"Modern Physics"Course Syllabus 《现代物理学（英文）》课程教学大纲 1. Basic Information Name Modern Physics Course Code PHYS1027 Course Category Required coursed Majors Physics Credit Total Hours 54 ianvi cai(蔡田恰 Instructors Date 2021.9 Sheng Ju(睢胜) Textbooks Hugh D.Young and Roger A.Freedman,Sears and Zemansky's University Physics with Modern Physics,13th Edition,Pearson Education,2010 1I.Teaching aim 1)Overall objectives: Modern Physics encompasses the large and the small,the old and the new Frm theato to galaxies,fro cireuitry to erodynamics. physics is very much a part of the world around us.The sutudents probably are taking this introductory course in calculus based physics because it is required for subsequent courses you plan to take in preparation for a career in science or engineering.The teacher wants the students to learn physics and to enjoy the experience. Modern Physics is a branch of physics including relativity,quantum physics, and their applications. 2)Course objectives: 1.Basic concepts of relativity and quantum mechanics including relativity. quantization of charge,light,and energy,the nuclear atom,the wavelike properties of particles and the Schrodinger Equation. 2.Application of quantum mechanics and relativity including molecular structure. spectra solid state physics,nuclear physics,particle physics astrophysics and cosmology
“Modern Physics” Course Syllabus 《现代物理学（英文）》课程教学大纲 I. Basic Information Name Modern Physics Course Code PHYS1027 Course Category Required coursed Majors Physics Credit 3 Total Hours 54 Instructors Tianyi Cai(蔡田怡) Sheng Ju(雎胜) Date 2021.9 Textbooks Hugh D. Young and Roger A. Freedman，Sears and Zemansky’s University Physics with Modern Physics，13th Edition, Pearson Education, 2010 II. Teaching aim 1) Overall objectives: Modern Physics encompasses the large and the small, the old and the new. From the atom to galaxies, from electrical circuitry to aerodynamics, Modern physics is very much a part of the world around us. The sutudents probably are taking this introductory course in calculus based physics because it is required for subsequent courses you plan to take in preparation for a career in science or engineering. The teacher wants the students to learn physics and to enjoy the experience. Modern Physics is a branch of physics including relativity, quantum physics, and their applications. 2) Course objectives: 1. Basic concepts of relativity and quantum mechanics including relativity, quantization of charge, light, and energy, the nuclear atom, the wavelike properties of particles and the Schrodinger Equation. 2. Application of quantum mechanics and relativity including molecular structure, spectra solid state physics, nuclear physics, particle physics astrophysics and cosmology
3)Corresponding relationship between curriculum objectives graduation requirements and curriculum content Table I. Correspondence between course objectives,course contents and graduation requirements Course Corresponding course Corresponding objectives content graduation requirements Graduation requirement 3:understand the frontier and development of physics, Chapter 1 Relativity the physical thought in new technology,and be Chapter 2 Photon:Light familiar with the Waves behaving as particles Course impact of ne ob iective Chapter 3 Particles discoveries,theories Behaving as Waves and technologies in physics on society. Chapter 4 Quantum Mechanics Graduation requirement 8:have the avareness of independent learning and lifelong learning and the ability to adapt to the society. Graduation requiremen 2:master the basic knowledge.basic ohysical experiment Chapter 5 Atomic Structure methods and Chapter 6 Molecules and experimental skills Course Condensed Matter related to mathematics objective and physics.and have 2 Chapter 7 Nuclear Physics the ability to solve Chapter 8 Particle Physics problems,explain or and Cosmology aws by using physica theories and methods. Graduation reauirements 7:have the ability of
