PHYS 1202w -- Changes

Mon Feb 23 11:24:16 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
Sponsor Name:
New:  James Kakalios
Old:  Kenneth Heller
Sponsor E-mail Address:
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.

The course will give students an understanding of basic physical phenomena and principles, in particular, 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 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.  
Lecture, recitation section, 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 1-2        Electrostatics                Chap. 17,18
Week 3-4        DC circuits                Chap. 19,20
Week 5                Magnetism                Chap. 21
Week 6                Electromagnetic induction        Chap. 22
Week 7                Electronics                Chap. 23
Week 8-11        Light & optics                Chap. 24,25,26,27
Week 12                Special relativity        Chap. 28
Week 13-15        Quantum physics                Chap. 29,30,31
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 . 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:   Syllabus for Physics 1202.200- Introductory Physics - Spring 2009
Revisions to the Syllabus and other important information will appear on class web pages
Laboratory and discussion sections will meet during the first week of class.
Necessary Books & Tools: All are available at the Bookstore
Serway & Jewett: Principles of Physics 3rd Edition
Physics Laboratory Manual for Physics 1202
Laboratory journal: University of Minnesota 2077-S (you can continue in the one you used last
semester if it is not full)
Electronic Response Transmitter: Interwrite PRS RF Responder
Simple Scientific Calculator
In addition you may want to get a brief calculus reference such as:
Ayres/Mendelson: Schaum's easy outlines Calculus
Morgan: Calculus Lite
Thompson: Calculus Made Easy.
The Class
Welcome to Physics 1202. This is the second semester of a two-semester introductory course
in physics for life science students. This class is required because it is a necessary step in the study of
biological systems. The course is designed to prepare you for your chosen field by giving you:
. A useful understanding of the very small number of fundamental principles of physics that underlie the vast diversity of the biological world.
. Skills necessary for solving complex problems occurring in modern biology by applying the fundamental principles of physics.
. Practice deciding which principles and techniques are applicable to a situation.
. Practice applying quantitative reasoning and mathematical procedures, especially calculus, to a situation to predict its outcome.
. Practice communicating technical information in an organized and intelligible manner.
We will do our best to help you understand the concepts presented at a level that will enable you to apply them to new situations. For this level of understanding, memorizing formulas, concepts, or
procedures is not sufficient or even useful. We emphasize the importance of applications by giving quizzes in which you will face situations for the first time. The pace of this course should allow you to
understand the material in depth but it does move right along. Don't fall behind. Learning physics is no different from learning anything else. It requires your active participation. What you get out of a course depends on the productive effort and quality time you put into it.
The course approaches physics from a point of view common in biology. Analyzing complex systems is emphasized from the beginning. Because we are approaching physics from a biological point of view, the order of the course will not match the textbook. We assume that you have a working knowledge of the physics covered in Physics 1201. We also assume that you have a working
knowledge of algebra, geometry, trigonometry, and calculus. Throughout this sequence of physics courses you will meet mathematical techniques that you have not yet had in a mathematics class. Don't worry. We will introduce this mathematics to you when it is needed. In addition to mathematics, we
will require that you always use and communicate a logical and organized problem solving technique.
Since physics is about reality, the course will draw on a large amount of knowledge from your personal experiences, biology courses, chemistry courses, math courses, reading, movies, and TV. All of your knowledge is relevant, and it is assumed that you will use it in class and on tests. This course is not,
and can not be, self-contained. It assumes a set of common experiences from which to work. We shall do what we can to facilitate your learning by giving you several different environments in
which to work. All of these learning environments, listed below, are designed to work together to reinforce your learning. Some you will find more natural to you than others but it is important that you
participate actively in all of them. Preparing for a professional life means learning how to learn in as many different ways as possible.
Lectures: Individual learning in a large class. The primary goal of the lecture is to show you what is expected of you. At best, a lecture can alert you to aspects of the material that you do not understand.
