing. Wernher von Braun Beer is a sign that God loves us and wants us to be happy. Benjamin Franklin From error to error, one discovers truth. Sigmund Freud You can’t always get what you want. But if you try sometime You just might find You get what you need. Mick Jagger Why do we park in driveways and drive on parkways?? Genius is 1 % inspiration and 99 % perspiration. Albert Einstein We must become the change we want to see. Gandhi The only difference between a rut and a grave is depth. Time flies like an arrow. Fruit flies like a banana.
  • 9. Reviving Russian Science and Academia

    9. Reviving Russian Science and Academia

    TATIANA GOUNKO 9. REVIVING RUSSIAN SCIENCE AND ACADEMIA In October 2010, the Royal Swedish Academy of Science announced the laureates of the Nobel Prize in physics. Andre Geim and Konstantin Novoselov jointly received this award for groundbreaking experiments regarding the two-dimensional material called graphene, which, according to science experts, will have a wide range of practical applications in the future. The research duo has been working together for over a decade. Born in 1974, Dr. Novoselov is the youngest scientist to be awarded the prestigious Nobel Prize since 1973. He first worked as a Ph.D. student with Dr. Andre Geim in the Netherlands and subsequently joined him in the United Kingdom. Both scientists are currently conducting their research at the University of Manchester. Needless to say, the University of Manchester administration expressed its delight with the news by calling the prize “a truly tremendous achievement” and “a testimony to the quality of research that is being carried out in Physics and more broadly across the University” (University of Manchester, 2010, p. 1). Most of the press releases and on-line publications devoted to the prize-winning duo briefly mentioned that Drs. Geim and Novoselov were Russian-trained researchers. Dr. Geim, who had received his doctorate at the age of 29 and worked for a number of years as a researcher at the Institute for Microelectronics Technology in Chernogolovka (Russia), left the country in 1994 to continue his research career in the Netherlands and later in the United Kingdom. Dr. Novoselov graduated from the Moscow Physical-Technical University in 1997 and joined Dr.
  • The Links of Chain of Development of Physics from Past to the Present in a Chronological Order Starting from Thales of Miletus

    The Links of Chain of Development of Physics from Past to the Present in a Chronological Order Starting from Thales of Miletus

    ISSN (Online) 2393-8021 IARJSET ISSN (Print) 2394-1588 International Advanced Research Journal in Science, Engineering and Technology Vol. 5, Issue 10, October 2018 The Links of Chain of Development of Physics from Past to the Present in a Chronological Order Starting from Thales of Miletus Dr.(Prof.) V.C.A NAIR* Educational Physicist, Research Guide for Physics at Shri J.J.T. University, Rajasthan-333001, India. *[email protected] Abstract: The Research Paper consists mainly of the birth dates of scientists and philosophers Before Christ (BC) and After Death (AD) starting from Thales of Miletus with a brief description of their work and contribution to the development of Physics. The author has taken up some 400 odd scientists and put them in a chronological order. Nobel laureates are considered separately in the same paper. Along with the names of researchers are included few of the scientific events of importance. The entire chain forms a cascade and a ready reference for the reader. The graph at the end shows the recession in the earlier centuries and its transition to renaissance after the 12th century to the present. Keywords: As the contents of the paper mainly consists of names of scientists, the key words are many and hence the same is not given I. INTRODUCTION As the material for the topic is not readily available, it is taken from various sources and the collection and compiling is a Herculean task running into some 20 pages. It is given in 3 parts, Part I, Part II and Part III. In Part I the years are given in Chronological order as per the year of birth of the scientist and accordingly the serial number.
  • Typical Course Sequence for Physics/Astronomy

