. "Other Physics Kas"@en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . "Physics of the space environment"@en . . "7.5" . "Charged Particle Motion, Plasma Waves, Geomagnetism, Solar Eruptions, Ring Current and Van Allen Belts, Substorms and Storms, Space Weather Impacts" . . "Hybrid"@en . "TRUE" . . "Physics"@en . . "5" . "Understand and apply the basic laws of geometrical optics, mechanics, oscillatory motion and waves, as well as electromagnetism. Understand mathematical methods and physical laws applied in geodesy and geoinformatics.\n Apply knowledge of mathematics and physics for the purpose of recognizing, formulating and solving of problems in the field of geodesy and geoinformatics.\n Exercise appropriate judgments on the basis of performed calculation processing and interpretation of data obtained by means of surveying and its results.\nTake responsibility for continuing academic development in the field of geodesy and geoinformatics, or related disciplines,and for the development of interest in lifelong learning and further professional education. 1. Derive and apply the equations of geometrical optics.\n2. Describe the motion by vectors of position, velocity and acceleration.\n3. Apply Newton's laws of motion.\n4. Describe the motion of the gyroscopes.\n5. Derive and apply the Kepler's laws.\n6. Derive the general expression for the gravitational potential energy and define the potential and equipotential surface.\n7. Describe and compare the simple and physical pendulum.\n8. Describe the harmonic waves.\n9. Describe the electric field, electric potential difference, and electric current; describe the magnetic field of a current loop.\n10. Describe the electromagnetic induction" . . "Presential"@en . "TRUE" . . "Evolution of physics"@en . . "2" . "Through qualitative recapitulation of mechanics and field theory, along with an introduction to relativity and quantum physics, the intention is \"... to sketch in broad outline the attempts of the human mind to find a connection between the world of ideas and the world of phenomena.\" (A. Einstein and L. Infeld), and illustrate paths of science \n Describe limits of classical mechanics.\nDescribe the foundations of field theory.\nDescribe the concepts of general relativity.\nDescribe the emergence of quantum physics." . . "Presential"@en . "FALSE" . . "Atmospheric physics"@en . . "6" . "The origin of the solar system and the earth’s atmosphere; the evolving atmospheric \r\ncomposition; the physical parameters determining conditions in the atmosphere (e.g. \r\ntemperature, pressure, and vorticity); the laws describing electromagnetic radiation; the \r\ninteraction between electromagnetic radiation and matter (absorption emission and \r\nscattering); atmospheric radiative transport; radiation balance, climate change;\r\natmospheric thermodynamics and hydrological cycle; aerosols and cloud physics; an \r\nintroduction into atmospheric dynamics (kinematics, circulation etc.).\n\nOutcome:\nAn adequate understanding of the fundamentals of atmospheric physics. This \r\naddresses a) gaining an understanding the laws of physics, which determine the \r\nbehaviour of the earth system comprising the sun the atmosphere and earth surface, b) \r\nlearning the ability to apply the laws of physics to calculate parameters and forecast \r\nconditions in the atmosphere. This knowledge is required for subsequent advanced courses in the M.Sc. programmes. In later life, these learning outcomes are essential \r\nfor undertaking a) research in atmospheric, environmental and climate science Earth \r\nobservation and remote sensing form ground based ship, aircraft and space based\r\ninstrumentation, b) being employment in earth observation, earth science, \r\nmeteorology, industry, or governmental and space agencies." . . "Presential"@en . "TRUE" . . "Physics"@en . . "5" . "no data" . . "Presential"@en . "TRUE" . . "Atmospheric physics and modelling"@en . . "6" . "The course provides an in-depth analysis of atmospheric processes relevant for various applications of environmental engineering. In particular, the main topics covered include synoptic scale atmospheric dynamics at mid-latitudes, mesoscale phenomena in mountain areas and atmospheric boundary-layer processes. Large space is dedicated to the applications of these notions, with particular regard to the modelling tools for weather forecasting, air pollution simulations and the assessment of renewable energies." . . "Presential"@en . "TRUE" . . "Atmospheric physics and modelling"@en . . "6" . "The course provides an in-depth analysis of atmospheric processes relevant for various applications of environmental engineering. In particular, the main topics covered include synoptic scale atmospheric dynamics at mid-latitudes, mesoscale phenomena in mountain areas and atmospheric boundary-layer processes. Large space is dedicated to the applications of these notions, with particular regard to the modelling tools for weather forecasting, air pollution simulations and the assessment of renewable energies." . . "Presential"@en . "TRUE" . . "Physics of positrons in solids and defects"@en . . "5" . "LEARNING OUTCOMES\nAfter the course, the student will be able\n\nto describe sources of positrons and the interactions between energetic positrons and matter\nto explain the positron-electron annihilation process by using fundamental laws of physics\nto explain the working principles of energy, time and angle-resolved gamma spectroscopy of positron annihilation processes\nto derive the relationships between fundamental annihilation parameters detected in experiments\nto analyze experimental data from the perspective of defects in solids\nto discuss the use of theoretical calculations of positron annihilation signals in identification of defects in solids\nto study the scientific literature on positron annihilation in detail\nCONTENT\nPhysics of positrons in solids. Defect spectroscopy with positron annihilation." . . "Presential"@en . "FALSE" . . "Physics of semiconductor devices"@en . . "5" . "LEARNING OUTCOMES\nAfter the course, the student will…\n\nUnderstand the significance of semiconductor devices in modern society;\nUnderstand the physical grounds of the operation of semiconductor devices: Understand the meaning of atomic bonds, crystal structure, crystal defects, energy bands, electrical defect states, charge carriers, charge carrier transport, optical properties, recombination, Fermi distribution, donors, acceptors, mobility, lifetime, drift and diffusion, and resistivity in semiconductor material.\nUnderstand the concepts of heterostructures, nanostructures and graphene in semiconductor devices;\nUnderstands and is able to explain the operational principle of semiconductor pn-diode;\nUnderstand the principle of Light-to-Electricity conversion and can explain the operational principles of photoconductors, photodiodes and solar cells;\nUnderstand the principle of Electricity-to- Light conversion and can explain the operational principles of scintillators, LEDs and Lasers;\nUnderstand the principle of transistors and can explain the operational principles of bipolar transistor and MOSFET;\nUnderstand the principles of semiconductor processing;\nCONTENT\n1. Physics behind the operation of semiconductor devices,\n\n2. Operational principles of various semiconductor devices." . . "Presential"@en . "FALSE" . . "Introduction to the physics of neutrinos"@en . . "5" . "LEARNING OUTCOMES\n \n\nCONTENT\nNeutrinos in the Standard Model, neutrino mass terms (Dirac and Majorana, seesaw mechanism), neutrino mixing, oscillations of neutrinos in vacuum, neutrinos in matter (oscillations in matter with constant density and adiabatic conversion)." . . "Presential"@en . "FALSE" . . "Numerical space physics"@en . . "5" . "LEARNING OUTCOMES\nYou will learn about the various simulation methods that are used in space physics, why they are used and how they are used, and what their strengths and weaknesses are.\n\nYou will learn hands-on what running a simulation entails and how the data can be analysed.\n\nYou will understand the principles behind the numerical methods of the simulations, in particular magnetohydrodynamics.\n\nYou will be able to study space physics problems using advanced numerical simulations.\n\nCONTENT\nThe course consists of three thematic packages.\n\nTo begin with, the role of simulation methods in space physics is reviewed in which the how, what and why of simulations are presented on a general level. More focused topics such as methods for visualisation and analysis of simulation data are also discussed.\nThe second theme focuses on individual algorithms, in particular the numerical methods of hyperbolic conservation laws, magnetohydrodynamics, and PIC simulations.\nA major part of the course is the final hands-on project assignment in which the students individually apply a simulation method to study a particular problem in space physics." . . "Presential"@en . "FALSE" . . "Solid state physics"@en . . "5" . "LEARNING OUTCOMES OF THE COURSE UNIT\n\nThe student is able to:\n- explain the behavior of an electron in a potential well and a potential barrier,\n- describe the basic nanostructures and their applications (quantum wells, wires, dots, a single light emitting diode, a single photon detector),\n- describe the basic properties of atoms,\n- describe the crystal structure of solids and explain the formation of energy bands,\n- describe the drift and diffusion in solids,\n- compute the mobility of charge carriers from the experimental data,\n- compute the lifetime of minority carriers and the diffusion length of minority carriers from the experimental data,\n- apply the continuity equation and Poisson's equation,\n- describe the basic types of generation and recombination processes in semiconductors,\n- describe the formation and properties of a PN junction,\n- describe a LED and a solar cell.\n.\nCOURSE CURRICULUM\n\n1) Basic concepts of quantum and atomic physics. Particles and waves, photoelectric effect, Compton effect, de Broglie waves.\n2) Schrödinger equation, Heisenberg uncertainty principle, potential wells and barriers, energy quantization, electron traps.\n3) Atoms. Hydrogen atom, Bohr theory of hydrogen atom, quantum numbers, some properties of atoms, Pauli exclusion principle, periodic table of elements.\n4) Structure of solids. Electrical properties of solids, crystalline solids, crystalline bonds, crystal lattice, crystal systems, Miller indexes.\n5) Crystal lattice defects, lattice vibrations, fonons.\n6) Band theory of solids. Free electron, quantum mechanical theory of solids, formation of energy bands, effective mass.\n7) Distribution function, density of states, charge carrier concentration, Fermi level, insulators, metals, semiconductors, intrinsic and doped semiconductors.\n8) Transport phenomena in semiconductors. Thermal and drift movement, Boltzmann transport equation, electrical conductivity, Ohm's law in differential and integral form, mobility, relaxation time, scattering mechanisms.\n9) Hall effect, thermoelectric effect, Peltier effect, influence of external fields on electrical conductivity, diffusion.\n10) Semiconductor in non-equilibrium state. Minority carrier lifetime, continuity equation, ambipolar mobility, diffusion length, Poisson's equation.\n11) Generation and recombination of carriers, recombination centers, traps, photoelectric properties.\n12) Inhomogeneous semiconductor systems. Homogeneous and heterogeneous PN junctions, capacity, VA characteristic, PN junction breakdowns.\n13) Semiconductor sources and detectors of radiation. Radiative and nonradiative recombination, mechanisms of radiation excitation, LED, solar cell.\nAIMS\n\nThe objective is to provide students with knowledge of selected electrical and optical properties of solids, including examples of a wide range of interesting applications. Practical knowledge will be verified in the laboratory exercises." . . "Presential"@en . "FALSE" . . "Physics and astronomy student colloquium"@en . . "5" . "Description of qualifications\nTo teach the student to communicate Scientific Research\nContents\nThe course starts with 2 times 45 min introduction (February and September) where the purpose of the course is presented, and lectures on how to give a good presentation are given. At the same time, the schedule for the students' own colloquia is agreed upon.\nEach student chooses a subject from physics or astronomy, for example inspired by a recent scientific paper published in a major journal. A supervisor is chosen to help the student with the scientific content of the colloquium. The student then acquaints herself with relevant literature and prepares a 45 min talk on the subject, based on a power point presentation. The talk addresses an audience which has passed the second year of the bachelor study in physics. The student prepares an abstract to announce her colloquium. Approximately one week before the colloquium, the student gives a test colloquium to the supervisor and the person responsible for this course. At the colloquium, please, bring a USB-stick with the final version of the power point presentation as a back-up. The student gives her/his presentation to the audience, and answers any questions.\nThe student participates in five other student colloquia during the same semester." . . "no data"@en . "TRUE" . . "General physics I"@en . . "12" . "At the end of the course the student must be familiar with the vector formalism, have fully understood the laws of Newton's mechanics and the first principle of thermodynamics, know how to apply these laws to the solution of problems involving the dynamics of systems composed by objects with ideal physical properties." . . "Presential"@en . "TRUE" . . "Paleomagnetism"@en . . "7.5" . "Course goals\n\n To understand the role of the Earth's ancient magnetic field as recorded in rocks in a wide range of Earth scientific disciplines. Examples include geodynamics & plate tectonics, time scales, geomagnetic variations and behaviour of the geodynamo through geological time, and application to (paleo) environmental magnetism and climate proxies.\nContent\nThe paleomagnetism course deals with the integrated geophysical (geomagnetism, intensity of magnetic field), geochemical (rock magnetism, environmental magnetism), and geological (magnetostratigraphy and tectonic rotations) fundamentals of magnetism in Earth Sciences. Application of these techniques will be explained through practical assignments, hands-on exercises and data analyses.\n \nGeophysical aspects: geomagnetic variations at all time scales. from secular variation, tiny wiggles and excursions of the field, to reversals (including magnetostratigraphy), reversal frequency, Superchrons and paleointensity reconstructions. At short time scales (100-5000 years), geomagnetic variations typically reflect core processes. Variations at longer time scales, however, must reflect mantle and core/mantle boundary processes. Hence, what do these variations tell us about processes in the internal, deep Earth?\n \nGeochemical aspects: the magnetic carriers in rocks. How and why do rocks record the geomagnetic field? We discuss magnetism at the atomic level and link it to macroscopic properties of mineral and rock magnetism. We explain why the natural remanent magnetisation (NRM) can be geologically stable - i.e. for tens of billions of years, and how to extract this information from rock samples. This involves both laboratory and field tests, and we discuss how rocks acquire their NRM.