Mon Feb 23 11:23:54 2009
| Effective Term: |
New:
1109 - Fall 2010 Old: 1089 - Fall 2008 |
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| Department: |
New:
11140 - Physics & Astronomy, Sch of Old: 11140 - IT Physics & Astron, School of |
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Faculty Sponsor E-mail Address: |
New:
kakalios@umn.edu Old: |
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Requirement this course fulfills: |
New:
PHYS
- PHYS Physical Sciences
Old: PHYS SCI/L - PHYS SCI/L Physical Science with Laboratory Core |
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Criteria for Core Courses: |
Describe how the course meets the specific bullet points for the proposed core
requirement. Give concrete and detailed examples for the course syllabus, detailed
outline, laboratory material, student projects, or other instructional materials or method.
Core courses must meet the following requirements:
New: The course will give students an understanding of basic physical phenomena and principles, in particular, Simple Fluid Mechanics, the basic principles of Thermodynamics, Waves and Sound, Electricity, Magnetism, Electromagnetic Waves and Optics. They will be required to employ mathematical reasoning when applying these concepts and principles to determine quantitative solutions to problems, using math at a level up to and including algebra, plane geometry and trigonometry. This course is internet delivered. Students will perform hands-on experiments that test and amplify concepts presented in lecture in weekly assignment kits, which are mailed to the instructor and evaluated. The students are encouraged in lab section to develop hypotheses and make predictions of the expected outcome of their experiments, which they then test through direct measurement. Old: This is best illustrated by the syllabus. Weekly labs also have the same topics. The labs use materials in a kit and use computer simulations. The textbook references are to Serway and Vuile, Essentials of College Physics, 2007. Week-by week summary Week 1: Fluids- pressure and buoyancy (Serway and Vuile chap. 9) Week 2: Fluids/ Thermal Physics- temperature (Serway and Vuile chap. 9/10) Week 3: Thermal Physics- calorimetry and kinetic theory (Serway and Vuile chap. 11) Week 4: Waves and Sound 1- formulas, standing/traveling (Serway and Vuile chap. 13) Week 5: Waves and Sound 2- interference and doppler (Serway and Vuile chap. 14) Week 6: E forces and fields- Coulombs law and e field (Serway and Vuile chap. 15) Week 7: Electrical Energy and caps- potential and chargacap (Serway and Vuile chap. 16) Week 8: Current and Resistance- current and Ohms law (Serway and Vuile chap. 17) Week 9: DC Circuits- Kirchoffs laws (Serway and Vuile chap. 18) Week 10: Magnetism- currents and Amperes law (Serway and Vuile chap. 19) Week 11: Optics 1 – reflection, Snells law (Serway and Vuile chap. 22) Week 12: Mirrors and Lenses- lensmakers formula (Serway and Vuile chap. 23) Week 13: Wave Optics- interference and diffraction with light (Serway and Vuile chap. 24) Week 14: Relativity- constant c and its consequences (Serway and Vuile chap. 26) Week 15: QM- matter on very small scales, matter and light (Serway and Vuile chap. 27) Describe how the course meets the specific criteria for the proposed designated themes requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods. <no text provided> Writing Intensive No What types of writing (e.g., reading essay, formal lab reports, journaling) are likely to be assigned? Include the page total for each writing assignment. Indicate which assignment(s) students will be required to revise and resubmit after feedback by the instructor or the graduate TA. <no text provided> How does assigning a significant amount of writing serve the purpose of this course? <no text provided> What types of instruction will students receive on the writing aspect of the assignments? <no text provided> How will the students' grades depend on their writing performance? What percentage of the overall grade will be dependent on the quality and level of the students' writing compared with the course content? <no text provided> If graduate students or peer tutors will be assisting in this course, what role will they play in regard to teaching writing? <no text provided> How will the assistants be trained and supervised? <no text provided> Write up a sample assignment handout here for a paper that students will revise and resubmit after receiving feedback on the initial draft. <no text provided> |
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Provisional Syllabus: |
Please
provide a provisional syllabus for new courses and courses in which
changes in content and/or description and/or credits are proposed that
include the following information: course goals and description;
format/structure of the course (proposed number of instructor contact
hours per week, student workload effort per week, etc.); topics to be
covered; scope and nature of assigned readings (texts, authors,
frequency, amount per week); required course assignments; nature of any
