university of massachusetts · 2013-12-03 · university of massachusetts boston * dartmouth *...

University of Massachusetts Boston * Dartmouth * Lowell

Course Addition/Course Change Form Form Legend

Asterisks indicate PeopleSoft Required Fields

New Course/Course Change Form 1

This form should be used to add a new course or update an existing course. This information will be used to update the course catalog.

Name of person completing form: Kurt Jacobs Date: 9/26/2011 College File # (to be added after Dean’s approval):

SECTION A – COURSE INFORMATION

Please complete the following:

Course Addition Course Change Reactivate Course**

Distribution Diversity / Int’l Mgmt Seminar (FYS / IS) Quantitative Reasoning

*Course Credits If changing,

previous credits: CCDE Non-Credit

Course?

4

CCDE Program: CCDE CEUs/PDPs: #CEUs

#PDPs

*Department Physics *Variable Course Credit:

Yes No

*Course Number: 638 *Minimum Credits:

If changing,

previous number:

*Term in which this will take effect:

Fall 2012 *Maximum Credits:

*Short Course Title: (Max 30 characters)

Quantum Measurement Theory

*Long Course Title: (Max 100 characters)

Quantum Measurement Theory

If changing, previous title:

Course Description: The issue of measurement has been a topic of debate since the early days of quantum mechanics as the founders attempted to reconcile the fundamental features of the theory with seeming contradictions associated with measurement. In recent years, these questions have taken on added practical importance in the context of manipulation and control of nano-engineered structures. This course introduces the student to the language of quantum measurement theory, necessary to model measured quantum dynamical systems, ideas which are relevant to a number of applications in the emerging area of quantum information such as quantum computing.

If changing, previous description:

Requisites (Please List All): If changes are being requested to co/prerequisites, please explain:

Course Number Course Number Pre Co PHYSICS 613 AND Pre Co

AND Pre Co PHYSICS 650 AND Pre Co

AND Pre Co permission of instructor OR Pre Co





Rationale for the Proposal: Quantum measurement theory is now relevant to a large range of systems and topics in state-of-the art experiments. These include quantum atom-optics, cavity QED, nano-eletromechnical systems, superconducting circuits, and nano-photonics. Quantum measurement theory is essential in describing feedback control of individual quantum systems, and is important in the cross-disciplinary area of quantum information theory and quantum computation. Quantum information theory is not only a hot topic in its own right, but has lead to new techniques in the simulation of condensed matter systems, and open-quantum systems. This class will give students the tools they need to take part in the relatively new and exciting field of quantum technologies, including the control of individual quantum systems, and the applications of quantum mechanics to information processing and metrology.

Other Information: It is worth noting that there are not many institutions that offer a course such as this one which provides a pedagogical view of topics at the frontiers of modern physics research. We are fortunate to have one of the leading experts in the field on the faculty who also happens to be working on a book on the topic and this course is a lucky byproduct.

** “Reactivate Course” is intended to be used for courses that already exist but have been inactivated because they were not scheduled for five years or more. Departments wishing to reactivate such existing courses should send this form (including any minor changes in course description or title) and an updated syllabus to the Dean of their College. If the course is changing substantially, it should be submitted as a Course Change instead, following the normal governance process.





Course Offering Details (Please complete all of the following): *Course College (Academic Group): College of Science and Mathematics *Course Department/Program (Subject) Physics *Academic Career UGRD GRAD NON-CREDIT Is Course Cross Listed? Yes No

If Course is Cross Listed, Complete the following: *Course College (Academic Group): No Cross-Listing Please note: cross listed courses should carry the same number in

each cross listing department if at all possible. *Course Department (Subject)

*Course Number (Catalog Number)

*Cross Listed Career UGRD GRAD NON-CREDIT

If course is cross-listed in more than two departments, please list additional departments and course numbers here:

SECTION B – COURSE REQUIREMENTS

Course Requirements (Undergraduate Courses):

*Does this course fulfill a General Education Requirement? Yes No Note! If this is a NEW course, a separate request must be submitted for entry into Diversity, Quantitative Reasoning, or Distribution II categories.