Then you can target those areas in other parts of the course. To make lectures meaningful, you must
add your experiences to the material presented. Just sitting, listening, and taking notes are not good uses of your time. You must constantly reflect on how the material either fits into or contradicts your
experience and other knowledge. While listening to the lecture you should always try to anticipate what will happen next. To make lectures useful you must read the assigned text material and attempt
the assigned problems before coming to class. This will allow you to focus on the important concepts and procedures for you. Notes are provided on the web. You can take your own sparse notes about
those items that puzzle you or that you especially want to remember. During the lecture you should be able to:
. Answer the following questions about the lecture material: Why should I care about this? How is it related to other things I know? How can it be used? How is it related to my questions about the text reading? How is it related to what we happened previously? How is it related to the lab? What help do I need to get after the class?
. Follow the application of a logical and organized technique using the basic principles of physics to solve problems. How does this technique differ from what you do? How is it
. Ask questions of the lecturer and your fellow students so that the concepts and techniques make sense to you while they are being presented. If they don’t, make sure you get help outside of class as soon as possible.
. Answer questions embedded in the lectures to ensure that you follow the concepts and
techniques being presented. To facilitate this, we will use an electronic response system.
Always discuss your reasoning, not just your answers, to that of other students sitting near you.
. Choose where you sit in lecture carefully. Research has shown that students who sit near the front and middle of a lecture class learn more than those that sit in the back.
. Choose who you sit near carefully. You will be given the opportunity during the lecture to discuss your thoughts about a question or problem with other students. Make sure that those who sit near you will discuss the physics with you and contribute to your learning. If the students who sit near you will not talk about your ideas and let you also discuss their ideas, find another place to sit.
Laboratories: Small-group learning in a small class. Each group’s experience is generated by the
needs and interests of its members. When the laboratory precedes the lecture material on that subject it
allows you to determine what you need to attend to in the lecture. When it follows the lecture material
it helps you determine your level of understanding of that material. To make the laboratory meaningful, before coming you must read the assigned sections of the textbook, read the assigned
problems in the laboratory manual and have an idea of what you will do. Make your best attempt to solve the warm-up questions in the laboratory manual, and arrive at the prediction needed to begin the
lab problem. In the lab you will test your physics knowledge and reasoning by comparing your predictions to those of your fellow students and then to reality. The laboratory is the place where you
can receive necessary feedback from the other students in your group and your instructor about your
understanding of the course material. If you don’t see the connection between the laboratory and the rest of the course, get help immediately from your lecturer, your TA, or another student. The laboratory allows you to:
. Predict the behavior of objects to determine whether your ideas of physics agree with reality.
. Apply the physics concepts you have learned to real situations. The laboratory situations will
give you the concrete images that help abstract problem solving.
. Practice using problem-solving techniques with feedback from other students, your instructor, and reality.
. Develop your technical communication skills by discussing physics concepts and laboratory techniques with your group and other groups.
. Develop your technical communication skills by keeping a detailed written record of your work and thoughts in a laboratory journal.
. Develop your formal technical communication skills by writing laboratory reports.
. Improve your ability to work effectively in a collaboration to accomplish a technical goal.
. Improve your leadership skills when working in a technical collaboration.
. Receive coaching to improve your knowledge of physics concepts and problem solving
techniques from your fellow students and the instructor.
. Find out the concepts or techniques you don’t understand so you can get help outside of class.
Discussion sections: Small-group learning in a small class. Each group’s experience is generated by
the needs and interests of its members. The discussion section is the place where you can receive
necessary feedback from the other students in your group and your instructor about your understanding of the course material. To make the discussion section meaningful, before coming you must read the assigned sections of the textbook, read the preceding week’s lecture notes, and make your best attempt
to solve the assigned problems. In the discussion section you will explore your physics knowledge, quantitative reasoning skills, and ability to apply mathematics to physics by discussing your ideas and
those of your fellow students to arrive at a problem solution. For the discussion section to be useful you must discuss you ideas with your group and listen to the ideas of other group members. In this environment you should be able to:
. Practice problem solving techniques with feedback from fellow students.
