Other What are you reading now? (STEM only)

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Current reading among participants focuses on various STEM books, including D. J. Tritton's "Physical Fluid Dynamics," which is appreciated for its structured approach to complex topics. J. MacCormick's "Nine Algorithms That Changed the Future" is noted for its accessibility in explaining computer algorithms. Others are exploring advanced texts like S. Weinberg's "Gravitation and Cosmologie" and Zee's "Gravitation," with mixed experiences regarding their difficulty. Additionally, books on machine learning, quantum mechanics, and mathematical foundations are being discussed, highlighting a diverse range of interests in the STEM field. Overall, the thread reflects a commitment to deepening understanding in science and mathematics through varied literature.
  • #331
I've read half of the book some time ago, and I have similar feelings about it. Woit introduces everything through Lie groups and algebras and makes it in a very clear and rigorous way. For more mathematically oriented readers this book is a pure gold. It was so easy to read for me. I've finished "Group theory in a nutshell for physicists" by Zee last year and I feel like I've learned more from the first few chapters of Woit's book than from whole Zee's book..
 
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  • #332
Auto-Didact said:
Nothing to do with interpretation, the book virtually makes no statements on interpretations. The difference instead is that it seems to be written with a specific audience in mind instead of generically for physics students, i.e. it is tailormade for the 21st century (aspiring) mathematical physicist, mathematician or mathematics-oriented theoretical physicist instead of for any (aspiring) physicist more generally.

By 'mathematics-oriented' I am not so much speaking about mathematical skill, specific content (e.g. specific mathematical topics/theories) or chosen methodology (e.g. axiomatic or numerical methods), but instead about the overall writing style and presentation of the material. Canonical texts in foundational physics where the research has reached a certain stage of maturity has a specific presentation style - usually as a consequence of being tidied up by the mathematical physics community; both Newton's Principia and MTW are written in this style.

On the other hand, so far all textbooks on QM I have read are specifically not written in this mature style, but instead written in a distinctly schizophrenic 'half mathematics, half physics' style, which unfortunately has become quite characteristic of texts on QM since von Neumann & Dirac. More concretely, the typical style of QM texts pretends to be a rigorous mathematics text but then with unjustifiable caveats, i.e. a distinctly non-foundational style; this actually indicates that the field of research in question is still quite premature.

In contrast, the style Woit utilised in writing his book is very different than the typical QM textbook style, but more importantly also doesn't quite resemble modern pure mathematics texts. It instead resembles quite closely modern applied mathematics texts with one major difference: the mathematical content actually belongs to 'pure mathematics' and not to 'applied mathematics'. This particular mixed style i.e. 'application of pure mathematics' was - prior to the 20th century - the characteristic style of mathematical physics, which is precisely why I love this book; the sophisticated mathematics is just icing on the cake.
Sounds like a good idea to get this book.

On the other hand, of course the problem with quantum mechanics (I talk about non-relativistic QM, which is mathematically well formulated) is only partially the mathematics. Of course there are subtleties like that observables are represented by self-adjoint densely defined operators not by hermitian ones, the treatment of unbound operators with continuous spectra etc. All this is nicely solved also mathematically rigorously by formulating QM from the very beginning via rigged Hilbert spaces ( see, e.g., the books by Galindo and Pascual). The real didcatical problem is the physics, because you have to forget the classical paradigm completely. While Dirac's book (for the wave-mechanics approach the pendant is Pauli's "Handbuchartikel") is still among the best presentations for physicists (mathematicians will find it to lack mathematical rigor), von Neumann's treatment is outdated (though mathematically rigorous) since the rigged-Hilbert space formulation is as rigorous but much simpler, and the interpretational part is not even wrong ;-).

As many discussions in this forum show, the "no-nonsense approach", which is simply accepting that nature behaves non-deterministic at least as far as our ability to observe it, one rather discusses pseudoproblems of some philosophers.

A bit less known is that you have the same phenomenon with general relativity. I was very surprised that the (in)famous hole argument is still debated. It was based on an incomplete and also phenomenologically wrong predecessor theory by Einstein, and after Einstein (and at the same time Hilbert) has found the correct generally covariant theory, this apparent problem has become completely obsolete, and the physics interpretation of general covariance, which simply is a local gauge symmetry, has been given by Einstein already in 1916. This week, I've seen an entire volume of a physics journal (I forgot which one) dedicated to the "hole argument"...
 
