PHYS 1201w -- Changes

Mon Feb 23 11:24:11 2009

Effective Term: New:  1109 - Fall 2010
Old:  1089 - Fall 2008
Department: New:  11140 - Physics & Astronomy, Sch of
Old:  11140 - IT Physics & Astron, School of
Faculty
Sponsor Name:
New:  James Kakalios
Old:  Kenneth Heller
Faculty
Sponsor E-mail Address:
New:  kakalios@physics.umn.edu
Old:  
Requirement
this course fulfills:
New:  PHYS - PHYS Physical Sciences
Old:  PHYS SCI/L - PHYS SCI/L Physical Science with Laboratory Core
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:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University´┐Żs entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

New:
The course will give students an understanding of basic physical phenomena and principles, in particular, Statics and Kinematics, Newton’s Laws of Motion, the Principle of Conservation of Energy, Torque and Rotation, Fluid Mechanics and the basic principles of Thermodynamics.  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 calculus.  They will work in small peer groups in weekly Discussion sections, solving context-rich problems, applying the concepts described in the lecture sections.  Students will perform hands-on experiments that test and amplify concepts presented in lecture in weekly two-hour lab sections, again working in small peer groups.  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:
Lecture and laboratory cover the same material at the same time.  The course content in illustrated by the syllabus below.  The chapters refer to the textbook, Physics:Calculus by E. Hecht.

