OVERVIEW

This class has the following aims:

• to investigate and understand the physical mechanisms of the superconductivity
• to present the main superconducting materials and their properties
• to how the main applications of superconductivity

AIMS AND CONTENT

LEARNING OUTCOMES

The course presents the basic phenomenological and theoretical aspects to understand the properties of superconducting materials. The main objective is to provide the indispensable elements for interpreting the behavior of superconductors and their applications starting from the phenomenological theories of Ginzburg and Landau and from the microscopic theories (BCS).

AIMS AND LEARNING OUTCOMES

• Students will be provided with the means needed to understand the properties of supeconducting materials.
• The mechanisms of superconductivity will be understood via theoretical and phenomenological models suitable to identify the microscopic parameters which define the superconducting properties in metals.
• The superconducting materials will be studied highlighting also the scientific research which led to their discovery.
• The main experimental techniques for the characterization of the superconducting properties will be described and understood also through lab experiments.
• In order to better understand the main applications of superconductivity, visits at industries in Genova operating in the field of superocnductivity will be origanized.

TEACHING METHODS

Lectures (48h) on blackboard with power point slides projection where necessary. Visits to research laboratories and to local industries (Columbus Superconductors/ASG-Superconductors).

SYLLABUS/CONTENT

• Phenomenology of superconductivity.
• Two-fluid model: London equations and penetration depth.
• Microscopic theories: Cooper pairing; overscreening mechanism; BCS theory; McMillan theory; not-phonon mediated mechanisms.
• Ginzburg Landau theory: order parameter; coherence length; quantization flux.
• Weak superconductivity: Josephson effect and SQUID.
• Type II superconductors: Mixed state, vortices and reversible magnetization. Irreversible properties: pinning and critical current.
• Superconducting materials, mechanisms and properties: Superconducting elements and Matthias rule; alloys and A15 compounds; Magnetic superconductors; High Tc superconductors; Magnesium diboride; Iron-based superconductors. Introduction to principal experimental methods for the measurements of main electronic properties of the superconducting state.
• Superconducting wires and tapes for current transport; technological superconductors (NbTi, Nb3Sn, YBCO, Bi2212/2223, MgB2); introduction to the power applications of superconductivity.
• Visit to Columbus Superconductors/ASG Superconductors

RECOMMENDED READING/BIBLIOGRAPHY

Lecture slides/notes will be available on aulaweb immediately after each Lecture.

Recommended books

• Superconductivity, C. P. Poole Jr., H. A. Farach, R. J. Creswick, R. Prozorov, ELSEVIER Academic Press (2007).
• Introduction to Superconductivity, Tinkham Michael, second edition, Dover Pubns, (2004).
• Superfluidity and Superconductivity, David R. Tilley and John Tilley. J. Wiley & Sons, New York (1974).

TEACHERS AND EXAM BOARD

LESSONS

LESSONS START

Usually lessons start end of September, early October

Class schedule

L'orario di tutti gli insegnamenti è consultabile all'indirizzo EasyAcademy.

EXAMS

EXAM DESCRIPTION

The student agrees with the teacher to deepen a specific topic treated in class with the help of review articles selected by the teacher. The student prepares a presentation on the chosen topic to be presented at the blackboard exam or with powerpoint presentations.
The exam is oral and consists of the discussion of an agreed topic and two or more questions about the rest of the course.

ASSESSMENT METHODS

The oral exam lasts about 30 minutes. It consists in the presentation on the blackboard or by powerpoint slides of the argument chosen by the student and by its subsequent discussion with the teachers. Furthermore, a fixed number of questions (normally two questions) on other topics of the main course should be answered by the student.

The proposed discussion let the teacher assess the student learning, his/her synthesis and critical skills and the achievement of the course training objectives. If these objectives have not been achieved, the student is invited to deepen his/her knowledge of the course topics with the help of more supporting materials and/or more explanations/suggestions by the teachers.