\n \nGeological aspects: stratigraphic and geodynamic applications: There are applications of paleomagnetism and rock magnetism in a wide range of earths scientific disciplines. Time Scales: the role of accurate dating is crucial in Earth Sciences, and, here, magnetostratigraphy forms a powerful part of the dating toolbox. It can be used in combination with other dating methods, of which astrochronology is the one providing the highest accuracy and precision. Applications of time scales have a wide range: from determining changes in (paleo)environment and (paleo)climate (and the corresponding influence on mineral magnetic changes in sediments) to dating tectonic phases and climate change, and their respective impacts on the geological archive. Geodynamic applications, from the scale of continents to regional studies: block rotations and crustal movement, paleomagnetic poles and apparent polar wander (APWP), hotspot versus paleomagnetic reference frames. In some case studies, there will be emphasis on the recognition of tectonic versus climatic processes in the development of sedimentary basins." . . "Presential"@en . "TRUE" . . "Physics and engineering"@en . . "6" . "Obligatory base module 1 \nLearning outcomes\nUpon completion of this course, the student should be able to:\n1. Express the basic principles of the physical concept of the Nature (such as atomistic principle, energetic minimum, absolute speed, Pauli exclusion principle, wave-particle dualism, uncertainty principle), and refer to their exertion;\n2. Possess the knowledge considering the mathematical background and calculus necessary for the description of physical processes (e.g., graphical representations, differentiation and integration, application of complex numbers), and recognize the main attributes and occurrence conditions of main functions present in physics (e.g., linear, power, exponent, harmonic);\n3. Know the physical quantities describing the most important natural phenomena and properties including their abbreviations and measuring units; recognize the reasonable order of magnitude of physical quantities.\n4. Use the vocabulary introduced at the lectures to explain the basic principles of some high-tech devices applying physical terminology in a correct way;\n5. Solve the physical problems within the limits of example exercises available via the web support of the course.\nBrief description of content\nThe course is targeted to the quick and efficient introduction of the main principles of the current physics (matter and field, fermions and bosons, absolute speed, energy minimum, etc.), whereas the previous knowledge in physics is not required. In most important cases, the examples are illustrated considering the application of the mathematical methods in physics (differentiation, integration, complex numbers). The students also learn to explain the operating principles of selected technical devices applying physical terminology in a correct way." . . "Presential"@en . "TRUE" . . "advanced solid state physics - kul - see hyperlink below *"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "advanced soft and biomatter physics kul - see hyperlink below *"@en . . "6" . "no data" . . "Presential"@en . "FALSE" . . "condensed matter physics"@en . . "3" . "1. Basic phenomena and physical properties of semiconductor materials. Solid state band model. Doped semiconductors. 2. Description of the semiconductor in the state of thermodynamic equilibrium, concentration of electric charge carriers, Boltzmann relationship, balance of carrier concentration, electric neutrality equation. 3. Transport of carriers in a semiconductor. Charge carriers in the electric field. Conductivity. 4. Hall effect. 5. Non-equilibrium phenomena in a semiconductor. Generation, recombination and trapping processes. 6. Diffusion. 7. Principle of current flow. Equations of transport. 8. p-n connector. 9. Diodes. Photodiodes. Solar cells. Resistor. Transistor. Thermistor. 10. Metal-semiconductor contacts. Surface conditions. MIS and MOS structures. 11. Experimental methods of semiconductor characterization." . . "Presential"@en . "TRUE" . . "statistical physics"@en . . "5" . "Lectures 1. (4 h) Stochastic processes, Markov chains and Langevin equation. 2. (4 h) Entropy vs. information. Probability distribution of maximal entropy. 3. (4 h) Description of statistical systems. Evolution and equilibrium states. Liouville equation. Thermodynamic formalisms. 4. (4 h) Thermodynamics of gas systems: a) perfect gas b) nonideal gases (virial expansion, mean field theory) 5. (4 h) Thermodynamics of magnetic systems: a) paramagnetics and Curie law b) Ising model of nearest neighbours interaction c) phase transition in a Curie-Weis-Kac model 6. (2 h) Grand canonical ensemble and theory of phase transitions 7. (2 h) Quantum Statistical systems: a) formalism of statistical quantum mechanics, b) open systems and semigroup dynamics b) multilevel system: Bose-Einstein and Fermi-Dirac statistics 8. (6 h) Thermodynamics of quantum gases a) electron gas in metal, Fermi energy b) relativistic electron gas, stability of white dwarfs c) Bose-Einstein condensation, nonlinear Gross-Pitayevski equation d) photonic gas and thermal radiation e) phonons and crystals Exercises: 1. (2 h) Random variables and their properties. 2. (2 h) Stochastic matrices and Markov evolution. 3. (2 h) Combinatorics of quantum statistics. 4. (2 h) Evolution of a system of N harmonic oscillators. 5. (2 h) Gibbs distribution. Velocity distribution. Doppler broadening of line shapes. 6. (2 h) Virial expansions for thermodynamic parameters. 7. (2 h) Joule-Thompson process 8. (2 h) Correlation function in Ising model. 9. (2 h) Classical and quantum entropy and their properties. Klein inequality. 10. (4 h) Entanglement and quantum correlations. 11. (4 h) Thermal radiation. Planck distribution. Wien law. Stefan-Boltzmann law." . . "Presential"@en . "FALSE" . . "biophysics"@en . . "5" . "1. What is biophysics? 2. How big are molecules, what are special features of biological matter? 3. Energy in living systems. Thermodynamics and metabolism. Enzymes. 4. Flow of genetic information. DNA. Central Dogma of Molecular Biology. 5. Proteins, membranes and their structures. 6. Free energy in biology. Chemical equillibrium. 7. Propagation of signals along neurons. Ion channels. 8. Hormones, homeostasis, regulation, biocatalysis and drugs. 9. Oxygen pathways in human body. 10. Spectroscopies in biophysical research: Lambert-Bear Law, Jablonski diagram, absorption vs fluorescent spectroscopy, IR and Raman, NMR and EPR. 11. AFM, optical tweezers and single molecule nanomechanics. 12. Computer modeling of biomolecules I (fundamentals) 13. Computer modeling of biomolecules II (free energy, advanced methods) Exercises: A. Thermodynamics – basic concepts. Classical problems solutions. B. Protein structure (pdb, vmd, visualization software) – practical tutorial. C. Practical MD simulations: case studies, computer data analysis. D. Demonstration of AFM biophysical measurements (in the Lab)." . . "Presential"@en . "FALSE" . . "Foundations of physics"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Frontiers of physics"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Thermal physics and materials"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Condensed matter physics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Medical physics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Advanced statistical physics"@en . . "no data" . "Learning Outcomes:\r\nOn completion of this module students should:\r\n1. Have understood the meaning of the partition function and how to use it for calculation of thermodynamic properties of condensed matter systems;\r\n2. Have understood the concept of statistical ensemble;\r\n3. Be familiar with the concept of a phase transition and critical behaviour and be able to describe the signatures of a phase transition;\r\n4. Have understood the concept of fluctuations and describe their effect on thermodynamic quantities;\r\n5. Be able to describe the geometry and elasticity of a polymer chain;\r\n6. Be able to recognise the signatures of entropic forces and calculate their magnitude in molecular systems;\r\n7. Be able to do basic calculations using the lattice models in condensed matter;\r\n8. Be familiar with the ways of describing non-equilibrium processes in condensed matter and biophysics.\r\n\r\nIndicative Module Content:\r\n1. Phase transitions: Landau theory, critical fluctuations, scaling, renormalisation group method\r\n2. Lattice models: transfer matrix method, exact solution of the Ising model, mean field theory\r\n3. Polymers: statistics of an ideal chain, Gaussian chain, self-avoiding chain, worm-like chain\r\n4. Entropic forces at the nanoscale: depletion interactions, entropic springs, polymer chain elasticity\r\n5. Charged systems: Poisson-Boltzmann equation in planar, cylindrical and spherical geometry, charge binding, charge correlations, Wigner crystals, strong coupling theory\r\n6. Diffusion and Brownian motion: Langevin equation, Gaussian random walk, Levy flights.\r\n7. Non-equilibrium processes: Kramers problem, active particles" . . "Presential"@en . "FALSE" . . "Theoretical solid state physics"@en . . "10" . "no data" . . "Presential"@en . "TRUE" . . "semiconductor physics"@en . . "10" . "no data" . . "Presential"@en . "TRUE" . . "Proseminar: advances in the solid state physics"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "semiconductor physics"@en . . "10" . "no data" . . "Presential"@en . "FALSE" . . "Biomedical physics 1"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Biomedical physics 2"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Physics 1"@en . . "6" . "Discussing the basic concepts and laws governing the motion of\nbodies for models of material point and rigid solid: finding equations\nof motion, applying principles of dynamics to rectilinear and curvilin-\near motion in inertial and non-inertial systems. Comparing the New-\ntonian and relativistic physics. Discussing classical theory of gravi-\ntation and quantities describing the gravitational field. Presenting\nthe basic concepts and laws governing oscillatory and wave motion\nand phenomena characteristic for these movements. Discussing\nthe fundamentals of classical thermodynamics. Discussing electro-\nstatic interactions and the quantities describing this field." . . "Presential"@en . "TRUE" . . "Physics 2"@en . . "4" . "Discussing the basic concepts and laws governing electric current.\nIntroducing the concepts of magnetic field and the quantities de-\nscribing it and comparing with electrostatic and gravitational fields.\nDiscussing the electromagnetic field and its laws. Introducing the\nbasic concepts of optics. Discussing the corpuscular-wave dualism\nof radiation. Discussing the structure of atom including quantum\nconcepts. Introducing the concept of corpuscular-wave dualism of\nmatter. Discussing the principle of laser construction and features\nof laser light. Learning the fundamentals of solid state physics, in-\ntroducing a band model, discussing basic physical phenomena in\nsemiconductors. Discussing the structure of the atomic nuclei, phe-\nnomena and laws of radioactivity and reactions of heavy nuclei fis-\nsion and synthesis of light nuclei" . . "Presential"@en . "TRUE" . . "Advanced statistical physics"@en . . "6" . "Statistical physics of interacting gases (Gibbs' formulation of equilibrium state\nthermodynamics of interacting gases. Partition function. Mayer’s cluster expansion. Virial\nexpansion. Beth-Uhlenbeck approach to quantum gases. Equation of state of multicomponent\nplasma with applications to stars. Chemical equilibrium and Saha equation. Gravitational\nequilibrium of stars for different equations of state.) Statistical physics of quantized fields.\n(The method of quantized fields. Low-temperature behavior of Bose gas, Bose-Einstein\ncondensation. Low-lying excitations in Fermi systems. Fermi-liquid theory. Equation of state\nof degenerate matter, white dwarfs, and neutron stars. Weak equilibrium and change\nneutrality conditions. Gravitational equilibrium of white dwarfs and neutron stars.) Phase\ntransitions (Phase transitions in Van-der-Waals gas. Lattice models. Spontaneous\nmagnetization of a ferromagnet. Lattice gas and binary alloys. Ising model in the Bethe\napproximation. Critical exponents. Thermodynamic inequalities. Landau’s theory of second-\norder phase transitions. Crystallization of white dwarf matter. Phase transitions from hadronic\nto quark matter in neutron stars.) Renormalization group approach (Basic scalings. Simple\nexamples of renormalization. General formation of renormalization group equations.\nFluctuation-dissipation theorem. Linear response theory. Photon and neutrino interactions in\nthe stellar matter within the linear response theory.) Fluctuations (Thermodynamic\nfluctuations. Spatial correlations. Fluctuation analysis on the example of Brownian motion.\nStatistical physics of nuclear reaction in stars, pycnonuclear reactions in neutron stars.)" . . "Presential"@en . "FALSE" . . "Non-equilibrium statistical physics"@en . . "3" . "Basics of kinetic theory (Distribution function, detailed balance, Boltzmann kinetic equation.\nThe H-theorem, transition to hydrodynamics. Weakly inhomogeneous gases. Transport\ncoefficients: thermal conduction, shear, and bulk viscosity Onsager’s relations. Dynamical\nderivation of the BKE from Bogolyubov hierarchy. Radiative transport in stellar atmospheres\nas a kinetic process. Thermal conductivity and shear viscosity of stellar matter in the non-\ndegenerate regime.) Diffusion processes (Fokker-Planck equation. Diffusion of heavy\nparticles in a gas, ionization, and recombination. Stellar opacities in multi-component\nplasma.) Degenerate systems (Quantum liquids, quasiparticles, and their kinetics.\nApplications: sound attenuation in Fermi gases, transport in metals and liquid helium.\nApplications to white dwarfs: electrical conduction of electron gas in the degenerate regime.\nApplications to neutron stars: shear viscosity and thermal conductivity of neutron matter in\nthe degenerate regime from Fermi-liquid theory.) Advanced methods (Green’s functions\nmethods in kinetics, real-time contour formulation of the theory. Projection operator\nmethods, Kubo formula for transport coefficients Electron self-energy and Landau damping\nin white dwarf stars. Computation of transport coefficient of quark matter in neutron stars\nfrom Kubo formulas.)" . . "Presential"@en . "FALSE" . . "Neutrino physics"@en . . "3" . "A short history of neutrino physics: beta-decay, Pauli hypothesis, Fermi theory, discovery of\nneutrino in 1950s, discovery of muon neutrino. Neutrinos in the Standard Model, charge\ncurrent and neutral current processes. Dirac and Majorana neutrino. Neutrino interactions\nwith electrons, hadrons and nuclei. Detection of neutrinos. Neutrino mass, neutrino\noscillations, neutrino oscillation experiments. Neutrino oscillation parameters. Solar\nneutrinos, solar neutrino flux, pp neutrinos, CNO cycle. Deficit of solar neutrinos. MSW effect\nfor solar neutrinos. Supernovae neutrinos, diffuse neutrino spectrum, information from\nSN1987. Relic neutrinos as Big Bang remnants. Leptogenesis, measurement of CP violation\nin neutrino oscillations. Astrophysical sources of high-energy neutrinos. Neutrino telescopes,\nIceCub, km3net experiments." . . "Presential"@en . "FALSE" . . "Engineering physics"@en . . "3" . "Recollection of the basic principles and laws of the fields of physics being most important regarding\n the programme of this Faculty: mechanics - mass, momentum, moment of momentum, and energy\n conservation laws in translatory and rotary motion; field theory - gravity field, electrostatic field, magnetic field; thermodynamics - intensive quantities, perfect gas, gas processes, extensive quantities, first law of thermodynamics, thermodynamic cycles, second law of thermodynamics; hydrodynamics - continuity law, Bernoulli equation." . . "Presential"@en . "TRUE" . . "Physics of the sea"@en . . "6" . "In the first part of the course fundamental physical properties of the ocean will be introduced. The second part will be basic geophysical fluid dynamics, with the discussion of solutions to approximations relevant for the description of the ocean circulation and waves. In the laboratory sessions, hands on experiments will be presented to better visualise and understand the main topics of the course." . . "Presential"@en . "FALSE" . . "Electric circuits 1"@en . . "3" . "To be able to use fundamental laws of linear electric circuits to solve electric DC and AC circuits.\n Know how to analyse electric circuits containing independent and dependent sources using loop and nodal techniques.\n Know how to analyse electric circuits using additional techniques e.g. superposition, source\n transformation, Thevenin's and Norton's equivalent circuits. Course results:\n Ability to apply knowledge of mathematics, basic science, and engineering to solve problems\n encompassing electric circuits.\n Ability to identify and formulate a problem related to electric circuits.\n Ability to apply the fundamental laws of electric circuit to compute basic electric quantities (current, voltage, powers).\n Ability to select a simple electrical component or system to meet desired engineering needs.