Physics - PHYS 1
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Equilibrium Thermodynamics
Equilibrium Thermodynamics Instructor: - Clare Yu (e-mail [email protected], phone: 824-6216) - office hours: Wed from 2:30 pm to 3:30 pm in Rowland Hall 210E Textbooks: - primary: Herbert Callen “Thermodynamics and an Introduction to Thermostatistics” - secondary: Frederick Reif “Statistical and Thermal Physics” - secondary: Kittel and Kroemer “Thermal Physics” - secondary: Enrico Fermi “Thermodynamics” Grading: - weekly homework: 25% - discussion problems: 10% - midterm exam: 30% - final exam: 35% Equilibrium Thermodynamics Material Covered: Equilibrium thermodynamics, phase transitions, critical phenomena (~ 10 first chapters of Callen’s textbook) Homework: - Homework assignments posted on course website Exams: - One midterm, 80 minutes, Tuesday, May 8 - Final, 2 hours, Tuesday, June 12, 10:30 am - 12:20 pm - All exams are in this room 210M RH Course website is at http://eiffel.ps.uci.edu/cyu/p115B/class.html The Subject of Thermodynamics Thermodynamics describes average properties of macroscopic matter in equilibrium. - Macroscopic matter: large objects that consist of many atoms and molecules. - Average properties: properties (such as volume, pressure, temperature etc) that do not depend on the detailed positions and velocities of atoms and molecules of macroscopic matter. Such quantities are called thermodynamic coordinates, variables or parameters. - Equilibrium: state of a macroscopic system in which all average properties do not change with time. (System is not driven by external driving force.) Why Study Thermodynamics ? - Thermodynamics predicts that the average macroscopic properties of a system in equilibrium are not independent from each other. Therefore, if we measure a subset of these properties, we can calculate the rest of them using thermodynamic relations. - Thermodynamics not only gives the exact description of the state of equilibrium but also provides an approximate description (to a very high degree of precision!) of relatively slow processes. -
Report of the MPSAC Subcommittee for the Review of the Physics
Report of the MPSAC Subcommittee for the Review of the Physics Frontiers Centers Program of the National Science Foundation Directorate for Mathematical and Physical Sciences 6/28/2019 EXECUTIVE SUMMARY A subcommittee of the National Science Foundation (NSF) Directorate of Mathematical and Physical Sciences (MPS) Advisory Committee (MPSAC) was charged to “conduct an independent assessment” of the Physics Frontiers Center (PFC) program with the following desired outcomes: “Rather than providing specific recommendations, the subcommittee should identify strengths and weaknesses of the PFC program and issues that the Division can address in developing and evolving the program.” The subcommittee was provided with the annual reports of each of the PFCs, their diversity plans, the reports of site-visit teams that visit at years 3 and 5 of the center’s award, and the proposal solicitations. The subcommittee’s evaluation of the relative success of the program is based on the subcommittee’s holistic scientific expertise and judgment. Other sources of input were the PFCs themselves and the broader physics community. STRENGTHS OF THE PFC PROGRAM A. The PFC Environment The subcommittee noted numerous advantages of the PFC program that contribute significantly to the goal of advancing the frontiers of physics. These advantages include: • PFCs Foster Collaborations • PFCs Enable Rapid Responses to Research Developments • PFCs Provide Local Oversight Over Research Progress • Postdoctoral Researchers Mature More Rapidly Within PFCs • PFCs Offer Additional Unique Opportunities to Pursue Research • PFCs Enable the U.S.A. to Better Compete Globally The PFCs create a vibrant and collaborative environment for research and learning. A critical mass of investigators, post-docs, graduate students, and undergraduate researchers are brought into a large collective educational environment with regular seminars and career-building activities, wide-ranging interactions, and distributed mentoring. -
Applied Physics
Physics 1. What is Physics 2. Nature Science 3. Science 4. Scientific Method 5. Branches of Science 6. Branches of Physics Einstein Newton 7. Branches of Applied Physics Bardeen Feynmann 2016-03-05 What is Physics • Meaning of Physics (from Ancient Greek: φυσική (phusikḗ )) is knowledge of nature (from φύσις phúsis "nature"). • Physics is the natural science that involves the study of matter and its motion through space and time, along with related concepts such as energy and force. More broadly, it is the general analysis of nature, conducted in order to understand how the universe behaves. • Physics is one of the oldest academic disciplines, perhaps the oldest through its inclusion of astronomy. Over the last two millennia, physics was a part of natural philosophy along with chemistry, certain branches of mathematics, and biology, but during the scientific revolution in the 17th century, the natural sciences emerged as unique research programs in their own right. Physics intersects with many interdisciplinary areas of research, such as biophysics and quantum chemistry, and the boundaries of physics are not rigidly defined. • New ideas in physics often explain the fundamental mechanisms of other sciences, while opening new avenues of research in areas such as mathematics and philosophy. 2016-03-05 What is Physics • Physics also makes significant contributions through advances in new technologies that arise from theoretical breakthroughs. • For example, advances in the understanding of electromagnetism or nuclear physics led directly to the development of new products that have dramatically transformed modern-day society, such as television, computers, domestic appliances, and nuclear weapons; advances in thermodynamics led to the development of industrialization, and advances in mechanics inspired the development of calculus. -