If Yes, please indicate the specific General Education Requirement. None If this course is at the 100 or 200 level, choose a Distribution I area. None If this course is being submitted for Distribution II, choose an area. None If this course is being submitted for Diversity, choose an area. None *Is this course a College of Management International Mgmt course? Yes No

*Does this course fulfill a Major Requirement? Yes No

If Yes, in what Major?

Course Requirements (Graduate Courses):

Is this course a Requirement? Elective?

Is this course for a Doctoral program? Master’s program? Graduate Certificate? CAGS?

What student population will be served by this course?

% Undergrad 10 % Master’s 80 % Certificate

% Doctoral 10 Other Course Information (Undergraduate and Graduate Courses):

Is this course intended to be offered on-line? Yes No If yes, please consider the relevant Supplementary Information (see addendum)

Has this course been offered as a Special Topics course? Yes No If yes, when?





SECTION C – OTHER COURSE INFORMATION

Course Components (Please Check all that Apply): Hours/Week?

Indicate the grading status of each component:

Default Grading Basis (Please Check ONE ONLY):

Component Primary?

Lecture Yes No

Graded? Yes No Graded

Laboratory Yes No

Graded? Yes No Pass/Fail Only

Discussion Yes No

Graded? Yes No Non Graded

Indep Study Yes No

Graded? Yes No Audit

Field Studies Yes No

Graded? Yes No Multi-Term (“Y”)

Grad Research Yes No

Graded? Yes No Sat/UnSat

Clinical Yes No

Graded? Yes No Competency

Practicum Yes No

Graded? Yes No Credit/No Credit

Seminar Yes No

Graded? Yes No Student Option

Special Topics Yes No

Graded? Yes No Other ___________

Studio Yes No

Graded? Yes No

Course Repeat Details

Is Course Repeatable for Credit? Yes No Please Note: If a course is repeatable for credit, it cannot have Distribution I or Distribution II status.

Is a student allowed to enroll multiple times in a single term?

Yes No

Total Units Allowed (If Course can be Repeated for Credit)

Total Completions Allowed (If Course can be Repeated for Credit)

For Registrar’s Use Only Course ID:

Course Entered By:





SECTION D - SIGNATURES Department: Physics Number: 638 Course Title: Quantum Measurement Theory

Approval Signature

Printed Name Stephen Arnason GPD

Approval Date

Approval Signature

Printed Name Bala Sundaram Department Chair

Approval Date

Approval Signature

Printed Name

Collegiate Committee

Approval Date

Approval Signature

Printed Name

Collegiate Committee

Approval Date

Approval Signature

Printed Name

College Senate Chair

Approval Date

Approval Signature

Printed Name

College Dean

Approval Date

Approval Signature

Printed Name

PECC (if relevant)

Approval Date

Approval Signature

Printed Name

FC Subcommittee

Approval Date

Approval Signature

Printed Name

FC Committee

Approval Date

Approval Signature

Printed Name

Dir. Undergrad Education

Approval Date

Approval Signature

Printed Name

Graduate Dean

Approval Date

Approval Signature

Printed Name

Chair, Faculty Council

Approval Date

Approval Signature

Printed Name

Provost

Approval Date





SECTION E – SUPPLEMENTARY INFORMATION (DO NOT COPY WHEN SUBMITTING HARD COPY) Signatures Required (Please note: if more than one department or college is involved, be sure to get all relevant signatures) New or Amended UNDERGRADUATE course Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate (required for

CLA/CSM)/Faculty Assembly (if needed for CM), College Dean, Provost

New or Amended GRADUATE course GPD, Department Chair, Chair of Collegiate Committee (if needed), PECC (if needed), College Dean, FC Grad Studies Committee Chair, Graduate Dean, FC Chair, Provost

