A course on electromagnetism, starting from the Maxwell equations and describing their application to electrostatics, magnetostatics, induction, light and radiation. The course also covers the relativistic form of the equations and electromagnetism in materials.
An introduction to the quantum Hall effect. The first half uses only quantum mechanicsand is at a levelsuitable for undergraduates. The second half covers more advanced field theoretic techniques of Chern-Simonsand conformal field theories.
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An introduction to fluid mechanics, aimed at undergraduates. The course covers the basic flows arising from the Euler and Navier-Stokes equations, including discussions of waves, stability, and turbulence.
An introduction to statistical mechanics and thermodynamics,aimed at final year undergraduates. After developing the fundamentals of the subject, the course covers classical gases, quantum gases and phase transitions.
An introduction to general relativity, aimed atfirst year graduate students. It starts with a gentle introduction to geodesics in curvedspacetime. The course then describes the basics of differential geometry before turning tomore advanced topics in gravitation.
These notes provide an introduction to the fun bits of quantum field theory, in particular those topics relatedto topology and strong coupling. They are aimed at beginning graduate students and assumea familiarity with the path integral.
An elementary course on elementary particles. This is, by some margin, the least mathematically sophisticated of all my lecture notes, requiring little more than high school mathematics. The lectures provide a pop-science, but detailed, account of particle physics and quantum field theory. These lectures were given at the CERN summer school.
A course on particle physics that most definitely uses more than high school mathematics. The lectures describe the mathematical structure of the Standard Model, and explore features of the stong and weak forces. There are also sections on spontaneous symmetry breaking and anomalies.
An introduction to N=1 supersymmetry in d=3+1 dimensions, aimed at first year graduate students. The lectures describe how to construct supersymmetric actions before unpacking the details of their quantum dynamics and dualities.
This is an introductory course on Statistical Mechanics and Thermodynamics given to final year undergraduates. They were last updated in May 2012. Full lecture notes come in around 190 pages. Individual chapters and problem sets can also be found below.
The first 6 chapters were originally prepared in 1997-98, Chapter 7 wasadded in 1999, and Chapter 9 was added in 2004.A typeset version of Chapter 8 (on fault-tolerant quantum computation)is not yet available; nor are the figures for Chapter 7. Additional material isavailable in the form of handwritten notes.
The theory of quantum information and quantum computation. Overview ofclassical information theory, compression of quantum information, transmissionof quantum information through noisy channels, quantum entanglement, quantumcryptography. Overview of classical complexity theory, quantum complexity,efficient quantum algorithms, quantum error-correcting codes, fault-tolerantquantum computation, physical implementations of quantum computation.
Certainly it would be useful to have had a previous course on quantummechanics, though this may not be essential. It would also be useful to knowsomething about (classical) information theory, (classical)coding theory, and (classical) complexity theory, since a central goal ofthe course will be generalize these topics to apply to quantum information.But we will review this material when we get to it, so you don't need to worryif you haven't seen it before. In the discussion of quantum coding, we will usesome rudimentary group theory.
In fact, quantum information -- information storedin the quantum state of a physical system -- has weird properties that contrastsharply with the familiar properties of "classical" information. Anda quantum computer -- a new type of machine that exploits the quantumproperties of information -- could perform certain types of calculations farmore efficiently than any foreseeable classical computer.
In this course, we will study the properties that distinguish quantuminformation from classical information. And we will see how these propertiescan be exploited in the design of quantum algorithms that solve certain problemsfaster than classical algorithms can.
A quantum computer will be much more vulnerable than a conventional digitalcomputer to the effects of noise and of imperfections in the machine.Unavoidable interactions of the device with its surroundings will damage thequantum information that it encodes, a process known as decoherence.Schemes must be developed to overcome this difficulty if quantum computers areever to become practical devices.
In this course, we will study quantum error-correcting codes that can beexploited to protect quantum information from decoherenceand other potential sources of error. And we will see how coding can enable aquantum computer to perform reliably despite the inevitable effects of noise.
