Physics 341: Quantum Mechanics

Policies and Expectations

Reading: 

Texts:

• Introduction to Quantum Mechanics, Second Edition by David J. Griffiths (REQUIRED) – No text is perfect, and some are more encyclopedic, but this was the clearest and most engaging introduction.
• You’ll also sometimes be directed to sections of your 233 text, Moore’s Unit Q.
• I’ll provide a few other selected readings.

Recommendation:

Order of operations:  The different components of the class (reading, meeting times, and homework) work together best when mixed.  I suggest proceeding in this order:  take note of what problems will be assigned, do the reading with those problems in mind and even do some preliminary work on them, and then come to class.  Along the way, jot down any questions you have for class (see the Discussion Prep section on the next page.) That way you’re attuned to exactly what you need; for example, if I’m demonstrating something that’ll be useful on a problem, you’ll recognize it and take note; if the reading raised questions, you’ll be able to ask them.  The alternative – coming to lecture, then reading, and then looking at the problems –  is apt to be much less efficient and repeatedly leave you in a lurch. 

 

Active reading:  For that matter, you’ll get the most out of reading the text if you actively read; that means not just passively reading straight through and trusting that you understood it well enough, but rather pausing often to think about what you’ve just read and to ensure you understand it, looking at relevant sections of your Phys 233 text to refresh concepts, working through the example problems before looking at their solutions, and even reading and pondering (if not actually working out) the un-assigned problems you encounter as you read - Griffiths purposefully distributes most problems through the chapter where they serve as extensions of the discussions on the surrounding pages.     

  

Homework: 50% of your grade.  This is the component of the class you’ll spend the majority of your time on and you’ll learn the most from – actually doing the physics that we talk about in class and the book discusses.  Students who took this course last time said they spent about 17 hours a week outside of class – most of that doing the homework  There are three components to the homework:  preparing for class with Discussion Prep and Daily Problems, and then practicing what you’ve learned in Weekly Problems.

Discussion Prep: 5% of your grade.  As already mentioned, you’ll get the most out of all components of the course (reading, meeting times, homework,…) if you read deeply and before class.  To encourage that practice, by 8a.m. on lecture days, you should submit something to help guide the day’s class – questions you have, requests for us to go over specific things (concepts, derivations, examples,…), or even a pedagogical suggestion like ‘you’ve been doing a lot of examples lately, how about something for us to work on’.  So you don’t have to actually get over here by 8a.m. and so you can see and build on each other’s submissions, we’ll be using Moodle (though the course otherwise uses a non-Moodle website.)

Daily Problems: 10% of your grade.  To help you practice what you read and seed class discussions, problems will be due at the beginning of class.  They generally fall into three categories: conceptual to strength your understanding, math to practice some of the new relations or filling in the gaps in Griffiths’ derivations, and starting weekly homework to (as the name suggests) get a start on the more-involved problems that will be due each week.  Assuming you’re maintaining a notebook for the class, I’d suggest doing most of these in that notebook.  I just check them for effort (0,1, or 2 pts) and I’ll often ask you to use what you’ve done to lead us through a discussion.  So you don’t have to be ‘done’ or 100% ‘right’, but you do have to be far enough along to use it as a launching off point when we meet.

Weekly Problems:  35% of your grade.  Weekly homework will usually be due Tuesday evening (see schedule). Full credit is awarded for problems that don’t just have the correct final answer but are clearly communicated.  Not only does clear communication allow me to follow your logic and isolate any errors (and give more generous partial credit), but it generally makes it easier for you to follow and get it right in the first place and use for reviewing later. A well communicated physics solution has a clear, logical flow, a few words of explanation, units (on the rare occasion that there are actual numbers), and diagrams to help coordinate and represent relevant information / properties.

