A.c. Melissinos Experiments In Modern Physics Pdf

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Thismodular course consists of experiments in modern and classical physics. Modules include laboratory instrumentation employing computers, modern physics, waves and optics, molecular physics, biophysics, and solid state physics.

As discussed in the University of Guelph Undergraduate Calendar, a 0.50 credit course carries an expectation of 10-12 student-effort hours per week, including time allocated to lectures, labs, and tutorials. Students enrolled in PHYS*3510 should ensure that they allocate hours to this course every week, as the workload is significant and can become overwhelming if left to the last minute.

When you find yourself unable to meet an in-course requirement because of illness or compassionate reasons please advise the course instructor (or designated person, such as a teaching assistant) in writing, with your name, id#, and e-mail contact. The grounds for Academic Consideration are detailed in the Undergraduate Calendar.

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When accommodations are needed, the student is required to first register with Student Accessibility Services (SAS). Documentation to substantiate the existence of a disability is required; however, interim accommodations may be possible while that process is underway.

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Please note: Whether or not a student intended to commit academic misconduct is not relevant for a finding of guilt. Hurried or careless submission of assignments does not excuse students from responsibility for verifying the academic integrity of their work before submitting it. Students who are in any doubt as to whether an action on their part could be construed as an academic offence should consult with a faculty member or faculty advisor.

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Please note: This is a preliminary web course description. The department reserves the right to change without notice any information in this description. An official course outline will be distributed in the first class of the semester and/or posted on Courselink.

The 43x series of advanced laboratories are intended to provide a bridge between introductory labs, which are mostly "canned," in the sense that there is a fixed sequence of activities and a fairly rigid analysis to perform, and the kind of "open-ended" research found in real experiments, where you don't really know what will happen or how you should interpret the results. The physics itself is also more complicated than in the intro labs, both in terms of the underlying phenomena and the operation and interpretation of the experimental apparatus.

In practice, the advanced labs focus much more on data analysis and interpretation. Basic data reduction is often done with a computer program. Data sets may be looked at in different ways, i.e., with different types of graphs, with fits to complex curves, and with extra attention paid to calibration steps. In some cases uncertainty calculations must be carried out to complete one's interpretation of the results.

Interpretation of experimental results is distinct from data analysis. To interpret the results means to construct a story to explain them within the framework of physical theory, and to note and describe trends, patterns and anomalies in the data. Interpretation also combines the physics of the phenomena being measured (e.g., nuclear magnetic resonance) with the physics of the apparatus (e.g., a pulsed NMR spectrometer that includes a strong magnet, an RF source, and a pulse generator).

"Online lab" - what does that even mean? When you think of a "lab" course, you think of a class in which you gather with your partners around a lab bench to manipulate apparatus. It is a hands-on activity that gives you the experience of learning to turn knobs, connect wires, and fiddle with oscilloscopes and the like. This kind of experience is the foundation of all "in-person" lab courses. Learning of essential skills and a direct encounter with the phenomena are to be found in such courses, and this part of a "lab" course cannot be replaced by purely online tools.

You may wonder, with the loss of such practical hands-on experience, how any online course could call itself a "lab." This loss is real and should not be downplayed. However, in actual experimental research, hardware manipulation and direct data collection usually forms only a small part of an experimental project. Indeed, if one conducts experiments at certain large facilities, such as a telescope or particle accelerator, one may never set foot in the lab itself, since the apparatus may be inaccessible (orbiting around the earth or in a desert in Australia), or it may be too specialized and delicate to allow anyone other than trained technicians to operate it (such as a synchrotron beamline at Brookhaven National Laboratory). Even when you have all of the apparatus to yourself in a single room, most of your time and effort will not be on taking data. Instead, you spend your days (and sometimes nights) staring at your data, writing code, making graphs, deriving formulas, checking units, staring at your data, talking to your colleagues, reading the literature, staring at your data, and finally writing your paper.

Thus, the "online" course will concentrate on these aspects. The "experiment operation" part will be presented in video form, and the videos will mainly deal with how the apparatus is assembled and used, and what the experiment looks like when it is running properly. Data sets will be recorded in a form that most closely matches what you would do yourself were you to be in the lab room; these may be handwritten tables and notes, digital files produced by data collection software, or photographs of oscilloscope traces. After that, you will carry out the rest of the experimental investigation in the same manner that you would in the normal "in-person" version of the class.

Because of the loss of the experiential part of the lab, more emphasis will be placed on other aspects of experimental work than in the in-person course: you will be asked to read more deeply into how apparatus works, to learn to apply modern computational methods to data analysis, to work with your partners to complete group work, and to write about your experiment - interpret it, critique it, explain it.

Every person is welcome in this course. Instances of discrimination (e.g., shunning, belittling, bullying, harassment) for any reason (e.g., ethnicity, religion, sexual orientation, gender identity, different-ability, or political beliefs) will incur thorough investigation and possible sanction through University approved processes. If you believe you have been subject to such discrimination, please contact the instructor directly, or see University Policies for information on how to contact University officials.

The lab will consist of five experiment cycles of two weeks duration each. Although there are some common themes throughout the experiments in the Atomic Physics Laboratory, each experiment is independent of the others; in other words, a later experiment does not depend directly on an earlier experiment. However, the experiments will start with those that are "easier" and end with some that are "harder." How easy or hard an experiment will seem depends on your own level of background preparation and concurrent study of the related theory. The underlying physics draws on electronics, thermal physics, basic quantum mechanics and E&M. Recommended readings from textbook sections will be posted along with the instructions for each experiment, and you will be expected to draw on that content in your analysis and interpretation.

The experiments will duplicate some foundational discoveries in atomic physics. All are associated with Nobel-Prize winning research, and the techniques used in them continue to be used in current research. This means that each experiment will give only a brief introduction to a deep, rich and complex sub-field; indeed, one could easily spend 10 weeks on any one of the experiments and its related phenomena.

For each experiment you will: meet with your lab partners, watch the videos that show the experiment, read the literature associated with it, study the data sets provided and manipulate them to derive results, perform computational tasks with Python to make graphs, fit curves, and calculate various quantities, collect you work in a group document, and reflect on the experiment and write a brief (2 page) report. The details follow:

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