First-Year or Intermediate Seminar, Quantitative Reasoning

Department Chair, Chair of Collegiate Committee, Chair of Collegiate Senate, College Dean, FC Subcommittee Chair, FC GenEd Committee Chair, Dir Undergrad Education, FC Chair, Provost

Distribution II Status Department Chair, FC Subcommittee Chair, FC GenEd Committee Chair, Dir Undergrad Education, FC Chair, Provost

Diversity Status Department Chair, Diversity Chair, AAC Chair, Chair of Collegiate Senate, College Dean, Provost

Supplementary Information Required

1 If this is a NEW course, please attach: a. A description of the reasons behind the proposal (how will the new course fit into the curriculum? What are the goals of the new course?)

b. An indication of how the course serves students (its relationship to graduate, preprofessional or vocational objectives, and how it relates to other existing courses).

c. A detailed syllabus, including principal topics covered in the course, an evaluation statement indicating ways in which you will evaluate students’ progress, and a brief bibliography. Please also include on the syllabus the following: a statement about accommodations for students with disabilities, and a statement regarding academic dishonesty and misconduct. (Sample statements are available upon request from the CLA/CSM Academic Affairs Committee.)

2 If this is an AMENDED course, please attach: a. A description of the reasons behind the proposal.

b. An indication of how the course serves students (its relationship to graduate, preprofessional or vocational objectives, and how it relates to other existing courses).

3 If this is an ONLINE course, please consider:1

Recommended additional elements in syllabi for online course proposals:

Instructor office hours: provide multiple options for students to contact instructor, e.g., face-to-face, telephone, e-mail, etc. Instructor bio recommended.

Course description and course policies: include role of technology in the course, how the course is delivered, and whether this has the same pedagogical effect.

Course objectives: include technology objectives if any.

Prerequisites and required hardware, software, connectivity: include technology skill prerequisites. Include software, plug-ins, hardware, connection and browser requirements.

Grading policies and academic dishonesty: indicate grading strategies that will prevent student cheating. Communicate university policies for dealing with academic dishonesty.

Group participation policies: Include clear expectations for group work and mechanisms and resources for monitoring.

General syllabus and course calendar: include major topics, reading assignments, due





1 Adapted from Moore, G.; Winograd, K.; Lange, D. (2003). You Can Teach Online: Building a Creative Learning Environment. New York: McGraw Hill Custom Publishing. Unit 2, Lesson 9.17.

dates, and exams. Organize by week.

Attendance, participation, and absenteeism: include expectations for student participation. Define absenteeism and establish expectations for student compliance.

Exams: include procedures for exams in a controlled environment in accordance with university policies.

E-mail procedures: establish expectations for the manner in which students are to identify themselves in e-mail messages.

Campus presence: indicate when students must attend classes, labs, exams, advising sessions, and other events on campus or at other locations.

The following apply to UNDERGRADUATE courses only:

4 If this course is being submitted as a First-Year or Intermediate SEMINAR, please attach:

a. If the course is a FYS that will be counted towards the major/minor, please explain the rationale for granting major/minor credit.

b. Will the department/program also offer a non-GenEd version of this course? If so, please indicate the title and course number. Be sure also to indicate clearly on course syllabi and other informational materials which course duplicates this seminar and may not be taken in addition to it.

c. General seminar information: please include a paragraph near the beginning of the syllabus that tells students what the goals of the seminar are. Eligibility for entrance into an FYS or IS must be included in the syllabus. For First year Seminars, mention that there will be a mentor and an advisor attached to the course. Please emphasize that the FYS is 4 credits and incorporate the 4th hour into your class plans as a regular part of the course, not an add-on labeled the "fourth hour". See sample seminar boilerplates available from the chair of the Seminars Assessment Committee related to all of this information.

