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Homework assignments (4,5 credits) in Computational Physics

Homework assignments (4,5 credits) in Computational Physics

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the heat capacity obta<strong>in</strong>ed from temperature fluctuations <strong>in</strong> a micro canonical (NVE)<br />

simulation and with experimental heat capacities. You may use the MD-program from,<br />

the argon computer lab as a template and make the changes there. (Reference, Frenkel<br />

& Smit p. 125-141.)<br />

4 Monte Carlo studies of simple <strong>in</strong>tegrals<br />

Instructors: Mats Wall<strong>in</strong> or Olle Edholm<br />

S<strong>in</strong>ce this problem is more elementary than the rest, the requirement on the report<br />

is higher <strong>in</strong> order to get grade higher than 3.<br />

Study various simulation methods for the simple test <strong>in</strong>tegral<br />

∫ ∞<br />

0<br />

∫ ∞<br />

0<br />

dx xe −x2<br />

dx e −x2<br />

Evaluate <strong>in</strong> four different ways: (1) Us<strong>in</strong>g a Metropolis method. (2) Simple Monte Carlo.<br />

(3) Simpson’s rule. (4) Exactly us<strong>in</strong>g analytic <strong>in</strong>tegration. In (1), experiment with the<br />

maximum step size δ. Beg<strong>in</strong> with δ = 1, then compare with δ = 0.1 and δ = 10.<br />

Study the statistical error <strong>in</strong> the MC methods by tak<strong>in</strong>g the average RMS error (error<br />

=result from (1) m<strong>in</strong>us result from (4)) as a function of the number of terms N (for<br />

example, N = 10, 100, 1000, 10000, ...) <strong>in</strong> the MC calculation. Is this a good measure of<br />

the statistical error <strong>in</strong> (1) and <strong>in</strong> (2) Why or why not Study the correlation time τ <strong>in</strong><br />

(1). In (1), it is necessary to repeat the calculation many times, and calculate the RMS<br />

errors from the results of these <strong>in</strong>dependent runs. Plot the RMS error vs. N <strong>in</strong> log-log<br />

plots. Compare the cpu times for (1)-(3) to reach a certa<strong>in</strong> error level. Also study the<br />

the more complicated oscillatory <strong>in</strong>tegral<br />

∫ ∞<br />

−∞<br />

dx s<strong>in</strong> 2 1 x<br />

5 Effects of frustration <strong>in</strong> the two-dimensional Is<strong>in</strong>g<br />

model on a triangular lattice<br />

Instructor: Mats Wall<strong>in</strong><br />

The two-dimensional Is<strong>in</strong>g model can also be def<strong>in</strong>ed on a triangular lattice, and then<br />

each sp<strong>in</strong> has six nearest neighbors. Study it <strong>in</strong> zero applied field. Simply add a coupl<strong>in</strong>g<br />

along one of the diagonals of each elementary square <strong>in</strong> the Monte Carlo code for the<br />

square lattice from the Is<strong>in</strong>g lab.<br />

Compute the B<strong>in</strong>der ratio and determ<strong>in</strong>e T c from it. Expla<strong>in</strong> why it is bigger or<br />

smaller than the value for the square lattice. Do a f<strong>in</strong>ite size scal<strong>in</strong>g analysis of g to<br />

determ<strong>in</strong>e ν. Is it smaller or bigger than for a square lattice Try to expla<strong>in</strong>!<br />

F<strong>in</strong>ally, change the sign of the coupl<strong>in</strong>g constant J to J = −1, which corresponds to an<br />

antiferromagnet. On a square lattice this can be transformed back to the ferromagnetic<br />

case J = +1 by flipp<strong>in</strong>g every other sp<strong>in</strong> <strong>in</strong> a checker board pattern. But for J = −1 a<br />

new phenomenon enters called frustration: no matter how the sp<strong>in</strong>s around an elementary<br />

triangular plaquette orient themselves, one of the three <strong>in</strong>teractions will be <strong>in</strong> the excited<br />

state. Do the same simulations as for the ferromagnetic case above.<br />

3

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