Quantum Physics I, Lecture Note 1
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Glossary Physics (I-Introduction)
1 Glossary Physics (I-introduction) - Efficiency: The percent of the work put into a machine that is converted into useful work output; = work done / energy used [-]. = eta In machines: The work output of any machine cannot exceed the work input (<=100%); in an ideal machine, where no energy is transformed into heat: work(input) = work(output), =100%. Energy: The property of a system that enables it to do work. Conservation o. E.: Energy cannot be created or destroyed; it may be transformed from one form into another, but the total amount of energy never changes. Equilibrium: The state of an object when not acted upon by a net force or net torque; an object in equilibrium may be at rest or moving at uniform velocity - not accelerating. Mechanical E.: The state of an object or system of objects for which any impressed forces cancels to zero and no acceleration occurs. Dynamic E.: Object is moving without experiencing acceleration. Static E.: Object is at rest.F Force: The influence that can cause an object to be accelerated or retarded; is always in the direction of the net force, hence a vector quantity; the four elementary forces are: Electromagnetic F.: Is an attraction or repulsion G, gravit. const.6.672E-11[Nm2/kg2] between electric charges: d, distance [m] 2 2 2 2 F = 1/(40) (q1q2/d ) [(CC/m )(Nm /C )] = [N] m,M, mass [kg] Gravitational F.: Is a mutual attraction between all masses: q, charge [As] [C] 2 2 2 2 F = GmM/d [Nm /kg kg 1/m ] = [N] 0, dielectric constant Strong F.: (nuclear force) Acts within the nuclei of atoms: 8.854E-12 [C2/Nm2] [F/m] 2 2 2 2 2 F = 1/(40) (e /d ) [(CC/m )(Nm /C )] = [N] , 3.14 [-] Weak F.: Manifests itself in special reactions among elementary e, 1.60210 E-19 [As] [C] particles, such as the reaction that occur in radioactive decay. -
Path Integrals in Quantum Mechanics
Path Integrals in Quantum Mechanics Dennis V. Perepelitsa MIT Department of Physics 70 Amherst Ave. Cambridge, MA 02142 Abstract We present the path integral formulation of quantum mechanics and demon- strate its equivalence to the Schr¨odinger picture. We apply the method to the free particle and quantum harmonic oscillator, investigate the Euclidean path integral, and discuss other applications. 1 Introduction A fundamental question in quantum mechanics is how does the state of a particle evolve with time? That is, the determination the time-evolution ψ(t) of some initial | i state ψ(t ) . Quantum mechanics is fully predictive [3] in the sense that initial | 0 i conditions and knowledge of the potential occupied by the particle is enough to fully specify the state of the particle for all future times.1 In the early twentieth century, Erwin Schr¨odinger derived an equation specifies how the instantaneous change in the wavefunction d ψ(t) depends on the system dt | i inhabited by the state in the form of the Hamiltonian. In this formulation, the eigenstates of the Hamiltonian play an important role, since their time-evolution is easy to calculate (i.e. they are stationary). A well-established method of solution, after the entire eigenspectrum of Hˆ is known, is to decompose the initial state into this eigenbasis, apply time evolution to each and then reassemble the eigenstates. That is, 1In the analysis below, we consider only the position of a particle, and not any other quantum property such as spin. 2 D.V. Perepelitsa n=∞ ψ(t) = exp [ iE t/~] n ψ(t ) n (1) | i − n h | 0 i| i n=0 X This (Hamiltonian) formulation works in many cases. -
Department of Physics College of Arts and Sciences Physics
