Activities and Homework Problems

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(K&K 7.11) Show for a single orbital of a fermion system that \begin{align} \left<(\Delta N)^2\right> = \left<N\right>(1+\left<N\right>) \end{align} if \(\left<N\right>\) is the average number of fermions in that orbital. Notice that the fluctuation vanishes for orbitals with energies far enough from the chemical potential \(\mu\) so that \(\left<N\right>=1\) or \(\left<N\right>=0\).

Students calculate the flux from the vector field \(\vec{F} = C\, z\, \hat{z}\) through a right cone of height \(H\) and radius \(R\) .

Find the upward pointing flux of the electric field \(\vec E =E_0\, z\, \hat z\) through the part of the surface \(z=-3 s^2 +12\) (cylindrical coordinates) that sits above the \((x, y)\)--plane.

Find the upward pointing flux of the vector field \(\boldsymbol{\vec{H}}=2z\,\boldsymbol{\hat{x}} +\frac{1}{x^2+1}\boldsymbol{\hat{y}}+(3+2z)\boldsymbol{\hat{z}}\) through the rectangle \(R\) with one edge along the \(y\) axis and the other in the \(xz\)-plane along the line \(z=x\), with \(0\le y\le2\) and \(0\le x\le3\).

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The formula for the inverse Fourier transform shows that a function \(f(x)\) can be written in terms of its Fourier transform via \begin{equation} f(x)= \frac{1}{\sqrt{2\pi}} \int_{-\infty}^{\infty} \tilde{f}(k)\, e^{ikx}\, dk \end{equation} Take the derivative of both sides of this equation with respect to \(x\) and simplify. Interpret your expression as the inverse Fourier transform of something.

Instructor's Guide

Introduction

Students will need a short lecture giving the definition of the inverse Fourier Transform \begin{equation} {\cal{F}}^{-1}(\tilde{f}) =f(x)= \frac{1}{\sqrt{2\pi}} \int_{-\infty}^{\infty} f(k)\, e^{ikx}\, dk \end{equation}

Student Conversations

The logic of this problem may feel a little backwards to students. Be prepared to be more directive than normal in helping the groups that get stuck. Or consider doing this problem as a mini-lecture, rather than a group activity, especially if time is tight.

Wrap-up

The result if this calculation is an essential formula in solving differential equations with Fourier transforms.

Find the Fourier transform of the (simplified) Gaussian function \begin{equation} f(x)=e^{-x^2} \end{equation} You may want to use the value of the following integral \begin{equation} \int_{-\infty}^{\infty} e^{-x^2}\, dx = \sqrt{\pi} \end{equation}

Find the Fourier transform of a plane wave.

Instructor's Guide

Introduction

If students know about the Dirac delta function and its exponential representation, this is a great second example of the Fourier transform that students can work out in-class for themselves.

Students will need a short lecture giving the definition of the Fourier Transform \begin{equation} {\cal{F}}(f) =\tilde{f} (k)= \frac{1}{\sqrt{2\pi}} \int_{-\infty}^{\infty} e^{-ikx}\, f(x)\, dx \end{equation}

Student Conversations

Students may ask what is meant by a plane wave. Help them figure out what is meant, from the context or give them the formula if time is tight.

Keep the time dependence in or leave it out depending on how much time you have to deal with a little extra algebraic confusion.

Wrap-up

This example is (almost) the inverse of Fourier Transform of the Delta Function. If you really want the inverse problem, change the prompt to “Find the inverse Fourier transform of a plane wave.”

Suppose you have a definite function \(f(x)\) in mind and you already know its Fourier transform, i.e. you know how to do the integral \begin{equation} \tilde{f}(k)=\frac{1}{\sqrt{2\pi}} \int_{-\infty}^{\infty}e^{-ikx}\, f(x)\, dx \end{equation} Find the Fourier transform of the shifted function \(f(x-x_0)\).

Instructor's Guide

Introduction

Students will need a short lecture giving the definition of the Fourier Transform \begin{equation} {\cal{F}}(f) =\tilde{f} (k)= \frac{1}{\sqrt{2\pi}} \int_{-\infty}^{\infty} e^{-ikx}\, f(x)\, dx \end{equation}

Student Conversations

This example will feel very abstract to some students. It may be difficult for them to understand that the conditions of the problem state that the know both \(f(x)\) and \(\tilde{f}(k)\). This problem is about changing \(f\) slightly (by shifting its argument by \(x_0\)) and then asking how \(\tilde{f}\) changes, in response.

Wrap-up

The result from this calculation underlies why it is possible to factor out the time dependence in the Fourier transform of a plane wave, Fourier Transform of a Plane Wave. Even though the problem is somewhat abstract, it is super important in applications for this reason.

