Salma Alrasheed Fundamental University Physics
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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. -
Key Concepts for Future QIS Learners Workshop Output Published Online May 13, 2020
Key Concepts for Future QIS Learners Workshop output published online May 13, 2020 Background and Overview On behalf of the Interagency Working Group on Workforce, Industry and Infrastructure, under the NSTC Subcommittee on Quantum Information Science (QIS), the National Science Foundation invited 25 researchers and educators to come together to deliberate on defining a core set of key concepts for future QIS learners that could provide a starting point for further curricular and educator development activities. The deliberative group included university and industry researchers, secondary school and college educators, and representatives from educational and professional organizations. The workshop participants focused on identifying concepts that could, with additional supporting resources, help prepare secondary school students to engage with QIS and provide possible pathways for broader public engagement. This workshop report identifies a set of nine Key Concepts. Each Concept is introduced with a concise overall statement, followed by a few important fundamentals. Connections to current and future technologies are included, providing relevance and context. The first Key Concept defines the field as a whole. Concepts 2-6 introduce ideas that are necessary for building an understanding of quantum information science and its applications. Concepts 7-9 provide short explanations of critical areas of study within QIS: quantum computing, quantum communication and quantum sensing. The Key Concepts are not intended to be an introductory guide to quantum information science, but rather provide a framework for future expansion and adaptation for students at different levels in computer science, mathematics, physics, and chemistry courses. As such, it is expected that educators and other community stakeholders may not yet have a working knowledge of content covered in the Key Concepts. -
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 -
Capacitance and Dielectrics
Chapter 24 Capacitance and Dielectrics PowerPoint® Lectures for University Physics, Twelfth Edition – Hugh D. Young and Roger A. Freedman Lectures by James Pazun Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Goals for Chapter 24 • To consider capacitors and capacitance • To study the use of capacitors in series and capacitors in parallel • To determine the energy in a capacitor • To examine dielectrics and see how different dielectrics lead to differences in capacitance Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley How to Accomplish these goals: Read the chapter Study this PowerPoint Presentation Do the homework: 11, 13, 15, 39, 41, 45, 71 Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Introduction • When flash devices made the “big switch” from bulbs and flashcubes to early designs of electronic flash devices, you could use a camera and actually hear a high-pitched whine as the “flash charged up” for your next photo opportunity. • The person in the picture must have done something worthy of a picture. Just think of all those electrons moving on camera flash capacitors! Copyright © 2008 Pearson Education Inc., publishing as Pearson Addison-Wesley Keep charges apart and you get capacitance Any two charges insulated from each other form a capacitor. When we say that a capacitor has a charge Q or that charge Q is stored in the capacitor, we mean that the conductor at higher potential has charge +Q and at lower potential has charge –Q. When the capacitor is fully charged the potential difference across it is the same as the vab that charged it. -
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. -
Exercises in Classical Mechanics 1 Moments of Inertia 2 Half-Cylinder
Exercises in Classical Mechanics CUNY GC, Prof. D. Garanin No.1 Solution ||||||||||||||||||||||||||||||||||||||||| 1 Moments of inertia (5 points) Calculate tensors of inertia with respect to the principal axes of the following bodies: a) Hollow sphere of mass M and radius R: b) Cone of the height h and radius of the base R; both with respect to the apex and to the center of mass. c) Body of a box shape with sides a; b; and c: Solution: a) By symmetry for the sphere I®¯ = I±®¯: (1) One can ¯nd I easily noticing that for the hollow sphere is 1 1 X ³ ´ I = (I + I + I ) = m y2 + z2 + z2 + x2 + x2 + y2 3 xx yy zz 3 i i i i i i i i 2 X 2 X 2 = m r2 = R2 m = MR2: (2) 3 i i 3 i 3 i i b) and c): Standard solutions 2 Half-cylinder ϕ (10 points) Consider a half-cylinder of mass M and radius R on a horizontal plane. a) Find the position of its center of mass (CM) and the moment of inertia with respect to CM. b) Write down the Lagrange function in terms of