. Apply physics concepts to new situations with feedback from fellow students.
. Get help from other students in recognizing where your ideas differ from reality.
. Improve your ability to work in a collaboration to accomplish a technical goal.
. Improve your leadership skills when working in a technical collaboration.
. Receive coaching to improve your knowledge of physics concepts and problem solving
techniques from your fellow students and instructor.
. Find out the concepts or techniques you don’t understand so you can get help outside of class.
Office visits: Individual or small-group learning tailored to individual needs. Teaching assistants are available in the tutorial room during most hours of every day. Any teaching assistant in the room is
available to help you even if they do not teach this course. For maximum effectiveness, try out several
different TAs and return to the ones who are most in tune with your needs. The lecturer also has office hours posted on the web and is also available by appointment. To make the visits meaningful, before
coming you must read the assigned sections of the textbook, read the current lecture notes, and make your best attempt to solve the assigned problems. Have a specific problem that you have partially
solved that illustrates your difficulty. When getting help, always ask the instructor to observe your way of solving a specific problem and then comment on your reasoning or procedures. It is usually not
helpful if the instructor shows you how they solve the problem. In this environment you should be able to:
. Receive coaching to improve your knowledge of physics concepts and problem solving
Homework: Individual and group learning. Attempt the assigned problems before the lectures on that material to allow you to focus on your needs during the lecture. To make homework meaningful, read the assigned sections of the textbook before attempting it, and review the appropriate lecture notes.
Always work assigned problems as if you were taking a test without looking at the textbook, the lecture notes, or solution outlines. Write as much detail as if you were taking a quiz. If you get stuck,
stop the problem and read the relevant sections of the text and lecture notes. If you are still stuck, get help from friends or the instructor’s office hours. If you have difficulty with the assigned problems, do other similar problems in the textbook until the solutions flow smoothly. Success within the time
limits of the quizzes requires that you practice enough to be able to work through a new problem rapidly. Never look at the solutions for hints if you are stuck. This will short circuit the learning
process and make that problem useless to you. Only check the solutions if you are sure you have solved the problem correctly. In this environment you should be able to:
. Practice solving problems to determine if you learned the physics concepts and the techniques taught in this course. Remember, only practice using the techniques you will use on the quizzes is beneficial.
. Find out the concepts or techniques you don’t understand so you can get help.
Quizzes and tests: Individual and group learning. The quizzes give you an opportunity to determine what you don’t know and get help immediately. In this environment you should be able to:
. Communicate your knowledge of physics concepts and problem-solving techniques.
The grade for Physics 1202 will be based on 4 quizzes, laboratory, warm-up lecture questions, inclass
questions and a final examination.
The majority of your grade in this course will be based on your ability to communicate your physics knowledge by solving problems on quizzes and on the final examination. Problem solutions will be
graded based on your written communication of a logical and organized process grounded in the correct assessment of the physics of a situation. All problems must be solved symbolically before
numbers are used. Words, pictures, diagrams, phrases, and a logical mathematical development with well-defined quantities are the key elements in this communication. Correct units must be specified.
No credit will be given for disconnected diagrams, isolated equations, or any answer that is not justified by a preceding logical development. In the case of an incorrect solution to a problem, partial credit will be given for the communication of correct logical and organized solution steps up to the point that the solution departs from a correct analysis of the physics involved. In other words, you will
only receive credit if we can determine from your writing: what you are doing, why you are doing it, and that your reasoning is correct.
Quizzes: 4 individual quizzes will be given during the scheduled lecture period on Fridays. The dates will be February 6, February 27, March 27, and April 24. These quizzes will usually consist of one
qualitative section and 2 problems. Another quiz problem will be given during the discussion session on February 5, February 26, March 26, and April 23. That problem will be solved collaboratively by your group with all group members receiving the same score for that problem. Only those
participating in all discussion sessions during the preceding weeks will be allowed to take the group part of the quiz. Quizzes will be returned in either laboratory or discussion section the following week. No early, late, or make-up quizzes will be given.