Week 1                Introduction to Physics, Measurement & Mathematics        Chap. 1
Week 2-3        Kinematics                                                                                        Chap. 2,3
Week 4-5        Force and acceleration                                                                Chap. 4,5
Week 6                Static equilibrium                                                                        Chap. 6
Week 7                Universal gravitation                                                                Chap. 7
Week 8                Rotational motion                                                                        Chap. 8
Week 9                Energy                                                                                                Chap. 9
Week 10                Structure of solids                                                                        Chap. 10
Week 11                Fluids                                                                                                Chap. 11
Week 12-13        Oscillations, waves, and sound                                                Chap. 12,13
Week 14-15        Heat and thermodynamics                                                        Chap. 14,15,16
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:    School of Physics and Astronomy
Professor James Kakalios
Physics 1201W.100
Introductory Physics for Biology and Pre-Medicine 1
Spring 2009
Lectures at 1:25 PM in Physics 150 MTWF
Group problem sessions on Thursdays as assigned.
Texts and Materials:
Principles of Physics 3rd Edition, Serway and Jewett
Physics Lab Manual for Physics 1201
Lab Journal – University of Minnesota 2077-S
Interwrite PRS RF student responder (“clicker”)
Simple Scientific Calculator
Supplementary Optional Material:
Ayres/Mendelson: Schaum’s easy outlines Calculus
Morgan: Calculus
Thompson: Calculus Made Easy
Quizzes
Tentatively scheduled for class-hours on February 6, February 27, March 27, and April
17. No early, late, or make-up quizzes will be given. The four quizzes in lecture will
occupy the full 50 minutes, and will be closed book. Students may use a simple, nongraphing calculator and a single reference sheet, which has been prepared for use in working the quizzes. Students will be informed in lecture what material is to be covered
on each quiz. Quizzes will consist of ten multiple-choice problems (no partial credits awarded) and two word-problems of which one will be similar to one of the homework
problems. A group quiz-problem will be given for submission at the recitation on the Thursday preceding a quiz. The grade of the recitation problem will be recorded as
problem #1 of the quiz. Students in groups selected by the recitation-instructor will work on its solution collaboratively. Quiz problems will be graded by how much has been
completed correctly. Graded quizzes will be returned at recitation.
Final Exam Saturday May 16, 2009, 1:30 – 4:30 PM – rooms to be announced
Recitations
Recitation sections will be held in classes of about 18 students to allow you to work in small groups and participate in solving problems. As mentioned above, during the four
recitations on the Thursdays preceding the lecture quiz a cooperative group problem will be presented. These problems will be graded and will count as the first problem of the
lecture quiz for each member of the group. Thus each quiz will consist of one group problem (in recitation), ten multiple-choice problems, and two individual problems. On
other recitations practice group-problems will be given and discussed. To be allowed to participate in the group quiz problem, you must practice with your group the previousweek.
Homeworks
One of the most useful aspects of physics is its ability to provide quantitative results for questions we have about the natural world. To learn physics, and gain an appreciation for
the Ways of Knowing embodied in the Physical Sciences, it is necessary but not
sufficient to read the textbook and attend lectures – one must grapple directly and actively with the application of the physical concepts discussed in class, and apply them
to a variety of problems. To this end, I have assigned homework problems every week from the required textbook. The assignments and solutions will be posted on the class
web site. Unless one first works through the problems on one’s own, simply looking at the problems and solutions will be a recipe for disaster. A good way to prepare for the
homework and the problems on the quizzes is to attempt to solve the illustrative problems in the chapter under consideration in class – without looking at the provided solutions.
Only when you have mastered these worked out problems will you be able to handle the homework problems and those on the exams.
In a class of this size, collecting and grading weekly homework assignments would place
too onerous a burden on the graders. As motivation to fully understand the homework assignments, one problem on the in-class quizzes will be taken from the preceding
week’s homework assignment. The wording and numerical values in the problem will be altered, but it should be recognizable to those familiar with the assigned problems.
Laboratory
All students are registered for a laboratory section meeting once a week in two
consecutive periods. The laboratory material is an integral part of this course.
Experiments are planned to give you useful hands-on experiences in various aspects of the course. The laboratory grade will be based on work on the groups of experiments, lab
predictions, and the lab report.
Because this course satisfies University requirements as a laboratory science class and as a writing intensive course, you must pass the laboratory to receive a passing grade in the course. A 60% grade in the laboratory portion is required to pass the course.
The laboratory grade will be based on the demonstration of well organized and
technically correct written communication of the physics concepts of this course in your laboratory journal and laboratory reports, well thought out predictions and collaborative