3) Corresponding relationship between curriculum objectives, graduation requirements and curriculum content Table I. Correspondence between course objectives, course contents and graduation requirements Course objectives Corresponding course content Corresponding graduation requirements Course objective 1 Chapter 1 Relativity Chapter 2 Photon: Light Waves behaving as particles Chapter 3 Particles Behaving as Waves Chapter 4 Quantum Mechanics Graduation requirement 3: understand the frontier and development of physics, the physical thought in new technology, and be familiar with the impact of new discoveries, theories and technologies in physics on society. Graduation requirements 8: have the awareness of independent learning and lifelong learning and the ability to adapt to the society. Course objective 2 Chapter 5 Atomic Structure Chapter 6 Molecules and Condensed Matter Chapter 7 Nuclear Physics Chapter 8 Particle Physics and Cosmology Graduation requirement 2: master the basic knowledge, basic physical experiment methods and experimental skills related to mathematics and physics, and have the ability to solve problems, explain or understand physical laws by using physical theories and methods. Graduation requirements 7: have the ability of
subject research. Graduation requirements 8:have the awareness of independent learning and lifelong leaing and the ability to adapt to the society. 111.Contents Chapter One:Relativity 1.Teaching aims The two postulates of Einstein's special theory of relativity,and what motivates these postulates Why different observers can disagree about whether two events are simultaneous: How relativity predicts that moving clocks run slow.and that experimental evidence confirms this: How the length of an object changes due to the object's motion: How the velocity of an object depends on the frame of referencefrom which it is observed: How the theory of relativity modifies the relationship betweer velocity and momentum: How to solve problems involving work and kinetic energy for particles moving at relativistic speeds: Some of the key concepts of Einstein's general theory of relativity. 2.Keypoints and Difficulties Keypoints:Einstein's special theory of relativity Difficulties:Relativistic Momentum 3.Contents 1.1 Invariance of physical laws 1.2 Relativity of Simultaneity
subject research, design, data processing and academic exchange. Graduation requirements 8: have the awareness of independent learning and lifelong learning and the ability to adapt to the society. III. Contents Chapter One: Relativity 1. Teaching aims The two postulates of Einstein’s special theory of relativity, and what motivates these postulates; Why different observers can disagree about whether two events are simultaneous; How relativity predicts that moving clocks run slow, and that experimental evidence confirms this; How the length of an object changes due to the object’s motion; How the velocity of an object depends on the frame of referencefrom which it is observed; How the theory of relativity modifies the relationship between velocity and momentum; How to solve problems involving work and kinetic energy for particles moving at relativistic speeds; Some of the key concepts of Einstein’s general theory of relativity. 2. Keypoints and Difficulties Keypoints: Einstein’s special theory of relativity Difficulties: Relativistic Momentum 3. Contents 1.1 Invariance of physical laws 1.2 Relativity of Simultaneity
1.3 Relativity of Time Intervals 1.4 Relativity of Length 1.5 The Lorentz Transformation 1.6 Relativistic Momentum 1.7 Relativistic Work and Energy 1.8 Newton Mechanics and Relavitity 4.Teaching method Teaching:Group Discussion;Autodidacticism under the guidance of the teacher 5.Comments Carefully prepare lessons,prepare students and make preparations before class:In the teaching proce we pay attention to cultivating students' creative thinking, take students as the main body and emhance studentsse of participation:Corresponding exercises and supplementary exercises after class. Problems: 1.Suppose the two lightning bolts shown in Fig.37.5a are simultaneous to an observer on the train.Show that they are not simultaneous to an observer on the ground.Which lightning strike does the ground observer measure to come first? 2.A spaceship flies past Mars with a speed of 0.985c relative to the surface of the planet.Whe the spaceship is directly overhead,a signal light on the Martian surface blinks on and then off. An observer on Mars measures that the signal light was on for 75.0 us(a) Does the observer on Mars or the pilot on the spaceship measure the proper time?(b)What is the duration of the light pulse measured by the pilot of the spaceship? 3.A spacecraft of the Trade Federation flies past the planet Coruscant at a speed of 0.600c.A scientist on Coruscant measures the length of the moving spacecraft to be 74.0m.The spacecraft later lands on Coruscant,and the same scientist measures the length of the now stationary spacecraft.What value does she get? 4.A pursuit spacecraft from the planet Tatooine is attempting to catch up with a Trade Federation cruiser.As measured by an observer on Tatooine,the cruiser is traveling away from the planet with a speed of 0.600c.The pursuit
