PHY8029 : Quantum Fluids
- Offered for Year: 2019/20
- Module Leader(s): Professor Carlo Barenghi
- Lecturer: Professor Nikolaos Proukakis
- Owning School: Mathematics, Statistics and Physics
- Teaching Location: Newcastle City Campus
Semester 1 Credit Value:
To describe the phenomenon of Bose-Einstein condensation and the main mathematical and physical features of quantum fluids (e.g. atomic gases, superfluid helium, etc).
The distinction between classical statistics and quantum statistics. The mechanism of Bose-Einstein condensation in its most elementary form for ideal gases. The main phenomenology of atomic condensates and superfluid liquid helium. The mathematical models which are used to determine the ground state and linear/nonlinear excitations, such as solitons and vortices.
Outline Of Syllabus
Quantum mechanics of many-particles. Maxwell-Boltzmann, Fermi-Dirac and Bose-Einstein statistics. Bose-Einstein condensation of an ideal gas. Condensate fraction. Liquid helium and superfluidity.
Landau critical velocity. The two-fluid model and its consequences (e.g. thermal counterflow, second sound, etc). Vortex lines in rotating superfluids. The Nonlinear Schrodinger, or Gross-Pitaevskii, equation. The Madelung transformation and the fluid dynamics interpretation of the Gross-Pitaevskii equation. The Thomas-Fermi approximation and the ground state. Stability of Gross-Pitaevskii equation and the energy functional. The dispersion relation and linear waves (phonons). Nonlinear waves (dark and bright solitons), vortices and lattices. Vortex dynamics in two and three dimensions. Overview of relevant experimental findings. Quantum turbulence, Josephson effects, or other topics of current research (e.g. two-component condensates, dipolar condensates, polariton condensates, etc).
|Guided Independent Study||Assessment preparation and completion||1||20:00||20:00||Project|
|Guided Independent Study||Assessment preparation and completion||1||15:00||15:00||Revision for unseen exam|
|Guided Independent Study||Assessment preparation and completion||1||2:00||2:00||Unseen exam|
|Scheduled Learning And Teaching Activities||Lecture||2||1:00||2:00||Revision lectures|
|Scheduled Learning And Teaching Activities||Lecture||33||1:00||33:00||Formal lectures|
|Scheduled Learning And Teaching Activities||Drop-in/surgery||12||0:10||2:00||Office hours|
|Guided Independent Study||Independent study||1||53:00||53:00||Studying, practising, and gaining understanding of course material|
|Guided Independent Study||Independent study||2||3:00||6:00||Review of coursework assignments|
|Guided Independent Study||Independent study||2||6:00||12:00||Preparation for coursework assignments|
|Guided Independent Study||Independent study||1||5:00||5:00||Review of project|
Jointly Taught With
Teaching Rationale And Relationship
Lectures are used for the delivery of theory and explanation of methods, illustrated with examples, and for giving general feedback on marked work. Tutorials (within lectures) are used to discuss the course material, identify and resolve specific queries raised by students and to allow students to receive individual feedback on marked work. In addition, office hours (two per week) will provide an opportunity for more direct contact between individual students and the lecturer: a typical student might spend a total of one or two hours over the course of the module, either individually or as part of a group.
The format of resits will be determined by the Board of Examiners
|Prob solv exercises||1||M||5||Coursework assignments|
|Prof skill assessmnt||1||M||25||A technical report or numerical project|
Assessment Rationale And Relationship
A substantial formal unseen examination is appropriate for the assessment of the material in this module. The coursework assignments are expected to consist of two written assignments of equal weight: the exact nature of assessment will be explained at the start of the module. The coursework assignments and the project or report allow the students to develop their problem solving techniques, to practise the methods learnt in the module, to assess their progress and to receive feedback; these assessments have a secondary formative purpose as well as their primary summative purpose.