1. Find the Fourier transforms of \(f(x)=\cos kx\) and \(g(x)=\sin kx\).
2. Find the Fourier transform of \(g(x)\) using the formula for the Fourier transform of a derivative and your result for the Fourier transform of \(f(x)\). Compare with your previous answer.
3. In quantum mechanics, the Fourier transform is the set of coefficients in the expansion of a quantum state in terms of plane waves, i.e. the function \(\tilde{f}(k)\) is a continuous histogram of how much each functions \(e^{ikx}\) contributes to the quantum state. What does the Fourier transform of the function \(\cos kx\) tell you about which plane waves make up this quantum state? Write a sentence or two about how this makes sense.

Students calculate the Fourier transform of the Dirac delta function.

A one-dimensional harmonic oscillator has an infinite series of equally spaced energy states, with \(\varepsilon_n = n\hbar\omega\), where \(n\) is an integer \(\ge 0\), and \(\omega\) is the classical frequency of the oscillator. We have chosen the zero of energy at the state \(n=0\) which we can get away with here, but is not actually the zero of energy! To find the true energy we would have to add a \(\frac12\hbar\omega\) for each oscillator.

1. Show that for a harmonic oscillator the free energy is \begin{equation} F = k_BT\log\left(1 - e^{-\frac{\hbar\omega}{k_BT}}\right) \end{equation} Note that at high temperatures such that \(k_BT\gg\hbar\omega\) we may expand the argument of the logarithm to obtain \(F\approx k_BT\log\left(\frac{\hbar\omega}{kT}\right)\).

2. From the free energy above, show that the entropy is \begin{equation} \frac{S}{k_B} = \frac{\frac{\hbar\omega}{kT}}{e^{\frac{\hbar\omega}{kT}}-1} - \log\left(1-e^{-\frac{\hbar\omega}{kT}}\right) \end{equation}

   

   

   This entropy is shown in the nearby figure, as well as the heat capacity.

1. Find an expression for the free energy as a function of \(T\) of a system with two states, one at energy 0 and one at energy \(\varepsilon\).

2. From the free energy, find expressions for the internal energy \(U\) and entropy \(S\) of the system.

3. Plot the entropy versus \(T\). Explain its asymptotic behavior as the temperature becomes high.

4. Plot the \(S(T)\) versus \(U(T)\). Explain the maximum value of the energy \(U\).

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Students struggle with understanding that entropy can be created. It's an extensive quantity, and is the only one that isn't normally conserved, so that makes it pretty weird. We (professors) don't always realize how very weird this is, and students don't have the vocabulary to explain it to us, and are often afraid to try.

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Students use an applet to explore the role of the parameters \(N\), \(x_o\), and \(\sigma\) in the shape of a Gaussian \begin{equation} f(x)=Ne^{-\frac{(x-x_0)^2}{2\sigma^2}} \end{equation}

Give the general solution of the differential equation: \[\frac{d^2 y}{dx^2}+Ay=0\] Make sure that you can give the solution of this equation regardless of the geometric names of the dependent and independent variables and for either sign for the constant \(A\).

It is NOT necessary to show any work. You may NOT, however, give a solution that has a negative number inside a square root. I am testing whether you can recognize this equation and remember its solution. This equation comes up over and over again in physics, but disguised by different symbols. I am also testing whether you recognize that the geometric character of the equation changes depending on the sign of \(A\).

Give the general solution of the differential equation: \[\frac{d^2 \Phi}{d\phi^2}+7\Phi=0\]

It is NOT necessary to show any work.

Give the general solution of the differential equation: \[\frac{d^2 u}{d\phi^2}+u=0\]

It is NOT necessary to show any work.

This short small group activity introduces students to the Leibniz notation used for partial derivatives in thermodynamics, in which the variables being held constant are given explicitly. Students are guided to associate variables to their proper categories.

These lecture notes for the first week of https://paradigms.oregonstate.edu/courses/ph441 include a couple of small group activities in which students work with the Gibbs formulation of the entropy.

Consider two noninteracting systems \(A\) and \(B\). We can either treat these systems as separate, or as a single combined system \(AB\). We can enumerate all states of the combined by enumerating all states of each separate system. The probability of the combined state \((i_A,j_B)\) is given by \(P_{ij}^{AB} = P_i^AP_j^B\). In other words, the probabilities combine in the same way as two dice rolls would, or the probabilities of any other uncorrelated events.

1. Show that the entropy of the combined system \(S_{AB}\) is the sum of entropies of the two separate systems considered individually, i.e. \(S_{AB} = S_A+S_B\). This means that entropy is extensive. Use the Gibbs entropy for this computation. You need make no approximation in solving this problem.
2. Show that if you have \(N\) identical non-interacting systems, their total entropy is \(NS_1\) where \(S_1\) is the entropy of a single system.