You, like many students, may view college level physics as difficult. You, again like many students, may seem overwhelmed by new terms and equations. You may not have had extensive experience with problem-solving and may get lost when trying to apply information from your textbook and classes to an actual physics problem. We hope this pamphlet will help!
An overview of your course can help you organize your efforts and increase your efficiency. To understand and retain data or formulas, you should see the underlying principles and connecting themes. It is almost inevitable that you will sometimes forget a formula, and an understanding of the underlying principle can help you generate the formula for yourself.
When looking for relationships among topics, you may note that in many instances a specific problem is first analyzed in great detail. Then the setting of the problem is generalized into more abstract results. When such generalizations are made, you should refer back to the case that was previously cited and make sure that you understand how the general theory applies to the specific problem. Then see if you can think of other problems to which that general principle applies. Some suggestions for your physics reading:
You may now be like many students a novice problem solver. The goal of this section is to help you become an expert problem solver. Effective, expert problem solving involves answering five questions:
An important thing to remember in working physics problems is that by showing all of your work you can much more easily locate and correct mistakes. You will also find it easier to read the problems when you prepare for exams if you show all your work.
When you have completed a problem, you should be able, at some later time, to read the solution and to understand it without referring to the text. You should therefore write up the problem so as to include a description of what is wanted, the principle you have applied, and the steps you have taken. If, when you read your own answer to the problem, you come to a step that you do not understand, then you have either omitted a step that is necessary to the logical development of the solution, or you need to put down more extensive notes in your write-up to remind you of the reasons for each step.
It takes more time to write careful and complete solutions to homework problems. Writing down what you are doing and thinking slows you down, but more important it makes you behave more like an expert. You will be well paid back by the assurance that you are not overlooking essential information. These careful write-ups will provide excellent review material for exam preparation.
In 1947 Bob Feller, former Cleveland pitcher, threw a baseball across the plate at 98.6 mph or 44.1 m/s. For many years this was the fastest pitch ever measured. If Bob had thrown the pitch straight up, how high would it have gone?
Notice that the graph is fairly accurate: You can approximate the value of g as 10 m/s 2, so that the velocity decreases to zero in about 4.5 s. Therefore, even before you use your calculator, you have a good idea of about the value of t m.
Look over this problem and ask yourself if the answer makes sense. After all, throwing a ball almost 100 m in the air is basically impossible in practice, but Bob Feller did have a very fast fast ball pitch!
There is another matter: If this same problem had been given in a chapter dealing with conservation of energy, you should not solve it as outlined above. Instead, you should calculate what the initial and final kinetic energy KE and potential energy PE are in order to find the total energy. Here, the initial PE is zero, and the initial KE is m v o 2 / 2. The final PE is m g y m and the final KE is zero. Equate the initial KE to the final PE to see that the unknown mass m cancels from both sides of the equation. You can then solve for y m, and of course you will get the same answer as before but in a more sophisticated manner.
A one kilogram block rests on a plane inclined at 27 o to the horizontal. The coefficient of friction between the block and the plane is 0.19. Find the acceleration of the block down the plane.
The second principle is that the frictional force is proportional to the normal force (the component of the force on the block due to the plane that is perpendicular to the plane). The frictional force is along the plane and always opposes the motion. Since the block is initially at rest but will accelerate down the plane, the frictional force will be up along the plane. The coefficient of friction, which is used in this proportionality relation.
Note that in the vector diagram, the block has been replaced by a dot at the center of the vectors. The relevant forces are drawn in (all except the net force). Even the value assumed for the gravitational acceleration has been included. Some effort has been made to draw them to scale: The normal force is drawn equal in magnitude and opposite in direction to the component of the gravity force that is perpendicular to the plane. Also, the friction force has been drawn in parallel to the plane and opposing the motion; it has been drawn in smaller than the normal force. The angles of the normal and parallel forces have been carefully drawn in relation to the inclined plane. This sub-drawing has a title and labels, as all drawings should. 152ee80cbc
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