student projects; and how students will be evaluated. The University policy on credits is found under Section 4A of "Standards for Semester Conversion" at http://www.fpd.finop.umn.edu/groups/senate/documents/policy/semestercon.html . Provisional course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification, This provisional course syllabus information may not correspond to the course as offered in a particular semester. New: Phys 1108 Distance Learning Syllabus Course Details (subject to change) PHYS 1108: INTRODUCTORY PHYSICS ONLINE II A 4-credit 15-week online course Current Term: Spring Semester 2009 Current Section: A84 Section Dates: Jan. 20 - May 8, 2009 Call Number: 79414 Registration Status: Nov. 11, 2008 - Jan. 23, 2009 Course Instructor Pete Border E-mail: borde001@umn.edu Course at a Glance Educational Purpose: Phys 1108 is the second semester of the University of Minnesota's introductory algebra-based physics sequence, presented online. We will cover thermal physics, electricity and (a little) magnetism, waves and some modern physics. Throughout the course the emphasis will be on understanding and problem-solving rather than mathematical rigor. Laboratories are a required part of the course. Prerequisites: • Phys 1101W (Introductory Physics) or Phys 1107 (Introductory Physics Online) • This fully online course requires computer and Internet skills such as word processing, browsing the Web, uploading and downloading files, and using e-mail with file attachments. For computer requirements, see "Browser Set Up" at WebVista (will open in new window). • Access to a scanner will be needed for submitting weekly handwritten problems electronically. You don't need to own a scanner, although this would be convenient; access through a library or copy center (e.g., a Kinko's store) will suffice. Grading Options: A through F only Course Requirements: The following graded activities are required: • Weekly problem sets from the textbook (35%) • 6 multipart labs, including data analysis activities and lab reports (20%) • Proctored, "paper and pencil" midcourse and final exams (45%) Note: This information is subject to change at the instructor's discretion as needed to support the learning objectives of the course. Course Materials Back to Search Results | Search Again Text: Serway & Vuille (2007). Essentials of College Physics, 1st Edition. Brooks/Cole, Cengage Learning. Lab Manual: The complete course lab manual is available as a PDF download from the course Web site. Lab Kit: The lab kit is available through the University Bookstores; students will also need to assemble supplementary materials for the labs from common hardware-store and household items. HOW TO PURCHASE MATERIALS FOR THIS COURSE: Go to the Search page at the University of Minnesota Bookstores Web site, and use the option to "Search for Books by Department, Course, or Author." If your search yields no results, the bookstore does not yet have the textbooks for your course. If you buy your textbooks in person, the books for IDL courses are in a special section at the Coffman Union bookstore. For more information, call 612-625-6000 or 1-800-442-8636 and ask for IDL book service. Course Outline Lesson 01: Solids and Fluids 1 Lesson 02: Fluids 2 and Thermal Physics 1 Lesson 03: Thermal Physics 2 Lesson 04: Waves and Sound 1 Lesson 05: Waves and Sound 2 Lesson 06: E Forces and Fields Lesson 07: Electrical Energy Lesson 08: Current and Resistance Lesson 09: DC Circuits Lesson 10: Magnetism Lesson 11: Optics 1 Lesson 12: Optics 2 Lesson 13: Optics 3 Lesson 14: Relativity and Quantum Mechanics Lesson 15: Final exam Liberal Education Core Requirement This class satisfies the University of Minnesota Liberal Education requirement of a physical science course with a laboratory component, as part of the Liberal Education Core. Discoveries and inventions that have profoundly altered the course of human history arose from the physical sciences. As citizens and voters (whether in the United States or in another country), today’s students will be called upon to make decisions on such topics as global climate change, alternative energy sources and resource management. A familiarity with the methods and findings of the physical sciences has never been more important and forms a crucial component of a common education. This class will expose the student to physical principles and concepts, demonstrate how these principles can be applied to quantitatively describe natural phenomena, and provide the student with an opportunity to perform hands-on experiments and measurements that replicate how physical knowledge is obtained. All knowledge in the physical sciences is empirically acquired, and a proper exposure to the ways of knowing and thinking in the physical sciences requires a laboratory component to any formal coursework. The lab component of the class will give you experience in making predictions based upon hypotheses, which are then empirically tested by experiment or observation, through which scientific knowledge is developed. The language of the physical world is mathematical and students will be expected to employ mathematical reasoning in order to solve problems both qualitatively and quantitatively. Physics is a social endeavor, and the student will gain experience in cooperative problem solving, working in small groups with other students, in the laboratory sections of the course. Old: <no text provided> |