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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.
Last offered: Winter 2017 | UG Reqs: WAY-SMA

PHYSICS 100: Introduction to Observational Astrophysics

Designed for undergraduate physics majors but open to all students with a calculus-based physics background and some laboratory and coding experience. Students make and analyze observations using the telescopes at the Stanford Student Observatory. Topics covered include navigating the night sky, the physics of stars and galaxies, telescope instrumentation and operation, imaging and spectroscopic techniques, quantitative error analysis, and effective scientific communication. The course concludes with an independent project where student teams propose and execute an observational astronomy project of their choosing, using techniques learned in class to gather and analyze their data, and presenting their findings in the forms of professional-style oral presentations and research papers. Enrollment by permission. To get a permission number please complete form: http://web.stanford.edu/~elva/physics100prelim.fb If you have not heard from us by the beginning of class, please come to the first class session.
Terms: Spr | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA

PHYSICS 105: Intermediate Physics Laboratory I: Analog Electronics

Analog electronics including Ohm's law, passive circuits and transistor and op amp circuits, emphasizing practical circuit design skills to prepare undergraduates for laboratory research. Short design project. Minimal use of math and physics, no electronics experience assumed beyond introductory physics. Prerequisite: PHYSICS 43 or PHYSICS 63.
Terms: Aut | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-AQR, WAY-SMA

PHYSICS 107: Intermediate Physics Laboratory II: Experimental Techniques and Data Analysis

Experiments on lasers, Gaussian optics, and atom-light interaction, with emphasis on data and error analysis techniques. Students describe a subset of experiments in scientific paper format. Prerequisites: completion of PHYSICS 40 or PHYSICS 60 series, and PHYSICS 70 and PHYSICS 105. Recommended pre- or corequisites: PHYSICS 120 and 130. WIM
Terms: Win | Units: 4 | UG Reqs: WAY-AQR, WAY-SMA

PHYSICS 108: Advanced Physics Laboratory: Project

Terms: Win, Spr | Units: 4 | UG Reqs: WAY-AQR, WAY-SMA

PHYSICS 110: Advanced Mechanics (PHYSICS 210)

Lagrangian and Hamiltonian mechanics. Principle of least action, Euler-Lagrange equations. Small oscillations and beyond. Symmetries, canonical transformations, Hamilton-Jacobi theory, action-angle variables. Introduction to classical field theory. Selected other topics, including nonlinear dynamical systems, attractors, chaotic motion. Undergraduates register for Physics 110 (4 units). Graduates register for Physics 210 (3 units). Prerequisites: MATH 131P or PHYSICS 111, and PHYSICS 112 or MATH elective 104 or higher. Recommended prerequisite: PHYSICS 130.
Terms: Aut | Units: 3-4 | UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA

PHYSICS 120: Intermediate Electricity and Magnetism I

Vector analysis. Electrostatic fields, including boundary-value problems and multipole expansion. Dielectrics, static and variable magnetic fields, magnetic materials. Maxwell's equations. Prerequisites: PHYSICS 43 or PHYS 63; MATH 52 and MATH 53. Pre- or corequisite: PHYS 111, MATH 131P or MATH 173. Recommended corequisite: PHYS 112.
Terms: Win | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA

PHYSICS 130: Quantum Mechanics I

The origins of quantum mechanics and wave mechanics. Schrödinger equation and solutions for one-dimensional systems. Commutation relations. Generalized uncertainty principle. Time-energy uncertainty principle. Separation of variables and solutions for three-dimensional systems; application to hydrogen atom. Spherically symmetric potentials and angular momentum eigenstates. Spin angular momentum. Addition of angular momentum. Prerequisites: PHYSICS 65 or PHYSICS 70 and PHYSICS 111 or MATH 131P or MATH 173. MATH 173 can be taken concurrently. Pre- or corequisites: PHYSICS 120.
Terms: Win | Units: 4 | UG Reqs: GER: DB-NatSci, WAY-FR, WAY-SMA

PSYC 54N: Genes, Memes and Behavior

Examines how natural selection operates to shape successful genes in the gene pool, how cultural selection operates to shape successful "memes" in the pool of cultural ideas, and how selection by consequences operates to shape successful behaviors in our repertoires. Topics include cases in which selection produces undesirable consequences (e.g. genetic mutations, cultural problems, and aberrant behaviors in children). Emphasis on understanding the role of modern natural science in complex behaviors and why study of human life from an interdisciplinary perspective is important.
Terms: Aut, Sum | Units: 3 | UG Reqs: WAY-SMA
Instructors: Hall, S. (PI)

PSYC 83: Addictions in our World: From Physiology to Human Behavior

Addiction is a powerful brain-based behavioral disorder that interferes with many lives. The National Survey on Drug Use and Health has estimated 21.5 million Americans aged 12 and older are classified as having a substance use disorder, an extraordinary 8.1% of the population. The field of mental health is advancing the understanding of this disorder through research, education, innovation and policy guidance. This class aims to help students better understand the struggles of addiction in our world by discussing many components involved in the disease including: physiology, psychology, treatment options, and the societal implications of addiction.nnStudents will engage in thought-provoking between psychology, neuroscience, and society. They will develop the knowledge-base and framework to critically evaluate the science behind addiction and how to apply this knowledge to address the addiction epidemic in our world. As technology advances, many new types of addiction are emerging, creating an additional urgent need to discuss the implications this burgeoning problem. This highly interactive seminar aims to engage the students in critical thinking didactics, activities and discussions that shape their understanding of the complexity inherent to the issues surrounding addiction, and increase the student¿s ability to more critically assimilate and interrogate information.
Terms: Aut, Spr | Units: 3 | UG Reqs: WAY-SI, WAY-SMA
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