  • #333
My personal impression is that Woit's book is very disappointing. It looks like many other books written by physicists. It is full of elementary undergraduate mathematics and trivial computations. It makes me wander who the intended reader is. If you already have studied some maths then the book has mostly things you know. If you haven't, it can look impressive but each topic only scratches the surface and it is not nearly enough to learn anything properly. May be the goal is to give a glimpse or to develop an interest. Why does a book on representation theory and quantum mechanics need a chapter on linear algebra and one on Fourier analysis presented in a way that suggests the reader has never seen that before!
 
  • #334
Just out of curiosity, what do people that like Woit's book think about van der Waerden's book " Group Theory and Quantum Mechanics"?
 
  • #335
I don't know Woit, but van der Waerden's book is simply a masterpiece. I once found it in my university's physics library and just started reading it. The librarian had to remind me that the library is about to close in the evening ;-)).
 
  • #336
martinbn said:
My personal impression is that Woit's book is very disappointing. It looks like many other books written by physicists. It is full of elementary undergraduate mathematics and trivial computations. It makes me wander who the intended reader is. If you already have studied some maths then the book has mostly things you know. If you haven't, it can look impressive but each topic only scratches the surface and it is not nearly enough to learn anything properly. May be the goal is to give a glimpse or to develop an interest. Why does a book on representation theory and quantum mechanics need a chapter on linear algebra and one on Fourier analysis presented in a way that suggests the reader has never seen that before!
As I said before, the intended audience seems to be the aspiring mathematical physicist or mathematician interested in physics, i.e. undergraduate physics students who already know early on they want to do mathematical physics or mathematics-oriented theoretical physics with QM foundations as their main intended research field. Not being able to recognize this is essentially an incapability of being able to distinguish what is necessary from what is sufficient, i.e. the result of simply not having been trained to do foundational research.

Whatever you may personally find about the level of the mathematics in Woit's book (e.g. representation theory, Lie groups, Clifford algebra, geometric quantization, etc) this material treated by Woit certainly isn't standard curriculum mathematics for QM at the undergraduate level of the standard physics curriculum. Students should not be assumed to have picked such subjects up tacitly e.g. by osmosis of interaction with older peers or staff or assimilation into some school of thought; instead it should be available directly inside the curriculum e.g. actually integrated into a special track, instead of merely placed within the electives and then left as a game of chance of the sufficiently interested or sufficiently lucky students picking it.

As for why linear algebra and Fourier analysis are treated in the book, that should be obvious: to make the book fully self contained in order to ease the transition to go beyond these mathematical tools in later chapters by literally replacing them and/or integrating them at a conceptual level - from the perspective of pure mathematics - with more advanced mathematical tools from pure mathematics which have not necessarily found applications yet. This is largely the same reason that differential forms and exterior calculus are taught in MTW in order to logically make the way for the spinor calculus and Regge calculus.

More generally speaking, to optimize the education of students aspiring to go into mathematical physics, it seems to be preferable that they not be taught textbook QM in the manner of typical physics curricula, but instead get taught mathematical QM immediately as soon as possible in a special track, when the other students are getting taught within the standard curriculum; the development of such a special track requires a textbook such as that of Woit and a professor such as Woit capable of seeing this bigger picture, i.e. preferably a mathematical physicist. It is the 'one size fits all' mentality of education what has been detrimental to progress in foundations of QM and so progress in theoretical physics more generally: the 'one size fits all' perspective is neither necessary nor sufficient for doing mathematical physics.

In order to illustrate this, at the universities where I work, in mathematics education seen over many decades there have arisen specialized tracks in the undergraduate mathematics degree that teach the math freshmen calculus in three different ways, formalized into three separate curriculum tracks: 1) standard calculus for the 'applied math' oriented students together with the physics students, 2) analysis for the 'pure math' oriented students, and 3) analysis via differential forms for the 'pure math' oriented students who actually want to do research in the theory of analysis.

Moreover, it has actually been demonstrated that in the long run of decades, encouraging mathematics and physics students early on to generalize their basic knowledge (e.g. calculus I, II & III), not just into some special case (e.g. tensor calculus) but more broadly in a general sense is good for science in the long run e.g. being able to see the theory of analysis as an incomplete theory in mathematics which can be extended in several non-equivalent ways, which can each subsume entire branches of applied mathematics and physics. The sufficiently interested and skilled students may actually automatically reinvent several branches of higher mathematics without necessarily realizing that they have done so and then typically meet their reinvention back later in their career within the vast literature.

