PHY1025 : Introductory Quantum Mechanics
PHY1025 : Introductory Quantum Mechanics
- Offered for Year: 2025/26
- Module Leader(s): Dr Paul Branch
- Owning School: Mathematics, Statistics and Physics
- Teaching Location: Newcastle City Campus
Semesters
Your programme is made up of credits, the total differs on programme to programme.
| Semester 2 Credit Value: | 10 |
| ECTS Credits: | 5.0 |
| European Credit Transfer System | |
Pre-requisite
Modules you must have done previously to study this module
Pre Requisite Comment
A Level Maths AND Physics OR equivalent
Co-Requisite
Modules you need to take at the same time
Co Requisite Comment
N/A
Aims
To introduce the principals of the quantum behaviour of particles and form a basis for a formal instruction of quantum mechanics at later stages.
Outline Of Syllabus
Emergence of quantum phenomena
• The photoelectric effect.
• Black body radiation.
• The Compton effect.
• Discovery of Planck’s constant and quantization of energy.
• Wave-particle duality. de Broglie waves, electron diffraction.
• Heisenberg's uncertainty principle.
• The Rutherford and Bohr models of the atom.
• Spectra of hydrogen and other one-electron atoms.
The Schrödinger equation (non-relativistic)
• Bound states and the potential well problem including the infinite square potential well.
• Quantum tunnelling.
Atomic structure
• Quantum numbers of hydrogen including spin.
• Applications of quantum mechanics in atomic physics.
Learning Outcomes
Intended Knowledge Outcomes
By the end of the module students will know how the laws of mechanics had to be drastically revised to deal with the world of atoms and electrons.
Intended Skill Outcomes
By the end of this module students will be able to:
• Solve basic problems on the topics studied.
• To distinguish between classical and quantum-mechanical phenomena.
Students will develop skills across the cognitive domain (Bloom's taxonomy, 2001 revised edition): remember, understand, apply, analyse, evaluate and create.
Teaching Methods
Teaching Activities
| Category | Activity | Number | Length | Student Hours | Comment |
|---|---|---|---|---|---|
| Scheduled Learning And Teaching Activities | Lecture | 2 | 1:00 | 2:00 | Revision Lectures |
| Scheduled Learning And Teaching Activities | Lecture | 20 | 1:00 | 20:00 | Formal Lectures |
| Guided Independent Study | Assessment preparation and completion | 25 | 1:00 | 25:00 | Completion of in-course assignments |
| Scheduled Learning And Teaching Activities | Workshops | 9 | 1:00 | 9:00 | Problem-solving classes |
| Guided Independent Study | Independent study | 44 | 1:00 | 44:00 | Preparation time for lectures, background reading, coursework review and examination revision |
| Total | 100:00 |
Teaching Rationale And Relationship
The teaching methods are appropriate to allow students to develop a wide range of skills, from understanding basic concepts and facts to higher-order thinking.
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Active participation in problem-solving workshops will help students to develop problem-solving skills.
Reading Lists
Assessment Methods
The format of resits will be determined by the Board of Examiners
Exams
| Description | Length | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|---|
| Digital Examination | 120 | 2 | A | 60 | NUMBAS and written exam (hybrid exam) |
Other Assessment
| Description | Semester | When Set | Percentage | Comment |
|---|---|---|---|---|
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
| Prob solv exercises | 2 | M | 10 | Problem-solving exercises assessment |
Formative Assessments
Formative Assessment is an assessment which develops your skills in being assessed, allows for you to receive feedback, and prepares you for being assessed. However, it does not count to your final mark.
| Description | Semester | When Set | Comment |
|---|---|---|---|
| Prob solv exercises | 2 | M | Problem Exercises - Formative Assessment |
Assessment Rationale And Relationship
A substantial formal unseen examination is appropriate for the assessment of the material in this module. The format of the examination will enable students to reliably demonstrate their own knowledge, understanding and application of learning outcomes. The assurance of academic integrity forms a necessary part of programme accreditation.
Examination problems may require a synthesis of concepts and strategies from different sections, while they may have more than one ways for solution. The examination time allows the students to test different strategies, work out examples and gather evidence for deciding on an effective strategy, while carefully articulating their ideas and explicitly citing the theory they are using.
The coursework assignments allow the students to develop their problem solving techniques, to practice the methods learnt in the module, to allow the students to tackle more complex (or longer) problems that would not be suitable for and examination and to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.
Timetable
- Timetable Website: www.ncl.ac.uk/timetable/
- PHY1025's Timetable
Past Exam Papers
- Exam Papers Online : www.ncl.ac.uk/exam.papers/
- PHY1025's past Exam Papers
General Notes
N/A
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Disclaimer
The information contained within the Module Catalogue relates to the 2025 academic year.
In accordance with University Terms and Conditions, the University makes all reasonable efforts to deliver the modules as described.
Modules may be amended on an annual basis to take account of changing staff expertise, developments in the discipline, the requirements of external bodies and partners, staffing changes, and student feedback. Module information for the 2026/27 entry will be published here in early-April 2026. Queries about information in the Module Catalogue should in the first instance be addressed to your School Office.