    Typical Course Sequence for Physics/Astronomy

    TYPICAL COURSE SEQUENCE FOR PHYSICS/ASTRONOMY Odd Year Entry Freshman Year Fall Spring PHYS-141 Mechanics/Thermal 3 PHYS-142 E & M/Waves 3 PHYS-141L Experimental Physics I 1 PHYS-142L Experimental Physics II 1 PHYS-190 Freshman Seminar 1 MATH-132 Calculus II 4 MATH-131 Calculus I 4 CORE-115 Core 5 CORE-110 Core 5 CC Christ College 8 CC Christ College 8 Total (with Core) 14 Total (with Core) 13 Total (with CC) 17 Total (with CC) 16 Sophomore Year Fall Spring PHYS-243 Modern Physics 3 PHYS-245 Experimental Physics III 1 PHYS-281/281L Electricity/Electronics 3 PHYS-246 Data Reduction and Error... 1 MATH-253 Calculus III 4 PHYS-250 Mechanics 3 CS-157 Algorithms & Programming 3 ASTR-221 Observational Astronomy 1 ASTR-253 Astrophysics - Galaxies 3 MATH-260/270 Linear Alg/Diff Equations 4 MATH-264/270 Linear Alg/Diff Equations 6 Total 13 Total 13 Junior Year Fall Spring PHYS-345 Experimental Physics IV 1 PHYS-422 Quantum Mechanics II 3 PHYS-371 Electromagnetic Fields 3 PHYS-430 Nuclear Physics 3 PHYS-421 Quantum Mechanics I 3 PHYS-430L Nuclear Physics Lab 1 ASTR-252 Astrophysics - Stars 3 Total 7 Total 10 Senior Year Fall Spring PHYS-360 Thermal Physics 3 PHYS-372 Electromagnetic Waves 3 PHYS-381 Advanced Mechanics 3 PHYS-440 Condensed Matter Physics 3 PHYS-440 Condensed Matter Physics 3 PHYS-445 Senior Research 1 PHYS-445 Senior Research 1 MATH-330 Partial Diff. Eq. 3 MATH-334 Complex Variables 3 Total 13 Total 10 Page 1 TYPICAL COURSE SEQUENCE FOR PHYSICS/ASTRONOMY Even Year Entry Freshman Year Fall Spring PHYS-141 Mechanics/Thermal 3 PHYS-142 E & M/Waves 3 PHYS-141L Experimental Physics I 1 PHYS-142L Experimental Physics II 1 PHYS-190 Freshman Seminar 1 MATH-132 Calculus II 4 MATH-131 Calculus I 4 CORE-115 Core 5 CORE-110 Core 5 CC Christ College 8 CC Christ College 8 Total (with Core) 14 Total (with Core) 13 Total (with CC) 17 Total (with CC) 16 Sophomore Year Fall Spring PHYS-243 Modern Physics 3 PHYS-245 Experimental Physics III 1 PHYS-281 Electricity/Electronics 3 PHYS-250 Mechanics 3 MATH-253 Calculus III 4 PHYS-246 Data Reduction and Error..
  • Highlights of Modern Physics and Astrophysics

    Highlights of Modern Physics and Astrophysics

    Highlights of Modern Physics and Astrophysics How to find the “Top Ten” in Physics & Astrophysics? - List of Nobel Laureates in Physics - Other prizes? Templeton prize, … - Top Citation Rankings of Publication Search Engines - Science News … - ... Nobel Laureates in Physics Year Names Achievement 2020 Sir Roger Penrose "for the discovery that black hole formation is a robust prediction of the general theory of relativity" Reinhard Genzel, Andrea Ghez "for the discovery of a supermassive compact object at the centre of our galaxy" 2019 James Peebles "for theoretical discoveries in physical cosmology" Michel Mayor, Didier Queloz "for the discovery of an exoplanet orbiting a solar-type star" 2018 Arthur Ashkin "for groundbreaking inventions in the field of laser physics", in particular "for the optical tweezers and their application to Gerard Mourou, Donna Strickland biological systems" "for groundbreaking inventions in the field of laser physics", in particular "for their method of generating high-intensity, ultra-short optical pulses" Nobel Laureates in Physics Year Names Achievement 2017 Rainer Weiss "for decisive contributions to the LIGO detector and the Kip Thorne, Barry Barish observation of gravitational waves" 2016 David J. Thouless, "for theoretical discoveries of topological phase transitions F. Duncan M. Haldane, and topological phases of matter" John M. Kosterlitz 2015 Takaaki Kajita, "for the discovery of neutrino oscillations, which shows that Arthur B. MsDonald neutrinos have mass" 2014 Isamu Akasaki, "for the invention of
  • Physics, M.S. 1