1.3 Relativity of Time Intervals 1.4 Relativity of Length 1.5 The Lorentz Transformation 1.6 Relativistic Momentum 1.7 Relativistic Work and Energy 1.8 Newton Mechanics and Relavitity 4.Teaching method Teaching; Group Discussion; Autodidacticism under the guidance of the teacher 5.Comments Carefully prepare lessons, prepare students and make preparations before class; In the teaching process, we pay attention to cultivating students' creative thinking, take students as the main body and enhance students' sense of participation; Corresponding exercises and supplementary exercises after class. Problems： 1. Suppose the two lightning bolts shown in Fig. 37.5a are simultaneous to an observer on the train. Show that they are not simultaneous to an observer on the ground. Which lightning strike does the ground observer measure to come first? 2. A spaceship flies past Mars with a speed of 0.985c relative to the surface of the planet. When the spaceship is directly overhead, a signal light on the Martian surface blinks on and then off. An observer on Mars measures that the signal light was on for 75.0 μs(a) Does the observer on Mars or the pilot on the spaceship measure the proper time? (b) What is the duration of the light pulse measured by the pilot of the spaceship? 3. A spacecraft of the Trade Federation flies past the planet Coruscant at a speed of 0.600c. A scientist on Coruscant measures the length of the moving spacecraft to be 74.0m. The spacecraft later lands on Coruscant, and the same scientist measures the length of the now stationary spacecraft. What value does she get? 4. A pursuit spacecraft from the planet Tatooine is attempting to catch up with a Trade Federation cruiser. As measured by an observer on Tatooine, the cruiser is traveling away from the planet with a speed of 0.600c. The pursuit
ship is traveling at a speed of 0.800c relative to Tatooine,in the same relative ip be directed toward o away from the e pursuit ship?(b)What is the speed of the cruiser relativeto the pursuit ship? 5.A source of electromagnetic radiation is moving in a radial direction relative to you.The is1.times the in the rest frame of the source What is the speed of the source relativeto you?Is the source moving toward you or away from you? 6.(a)At what speed is the momentum of a particle twice as great as the result obtained from the nonrelativistic expression.Express your answer in terms of the speed of light.(b)A force is applied to a particle along its direction ofmo ion.At what eed is s the magnitude of force ired to produce a given acceleration twice as great as the force required to produce the same acceleration when the particle is at rest?Express your answer in terms of the speed of light. 7.What is the speed of a particle whose kinetic energy is equal to (a) its rest energy and (b)five times its rest energy? Chapter Two:Photon:Light Waves behaving as particles 1.Teaching aims How Einstein's photon picture of light explains the photoelectric effect: How experiments with x rays and gamma rays helped confirm the photon picture of light; How the wave and particle pictures of light complement each other: How the Heisenberg uncertainty principle imposes fundamental limits on what can be measured. 2.Keypoints and Difficulties Keypoints:The Photoelectric Effect:Compton Scattering:Wave-Particle Duality Difficulties:Compton Scattering:Wave-Particle Duality:Uncertainty 3.Contents 2.1 Light Absorbed as Photons:The Photoelectric Effect 2.2 Light Emitted as Photons:X-Ray Production
ship is traveling at a speed of 0.800c relative to Tatooine, in the same direction as the cruiser. (a) For the pursuit ship to catch the cruiser, should the velocity of the cruiser relative to the pursuit ship be directed toward or away from the pursuit ship? (b) What is the speed of the cruiser relativeto the pursuit ship? 5. A source of electromagnetic radiation is moving in a radial direction relative to you. The frequency you measure is 1.25 times the frequency measured in the rest frame of the source. What is the speed of the source relative to you? Is the source moving toward you or away from you? 6. (a) At what speed is the momentum of a particle twice as great as the result obtained from the nonrelativistic expression. Express your answer in terms of the speed of light. (b) A force is applied to a particle along its direction of motion. At what speed is the magnitude of force required to produce a given acceleration twice as great as the force required to produce the same acceleration when the particle is at rest? Express your answer in terms of the speed of light. 