\n To get familiar with calculation of electric power and energy in DC and AC electric circuits.\n To be able to analyse first- and second order transient circuits.\n To understand variable-frequency performance of basic elements, resonant circuits and passive filters." . . "Presential"@en . "TRUE" . . "Space physics"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Space physics"@en . . "5" . "no data" . . "Presential"@en . "FALSE" . . "Capita selecta solid-state physics"@en . . "6" . "In the first lectures in the series, properties and applications of semiconductors are further\nstudied, along with research techniques for studying defects in semiconductors.\nThe remaining lectures cover diverse topics in contemporary solid state research at Ghent\nUniversity and other universities and research institutions. These topics may vary form year to\nyear and are given by given (on campus or online) by UGent and external guest lecturers. \nFinal competences:\n1 Able to follow and understand lectures on solid state research at an advanced level.\r\n2 Knowledge on how to deal with the information provided in scientific talks.\r\n3 Understanding of the possibilities, applicability and importance of the research methods\r\n1 taught." . . "Presential"@en . "FALSE" . . "History and philosophy of sciences: physics and astronomy"@en . . "6" . "The second part focusses on specific aspects from the history of\nphysics and astronomy. The genesis of Newton's classical mechanics is discussed. Further\nevolutions within mathematical physics in the period after Newton up till the twentieth century\nare treated. Philosophical questions having to do with the use of mathematical methods in the\nstudy of empirical phenomena are also raised. Next to this, an overview is offered of different\nmethods that have been used throughout history by astronomers to determine astronomical\ndistances, with new estimates having often profound impact on our image of the universe. \nFinal competences\n1 Being able to correctly assess the philosophical and scientific implications of\r\n1 underdetermination of theories by empirical evidence.\r\n2 Being able to correctly assess the philosophical and scientific implications of theory1 ladenness.\r\n3 Being able to explain the impact of underdetermination in historical case studies.\r\n4 Being able to explain the impact of theory-ladenness in historical case studies.\r\n5 Develop a reflective attitude that can be incorporated in one's own scientific practice.\r\n6 Possess knowledge about the historical development of physics and astronomy.\r\n7 Have insight in philosophical questions raised by historical developments within physics &\r\n1 astronomy." . . "Presential"@en . "FALSE" . . "Many-body physics"@en . . "6" . "Second quantization for fermions and bosons. Two-paricle states and interactions. Mean-field\r\ntechniques. Perturbation series for the single-particle propagator. Feynman diagrams. Dyson\r\nequation, two-particle propagator and vertex function. Nonperturbative aspects. Hartree-Fock in\r\natoms and molecules. Study of second-order selfenergy: static and dynamic contributions.\r\nQuasiparticles in Landau-Migdal framework. Excited states. Collective motion. Random phase\r\napproximation. Plasmon excitations in the electron gas. Repulsive short-range interactions.\r\nLadder diagrams. Saturation in nuclear matter. Boson systems. Bose-Einstein condensation.\r\nGross-Pitaevskii equation for ultracold atomic gases. Bogoliubov perturbation theory.\r\nHugenholtz-Pines theorem. first-order results for dilute Bose gas. Superfluidity in Helium-4.\r\nPairing in fermion systems. BCS theory and metallic superconductivity. Non-Fermi liquids.\nFinal competences:\n1 Familiarity with a number of basic concepts in quantum many body systems and condensed matter physics.\r\n2 Having an overview about different phases of quantum matter, and the associated phenomenology (gapless edge modes, topological entanglement entropy,…)\r\n3 Ability to read scientific papers about recent developments and to start research in this field." . . "Presential"@en . "FALSE" . . "Medical physics"@en . . "6" . "Interaction of non-ionizing electromagnetic waves with matter and tissues\r\n• physical models\r\n• relaxation processes\r\n• effects of low-frequent ( 100 kHz) and high-frequent (>100 kHz) radiowaves.\r\n• interactions with ultraviolet radiation.\r\nInteraction of ionizing electromagnetic waves with matter and tissues\r\n• fundamental interactions at the atomic level: photoelectric effect, compton scattering,\r\n• pair formation\r\n• attenuation and absorption of X-rays\r\n• effects at cellular level\r\n• dosimetry of ionizing radiation: exposure, kerma, absorbed dose, equivalent dose,\r\n• effective dose\r\nConventional imaging in radiology\r\n• screen-film technology for conventional radiography and mammography\r\n• digital radiology: computed radiography and direct read-out radiography\r\n• analysis of image quality, CAD\r\n• patient dosimetry\r\nComputed Tomography\r\n• CT-technology: spiral CT, multi-slice CT\r\n• 3D-applications, CAD\r\n• image quality analysis\r\n• patient dosimetry\r\nInterventional radiology and cardiology \r\n• physical principles of fluoroscopy and cinegraphy with image intensifiers\r\n• flat-panel systems in interventional radiology/cardiology\r\n• cone-beam CT\r\n• CT-angiography\r.\n• patient dosimetry\r\nUltrasound\r\n• physical models of interaction of sound waves with matter and tissues\r\n• acoustic impedance\r\n• ultrasound: principles and image formation chain\r\nMagnetic resonance imaging\r\n• MR models\r\n• MR relaxation in tissues\r\n• MR signals and diffusion\r\n• field gradients for location in space\r\nNuclear medicine\r\n• overview of radioactive decay modes\r\n• production of radionuclides for medical purposes: cyclotron, reactor\r\n• nuclear medical imaging: gammacamera, SPECT, PET\r\n• therapeutis applications of radionuclides\r\n• patient dosimetry in nuclear medicine\r\nRadiotherapy\r\n• Medical linear accelerator\r\n• Absolute dose determination\r\n• Patient dosimetry: treatment planning.\nFinal competences:\n1 Understand the physical concepts used in medicine.\r\n2 Describe the physical operation of medical imaging instruments.\r\n3 Evaluate the advantages and disadvantages of medical imaging techniques.\r\n4 Apply the principles of radiation dosimetry in different clinical disciplines.\r\n5 Be aware of the need of a medical physicist in a hospital environment." . . "Presential"@en . "FALSE" . . "Structural analysis techniques in solid state physics"@en . . "6" . "• X-ray diffraction for structure determination of crystalline materials: fundamentals, practical\nuse, indexing, phase identification, and pole figure measurements for texture analysis\n• Total scattering of X-rays and analysis of the pair distribution function (PDF) for nanostructured and amorphous materials\n• Small angle scattering (SAXS) for obtaining structure information on the nanoscale\n• EXAFS (Extended X-ray absorption fine structure) for determining the local structure of an atom in crystalline as well as amorphous materials\n• Computed tomography with a focus on X-ray CT: micro-CT, reconstruction, visualization and analysis of 3D images, and applications\n• EPR (Electron paramagnetic resonance) and ENDOR (Electron nuclear double resonance) for the study of defects using magnetic resonance\n• Seminars on selected modern techniques for structural analysis: student seminar on a selected topic.\nFinal competences:\n1 Apply advanced knowledge of theories, models, methods, techniques, processes and\r\napplications in materials research to analyze and solve complex problems.\r\n2 Analyze, evaluate and structurally synthesize information from scientific literature on\r\nexperimental solid state physics.\r\n3 Show a professional attitude which is a sign of openness to new scientific developments and their applications in a broad scientific, economic or social context.\r\n4 Present personal research, ideas, thoughts, views or proposals appropriately orally or in\r\nwriting, both in Dutch and English." . . "Presential"@en . "FALSE" . . "Modern physics"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "applied geophysics"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "atmospheric physics"@en . . "no data" . "no data" . . "no data"@en . "TRUE" . . "Measurement technologies in earth and space physics"@en . . "5" . "The course teaches a series of methods that are applicable to all areas of Earth and Space Physics and Engineering. These include:\n• Reference frames and time systems.\n• Attitude determination and representations.\n• Optics and imaging.\n• Data processing techniques.\n• Space Mission Analysis and Design (SMAD).\nIn addition, the students will be introduced to physics and methods specific to at least one of the different focus areas." . . "Presential"@en . "FALSE" . . "Synthesis in earth and space physics"@en . . "10" . "A student who has met the objectives of the course will be able to:\r\ndescribe, design, construct, validate and choose solutions in the form of monitoring, mapping or exploration systems or parts hereof by combining measurement technologies with an understanding of physical processes and structures\r\ncomplete a larger development project\r\nanalyse a heteorogeneous problem and formulate a precise requirements specification for the task to be solved\r\nperform problem, design and implementation oriented analyses and discuss advantages and disadvantages for alternative solutions\r\nmake a plan for how a task can be solved on time with the available ressources\r\nexplore and analyze relevant technologies for solving the given problem\r\nsubstantiate the choice of technologies on the basis of clearly formulated premises\r\ncomplete a larger development project, including the production of technical documentation that makes clear how major concepts from the problem formulation are traceable in the implementation\r\ncarry the project through with great independence in all aspects\r\nwrite a well-structured and well-documented report that presents results and analyses in a precise and clear way." . . "Presential"@en . "FALSE" . . "Space physics - physics of the space environment"@en . . "5" . "The goal is to provide insight into the physics of the space environment. The focus will be on the Sun, the interplanetary medium, and the Earth's space environment. The student will acquire basic knowledge of the natural phenomena in space, such as high-energy radiation and the propagation of radio waves. The acquired knowledge also forms the foundation of further studies of the influence of the Sun and the solar wind on the Earth and the other planets, as well as magnetospheric physics and aeronomy." . . "Presential"@en . "FALSE" . . "Cryosphere physics and observation"@en . . "5" . "The cryosphere is the part of the Earth's surface covered by snow or ice. The cryosphere is sensitive to changes in the climate, and in recent years an increased mass loss of the large ice sheets and a decrease in the sea ice cover have been observed.\r\nThis course aims to teach students about the physics of ice sheets, glaciers and sea ice and the geodetic methods for monitoring the cryosphere from satellites and aeroplanes.\r\nThe focus will be on the use of different data sets relevant to monitoring the cryosphere and on the geophysical interpretation of the data and its connection to the global climate system." . . "Presential"@en . "FALSE" . . "Physics 1"@en . . "3" . "The objective of the subject is to acquaint students with elements of modern physics especially quantum\n mechanics and to present its recent history, importance in general word perception and particularly its\n importance in physics, chemistry, modern electronics and materials science. Another objective is to teach\n students the skills of defining correctly area of physics and nanoscience where classical approach fails\n and quantum mechanical approach is needed to understand the physical phenomena.\n The scope covered by the subject is basis of quantum mechanics and its applications in atomics physics ,\n chemistry and materials science . Basic level skills of quantum mechanical problems solving complete the\n task." . . "Presential"@en . "TRUE" . . "Geophysics - Imaging the unseen"@en . . "7" . "no data" . . "Presential"@en . "FALSE" . . "Analysis of space-time dynamics"@en . . "3" . "no data" . . "Presential"@en . "TRUE" . . "- physics of the lithosphere*"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Subsurface geophysics (3 ects)"@en . . "3" . "no data" . . "Presential"@en . "TRUE" . . "fundamentals of physics"@en . . "no data" . "no data" . . "Presential"@en . "FALSE" . . "Foundations of physics"@en . . "9" . "Objectives and Contextualisation\nA basic knowledge of the electromagnetic field. From electrostatics and magnetostatics (in vacuum and in materials) to Maxwell's equations, going through electromagnetic induction.\n\nSeveral solutions of Maxwell's equations are given, including electromagnetic waves.\n\nBrief introduction to wave movement, mechanics and thermodynamics\n\n\nCompetences\nElectronic Engineering for Telecommunication\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nTelecommunication Systems Engineering\nDevelop personal work habits.\nDevelop thinking habits.\nLearn new methods and technologies, building on basic technological knowledge, to be able to adapt to new situations.\nResolve problems with initiative and creativity. Make decisions. Communicate and transmit knowledge, skills and abilities, in awareness of the ethical and professional responsibilities involved in a telecommunications engineer's work.\nLearning Outcomes\nApply the basic concepts on the general laws of mechanics, thermodynamics, and electromagnetic fields and waves to resolve engineering problems.\nDefine the basic concepts on the general laws of mechanics, thermodynamics, and electromagnetic fields and waves.\nDevelop independent learning strategies.\nDevelop scientific thinking.\nDevelop the capacity for analysis and synthesis.\nManage available time and resources.\nManage available time and resources. Work in an organised manner.\nPrevent and solve problems.\nWork autonomously.\n\nContent\n1. Vector analysis\nVector Algebra.- Gradient.- Divergence.- Divergence theorem.- Rotational.- Stokes' theorem.-\nHelmholtz's theorem.- Other coordinate systems.\n\n2. Electrostatics\nElectric charge and Coulomb's law.- Electric field.- Electric field equations.- Electric potential.-\nPoisson's and Laplace's equations.- Conductors.- Energy of a charge distribution.\n\n3. Magnetostatics\nElectric current and Ohm's law.- Continuity equation.- Magnetic induction: Biot and Savart law.- Force between\ncircuits.- Lorentz force.- Rotational of B: Ampère's theorem.- Divergence of B.- Potential vector.\n\n4. Dielectric media\nMultipolar development.- Electrical dipole and magnetic dipole.- Field created by a dielectric.- Vector\nDisplacement D.- Dielectric constant.- Field created by a magnetic material.- Magnetic intensity H.- Types\nof magnetic materials.\n\n5. Slowly variable fields\nElectromotive force.- Law of Faraday.- Applications.- Differential expression.- Mutual inductance and\nselfinductance.- Transformer.- Magnetic energy of several circuits.- Energy in function of the field.\n\n6. Electromagnetic fields\nDisplacement current.- Maxwell equations.- Boundary conditions.- Scalar and potential vector.- Poynting's theorem.- Electromagnetic radiation.\n\n7. Waves\nProperties of waves.- Wave equation.- Superposition of waves.- Electromagnetic waves in a dielectric.-\nElectromagnetic waves in a conductor.- Guided waves.- Electromagnetic spectrum.\n\n8. Fundamentals of Mechanics and Thermodynamics\nNewton's Laws.- Kinetic and potential energy.- Rotation of a rigid body.- Harmonic oscillator.- Temperature and\nheat.- Heat transfer.-Thermal properties of matter." . . "Presential"@en . "TRUE" . . "Galactic physics"@en . . "6" . "Specific Competition\nCE1 - Understand the basic conceptual schemes of Astrophysics\nCE4 - Understand the structure and evolution of galaxies\nGeneral Competencies\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\n6. Subject contents\nTheoretical and practical contents of the subject\nTheoretical contents of the subject \nProfessor: Dr. Emma Fernández Alvar (Topics 1-4)\nProfessor: Dr Arianna di Cintio (Topics 5-9)\nIntroduction to the concept of galaxy and stellar populations\nFundamentals of resolved stellar population analysis: HR diagram\nInitial Function of Masses and ingredients of population synthesis\nPotential theory\nComponents of the Milky Way: morphology and kinematics\nKinematics of the solar neighborhood and solar motion: Oort constants\nRotation of the galactic disk: gas component\nTheories about the formation and evolution of the Milky Way\nDynamics of star systems: dynamic evolution of globular clusters\nPractical contents of the subject\n- Professor: Dr. Jairo Méndez Abreu\nPractice 1: Study of stellar populations resolved using data from the Gaia DR3 database\nPractice 2: Analysis of gravitational potentials and calculation of orbits in stars of the Milky Way" . . "Presential"@en . "FALSE" . . "Extragalactic physics"@en . . "6" . "Specific Competition\nCE1 - Understand the basic conceptual schemes of Astrophysics\nCE5 - Understand the models of the origin and evolution of the Universe\nGeneral Competencies\nCG1 - Know the advanced mathematical and numerical techniques that allow the application of Physics and Astrophysics to the solution of complex problems using simple models\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\n6. Subject contents\nTheoretical and practical contents of the subject\nProfessor: Jairo Méndez Abreu\nTopics:\n\n1. Introduction to galaxy observations\n - Introduction to the concept of galaxy \n - Physical units and basic equations\n - Basic principles of photometry and relationship between apparent and intrinsic quantities\n - Redshift, Hubble's law and distance measurements\n2 Photometric and morphological properties of galaxies\n - Hubble diagram (properties)\n - Modern classifications of galaxies\n - Galactic structures and formation of bulges, bars and disks\n - Photometric decompositions\n - Luminosity functions of galaxies.\n3. Kinematic and dynamical properties of galaxies\n - Determination of the kinematics of gas and stars