Systematically teaching in such a manner - i.e. not merely in order for the students to be able to quickly master techniques and pass exams - can quickly give the students learning analysis a very mature and intimate perspective of mathematics, at least if they are receptive and also able to follow without getting lost. In practice this requires world class educators and then still most students are incapable and feel lost and yearn to get boxed in again, but not all students, i.e. this manner of teaching automatically has as a side effect the development of an inquisitive mindset at a sophisticated level in a few students.

By continually challenging the students who want to get 'boxed in' within a certain course - in order to safely maximize their mastery and so their grades - in a similar manner during their entire degree, the hope is then that they still develop such a mindset in the long run. All in all, this more challenging method of education contributes not only to the stimulation of charting new territory by those who are able to follow, but also increases the likelihood of acceptance and application of known but unconventional mathematics in order to overturn existing physical theory; this is of course the main goal of mathematical physics, with the best historical example the development of Lagrangian and Hamiltonian mechanics, simply by pushing against Newtonian mechanics and calculus as being necessary and sufficient.
 
  • #337
I think the one topic which is not covered well enough by the standard university curriculum is Lie-group theory. You indeed learn it by "osmosis" or when you get interested enough by reading textbooks. The main problem with the math literature is that it is usually written in the "Bourbaki style", which is not easy to translate to the physicists's needs. A pretty good book on this level, also readable for the math-inclined physicists is Hassani, Mathematical Physics.

Here older books are much better. Some may lack mathematical rigor, but that's fine for physicists who want to apply it.

The simplifying trick is to just discuss matrix groups (subgroups of GL(n)) and also there the most simple ones, appearing in physics like SO(n), SU(n), SO(1,3), SL(2,C), ISO(3), Poincare group, maybe also symplectic groups and also some finite groups (e.g., for crystallography).

I learned representation theory from vol. 3.2 by Smirnow, van der Waerden, Hamermesh and some other sources. Also the corresponding parts of Weinberg, Quantum Theory of Fields vols. 1+2 is fine, but it's pretty brief. So it's better to have some pre-knowledge to better understand it. A very good physics book is also Sexl, Urbandtke, Relativity, groups, particles.
 
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  • #339
I Just started working through Understanding Analysis by Stephen Abbott. I took a year of real analysis in college about 8 years ago using Rudin and struggled immensely. I was kind of curious how I would fair coming back to it years later, with enough detachment from my experiences years earlier. So far, in working carefully through the first chapter I already have a way better understanding of what a proof is, common approaches to them and how to write one.

I'm also reading Analytical Mechanics by Nivaldo Lemos. I'm finding it good to have two different subjects going at the same time in case I get frustrated on one of them!
 
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  • #340
CJ2116 said:
I Just started working through Understanding Analysis by Stephen Abbott. I took a year of real analysis in college about 8 years ago using Rudin and struggled immensely. I was kind of curious how I would fair coming back to it years later, with enough detachment from my experiences years earlier. So far, in working carefully through the first chapter I already have a way better understanding of what a proof is, common approaches to them and how to write one.

I'm also reading Analytical Mechanics by Nivaldo Lemos. I'm finding it good to have two different subjects going at the same time in case I get frustrated on one of them!

Isn't Rudin-> Abott an immense downgrade? If you had a course with Rudin,then you should know what a proof is and Abott should be too easy. What kind of course was it?
 
  • #341
Math_QED said:
Isn't Rudin-> Abott an immense downgrade? If you had a course with Rudin,then you should know what a proof is and Abott should be too easy. What kind of course was it?
In theory, yes it is a huge downgrade in terms of how rigorous it is. A lot of the issues I had were that I took the course sequence as a sophomore with only calculus and linear algebra under my belt. I definitely didn't have too much mathematical maturity at the time and survived it by just brute force memorization of definitions/theorems. It was a normal course - I did end up with C grades at the end of both sequences!

It's funny because I can still pull a lot of my old course textbooks off of my shelf and more or less remember the topic and how to solve some of the problems, but during and after the course with Rudin I still felt like I just couldn't internalize anything in that book!
 
  • #342
CJ2116 said:
In theory, yes it is a huge downgrade in terms of how rigorous it is. A lot of the issues I had were that I took the course sequence as a sophomore with only calculus and linear algebra under my belt. I definitely didn't have too much mathematical maturity at the time and survived it by just brute force memorization of definitions/theorems. It was a normal course - I did end up with C grades at the end of both sequences!

It's funny because I can still pull a lot of my old course textbooks off of my shelf and more or less remember the topic and how to solve some of the problems, but during and after the course with Rudin I still felt like I just couldn't internalize anything in that book!