DEPARTMENT OF PHYSICS COLLEGE OF ARTS AND SCIENCES PHYSICS Faculty I. Major in Physics—38 hours William Nettles (2006). Professor of Physics, Department A. Physics 231-232, 311, 313, 314, 420, 424(1-3 Chair, and Associate Dean of the College of Arts and hours), 430, 498—28–30 hours Sciences. B.S., Mississippi College; M.S., and Ph.D., B. Select three or more courses: PHY 262, 325, 350, Vanderbilt University. 360, 395-6-7*, 400, 410, 417, 425 (1-2 hours**), 495* Ildefonso Guilaran (2008). Associate Professor of Physics. C. Prerequisites: MAT 211, 212, 213, 314 B.S., Western Kentucky University; M.S. and Ph.D., *Must be approved Special/Independent Studies Florida State University. **Maximum 3 hours from 424 and 425 apply to major. Geoffrey Poore (2010). Assistant Professor of Physics. B.A., II. Major in Physical Science—44 hours Wheaton College; M.S. and Ph.D., University of Illinois. A. CHE 111, 112, 113, 211, 221—15 hours David A. Ward (1992, 1999). Professor of Physics, B.S. B. PHY 112, 231-32, 311, 310 or 301—22 hours and M.A., University of South Florida; Ph.D., North C. Upper Level Electives from CHE and PHY—7 Carolina State University. hours; maximum 1 hour from 424 and 1 from 498 III. Minor in Physics—24 semester hours Staff Physics 231-232, 311, + 10 hours of Physics electives Christine Rowland (2006). Academic Secretary— except PHY 111, 112, 301, 310 Engineering, Physics, Math, and Computer Science. IV. Teacher Licensure in Physics (Grades 6–12) A. Complete the requirements shown above for the Physics or Physical Science major. -
Fundamentals of Particle Physics
Fundamentals of Par0cle Physics Particle Physics Masterclass Emmanuel Olaiya 1 The Universe u The universe is 15 billion years old u Around 150 billion galaxies (150,000,000,000) u Each galaxy has around 300 billion stars (300,000,000,000) u 150 billion x 300 billion stars (that is a lot of stars!) u That is a huge amount of material u That is an unimaginable amount of particles u How do we even begin to understand all of matter? 2 How many elementary particles does it take to describe the matter around us? 3 We can describe the material around us using just 3 particles . 3 Matter Particles +2/3 U Point like elementary particles that protons and neutrons are made from. Quarks Hence we can construct all nuclei using these two particles -1/3 d -1 Electrons orbit the nuclei and are help to e form molecules. These are also point like elementary particles Leptons We can build the world around us with these 3 particles. But how do they interact. To understand their interactions we have to introduce forces! Force carriers g1 g2 g3 g4 g5 g6 g7 g8 The gluon, of which there are 8 is the force carrier for nuclear forces Consider 2 forces: nuclear forces, and electromagnetism The photon, ie light is the force carrier when experiencing forces such and electricity and magnetism γ SOME FAMILAR THE ATOM PARTICLES ≈10-10m electron (-) 0.511 MeV A Fundamental (“pointlike”) Particle THE NUCLEUS proton (+) 938.3 MeV neutron (0) 939.6 MeV E=mc2. Einstein’s equation tells us mass and energy are equivalent Wave/Particle Duality (Quantum Mechanics) Einstein E -
Quantum Optics: an Introduction
The Himalayan Physics, Vol.1, No.1, May 2010 Quantum Optics: An Introduction Min Raj Lamsal Prithwi Narayan Campus, Pokhara Email: [email protected] Optics is the physics, which deals with the study of in electrodynamics gave beautiful and satisfactory nature of light, its propagation in different media description of the electromagnetic phenomena. At (including vacuum) & its interaction with different the same time, the kinetic theory of gases provided materials. Quantum is a packet of energy absorbed or a microscopic basis for the thermo dynamical emitted in the form of tiny packets called quanta. It properties of matter. Up to the end of the nineteenth means the amount of energy released or absorbed in century, the classical physics was so successful a physical process is always an integral multiple of and impressive in explaining physical phenomena a discrete unit of energy known as quantum which is that the scientists of that time absolutely believed also known as photon. Quantum Optics is a fi eld of that they were potentially capable of explaining all research in physics, dealing with the application of physical phenomena. quantum mechanics to phenomena involving light and its interactions with matter. However, the fi rst indication of inadequacy of the Physics in which majority of physical phenomena classical physics was seen in the beginning of the can be successfully described by using Newton’s twentieth century where it could not explain the laws of motion is called classical physics. In fact, the experimentally observed spectra of a blackbody classical physics includes the classical mechanics and radiation. In addition, the laws in classical physics the electromagnetic theory. -