\n - Rotation curves and velocity dispersion in galaxies\n - Angular momentum of galaxies along the Hubble sequence\n4. Properties of the stellar populations of galaxies\n - History of star formation and populations simple stars\n - Synthesis of stellar populations\n 5. Observational characteristics of galaxies\n 5.1 Properties of spiral galaxies\n - Basic photometric and structural properties \n - Content in atomic, molecular and dust gas \n - Stellar populations \n - Scaling relationships \n 5.2. Properties of early type galaxies\n - Basic photometric and structural properties\n - Kinematic and dynamical properties\n - Stellar populations\n - Gas and dust\n - Scaling relationships\n6. Galaxy clusters \n - Main properties of galaxy clusters\n - Scaling relationships in galaxy clusters \n - Environment dependence on properties of galaxies \n - Evolution of galaxies in clusters\n - Pre-processing Professor: Arianna Di Cintio Topics: 7. Formation of structures and galaxies in the Universe - Large-scale structure - Formation of dark matter halos - Press-Schechter formalism\n \n\n\n\n\n \n\n\n - Properties of dark matter haloes\n - Hierarchical structure and internal structure of dark matter haloes (density profiles)\n - Baryon physics: gas cooling, star formation and feedback processes\n - Internal structure of galaxies and haloes in the presence of baryons (adiabatic contraction and expansion)\n8. Introduction to models of galaxy formation and large-scale structure \n - Theoretical models of galaxy formation \n - N-body simulations\n - Semi-analytical models -\n Hydrodynamic simulations\n - Galaxies in the Local Universe: Local Group Simulations\n - Problems of the standard cosmological model at the scale of Local Groups (\" missing satellite problem \", number and radial distribution of satellites, satellite density profiles, \" cusp-core \" problem)\n9. Active galactic nuclei (AGN)\n - Classification of types of AGN\n - Unified model and its improvements\n10. The Universe at high redshift\n - Galaxies at high redshift: morphology, kinematics, Lyman-break galaxies, Lyman-alpha emitters, ULIRG\n - Evolution of galactic properties with redshift \n - Evolution diagram Hubble\n - Evolution \"M-size relation\"\n - Evolution of the main sequence" . . "Presential"@en . "FALSE" . . "Physics of compact objects and accretion processes"@en . . "6" . "Specific Competition\nCE1 - Understand the basic conceptual schemes of Astrophysics\nCE6 - Understand the structure of matter being able to solve problems related to the interaction between matter and radiation in different energy ranges\nCE7 - Know how to find solutions to specific astrophysical problems by themselves using specific bibliography with minimal supervision. Know how to function independently in a novel research project\nCE10 - Use current scientific instrumentation (both Earth-based and Space-based) and learn about its innovative technologies.\nGeneral Competencies\nCG1 - Know the advanced mathematical and numerical techniques that allow the application of Physics and Astrophysics to the solution of complex problems using simple models\nCG2 - Understand the technologies associated with observation in Astrophysics and instrumentation design\nCG4 - Evaluate the orders of magnitude and develop a clear perception of physically different situations that show analogies allowing the use, to new problems, of synergies and known solutions\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB8 - That students are able to integrate knowledge and face the complexity of formulating judgments based on information that, being incomplete or limited, includes reflections on the social and ethical responsibilities linked to the application of their knowledge and judgments\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\nExclusive to the Theory and Computing Specialty\nCX4 - Understand the Physics that explains compact objects and accretion disks.\n6. Subject contents\nTheoretical and practical contents of the subject\n- Lecturer: Dr. Ignacio González Martínez-Pais\n\nModule I: Physics of Compact Objects\n\n1.- REVIEW OF THE PHYSICS OF DEGENERATE MATTER. Fermion gases at low temperature. Chandrasekhar equation of state.\n2.- WHITE DWARFS. Introduction. polytropes. Chandrasekhar model. Electrostatic corrections. Results on white dwarf models. Cooling of white dwarfs.\n3.- EQUATIONS OF STATE OF CONDENSED MATTER. Introduction. Equations of state up to the \"neutron drip\". Equations of state above the \"neutron drip\". \n4.- NEUTRON STARS. Introduction. Neutron star models. Internal structure. pulsars.\n5.- BLACK HOLES. Introduction. Schwarzschild black holes. Kerr black holes. Black hole thermodynamics.\n\n- Professor: Dr. Pablo Rodríguez Gil\n- Topics (headings):\n\nModule II: Accretion Processes\n\n6.- ACCRETION: BASIC CONCEPTS. Introduction. The Eddington limit. spherical accretion. Non-spherical accretion.\n7.- THIN ACCRETION DISCS. Introduction. The hypotheses. radial structure. Energy balance. The Shakura and Sunyaev model. instabilities.\n8.- OTHER ACCRETIONAL STRUCTURES. Introduction. Advective flows. The boundary layer. Magnetic accretion\n9.- ACCRETION IN BINARY SYSTEMS. Roche's potential. Mass transfer. Cataclysmic Variables. X-ray binaries." . . "Presential"@en . "FALSE" . . "Extension of statistical physics"@en . . "6" . "Specific Competition\nCE11 - Know how to use current astrophysical instrumentation (both in terrestrial and space observatories) especially that which uses the most innovative technology and know the fundamentals of the technology used\nGeneral Competencies\nCG1 - Know the advanced mathematical and numerical techniques that allow the application of Physics and Astrophysics to the solution of complex problems using simple models\nCG3 - Analyze a problem, study the possible published solutions and propose new solutions or lines of attack\nBasic skills\nCB6 - Possess and understand knowledge that provides a basis or opportunity to be original in the development and/or application of ideas, often in a research context\nCB7 - That students know how to apply the knowledge acquired and their ability to solve problems in new or little-known environments within broader contexts\nCB10 - That students possess the learning skills that allow them to continue studying in a way that will be largely self-directed or autonomous\nExclusive to the Structure of Matter Specialty\nCX13 - Understand in depth the basic theories that explain the structure of matter and collisions as well as the state of matter in extreme conditions\nCX17 - Apply theory to characterize the structural and optical properties of materials in the laboratory\n6. Subject contents\nTheoretical and practical contents of the subject\n- Professor: Daniel Alonso Ramírez and Antonia Ruiz García\n\n* Basic kinetic theory (Newtonian & Relativist).\n* Statistical Physics of degenerate systems and in the presence of gravity, high-density matter (white dwarfs and neutron stars).\n* Systems in interaction.\n* Phase transitions.\n* Systems far from equilibrium. Fluctuations (fundamental theorems).\n* Thermal states in accelerated systems and/or in the presence of gravity." . . "Presential"@en . "FALSE" . . "Physics demonstrating\\tutoring"@en . . "5.00" . "This module will introduce the graduate student to the theory & practice of small class tutoring and demonstrating in physics. The module will support you in your development as an instructor, and is based heavily on class contact and encourages reflective practice, i.e. taking time to think about what you do in a small class environment.\n\nLearning Outcomes:\nThoroughly understand the content of the module(s) in which you are instructing.\nKnow how to communicate, deliver feedback and maintain discipline.\nBe aware of the relevant safety requirements in laboratory/classroom." . . "Blended"@en . "FALSE" . . "An introduction to geophysics"@en . . "4.0" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Physics of condensed matter"@en . . "5.5" . "Description in Bulgarian" . . "Presential"@en . "TRUE" . . "Physics of the system earth"@en . . "12" . "Deepening of the knowledge acquired in the general module Knowledge of the physics of the earth, with different chemical components of the earth system as an example to be examined. In addition to magnetism, the climate system earth and climate\nchange or physical oceanography, hydrology are introduced" . . "Presential"@en . "FALSE" . . "General geophysics - I"@en . . "4,5" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "General geophysics - II"@en . . "4,5" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Gravimetry"@en . . "5,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Petrophysics"@en . . "6,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Geomagnetism"@en . . "5,0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Near-earth space physics"@en . . "5.0" . "Description in Bulgarian" . . "Presential"@en . "FALSE" . . "Engineering physics I"@en . . "6.0" . "What are the underlying physics of an unmanned aerial vehicle (UAV)? This module teaches the fundamental principles of mechanics and thermodynamics and their applications in engineering with application to aircraft. Necessary applied mathematical skills for advanced learning of engineering courses." . . "Presential"@en . "TRUE" . . "Foundations of physics 1"@en . . "40.0" . "**Prerequisites** \nA-Level Physics and A-Level Mathematics.\n\n**Corequisites**\n(Single Mathematics A (MATH1561) and Single Mathematics B (MATH1571)) or (Linear Algebra I (MATH1071) and Calculus I (MATH1061)).\n\n**Aims**\n* This module is designed primarily for students studying Department of Physics or Natural Science degree programmes.\n* It provides the minimum core physics required for progression to Level 2 physics modules and should be taken by all students intending to study physics beyond Level 1.\n* It provides courses in classical aspects of wave phenomena and electromagnetism, and introduces basic concepts in Newtonian mechanics, quantum mechanics, special relativity and optical physics.\n* The module provides students with practice in the informal discussion of scientific ideas within a small group.\n* It also provides students with opportunitites to develop their study skills. Such skills include being able to understand the difference between University and A-level physics; understanding how to engage with the course material efficiently and developing problem-solving strategies.\n* It provides students with practice at synthesising and proposing new problems based on their understanding of the knowledge base.\n* It will enable students to analyse a physical system and to formulate a piece of computer code that substantially solves a problem or models the behaviour.\n\n**Content**\nThe course will contain the following fundamental topics.\n* Mechanics: Motion in a straight line. Motion in 2 or 3 dimensions. Newton's Laws. Work and Kinetic Energy. Potential Energy and Energy Conservation. Momentum, impulse, and collisions. Angular velocity and angular acceleration. Rotational kinetic energy, moment of inertia. Torque. Angular momentum. Combined linear and angular motion. Equilibrium, centre of mass. Gravitation: force and energy. Kepler’s laws. Periodic motion and harmonic oscillators.\n* Waves and optics: Mechanical waves and the wave equation. Wave velocity and energy transport. Interference of waves and normal modes. Sounds waves and the Doppler effect. The nature and propagation of light. Refraction, polarization, Snell and Malus law. Geometrical optics and ray tracing. Lenses and mirrors. Interference of light. Young's slits. Diffraction.\n* Electricity and magnetism: Coulomb's law. Electric fields due to point charges. Charge distributions. Electric flux and non-uniform electric fields Gauss' law. Work done by and against electrostatic forces. Electric potential and potential energy. Capacitance. Potential energy stored in charged capacitors. Magnetic field and magnetic forces. Magnetic forces on current. Sources of magnetism: the Biot Savart Law. Ampere's law. Magnetic materials. Electromagnetic induction. Inductance. Potential energy stored in inductors. EM waves. Maxwell's equations.\n* Circuits: DC and AC Electrical currents. Electromotive Force. Electrical resistance. Electrical power. Kirchoff's rules. Resistors in series and parallel. RL, LC and LCR circuits.\n* Special relativity: Invariance of Physical Laws. Relativity of Simultaneity. Relativity of time intervals. Relativity of length intervals. The Lorentz transformations. Relativistic momentum. Relativistic work and energy.\n* Quantum mechanics: Photoelectric Effect. X-ray production. Electron Waves. Wave-particle duality. Probability and Uncertainty. Atomic spectra and the Bohr model of the Atom. Wavefunctions and the 1-dimensional Schrödinger equation. Wave packets, stationary states and time dependence. Interpretation of wavefunction. Particle in a one-dimensional box. Potential wells. Potential barriers and tunnelling. Harmonic oscillator.\n* Oscillations: Simple harmonic motion. Damped harmonic motion. Driven harmonic motion. Resonance (width, Q-factor, phase). Applications in mechanics, LCR circuits, atomic transitions; nuclear reactions; elementary particle reactions. Collisions, conservation and fields: Centre of momentum frame; rocket motion; relativistic collisions; conservation in fluid flow (continuity, Bernoulli's equation). Continuity in electromagnetism. Gauss' law in electromagnetism and gravity. Conservative force fields.\n* Collisions, conservation and fields: Centre of momentum frame; rocket motion; relativistic collisions; conservation in fluid flow (continuity, Bernoulli's equation). Continuity in electromagnetism. Gauss' law in electromagnetism and gravity. Conservative force fields.\n\n**Learning Outcomes**\nSubject-specific Knowledge:\n* Students will be able to apply knowledge of the concepts and principles of the following foundational areas of physics to unfamiliar problems: Mechanics; Waves and optics; Circuits; Oscillations; Electromagnetism; Quantum mechanics; Special Relativity.\n* Students will be able to formulate and solve equations of motion for particles to describe and predict their dynamics. Students will be able to apply conservation laws in applicable circumstances as an alternative method.\n* Students will be able to describe and predict the behaviour of light using both (i) the ray picture of geometrical optics and (ii) simple physical optics.\n* Students will be able to analyse a simple circuit driven by DC or AC using circuit theory.