d. Questionnaire or statement indicating how and where you plan to address the GenEd Capabilities and assess student progress. You may use the Questionnaire distributed by the Seminars Assessment Committee or write a narrative using the guidelines for capabilities provided below. Intermediate Seminars must address at least three capabilities—Careful Reading, Clear Writing, and Critical Thinking. First Year Seminars must address those three plus Information Technology, Oral Presentation, Teamwork, and Academic Self Assessment.

e. Sample assignments, indicating which capabilities they are designed to address. Among sample assignments, the Seminars Assessment Committee especially needs to see any assignments related to 5-page WPE-type papers.

f. In designing your course and preparing your proposal, you should refer to the

following documents: "The General Education Capabilities Statements" (1997-98; Blue Document) and the "Guidelines for Level of Attention to Capabilities in First Year and Sophomore/Junior Seminars" (August 2002, Green Document). A description of the Mentor component is also available from the First Year Seminar Coordinator for those designing First Year Seminars.





5 If this course is being submitted for DISTRIBUTION II status, please attach (each as a separate section):

1. Provide a rationale for inclusion in the proposed distribution area. How does the content of the course fit the definition and criteria of the proposed distribution area? (See the “Distribution Area Descriptions and Criteria for Course Content”, the Tan Document.)

2. Indicate whether students will have the opportunity to write a paper suitable for the Writing Proficiency Requirement Portfolio (an analytical paper of at least five pages dealing with two or more texts). If this is the case, please also include that information in your course description and syllabus.

3. Indicate which of the GenEd Capabilities will be covered in your course (at least two must be incorporated as an integral part of the course): Verbal Reasoning (Critical Thinking), Quantitative Reasoning, Critical Reading and Analysis, Effective Communication (Writing and/or Speaking), Use of Technology to Further Learning, Collaborative Work. Provide details on how the capabilities will be incorporated into the course.

4. Discuss the pedagogical methods, assignments, or class activities that will be used to ensure coverage of the area criteria and foster the attainment of the GenEd capabilities specified above. Also, please indicate how you will assess student progress and performance in meeting the goals of the course.

5. Syllabus: please include a paragraph near the beginning of the syllabus that tells students what the goals of the course are and which distribution area and capabilities the course covers. (We recommend including some form of the Area Definition as a “boilerplate” introduction to the distribution area.)

6. Provide a set of sample assignments, indicating which GenEd capabilities they are designed to address.

6 If this course is being submitted for QUANTITATIVE REASONING status, please attach:

List the mathematical topics that this course will cover (required topics include: descriptive statistics, linear models, exponential models or probability, and the use of technology as in graphing calculators or computers). If your course deviates from this list, please explain the reason(s) for the deviation(s) and how your coverage will help the student achieve the educational principles listed below.

Educational principles: Explain how this course imbeds the following basic principles of general education courses.

• Engage in critical reading and analysis • Speak, listen, and write effectively. • Reason logically and quantitatively. • Use technology to further learning. • Work independently and collaboratively.

In particular, explain how this course will provide students with the opportunity to develop and demonstrate the capacity to:

• Recognize and pose real world problems involving the use and/or collection of data.

• Understand and critique quantitative arguments about real world problems. • Formulate and communicate quantitative arguments and frameworks for

decision-making. • Use and make connections among the four standard modes of quantitative

representations: oral/written, numerical, visual, and symbolic. • Generalize and apply QR strategies to topics outside the course. • Write quantitative arguments clearly and concisely.

On a separate sheet, explain how student capabilities will be assessed in this course.

Furnish a course bibliography.





7 If this course is being submitted for DIVERSITY status, please attach:

Indicate which of the elements of diversity will be covered in your course (at least two must be incorporated as an integral part of the course): Race, Gender, Class, Culture, Sexual Orientation, Age, and Disability.

Provide a summary of how the course handles diversity as a central theme.

Are there any particular pedagogical strategies that you use that explain how you handle diversity in your course? If so, please discuss any relevant teaching techniques, lecturing strategies, writing assignments, group work, films, etc.

