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Apr 2008

Volume 76, Issue 4, pp. 293-503

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An Introduction to the Theme Double-Issue

Wolfgang Christian, Theme Issue Editor and Bradley Ambrose, Theme Issue Editor

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 293 | Cited 1 time

Online Publication Date: Mar 2008

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Abstract Unavailable
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01.10.-m Announcements, news, and organizational activities
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Resource Letter CP-2: Computational Physics

Rubin H. Landau

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 296 | Cited 2 times

Online Publication Date: Mar 2008

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This Resource Letter provides a guide to print and electronic literature relevant to a computational physics course. The multidisciplinary aspect of computational physics and its relation to computational science is reflected in the sections Courses, Programs and Reviews, Journals, Conferences and Organizations, Books, Tools, Languages and Environments, Parallel Computing, and Digital Libraries.
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01.30.Rr Surveys and tutorial papers; resource letters

Computational physics in the introductory calculus-based course

Ruth Chabay and Bruce Sherwood

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 307 | Cited 7 times

Online Publication Date: Mar 2008

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The integration of computation into the introductory calculus-based physics course can potentially provide significant support for the development of conceptual understanding. Computation can support three-dimensional visualizations of abstract quantities, offer opportunities to construct symbolic rather than numeric solutions to problems, and provide experience with the use of vectors as coordinate-free entities. Computation can also allow students to explore models in a way not possible using the analytical tools available to first-year students. We describe how we have incorporated computer programming into an introductory calculus-based course taken by science and engineering students.
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01.50.ht Instructional computer use
02.70.-c Computational techniques; simulations

A project-oriented course in computational physics: Algorithms, parallel computing, and graphics

C. Rebbi

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 314 | Cited 1 time

Online Publication Date: Mar 2008

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I describe an undergraduate course in computational physics in which by focusing on a limited number of physics projects, the students are gradually introduced to numerical algorithms, parallel computing, graphics rendering, and visualization.
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02.70.-c Computational techniques; simulations

Computation in undergraduate physics: The Lawrence approach

David M. Cook

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 321 | Cited 1 time

Online Publication Date: Mar 2008

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The physics program at Lawrence University has introduced sophisticated computational techniques throughout its curriculum. Distinguishing features of the Lawrence approach include a focus on flexible, general purpose computational packages; application to theory and experiment; extensive use for preparing reports; and distribution throughout the curriculum. Most importantly, computation is introduced early enough so that students subsequently use computers independently on their own initiative. A required sophomore course in computational mechanics provides a uniform orientation to symbolic and numerical tools, and an elective junior/senior course in computational physics is offered. Students’ use of computational resources in independent studies and summer research experiences and positive comments from recent graduates provide evidence of the success and value of these curricular inclusions.
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01.50.ht Instructional computer use

Integrating computation into the undergraduate curriculum: A vision and guidelines for future developments

Norman Chonacky and David Winch

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 327 | Cited 2 times

Online Publication Date: Mar 2008

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There is substantial evidence of a need to make computation an integral part of the undergraduate physics curriculum. This need is consistent with data from surveys in both the academy and the workplace, and has been reinforced by two years of exploratory efforts by a group of physics faculty for whom computation is a special interest. We have examined past and current efforts at reform and a variety of strategic, organizational, and institutional issues involved in any attempt to broadly transform existing practice. We propose a set of guidelines for development based on this past work and discuss our vision of computationally integrated physics.
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01.40.G- Curricula and evaluation
01.50.ht Instructional computer use

Computation in classical mechanics

Todd Timberlake and Javier E. Hasbun

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 334 | Cited 2 times

Online Publication Date: Mar 2008

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One way to introduce computation into the physics curriculum is to include it in a standard upper-level physics course. A course in intermediate classical mechanics is well-suited for this purpose. We discuss our approach and examples of student projects on solving differential equations and Liouville’s theorem, projectile motion on a rotating Earth, motion of a charged particle in electric and magnetic fields, and approximate analytical and numerical solutions for a classical model of a molecule. The projects introduce students to these physics topics and develop the students’ computational skills.
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02.70.-c Computational techniques; simulations