\n* Students will be able to analyse physical systems in terms of charges and electromagnetic fields and predict the behaviour of charges and fields using the relevant concepts.\n* Students will be able to describe the quantum-mechanical behaviour of particles in simple potentials. They will be able to predict departures from classical behaviour.\n* Students will be able to apply the Lorentz transformations in simple situations and describe the behaviour of dynamic systems at relativistic energies. They will be able to predict departures from non-relativistic behaviour.\n* Students will be able to outline areas of physics where harmonic oscillations govern the behaviour. They will be able to analyse and predict the behaviour of general oscillating systems including in unfamiliar contexts.\n* Students will be able to identify and apply conservation laws in analysing and describing physical systems. This includes applications of conservation laws to collision problems and the concept of a conservative field.\n\nSubject-specific Skills:\n* Students will become adept at problem solving and be able to analyse a simple physical problem and formulate a mathematical description of it. In some cases students will be required to manipulate or solve the resulting set of equations in order to explain or predict the system's behaviour.\n* Students will be able to sketch and graph the response of a physical system to a given set of initial and boundary conditions.\n* Students will be able to recognise a key piece of fundamental physics (such as resonance or conservation of momentum) in a variety of contexts and apply a similar detailed analysis irrespective of an unfamiliar context.\n\nKey Skills:\nModes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n* Teaching will be lectures, supported by tutorials.\n* The lectures will provide the means to give a concise, focused presentation of the subject matter of the module.\n* The lecture material will be explicitly linked to the contents of a single recommended textbook for the module, thus making clear where students can begin their private study.\n* When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times (the Department has a policy of encouraging such enquiries).\n* Regular problem exercises will give students the chance to develop their theoretical understanding and problem-solving abilities.\nThese problem exercises will form the basis for discussions in tutorial groups of typically six students.\n* The tutorials will also provide an informal environment for students to raise issues of interest or difficulty.\n* Student performance will be summatively assessed through written examinations, an open-book examination and an online test, and formatively assessed through problem exercises, progress tests and a Collection examination.\n* The written examinations, open-book examination and online test will provide the means for students to demonstrate their acquisition of subject knowledge and the development of their problem-solving skills.\n* The problem exercises, progress tests and Collection examination will provide opportunities for feedback, for students to gauge their progress, and for staff to monitor progress throughout the duration of the module.\n\nMore details at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS1122" . . "Presential"@en . "TRUE" . . "Discovery skills in physics"@en . . "20.0" . "# Prerequisites\n- A-Level Physics\n- A-Level Mathematics\n\n# Corequisites\n- Foundations of Physics 1 (PHYS1122) AND ((Single Mathematics A (MATH1561) and Single Mathematics B (MATH1571)) or (Linear Algebra I (MATH1071) and Calculus I (MATH1061)))\n\n# Excluded Combination of Modules\nNone\n\n# Aims\nThis module is designed primarily for students studying Department of Physics or Natural Science degree programmes.\nIt provides basic experimental and key skills required by physicists, and should be taken by all students intending to study practical physics beyond Level 1.\nUsing experiments in physics as the vehicle, the module provides a structured introduction to laboratory skills development, with particular emphasis on measurement uncertainty, data analysis and written and oral communication skills.\nTo teach a scientific computing language.\nTo introduce the idea of scientific enterprise.\nTo provide students with experience in scientific communication.\nTo provide students with opportunities to know more about what the University Library offers and to learn about the career opportunities open to them after graduation.\n\n# Content\nThe syllabus contains:\n* Errors in practical work: systematic and random errors, combination of errors, common sense in errors.\n* Electronic document preparation.\n* Use of spreadsheets in data analysis\n* Developing a scientific style of writing, and writing for a non-specialist audience.\n* Good practice in maintaining laboratory notebooks.\n* Information literacy, including introduction to sources of reference material.\n* Experimental laboratory: safety in the laboratory, skills through practice, introduction to instrumentation.\n* Introductory experiments in physics.\n* Extended experiments in physics.\n* Introduction to programming in a scientific computer language and application to simple computational tasks.\n* Presentation of data.\n* An enterprise seminar.\n\n# Learning Outcomes\n## Subject-specific Knowledge\nStudents will have gained a working knowledge of the treatment of errors in laboratory work.\n\n## Subject-specific Skills\n* Students will know the constituents of a scientific style of writing and will be able to apply this to produce a clear scientific report including: theoretical background, experimental description, presentation and analysis of results, interpretation and evaluation, and lay summary.\n* They will be aware of a variety of reference sources and know how to use them effectively.\n* They will have acquired practical competence and accuracy in carrying out experimental procedures including measurement, use of apparatus and recording of results.\n* They will have a working knowledge of a scientific computing language.\n\n## Key Skills\n* They will be able to use computer software to write reports and to analyse data.\n\n# Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n* Teaching will be by lectures, practicals, exercises, workshops, computing exercises and an information literacy session.\n* The lectures will provide the means to give a concise, focused presentation of the theoretical material on error analysis and on data analysis.\n* The lectures will also provide essential information on good practice in laboratory notebook keeping, report writing, the use of spreadsheets and giving oral presentations.\n* The computing lectures give an introduction to the basic principles of scientific computing and the computing workshops and exercises give practice in applying these principles.\n* When appropriate the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times (the Department has a policy of encouraging such enquires).\n* The information literacy session will introduce students to a variety of reference sources and how to use them effectively.\n* The practicals will consist of experimental projects, data analysis exercises, an enterprise seminar, feedback on data analysis and report writing, and one individual oral presentation.\n* These sessions will provide the means for students to acquire practical competence and accuracy in carrying out experimental procedures including measurement, use of apparatus and the recording of results.\n* During the sessions students will be able to obtain help and guidance from the laboratory scripts and through discussions with laboratory demonstrators.\n* Student performance in the laboratories will be summatively assessed through the assessment of laboratory notebooks and a written report.\n* The written reports will provide the means for students to demonstrate their achievement of the stated learning outcomes.\n* Work in the early stages of the experimental laboratories will be formatively assessed. This will enable students to gauge their progress and will inform their subsequent work. Work in the later stages will be summatively assessed.\n* Student performance in computing is summatively assessed through computing exercises.\n* An information session will outline the services offered by the University Library and will give practical advice on careers and employability.\n\nMore information: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS1101" . . "Presential"@en . "TRUE" . . "Foundations of physics 2a"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 1 (PHYS1122) AND ((Single Mathematics A (MATH1561) and Single Mathematics B (MATH1571)) OR (Calculus I (MATH1061) and Linear Algebra I (MATH1071))).\n\n#### Corequisites\n\n* Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables II (MATH2031) which covers similar material\n\n#### Excluded Combination of Modules\n\n* None\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes\n* It builds on the Level 1 module Foundations of Physics 1 (PHYS1122) by providing courses on Quantum Mechanics and Electromagnetism.\n\n#### Content\n\n* The syllabus contains:\n* Quantum Mechanics: Review of Level 1 quantum mechanics, wavefunction normalisation and expectation values, operators and non-commutative algebra \\[x,p\\]=-i hbar, time independent Schroedinger equation and general solution, properties of eigenfunctions (span the space, orthonormal), review of simple central potentials, generalized statistical interpretation, commuting operators, common eigenfunctions, 3D potentials in cartesian and spherical coordinates, angular momentum operators, spherical harmonics and vector model for L^2 and L\\_z, hydrogen wavefunctions and energies - transitions, generalised angular momentum and electron spin, nondegenerate perturbation theory, degenerate perturbation theory, application to hydrogen I - spin orbit coupling, adding angular momentum, application to hydrogen II - relativistic corrections and total fine structure, application to hydrogen III - lamb and hyperfine corrections, meaning of quantum mechanics “ Schroedinger's cat.\n* Electromagnetism: Divergence and Curl of Electrostatic Fields, Conductors. Electrostatic Fields in Matter: Polarization, The Electric Displacement, Linear Dielectrics. Magnetostatics: The Lorentz Force Law, The Biot-Savart Law, The Divergence and Curl of B, Magnetic Vector Potential. Magnetic Fields in Matter: Magnetization, The Auxiliary Field H, Linear Media. Electromotive Force, Electromagnetic Induction, Maxwell's Equations. Conservation Laws: Charge and Energy. Electromagnetic Waves: Waves in One Dimension, Electromagnetic Waves in Vacuum, Electromagnetic Waves in Matter, Absorption and Dispersion, Guided Waves.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied the module students will be familiar with the formal theory of quantum mechanics and have an ability to use the theory to solve standard problems for model systems\n* They will have a quantum mechanical understanding of the basic properties of the hydrogen atom and be able to use quantum theory to calculate various aspects of physical behaviour\n* They will be able to carry out simple quantum mechanical calculations using the variational method and time-independent perturbation theory\n* They will be familiar with and able to manipulate and solve Maxwell's equations in a variety of standard situations\n* They will have an understanding of how the electrical and magnetic properties of simple media can be represented, and an appreciation of the key concepts relating to the propagation and radiation of electromagnetic waves in free space and simple media.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of predictable and unpredictable problems\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and tutorial-style workshops\n* The lectures provide the means to give concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times\n* Student performance will be summatively assessed through a written examination and an online test and formatively assessed through problem exercises and a progress test. The written examination and online test will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills. The problem exercises, progress test and workshops will provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS2581" . . "Presential"@en . "TRUE" . . "Foundations of physics 2b"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 1 (PHYS1122) AND ((Single Mathematics A (MATH1561) and Single Mathematics B (MATH1571)) OR (Calculus I (MATH1061) and Linear Algebra I (MATH1071))).\n\n#### Corequisites\n\n* Foundations of Physics 2A (PHYS2581) AND (Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables II (MATH2031) which covers similar material).\n\n#### Excluded Combination of Modules\n\n* None\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 1 module Foundations of Physics 1 (PHYS1122) by providing courses on Thermodynamics, Condensed Matter Physics and Optics.\n\n#### Content\n\n* The syllabus contains:\n* Thermodynamics: Basic ideas, zeroth law and temperature; Definitions of state variables; the first law of thermodynamics; Heat engines and the second law of thermodynamics; Clausius inequality, Entropy and entropy change in reversible and non-reversible processes; Availability of Energy; Heat and refrigeration cycles; Thermodynamic Potentials and Maxwell's relations; Equilibrium, equations of state and phase transitions; Low temperatures and third law of thermodynamics; thermodynamics of other systems; Basic postulates of statistical mechanics; kinetic theory; Boltzmann formulation of entropy; Stirling's approximation; Boltzmann distribution function; Relationship between entropy and number of microstates in a macrostate; Bose-Einstein and Fermi-Dirac distribution functions.\n* Condensed Matter Physics: Review of crystal structures and their description; Wave Diffraction and the Reciprocal Lattice; Crystal binding and Elastic Constants; Bose and Fermi distributions; Phonons; The Drude model; Free Electron Fermi Gas Model; Energy Bands; Bending of energy bands close to the Brillouin zone boundary; Metals, Semimetals and Insulators.\n* Optics: Light as a wave: Superposition principle, spatial frequency; Intensity; Scalar approximation; Plane waves, spherical/cylindrical waves, and phasors; Interference – Young’s double slit, Michelson interferometer; Polarisation, Linear/circular basis, Malus’ law, Birefringence, Optical activity and the Faraday effect; Many waves: Multiple slits and the Fresnel diffraction integral; Fresnel and Fraunhofer diffraction; Laser beams.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module students will have an understanding of the thermodynamics of matter, the four laws of thermodynamics and their application.\n* They will have appreciation of distributions of classical and quantum particles leading to a discussion of entropy and temperature.\n* They will have the ability to describe the arrangement of atoms in a crystal structure and the diffraction pattern that results in both direct and reciprocal space.\n* They will have an understanding of elastic vibrations of atoms in crystals and how these vibrations are quantised into phonons.\n* They will have knowledge of the concept of phonons and how these explain the thermal properties of solids.\n* They will have knowledge of the breakdown in classical physics and how to apply quantum mechanics to the study of electrons in crystalline solids, the nature of electron states and how metallic, semiconducting and insulating materials arise.\n* They will have an appreciation of X-ray and neutron scattering as a probe of crystal structure, vibrational, and electronic properties of solids in 2 and 3 dimensions.\n* They will be able to use analytical methods to describe a range of wave phenomena, including interference, diffraction and polarisation, and will be familiar with their applications in optics.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of predictable and unpredictable problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and tutorial-style workshops.\n* The lectures provide the means to give concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through a written examination and an online test and formatively assessed through problem exercises and a progress test. The written examination and online test will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills. The problem exercises, progress test and workshops will provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS2591" . . "Presential"@en . "TRUE" . . "Theoretical physics 2"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 1 (PHYS1122) AND ((Single Mathematics A (MATH1561) and Single Mathematics B (MATH1571)) OR (Calculus I (MATH1061) and Linear Algebra I (MATH1071))).