Relativity in Classical Physics
PHYSICS IV COURSE TOPICS 1 - The Birth of Modern Physics 2 - Special Theory of Relativity 3 - The Experimental Basis of Quantum Physics 4 - Structure of the Atom 5 - Wave Properties of Matter 6 - Quantum Mechanics The Birth of Modern Physics Lecture 1 • The word physics is derived from the Latin word physica, which means «natural thing». • Physics is a branch of science that deals with the properties of matter and energy and the relationship between them. • The scope of physics is very wide and vast. It deals with not only the tinniest particles of atoms, but also natural phenomenon like the galaxy, the milky way, solar and lunar eclipses, and more. Branches of Physics • Classical physics • Modern physics • Nuclear physics This branch is mainly • Atomic physics • Geophysics concerned with the • Biophysics theory of relativity • Mechanics and • Acoustics quantum mechanics. • Optics • Thermodynamics • Astrophysics • The term modern physics generally refers to the study of those facts and theories developed in this century starting around 1900, that concern the ultimate structure and interactions of matter, space and time. • The three main branches of classical physics such as mechanics, heat and electromagnetism – were developed over a period of approximately two centuries prior to 1900. • Newton’s mechanics dealt succesfully with the motions of bodies of macroscopic size moving with low speeds. • This provided a foundation for many of the engineering accomplishments of the 18th and 19th centuries. • Between 1837 – 1901, there were many remarkable achievements occured in physics. • For example, the description and predictions of electromagnetism by Maxwell. Partly responsible for the rapid telecommunications of today. -
Outline of Physical Science
Outline of physical science “Physical Science” redirects here. It is not to be confused • Astronomy – study of celestial objects (such as stars, with Physics. galaxies, planets, moons, asteroids, comets and neb- ulae), the physics, chemistry, and evolution of such Physical science is a branch of natural science that stud- objects, and phenomena that originate outside the atmosphere of Earth, including supernovae explo- ies non-living systems, in contrast to life science. It in turn has many branches, each referred to as a “physical sions, gamma ray bursts, and cosmic microwave background radiation. science”, together called the “physical sciences”. How- ever, the term “physical” creates an unintended, some- • Branches of astronomy what arbitrary distinction, since many branches of physi- cal science also study biological phenomena and branches • Chemistry – studies the composition, structure, of chemistry such as organic chemistry. properties and change of matter.[8][9] In this realm, chemistry deals with such topics as the properties of individual atoms, the manner in which atoms form 1 What is physical science? chemical bonds in the formation of compounds, the interactions of substances through intermolecular forces to give matter its general properties, and the Physical science can be described as all of the following: interactions between substances through chemical reactions to form different substances. • A branch of science (a systematic enterprise that builds and organizes knowledge in the form of • Branches of chemistry testable explanations and predictions about the • universe).[1][2][3] Earth science – all-embracing term referring to the fields of science dealing with planet Earth. Earth • A branch of natural science – natural science science is the study of how the natural environ- is a major branch of science that tries to ex- ment (ecosphere or Earth system) works and how it plain and predict nature’s phenomena, based evolved to its current state. -
Physics (PHYS) 1
Physics (PHYS) 1 PHYS 270 | INTRODUCTION TO MECHANICS PHYSICS (PHYS) Units: 3 Repeatability: No Core Attributes: First Yr Integration (LC Only), Science/Tech Inquiry area PHYS 102 | PHYSICS OF MODERN LIFE Prerequisites: MATH 150 with a minimum grade of C- or MATH 151 with a Units: 4 Repeatability: No minimum grade of C- Core Attributes: Quantitative reasoning comp, Science/Tech Inquiry area Corequisites: PHYS 270L Non-Core Attributes: Lab A study of the fundamental principles of Newtonian mechanics, kinematics, An introduction to physics concepts and principles with tangents into related and momentum and energy conservation laws. Harmonic oscillations and technologies and global issues. Special attention is paid to devices and networks wave motion will also be discussed. Three hours of lecture weekly. Concurrent that furnish necessities of modern life. No background in physical science is enrollment in 270L