7. What is the speed of a particle whose kinetic energy is equal to (a) its rest energy and (b) five times its rest energy? Chapter Two: Photon: Light Waves behaving as particles 1. Teaching aims How experiments involving the photoelectric effect and x rays pointed the way to a radical reinterpretation of the nature of light; How Einstein’s photon picture of light explains the photoelectric effect; How experiments with x rays and gamma rays helped confirm the photon picture of light; How the wave and particle pictures of light complement each other; How the Heisenberg uncertainty principle imposes fundamental limits on what can be measured. 2. Keypoints and Difficulties Keypoints: The Photoelectric Effect; Compton Scattering; Wave–Particle Duality Difficulties: Compton Scattering; Wave–Particle Duality; Uncertainty 3. Contents 2.1 Light Absorbed as Photons: The Photoelectric Effect 2.2 Light Emitted as Photons: X-Ray Production
2.3 Light Scattered as Photons:Compton Scattering and Pair Production 2.4 Wave-Particle Duality,Probability,and Uncertainty 4.Teaching method Teaching:Group Discussion:Autodidacticism under the guidance of the teacher 5.Comments Carefully prepare lessons,prepare students and make preparations before class:In the teaching process,we pay attention to cultivating students'creative thinking,take students as the main body and enhance students'sense of participation:Corresponding exercises and supplementary exercises after class. Problems: 1.A photon of green light has a wavelength of 520 nm.Find the photon's frequency,magnitude of momentum,and energy.Express the energy in both joules and electron volts 2.The cathode-ray tubes that generated the picture in early color televisions were sources of x rays.If the acceleration voltage in a television tube is 15.0 kV,what are the shortest-wavelength x rays produced by the television?(Modern televisions contain shielding to stop these x rays.) 3.An x ray with a wavelength of 0.100 nm collides with an electron that is initially at rest.The x ray's final wavelength is 0.110 nm.What is the final kinetic energy of the electron? 4.An ultrashort pulse has a duration of 9.00 fs and produces light at a wavelength of 556 nm.What are the momentum and momentum uncertainty of a single photon in the pulse? Chapter Three:Particles Behaving as Waves 1.Teaching aims De Broglie's proposal that electrons,protons,and other particles can behave like waves; How electron diffraction experiment provided evidence for de Broglie's ideas; How electron microscopes can provide much higher magnification than visible-light microscopes: How physicists discovered the atomic nucleus
2.3 Light Scattered as Photons: Compton Scattering and Pair Production 2.4 Wave–Particle Duality, Probability, and Uncertainty 4. Teaching method Teaching; Group Discussion; Autodidacticism under the guidance of the teacher 5. Comments Carefully prepare lessons, prepare students and make preparations before class; In the teaching process, we pay attention to cultivating students' creative thinking, take students as the main body and enhance students' sense of participation; Corresponding exercises and supplementary exercises after class. Problems： 1. A photon of green light has a wavelength of 520 nm. Find the photon’s frequency, magnitude of momentum, and energy. Express the energy in both joules and electron volts. 2. The cathode-ray tubes that generated the picture in early color televisions were sources of x rays. If the acceleration voltage in a television tube is 15.0 kV, what are the shortest-wavelength x rays produced by the television? (Modern televisions contain shielding to stop these x rays.) 3. An x ray with a wavelength of 0.100 nm collides with an electron that is initially at rest. The x ray’s final wavelength is 0.110 nm. What is the final kinetic energy of the electron? 4. An ultrashort pulse has a duration of 9.00 fs and produces light at a wavelength of 556 nm. What are the momentum and momentum uncertainty of a single photon in the pulse? Chapter Three: Particles Behaving as Waves 1. Teaching aims De Broglie’s proposal that electrons, protons, and other particles can behave like waves; How electron diffraction experiment provided evidence for de Broglie’s ideas; How electron microscopes can provide much higher magnification than visible-light microscopes; How physicists discovered the atomic nucleus;