\n\n#### Corequisites\n\n* Foundations of Physics 2A (PHYS2581).\n\n#### Excluded Combination of Modules\n\n* Mathematical Physics II (MATH2071).\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It provides a working knowledge of classical mechanics and complements the quantum mechanics content of the module Foundations of Physics 2A by providing theoretical rigour.\n\n#### Content\n\n* The syllabus contains:\n* Classical Mechanics: Lagrangian mechanics; Variational calculus and its application; Linear oscillators; One-dimensional systems and central forces; Noether's theorem and Hamiltonian mechanics; Theoretical mechanics; Rotating coordinate systems; Dynamics of rigid bodies; Theory of small vibrations.\n* Quantum Theory: State of a system and Dirac notation; Linear operators, eigenvalues, Hermitean operators; Expansion of eigenfunctions; Commutation relations, Heisenberg uncertainty; Unitary transforms; Matrix representations; Schrodinger equation and time evolution; Schrodinger, Heisenberg and Interaction pictures; Symmetry principles and conservation; Angular momentum (operator form); Orbital angular momentum (operator form); General angular momentum (operator form); Matrix representation of angular momentum operators; Spin angular momentum; Spin ½; Pauli spin matrices; Total angular momentum; Addition of angular momentum.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module students will have developed an appreciation of the Lagrangian and Hamiltonian formulations of classical mechanics and be able to describe the rotational motion of a rigid body.\n* They will be able to describe elements of quantum mechanics in a rigorous mathematical way and to manipulate them at the operator level.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of predictable and unpredictable problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and tutorial-style workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of the written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises and a progress test. The open-book examination will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills. The problem exercises, progress test and workshops will provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore details at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS2631" . . "Presential"@en . "FALSE" . . "Physics in society"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 1 (PHYS1122) AND Discovery Skills in Physics (PHYS1101).\n\n#### Corequisites\n\n* None.\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* To give students an insight into the history, philosophy, communication and ethics of physics.\n* To provide experience of a research-led project in physics.\n* To give students experience in communicating physics using modern digital media.\n\n#### Content\n\n* History of Physics: Physics and mathematics in the ancient world; Mediaeval European and Arabic science; Copernicus to Newton and the rise of cosmology; classical fields, fluids, electromagnetism and the birth of relativity; the quantum revolution.\n* Philosophy of Physics: Introduction to the philosophy of science; induction and falsification; paradigms; research programmes; Feyerabend's case against method; the Bayesian approach; why physics is special; case studies in the philosophy of physics.\n* Communicating Physics: Physics in the media; citizen science; presenting complex physical concepts; the use and misuse of statistics; communication, science and policymaking.\n* Ethics: Ethical review of experiment design; institutional ethics; personal behaviour; pathological science: deliberate fraud or unfortunate mistakes?\n* Case Studies: Topics taken from the following: climate and ocean physics; geophysics; physics at the movies and physics of sport; energy; musical physics; physics of finance.\n* In the Epiphany Term students will work in teams to create a digital media output (such as a website or app) which communicates a concept in physics. Students will choose from a wide list of broad possible topics, and will devise their own approach to communicating the topic in the light of the topics covered in the lectures. Students will be expected to work independently and to manage the direction of their work. Each team will be assigned a member of staff as supervisor. Students will be expected to decide on a suitable method or framework to use to produce their work, including self-directed learning.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied the module students will be familiar with some of the key milestones in the history of physics and some of the key topics in the philosophy of physics, in science communication and in ethics in academia.\n* They will have formed an appreciation of the physics underlying a particular topic.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to communicate a concept in physics, using modern digital media, to a non-specialist audience.\n* They will be able to demonstrate technical competence in modern digital media.\n\nKey Skills:\n\n* They will be able to work successfully as part of a team.\n* They will be able to manage their time effectively.\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures, supervisor meetings, group work and self-directed learning.\n* The lectures provide the means to give concise, focused presentation of the subject matter of the module. The lecture material will be explicitly linked to the contents of the recommended textbooks or other resources for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online. Some of the lectures will incorporate interactive discussions.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* The supervisor meetings relate to the digital media project. Each team will have an initial meeting with the supervisor towards the end of the Michaelmas Term, followed by three further meetings in Epiphany Term.\n* Students will be expected to work on their project, both as a group and individually, between the supervisor meetings. This work is to be organised by the students themselves, thereby enabling them to demonstrate their time management skills.\n* Students will undertake independent research to further their knowledge of the topic and self-directed learning to further their technical skills.\n* Student performance will be summatively assessed through an online test and a digital media project. The test will provide the means for students to demonstrate the acquisition of subject knowledge relating to the lectures. The project will provide the means for students to demonstrate their ability to communicate a concept in physics using modern digital media; it will include a group assessment of the project output plus an assessment of each student's personal contribution via a short individual interview, guided by peer assessment.\n* The supervisor meetings provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the project. The final meeting will take the form of individual interviews.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS2651" . . "Presential"@en . "FALSE" . . "Foundations of physics 3a"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 2A (PHYS2581) AND (Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables (MATH2031)).\n\n#### Corequisites\n\n* None.\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 2 modules Foundations of Physics 2A (PHYS2581) and Mathematical Methods in Physics (PHYS2611) by providing courses on Quantum Mechanics and Nuclear and Particle Physics appropriate to Level 3 students.\n\n#### Content\n\n* The syllabus contains:\n* Quantum Mechanics: Introduction to many-particle systems (wave function for systems of several particles, identical particles, bosons and fermions, Slater determinant); the variational method (ground state, excited states, trial functions with linear variational parameters); the ground state of two-electron atoms; the excited states of two-electron atoms (singlet and triplet states, exchange splitting, exchange interaction written in terms of spin operators); complex atoms (electronic shells, the central-field approximation); time-dependent perturbation theory; Fermi’s Golden Rule; periodic perturbations; the Schrödinger equation for a charged particle in an electromagnetic field; the dipole approximation; transition rates for harmonic perturbations; absorption and stimulated emission; Einstein coefficients; spontaneous emission; selection rules for electric dipole transitions; lifetimes; the interaction of particles with a static magnetic field (spin and magnetic moment, particle of spin one-half in a uniform magnetic field, charged particles with uniform magnetic fields; Larmor frequency; Landau levels); one-electron atoms in magnetic fields.\n* Nuclear and Particle Physics: Fundamental Interactions, symmetries and conservation Laws, global properties of nuclei (nuclides, binding energies, semi-empirical mass formula, the liquid drop model, charge independence and isospin), nuclear stability and decay (beta-decay, alpha-decay, nuclear fission, decay of excited states), scattering (relativistic kinematics, elastic and inelastic scattering, cross sections, Fermi’s golden rule, Feynman diagrams), geometric shapes of nuclei (kinematics, Rutherford cross section, Mott cross section, nuclear form factors), elastic scattering off nucleons (nucleon form factors), deep inelastic scattering (nucleon excited states, structure functions, the parton model), quarks, gluons, and the strong interaction (quark structure of nucleons, quarks in hadrons), particle production in electron–positron collisions (lepton pair production, resonances), phenomenology of the weak interaction (weak interactions, families of quarks and leptons, parity violation), exchange bosons of the weak interaction (real W and Z bosons), the Standard Model, quarkonia (analogy with Hydrogen atom and positronium, Charmonium, quark–antiquark potential), hadrons made from light quarks (mesonic multiplets, baryonic multiplets, masses and decays), the nuclear force (nucleon–nucleon scattering, the deuteron, the nuclear force), the structure of nuclei (Fermi gas model, shell Model, predictions of the shell model).\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module students will be familiar with some of the key results of quantum mechanics including perturbation theory and its application to atomic physics and the interaction of atoms with light.\n* They will be able to describe the properties of nuclei and how nucleons interact and have an appreciation of the key ingredients of the Standard Model of particle physics.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through a written examination and an online test and formatively assessed through problem exercises and a progress test. The written examination and online test will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills.\n* The problem exercises and progress test will provide opportunities for feedback, for students to gauge their progress, and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3621" . . "Presential"@en . "TRUE" . . "Foundations of physics 3b"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 2A (PHYS2581) AND Foundations of Physics 2B (PHYS2591) AND (Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables (MATH2031)).\n\n#### Corequisites\n\n* Foundations of Physics 3A (PHYS3621)\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 2 modules Foundations of Physics 2A (PHYS2581), Foundations of Physics 2B (PHYS2591) and Mathematical Methods in Physics (PHYS2611) by providing courses on Statistical Physics and Condensed Matter Physics appropriate to Level 3 students.\n\n#### Content\n\n* The syllabus contains:\n* Statistical Physics: Introduction and basic ideas:- macro and microstates, distributions; distinguishable particles, thermal equilibrium, temperature, the Boltzmann distribution, partition functions, examples of Boltzmann statistics: spin-1/2 solid and localized harmonic oscillators; Gases: the density of states: fitting waves into boxes, the distributions, fermions and bosons, counting particles, microstates and statistical weights; Maxwell-Boltzmann gases: distribution of speeds, connection to classical thermodynamics; diatomic gases: Energy contributions, heat capacity of a diatomic gas, hydrogen; Fermi-Dirac gases: properties, application to metals and helium-3; Bose-Einstein gases: properties, application to helium-4, phoney bosons; entropy and disorder, vacancies in solids; phase transitions: types, ferromagnetism of a spin-1/2 solid, real ferromagnetic materials, order-disorder transformations in alloys; statics or dynamics? ensembles, chemical thermodynamics: revisiting chemical potential, the grand canonical ensemble, ideal and mixed gases; dealing with interactions: electrons in metals, liquid helium 3 and 4, real imperfect gases; statistics under extreme conditions: superfluid states in Fermi-Dirac systems, statics in astrophysical systems.\n* Condensed Matter Physics: Review of the effect of a periodic potential, energy gap; reduced and periodic zone schemes; semiconductor crystals: crystal structures, band gaps, equations of motion, carrier concentrations of intrinsic and extrinsic semiconductors, law of mass action, transport properties, p-n junction; superconductivity: Meissner effect, London equation, type I and type II superconductors, thermodynamics of superconductors, Landau-Ginzburg theory, Josephson junctions; diamagnetism and paramagnetism: Langevin equation; quantum theory of paramagnetism, Hund’s rules, crystal field splitting, paramagnetism of conduction electrons; ferromagnetism and antiferromagnetism: Curie point, exchange integral, magnons, antiferromagnetism, magnetic susceptibility, dielectrics and ferroelectrics: macroscopic and local electric fields, dielectric constant and polarizilbility, structural phase transitions.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will understand the use of statistical concepts such as temperature and entropy and models to describe systems with a large number of weakly interacting particles.\n* They will build on their knowledge of nearly-free electron theory, and other concepts gained at Level 2, to explain the properties of semiconductors, superconductors, dielectric and magnetic materials.\n* They will understand the common theoretical treatment of quasiparticles and the experimental techniques used to understand the behaviour of materials.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through a written examination and an online test and formatively assessed through problem exercises and a progress test. The written examination and online test will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills.\n* The problem exercises and progress test will provide opportunities for feedback, for students to gauge their progress, and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3631" . . "Presential"@en . "TRUE" . . "Physics into schools"@en . . "20.0" . "#### Prerequisites\n\n* At least two Level 2 modules in Physics; DBS check; successful completion of interview (by module co-ordinator; experienced, qualified science teacher; academic in the Department of Physics; member of the Science Outreach and Engagement Team).\n\n#### Corequisites\n\n* None.\n\n#### Excluded Combination of Modules\n\n* BIOL3431 Biology Into Schools, CHEM3081 Chemistry Into Schools, COMP3421 Computer Science into Schools, ENGI4321 L4 Engineering Into Schools, GEOL3251 Earth Sciences into Schools, and MATH3481 Mathematics into Schools.\n\n#### Aims\n\n* To develop a range of key skills in the student and to offer an early taste of teaching Physics to those interested in pursuing it as a career or for other career pathways where public understanding of science is required.\n* To help students gain confidence in communicating Physics, develop strong organisational and interpersonal skills, and understand how to address the needs of individuals.\n* To learn to devise and develop Physics projects and teaching methods appropriate to engage the relevant age group they are working with.\n* To help inspire a new generation of Physicists as prospective undergraduates by providing role models for school pupils.