required. required. Lab component involves guided hands-on investigation of physics PHYS 270L | MECHANICS LAB principles and related technologies. Units: 1 Repeatability: No PHYS 105 | PHYSICAL SCIENCES FOR K-8 TEACHERS Core Attributes: Science/Tech Inquiry area Units: 3 Repeatability: No Non-Core Attributes: Lab Core Attributes: Science/Tech Inquiry area Prerequisites: PHYS 270 (Can be taken Concurrently) Non-Core Attributes: Lab A laboratory course introducing the concepts and techniques of experimental A laboratory/lecture/discussion class designed to lead students toward an physics. Meets weekly. understanding of selected topics in chemistry and physics. The course topics are PHYS 271 | INTRODUCTION TO ELECTRICITY AND MAGNETISM selected to satisfy the Physical Science specifications of the Science Content Units: 3 Repeatability: No Standards for California Public Schools (K-12). -
Statistical Thermodynamics - Fall 2009
1 Statistical Thermodynamics - Fall 2009 Professor Dmitry Garanin Thermodynamics September 9, 2012 I. PREFACE The course of Statistical Thermodynamics consist of two parts: Thermodynamics and Statistical Physics. These both branches of physics deal with systems of a large number of particles (atoms, molecules, etc.) at equilibrium. 3 19 One cm of an ideal gas under normal conditions contains NL =2.69 10 atoms, the so-called Loschmidt number. Although one may describe the motion of the atoms with the help of× Newton’s equations, direct solution of such a large number of differential equations is impossible. On the other hand, one does not need the too detailed information about the motion of the individual particles, the microscopic behavior of the system. One is rather interested in the macroscopic quantities, such as the pressure P . Pressure in gases is due to the bombardment of the walls of the container by the flying atoms of the contained gas. It does not exist if there are only a few gas molecules. Macroscopic quantities such as pressure arise only in systems of a large number of particles. Both thermodynamics and statistical physics study macroscopic quantities and relations between them. Some macroscopics quantities, such as temperature and entropy, are non-mechanical. Equilibruim, or thermodynamic equilibrium, is the state of the system that is achieved after some time after time-dependent forces acting on the system have been switched off. One can say that the system approaches the equilibrium, if undisturbed. Again, thermodynamic equilibrium arises solely in macroscopic systems. There is no thermodynamic equilibrium in a system of a few particles that are moving according to the Newton’s law. -
PHYSICS Is the Study of Energy and Consists of Five Main Branches Each Studies a Different Form of Energy
S R E W S N A PHYSICS is the study of energy and consists of five main branches each studies a different form of energy: . Mechanics (The study of forces or work; work is a form of energy) . Thermodynamics (The study of heat; heat is a form of energy) . Acoustics (The study of sound; sound is a form of energy) . Optics (The study of light; light is a form of energy) . Electricity and magnetism (Both are forms of energy) Just as there are different forms of money (the nickel, the dime, the quarter, the "five-dollar" bill, the check, etc.), there are different forms of energy (heat, sound, light, electricity, etc.). Each different form is a different branch of physics. And, just as one form of money can be converted into a different form of money, likewise one form of energy can be converted into a different form of energy. Even matter is just a form of energy (E = mc2). The device used to convert one form of energy into another form of energy is called a TRANSDUCER. Some popular transducers include: . The light bulb (which converts electrical energy into light energy) . The electric motor (which converts electrical energy into mechanical energy) . The electric heater (which converts electrical energy into heat energy) . The generator (which converts mechanical energy into electrical energy) . The speaker (which converts electrical energy into sound energy) . The microphone (which converts sound energy into electrical energy) . The photocell (which converts light energy into electrical energy) The efficiency of a transducer tells us how well it converts one type of energy into another type of energy. -
Strategic Plan for a 5 - 10 Year Time Horizon Department of Physics and Astronomy
Preliminary Departmental Strategy Report Strategic plan for a 5 - 10 year time horizon Department of Physics and Astronomy DRAFT Executive Summary The next decade will be exciting and productive for the Department of Physics and Astronomy. Existing programs are all remarkably strong and vital, and the Department is poised for a powerful phase of expansion and progress, thanks in large part to the last two decades of faculty recruitments, research initiatives and bridge building with the rest of the University. Even a modest increase in faculty size is assured to have dramatic impact on our scientific productivity and national ranking. Indeed, we believe that an increase of our national rank into the top twenty in the Nation is a realistic goal. Our students, undergraduate and graduate alike, are among the best in the College and our education programs are strong, and will continue to improve. There is much room for improvement in our home building, Bausch and Lomb Hall, which is among the shabbiest of all buildings on the otherwise beautiful Eastman quad. Its poor physical condition belies the world-class research that goes on within; a significant upgrade is not only required for the Department to maintain its high standards, but will also have a potentially huge payoff in sponsored research. An interdisciplinary initiative in nanoscience, and in biophysics an ongoing faculty search, exemplify our broad, cross-departmental identification of the strategic frontiers of physics. Initiated before the recent request for the present report, a departmental strategic planning cycle is well underway and will produce a new faculty recruitment strategic plan in early 2006. -