How Bohr's model of electron orbits explained the spectra of hydrogen and hydrogenlike atoms How a laser operates: How the idea of energy levels,coupled with the photon model of light,explains the spectrum of light emitted by a hot,opaque object What the uncertainty principle tells us about the nature of the atom 2.Keypoints and Difficulties Keypoints:Electron Waves:Bohr Model:The Uncertainty Principle Difficulties:Electron Waves:Bohr Model 3.Contents 3.1 Electron Waves 3.2 The Nuclear Atom and Atomic Spectra 3.3 Energy Levels and the Bohr Model of the Atom 3.4 The Laser 3.5 Continuous Spectra 3.6 The Uncertainty Principle revisited 4.Teaching metho Teaching:Group Discussion:Autodidacticism under the guidance of the teacher 5.Comments Carefully prepare lessons,prepare students and make preparations before class:In the teaching process,we pay attention to cultivating students'creative thinking,take students as the main body and enhance students sense of participation:Corresponding exercises and supplementary exercises after class. Problems: 1.For crystal diffraction experiments,wavelengths on the order of 0.20 nm are often appropriate.Find the energy in electron volts for a particle with this wavelength if the particle is (a)a photon:(b)an electron:(c)an alpha particle. 2.A 4.78-MeV alpha particle from a decay makes a head-on collision with a uranium nucleus.A uranium nucleus has 92 protons.(a) What is the distance of closest approach of the alpha particle to the
How Bohr’s model of electron orbits explained the spectra of hydrogen and hydrogenlike atoms; How a laser operates; How the idea of energy levels, coupled with the photon model of light, explains the spectrum of light emitted by a hot, opaque object; What the uncertainty principle tells us about the nature of the atom. 2. Keypoints and Difficulties Keypoints: Electron Waves; Bohr Model; The Uncertainty Principle Difficulties: Electron Waves; Bohr Model 3. Contents 3.1 Electron Waves 3.2 The Nuclear Atom and Atomic Spectra 3.3 Energy Levels and the Bohr Model of the Atom 3.4 The Laser 3.5 Continuous Spectra 3.6 The Uncertainty Principle Revisited 4. Teaching method Teaching; Group Discussion; Autodidacticism under the guidance of the teacher 5. Comments Carefully prepare lessons, prepare students and make preparations before class; In the teaching process, we pay attention to cultivating students' creative thinking, take students as the main body and enhance students' sense of participation; Corresponding exercises and supplementary exercises after class. Problems： 1. For crystal diffraction experiments, wavelengths on the order of 0.20 nm are often appropriate. Find the energy in electron volts for a particle with this wavelength if the particle is (a) a photon; (b) an electron; (c) an alpha particle. 2. A 4.78-MeV alpha particle from a decay makes a head-on collision with a uranium nucleus. A uranium nucleus has 92 protons. (a) What is the distance of closest approach of the alpha particle to the
center of the nucleus?Assume that the uranium nucleus remains at rest radius of the uranium nucleus. the alpha particle at the instant when it is at the distance of closest approach? 3.The silicon-silicon single bond that forms the basis of the mythical silicon-based creature the Horta has a bond strength of 3.80 eV.What wavelength of photon would you need in a (mythical)phasor disintegration gun to destroy the Horta? 4.Removing Birthmarks.Pulsed dye lasers emit light of wavelength 585 nm in 0.45-ms pulses to remove skin blemishes such as birthmarks. The beam is usually focused onto a circular spot 5.0 mm in diameter. Suppose that the output of one such laser is 20.0 W.(a)What is the energy of each photon,in ev?(b)How many photons per square millimeter are delivered to the blemish during each pulse? 5.A 100-W incandescent light bulb has a cylindrical tungsten filament 30.0 cm long,0.40 mm in diameter,and with an emissivity of 0.26.(hat is the temporarure of the)Po whot wavelength does the spectral emittance of Incandescent light bulbs are not very efficient sources of visible light.Explain why this is so. Yeleoto gtdy 6. physics e and 2.5m high. You decide to swat the bothersome insect as it flies toward you,but you need to estimate its speed to make a successful hit.(a)What is the maximum uncertainty in the horizontal position of the mosquito?(b)What limit does the Heisenberg uncertainty principle place on your ability to know the horizontal velocity of this mosquito?Is this limitationa serious impediment to your attempt to swat it? Chapter Four:Quantum Mechanics 1.Teaching aims About the wave function that describes the behavior of a particle and the Schrodinger equation that this function must satisfy: How to calculate the wave functions and energy levels for a particle confined to a box: How to analyze the quantum mechanical behavior of a particle in a potential well; How quantum mechanics makes it possible for particles to go where Newtonian mechanics says they cannot: How to use quantum mechanics to analyze a harmonic oscillator