Integrating computational activities into the upper-level Paradigms in Physics curriculum at Oregon State University

David H. McIntyre, Janet Tate, and Corinne A. Manogue

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 340

Online Publication Date: Mar 2008

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The Paradigms in Physics project at Oregon State University has reformed the entire upper-level physics curriculum. The reform has involved a rearrangement of content to better reflect the way physicists think about the field and the use of several new pedagogies that place responsibility for learning more firmly in the hands of the students. In particular, we employ a wide variety of computational examples and problems throughout the courses. Students use MAPLE, MATHEMATICA, JAVA, and other software packages to do calculations, visualizations, and simulations that develop their intuition and physical reasoning. These computational activities are indispensable to the success of the curriculum.
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01.50.ht Instructional computer use

Invitation to embarrassingly parallel computing

Barbara J. Breen, Christine E. Weidert, John F. Lindner, Lisa May Walker, Kasey Kelly, and Evan Heidtmann

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 347 | Cited 1 time

Online Publication Date: Mar 2008

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A surprising number of physical systems problems are well suited to “embarrassingly parallel" computations which do not require complicated algorithms or specialized hardware. As faculty and students at small institutions, we are readily incorporating parallel computing in diverse levels of our curricula and are embracing the opportunity to utilize high performance computing to do cutting edge research. We describe three typical examples: spatiotemporal patterns of one-way coupled oscillators, ray-tracing in curved spacetime, and solar escape as a three-body problem.
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01.50.ht Instructional computer use
02.70.-c Computational techniques; simulations
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Teaching statistical physics by thinking about models and algorithms

Jan Tobochnik and Harvey Gould

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 353 | Cited 4 times

Online Publication Date: Mar 2008

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We discuss several ways of illustrating fundamental concepts in statistical and thermal physics by considering various models and algorithms. We emphasize the importance of replacing students’ incomplete mental images by models that are physically accurate. In some cases it is sufficient to discuss the results of an algorithm or the behavior of a model rather than having students write a program.
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02.70.-c Computational techniques; simulations
05.00.00 Statistical physics, thermodynamics, and nonlinear dynamical systems

A trip to the end of the universe and the twin “paradox”

Thomas Müller, Andreas King, and Daria Adis

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 360 | Cited 2 times

Online Publication Date: Mar 2008

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Special relativity offers the possibility of going on a trip to the center of our galaxy or even to the end of our universe within a lifetime. On the basis of the well known twin paradox, we discuss uniformly accelerated motion and emphasize the local perspective of each twin concerning the interchange of light signals between both twins as well as their different views of the stellar sky. For this purpose we developed two Java applets that students can use to explore interactively and understand the topics presented here.
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03.30.+p Special relativity

Remotely controlled laboratories: Aims, examples, and experience

Sebastian Gröber, Martin Vetter, Bodo Eckert, and Hans-Jörg Jodl

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 374 | Cited 5 times

Online Publication Date: Mar 2008

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Remotely controlled laboratories are real experiments that can be controlled by users from their computers via the Internet. We present an overview of technical and pedagogical developments, describe the diversity and potential of our experiments, and comment on their acceptance by physics instructors.
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01.50.ht Instructional computer use
01.50.Pa Laboratory experiments and apparatus

Supercomputer based laboratories and the evolution of the personal computer based laboratory

David A. Joiner, Robert M. Panoff, Paul Gray, Tom Murphy, and Charlie Peck

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 379

Online Publication Date: Mar 2008

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The increase in availability of open source research quality simulation software coupled with a reduction in barriers to high performance computer hardware access and new methods for adding interactivity to server-side web services have created a rich environment for the development of supercomputer based laboratories to augment the many personal computer based activities currently in use in the physics classroom. An exemplary supercomputer based laboratory is presented using the N-body problem applied to galactic structure.
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02.70.-c Computational techniques; simulations
98.00.00 Stellar systems; interstellar medium; galactic and extragalactic objects and systems; the Universe