Note

In real materials, we treat properties as being extensive even when there are interactions in the system. In this case, extensivity is a property of large systems, in which surface effects may be neglected.

The Gibbs free energy, \(G\), is given by \begin{align*} G = U + pV - TS. \end{align*}

1. Find the total differential of \(G\). As always, show your work.
2. Interpret the coefficients of the total differential \(dG\) in order to find a derivative expression for the entropy \(S\).
3. From the total differential \(dG\), obtain a different thermodynamic derivative that is equal to \[ \left(\frac{\partial {S}}{\partial {p}}\right)_{T} \]

1. Consider a system that may be unoccupied with energy zero, or occupied by one particle in either of two states, one of energy zero and one of energy \(\varepsilon\). Find the Gibbs sum for this system is in terms of the activity \(\lambda\equiv e^{\beta\mu}\). Note that the system can hold a maximum of one particle.

2. Solve for the thermal average occupancy of the system in terms of \(\lambda\).

3. Show that the thermal average occupancy of the state at energy \(\varepsilon\) is \begin{align} \langle N(\varepsilon)\rangle = \frac{\lambda e^{-\frac{\varepsilon}{kT}}}{\mathcal{Z}} \end{align}

4. Find an expression for the thermal average energy of the system.

5. Allow the possibility that the orbitals at \(0\) and at \(\varepsilon\) may each be occupied each by one particle at the same time; Show that \begin{align} \mathcal{Z} &= 1 + \lambda + \lambda e^{-\frac{\varepsilon}{kT}} + \lambda^2 e^{-\frac{\varepsilon}{kT}} \\ &= (1+\lambda)\left(1+e^{-\frac{\varepsilon}{kT}}\right) \end{align} Because \(\mathcal{Z}\) can be factored as shown, we have in effect two independent systems.

Students review using the Arms representation to represent states for discrete quantum systems and connecting the Arms representation to histogram and matrix representation. The student then extend the Arms representation to begin exploring the continuous position basis.

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Consider the fields at a point \(\vec{r}\) due to a point charge located at \(\vec{r}'\).

1. Write down an expression for the electrostatic potential \(V(\vec{r})\) at a point \(\vec{r}\) due to a point charge located at \(\vec{r}'\). (There is nothing to calculate here.)
2. Write down an expression for the electric field \(\vec{E}(\vec{r})\) at a point \(\vec{r}\) due to a point charge located at \(\vec{r}'\). (There is nothing to calculate here.)
3. Working in rectangular coordinates, compute the gradient of \(V\).
4. Write several sentences comparing your answers to the last two questions.

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For each of the following complex numbers, determine the complex conjugate, square, and norm. Then, plot and clearly label each \(z\), \(z^*\), and \(|z|\) on an Argand diagram.

1. \(z_1=4i-3\)
2. \(z_2=5e^{-i\pi/3}\)
3. \(z_3=-8\)
4. In a few full sentences, explain the geometric meaning of the complex conjugate and norm.

The gravitational field due to a spherical shell of matter (or equivalently, the electric field due to a spherical shell of charge) is given by: \begin{equation} \vec g = \begin{cases} 0&\textrm{for } r<a\\ -G \,\frac{M}{b^3-a^3}\, \left( r-\frac{a^3}{r^2}\right)\, \hat r & \textrm{for } a<r<b\\ -G\,\frac{M}{r^2}\, \hat r & \textrm{for } r>b \\ \end{cases} \end{equation}

This problem explores the consequences of the divergence theorem for this shell.

1. Using the given description of the gravitational field, find the divergence of the gravitational field everywhere in space. You will need to divide this question up into three parts: \(r<a\), \(a<r<b\), and \(r>b\).
2. Briefly discuss the physical meaning of the divergence in this particular example.
3. For this gravitational field, verify the divergence theorem on a sphere, concentric with the shell, with radius \(Q\), where \(a<Q<b\). ("Verify" the divergence theorem means calculate the integrals from both sides of the divergence theorem and show that they give the same answer.)
4. Briefly discuss how this example would change if you were discussing the electric field of a uniformly charged spherical shell.

Students examine a plastic "surface" graph of the gravitational potential energy of a Earth-satellite system to make connections between gravitational force and gravitational potential energy.

Students examine a plastic “surface” graph of the gravitational potential energy of an Earth-satellite system to explore the properties of gravitational potential energy for a spherically symmetric system.

In this small group activity, students work out the steady state temperature of an object absorbing and emitting blackbody radiation.