center of the nucleus? Assume that the uranium nucleus remains at rest and that the distance of closest approach is much greater than the radius of the uranium nucleus. (b) What is the force on the alpha particle at the instant when it is at the distance of closest approach? 3. The silicon–silicon single bond that forms the basis of the mythical silicon-based creature the Horta has a bond strength of 3.80 eV. What wavelength of photon would you need in a (mythical) phasor disintegration gun to destroy the Horta? 4. Removing Birthmarks. Pulsed dye lasers emit light of wavelength 585 nm in 0.45-ms pulses to remove skin blemishes such as birthmarks. The beam is usually focused onto a circular spot 5.0 mm in diameter. Suppose that the output of one such laser is 20.0 W. (a) What is the energy of each photon, in eV? (b) How many photons per square millimeter are delivered to the blemish during each pulse? 5. A 100-W incandescent light bulb has a cylindrical tungsten filament 30.0 cm long, 0.40 mm in diameter, and with an emissivity of 0.26. (a) What is the temperature of the filament? (b) For what wavelength does the spectral emittance of the bulbpeak? (c) Incandescent light bulbs are not very efficient sources of visible light. Explain why this is so. 6. A pesky 1.5-mg mosquito is annoying you as you attempt to study physics in your room, which is 5.0 m wide and 2.5 m high. You decide to swat the bothersome insect as it flies toward you, but you need to estimate its speed to make a successful hit. (a) What is the maximum uncertainty in the horizontal position of the mosquito? (b) What limit does the Heisenberg uncertainty principle place on your ability to know the horizontal velocity of this mosquito? Is this limitation a serious impediment to your attempt to swat it? Chapter Four: Quantum Mechanics 1. Teaching aims About the wave function that describes the behavior of a particle and the Schrödinger equation that this function must satisfy; How to calculate the wave functions and energy levels for a particle confined to a box; How to analyze the quantum mechanical behavior of a particle in a potential well; How quantum mechanics makes it possible for particles to go where Newtonian mechanics says they cannot; How to use quantum mechanics to analyze a harmonic oscillator
2.Keypoints and Difficulties Keypoints:One-Dimensional Schrodinger Equation;Potential Wells:The Harmonic Oscillator Difficulties:Potential Wells:The Harmonic 0scillator 3.Contents 4.1 Wave Functions and the One-Dimensional Schrodinger Equation 4.2 Particle in a Box 4.3 Potential Wells 4.4 Potential Barriers and Tunneling 4.5 The Harmonic Oscillator 4.Teaching method Teaching:Group Discussion:Autodidacticism under the guidance of the teacher 5.Comments Carefully prepare lessons,prepare students and make preparations before class:In the teaching process,we pay attention to cultivating students'creative thinking,take students as the main body and enhance students'sense of participation:Corresponding exercises and supplementary exercises after class. Problems: 1.An electron is moving as a free particle in the x-direction with momentum that has magnitude 4.50*10 kg.m/s.What is the one- dimensional time-dependent wave function of the electron? 2. Ground-Level Billiards.(a)Find the lowest energy level for a particle in a box if the particle is a billiard ball (m-=0.20 kg)and the box has a width of 1.3 m,the size of a billiard table.(Assume that the billiard ball slides without friction rather than rolls:that is,ign the rotational kinetic energy.)(b)Since the energy in part (a)is all kinetic,to what speed does this correspond?How much time would it take at this speed for the ball to move from one side of the table to the other?(c)What is the difference in energy between the n=2 and n=1 levels?(d)Are quantum-mechanical effects important for the game of billiards? 3. An electron is bound in a square well with a depth equal to six times the ground-level energy El-IDW of an infinite well of the same
