ECTS credits ECTS credits: 4.5
ECTS Hours Rules/Memories Student's work ECTS: 74.2 Hours of tutorials: 2.25 Expository Class: 18 Interactive Classroom: 18 Total: 112.45
Use languages Spanish, Galician
Type: Ordinary Degree Subject RD 1393/2007 - 822/2021
Departments: Particle Physics
Areas: Condensed Matter Physics
Center Faculty of Physics
Call: Second Semester
Teaching: With teaching
Enrolment: Enrollable
Scenario 1:
- learn the basic phenomenology of superconductors and superfluids
- learn the fundaments of the main theoretical models of superconductivity and superfluidity
- learn the main technical applications based in superconductors
- being introduced, at a very basic (rudimentary) level, in some of the still unsolved problems of the studies and/or applications associated with superconductivity and superfluidity
Results of learning:
after studying the subject the students will demonstrate
· That they are able to gather and interpret data, information and relevant results, obtain conclusions and issue reasoned reports on scientific, technological or other issues that require the use of knowledge of the physics involved in the subject.
· That they can apply both the acquired theoretical-practical knowledge and the capacity for analysis and abstraction in the
definition and formulation of problems and in the search of their solutions both in academic and professional contexts.
· That they have the ability to communicate, both in writing and orally, knowledge, procedures, results and ideas to both a specialized and non-specialized public.
· That they are able to study and learn autonomously, with organization of time and resources, new knowledge and techniques in any scientific or technological discipline.
Scenarios 2 and 3:
no changes
Scenario 1:
GENERAL ASPECTS. Origins of superfluidity and superconductivity: Bose-Einstein-type condensations. BCS-type couplings. Fundamental properties of superconductors and superfluids.
SUPERFLUIDS. 4He. 3He. Alkali-gas condensates. Other superfluids. Thermo-hydrodynamic aspects. Quantum vortices.
SUPERCONDUCTORS. Superconducting materials of high and low Tc, nanostructured, in the presence of disorder and inhomogeneities. Phenomenological models.
APPLICATIONS AND DEVICES. Transport and storage of energy. Magnetic bearings and levitation. Superconducting electronics. Magnetometry trough quantum interferometry. Superconducting qbits.
LABORATORY PRACTICES. Observation of the lambda transition in 4He. Resistive transition of high-temperature superconductors.
Scenarios 2 and 3:
no changes
Basic bibliography:
- D.R. Tilley, Superfluidity and superconductivity (Adam Hilger, 1990)
- V.V. Schmidt, The Physics of superconductors (Springer, 1997)
- J.F. Annett, Superconductivity, superfluids, and condensates (Oxford, 2004)
- M. Tinkham, Introduction to superconductivity (McGraw-Hill, 1996)
- J. Maza, J. Mosqueira, J.A. veira, Física del estado sólido (USC, 2008)
Complementary bibliography:
- R.P. Huebener, Magnetic flux structures in superconductors (Springer, 2001)
- K. Fossheim, A. Sudbo, Superconductivity: physics and applications (Wiley, 2004)
- J. Maza, J. Mosqueira, J.A. veira, Física del estado sólido : ejercicios resueltos (USC, 2009)
Online resources:
- Notes and presentations of the subject in the virtual campus
At the time of approving this program, thinking of a possible scenario 2 or 3, the process of requesting and acquiring new electronic bibliographic material is underway; therefore, the teachers will specify in the Virtual Campus what bibliographic material can be found in electronic format in the USC library.
Scenario 1:
BASIC:
- That the students have demonstrated to possess and understand knowledge in an area of study that starts from the base of general secondary education, and is usually found at a level that, although supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of their field of study.
- That students know how to apply their knowledge to their work or vocation in a professional manner and possess the skills that are usually demonstrated through the elaboration and defense of arguments and the resolution of problems within their area of study.
- That students have the ability to gather and interpret relevant data (usually within their area of study) to make judgments that include a reflection on relevant issues of a social, scientific or ethical nature.
GENERAL:
- Possess and understand the most important concepts, methods and results of the different branches of Physics, with a historical perspective of their development.
- To have the capacity to gather and interpret data, information and relevant results, obtain conclusions and issue reasoned reports on scientific, technological or other problems that require the use of knowledge of Physics.
- Apply both acquired theoretical and practical knowledge and the ability to analyze and abstract in the definition and approach of problems and in the search for their solutions both in academic and professional contexts.
TRANSVERSAL:
- Acquire analysis and synthesis capacity.
- Have capacity for organization and planning.
- Develop critical reasoning.
SPECIFIC:
- Have a good understanding of the most important physical theories, locating in their logical and mathematical structure, their experimental support and the physical phenomenon that can be described through them.
- Be able to clearly handle orders of magnitude and make appropriate estimates in order to develop a clear perception of situations that, although physically different, show some analogy, allowing the use of known solutions to new problems.
- Be able to perform the essentials of a process or situation and establish a work model of it, as well as perform the required approaches in order to reduce the problem to a manageable level. He will demonstrate critical thinking to build physical models.
- Understand and master the use of mathematical and numerical methods most commonly used in Physics.
- Be able to manage, search and use bibliography, as well as any source of relevant information and apply it to research projects and technical development projects.
Scenarios 2 and 3:
no changes
Scenario 1:
EXPOSITIVE CLASSES: Lesson taught by the teacher who may have different formats (theory, problems and/or general examples, general guidelines for the course...). The teacher may have the support of audiovisual and computer material.
INTERACTIVE CLASSES-SEMINARS: Theory/practice classes in which applications of the theory, problems, exercises... are proposed and solved. These classes could also include activities that involve the direct participation of the student (at the blackboard, etc..) and presentation of homeworks, that will contribute to the continuous assessment score of the student.
