PHYSICS 16: The Origin and Development of the Cosmos
How did the present Universe come to be? The last few decades have seen remarkable progress in understanding this age-old question. Course will cover the history of the Universe from its earliest moments to the present day, and the physical laws that govern its evolution. The early Universe including inflation and the creation of matter and the elements. Recent discoveries in our understanding of the makeup of the cosmos, including dark matter and dark energy. Evolution of galaxies, clusters, and quasars, and the Universe as a whole. Implications of dark matter and dark energy for the future evolution of the cosmos. Intended to be accessible to non-science majors, material is explored quantitatively with problem sets using basic algebra and numerical estimates.
Terms: Win, Sum
| Units: 3
| UG Reqs: GER: DB-NatSci, WAY-SMA
PHYSICS 23: Electricity, Magnetism, and Optics
How are electric and magnetic fields generated by static and moving charges, and what are their applications? How is light related to electromagnetic waves? Students learn to represent and analyze electric and magnetic fields to understand electric circuits, motors, and generators. The wave nature of light is used to explain interference, diffraction, and polarization phenomena. Geometric optics is employed to understand how lenses and mirrors form images. These descriptions are combined to understand the workings and limitations of optical systems such as the eye, corrective vision, cameras, telescopes, and microscopes. Discussions based on the language of algebra and trigonometry. Physical understanding fostered by peer interaction and demonstrations in lecture, and interactive group problem solving in discussion sections. Prerequisite:
PHYSICS 21 or
PHYSICS 21S.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Linde, A. (PI)
;
Geslin, A. (SI)
;
Geslin, A. (TA)
...
more instructors for PHYSICS 23 »
Instructors:
Linde, A. (PI)
;
Geslin, A. (SI)
;
Geslin, A. (TA)
;
Kountz, E. (TA)
;
Malia, B. (TA)
;
Yang, Z. (TA)
;
Zerger, C. (TA)
PHYSICS 24: Electricity, Magnetism, and Optics Laboratory
Guided hands-on exploration of concepts in electricity and magnetism, circuits and optics with an emphasis on student predictions, observations and explanations. Introduction to multimeters and oscilloscopes. Pre- or corequisite: PHYS 23.
Terms: Win
| Units: 1
Instructors:
Linde, A. (PI)
;
Banerjee, A. (TA)
;
Bornstein, A. (TA)
...
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Instructors:
Linde, A. (PI)
;
Banerjee, A. (TA)
;
Bornstein, A. (TA)
;
Chatterjee, E. (TA)
;
Chen, Y. (TA)
PHYSICS 41: Mechanics
How are motions of objects in the physical world determined by laws of physics? Students learn to describe the motion of objects (kinematics) and then understand why motions have the form they do (dynamics). Emphasis on how the important physical principles in mechanics, such as conservation of momentum and energy for translational and rotational motion, follow from just three laws of nature: Newton's laws of motion. Distinction made between fundamental laws of nature and empirical rules that are useful approximations for more complex physics. Problems drawn from examples of mechanics in everyday life. Skills developed in verifying that derived results satisfy criteria for correctness, such as dimensional consistency and expected behavior in limiting cases. Discussions based on language of mathematics, particularly vector representations and operations, and calculus. Physical understanding fostered by peer interaction and demonstrations in lecture, and discussion sections based on interactive group problem solving. Prerequisite: High school physics or concurrent enrollment in
PHYSICS 41A.
MATH 20 or
MATH 41 or
MATH 51 or
CME 100 or equivalent. Minimum corequisite:
MATH 21 or
MATH 42 or equivalent.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-SMA
Instructors:
Lee, Y. (PI)
;
Alpert, A. (TA)
;
BERGES, V. (TA)
;
Beigi, B. (TA)
;
Chi, H. (TA)
;
Feigelis, K. (TA)
;
Gannot, Y. (TA)
;
Garland, R. (TA)
;
Kwiatkowski, A. (TA)
;
Lee, K. (TA)
;
McCandlish, S. (TA)
;
Mina, R. (TA)
;
Mukhopadhaya, J. (TA)
;
Panagopoulos, G. (TA)
;
Raghavan, A. (TA)
;
Safdari, M. (TA)
;
Sakaguchi, D. (TA)
;
Sun, Y. (TA)
;
de Becdelievre, J. (TA)
PHYSICS 41A: Mechanics Concepts, Calculations, and Context
Additional assistance and applications for
PHYSICS 41. In-class problems in physics and engineering. Exercises in the concepts and calculations of vectors, translational and rotational velocity and acceleration, equations of motion for particles and rigid bodies, and principles of energy and linear/angular momentum. In-class participation required. Highly recommended for students with limited or no high school physics or calculus. Co-requisite:
PHYSICS 41.