History of History of Physics
Acta Baltica Historiae Historyet Philosophiae of History Scientiarum of Physics Vol. 4, No. 2 (Autumn 2016) DOI : 10.11590/abhps.2016.2.01 History of History of Physics Stanislav Južnič Dunajska 83, Ljubljana 1000, Slovenia E-mail: [email protected] Abstract: The twelve decades of modern academic history of physics have provided enough material for the study of the history of history of physics, the focus of which is the development of the opinions and methods of historians of physics. The achievements of historians of physics are compared with the achievements of their objects of research, the physicists. Some correlations are expected. The group of historians-researchers and the group of their objects interacted. In several cases, the same person started out as a researcher and later moved on to the field of researcher of research achievements. There are also some competence-related quarrels between the two groups, the historians and the physicists. The new science called history of history of physics could be useful in a special case study of Jesuits. Jesuit professors formed a special group of physicists and historians studying the physicists, who were very influential in their time. Jesuits, except the very best of them such as Rudjer Bošković, Athanasius Kircher, or Christopher Clavius, were later omitted from historical surveys by their Enlightenment opponents. In the second half of the 19th century, Jesuit historians produced a considerable amount of useful biographies and bibliographies of their fellows. This makes them an interesting research subject for the history of history of physics as one of the best researched scientific-oriented networks worldwide, especially the Jesuits who were active in China. -
Impact Factor Journals in Physics
Impact Factor Journals in Physics Indexed in ISI Web of Science (JCR SCI, 2019) ______________________________________________________________________________________________________________________ Compiled By: Arslan Sheikh In Charge Reference & Research Section Junaid Zaidi Library COMSATS University Islamabad Park Road, Islamabad-Pakistan. Cell: 92+321-9423071 [email protected] 2019 Impact Rank Journal Title Factor 1 REVIEWS OF MODERN PHYSICS 45.037 2 NATURE MATERIALS 38.663 3 Living Reviews in Relativity 35.429 4 Nature Photonics 31.241 5 ADVANCED MATERIALS 27.398 6 MATERIALS SCIENCE & ENGINEERING R-REPORTS 26.625 7 PHYSICS REPORTS-REVIEW SECTION OF PHYSICS LETTERS 25.798 8 Advanced Energy Materials 25.245 9 Nature Physics 19.256 10 Applied Physics Reviews 17.054 11 REPORTS ON PROGRESS IN PHYSICS 17.032 12 ADVANCED FUNCTIONAL MATERIALS 16.836 13 Nano Energy 16.602 14 ADVANCES IN PHYSICS 16.375 15 Annual Review of Fluid Mechanics 16.306 16 Annual Review of Condensed Matter Physics 14.833 17 PROGRESS IN PARTICLE AND NUCLEAR PHYSICS 13.421 18 Physical Review X 12.577 19 Nano-Micro Letters 12.264 20 Small 11.459 21 NANO LETTERS 11.238 22 Laser & Photonics Reviews 10.655 23 Materials Today Physics 10.443 24 SURFACE SCIENCE REPORTS 9.688 25 CURRENT OPINION IN SOLID STATE & MATERIALS SCIENCE 9.571 26 npj 2D Materials and Applications 9.324 27 PROGRESS IN NUCLEAR MAGNETIC RESONANCE SPECTROSCOPY 8.892 28 Annual Review of Nuclear and Particle Science 8.778 29 PHYSICAL REVIEW LETTERS 8.385 1 | P a g e Junaid Zaidi Library, COMSATS -
How Should Energy Be Defined Throughout Schooling? Manuel Bächtold
How should energy be defined throughout schooling? Manuel Bächtold To cite this version: Manuel Bächtold. How should energy be defined throughout schooling?. Research in Science Educa- tion, Springer Verlag, 2017, 48 (2), pp.345-367. 10.1007/s11165-016-9571-5. hal-01521131 HAL Id: hal-01521131 https://hal.archives-ouvertes.fr/hal-01521131 Submitted on 11 May 2017 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. to appear in Research in Science Education How should energy be defined throughout schooling? Manuel Bächtold LIRDEF (EA 3749), Universités Montpellier et UPVM Abstract: The question of how to teach energy has been renewed by recent studies focusing on the learning and teaching progressions for this concept. In this context, one question has been, for the most part, overlooked: how should energy be defined throughout schooling. This paper addresses this question in three steps. We first identify and discuss two main approaches in physics concerning the definition of energy, one claiming there is no satisfactory definition and taking conservation as a fundamental property, the other based on Rankine’s definition of energy as the capacity of a system to produce changes.