Yeah, that's the effect of Rudin's books. They are written for someone who already has an introduction to the topics, not to learn from.
 
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  • #344
I found three physics books that look pretty good. I ordered the first two.

Night Thoughts of a Classical Physicist by Russell McCormmach. About a physicist used to the classical world and the development of quantum mechanics.

Deep Down Things by Bruce Schumm. Book about particle physics.

Nuclear Forces: The Making of the Physicist Hans Bethe by Silvan Schweber. Book about Hens Bethe's work. Typical Schweber, very technical with lots of mathematics.
 
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  • #345
I've been buying a lot of math books the last few months (John M. Lee's Introduction to Smooth Manifolds and Introduction to Riemannian Manifolds, Gadea Et al. Analysis and Algebra on Differentiable Manifolds, Munkres' Analysis on Manifolds, Axler's Linear Algebra Done Right)

Two that I'm currently reading and have found very helpful are:

Lara Alcock's How to Think About Analysis: I wouldn't say that there's anything particularly deep here in terms of mathematical content, but what I've found extremely helpful are the chapters on the studies of how students learn (or don't learn) real analysis. I've started using some of them, such as creating flow charts between definitions and theorems and also keeping them in a separate and easy to navigate notebook for quick study/reference.

Daniel Velleman's How to Prove It: I've been working in data science/web development/programming for about 8 years and his approach of treating proofs like a structured computer program really clicked with me. I'm not too far into this, but like it so far!
 
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  • #346
@CJ2116: I just took a look at that part of Abbott's real analysis book that is visible on amazon and compared it to baby Rudin. Abbott was at first much too verbose and chatty for my taste, but when I located and read some of the definitions and proofs of theorems, such as countability of the rationals, and uncountability of the reals, I found it equally as rigorous as Rudin, but far more clear and user friendly, while giving essentially the same arguments. So I do not consider Abbott much of a come - down at all in terms of rigor, just a vast enhancement in clarity.

Both of them e.g. define a function as a vague "rule" or "association" between elements of sets, neither one making it entirely precise by introducing the notion of the graph. The nice proof of uncountability of the reals via the shrinking intervals property of the reals, is one I had not seen before, and is in both. I thought the explanation of it in Abbott was much clearer and equally rigorous as the same argument in Rudin. Both arguments for the countability of the rationals seemed about equally, and not totally, rigorous in both, but again clearer in Abbott. The nice avoidance of the problem of repeated occurrences of the same rational in the set of pairs of integers was beautifully dealt with in Abbott, if slightly colloquially, and also in essentially the same way in Rudin, with a bit less clarity, but still without complete precision in my opinion. (In Rudin the slightly incomplete part is in the proof of the result 2.8 that an infinite subset of a countable set is also countable, where he asserts but does not prove that his construction gives a bijection. In Abbott the slightly colloquial part is where he argues that a countable union of finite sets is countable by just displaying them side by side, in order of index, rather than giving an inductive definition of the enumeration. Some may prefer Rudin's more precise inductive definition of his bijection, but since he omits the proof that it actually is a bijection, he seems to become guilty of the same incompleteness of rigor. ... Aha, I have read further in Abbott and found exactly the same inductive definition for the same lemma of Rudin, as an exercise in Abbott. So what Rudin omits, Abbott gives explicitly as an exercise. So which is more rigorous, omitting an argument without comment, or assigning it as an exercise? And neither of them even state the crucial well ordering property of the integers, although both use it in this proof.)

OK here is a comparison for you to assess the relative clarity and ease of reading of essentially the same proof in both books: compare the proof of Thm. 2.43 in Rudin, with Th. 1.56, pp 28-9 of Abbott.

I have not read anywhere near all of Abbott of course and may have gotten my favorable impression from only a small, possibly unrepresentative, sample. It may also be that Abbott's arguments look rigorous to me because I know how to fill in the details. I still feel, even as a retired senior mathematician, that Rudin is not a welcome source for either learning or even summarizing the material. For me, with over 40 years teaching and research experience past my PhD, I thought that by now Rudin would indeed read like a useful quick summary of the facts, but even today it was still less readable even for me, than Abbott. In particular, a summary should be clear. I have heard from people who like Rudin, but I never recommend it to anyone for learning analysis.

