@NiharKarve it's just "causality" - the unitarity bounds are equivalent to Euclidean reflection positivity, and reflection positivity is the OS axiom corresponding to Lorentzian causality
A physical system is said to be ergodic if any representative point of the system eventually comes to visit the entire volume of the system. The representative point of the system is an initial microstate. Keeping in mind that the change of the system is governed by the hamiltonian mechanics, so along the trajectory the energy is the same. Doesn't this imply that all across the phase space, the energy is the same, which in general is not true?
@imbAF stafusa already answered that when you asked this question on the main site 2 days ago
why do you just ask the same question here without any indication that you already got an answer that you apparently didn't understand?
if you want people to help you, you need to be specific in what you actually want, not ask generic questions when you actually have something much more specific in mind
@imbAF sure, the entire accessible volume (i.e. states with the same energy in this case) as opposed to the system just moving in a tiny corner of the space of states with the same energy, or even just sitting still in a single stationary state
two examples, and you can tell me if they represent the same thing
1 example is the MCE, in which, if I am not being wrong, the hyper-surface is the region, where $\rho$ is non zero and constant. This is a region/volume with dimensions in phase space (Again I might be badly expressing myself). 2. case of the classic harmonic oscillator, in phase space we have an elliptic trajectory, which I assume is something similar to example 1, but I am not sure
I gate these two examples, regarding our discussion about this "volume" , "boundary"
I find it a bit strange that you have issues with the "implicit" assumption of the volume having to be accessible and then you implicitly assume we're talking about ensembles when nothing in the definition of ergodicity mentions ensembles :P
I was going to ask you about the microstates and stuff for the 1d harmonic oscillator and it's elliptic trajectory in phase space, but from what you said I was able to deduce this particular case
@ACuriousMind I want to say beforehand, that in our lecture the only case we considered when we were introduced to phase space,was that of MCE. Which why I always have this as my starting point and then try to generalize it and that is hard sometimes. That's why for me things should be explained in general terms, because then you can trickle down a specific case.
With this in mind, when I said " is a non-eq. macrostate characterized by a set of microstates", in equivalence to the MCE case, where the macrostate of eq. is chracterized by a certain multiplicity, by a set of microstates with the same energy.
it doesn't have to be constant, it doesn't have to care about energies, there's literally no restriction on this function other than its integral over all of phase space being 1
that would have to be some sort of non-equilibrium dynamics, which you really shouldn't think about if you're already struggling to comprehend the equilibrium case
e.g. an ideal gas cannot start in non-equilibrium and then reach equilibrium - it doesn't have any interactions that could mediate that, but a real world gas clearly can do that
how the real world gas does that depends on how you model it, different from the ideal gas
and the mechanism by which e.g. a strip of metal that's heated at one end reaches thermal equilibrium is completely different, and understanding one of these cases doesn't give you lot for the other
and how these systems reached equilibrium is completely irrelevant to their behaviour in equilibrium, which is what you're currently studying with canonical ensembles etc.
"undergrad physics" can include a lot - I took a lot of math and theoretical physics and the mathematical approach is often very different from the way physics is taught in school, but I think generally the difference is less pronounced than the difference between math in school and actual mathematics