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Monday, February 28, 2005

Physics is like a fine woman

I recieved this in my inbox yesterday:

P H Y S I C A L T H E O R I E S
A S W O M E N .

BY SIMON DEDEO

- - - -

0. Newtonian gravity is your high-school girlfriend. As your first
encounter with physics, she's amazing. You will never forget Newtonian
gravity, even if you're not in touch very much anymore.

1. Electrodynamics is your college girlfriend. Pretty complex, you probably
won't date long enough to really understand her.

2. Special relativity is the girl you meet at the dorm party while you're
dating electrodynamics. You make out. It's not really cheating because it's
not like you call her back. But you have a sneaking suspicion she knows
electrodynamics and told her everything.

3. Quantum mechanics is the girl you meet at the poetry reading. Everyone
thinks she's really interesting and people you don't know are obsessed
about her. You go out. It turns out that she's pretty complicated and has
some issues. Later, after you've broken up, you wonder if her aura of
mystery is actually just confusion.

4. General relativity is your high-school girlfriend all grown up. Man, she
is amazing. You sort of regret not keeping in touch. She hates quantum
mechanics for obscure reasons.

5. Quantum field theory is from overseas, but she doesn't really have an
accent. You fall deeply in love, but she treats you horribly. You are
pretty sure she's fooling around with half of your friends, but you don't
care. You know it will end badly.

6. Cosmology is the girl that doesn't really date, but has lots of hot
friends. Some people date cosmology just to hang out with her friends.

7. Analytical classical mechanics is a bit older, and knows stuff you don't.

8. String theory is off in her own little world. She is either profound or
insane. If you start dating, you never see your friends anymore. It's just
string theory, 24/7.

Wednesday, February 23, 2005

Must Gravity Be Quantized?

Everyone seems to agree that the answer is yes, but must it be? What if we put the standard model on a classically curved background? It seems that very few people are working on this semi-classical approach, but I have to wonder why.

Gravitational effects have been seen in quantum mechanics. You can send two particles around different gravitational potentials, and see an quantum interference pattern due to the phase shift. Is this evidence that gravity itself is quantized? I guess it's hard to see how the effect would come about from some non-relativistic limit were gravity not quantized.

I invite comments and opinions, because I really would like to know more about this.

Monday, February 21, 2005

On Teaching Relativity

Issues in (science) education have always interested me, as do the layouts of curricula of various science courses. It is interesting that in the teaching of physics, there are generally accepted curricula for most subjects. Classical Mechanics: Newton's laws and then Lagrange and Hamilton. Electrodynamics: do statics and work up to Maxwell's equations. Quantum Mechanics: 1-D exactly solvable to 3-D exactly solvable to perturbation theory and applications, etc. The one area where this paradigm fails is General Relativity--there is great variation on how it is taught.

Last year, I took a relativity course in Cambridge, which was heavy on geometry. We spent half the course learning differential geometry, and the second half applying it to gravity. By the end of the course, I'd learned some pretty heady things, but truth be told, I didn't really know how to do any hands on physical calculations.

Contrast that with this year, where I am taking a relativity course heavy on the physics, but very soft on the math. A manifold has not even been rigorously defined, and tensors were (a bit tongue and cheekily) defined as "things with indices that transform". The physics is infinitely more transparent though, and the method has led to interesting approaches such as deriving the geodesic equation (and additionally "defining" the Christoffel symbols) by extremizing the proper time on a path.

If you only take one of these courses, you'll be led into a false sense of security, and ultimately into frustration. As a physicist, the first course will leave you baffled as to how to actually calculate things. The second course will leave you stilted with regards to future research, where you will need the elegant, beautiful geometry. Right now, for example, my office-mate is working on alternatives to GR with torsion. Hard to do, I guess, if you don't even know what a connection or torsion is.

What's the solution? Well, I can think of two approaches, both of which can be pursued simultaneously. The first one is to start teaching general relativity at the undergraduate level. Most criticisms I've heard of this are of the form "it's too hard," but if you take approach 2, using physical intuition as motivation (and using Hartle, which is a great textbook), I am confident that students can handle it. In fact, I think that ultimately this is exactly what will happen, as it is what has happened with all other physics subjects. You learn the wave mechanics, hands on, nitty gritty way to do QM in undergrad, and then you put it in its more elegant Hilbert space formulation as a grad. As an undergrad, you chug through the ODE's that result from Newton's equations, as a grad, you put it in the more elegant Lagrangian and Hamiltonian formulations, etc. Just the same, undergrads should learn the basic physics of relativity as an undergrad, and put the theory into its more elegant geometric formulations as a grad.

Secondly, there seems to be a problem in mathematics education. The concept of a manifold and of differential geometry are of such fundamental and central importance in both mathematics and physics, that its astounding that a modern differential geometry class is not part of the basic mathematics curriculum at most universities (I've heard Harvard is an exception, where they have a hardcore mathematics program that defines a manifold on day one of your freshman year). A modern geometry course should surely become integrated into mathematics programs as the concepts are at least as fundamental as those in the traditional undergrad math curriculum based on calculus, point set topology, algebra, and complex and real analysis.