To be fair, I have written a book with similar failings myself, on linear algebra, where my goal was to see how briefly I could cover the material. I managed to provide more theoretical "coverage" than is in many introductory linear algebra books, and in only 15 pages, and posted links to it here. (I later expanded it to 120 pages, still short by usual standards.) I think Rudin also was trying to see just how succinctly he could summarize the material, whereas Abbott was trying to teach it. Abbott went too far, for me, in his voluble writing style, but students seem to like it, in contrast to Rudin.

My point is, even if Abbott's proofs look less formal than Rudin's, in my opinion they are reasonably rigorous, and I suspect you will learn more from it than you did from Rudin. One difference is the coverage is greater in Rudin. I.e. in a bit over 300 pages, Abbott covers only the material in the first 2/3 of Rudins 330 pages. But for that one variable material, I recommend Abbott.

Please forgive me for always jumping into every discussion of Rudin on the "against" side. I had to teach out of that thing, maybe that is the source of my frustration. But I like Dieudonne', which is even more condensed, but I think much better and more insightful. I.e. I learned things from it, (even if my class may not have).

One more remark, this time in Rudin's favor. The fact that Rudin has been around for so long, and his arguments are solidly rigorous, means that later writers can borrow from his material in substance, and work at improving the presentation. So in a way, many later analysis books, may be something of reworkings of Rudin, or if not, at least they had Rudin available for consultation if they chose. Of course Abbott says explicitly that it is the book of Bartle to which he owes his own education. I am not as familiar with that one. The books appeared in roughly 1964 (Rudin), 1983 (Bartle), and 2001 (Abbott), so each of the last two authors at least had the option to have access to Rudin.

One reason I realized this was the fact that Abbott has the same argument, via intersections of shrinking compact sets, for uncountability of the reals, as Rudin does, and I thought I had not seen it before. Actually I realize after thinking about it, it is basically the exact same idea as Cantor's diagonal argument that I had seen in high school, where he constructs a decimal that is not anyone of those in a given list. Namely you determine a real number by a sequence of things, and you arrange successively each subsequent one of those things so as to rule out the nth listed number, eventually ruling them all out from your list. It does not matter whether the sequence is a sequence of decimals digits or a sequence of compact intervals. In fact a sequence of decimals can obviously be viewed as a sequence of intervals, with the nth one of length 10^(-n). I.e. the decimal number π = 3.141592653589793..., is the intersection of the intervals [3,4], [3.1,3.2], [3.14, 3.15],... So even though I hadn't seen it phrased this way, there is no new idea other than Cantor's original one. Thus it was not necessary to have read Rudin to come up with this argument, which is probably very old.
 
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  • #347
I recently picked up the 6-volume Lectures on Theoretical Physics by Sommerfeld. Vanhees71 has recommended them on so many occasions that when I saw a complete used set for < $60 (US) I couldn't resist.

I am an electrical engineer, and in the near future am most interested in the volumes on Electrodynamics, Optics and Partial Differential Equations in Physics. I'm starting with the portions on electromagnetic waves, HF waves on imperfect conductors, waves on wires, radiation above a ground plane and diffraction. Of course some of this material was originally developed by Sommerfeld, so it is interesting to read his take on it. I do love how some of these older physics texts are full of material that is often in the domain of the modern engineer. While reading his discussion of the impedance of plane and cylindrical conductors I couldn't help but think back on when I first worked through this material as a 3rd year engineering student. Eventually I will probably go through at least portions of the other volumes; my graduate work was in plasma physics so I'm particularly curious about his treatment of kinetic theory, as well as the theory of waves, shocks and turbulence in fluids.

So far I am really appreciating how straightforward the presentation is - no unnecessary abstractions or generalizations, using the required math but no more, and clearly communicating his physical and mathematical reasoning. He actually takes time to discuss the results he derives and offers his insight into the underlying physics. I expect hours working through sections of these books will be time well spent.

Jason
 
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  • #348
@mathwonk

Thanks for the detailed response! Before I bought this book, I read through a few reviews of people who learned analysis from this, but it's helpful (and reassuring!) to get perspective from a mathematician who has taught this subject for a long time time.
 
  • #349
So, I just got my hands on this book: Constructing Quantum Mechanics by Anthony Duncan and Michel Jenssen. Duncan wrote a wonderful book on QFT (The Conceptual Framework of Quantum Field Theory) and in its first two chapters he goes through some aspects of history of QM/QFT with quite a lot of detailed derivations. I lived for it then and now I'm excited to see even more of this :oldbiggrin:
 
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  • #350
I picked up two gems for ~$25, Theory of Electromagnetic Waves by Kong and Variational Techniques in Electromagnetism by Cairo & Kahan.