General Notes: Diversity courses may be offered in all areas and at all levels of the curriculum, and may use a variety of disciplinary and theoretical approaches. Courses can have either a US or more inclusive international focus (including courses that compare the US to other nations or world regions).

If a proposed course is multi-sectioned, the department must agree to designate all sections as diversity courses, or else to separate diversity sections into a new course. Any course must have already achieved full governance approval as a regular academic offering before it can be considered for designation as a diversity course.

END OF FORM

Physics 623: Quantum Mechanics II

Prof. Maxim Olchanyi; Office S-03-84, email [email protected], Office Hours MW 5-7PM. TextBook: Landau L.D., Lifshitz E.M., Quantum Mechanics, Non-Relativistic Theory (3ed., Pergamon, 1991) Course Description: The goal of this theoretical course is to introduce techniques in two of the most widely used application areas of Quantum Mechanics, namely Scattering Theory and Many-Body Physics. A working knowledge of these methods is particularly relevant to a wide range of modern applications in the broad area of mesoscopic physics, and especially to studies involving ultra-cold atoms. Learning Objectives; The goal of this course is to introduce students to the basic concepts of Quantum Mechanics and the problem solving techniques relevant to this field. Specifically, the students will gain:

1. An exposure to the classic results in quantum scattering theory. A pedagogical difficulty here, often if not always overlooked, is that the Sturm-Liouville theory no longer applies and a sudden switch of the mathematical apparatus---either to PDEs without any functional analysis structure, or to far advanced resolvents---is needed. The main objective is to approach a point at which students develop an intuition towards which---of at least four---approximate pictures to use to understand a scattering process at hand.

2. Be provided with their first real exposure to permutation theories. One of the objectives is to show that no matter how conceptually difficult and time-consuming the derivation of the second-quantized form for operators is, the simplicity and ease-of-use gained in the end is a true pay-off. Another objective is to apply the knowledge gained to a study of current-day experiments on ultra-cold atoms in optical lattices. By the end of this class, students will be able to design a lattice from a theoretical model to actual light field intensities, polarizations, and wavevectors, and, if need be, to lattice-shaking protocols. These topics are well-aligned with topical research interests.

3. Become aware of the fact that atomic spectra are, historically, the very raison d’etre of

Quantum Mechanics, and remain one of the most direct practical applications of it. The resulting discussions will cover the whole spectrum of methods and techniques, from naïve but efficient Local Density Approximation, through the Hartree-Fock theory, all the way to the ab initio high-intensity computations. By the end of the course, the students should be able to predict qualitative properties of the spectrum of any given atom in the periodic table.

Pre-requisites: Physics 613: Quantum Mechanics, Atomic and Molecular Physics Physics 616: Mathematical Methods for Physicists Topics: The topics covered will be varied depending on the class composition and the research interests of the students. As such, the listed topics are ones which have broad applicability in many areas and form the core material. Also, the level of detail should be adjusted to meet the needs of the students and the associated applications of interest. Changes in the weekly syllabus will reflect the revised emphasis and these details are not shown here in the sample syllabus, though the approximate time for each group of topics is indicated. Topics covered are: 1. Scattering theory ( 4.5 weeks) i) Role-players: scattering amplitude, T-matrix, Green’s function ii) Partial waves iii) Unitarity iv) Low-energy scattering: scattering length and the Fermi-Huang potential v) Resonant scattering vi) Scattering at high energies vii) Scattering of identical particles 2. Second quantization ( 5 weeks) i) Permutation symmetry ii) Second quantization: Bose statistics iii) Second quantization: Fermi statistics iv) Bosonic and fermionic atoms in optical lattices v) Munich experiment and the simulation of solid state systems using atomic means 3. Atomic theory ( 4 weeks) i) Spin; the spin operator ii) Spinors iii) Exchange interaction iv) Atomic energy levels v) Electron states in an atom vi) The Thomas-Fermi equation revisited vii) Fine structure viii) Periodic table ix) Excitation spectra Lecture schedule: Chapter in book Topic Lec.1 Week 1 Overview Lec 2 Week 1 §§123-124 General theory