the angle ' (see Fig.) c) Find the frequency of cylinder's oscillations in the linear regime, ' ¿ 1. Solution: (a) First we ¯nd the distance a between the CM and the geometrical center of the cylinder. With σ being the density for the cross-sectional surface, so that ¼R2 M = σ ; (3) 2 1 one obtains Z Z 2 2σ R p σ R q a = dx x R2 ¡ x2 = dy R2 ¡ y M 0 M 0 ¯ 2 ³ ´3=2¯R σ 2 2 ¯ σ 2 3 4 = ¡ R ¡ y ¯ = R = R: (4) M 3 0 M 3 3¼ The moment of inertia of the half-cylinder with respect to the geometrical center is the same as that of the cylinder, 1 I0 = MR2: (5) 2 The moment of inertia with respect to the CM I can be found from the relation I0 = I + Ma2 (6) that yields " µ ¶ # " # 1 4 2 1 32 I = I0 ¡ Ma2 = MR2 ¡ = MR2 1 ¡ ' 0:3199MR2: (7) 2 3¼ 2 (3¼)2 (b) The Lagrange function L is given by L('; '_ ) = T ('; '_ ) ¡ U('): (8) The potential energy U of the half-cylinder is due to the elevation of its CM resulting from the deviation of ' from zero. -
Rigid Body Dynamics: Student Misconceptions and Their Diagnosis1
Rigid Body Dynamics: Student Misconceptions and Their Diagnosis1 D. L. Evans2, Gary L. Gray3, Francesco Costanzo4, Phillip Cornwell5, Brian Self6 Introduction: As pointed out by a rich body of research literature, including the three video case studies, Lessons from Thin Air, Private Universe, and, particularly, Can We Believe Our Eyes?, students subjected to traditional instruction in math, science and engineering often do not adequately resolve the misconceptions that they either bring to a subject or develop while studying a subject. These misconceptions, sometimes referred to as alternative views or student views of basic concepts because they make sense to the student, block the establishment of connections between basic concepts, connections which are necessary for understanding the macroconceptions that build on the basics. That is, the misconceptions of basic phenomena hinder the learning of further material that relies on understanding these concepts. The literature on misconceptions includes the field of particle mechanics, but does not include rigid body mechanics. For example, it has been established7 "that … commonsense beliefs about motion and force are incompatible with Newtonian concepts in most respects…" It is also known that replacing these "commonsense beliefs" with concepts aligned with modern thinking on science is extremely difficult to accomplish8. But a proper approach to accomplishing this replacement must begin with understanding what the misconceptions are, progress to being able to diagnose them, and eventually, reach the point whereby instructional approaches are developed for addressing them. In high school, college and university physics, research has led to the development of an assessment instrument called the Force Concept Inventory9 (FCI) that is now available for measuring the success of instruction in breaking these student misconceptions. -
The Universe As a Laboratory: Fundamental Physics
The Universe as a Laboratory: Fundamental Physics The universe serves as an unparalleled laboratory for frontier physics, providing extreme conditions and unique opportunities to test theoretical models. Astronomical observations can yield invaluable information for physicists across the entire spectrum of the science, studying everything from the smallest constituents of mat- ter to the largest known structures. Astronomy is the principal player in the quest to uncover the full story about the origin, evolution and ultimate fate of the universe. The earliest “baby picture” of the universe is the map of the cosmic microwave background (CMB) radiation, predicted in 1948 and discovered in 1964. For years, physicists insisted that this radiation, seen coming from all directions in space, had to have irregularities in order for the universe as we know it to exist. These irregularities were not discovered until the COBE satellite mapped the radiation in 1992. Later, the WMAP satellite refined the measurement, allowing cosmologists to pinpoint the age of the universe at 13.7 billion years. Continued studies, including ground-based observations, seek to glean clues from the CMB about the basic nature of the universe and of its fundamental constituents. New telescopes and new technology promise to give astronomers better information about extremely distant objects—objects seen as they were in the early history of the universe. This, in turn, will provide valuable clues about how the first stars and galaxies developed and evolved into the objects we see in the universe today. The biggest mysteries in physics—and the biggest challenges for cosmologists—are the nature of dark matter and dark energy, which together constitute 95 percent of the universe. -
Students' Depictions of Quantum Mechanics