Both look pretty good, Kong treats electromagnetic materials in a moving frame immediately, which gives insight into materials becoming bianisotropic immediately. I think it's going to take time for me to digest it but worth the investment.
 
  • #351
Dr Transport said:
I picked up two gems for ~$25, Theory of Electromagnetic Waves by Kong and Variational Techniques in Electromagnetism by Cairo & Kahan.

Both look pretty good, Kong treats electromagnetic materials in a moving frame immediately, which gives insight into materials becoming bianisotropic immediately. I think it's going to take time for me to digest it but worth the investment.
I didn't realize Theory of Electromagnetic Waves was that different from the 1990 Electromagnetic Wave Theory. If you aren't familiar, the newer book starts with two chapters designed for a junior level course, then proceeds to enough advanced material for a full year graduate course. Waves in moving media is discussed starting on page 913. It sounds like you are in for some pretty interesting (and advanced!) reading.

jason
 
  • #352
How does it answer the Abraham-Minkwski controversy?
 
  • #353
vanhees71 said:
How does it answer the Abraham-Minkwski controversy?

No, it doesn't even mention it. Way at the end of the text, when discussing the Lagrangian formulation, he defines the momentum density, ala Minkowsky, as \vec{G} = \vec{D}\times\vec{H}.
 
  • #354
? That I've never seen. It's either ##\vec{E} \times \vec{H}/c^2## (Abraham) or ##\vec{D} \times \vec{B}## (Minkowski).

The salomonic conclusion of this dilemma is that one momentum density is the kinetic momentum density (Abraham) or the canonical momentum density (Minkowski) of the em. field. Taking the sum of total the kinetic or canonical momenta of the medium and the em. field you get the same result and a conserved quantity for a closed system of a polarizable medium and the em. field.

Which momenta are to be used to describe the local effects in a polarizable medium depends on the physical situation. For a nice review, see (open access!)

https://doi.org/10.1098/rsta.2009.0207
 
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  • #355
vanhees71 said:
? That I've never seen. It's either ##\vec{E} \times \vec{H}/c^2## (Abraham) or ##\vec{D} \times \vec{B}## (Minkowski).

The salomonic conclusion of this dilemma is that one momentum density is the kinetic momentum density (Abraham) or the canonical momentum density (Minkowski) of the em. field. Taking the sum of total the kinetic or canonical momenta of the medium and the em. field you get the same result and a conserved quantity for a closed system of a polarizable medium and the em. field.

Which momenta are to be used to describe the local effects in a polarizable medium depends on the physical situation. For a nice review, see (open access!)

https://doi.org/10.1098/rsta.2009.0207

Oops, my bad, mis read it, ##\vec{D} \times \vec{B}##, not what I mentioned previously.
 
  • #356
K. Huang, Quantum Field Theory From Operators to Path Integrals
- One of better QFT textbooks that I have been reading (and I've been reading a lot of them). One of nice things about it is that it explains the essence of renormalization already at page 5, in a manner a'la Wilson that does not depend on quantization.

Speaking of Huang and the essence of renormalization, see also a short review https://arxiv.org/abs/1310.5533 .
 
  • #357
Still reading Mumford's redbook of algebraic geometry, since 2017!

edit: July 20,2020. Got sidetracked again by the Coronavirus shutdown, I guess. Only up to page 153, but have had to read essentially an entire (small) book on commutative algebra, Undergraduate Commutative Algebra, by Miles Reid, which I highly recommend for learning from. The one problem in Mumford, on page 153, made me feel the need to learn the classification of finitely generated modules over a "Dedekind domain" (a domain, all of whose localizations at non zero primes are principal ideal domains). This generalizes naturally the classification of fin.gen. modules over a principal ideal domain, but is not taught in all books or courses that include the more standard result over p.i.d.'s; e.g. it is not in my own algebra course notes, nor in Lang, which I had thought to be pretty encyclopedic. I am consulting Dummitt and Foote, which is proving quite useful.

