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Unformatted text preview: Course Scale Learning Goals Learning Goals Phys 3220 Quantum I Phys 3220 introduces students to the formal theory of quantum mechanics. Most of the class focuses on problems in one dimension although the class also covers problems such as the hydro- gen atom, angular momentum, and spin. References below to quantum mechanics problems refer only to problems at this level as defined more clearly in the subject-specific goals. Course Scale Learning Goals Math/physics connection: Students should be able to translate a physical description of a junior-level quantum mechanics problem into the mathematical equation necessary to solve it. Students should be able to explain the physical meaning of the formal and/or mathematical formulation of and/or solution to a junior-level quantum mechanics problem. Students should be able to achieve physical insight through the mathematics of a problem. Visualization: Students should be able to sketch the physical parameters of a problem ( e.g. , wave function, potential, probability distribution), as appropriate for a particular problem. When presented with a graph of a wave function or probability density, students should be able to derive appropriate physical parameters of a system. Knowledge Organization: Students should be able to articulate the big ideas from each content area, and/or lecture, thus indicating that they have organized their content knowledge. They should be able to filter this knowledge to access the information that they need to apply to a particular physical problem. This organizational process should build on knowledge gained in earlier physics classes. Communication: Students should be able to justify and explain their thinking and/or approach to a problem or physical situation, in either written or oral form. Problem-solving Techniques: When faced with a quantum mechanics problem, stu- dents should be able to choose and apply appropriate problem solving techniques. They should be able to transfer the techniques learned in class and through homework to novel contexts ( i.e. , to solve problems which do not map directly to those in the book). They should be able to justify their selected approach (see Communication above). In addition to building on techniques learned in previous courses ( e.g. , recognizing bound- ary conditions, setting up and solving differential equations, separation of variables, power-series solutions, operator methods), students are expected to develop specific new techniques as listed in concept-scale learning goals below. Approximations: Students should be able to recognize when approximations are useful, and to use them effectively ( e.g. , when the energy is very high, or barrier width very wide). Students should be able to indicate how many terms of a series solution must be retained to obtain a solution of a given order....
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- Fall '08