Variational and perturbative schemes for a spiked harmonic oscillator

A variational analysis of the spiked harmonic oscillator Hamiltonian operator - d2/dx2 + x2 + l(l + 1)/x2 + λ|x| -α, where α is a real positive parameter, is reported in this work. The formalism makes use of the functional space spanned by the solutions of the Schrödinger equation for the linear harmonic oscillator Hamiltonian supplemented by a Dirichlet boundary condition, and a standard procedure for diagonalizing symmetric matrices. The eigenvalues obtained by increasing the dimension of the basis set provide accurate approximations for the ground state energy of the model system, valid for positive and relatively large values of the coupling parameter λ. Additionally, a large coupling perturbative expansion is carried out and the contributions up to fourth-order to the ground state energy are explicitly evaluated. Numerical results are compared for the special case α = 5/2. © 1989 American Institute of Physics.

Análise dinâmica não-linear de um sistema não-ideal, utilizando amortecedor magneto-reológico

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Dinâmica não linear e controle de um sistema vibratório modelado com memória de forma e, excitado por fontes de energia do tipo ideal e não ideal

Pós-graduação em Engenharia Mecânica - FEB

Measuring nonlinear functionals of quantum harmonic oscillator states

Using only linear interactions and a local parity measurement we show how entanglement can be detected between two harmonic oscillators. The scheme generalizes to measure both linear and nonlinear functionals of an arbitrary oscillator state. This leads to many applications including purity tests, eigenvalue estimation, entropy, and distance measures-all without the need for nonlinear interactions or complete state reconstruction. Remarkably, experimental realization of the proposed scheme is already within the reach of current technology with linear optics.

Components of learning and assessment in linear algebra

Linear algebra provides theory and technology that are the cornerstones of a range of cutting edge mathematical applications, from designing computer games to complex industrial problems, as well as more traditional applications in statistics and mathematical modelling. Once past introductions to matrices and vectors, the challenges of balancing theory, applications and computational work across mathematical and statistical topics and problems are considerable, particularly given the diversity of abilities and interests in typical cohorts. This paper considers two such cohorts in a second level linear algebra course in different years. The course objectives and materials were almost the same, but some changes were made in the assessment package. In addition to considering effects of these changes, the links with achievement in first year courses are analysed, together with achievement in a following computational mathematics course. Some results that may initially appear surprising provide insight into the components of student learning in linear algebra.