\n* To help teachers convey the excitement of their subject to pupils by showing them the long-term applications of school studies, especially the cross disciplinary relationships of Physics.\n* To help teachers by providing an assistant who can work with and support pupils at any point on the ability spectrum.\n\n#### Content\n\n* A competitive interview system will be used to match students with appropriate schools and a specific teacher in the local area, and each student selected will be given a chance to visit the school they will be working in before commencement of the placement.\n* One day training course on working in schools and with pupils.\n* Series of lectures on key transferable skills.\n* The student will be required to spend half a day (approx 4hrs) a week in the school every week for at least 10 weeks.\n* Tutorials which will provide an opportunity for students to share their experiences.\n* The students will be involved in the following activities in support of their learning and teaching:\n* Classroom observation and assistance: Initial contact with the teacher and pupils will be as a classroom assistant, watching how the teacher handles the class, observing the level being taught and the structure of the lesson, and offering practical support to the teacher.\n* Teaching assistance: The teacher will assign the student with actual teaching tasks, which will vary dependent on specific needs and the student's own ability as it develops over the term. This could include for example offering problem-solving coaching to a smaller group of higher ability pupils, or taking the last ten minutes of the lesson for the whole class. The student will have to demonstrate an understanding of how the level of the knowledge of the pupils they are teaching fits in to their overall learning context in other subjects.\n* Whole class teaching: Students will typically be offered, in collaboration with their teachers, at least one opportunity to undertake whole class teaching, albeit that it may be only for a small part of the lesson.\n* University awareness: Students will represent and promote their academic discipline as a potential university choice to pupils across the social and academic range represented at their partner schools.\n* Special projects: The student will devise a special Physics project on the basis of discussion with the teacher and module co-ordinator and their own assessment of what will interest the particular pupils they are working with. The student will implement the special project and evaluate it. The student will be required to show that they can analyse a specific teaching problem and devise and prepare appropriately targeted teaching materials, practical demonstrations and basis 'tests' where appropriate.\n* Extra-curricular projects: The student may be supervised by the teacher in helping to run an out-of-timetable activity, such as a lunchtime club or special coaching periods for higher ability pupils. The student will have to demonstrate an ability to think laterally in order to formulate interesting ways to illustrate more difficult scientific concepts.\n* Written reports: The student will keep a journal of their own progress in working in the classroom environment, and they will be asked to prepare a written report on the special project.\n* The teachers will act as the main source of guidance in the schools but, in addition, the students will also be able to discuss progress with the module co-ordinator or a member of the Science Outreach and Engagement Team whenever necessary.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* On successful completion of this module students:\n* Will be able to assess and devise appropriate ways to communicate a difficult principle or concept.\n* Will have gained a broad understanding of many of the key aspects of teaching in schools.\n* Will have an advanced understanding of Physics through having to explain to others.\n* Will have an advanced understanding of the problems of public perception of science.\n\nSubject-specific Skills:\n\n* On successful completion of this module students:\n* Will know the responsibilites and appropriate conduct for a teacher.\n* Will know how to give (and take) feedback on Physics issues.\n* Will be able to undertake public speaking on Physics generally.\n* Will know how to prepare lesson plans and teaching materials for Physics.\n\nKey Skills:\n\n* On successful completion of this module students:\n* Will be able to communicate effectively, both one to one and with small groups.\n* Will be able to understand the needs of individuals.\n* Will be able to use interpersonal skills when dealing with colleagues.\n* Will be able to improvise when necessary.\n* Will be able to organise, prioritise and negotiate.\n* Will know how to work with others in teams.\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* This module includes an initial training course, lectures, tutorials and a school placement.\n* The initial training course provides an introduction to working in schools and with pupils. The lectures provide the means to give a concise, focused presentation on generic aspects of key transferable skils (e.g. teaching and learning skills and presentation skills). The lecture material will be explicitly linked to scenarios that are likely to arise in the school placement. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* The tutorials will provide opportunity for students to share their experiences and to discuss specific issues in Physics education and the public perception of science, giving them the chance to develop their theoretical understanding and communication skills. Students will be able to obtain further help in their studies by approaching the course leaders, either after lectures or tutorials or at other mutually convenient times.\n* The school placement allows the student to develop a range of interpersonal skills and the professional competencies expected of an effective teacher (or a facilitator to others), thus ensuring that the learning outcomes are met. Student performance will be summatively assessed through a Journal of Teaching Activity, an End of Module Report, an End of Module Presentation and a Teacher's Assessment.\n* The Journal of Teaching Activity and End of Module Report will provide the means for students to reflect on their experience of the school placement and on their own personal development, and to demonstrate written communication skills.\n* The End of Module Presentation will enable students to give a practical demonstration of teaching competencies including oral communication skills.\n* The Teacher's Assessment is an independent corroboration of progress, including the student's approach and attitude, appreciation of key educational issues, aptitude and potential as a science communicator and performance in the Special Project.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3611" . . "Presential"@en . "FALSE" . . "Theoretical physics 3"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 2A (PHYS2581) AND Theoretical Physics 2 (PHYS2631) AND (Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables (MATH2031)).\n\n#### Corequisites\n\n* Foundations of Physics 3A (PHYS3621).\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 2 modules Foundations of Physics 2A (PHYS2581) and Theoretical Physics 2 (PHYS2631) by introducing more advanced methods in electromagnetism that can be used to investigate more realistic problems and concepts, and by introducing more advanced topics in quantum mechanics as well as addressing further applications and conceptual issues of measurement and interpretation.\n\n#### Content\n\n* The syllabus contains:\n* Relativistic Electrodynamics: Einstein’s postulates, the geometry of relativity, Lorentz transformations, structure of space-time, proper time and proper velocity, relativistic energy and momentum, relativistic kinematics, relativistic dynamics, magnetism as a relativistic phenomenon, how the fields transform, the field tensor, electrodynamics in tensor notation, relativistic potentials, scalar and vector potentials, gauge transformations, Coulomb gauge, retarded potentials, fields of a moving point charge, dipole radiation, radiation from point charges.\n* Quantum Theory: Scattering experiments and cross sections; potential scattering (general features); spherical Bessel functions (application: the bound states of a spherical square well); the method of partial waves (scattering phase shift, scattering length, resonances, applications); the integral equation of potential scattering; the Born approximation; collisions between identical particles, introduction to multichannel scattering; the density matrix (ensemble averages, the density matrix for a spin-1/2 system and spin-polarization); quantum mechanical ensembles and applications to single-particle systems; systems of non-interacting particles (Maxwell-Boltzmann, Fermi-Dirac and Bose-Einstein statistics, ideal Fermi-Dirac and Bose-Einstein gases); the Klein-Gordon equation; the Dirac equation; covariant formulation of Dirac theory; plane wave solutions of the Dirac equation; solutions of the Dirac equation for a central potential; negative energy states and hole theory; non-relativistic limit of the Dirac equation; measurements and interpretation (hidden variables, the EPR paradox, Bell’s theorem, the problem of measurement).\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will have developed a working knowledge of tensor calculus, and be able to apply their understanding to relativistic electromagnetism.\n* They will have a systematic understanding of quantum theory, including collision theory and relativistic quantum mechanics.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises and a progress test. The open-book examination will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills.\n* The problem exercises and progress test provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3661" . . "Presential"@en . "FALSE" . . "Condensed matter physics 3"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 2A (PHYS2581) AND Foundations of Physics 2B (PHYS2591) AND (Mathematical Methods in Physics (PHYS2611) OR Analysis in Many Variables (MATH2031))\n\n#### Corequisites\n\n* Foundations of Physics 3A (PHYS3621) AND Foundations of Physics 3B (PHYS3631)\n\n#### Excluded Combination of Modules\n\n* None\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It illustrates the relevant physics utilised in modern condensed matter physics based on scale, symmetry and the structure of matter and contains both material on \"hard\" condensed matter and an introduction to topics in soft matter physics.\n\n#### Content\n\n* Symmetry structure and excitations: Overview of energy, length and time scales in different areas of CMP. Comparison of hard CMP and soft CMP. Cohesion in solids. Introduction to symmetry and its influence on physical properties. The symmetry of crystals. Measuring structure using diffraction. Elementary excitations from a ground state: single particles and collective excitations in solids. Phonons in a system with a two atom basis: acoustic and optic branches. Anharmonic effects, soft modes. Measuring excitations using scattering and spectroscopy.\n* Introduction to soft matter physics: Introduction to soft matter physics and its basic phenomenology. Polymer physics and scaling. Liquid crystals. Free energies. Diffusion (Einstein diffusion coefficients, Peclet number and Fick’s laws). Elasticity of solids.\n* Broken symmetry: Symmetry breaking at phase transitions as a method of classifying the phenomena studied in CMP. Phase transitions and critical exponents. Excitations in a broken symmetry system. Generalised rigidity and order. Topological defects. How other systems fit into this framework: superconductors and superfluids; classical examples (binary fluids, polymers, liquid crystals etc.); weak interactions in the standard model, cosmological examples. Other topological objects: vortices, monopoles, skyrmions (in outline). Applications of broken symmetry systems.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will have an understanding of the themes of modern condensed matter research, and an appreciation of role of scales, symmetry and the structure of matter. They will have become familiar with the physics of a number of examples taken from across the subject.\n* They will understand the elements of soft matter structure, its dynamics, elasticity and phase transitions.\n* They will understand the notion of broken symmetry and its consequences and an appreciation of the classification of phenomena in solids that this allows.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises and a progress test. The open-book examination will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills.\n* The problem exercises and progress test provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS3711" . . "Presential"@en . "FALSE" . . "Advanced theoretical physics"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 3A (PHYS3621) AND (Theoretical Physics 3 (PHYS3661) OR (Mathematical Physics II (MATH2071) AND Special Relativity and Electromagnetism II (MATH2657))).\n\n#### Corequisites\n\n* Advanced Quantum Theory IV (MATH4061) if Theoretical Physics 3 (PHYS3661) has not been taken.\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* 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.\n\n#### Content\n\n* The syllabus contains:\n* 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.\n* 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).\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module students will understand some of the modern theories of electronic structure and vibrational properties of materials including superconductivity.\n* They will understand the quantum nature of light.\n* They will understand the concepts of entangled states and mixed states and their relevance in experiments.\n\nSubject-specific Skills:\n\n* 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.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module.\n* 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.\n* When appropriate, lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at mutually convenient times.\n* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises.\n* 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.\n* 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.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS4141" . . "Presential"@en . "FALSE" . . "Advanced condensed matter physics"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 2A (PHYS2581) and Foundations of Physics 3B (PHYS3631) and Condensed Matter Physics 3 (PHYS3711).\n\n#### Corequisites\n\n* Condensed Matter Physics 4 (PHYS4271) if Condensed Matter Physics 3 (PHYS3711) has not been taken in Year 3.\n\n#### Excluded Combination of Modules\n\n* None.\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the Level 3 modules Foundations of Physics 3B (PHYS3631) and Condensed Matter Physics 3 (PHYS3711) and introduces students to some of the key topics in the area of soft matter and biological physics, provides a knowledge of the physical properties of zero, one and two dimensional materials and of the properties of metals and superconductors at an advanced level appropriate to Level 4 physics students.\n\n#### Content\n\n* The syllabus contains:\n* Standard models of condensed matter physics: Metals: The Fermi-gas and its predictions. Interactions in metals: adiabatic continuity in outline. Single particle band structure and tight binding. Quantum oscillations and fermiology. Examples of the behaviour of normal and exotic metals; Superfluidity and superconductivity: Superfluids and superconductors as broken symmetry states. Macroscopic quantum coherence. Microscopic description: BCS theory. Superconducting materials. Applications of superconductivity; superconducting devices.\n* Low-dimensional physics: Systems in 1D and 2D. Mermin-Wagner theorem. The Ising model in 1D. Polymers. Quantum Hall effect (magnetoresistance in 2D, conductivity and Hall effect; edge states). Topological objects in low dimensional solids. walls, kinks and solitons; vortices, monopoles and skyrmions. Semiconductor (p-n) junctions. Devices using the semiconductor p-n junction. Heterostructures and quantum wells.