Students’ depictions of quantum mechanics: a contemporary review and some implications for research and teaching Johan Falk January 2007 Dissertation for the degree of Licentiate of Philosophy in Physics within the specialization Physics Education Research Uppsala University, 2007 Abstract This thesis presents a comprehensive review of research into students’ depic- tions of quantum mechanics. A taxonomy to describe and compare quantum mechanics education research is presented, and this taxonomy is used to highlight the foci of prior research. A brief history of quantum mechanics education research is also presented. Research implications of the review are discussed, and several areas for future research are proposed. In particular, this thesis highlights the need for investigations into what interpretations of quantum mechanics are employed in teaching, and that classical physics – in particular the classical particle model – appears to be a common theme in students’ inappropriate depictions of quantum mechanics. Two future research projects are presented in detail: one concerning inter- pretations of quantum mechanics, the other concerning students’ depictions of the quantum mechanical wave function. This thesis also discusses teaching implications of the review. This is done both through a discussion on how Paper 1 can be used as a resource for lecturers and through a number of teaching suggestions based on a merging of the contents of the review and personal teaching experience. List of papers and conference presentations Falk, J & Linder, C. (2005). Towards a concept inventory in quantum mechanics. Presentation at the Physics Education Research Conference, Salt Lake City, Utah, August 2005. Falk, J., Linder, C., & Lippmann Kung, R. (in review, 2007). -
Quantum Mechanics
Quantum Mechanics Richard Fitzpatrick Professor of Physics The University of Texas at Austin Contents 1 Introduction 5 1.1 Intendedaudience................................ 5 1.2 MajorSources .................................. 5 1.3 AimofCourse .................................. 6 1.4 OutlineofCourse ................................ 6 2 Probability Theory 7 2.1 Introduction ................................... 7 2.2 WhatisProbability?.............................. 7 2.3 CombiningProbabilities. ... 7 2.4 Mean,Variance,andStandardDeviation . ..... 9 2.5 ContinuousProbabilityDistributions. ........ 11 3 Wave-Particle Duality 13 3.1 Introduction ................................... 13 3.2 Wavefunctions.................................. 13 3.3 PlaneWaves ................................... 14 3.4 RepresentationofWavesviaComplexFunctions . ....... 15 3.5 ClassicalLightWaves ............................. 18 3.6 PhotoelectricEffect ............................. 19 3.7 QuantumTheoryofLight. .. .. .. .. .. .. .. .. .. .. .. .. .. 21 3.8 ClassicalInterferenceofLightWaves . ...... 21 3.9 QuantumInterferenceofLight . 22 3.10 ClassicalParticles . .. .. .. .. .. .. .. .. .. .. .. .. .. .. 25 3.11 QuantumParticles............................... 25 3.12 WavePackets .................................. 26 2 QUANTUM MECHANICS 3.13 EvolutionofWavePackets . 29 3.14 Heisenberg’sUncertaintyPrinciple . ........ 32 3.15 Schr¨odinger’sEquation . 35 3.16 CollapseoftheWaveFunction . 36 4 Fundamentals of Quantum Mechanics 39 4.1 Introduction .................................. -
PHYSICS 360 Quantum Mechanics
PHYSICS 360 Quantum Mechanics Prof. Norbert Neumeister Department of Physics and Astronomy Purdue University Spring 2020 http://www.physics.purdue.edu/phys360 Course Format • Lectures: – Time: Monday, Wednesday 9:00 – 10:15 – Lecture Room: PHYS 331 – Instructor: Prof. N. Neumeister – Office hours: Tuesday 2:00 – 3:00 PM (or by appointment) – Office: PHYS 372 – Phone: 49-45198 – Email: [email protected] (please use subject: PHYS 360) • Grader: – Name: Guangjie Li – Office: PHYS 6A – Phone: 571-315-3392 – Email: [email protected] – Office hours: Monday: 1:30 pm – 3:30 pm, Friday: 1:00 pm – 3:00 pm Purdue University, Physics 360 1 Textbook The textbook is: Introduction to Quantum Mechanics, David J. Griffiths and Darrell F. Schroeter, 3rd edition We will follow the textbook quite closely, and you are strongly encouraged to get a copy. Additional references: • R.P. Feynman, R.b. Leighton and M. Sands: The Feynman Lectures on Physics, Vol. III • B.H. brandsen and C.J. Joachain: Introduction To Quantum Mechanics • S. Gasiorowicz: Quantum Physics • R. Shankar: Principles Of Quantum Mechanics, 2nd edition • C. Cohen-Tannoudji, B. Diu and F. Laloë: Quantum Mechanics, Vol. 1 and 2 • P.A.M. Dirac: The Principles Of Quantum Mechanics • E. Merzbacher: Quantum Mechanics • A. Messiah: Quantum Mechanics, Vol. 1 and 2 • J.J. Sakurai: Modern Quantum Mechanics Purdue University, Physics 360 2 AA fewA (randomfew recommended but but but recommended) recommended) recommended) books books booksBooks B. H. Bransden and C. J. Joachain, Quantum Mechanics, (2nd B. H. H.B. H. Bransden Bransden Bransden and andand C. C. C. J. J.