This course on Quantum Physics thoughtfully layouts a large amount of content in a series aimed to truly help create real experts in the field of quantum physics, whether its for your personal interest, academic support, research and development goals, or industrial applications, you will gain deep and correct understanding of several fundamental and new topics in quantum physics. This first part focuses on the historical significance of analyzing light, as well the the activities around discoveries of subatomic particles like the electron, proton, and neutron. This course also utilizes python to do virtual labs to analyse various topics more deeply.
Course and series introduction, discussing the topics that you will learn, the course objectives and design of the course , as well as how to kick a#! in the course.
Early documented evidence of humans taking an interest in understanding and using light.
Walks through a corpuscular model of light derivation of Snell's law using principle of least action.
Discussion and derivation of Snell's law using the wave model of light, in contrast to the corpuscular model of light.
Guidance to installing Python and the IDE PyCharm for use in the course.
An introduction to get started using Python software.
Introduction to the PyCharm integrated development environment (IDE)
Collection of optical data from Refractiveindex.info, to be used in Snell's Lab
Coding Snells law into a virtual lab
Events leading up to Maxwell's epiphany
Model & discussion of Hertz experiment and physics using PyCharm.
Addition of exact Hertz experiment model solution and comparison to numerical model
Introduction of Crookes Tube and how they were used to quantify properties of subatomic charged particles.
Deduction of atomic structure and discovery of the neutron subatomic particle.
Lesson Summary and Wrap-up
1. True or False: the history of studying light has nothing to do with quantum mechanics?
2. What is refraction?
3. Which incidence angle leads to the least amount of refraction? 15 deg, 10 deg, 5 deg, or 0 deg
4. Which subatomic particle was discovered first? proton, electron, or neutron?
5. Why did Thomson and team ALSO need to use the magnetic field in addition to the electric field to measure the charge-to-mass ratio of the electron?
6. Could an electric and/or magnetic field be used to measure the velocity of a neutron, as was done for the electron?
7. Explain why Hertz experimental electromagnetic wave generated in his lab was short lived, or why did the amplitude die out leaving a spark in its trace? Recall our model of Hertz experiment for help.