 

A bit about computation:  In addition to analytical / pencil-and-paper problems there will also be computational / keyboard-and-CPU problems.  It’s important to practice computational methods since they help you to attack non-analytical problems or simply visualize the solutions to analytical ones.  For computer problems, you should email your program.  For up-to-date instructions for putting Python, and the necessary libraries (all are free) on your own computer, visit Alan DeWeerd’s site at http://bulldog2.redlands.edu/facultyfolder/deweerd/tutorials/installation.html .  For tutorials, back up to http://bulldog2.redlands.edu/facultyfolder/deweerd/tutorials/.  For a little more practice with Python, I recommend the tutorials at http://mbakker7.github.io/exploratory_computing_with_python/.   

 

Working together vs. Cheating:  Of course, the point of all the work you’ll do in this class is your developing and demonstrating the associated skills and knowledge.  There’s a very important, but sometimes fuzzy, line between using resources (people, texts, internet sites, etc.) to help you develop knowledge and skills which you then rightly present as your own, and misrepresenting as your own mere transcriptions of what someone else has worked out.  The former is strongly encouraged; the latter goes in one’s permanent record (see the University Academic Honesty Policy in the Catalog), often results in personalized syllabi changes (like the whole grade comes from tests rather than homework and tests), and greatly diminishes the quality of recommendation letters that the instructor could write for you (a lack of integrity and grades that weren’t honestly earned don’t feature in good letters of recommendation.)  This isn’t just a hypothetical warning; it was the case for two students the last time I taught this course – you don’t want it to happen to you.  I strongly encourage you to discuss homework with classmates – it will minimize the time and frustration of being stuck at roadblocks, and whether you’re explaining or being explained to, it will strengthen your understanding.   However, you should write up your solution alone; it must reflect your own understanding.  Credit any sources (textbook or internet) or people (including classmates) that were helpful.  A benefit of documenting your sources is your homework sets will be more useful when you’re later reviewing for tests.  

Exams: 50% (15% first, 15% second, 20% third) of your grade. There will be three including the final.  All exams will be closed book, closed notes; equation sheets will be provided.  Aside from covering the last third of the class, the final will include a brief, comprehensive multiple-choice section.  If something is unclear to you or you disagree with the grading, please give me a call, send me an e-mail, or drop by my office.

 

Electronic Devices: -2% of your grade (-.25% for each appearance, up to -2%.)  Studies show we aren’t as good at multitasking as we think we are, and difficult material like we’ll be covering requires sustained focus.  If class isn’t holding your attention, the solution isn’t your checking Facebook or texting, it’s my shaking up what we’re doing with our time together.

Accommodations:  I'm happy to work with anyone to provide accommodations for identified learning differences or physical challenges; however, to be fair to all, I do need you to have first established with the Academic Support office what kinds of accommodations are appropriate.  It may take some time for you to establish that, for you and I to discuss options, and for me to implement them, so please start early (not a day or two before an exam).  You can learn more about resources in the Disability Services office.  I encourage you to consult with Amy Wilms, Assistant Dean of Academics and Student Life.

 

Late work:  Except in extenuating circumstances, late work will not be accepted.

 

Grade: If at any time you are interested in reviewing your standing in the course feel free to give me a call, send me an e-mail, or drop by my office.

Homework                                           50% (5% - prep, 10% - daily, 35% - weekly)
Exams                                                  50% (15% - first, 15% - second,  20% - third)

 

 Final Course Grade Assignments:  Final grades will be assigned according to the following: 

                     93 ⅓        ≤   A   (4.0)     ≤  100%                                  

90            ≤   A- (3.7)     <  93 ⅓                       

86 ⅔        ≤   B+ (3.3)     <  90                           

83 ⅓        ≤   B   (3.0)     <  86 ⅔                       

80            ≤   B- (2.7)     <  83 ⅓                       

76 ⅔       ≤   C+ (2.3)     <  80                           

73 ⅓       ≤   C   (2.0)     <  76 ⅔                       

70            ≤   C- (1.7)     <  73 ⅓                       

66 ⅔       ≤   D+ (1.3)     <  70                          

63 ⅓       ≤   D   (1.0)     <  66 ⅔                       

60            ≤   D- (0.7)     <  63 ⅓                       

0              ≤   F    (0.0)     <  60                           

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