Boston Museum of Science

This weekend I had the opportunity to visit the Boston Museum of Science. I admit, I was a bit skeptical...I figured the museum would be pretty lame, as most science museums tend to be. I was pleasantly surprised (it didn't hurt that MIT students get into the museum for free).

By far, the best part of the museum is the math room, which, unfortunately, I visited first. I have no idea if kids (who, I assume, are the chief targets of the museum), liked this room, but I was very impressed by the level of depth of the exhibit. At one point, the fundamental group was explained by showing wrapped strings around objects (which is the way I, and am sure many other people have also pictured it). It touched on the non-orientability of the mobius band by having a train continually riding on the one side. Probability was illustrated by dropping balls into a spiked sieve (think Plinko on the Price is Right), and showing how the distribution of where they fell traced out a gaussian. The best part of the room, I thought, was the pendulum that was suspended from two different points. It was filled with sand, and after one started the pendulum moving, it traced out a Lissajous curve. Kids seemed to like this one too, mostly, I believe, because it involved sand and pretty pictures. Ok, i liked the pretty pictures too. I won't ruin the rest, but it was equally informative, and descriptive about high level math.

Unfortunately, the rest of the museum wasn't up to par. It was the standard science museum with many cool toys for kids, and exhibits that only touched the surface of any given field of science. After the math room, I was astounded, nay, disgusted that there was not a physics room that touched on quantum mechanics and relativity. It was definitely enjoyable, but the math room proves that you can have a high level exhibit that can also be enjoyable. It would be great if this could be done for the rest of the museum (or at least more than one room).

Tuesday, February 15, 2005

The Principle of Equivalence

Sorry for the long absence of posting. I promise, I'll do better. I really liked my last post, but my non-physics friends who read this blog (ok, there are two of them) whined about it. So I hope to mix the best of both worlds and make a physics post that I think non-physics people will understand (and I hope, be impressed by).

I assume everyone is familiar with Newton's laws, and with the classical force law. Near the earth's surface, the gravitational field is g where g=9.51 meters/second^2. Therefore a=g, where a is acceleration. This is fundamental: motions of bodies in gravitational fields are independent of mass! Of course, everyone learns this in elementary physics: a stone dropped from a height, will hit the ground the same time a feather dropped from the same height will, after the effect of air resistance is removed.

It's a remarkable fact. Let's say I am in a closed elevator, with no windows or contact with the outside world. Let's say I feel gravity. Well really, I could be in one of two situations: the elevator could be sitting on the earth, and I could be feeling the force of gravity, or, alternatively I could be in space (with no gravitational field), accelerating up with magnitude g. There is no way for me to tell the difference.

Obvious enough. But Einstein came along and said that these two situations are exactly the same! There are subtilties, but for all intents and purposes of our discussion, let's assume this is exactly true. Sounds plain enough, but of course, as with anything Einstein said, there are remarkable consequences.

Let's put me back in an elevator that is stationary on the earth's surface. This time make the walls of transparent material, and shoot a light ray from somewhere outside the elevator at my head. Now, in the world of classical mechanics and electrodynamics, because light has no mass, the light ray will enter the elevator at the level of my head, go straight and pass out the elevator at the level of my head.

Einstein says this is not so. Instead, we can consider that the earth-elevator system is actually accelerating upwards, with no gravitational field present. From this point of view, the light ray will enter the elevator, the elevator will accelerate up, and hence the light ray will leave the elevator somewhere below my head. Coming back to the first point of view, this means that light rays fall in gravitational fields! Hence, nothing can escape the pull of gravity, not even massless things. This is, of course, why everything falls in black holes, even light (hence the reason they are "black").

This is also the basis of General Relativity, a theory which forces us to reconsider space and time, and consider them as a curved 4 dimensional surface instead of the "flat" 4-D surface of Special Relativity. In subsequent posts, I hope to detail better exactly how this works (and so, hopefully, it will be understandable to the non-scientist).

Friday, February 04, 2005

Magnetic Monopoles

Well, the disappointment from prelims is fading, so I'm posting about a topic which I find very cool, and which has been used as a segue in my class to explaining topological effects in quantum field theories.

Classically, there's no problem with electrodynamics if we assume the existence of magnetic charge (even though, of course, no such thing has ever been observed). In fact, things are actually much nicer with magnetic charge, as Maxwell's equations are perfectly symmetric between E and B fields (I would write them out if I knew how to do equations in my blog, anybody know?), so the physics is much more beautiful if magnetic charge exists.