Quantum Field Theory*
Quantum Field Theory y Frank Wilczek Institute for Advanced Study, School of Natural Science, Olden Lane, Princeton, NJ 08540 I discuss the general principles underlying quantum eld theory, and attempt to identify its most profound consequences. The deep est of these consequences result from the in nite number of degrees of freedom invoked to implement lo cality.Imention a few of its most striking successes, b oth achieved and prosp ective. Possible limitation s of quantum eld theory are viewed in the light of its history. I. SURVEY Quantum eld theory is the framework in which the regnant theories of the electroweak and strong interactions, which together form the Standard Mo del, are formulated. Quantum electro dynamics (QED), b esides providing a com- plete foundation for atomic physics and chemistry, has supp orted calculations of physical quantities with unparalleled precision. The exp erimentally measured value of the magnetic dip ole moment of the muon, 11 (g 2) = 233 184 600 (1680) 10 ; (1) exp: for example, should b e compared with the theoretical prediction 11 (g 2) = 233 183 478 (308) 10 : (2) theor: In quantum chromo dynamics (QCD) we cannot, for the forseeable future, aspire to to comparable accuracy.Yet QCD provides di erent, and at least equally impressive, evidence for the validity of the basic principles of quantum eld theory. Indeed, b ecause in QCD the interactions are stronger, QCD manifests a wider variety of phenomena characteristic of quantum eld theory. These include esp ecially running of the e ective coupling with distance or energy scale and the phenomenon of con nement. -
Motion and Time Study the Goals of Motion Study
Motion and Time Study The Goals of Motion Study • Improvement • Planning / Scheduling (Cost) •Safety Know How Long to Complete Task for • Scheduling (Sequencing) • Efficiency (Best Way) • Safety (Easiest Way) How Does a Job Incumbent Spend a Day • Value Added vs. Non-Value Added The General Strategy of IE to Reduce and Control Cost • Are people productive ALL of the time ? • Which parts of job are really necessary ? • Can the job be done EASIER, SAFER and FASTER ? • Is there a sense of employee involvement? Some Techniques of Industrial Engineering •Measure – Time and Motion Study – Work Sampling • Control – Work Standards (Best Practices) – Accounting – Labor Reporting • Improve – Small group activities Time Study • Observation –Stop Watch – Computer / Interactive • Engineering Labor Standards (Bad Idea) • Job Order / Labor reporting data History • Frederick Taylor (1900’s) Studied motions of iron workers – attempted to “mechanize” motions to maximize efficiency – including proper rest, ergonomics, etc. • Frank and Lillian Gilbreth used motion picture to study worker motions – developed 17 motions called “therbligs” that describe all possible work. •GET G •PUT P • GET WEIGHT GW • PUT WEIGHT PW •REGRASP R • APPLY PRESSURE A • EYE ACTION E • FOOT ACTION F • STEP S • BEND & ARISE B • CRANK C Time Study (Stopwatch Measurement) 1. List work elements 2. Discuss with worker 3. Measure with stopwatch (running VS reset) 4. Repeat for n Observations 5. Compute mean and std dev of work station time 6. Be aware of allowances/foreign element, etc Work Sampling • Determined what is done over typical day • Random Reporting • Periodic Reporting Learning Curve • For repetitive work, worker gains skill, knowledge of product/process, etc over time • Thus we expect output to increase over time as more units are produced over time to complete task decreases as more units are produced Traditional Learning Curve Actual Curve Change, Design, Process, etc Learning Curve • Usually define learning as a percentage reduction in the time it takes to make a unit. -
Engineering Physics I Syllabus COURSE IDENTIFICATION Course