Time development in quantum mechanics using a reduced Hilbert space approach

M. Belloni and W. Christian

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 385 | Cited 2 times

Online Publication Date: Mar 2008

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We have created a suite of open source programs that numerically calculate and visualize the evolution of arbitrary initial quantum-mechanical bound states. The calculations are based on the expansion of an arbitrary wave function in terms of basis vectors in a reduced Hilbert space. The approach is stable, fast, and accurate at depicting the long-time dependence of complicated bound states. Several real-time visualizations, such as the position and momentum expectation values and the Wigner quasiprobability distribution for the position and momentum, can be shown. We use these computational tools to study the time-dependent properties of quantum-mechanical systems and discuss the effectiveness of the algorithm.
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01.50.ht Instructional computer use
03.65.-w Quantum mechanics
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Oersted Medal Lecture 2007: Interactive simulations for teaching physics: What works, what doesn’t, and why

Carl E. Wieman, Katherine K. Perkins, and Wendy K. Adams

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 393 | Cited 4 times

Online Publication Date: Mar 2008

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We give an overview of the Physics Educational Technology (PhET) project to research and develop web-based interactive simulations for teaching and learning physics. The design philosophy, simulation development and testing process, and range of available simulations are described. The highlights of PhET research on simulation design and effectiveness in a variety of educational settings are provided. This work has shown that a well-designed interactive simulation can be an engaging and effective tool for learning physics.
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01.10.-m Announcements, news, and organizational activities
01.50.ht Instructional computer use

Interactive learning tutorials on quantum mechanics

Chandralekha Singh

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 400 | Cited 6 times

Online Publication Date: Mar 2008

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We discuss the development and evaluation of quantum interactive learning tutorials (QuILTs), which are suitable for undergraduate courses in quantum mechanics. QuILTs are based on the investigation of student difficulties in learning quantum physics. They exploit computer-based visualization tools and help students build links between the formal and conceptual aspects of quantum physics without compromising the technical content. They can be used both as supplements to lectures or as self-study tools.
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01.50.ht Instructional computer use
03.65.-w Quantum mechanics

Developing and researching PhET simulations for teaching quantum mechanics

S. B. McKagan, Katherine K. Perkins, M. Dubson, C. Malley, S. Reid, R. LeMaster, and Carl E. Wieman

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 406 | Cited 10 times

Online Publication Date: Mar 2008

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Quantum mechanics is counterintuitive, difficult to visualize, mathematically challenging, and abstract. The Physics Education Technology (PhET) Project now includes 18 simulations on quantum mechanics designed to improve the learning of this subject. These simulations include several key features to help students build mental models and intuition about quantum mechanics: visual representations of abstract concepts and microscopic processes that cannot be directly observed, interactive environments that directly couple students’ actions to animations, connections to everyday life, and efficient calculations so that students can focus on the concepts rather than the mathematics. Like all PhET simulations, these are developed using the results of research and feedback from educators, and are tested in student interviews and classroom studies. This article provides an overview of the PhET quantum simulations and their development. We also describe research demonstrating their effectiveness and discuss some insights about student thinking.
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01.50.ht Instructional computer use

Symbolic manipulators affect mathematical mindsets

Thomas J. Bing and Edward F. Redish

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 418 | Cited 2 times

Online Publication Date: Mar 2008

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The use of symbolic calculators such as MATHEMATICA is becoming more commonplace among upper level physics students. The presence of such powerful calculators can couple strongly to the type of mathematical reasoning students employ. These tools do not merely offer students a convenient way to perform the calculations they would have otherwise done by hand. We present examples from the work of upper level physics majors where MATHEMATICA plays an active role in focusing and sustaining their thoughts around calculation. These students still engage in powerful mathematical reasoning while they calculate, but struggle because of the narrowed breadth of their thinking. We model MATHEMATICA’S influence as an integral part of the constant feedback that occurs in how students frame, and hence focus, their work.
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01.40.Fk Research in physics education

Comparing the influence of physical and virtual manipulatives in the context of the Physics by Inquiry curriculum: The case of undergraduate students’ conceptual understanding of heat and temperature

