However, a solid working knowledge of high school math is important: algebra, geometry, trigonometry, precalculus, and calculus. Although most students who take the 161/162 sequence have seen some physics in high school, a prior course in physics is not necessary. The combination discussion/lab sequence PHYSICS161D Fundamentals of Physics I/161L Introductory Experimental Physics I AND PHYSICS162D Fundamentals of Physics II/162L Introductory Experimental Physics II is intended for students who might choose physics or biophysics as a major or minor, or who like science and math enough to want a more in-depth introduction to physics. Physics/Biophysics Majors: Physics 161D/161L and 162D/162L Engineering students: PHYSICS 151/152/153.Potential physics and biophysics majors: PHYSICS 161D/161L and 162D/162L.Each sequence covers similar topics but with different emphases for different groups.Įach sequence fulfills the requirements for physics and biophysics majors (although Physics 161D/161L and 162D/162L are the recommended courses for potential majors), each satisfies the prerequisite physics requirements for majors other than physics and biophysics, and each fulfills the introductory physics requirements for professional and graduate schools. All course sequences have a required laboratory and recitation. The second course in each sequence concerns electrical and magnetic phenomenon with some material on properties of light (interference, diffraction, lenses, and mirrors). The first course in each sequence focuses on "mechanics" which concerns the physical laws that govern the motion of point particles and of rigid macroscopic objects, with some related material on waves, oscillations, thermodynamics, and fluid dynamics. Instead, I tried to provide an introduction to what I regard as the basic concepts of the two subjects, with an emphasis on examples which drove the development of the theory.The Department of Physics offers three sequences of introductory calculus-based courses designed to meet the needs of different majors. My purpose was not to provide an exhaustive treatment of either Lie groups, which would have been impossible even if I had had an entire year, or of symplectic manifolds, which has lately undergone something of a revolution. The course really was designed to be an introduction, aimed at an audience of students who were familiar with basic constructions in differential topology and rudimentary differential geometry, who wanted to get a feel for Lie groups and symplectic geometry. Introduction These are the lecture notes for a short course entitled “Introduction to Lie groups and symplectic geometry” which I gave at the 1991 Regional Geometry Institute at Park City, Utah starting on 24 June and ending on 11 July. Please send any comments, corrections or bug reports to the above e-mail address. You should get the ReadMe file first to see if the version there is more recent than this one. dvi file for this preprint will be available by anonymous ftp from in the directory bryant until the manuscript is accepted for publication. This is an unofficial version of the notes and was last modified on 20 September 1993. An Introduction to Lie Groups and Symplectic Geometry A series of nine lectures on Lie groups and symplectic geometry delivered at the Regional Geometry Institute in Park City, Utah, 24 June–20 July 1991.
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