Terms: Win
| Units: 1
Instructors:
Drell, P. (PI)
;
Wieman, C. (PI)
;
Cheung, A. (TA)
...
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Instructors:
Drell, P. (PI)
;
Wieman, C. (PI)
;
Cheung, A. (TA)
;
Jewell, M. (TA)
;
Ledbetter, K. (TA)
;
Sheffels, S. (TA)
;
Wandui, A. (TA)
PHYSICS 42: Classical Mechanics Laboratory
Hands-on exploration of concepts in classical mechanics: Newton's laws, conservation laws, rotational motion. Introduction to laboratory techniques, experimental equipment and data analysis. Pre- or corequisite:
PHYSICS 41
Terms: Win
| Units: 1
Instructors:
Manoharan, H. (PI)
;
Choudhary, D. (TA)
;
Kratz, P. (TA)
...
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Instructors:
Manoharan, H. (PI)
;
Choudhary, D. (TA)
;
Kratz, P. (TA)
;
Kumar, P. (TA)
;
Murli, D. (TA)
;
Wang, C. (TA)
PHYSICS 63: Electricity, Magnetism, and Waves
(Second in a three-part advanced freshman physics series:
PHYSICS 61,
PHYSICS 63,
PHYSICS 65.) This course covers the foundations of electricity and magnetism for students with a strong high school mathematics and physics background, who are contemplating a major in Physics or Engineering Physics, or are interested in a rigorous treatment of physics. Electricity, magnetism, and waves with some description of optics. Electrostatics and Gauss' law. Electric potential, electric field, conductors, image charges. Electric currents, DC circuits. Moving charges, magnetic field, Ampere's law. Solenoids, transformers, induction, AC circuits, resonance. Relativistic point of view for moving charges. Displacement current, Maxwell's equations. Electromagnetic waves, dielectrics. Diffraction, interference, refraction, reflection, polarization. Prerequisite:
PHYSICS 61 and
MATH 51. Pre- or corequisite:
MATH 52.
Terms: Win
| Units: 4
| UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA
PHYSICS 64: Electricity, Magnetism and Waves Laboratory
Introduction to multimeters, breadboards, function generators and oscilloscopes. Emphasis on student-developed design of experimental procedure and data analysis for topics covered in
PHYSICS 63: electricity, magnetism, circuits, and optics. Pre- or corequisite:
PHYSICS 63
Terms: Win
| Units: 1
PHYSICS 81N: Science on the Back of the Envelope
Understanding the complex world around us quantitatively, using order of magnitude estimates and dimensional analysis. Starting from a handful of fundamental constants of Nature, one can estimate complex quantities such as cosmological length and time scales, size of the atom, height of Mount Everest, speed of tsunami, energy density of fuels and climate effects. Through these examples students learn the art of deductive thinking, fundamental principles of science and the beautiful unity of nature.
Terms: Win
| Units: 3
Instructors:
Zhang, S. (PI)
PHYSICS 95Q: The Philosophies of Three Great Physicists
Richard Feynman has famously said, Philosophy of science is about as useful to scientists as ornithology is to birds. A closer look at key moments in the history of physics, however, reveals a different picture. Contrary to the misconception that philosophy has nothing to offer to science in general, and physics in particular, watershed moments in the development of physics were inspired and motivated by deeply held philosophical principles. Similarly, important developments in physics have generated important and difficult philosophical questions. In this sophomore seminar we will explore three significant moments in the development of physics surrounding the works of Newton, Einstein, and Bohr. We will analyze the relationship between the prevailing philosophical views they espoused and the physics they produced. How did Newton come to the view of absolute and fixed space and time? What led Einstein to reject the notion of a fixed space and time and propose a relativistic, and even dynamic space-time? What is Bohr's influential doctrine of complementary, and why did several generations of physicists believe it to be an adequate philosophical response to quantum mechanics? We will see that the relationship between philosophy and physics is more similar to the relationship between mathematics and physics where progress in one area is often preceded and followed by progress in the second.
Terms: Win
| Units: 3
| UG Reqs: WAY-SMA
Instructors:
Betre, K. (PI)
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