Engineering Physics I Syllabus COURSE IDENTIFICATION Course Prefix/Number PHYS 104 Course Title Engineering Physics I Division Applied Science Division Program Physics Credit Hours 4 credit hours Revision Date Fall 2010 Assessment Goal per Outcome(s) 70% INSTRUCTION CLASSIFICATION Academic COURSE DESCRIPTION This course is the first semester of a calculus-based physics course primarily intended for engineering and science majors. Course work includes studying forces and motion, and the properties of matter and heat. Topics will include motion in one, two, and three dimensions, mechanical equilibrium, momentum, energy, rotational motion and dynamics, periodic motion, and conservation laws. The laboratory (taken concurrently) presents exercises that are designed to reinforce the concepts presented and discussed during the lectures. PREREQUISITES AND/OR CO-RECQUISITES MATH 150 Analytic Geometry and Calculus I The engineering student should also be proficient in algebra and trigonometry. Concurrent with Phys. 140 Engineering Physics I Laboratory COURSE TEXT *The official list of textbooks and materials for this course are found on Inside NC. • COLLEGE PHYSICS, 2nd Ed. By Giambattista, Richardson, and Richardson, McGraw-Hill, 2007. • Additionally, the student must have a scientific calculator with trigonometric functions. COURSE OUTCOMES • To understand and be able to apply the principles of classical Newtonian mechanics. • To effectively communicate classical mechanics concepts and solutions to problems, both in written English and through mathematics. • To be able to apply critical thinking and problem solving skills in the application of classical mechanics. To demonstrate successfully accomplishing the course outcomes, the student should be able to: 1) Demonstrate knowledge of physical concepts by their application in problem solving. -
The Concept of Quantum State : New Views on Old Phenomena Michel Paty
The concept of quantum state : new views on old phenomena Michel Paty To cite this version: Michel Paty. The concept of quantum state : new views on old phenomena. Ashtekar, Abhay, Cohen, Robert S., Howard, Don, Renn, Jürgen, Sarkar, Sahotra & Shimony, Abner. Revisiting the Founda- tions of Relativistic Physics : Festschrift in Honor of John Stachel, Boston Studies in the Philosophy and History of Science, Dordrecht: Kluwer Academic Publishers, p. 451-478, 2003. halshs-00189410 HAL Id: halshs-00189410 https://halshs.archives-ouvertes.fr/halshs-00189410 Submitted on 20 Nov 2007 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. « The concept of quantum state: new views on old phenomena », in Ashtekar, Abhay, Cohen, Robert S., Howard, Don, Renn, Jürgen, Sarkar, Sahotra & Shimony, Abner (eds.), Revisiting the Foundations of Relativistic Physics : Festschrift in Honor of John Stachel, Boston Studies in the Philosophy and History of Science, Dordrecht: Kluwer Academic Publishers, 451-478. , 2003 The concept of quantum state : new views on old phenomena par Michel PATY* ABSTRACT. Recent developments in the area of the knowledge of quantum systems have led to consider as physical facts statements that appeared formerly to be more related to interpretation, with free options. -
Light and Matter Diffraction from the Unified Viewpoint of Feynman's
European J of Physics Education Volume 8 Issue 2 1309-7202 Arlego & Fanaro Light and Matter Diffraction from the Unified Viewpoint of Feynman’s Sum of All Paths Marcelo Arlego* Maria de los Angeles Fanaro** Universidad Nacional del Centro de la Provincia de Buenos Aires CONICET, Argentine *[email protected] **[email protected] (Received: 05.04.2018, Accepted: 22.05.2017) Abstract In this work, we present a pedagogical strategy to describe the diffraction phenomenon based on a didactic adaptation of the Feynman’s path integrals method, which uses only high school mathematics. The advantage of our approach is that it allows to describe the diffraction in a fully quantum context, where superposition and probabilistic aspects emerge naturally. Our method is based on a time-independent formulation, which allows modelling the phenomenon in geometric terms and trajectories in real space, which is an advantage from the didactic point of view. A distinctive aspect of our work is the description of the series of transformations and didactic transpositions of the fundamental equations that give rise to a common quantum framework for light and matter. This is something that is usually masked by the common use, and that to our knowledge has not been emphasized enough in a unified way. Finally, the role of the superposition of non-classical paths and their didactic potential are briefly mentioned. Keywords: quantum mechanics, light and matter diffraction, Feynman’s Sum of all Paths, high education INTRODUCTION This work promotes the teaching of quantum mechanics at the basic level of secondary school, where the students have not the necessary mathematics to deal with canonical models that uses Schrodinger equation. -
