@SillyGoose I see, Section 3.1 of Jackson. I think so, if your "azimuthal part" weren't single valued, then your potential wouldn't be, and neither would your field.
@Relativisticcucumber Yeah, it can be really intense, and definitely not fun to do it under time pressure. But if you understand that Fermi surface is a thing that defines metals, not needing much more than just this factoid, you would already have had a quantum leap in understanding of all materials. Totally different from any classical guesses.
@Relativisticcucumber It is a downgrade from normal momentum conservation, that the (q+k) is conserved, k is conserved, but different q might appear in that conservation, where q is a reciprocal lattice vector
and when q changes, the whole crystal recoils, to conserve normal momentum.
@SillyGoose i think one can't re-state the measurement postulate in an unambiguous manner
one needs precise dynamics to model measurements. this would involve modifying the entire theory
but some approaches like Many Worlds and Relational interpretation try to keep most of QM intact
but I think these two are just as ambiguous as QM itself. Many worlds won't precisely define what a world is. And Relational interpretations are ambiguous too (but I'm not sure how)
I wrote up this 'proof' on why an object with less mass, colliding elastically with an object with greater mass but 0 momentum, can't have 0 momentum after the collision but I don't feel convinced that this is the whole story (obviously since it's just classical mech)
Is there a deeper reason why, perhaps what is classical mechanics approximating
a student asked why in this part of the experiment the initial cart ($p_1$ in the document) the cart moves back instead of staying still and I vaguely remembered that it's because of the mathematical nature of the momentum conservation + energy conservation equations but that's not a good explanation imo
that's like saying "because the model I chose to describe the system says so", as though these equations are law
I guess I should have said "because kinetic energy AND momentum is assumed to be conserved in elastic collisions (which we defined to be X)" but they were supposed to determine which quantities are conserved during which types of collisions so idk maybe I should just not answer and let them figure it out
If you "let them figure it out" on their own, it would be called "inquiry based learning" but, spoon feeding them answers will leave no impression on their long term memories.
Striking the right balance is called the Art of Teaching.
nah, I meant this: Dini's thm does not exist outside of Italy and (Munkres for instance) they prove the Inverse Function thm and then the Implicit function thm, while we first study Dini's thm and then global inversion thm
yeah, but I remember during my QM oral exam, I talked to him about the PSE community, and he didn't even know it existed, and he's pretty young as well
His book "Meccanica Analitica" (recently translated to English with an additional chapter about relativity) is an expanded version of his 2nd year course on analytical mechanics
@SineoftheTime where, in Trento? I think it happens in some other universities too. It really depends on the curricula, though. Here, the version of analysis for physicists has less CFU