Physical Systems is a two-quarter intermediate to advanced program in physics, mathematics, and philosophy of science, with theoretical and lab components. In Classical Mechanics, we studied equilibrium and conservation laws, Lagrangians, oscillations, and waves, including a little special and general relativity. In Thermal physics, we started with a statistical approach, learned to derive most fundamental thermodynamic quantities from the partition functions, and finished with heat transfer and engines. We applied energy conservation and the virial theorem to many mechanical and thermal cases, including Stellar Structure and Evolution. We surveyed modern physics and studied Quantum Mechanical wave functions in various wells, time dependent and independent SchrØ dinger's equation, derived eigenvalues, expectation values, and probabilities. We used integral, matrix, and bracket notation. In Electrodynamics, we studied static and dynamic electric and magnetic fields in vacuum, using Maxwell's equations in integral and differential form. Students also learned from each other's research tutorials, especially in fusion, nuclear magnetic resonance, thermal physics, and gravity waves (in preparation for a visit to LIGO, Rattlesnake Mountain Observatory, and the Pacific Northwest National Laboratory).
In parallel, we learned techniques for solving Differential Equations, with emphases on separation of variables, guessing, and integration factors for homogeneous and nonhomogeneous first- and second-order equations, with application of initial and boundary conditions. We compared oscillating, exponential, and transient solutions – analytically, physically, computationally, and graphically - using real and complex notations. We studied techniques for testing for and solving exact differential equations, in the context of conservative fields and potentials. We used Taylor Series to approximate small oscillations in potential wells. Challenging homework was due in all topics once or twice a week, and two open-book, take-home, time-limited exams were given each quarter.
In Seminar, we read classic investigations on scientific method and the development of scientific theories, and modern essays on distinctions between science and pseudoscience. In winter, we read several works investigating the meaning of quantum mechanics, from Bohr and Heisenberg's original works to Frayn and Barad's modern investigations. Thoughtful discussions and carefully written papers were expected most weeks.
Group learning was an essential requirement for participants in this program. In-class workshops, facilitated both by the professor and by teams of students, assigned group work, problem-solving sessions, and seminars provided opportunities to develop collaborative skills. Students were expected to work at the board, to contribute to good class dynamics, and to work through material individually and together. Especially in fall quarter, during the professor's several illnesses and injuries, students were required to take an unusually high level of responsibility in class.
Two major research projects were assigned each student, as a significant portion of their work and credit in this program. In pairs, students chose one theoretical topic and one piece of equipment to study. For theory projects, students were expected to do significant library research and reading, develop a careful annotated bibliography of reliable sources, and synthesize an original summary of the topic for use in class next quarter as a text. For equipment projects, students were expected to choose a local piece of advanced scientific equipment, learn its capabilities and basic physical principles of operation, become skilled operators of the equipment, and synthesize an original summary to guide class experiments next quarter. For each project, students were expected to write their formal report as a web page (after attending three web authoring workshops) and finally to make a clear formal presentation in the final week of Fall quarter. Students were to teach their material more formally in winter quarter, integrated with the class readings.
Physics Texts:
Classical Mechanics (Barger and Olsson, 2d Ed., 1995)
Multivariable Calculus, Linear Algebra, and Differential Equations (Stanley Grossman)
Stellar Interiors (Hanson and Kawaler, 1994) (Ch.1-2)
Universe (Kaufmann and Freedman, Fifth Ed., 1998) (Ch.18-23)
Thermal Physics (Kittel and Kroemer___)
Introduction to Electrodynamics (Griffiths___)
Introduction to Quantum Mechanics (Griffiths___)
Seminar texts:
Scientific English (Robert A. Day, 1995)
The Demon-Haunted World (Carl Sagan, 1996)
The Structure of Scientific Revolutions (Thomas S. Kuhn, 2d Ed., 1970)
What is this thing called Science? (A.F. Chalmers, 2d Ed., 1982)
Alice in Quantumland (Robert Gilmore, 1995)
Physics and Philosophy (Werner Heisenberg __)
Barad
Bohr
16 upper-division credits - physics