Well, you might ask: what about the vector potential A? We know that B= \del X A, and that if magnetic charges exist \del (dot) B=m \delta^3 (r) (up to a constant for a monopole at the origin, where m is the "magnetic charge", and the delta is the Dirac delta function). We also know, from our course on multivariable calculus, that the divergence of a curl is zero. So, on the one hand, we need the divergence of the curl of A to be m*\delta^3 (r), but on the other hand, we know it must be zero. What is the resolution? Well, classically, there is no real problem, because our creation of the vector potential A was built from the ansatz that there are no magnetic monopoles. So, we can put back the monopole if we just get rid of the vector potential (which, for classical electrodynamics, is not necessary), and just use E and B in our calculations.

What if we treat the system as quantum mechanical? Well, for quantum mechanics, we need the vector potential A, as we can do QM with either the Hamiltonian or path integral formalism, both of which will involve A (in classical world, we could just use the force laws, Newton's laws, and calculate trajectories). Can we still salvage the monopole?

The answer is yes, and in a most satisfying way. If we take the modern viewpoint of A not so much as a physical field, but as the connection on a U(1) G-bundle, then A need not be defined everywhere. It can be defined on different trivializatons of the bundle, and different A's are related to each other via the usual gauge transformations.

For example, we could cover R^3 with two different A's.

A_1=m/(r*sin(\theta)) * (1-cos(\theta))
A_2-=m/(r*sin(\theta)) * (-1-cos(\theta))

A_1 is singular on the negative z-axis, while A_2 is singular on the positive z-axis. Using them together, we can cover the whole space (well, except the origin, but the monopole is an inherent singularity). You can check that B=\del \cross A gives the formula for a monopole field, using each A on the part where it is defined.

A_2 and A_1 are related by a gauge transformation with the function f=-2m*\phi. Now, we also know how the wave function transforms under a gauge transformation, so on the overlap, we have:

\psi_2=exp^(-i*m*e*phi/hbar) * \psi_1, where e is the electron's charge

Requiring the wavefunction to be single-valued, we get N=(2*e*m)/(hbar), where N is an integer. This is the famous Dirac quantization condition. It's quite beautiful. By imposing a monopole on quantum mechanics, we can "explain" the quantization of charge (well, at least if we assume the quantization of magnetic charge, or vice versa).

We can get this quantization condition in other ways too. For example, we can put an electric monopole at the origin, and a magnetic monopole at some other point in space. We can then calculate the angular momentum stored in the field over all space (by integrating r X S, where S is the Poynting vector). Then, by using well known quantization of angular momentum, we can also get the quantization condition. This way seems a bit shady to me, though, as, to get the correct factor one must equate the angular momentum stored in the field (which I think of as "orbital" angular momentum) with half-integer values of angular momentum (which, is "spin" angular momentum).

A third way to derive it, is to build a Hilbert space out of position and momentum operators in the usual way. We want H=p^2/2m (B fields do no work), and we also have the Heisenberg equations of motion:

p/m=r(dot)=i*[H,r]
ep/m \cross B=p(dot)=i*[H,p]

We get what we want if we impose the following commutation relations:

[r_i, r_j]=0
[r_i, p_j]= i * \delta_{ij}
[p_i, p_j]=i*e*\epsilon_{ijk} B_k

The first two are usual for the commutation relations between position and momentum, while the third one is quite unusual. Of course, this is because, in this particular case, we are considering kinematical momentum (which is usually the same as canonical momentum, but in this case, is not). We can then examine the generator for translations by a, U(a)=exp^(i*a(dot)p/(hbar)). It can be calculated that:

(U(a_1)*U(a_2))*U(a_3)=exp(-i*CHI) U(a_1)*(U(a_2)*U(a_3))

Now, non-associativity of these three operators on a Hilbert space makes no physical sense, so we require that CHI be an integer times 2 pi. This gives the quantization condition as well.

What is CHI? Well, apparently (I have not calculated it) it is the flux of \del (dot) B through a tetrahedron with sides of lengths a_1, a_2, a_1 + a_2, a_2 + a_3, and a_1 +a_2 +a_3. Somehow CHI is related to the overall topology of the space. This was not explained by the professor entirely, but it looks to me a whole like lot simplicial homology. Anybody know what the exact relation is between the physical system and the homology of the space?

Thursday, February 03, 2005

Not a good day.

Things have been better...

Wednesday, February 02, 2005

Simon Singh's New Book

Appearently, Simon Singh has a new book, this one on the big bang. The New York Times reviews it here. Not surprisingly, the New York Times gives it a good review.

His first book, Fermat's Enigma (I think) was fantastic. He painted a picture of high-drama in academia. His book was basically reproduced in the excellent Nova special, and man, I nearly lost it at that part when Taniyama is talking about Shamura (or is Shamura talking about Taniyama?). Simon Singh put the romance and drama in academia.

As if it couldn't be topped, his second book, Codebreakers, was just about the best popular math/science book I have ever read. I wasn't expecting big things, mostly because I had little interest in the subject beforehand, but Singh's ability to write popular science books is unrivaled.

Everyone should go out and read the book, I plan on buying it tomorrow!