    Physics, M.S. 1

    Physics, M.S. 1 PHYSICS, M.S. DEPARTMENT OVERVIEW The Department of Physics has a strong tradition of graduate study and research in astrophysics; atomic, molecular, and optical physics; condensed matter physics; high energy and particle physics; plasma physics; quantum computing; and string theory. There are many facilities for carrying out world-class research (https://www.physics.wisc.edu/ research/areas/). We have a large professional staff: 45 full-time faculty (https://www.physics.wisc.edu/people/staff/) members, affiliated faculty members holding joint appointments with other departments, scientists, senior scientists, and postdocs. There are over 175 graduate students in the department who come from many countries around the world. More complete information on the graduate program, the faculty, and research groups is available at the department website (http:// www.physics.wisc.edu). Research specialties include: THEORETICAL PHYSICS Astrophysics; atomic, molecular, and optical physics; condensed matter physics; cosmology; elementary particle physics; nuclear physics; phenomenology; plasmas and fusion; quantum computing; statistical and thermal physics; string theory. EXPERIMENTAL PHYSICS Astrophysics; atomic, molecular, and optical physics; biophysics; condensed matter physics; cosmology; elementary particle physics; neutrino physics; experimental studies of superconductors; medical physics; nuclear physics; plasma physics; quantum computing; spectroscopy. M.S. DEGREES The department offers the master science degree in physics, with two named options: Research and Quantum Computing. The M.S. Physics-Research option (http://guide.wisc.edu/graduate/physics/ physics-ms/physics-research-ms/) is non-admitting, meaning it is only available to students pursuing their Ph.D. The M.S. Physics-Quantum Computing option (http://guide.wisc.edu/graduate/physics/physics-ms/ physics-quantum-computing-ms/) (MSPQC Program) is a professional master's program in an accelerated format designed to be completed in one calendar year..
  • Experimental Physics I PHYS 3250/3251

    Experimental Physics I PHYS 3250/3251

    Syllabus Experimental Physics I PHYS 3250/3251 Course Description: Introduction to experimental modern physics, measurement of fundamental constants, repetition of crucial experiments of modern physics (Stern Gerlach, Zeeman effect, photoelectric effect, etc.) Course Objectives: The objective of this course is introduce you to the proper methods for conducting controlled physics experiments, including the acquisition, analysis and physical interpretation of data. The course involves experiments which illustrate the principles of modern physics, e.g. the quantum nature of charge and energy, etc. Succinct, journal-style reports will be the primary output for each experiment, with at least one additional presentation (oral and/or poster) required. Text: An Introduction to Error Analysis, 2nd Edition, J.R. Taylor, ISBN 0-935702-75-X. Additional documentation for any assigned experiments will be supplied as needed. Learning Outcomes: At the conclusion of this course, students will be able to: 1) Assemble and document a relevant bibliography for a physics experiment. 2) Prepare a journal-style manuscript using scientific typesetting software. 3) Plan and conduct experimental measurements in physics while employing proper note-taking methods. 4) Calculate uncertainties for physical quantities derived from experimental measurements. Clemson Thinks2: What is Critical Thinking? This course is designed to be part of the Clemson Thinks2 (CT2) program. “Critical thinking is reasoned and reflective judgment applied to solving problems or making decisions about what to believe or what to do. Critical thinking gives reasoned consideration to defining and analyzing problems, identifying and evaluating options, inferring likely outcomes and probable consequences, and explaining the reasons, evidence, methods and standards used in making those analyses, inferences and evaluations.
  • Modern Experimental Physics Introduction for Physics 401 Students

    Modern Experimental Physics Introduction for Physics 401 Students

    Modern Experimental Physics Introduction for Physics 401 students Spring 2014 Eugene V. Colla • Goals of the course • Experiments • Teamwork • Schedule and assignments • Your working mode Physics 401 Spring 2013 2 • Primary: Learn how to “do” research Each project is a mini-research effort How are experiments actually carried out Use of modern tools and modern analysis and data-recording techniques Learn how to document your work • Secondary: Learn some modern physics Many experiments were once Nobel-prize-worthy efforts They touch on important themes in the development of modern physics Some will provide the insight to understand advanced courses Some are just too new to be discussed in textbooks Physics 401 Spring 2013 3 Primary. Each project is a mini-research effort Step1. Preparing: • Sample preparation • Wiring the setup • Testing electronics Preparing the samples for ferroelectric measurements Courtesy of Emily Zarndt & Mike Skulski (F11) Standing waves resonances in Second Step2. Taking data: Sound experiment If problems – go back to Courtesy of Mae Hwee Teo and Step 1. Vernie Redmon (F11) Physics 401 Spring 2013 4 Primary. Each project is a mini-research effort Plot of coincidence rate for 22Na against the angle between detectors A and B. The fit is a Step3. Data Analysis Gaussian function centred at If data is “bad” or not 179.30° with a full width at half maximum (FWHM) of 14.75°. enough data point – go back to Step 2 Courtesy of Bi Ran and Thomas Woodroof Author#1 and Author#2 Step4. Writing report and preparing the talk Physics 401 Spring 2013 5 Primary.