Lec 3 Week 2 §125 Unitarity Lec 4 Week 2 §§126-125 Born approximation and WKB Lec 5 Week 3 §131 Fast particles Lec 6 Week 3 §132 Slow particles Lec 7 Week 4 §§133-134 Resonant scattering Week 4 Lec 8 Week 5 §135 Rutherford’s formula Lec 9 Week 5 Midterm Lec 10 Week 6 §61 Permutation symmetry Lec 11 Week 6 §62 Exchange potential Lec 12 Week 7 §64 Second quantization: bosons Lec 13 Week 7 §64 Second quantization: bosons (contnd) Lec 14 Week 8 §64 Second quantization: fermions Lec 15 Week 8 §64 Second quantization: fermions (contnd) Lec 16 Week 9 current literature Bosonic and fermionic atoms in optical lattices Lec 17 Week 9 current literature Bosonic and fermionic atoms in optical lattices Lec 18 Week 10 current literature Simulation of solid state systems using atomic means Lec 19 Week 10 current literature Simulation of solid state systems using atomic means Lec 20 Week 11 §§66-67 Electron levels in atom Lec 21 Week 11 §§68-69 Hydrogen and the mean-field picture it inspires Lec 22 Week 12 §70 Thomas-Fermi model Lec 23 Week 12 §72 Fine structure Lec 24 Week 13 §73 Periodic table Lec 25 Week 13 §74 X-ray scattering Lec 26 Week 14 §§76-77 Atom in an electric field Lec 27 Week 14 Review

Homework: There will be four homework assignments. These will consist of problem sets of varying size, which means that these will not be weighted equally. Due on 17 February, 9 March, 13 April and 4 May. Exams: There will be one mid-term exam during the seventh week of the semester, and one final exam. Grading: The total grade will consist of: assignments 30%, mid-term exam 20%, final exam 50%. Examples of additional references: (these are changed based on the class composition and interests.)

• M.P.A. Fisher, P.B. Weichman, G. Grinstein, and D.S. Fisher, "Bose localization and the superfluid-insulator transition", Phys. Rev. B 40, 546 (1989)

• D. Jaksch, C. Bruder, J. I. Cirac, C. W. Gardiner, and P. Zoller, “Cold Bosonic Atoms in

Optical Lattices”, Phys. Rev. Lett. 81, 3108 (1998)

• M. Greiner, O. Mandel, T. Esslinger, T.W. Hänsch, and I. Bloch, “Quantum phase transition from a superfluid to a Mott-insulator in a gas of ultracold atoms”, Nature 415, 39 (2002).

STATEMENT ON DISABILITY ACCOMMODATIONS: Section 504 of the Americans with Disabilities Act of 1990 offers guidelines for curriculum modifications and adaptations for students with documented disabilities. If applicable, students may obtain adaptation recommendations from the Ross Center for Disability Services, M-1-401, (617-287-7430). The student must present these recommendations and discuss them with each professor within a reasonable period, preferably by the end of Drop/Add period.

STUDENT CONDUCT The Code of Student Conduct provides a framework of standard acceptable behavior for students. It is set forth to give students general notice of prohibited conduct; it should not be regarded as an exhaustive definition of misconduct or construed as a contract between the student and the University. Students are responsible for understanding and complying with this Code. Copies of the Code of Student Conduct are available in the Office of the Vice Chancellors for Academic and Student Affairs, in the undergraduate catalog and graduate bulletin, in the UMass Boston Student Handbook, and on the University's website. http://www.umb.edu/life_on_campus/policies/code/

university of massachusetts · 2013-12-03 · university of massachusetts boston * dartmouth *...

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