\n* Order and dynamics in soft matter and biophysics: Dynamics and susceptibilities. The kinetics of phase transitions including liquid-liquid demixing phase separation. Glasses. Self-assembly of micelles and membranes. Soft and biological systems out of equilibrium. Nucleation: crystal growth and self-assembly of molecular systems. Susceptibility, response and the fluctuation-dissipation theorem (in outline).\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will have an understanding of the themes of modern condensed matter research, and an appreciation of role of scales, symmetry and the structure of matter in advanced examples. They will have become familiar with the physics of a number of examples taken from across the subject.\n* Students will be able to demonstrate knowledge of the nature of order and dynamics in soft matter and biological systems.\n* They will be able to predict physical behaviour based on fundamental models of metals and superconductors.\n* They will be able to identify examples of where reduced dimensionality is relevant and to formulate descriptions of the underlying physics.\n* They will be able to apply their understanding of these topics in unfamiliar contexts in order to solve advanced problems.\n\nSubject-specific Skills:\n\n* 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.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module.\n* 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.\n* When appropriate, lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at mutually convenient times.\n* Student performance will be summatively assessed through an open-book examination and formatively assessed through problem exercises.\n* 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.\n* 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.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS4151" . . "Presential"@en . "FALSE" . . "Theoretical physics 4"@en . . "20.0" . "#### Prerequisites\n\n* Theoretical Physics 2 (PHYS2631) AND Foundations of Physics 3A (PHYS3621).\n\n#### Corequisites\n\n* Foundations of Physics 4A (PHYS4251) if Foundations of Physics 3A (PHYS3621) was not taken in Year 3\n\n#### Excluded Combination of Modules\n\n* Theoretical Physics 3 (PHYS3661).\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It builds on the modules Theoretical Physics 2 (PHYS2631) and Foundations of Physics 3A (PHYS3621) by introducing more advanced methods in electromagnetism that can be used to investigate more realistic problems and concepts, and by introducing more advanced topics in quantum mechanics as well as addressing further applications and conceptual issues of measurement and interpretation.\n* It develops transferable skills in researching a topic at an advanced level and making a written presentation on the findings.\n\n#### Content\n\n* The syllabus contains:\n* Relativistic Electrodynamics: Einstein’s postulates, the geometry of relativity, Lorentz transformations, structure of space-time, proper time and proper velocity, relativistic energy and momentum, relativistic kinematics, relativistic dynamics, magnetism as a relativistic phenomenon, how the fields transform, the field tensor, electrodynamics in tensor notation, relativistic potentials, scalar and vector potentials, gauge transformations, Coulomb gauge, retarded potentials, fields of a moving point charge, dipole radiation, radiation from point charges.\n* Quantum Theory: Scattering experiments and cross sections; potential scattering (general features); spherical Bessel functions (application: the bound states of a spherical square well); the method of partial waves (scattering phase shift, scattering length, resonances, applications); the integral equation of potential scattering; the Born approximation; collisions between identical particles, introduction to multichannel scattering; the density matrix (ensemble averages, the density matrix for a spin-1/2 system and spin-polarization); quantum mechanical ensembles and applications to single-particle systems; systems of non-interacting particles (Maxwell-Boltzmann, Fermi-Dirac and Bose-Einstein statistics, ideal Fermi-Dirac and Bose-Einstein gases); the Klein-Gordon equation; the Dirac equation; covariant formulation of Dirac theory; plane wave solutions of the Dirac equation; solutions of the Dirac equation for a central potential; negative energy states and hole theory; non-relativistic limit of the Dirac equation; measurements and interpretation (hidden variables, the EPR paradox, Bell’s theorem, the problem of measurement).\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will have developed a working knowledge of tensor calculus, and be able to apply their understanding to relativistic electromagnetism.\n* They will have a systematic understanding of quantum theory, including collision theory and relativistic quantum mechanics.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n* Students will have developed skills in researching a topic at an advanced level and making a written presentation.\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Lecturers will provide a list of advanced topics related to the module content. Students will be required to research one of these topics in depth and write a dissertation on it. Some guidance on the research and feedback on the dissertation will be provided by the lecturer.\n* Student performance will be summatively assessed through an open-book examination and a dissertation and formatively assessed through problem exercises and a progress test. The open-book examination will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills. The dissertation will provide the means for students to demonstrate skills in researching a topic at an advanced level and making a written presentation.\n* The problem exercises and progress test will provide opportunities for feedback, for students to gauge their progress, and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS4241" . . "Presential"@en . "FALSE" . . "Condensed matter physics 4"@en . . "20.0" . "#### Prerequisites\n\n* Foundations of Physics 3A (PHYS3621) AND Foundations of Physics 3B (PHYS3631)\n\n#### Corequisites\n\n* Foundations of Physics 4B (PHYS4261) if Foundations of Physics 3B (PHYS3631) was not taken in Year 3\n\n#### Excluded Combination of Modules\n\n* PHYS3??1 Condensed Matter Physics 3\n\n#### Aims\n\n* This module is designed primarily for students studying Department of Physics or Natural Sciences degree programmes.\n* It illustrates the relevant physics utilised in modern condensed matter physics based on scale, symmetry and the structure of matter and contains both material on \"hard\" condensed matter and an introduction to topics in soft matter physics.\n* It develops transferable skills in researching a topic at an advanced level and making a written presentation on the findings.\n\n#### Content\n\n* Symmetry structure and excitations: Overview of energy, length and time scales in different areas of CMP. Comparison of hard CMP and soft CMP. Cohesion in solids. Introduction to symmetry and its influence on physical properties. The symmetry of crystals. Measuring structure using diffraction. Elementary excitations from a ground state: single particles and collective excitations in solids. Phonons in a system with a two atom basis: acoustic and optic branches. Anharmonic effects, soft modes. Measuring excitations using scattering and spectroscopy.\n* Introduction to soft matter physics: Introduction to soft matter physics and its basic phenomenology. Polymer physics and scaling. Liquid crystals. Free energies. Diffusion (Einstein diffusion coefficients, Peclet number and Fick’s laws). Elasticity of solids.\n* Broken symmetry: Symmetry breaking at phase transitions as a method of classifying the phenomena studied in CMP. Phase transitions and critical exponents. Excitations in a broken symmetry system. Generalised rigidity and order. Topological defects. How other systems fit into this framework: superconductors and superfluids; classical examples (binary fluids, polymers, liquid crystals etc.); weak interactions in the standard model, cosmological examples. Other topological objects: vortices, monopoles, skyrmions (in outline). Applications of broken symmetry systems.\n\n#### Learning Outcomes\n\nSubject-specific Knowledge:\n\n* Having studied this module, students will have an understanding of the themes of modern condensed matter research, and an appreciation of role of scales, symmetry and the structure of matter. They will have become familiar with the physics of a number of examples taken from across the subject.\n* They will understand the elements of soft matter structure, its dynamics, elasticity and phase transitions.\n* They will understand the notion of broken symmetry and its consequences and an appreciation of the classification of phenomena in solids that this allows.\n\nSubject-specific Skills:\n\n* In addition to the acquisition of subject knowledge, students will be able to apply the principles of physics to the solution of complex problems.\n* They will know how to produce a well-structured solution, with clearly-explained reasoning and appropriate presentation.\n\nKey Skills:\n\n* Students will have developed skills in researching a topic at an advanced level and making a written presentation.\n\n#### Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module\n\n* Teaching will be by lectures and workshops.\n* The lectures provide the means to give a concise, focused presentation of the subject matter of the module. The lecture material will be defined by, and explicitly linked to, the contents of the recommended textbooks for the module, thus making clear where students can begin private study. When appropriate, the lectures will also be supported by the distribution of written material, or by information and relevant links online.\n* Regular problem exercises and workshops will give students the chance to develop their theoretical understanding and problem solving skills.\n* Students will be able to obtain further help in their studies by approaching their lecturers, either after lectures or at other mutually convenient times.\n* Lecturers will provide a list of advanced topics related to the module content. Students will be required to research one of these topics in depth and write a dissertation on it. Some guidance on the research and feedback on the dissertation will be provided by the lecturer.\n* Student performance will be summatively assessed through an open-book examination and a dissertation and formatively assessed through problem exercises and a progress test. The open-book examination will provide the means for students to demonstrate the acquisition of subject knowledge and the development of their problem-solving skills. The dissertation will provide the means for students to demonstrate skills in researching a topic at an advanced level and making a written presentation.\n* The problem exercises and progress test provide opportunities for feedback, for students to gauge their progress and for staff to monitor progress throughout the duration of the module.\n\nMore information at: https://apps.dur.ac.uk/faculty.handbook/2023/UG/module/PHYS4271" . . "Presential"@en . "FALSE" . . "Advanced statistical physics"@en . . "6.0" . "https://sigarra.up.pt/fcup/en/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=509347" . . "Presential"@en . "FALSE" . . "Nonlinear physics"@en . . "6.0" . "https://sigarra.up.pt/fcup/en/ucurr_geral.ficha_uc_view?pv_ocorrencia_id=509987" . . "Presential"@en . "FALSE" . . "Frontiers of theoretical physics"@en . . "6.0" . "Competences to be gained during study\n\nCapacity to effectively identify, formulate and solve problems, and to critically interpret and assess the results obtained.\n\nKnowledge forming the basis of original thinking in the development or application of ideas, typically in a research context.\n\nCapacity to apply the acquired knowledge to problem-solving in new or relatively unknown environments within broader (or multidisciplinary) contexts related to the field of study.\n\nCapacity to communicate conclusions, judgments and the grounds on which they have been reached to specialist and non-specialist audiences in a clear and unambiguous manner.\n\nSkills to enable lifelong self-directed and independent learning.\n\nCapacity to communicate, give presentations and write scientific articles in English on fields related to the topics covered in the master’s degree.\n\nCapacity to critically analyze rigour in theory developments.\n\nCapacity to acquire the necessary methodological techniques to develop research tasks in the field of study.\n\nCapacity to understand and apply general gravitation theories and theories on the standard model of particle physics, and to learn their main experimental principles (specialization in Particle Physics and Gravitation).\n\nCapacity to analyze and interpret a physical system in terms of the relevant scales of energy.\n\nCapacity to identify relevant observable magnitudes in a specific physical system.\n\nCapacity to test predictions from theoretical models with experimental and observational data.\n\nCapacity to critically analyze the results of calculations, experiments or observations, and to calculate possible errors.\n\n \n\n \n\n \n\n \n\nLearning objectives\n\n \n\nReferring to knowledge\n\nUnderstand the limitations of perturbation theory in quantum field theory. \n\nBe able to extract predictions from Grand Unified Theories and from supersymmetric theories.\n\nLearn how to describe strongly coupled systems by means of the gauge/string duality. \n\n \n\n \n\nTeaching blocks\n\n \n\n1. Renormalisation group\n2. Introduction to supersymmetry\n3. Introduction to the gauge/string duality\n4. Introduction to Grand Unified Theories\n5. Phenomenology of supersymmetric theories\n6. Open problems in cosmology\n \n\n \n\nTeaching methods and general organization\n\n \n\nTheory lectures and sessions on problem resolution.\n\n \n\n \n\nOfficial assessment of learning outcomes\n\n \n\nAssessment: assessment is based on assignments set throughout the course, and/or an interview at the end of each part of the teaching blocks, and/or a written exam at the end of each section. \n\nRepeat assessment: repeat assessment takes place in September and follows the same rules as regular assessment.\n\n \n\n \n\nReading and study resources\n\nCheck availability in Cercabib\n\nBook\n\nPeskin, Michael E. ; Schroeder, Daniel V. An Introduction to quantum field theory. Reading (Mass.) : Addison Wesley, 1998 Enllaç\n\nhttps://cercabib.ub.edu/discovery/search?vid=34CSUC_UB:VU1&search_scope=MyInst_and_CI&query=any,contains,b1330066* Enllaç\n\nWess, Julius ; Bagger, Jonathan. Supersymmetry and supergravity. Princeton : Princeton University Press, 1992 Enllaç\n\n\nhttps://cercabib.ub.edu/discovery/search?vid=34CSUC_UB:VU1&search_scope=MyInst_and_CI&query=any,contains,b1062777* Enllaç\n\nElectronic text\n\nO.Aharony, S.S.Gubser, J.M.Maldacena, H.Ooguri and Y.Oz,\n``Large N field theories, string theory and gravity,’\n Phys. Rept. 323, 183 (2000) [hep-th/9905111].\n\nD.~Mateos,``String Theory and Quantum Chromodynamics,’\n Class. Quant. Grav. 24, S713 (2007) [arXiv:0709.1523 [hep-th]].\n\nJ.Casalderrey-Solana, H.Liu, D.Mateos, K.Rajagopal and U.A.Wiedemann,\n ``Gauge/String Duality, Hot QCD and Heavy Ion Collisions,’ arXiv:1101.0618 [hep-th].\n\n\n More information at: http://grad.ub.edu/grad3/plae/AccesInformePDInfes?curs=2023&assig=568437&ens=M0D0B&recurs=pladocent&n2=1&idioma=ENG" . . "Presential"@en . "FALSE" . . "High-energy physics and accelerator physics"@en . . "6.0" . "http://grad.ub.edu/grad3/plae/AccesInformePDInfes?curs=2023&assig=569112&ens=M0D0G&recurs=pladocent&n2=1&idioma=ENG" . . "Presential"@en . "FALSE" . . "Analysis for physicists"@en . . "8" . "Foundations (Sets, numbers, and maps), sequences, elementary functions, infinite sums, continuity, differentiability, Taylor series and power series, integrals, Fourier series." . . "Presential"@en . "TRUE" . . "Analysis for physicists"@en . . "no data" . "no data" . . "Presential"@en . "TRUE" . . "Analysis for physicists III"@en . . "8" . "no data" . . "Presential"@en . "TRUE" . . "Physics I"@en . . "6" . "Kinematics of the point mass. Statics. Dynamics. Work, energy. Principles of conservation. The dynamics of a system of particles. Rotational motion. Gravitation. Central forces. Special theory of relativity. Elasticity. Oscillations. Mechanical waves. Sound. Thermodynamics: first and second law of thermodynamics.Τhe principles of Optics." . . "Presential"@en .