Origin of Probability in Quantum Mechanics and the Physical Interpretation of the Wave Function
Origin of Probability in Quantum Mechanics and the Physical Interpretation of the Wave Function Shuming Wen ( [email protected] ) Faculty of Land and Resources Engineering, Kunming University of Science and Technology. Research Article Keywords: probability origin, wave-function collapse, uncertainty principle, quantum tunnelling, double-slit and single-slit experiments Posted Date: November 16th, 2020 DOI: https://doi.org/10.21203/rs.3.rs-95171/v2 License: This work is licensed under a Creative Commons Attribution 4.0 International License. Read Full License Origin of Probability in Quantum Mechanics and the Physical Interpretation of the Wave Function Shuming Wen Faculty of Land and Resources Engineering, Kunming University of Science and Technology, Kunming 650093 Abstract The theoretical calculation of quantum mechanics has been accurately verified by experiments, but Copenhagen interpretation with probability is still controversial. To find the source of the probability, we revised the definition of the energy quantum and reconstructed the wave function of the physical particle. Here, we found that the energy quantum ê is 6.62606896 ×10-34J instead of hν as proposed by Planck. Additionally, the value of the quality quantum ô is 7.372496 × 10-51 kg. This discontinuity of energy leads to a periodic non-uniform spatial distribution of the particles that transmit energy. A quantum objective system (QOS) consists of many physical particles whose wave function is the superposition of the wave functions of all physical particles. The probability of quantum mechanics originates from the distribution rate of the particles in the QOS per unit volume at time t and near position r. Based on the revision of the energy quantum assumption and the origin of the probability, we proposed new certainty and uncertainty relationships, explained the physical mechanism of wave-function collapse and the quantum tunnelling effect, derived the quantum theoretical expression of double-slit and single-slit experiments. -
Quantum Noise in Quantum Optics: the Stochastic Schr\" Odinger
Quantum Noise in Quantum Optics: the Stochastic Schr¨odinger Equation Peter Zoller † and C. W. Gardiner ∗ † Institute for Theoretical Physics, University of Innsbruck, 6020 Innsbruck, Austria ∗ Department of Physics, Victoria University Wellington, New Zealand February 1, 2008 arXiv:quant-ph/9702030v1 12 Feb 1997 Abstract Lecture Notes for the Les Houches Summer School LXIII on Quantum Fluc- tuations in July 1995: “Quantum Noise in Quantum Optics: the Stochastic Schroedinger Equation” to appear in Elsevier Science Publishers B.V. 1997, edited by E. Giacobino and S. Reynaud. 0.1 Introduction Theoretical quantum optics studies “open systems,” i.e. systems coupled to an “environment” [1, 2, 3, 4]. In quantum optics this environment corresponds to the infinitely many modes of the electromagnetic field. The starting point of a description of quantum noise is a modeling in terms of quantum Markov processes [1]. From a physical point of view, a quantum Markovian description is an approximation where the environment is modeled as a heatbath with a short correlation time and weakly coupled to the system. In the system dynamics the coupling to a bath will introduce damping and fluctuations. The radiative modes of the heatbath also serve as input channels through which the system is driven, and as output channels which allow the continuous observation of the radiated fields. Examples of quantum optical systems are resonance fluorescence, where a radiatively damped atom is driven by laser light (input) and the properties of the emitted fluorescence light (output)are measured, and an optical cavity mode coupled to the outside radiation modes by a partially transmitting mirror.