Zacharias C. Zacharia and Constantinos P. Constantinou

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 425 | Cited 7 times

Online Publication Date: Mar 2008

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We compare the effect of experimenting with physical or virtual manipulatives on undergraduate students’ conceptual understanding of heat and temperature. A pre–post comparison study design was used to replicate all aspects of a guided inquiry classroom except the mode in which students performed their experiments. This study is the first on physical and virtual manipulative experimentation in physics in which the curriculum, method of instruction, and resource capabilities were explicitly controlled. The participants were 68 undergraduates in an introductory course and were randomly assigned to an experimental or a control group. Conceptual tests were administered to both groups to assess students’ understanding before, during, and after instruction. The result indicates that both modes of experimentation are equally effective in enhancing students’ conceptual understanding. This result is discussed in the context of an ongoing debate on the relative importance of virtual and real laboratory work in physics education.
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01.40.G- Curricula and evaluation

A model-based view of physics for computational activities in the introductory physics course

Andy Buffler, Seshini Pillay, Fred Lubben, and Roger Fearick

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 431 | Cited 1 time

Online Publication Date: Mar 2008

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A model-based view of physics provides a framework within which computational activities may be structured so as to present to students an authentic representation of physics as a discipline. The use of the framework in teaching computation at the introductory physics level is illustrated by a case study based on the simultaneous translation and rotation of a disk-shaped spaceship. Student responses to an interactive worksheet are used to support guidelines for the design of computational tasks to enhance the understanding of physical systems through numerical problem solving.
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01.40.Di Course design and evaluation

Experiences using the open-source learning content management and assessment system LON-CAPA in introductory physics courses

Gerd Kortemeyer, Edwin Kashy, Walter Benenson, and Wolfgang Bauer

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 438 | Cited 2 times

Online Publication Date: Mar 2008

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We discuss the development and functionality of the LON-CAPA system with a particular focus on its homework and examination functionality. We also describe its more general approach to course management and its infrastructure for course content sharing and reuse. We then focus on measures of student learning and the effectiveness of different content types.
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01.40.G- Curricula and evaluation
01.50.ht Instructional computer use
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Computer simulations: A window on the static and dynamic properties of simple spin models

Shan-Ho Tsai and D. P. Landau

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 445

Online Publication Date: Mar 2008

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Monte Carlo algorithms can provide detailed information about the static properties of magnets and spin dynamics simulations can be used to understand their dynamic properties. We present an introduction to these methods and discuss some simple examples, showing the insights that can be gained.
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02.70.-c Computational techniques; simulations
05.00.00 Statistical physics, thermodynamics, and nonlinear dynamical systems

Periodic orbits, localization in normal mode space, and the Fermi–Pasta–Ulam problem

S. Flach, M. V. Ivanchenko, O. I. Kanakov, and K. G. Mishagin

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 453 | Cited 2 times

Online Publication Date: Mar 2008

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The Fermi–Pasta–Ulam problem was one of the first computational experiments. It has stirred the physics community since, and resisted a simple solution for half a century. The combination of straightforward simulations, efficient computational schemes for finding periodic orbits, and analytical estimates allows us to achieve significant progress. Recent results on q-breathers, which are time-periodic solutions that are localized in the space of normal modes of a lattice and maximize the energy at a certain mode number, are discussed, together with their relation to the Fermi–Pasta–Ulam problem. The localization properties of a q-breather are characterized by intensive parameters, that is, energy densities and wave numbers. By using scaling arguments, q-breather solutions are constructed in systems of arbitrarily large size. Frequency resonances in certain regions of wave number space lead to the complete delocalization of q-breathers. The relation of these features to the Fermi–Pasta–Ulam problem are discussed.
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02.70.-c Computational techniques; simulations
05.45.-a Nonlinear dynamics and chaos

Calculation of phonon dispersion in semiconductor nanostructures: An undergraduate computational project

Jie Zou

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 460 | Cited 1 time

Online Publication Date: Mar 2008

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This paper discusses an undergraduate research project that involves the numerical calculation of phonon dispersion in semiconductor nanostructures. Phonon dispersion is calculated in the elastic continuum approximation by applying a finite-difference method to solving the elastic wave equation with boundary conditions. Students did simulations for two nanostructures: a free-standing GaN thin film and a free-standing AlN∕GaN∕AlN heterostructure. A comparison of these two structures helps students understand the effect of boundary conditions on the nature of the phonon dispersion. The project is related to current research in phonon thermal transport in semiconductor nanostructures and nanodevices.
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02.70.-c Computational techniques; simulations
63.00.00 Lattice dynamics

