It relies on the material learned in mechanics (Physics 311), modern physics (205, 241, 244, or 249) and, to a lesser extent, electricity and magnetism. This course assumes a good knowledge of multivariate calculus, which is used extensively in the course. Finally, the topic of quantum statistical mechanics is introduced and applied to simple quantum systems, such as metals and gases. The course then proceeds to statistical mechanics, which looks at thermodynamics from the point of view of the microscopic physics governing the particles that make up the thermodynamic system. That theory is then used to develop thermodynamics, describing work, heat, entropy, and related concepts. The course begins with an introduction to probability theory. A highlight of the course is understanding how the quantum nature of particles is often necessary for understanding the macroscopic behavior of collections of those particles. Physics 415 is an introduction to the physics of macroscopic collections of particles, classical and quantum. Physics majors: Physics 371 does not count towards physics degree requirements. A short term paper on a topic of the student’s choosing in the area of musical acoustics is due at the end of the term. In every lecture, a number of lecture demonstrations is presented. Other topics treated are physiology of hearing and the fundamental principles of room acoustics. The origin of formants in the sound spectrum is discussed. The physics of musical instruments is explained, including the mechanism by which steady tones are excited, enhanced, and propagated in the string, reed, brass, and percussion families, as well as the voice. Differences between tunings (just tuning, tempered, meantone) are studied. The physical basis of consonance is used to show the origin of the diatonic scale. The fundamental frequencies of strings and pipes and their overtone structure (partials) are treated quantitatively. The relationship between the physical stimulus (frequency, amplitude, sound pressure, Fourier components) and the perception of sound (pitch, loudness, timbre) are discussed. This course is intended primarily for undergraduate and graduate music students who wish to learn about the physical basis of sound and musical instruments.Įlementary physics principles are used to describe oscillating systems, waves, and wave propagation. Numerical solutions of coupled first order differential equations (Runge-Kutta integration) Vector analysis, coordinate transformations īasic vector calculus, the Laplacian, Stokes’s Theorem In addition, the class introduces and uses the following mathematics: Introduction to Lagrangian and Hamilton mechanics Introduction to the generalized-coordinates Origin and development of classical mechanics Ĭonservation laws and their relation to symmetry principles īasic orbit theory including planets and scattering For more information, see the Undergraduate Physics Majors Handbook. Physics Majors: this is core requirement for the Physics major. However, a statistical analysis of student outcomes in Physics 311 does not suggest that prior exposure to linear algebra and/or differential equations is necessary (or sufficient) to get a good grade in Physics 311. –Math 320! (the honors section of Math 320) is the equivalent of the combination of Math 319 and 340. –the combination of Math 319 and 340 is recommended for those planning to do graduate work –Math 320 is adequate for the rest of the undergraduate physics curriculum Students may find it helpful to have taken or be concurrently taking differential equations (Math 319), linear algebra (Math 340), or both (Math 320 or Math 320!): Knowledge of multivariate calculus at the level of Math 234 is required at the outset. It is a step up in mathematical sophistication from any 200-level physics course. This course is an intermediate undergraduate level course in classical mechanics. Students who take Physics 103, and then realize that they need a calculus-based physics course, may proceed into Physics 202 or 208 if they have taken (or placed out of) Math 217, 221, or 275. Physics 103 naturally leads into Physics 104. Students in the physical sciences and engineering should take a 200-level course, such as Physics 201, 207, or 247.Ī statistical survey of student success in Physics 103 indicates that students who have taken (or placed out of) both Math 112 and 113 do slightly better than those who have taken (or placed out of) either Math 112 or 113, and that both groups do substantially better than students who have taken (or placed out of) neither Math 112 nor 113. Recommended for students who do not need a calculus-level course. Graphical representations of data are emphasized. Note that more math is used in Physics 103 than in Chemistry 103. Math used in the course includes algebra, trigonometry, and vectors. Students are assumed to have no prior exposure to physics. Physics 103 is an introductory physics course.
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