INTERACTIVE CLASSES-LABORATORY: They will take place in student or research laboratories. In these classes the student acquire experimental skills related to the course's topics and consolidate the knowledge acquired in other classes. After an explanation by the teacher, the students will perform individually or in groups the activities and/or calculations required, that will be completed as homework if needed. The assistance to the laboratory classes is mandatory.
TUTORING: Tutorial activities scheduled as agreed by the teacher and students, to clarify doubts about the theory or practice, problems, exercises, readings, or other.
VIRTUAL CLASSROOM: The course will have a space on a web platform of the USC (virtual campus), which will be used for various complementary tasks.
Scenario 2:
See Contingency Plan in the Comments section
Scenario 3:
See Contingency Plan in the Comments section
Scenario 1:
The evaluation system consists of two complementary parts:
a) continuous assessment, which will represent 50% of the final grade, and which will consist of the delivery and / or completion of exercises in class time (20% of the final grade), and the report of the practices (30% of the final grade).
b) evaluation through a face-to-face final exam that will be carried out on the official dates established by the center
The student's grade at the first opportunity will correspond to the maximum between the final exam grade and the 50% average of the grades obtained in the continuous assessment and the final exam. The same rule applies to the second opportunity, for which the continuous assessment is maintained.
In cases of fraudulent performance of exercises or tests, it will be applied the regulation for evaluating the student academic performance and reviewing grades.
Scenarios 2 and 3:
See Contingency Plan in the Comments section
Scenario 1:
PRESENTIAL WORK:
Expositive classes: 24 hours
Interactive classes - seminars and laboratory: 18 hours
Tutoring: 3 hours
PERSONAL STUDENT WORK: 67.5 hours composed by:
-Autonomous study individually or in group: 21.5 hours
-Writing of exercises, conclusions or other work: 21.5 hours
-Programming/experimenting or other work at the computer or laboratory: 20 hours
-Preparation of oral presentations, discussions or similar: 4.5 hours
Scenarios 2 and 3:
no changes
Scenario 1:
The students must attend the expositive and interactive classes. It is highly reccomended doing the tasks associated to the continuous assessment, and actively use the bibliography. Finally, it is important to follow the tutorial activities in order to clarify the doubts that may arise.
The course will require specific knowledge of electromagnetism, solid state physics, thermodynamics and quantum physics, so it is recommended to have passed the corresponding subjects.
Scenarios 2 and 3:
no changes
CONTINGENCY PLAN in the event of a possible change of scenery
1) Objectives: unchanged
2) Content: unchanged
3) Bibliographic material: unchanged
4) Competencies: unchanged
5) Methodology:
Scenario 2:
a) Interactive seminar classes:
Part of the teaching will take place telematically. If the measures adopted by the health authorities allow it, the expository classes will be carried out telematically (through Teams) and the interactive classes will be in person, respecting the official class schedule approved by the center.
If the capacity limitation dictated by the health authorities does not allow all students to attend interactive face-to-face classes, they will be transmitted by streaming. Students will take turns to attend classroom classes. The number of students per shift will be conditioned by the rules at the moment.
When scheduling the activity of the subject, priority will be given to the assessment tests instead to the interactive classroom sessions. If, due to an inevitable turnover of the students, the assessment tests consume an unbearable number of hours, the corresponding teaching would be delivered telematically.
The tutorials can be face-to-face or telematic, and will require an appointment.
b) Interactive laboratory classes:
If the capacity limitation dictated by the health authorities does not allow all students to attend interactive laboratory classes simultaneously:
1) If the situation of the center allows it, part of the practices to be carried out will be moved to another space, so that part of the students will work in the traditional teaching laboratory and part in the new spaces.
2) If the center does not have these spaces, depending on the capacity marked, the number of practices that will be carried out in person will be reduced; Those that are not carried out in person will be worked telematically or in the classroom, if available.
The tutorials can be face-to-face or telematic, and will require an appointment.
Scenario 3:
The teaching will be telematic and the classes will be held synchronously during the official class time. It may be that, due to unforeseen causes, some of the classes are held asynchronously, which will be communicated to students in advance.
The tutorials will be telematic and will require an appointment.
6) Evaluation system:
Scenarios 2 and 3:
The evaluation activities that cannot be carried out in person, will be done telematically through the institutional tools in Office 365 and Moodle. In this case, it will require the adoption of a series of measures that require the student to have a microphone and a camera while the appropriate evaluation software is not available. The student may be requested for an interview in order to explain part or all of activities used for evaluation.
In cases of fraudulent performance of exercises or tests, it will be applied the regulation for evaluating the student academic performance and reviewing grades
7) Study time and individual work: unchanged
8) Recommendations for the study of the subject: unchanged
Jesus Manuel Mosqueira Rey
Coordinador/a- Department
- Particle Physics
- Area
- Condensed Matter Physics
- Phone
- 881814025
- j.mosqueira [at] usc.es
- Category
- Professor: University Lecturer
Iago Fernández Llovo
- Department
- Particle Physics
- Area
- Condensed Matter Physics
- iagof.llovo [at] usc.es
- Category
- Xunta Pre-doctoral Contract
| Monday | |||
|---|---|---|---|
| 17:30-19:00 | Grupo /CLE_01 | Galician | 4th Virtual classroom |
| Tuesday | |||
| 17:30-19:00 | Grupo /CLE_01 | Galician | 4th Virtual classroom |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | 3 (Computer Science) |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 0 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 130 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 140 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 6 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 830 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Classroom 840 |
| 05.21.2021 16:00-20:00 | Grupo /CLE_01 | Main Hall |
| 07.06.2021 09:00-14:00 | Grupo /CLE_01 | Classroom C |