Am also sidetracked by watching the "pseudo lectures" on scheme theory from Ravi Vakil of Stanford, available on youtube, and continuing through the summer of 2020, (originally recorded every saturday at 8am pacific time, made available later), as a way of "spitting in the face" of the virus. Also reading his online notes "The rising sea", the title being a reference to Grothendieck's description of his way of thinking about solving math problems. Amazingly, Ravi seems to have signed up almost 800 fairly active participants worldwide for his "pseudo course", people interested in schemes, but coming from many walks of scientific inquiry. If interested, see the links below:

https://math216.wordpress.com



http://math.stanford.edu/~vakil/216blog/FOAGnov1817public.pdf (these are the notes, but site is not secure)
 
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  • #358
mathwonk said:
Still reading Mumford's redbook of algebraic geometry, since 2017!

edit: July 20,2020. Got sidetracked again by the Coronavirus shutdown, I guess. Only up to page 153, but have had to read essentially an entire (small) book on commutative algebra, Undergraduate Commutative Algebra, by Miles Reid, which I highly recommend for learning from. The one problem in Mumford, on page 153, made me feel the need to learn the classification of finitely generated modules over a "Dedekind domain" (a domain, all of whose localizations at non zero primes are principal ideal domains). This generalizes naturally the classification of fin.gen. modules over a principal ideal domain, but is not taught in all books or courses that include the more standard result over p.i.d.'s; e.g. it is not in my own algebra course notes, nor in Lang, which I had thought to be pretty encyclopedic. I am consulting Dummitt and Foote, which is proving quite useful.

Am also sidetracked by watching the "pseudo lectures" on scheme theory from Ravi Vakil of Stanford, available on youtube, and continuing through the summer of 2020, (originally recorded every saturday at 8am pacific time, made available later), as a way of "spitting in the face" of the virus. Also reading his online notes "The rising sea", the title being a reference to Grothendieck's description of his way of thinking about solving math problems. Amazingly, Ravi seems to have signed up almost 800 fairly active participants worldwide for his "pseudo course", people interested in schemes, but coming from many walks of scientific inquiry. If interested, see the links below:

https://math216.wordpress.com



http://math.stanford.edu/~vakil/216blog/FOAGnov1817public.pdf (these are the notes, but site is not secure)

If you are interested for an introduction to commutative algebra you can't go wrong by reading Atiyah's and Macdonald's textbook:
https://www.amazon.com/dp/0201407515/?tag=pfamazon01-20

Though I haven't finished reading it, I'll return to it someday.
 
  • #359
mathwonk said:
Still reading Mumford's redbook of algebraic geometry, since 2017!
When I was a student for algebraic geometry I studied Hartshorne's book. There was one exercise that I worked on and wasn't very confident if I was right. Purely by chance, browsing int the library, I opened the red book and the first proposition I saw was the statement of that same probelem with a detailed proof. Since then I think very highly of the book.
 
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I have several works on commutative algebra, including Atiyah-Macdonald, Zariski - Samuel, Eisenbud, Northcott, Matsumura, Milne, and Dieudonne's Topics in local algebra, as well as chapters in general algebra books, such as Lang, Dummitt and Foote, Hungerford, Jacobson, Mike Artin, and Van der Waerden. Out of all these, I find Miles Reid's little book the most useful (although everything actually included in Mike Artin's book is helpful) in the sense of being easy to read, insightful, and limited in its goals. I find I benefit from reading books aimed at people with far less training them myself. I.e. as a postgraduate myself, I often benefit from an explanation that is aimed at graduates or even undergraduates. Atiyah - Macdonald is very authoritative, and the proofs are very efficient and slick and correct, but it is the sort of book whose explanations go "in one ear and out the other" at least for me. The exercises in A-M are also frequently hard for me, whereas the ones in Reid are not only easier, but also more instructive. I did consult A-M for a treatment of general valuation theory, which Miles omits.

To be fair, I think one reason Miles' book is preferable to me, is that he had A-M available for the proofs and only had to augment the insights, improve the readability, and create better exercises. I also have only the earlier work by Matsumura, his Commutative Algebra. His later work Commutative Ring Theory is widely considered to be easier to learn from, and perhaps benefited from its translation by Miles Reid. So while those other books are ones I have spent time in and then stopped, only to return to the same topic later having forgotten it, Miles' book seems to be one that I think I would enjoy reading all of, and then setting it aside, having actually learned it. So far I have read chapters 5,6,7,8, but benefited so much that I actually went back to chapter 1, and learned something. Hence I am tempted to read 2,3,4, even though they had seemed too elementary at first glimpse. I am also inclined to return afterwards to A-M to see if it then is more useful, and I thank you for the reminder of its quality.

remark: I have read chapter 1 of A-M and worked most of the exercises, but in general there are just too many exercises in there for me not to get bogged down. This book's text also goes too fast for me. The proofs come so fast and briefly I don't have time to understand their implications. So I would need to discipine myself to read this book very slowly, stopping to think about all the slick proofs.

