Advanced theoretical physics
#### Prerequisites
* Foundations of Physics 3A (PHYS3621) AND (Theoretical Physics 3 (PHYS3661) OR (Mathematical Physics II (MATH2071) AND Special Relativity and Electromagnetism II (MATH2657))).
#### Corequisites
* Advanced Quantum Theory IV (MATH4061) if Theoretical Physics 3 (PHYS3661) has not been taken.
#### Excluded Combination of Modules
* None.
#### Aims
* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.
* It builds on the Level 3 modules Foundations of Physics 3A (PHYS3621) and Theoretical Physics 3 (PHYS3661) and provides a working knowledge of non-relativistic quantum mechanical problems at an advanced level appropriate to Level 4 physics students.
#### Content
* The syllabus contains:
* Revision of electronic structure and Bloch's theorem, many-body Schrodinger equation, Hartree and Hartree-Fock theories, density functional theory, electron exchange and correlation, modern methods of electronic structure calculation. Phonons in three dimensions, beyond the harmonic approximation. Elementary excitations in solids. Superconductivity: historical overview, Meissner effect, Cooper pairs, the superconducting phase transition, supercurrents, the London and Ginzburg-Landau theories, Josephson effects, BCS theory of superconductivity.
* Quantization of light, creation and annihilation operators, Hamiltonian of the field, number states, coherent states, squeezed states, photon bunching and anti-bunching, density operator, pure states, mixed states, entangled states, decoherence, EPR experiments, applications (quantum cryptography, quantum computing, other applications).
#### Learning Outcomes
Subject-specific Knowledge:
* Having studied this module students will understand some of the modern theories of electronic structure and vibrational properties of materials including superconductivity.
* They will understand the quantum nature of light.
* They will understand the concepts of entangled states and mixed states and their relevance in experiments.
Subject-specific Skills:
* In addition to the acqusition of subject knowledge, students will be able to apply knowledge of specialist topics in physics to the solution of advanced problems.
* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.
Key Skills:
#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module
* Teaching will be by lectures and workshops.
* The lectures provide the means to give a concise, focused presentation of the subject matter of the module.
* The lecture material will be explicitly linked to the contents of recommended textbooks for the module, thus making clear where students can begin private study.
* When appropriate, lectures will also be supported by the distribution of written material, or by information and relevant links online.
* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.
* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at mutually convenient times.
* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises.
* The open-book examination will provide the means for students to demonstrate the acqusition of subject knowledge and the development of their problem- solving skills.
* The problem exercises provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.
More information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS4141
Presential
FALSE
Advanced theoretical physics
Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or HaDEA. Neither the European Union nor the granting authority can be held responsible for them. The statements made herein do not necessarily have the consent or agreement of the ASTRAIOS Consortium. These represent the opinion and findings of the author(s).