2. Keypoints and Difficulties Keypoints: One-Dimensional Schrödinger Equation; Potential Wells; The Harmonic Oscillator Difficulties: Potential Wells; The Harmonic Oscillator 3. Contents 4.1 Wave Functions and the One-Dimensional Schrödinger Equation 4.2 Particle in a Box 4.3 Potential Wells 4.4 Potential Barriers and Tunneling 4.5 The Harmonic Oscillator 4. Teaching method Teaching; Group Discussion; Autodidacticism under the guidance of the teacher 5. Comments Carefully prepare lessons, prepare students and make preparations before class; In the teaching process, we pay attention to cultivating students' creative thinking, take students as the main body and enhance students' sense of participation; Corresponding exercises and supplementary exercises after class. Problems: 1. An electron is moving as a free particle in the x-direction with momentum that has magnitude 4.50*10-24 kg﹒m/s. What is the onedimensional time-dependent wave function of the electron? 2. Ground-Level Billiards. (a) Find the lowest energy level for a particle in a box if the particle is a billiard ball (m=0.20 kg) and the box has a width of 1.3 m, the size of a billiard table. (Assume that the billiard ball slides without friction rather than rolls; that is, ignore the rotational kinetic energy.) (b) Since the energy in part (a) is all kinetic, to what speed does this correspond? How much time would it take at this speed for the ball to move from one side of the table to the other? (c) What is the difference in energy between the n=2 and n=1 levels? (d) Are quantum-mechanical effects important for the game of billiards? 3. An electron is bound in a square well with a depth equal to six times the ground-level energy E1-IDW of an infinite well of the same
width.The longest-wavelength photon that is absorbed by the electron has a wavelength of 400.0 nm.Determine the width of the well. 4.An electron with initial kinetic energy 6.0 eV encounters a barrier with height 11.0 eV.What is the probability of tunneling if the width of the barrier is (a)0.80 nm and (b)0.40 nm? 5.A wooden block with mass 0.250 kg is oscillating on the end of a spring that has force constant 110N/m Calculate the ground-level energy and the energy separation between adjacent levels.Express your results in joules and in electron volts.Are quantum effects important? Chapter Five:Atomic Structure 1.Teaching aims How to extend quantum-mechanical calculations to three-dimensional problems: How to solve the Schrodinger equation for a particle trapped in a cubical box: How to describe the states of a hydrogen atom in terms of quantum numbers: How magnetic fields affect the orbital motion of atomic electrons: How we know that electrons have their own intrinsic angular How to analyze the structure of many-electron atoms: How x rays emitted by atoms reveal their inner structure 2.Keypoints and Difficulties Keypoints:Three-dimensional Schrodinger equation Difficulties:The Hydrogen Atom 3.Contents 5.1 The Schrodinger Equation in Three Dimensions 5.2 Particle in a Three-Dimensional Box 5.3 The Hydrogen Atom 5.4 The Zeeman Effect 5.5 Electron Spin 5.6 Many-Electron Atoms and the Exclusion Principle 5.7 X-Ray Spectra
width. The longest-wavelength photon that is absorbed by the electron has a wavelength of 400.0 nm. Determine the width of the well. 4. An electron with initial kinetic energy 6.0 eV encounters a barrier with height 11.0 eV. What is the probability of tunneling if the width of the barrier is (a) 0.80 nm and (b) 0.40 nm? 5. A wooden block with mass 0.250 kg is oscillating on the end of a spring that has force constant 110N/m. Calculate the ground-level energy and the energy separation between adjacent levels. Express your results in joules and in electron volts. Are quantum effects important? Chapter Five: Atomic Structure 1. Teaching aims How to extend quantum-mechanical calculations to three-dimensional problems; How to solve the Schrödinger equation for a particle trapped in a cubical box; How to describe the states of a hydrogen atom in terms of quantum numbers; How magnetic fields affect the orbital motion of atomic electrons; How we know that electrons have their own intrinsic angular momentum; How to analyze the structure of many-electron atoms; How x rays emitted by atoms reveal their inner structure. 2. Keypoints and Difficulties Keypoints: Three-dimensional Schrödinger equation Difficulties: The Hydrogen Atom 3. Contents 5.1 The Schrödinger Equation in Three Dimensions 5.2 Particle in a Three-Dimensional Box 5.3 The Hydrogen Atom 5.4 The Zeeman Effect 5.5 Electron Spin 5.6 Many-Electron Atoms and the Exclusion Principle 5.7 X-Ray Spectra