By the way, I could be wrong, but it seems to me the second to last sentence on page 31 of A-M is incorrect. They say there the A - algebra structure on the ring D is by means of the map a --> f(a) tensor g(a), whereas it seemed to me last time I read it was that it should be via a -->f(a) tensor 1 = 1 tensor g(a). Yes in fact this is forced by the very next sentence, giving the commutative diagram for the various given ring maps. The map they give is obviously not even additive, since f(a+b) tens g(a+b) does not equal f(a) tens g(a) + f(b) tens g(b). In my opinion that is the sort of thing that can happen when you go too fast and don't pause to explore the consequences of your statements, although these authors are so smart and knowledgeable, there seem to be remarkably few such errors.

I also have as introductory algebraic geometry books, Mumford's two books, yellow and "red", Hartshorne, Vakil, Miles Reid, James Milne, Mike Artin, Fulton, Walker, Shafarevich, Griffiths, Miranda, Griffiths and Harris, ACGH, Hassett, Bertram, Harris, Cox-Little-O'Shea, Semple and Roth, Fischer, Brieskorn and Knorrer, ... well I have a lot.

As a tip for reading Hartshorne's book, he himself wrote it after teaching several courses on the subject, some of which I sat in on. The first course was the basis for his chapter 4 on curves, and the second course was on surfaces, his chapter 5. Hence I recommend reading them in that order, i.e. start with chapters 4 and 5 and only then go back to 2 and 3 for background you may want to see developed in detail. Chapter 1 is independent of the others, a separate course on varieties and examples. In fact Hartshorne himself suggests starting in chapter 4, for "pedagogical" reasons, but only says so in the first paragraph of that chapter, which the reader may not have noticed until plunging haplessly into chapters 2 and 3.

I also celebrate the great effort Hartshorne has made to provide us a clear account of so many things, but his choice of just citing commutative algebra results without proof, does not work well for me. I prefer Shafarevich's model of actually proving the needed results as they are encountered, as he does especially in the first one - volume edition of his book, which I recommend highly. Mumford also tends to lose me in his red book on those occasions where he sends me to Zariski - Samuel for extensive background on fields, rather than just telling me the argument he needs. Zariski-Samuel is excellent, but the excursion means a big time sink for me.

Mumford is so knowledgeable and so succinct in his explanations that it is a great service for me when he just summarizes the proof of something, which he usually does. His redbook is the only place I know where one is told what is the relation between varieties over arbitrary fields, and the associated ones over their algebraic closure. After reading this, I was able to easily give a complete answer to a student question on stackexchange about what are the maximal ideals of R[X,Y], where R is the real numbers, whose full explanation had not been provided for some time (although correct answers to the more limited question actually asked had been given, and those people probably knew this as well).

Here is a tiny example of something I absorbed from Reid that I had not realized from any other source, although maybe I would have, had I read Bourbaki more fully. Namely, the primary decomposition theorem for noetherian rings says that every ideal in a noetherian ring, ( a ring in which every ideal has a finite number of ideal generators), can be written as an intersection of "primary" ideals. An ideal is prime, as you know, if when you mod out by it, you get a domain, i.e. a ring in which there are no zero divisors except zero. An ideal is primary if when you mod out by it, the only zero divisors are nilpotent. OK, the surprizing result is that even irredundant primary decompositions are not unique! I.e. the primary ideals involved are not always unique. BUT! those primary ideals that are minimal, ARE unique. Moreover, the prime radicals of both minimal and non minimal primary ideals are unique.

The geometric version of this says that every algebraic scheme in affine space, can be written as a union of irreducible algebraic schemes, and the maximal set theoretic components have a unique scheme structure, but those components that are contained in other larger components have a non unique structure. Nonetheless, the underlying sets of these component scheme are all unique, i.e. the radicals of the primary ideals are all unique. Now it had never dawned on me that the non uniquemess means that those primary ideals are not important. Namely it is the unique objects, namely the prime ideals occurring as their radicals that are important. Reid makes this clear by taking the Bourbaki approach to decomposition, showing that it is the "associated primes" of an ideal that should be focused on. I.e. one defines the associated primes, shows their uniqueness, and then proves that they are the same as the radicals of the primary ideals in an irredundant primary decomposition. Just a remark.

Summary: the primary ideals of embedded components are not important since not unique, rather the support of embedded components matter more. I never realized this before reading Reid. I could still be wrong of course, but I feel I have learned something.
 
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