skills as evidenced by effective group work. Failure to participate in the laboratory will result in a laboratory grade of 0 for that topic. There are no make-up laboratories.
Since the laboratory involves teamwork, no laboratory makeup will be allowed except in situations officially recognized by the University. In that case, the laboratory work must be made up by arrangement with your instructor before the next scheduled laboratory
period. Grades for the laboratory work will be determined in part by laboratory reports (one for each laboratory topic). The specific part of the laboratory requiring a written report will be assigned by the instructor at the end of each laboratory topic
(approximately every two weeks). Reports should be no longer that 4 typed pages (use of a word processor is encouraged and facilities for this are supplied by the University)
including all necessary predictions, graphs, data tables, and calculations. Reports must be submitted to the instructor for grading no more than 2 days after they are assigned. Late
reports will not be accepted (Lab reports assigned on Thursday will be due the following Monday, no later than 10 AM). You will be allowed to rewrite the first lab report to achieve a higher grade. NO more rewritings will be allowed. If a revised report is assigned, it must be given to your laboratory instructor within 2 days. Details of the laboratory grading are in your laboratory manual.
The points for the different sections in your lab report will be as follows (you must
include this grading sheet for every lab report)
Grading Checklist Points
LABORATORY JOURNAL:
PREDICTIONS
(individual predictions completed in journal before each lab session) 0 or 1
for every week
LAB PROCEDURE
(measurement plan recorded in journal, tables and graphs made in journal as data is
collected, observations written in journal)
0 or 1
for every week
PROBLEM REPORT:*
ORGANIZATION
(clear and readable; correct grammar and spelling; section headings provided; physics
stated correctly)
0,1,2, 3or 4
DATA AND DATA TABLES
(clear and readable; units and assigned uncertainties clearly stated) 0,1,2 or 3
RESULTS
(results clearly indicated; correct, logical, and well-organized calculations with
uncertainties indicated; scales, labels and uncertainties on graphs; physics stated correctly)
0,1,2 or 3
CONCLUSIONS
(comparison to prediction & theory discussed with physics stated correctly ; possible
sources of uncertainties identified; attention called to experimental problems)
0,1,2,3 or 4
TOTAL(incorrect or missing statement of physics will result in a maximum of 60% of the
total points achieved; incorrect grammar or spelling will result in a maximum of 70% of
the total points achieved)
Course Grade
The course grade will be established using the better of the two following approximate
weightings:
45% Sum of three best quizzes 55% All four quizzes
15% Laboratory work 15% Laboratory work
35% Final exam 25% Final exam
5% “Clicker” Questions 5% “Clicker” Questions
Dropping one of the quiz scores allows you to miss one quiz without penalty. Missing more than one quiz has serious consequences. Discuss this with the instructor before the
quiz if the situation warrants it. There may be mini pop-quizzes throughout the semester for extra credit.
In assigning a course grade, the overall score for the lecture/recitation quizzes, the labs and the final exam will be calculated. Letter grades will be based roughly on the following percentages of the highest overall score achieved in this class:
A- to A: 85-100%
B- to B+: 70-84%
C- to C+: 55-69%
D- to D+: 40-54%
F: 0-39% or lab grade of less than 60%
The work that you submit in the quizzes, group problems and the final examination must
be your own work and must follow the rules given for the particular examination. Any indication that you have received improper assistance will result in penalties ranging from a zero on the exam to expulsion from the University. We have been asked by the I. T. Dean to include the following statement for your information:
The Institute of Technology expects the highest standards of honesty and integrity
in the academic performance of its students. Any act of scholastic dishonesty is
regarded as a serious offense, which may result in expulsion. The Institute of Technology defines scholastic dishonesty as submission of false records of academic achievement; cheating on assignments or examinations; plagiarizing; altering,
forging, or misusing an academic record; taking, acquiring, or using test material without faculty permission; acting alone or in cooperation with another to obtain by dishonest means grades, honors, awards or professional endorsements. Aiding and
abetting an act of dishonesty is considered a serious offense.
Tentative Course Schedule
Topics: Homework Problems:
Weeks 1-3, Kinematics
Chapter 1 (sect 1-11) Introduction 2, 9, 12 16, 24, 38, 45, 62
Chapter 2 (sect. 1-8) 1 D kinematics 1, 3, 8, 11, 12, 20, 33, 43, 46
Chapter 3 (sect. 1-5, 7) 2 D kinematics 8, 16, 24, 30, 42, 47, 53, 54
Quiz Feb. 6
Weeks 4-6, Forces, Work, Energy
Chapter 4 (sect.1, 2, 4, 5 - 7) Laws of motion 6, 7, 10, 19, 20, 26, 30, 41, 44
Chapter 5 (sect. 1-4, 6) Applications of Newton’s Laws
6, 10, 11, 14, 23, 47, 50, 51
Chapter 6 (All) Energy and Work 3, 9, 19, 24, 36, 39, 40, 43
Chapter 7 (All) Potential Energy 4, 17, 22, 40, 41, 47, 50, 51
Quiz Feb. 27
Weeks 7-10 Kinds of Motion and Applications
Chapter 10 (sect 1, 5, 6) Rotational Motion (include torque and equilibrium)
23, 25, 26, 63, 66, 67
Chapter 11 (sect 4) Gravity, Orbits, Atoms 20, 23, 42
Quiz Mar. 27
Chapter 12 (sect 1-4, 6-8) Oscillatory Motion 14, 20, 22, 38, 48
Chapter 15 (sect 1-4, 6-8) Fluid Mechanics 5, 6, 8, 12, 20, 28, 29, 40, 48
Quiz Apr. 17
Weeks 11-14 Thermodynamics
Chapter 16 (sect 1, 2, 4) Temperature 4,19, 26, 44, 45, 55
Chapter 17 (sect 1-7) First Law of Thermodynamics
6, 11, 16, 21, 26, 58, 63
Chapter 18 (sect 1-9) Heat Engines, Entropy, 2nd Law
3, 4, 5, 12, 16, 21, 26

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 both the laboratory and Discussion sections of the course.

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