Electrodynamics on a grid: The finite-difference time-domain method applied to optics and cloaking

M. Sipos and B. G. Thompson

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 464 | Cited 2 times

Online Publication Date: Mar 2008

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Maxwell’s curl equations lead to energy transport via electric and magnetic fields because spatial variations of one field lead to a temporal change in the other. The finite-difference time-domain (FDTD) method of calculating electromagnetic fields takes advantage of this interplay of the fields by using a suitable grid and time stepping method. The method is simple and instructive for understanding the genesis of electromagnetic transport phenomena. Reflection, refraction, interference, and diffraction result directly from the linked first-order derivatives of the fields. Extension of the method to include permittivity and permeability tensors with extreme values of these properties allows a wave to be bent around a central region thus cloaking (rendering invisible) any object inside.
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02.70.-c Computational techniques; simulations
41.00.00 Electromagnetism; electron and ion optics

Social applications of two-dimensional Ising models

D. Stauffer

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 470 | Cited 3 times

Online Publication Date: Mar 2008

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I review three socio-economic models of economic opinions, urban segregation, and language change and show that the well-known two-dimensional Ising model gives about the same results in each case.
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05.00.00 Statistical physics, thermodynamics, and nonlinear dynamical systems
89.00.00 Other areas of applied and interdisciplinary physics

Simple models of complex chaotic systems

J. C. Sprott

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 474 | Cited 1 time

Online Publication Date: Mar 2008

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Many phenomena in the real world are inherently complex and involve many dynamical variables interacting nonlinearly through feedback loops and exhibiting chaos, self-organization, and pattern formation. It is useful to ask if there are generic features of such systems, and if so, how simple can such systems be and still display these features. This paper describes several such systems that are accessible to undergraduates and might serve as useful examples of complexity.
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02.70.-c Computational techniques; simulations
05.45.-a Nonlinear dynamics and chaos

Computational physics with particles

Wm. G. Hoover and Carol G. Hoover

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 481

Online Publication Date: Mar 2008

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Microscopic and macroscopic particle simulation techniques are useful introductions to computational physics. These techniques make it possible to simulate complex problems in fluid and solid mechanics, including laminar and turbulent flows, shockwaves, as well as fracture and failure in solids. We illustrate several particle-based techniques with several examples.
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02.70.-c Computational techniques; simulations
46.00.00 Continuum mechanics of solids
47.00.00 Fluid dynamics

Simulation of quantum systems with the coupled channel method

J. Wang and J. D. Champagne

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 493

Online Publication Date: Mar 2008

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We describe a computational method for simulating time-dependent quantum mechanical systems interacting with external fields. In this method, the Schrödinger equation is solved by expanding the wave function in the basis set of the unperturbed Hamiltonian. The expansion yields a set of coupled ordinary differential equations for the expansion coefficients. This coupled channel method can be applied to many time-dependent problems. We apply the coupled channel method to a particle in a box interacting with a laser pulse. We show that if only two states are involved, the method leads naturally to the solutions for Rabi flopping, and that the system exhibits Rabi flopping behavior even with realistic, nonmonochromatic laser pulses. We also discuss instances where simulations could improve the understanding or address misconceptions of beginning students in quantum mechanics.
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02.70.-c Computational techniques; simulations
03.65.-w Quantum mechanics

The kicked rotor: Computer-based studies of chaotic dynamics

H. J. Korsch, E. M. Graefe, and Hans-Jörg Jodl

American Journal of Physics -- April 2008 -- Volume 76, Issue 4, pp. 498 | Cited 1 time

Online Publication Date: Mar 2008

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The kicked rotor is a prototype of a classical nonlinear system with regular and chaotic behavior. Its dynamics can be reduced to a simple and accessible two-dimensional area preserving map in phase space. Despite its simplicity, the kicked rotor is not merely a toy system but serves as a basis for recent research in quantum dynamics. We discuss the use of a computer program to simulate the kicked rotor and related systems.
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05.45.-a Nonlinear dynamics and chaos
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