The students are shown the graph of a function that is a superposition of three harmonic functions and asked to guess the harmonic terms of the Fourier series. Students then use prewritten Sage code to verify the coefficients from their guess. The program allows the students to enter functions of their own choice as well as the one that is preset.

Go to GMM: Guessing Power Series from Graphs.

Use the Geogebra applet to match the given function (shown in green) exactly by using the sliders to guess the power series representation of the function.

Use only graphical reasoning.

When you are done, make a note of any relationship you see between the values of the coefficients and the shape of the graph.

Hint: You will only need three non-zero terms.

In this introduction to heat capacity, students determine a derivative that indicates how much the internal energy changes as the temperature changes when volume is held constant.

Students sketch the temperature-dependent heat capacity of molecular nitrogen. They apply the equipartition theorem and compute the temperatures at which degrees of freedom “freeze out.”

1. Solve for the heat capacity of a vacuum, given the above, and assuming that photons represent all the energy present in vacuum.
2. Compare the heat capacity of vacuum at room temperature with the heat capacity of an equal volume of water.

The pressure of water vapor over ice is 518 Pa at \(-2^\circ\text{C}\). The vapor pressure of water at its triple point is 611 Pa, at 0.01\(^\circ\text{C}\) (see Estimate in \(\text{J mol}^{-1}\) the heat of vaporization of ice just under freezing. How does this compare with the heat of vaporization of water?

1. Show that for a reversible heat pump the energy required per unit of heat delivered inside the building is given by the Carnot efficiency: \begin{align} \frac{W}{Q_H} &= \eta_C = \frac{T_H-T_C}{T_H} \end{align} What happens if the heat pump is not reversible?

2. Assume that the electricity consumed by a reversible heat pump must itself be generated by a Carnot engine operating between the even hotter temperature \(T_{HH}\) and the cold (outdoors) temperature \(T_C\). What is the ratio \(\frac{Q_{HH}}{Q_H}\) of the heat consumed at \(T_{HH}\) (i.e. fuel burned) to the heat delivered at \(T_H\) (in the house we want to heat)? Give numerical values for \(T_{HH}=600\text{K}\); \(T_{H}=300\text{K}\); \(T_{C}=270\text{K}\).

3. Draw an energy-entropy flow diagram for the combination heat engine-heat pump, similar to Figures 8.1, 8.2 and 8.4 in the text (or the equivalent but sloppier) figures in the course notes. However, in this case we will involve no external work at all, only energy and entropy flows at three temperatures, since the work done is all generated from heat.

A black (nonreflective) sheet of metal at high temperature \(T_h\) is parallel to a cold black sheet of metal at temperature \(T_c\). Each sheet has an area \(A\) which is much greater than the distance between them. The sheets are in vacuum, so energy can only be transferred by radiation.

1. Solve for the net power transferred between the two sheets.

2. A third black metal sheet is inserted between the other two and is allowed to come to a steady state temperature \(T_m\). Find the temperature of the middle sheet, and solve for the new net power transferred between the hot and cold sheets. This is the principle of the heat shield, and is part of how the James Web telescope shield works.

3. Optional: Find the power through an \(N\)-layer sandwich.

(4pts) A helix with 17 turns has height \(H\) and radius \(R\). Charge is distributed on the helix so that the charge density increases like (i.e. proportional to) the square of the distance up the helix. At the bottom of the helix the linear charge density is \(0~\frac{\textrm{C}}{\textrm{m}}\). At the top of the helix, the linear charge density is \(13~\frac{\textrm{C}}{\textrm{m}}\). What is the total charge on the helix?

(Synthesis Problem: Brings together several different concepts from this unit.) Use effective potential diagrams for other than \(1/r^2\) forces.

Consider the frictionless motion of a hockey puck of mass \(m\) on a perfectly circular bowl-shaped ice rink with radius \(a\). The central region of the bowl (\(r < 0.8a\)) is perfectly flat and the sides of the ice bowl smoothly rise to a height \(h\) at \(r = a\).

1. Sketch the potential energy for this system (just the potential energy, not the effective potential). Set the zero of potential energy at the top of the sides of the bowl.
2. Situation 1: the puck is initially moving radially outward from the exact center of the rink. What minimum velocity does the puck need to escape the rink?
3. Situation 2: a stationary puck, at a distance \(\frac{a}{2}\) from the center of the rink, is hit in such a way that it's initial velocity \(\vec v_0\) is perpendicular to its position vector as measured from the center of the rink. What is the total energy of the puck immediately after it is struck?
4. In situation 2, what is the angular momentum of the puck immediately after it is struck?
5. Draw a sketch of the effective potential for situation 2.
6. In situation 2, for what minimum value of \(\vec v_0\) does the puck just escape the rink?

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