Laboratory: Because this course satisfies University requirements as a laboratory science class and
as a writing intensive course, you must receive a minimum laboratory grade of 60% to receive a passing grade in the course. The laboratory grade will be based on the demonstration of a well
organized and correct written technical communication of the physics concepts of this course in your laboratory journal and laboratory reports, well thought out predictions and answers to the questions in
the laboratory manual, and collaborative skills as evidenced by effective laboratory work. To ensure that you have the conceptual introduction to the physics and mathematical concepts needed for the lab,
you will take a computerized quiz on the textbook reading that is the background for each lab. No one will be allowed to participate in the laboratory unless they have passed the computerized preparation quiz for that topic. Failure to participate in the laboratory will result in a laboratory grade of 0 for that topic. There are no make-up laboratories. The laboratory preparation quiz is
available on the web. It is an open book, open notes quiz. The quiz may be taken as often as necessary but must be passed by 7 PM the day before your scheduled laboratory session. A passing grade is approximately 70%. If you fail to pass the quiz after two attempts, get help from your
instructors or fellow students. Leave time to get help so don’t wait to take the quiz at the last minute. Grades for the laboratory work will be determined in part by laboratory reports, in part by the
quality of your work in the laboratory, in part by a final laboratory exam, and in part by your work in answering the prediction and warm-up questions turned in before lab. The predictions
and warm-um questions assigned by your TA must be turned in no later than 7pm, 2 days before the laboratory each week. The specific part of the laboratory for which you will write a report will be
assigned to you by your instructor at the end of each laboratory topic (about every three weeks). Reports should be no longer than 5 nor shorter than 3 typed pages (using a word processor is required
and such facilities are supplied by the University) including all necessary predictions, graphs, data tables, and calculations. Reports must be delivered to your laboratory instructor for grading no more
than 2 days after they are assigned. Late reports will not be accepted. Graded reports will be returned to you not later than your next laboratory meeting and, with instructor permission, may be revised based on instructor comments to achieve a higher grade. If a revised report is allowed, it must be given to your laboratory instructor within 2 days. Details of the laboratory grading are in your
laboratory manual. Remember this is a writing intensive course so your grade will depend on your communication skills.
Final examination: A 3-hour final will be given Thursday, May 14th from 6:30 – 9:30 pm. No early, late, or make-up finals will be given.
Lecture Warm-up Questions: Before noon on the day of every lecture, you should submit your answer to the warm-up questions for that day posted on WebVista. These questions are graded for an honest attempt.
In-Class Questions: At random times during the lecture you will be asked to answer a question using your electronic transmitter. Your answer will be graded as either completely correct or incorrect.
Homework: Homework will not be collected but it is essential that you practice solving problems every day by working out those at the end of the textbook chapter. The number of problems you need to attempt will vary for each person and each topic. It is strongly recommended that you solve at least the problems listed on the class page. At least one quiz problem per test will be adapted from that list of problems.
Course grade: The course grade will be determined by combining the grades from the various components of the course in the following way.
(a) Each of the 4 quizzes will count as 14% (any quizzes lower than your final will be
(b) The final will count as 19% of your grade if no quiz is dropped, 33% if one quiz is dropped,
47% if two are dropped, 61% three are dropped, 75% if four are dropped.
(c) The laboratory will count as 15%.
(d) In-lecture questions will count as 5%.
(e) Lecture warm-up questions will count as 5%
All grades will be on a scale of 0-100%. The numerical score will be weighted in accordance with the
unit distribution given above, again on a scale of 0-100. The final letter grade for the course will then
be assigned as follows:
A : greater than or
equal to 90%
B+: less than 85%
and greater than or
equal to 80%
C+: less than 70%
and greater than or
equal to 65%
D+ : less than 55%
and greater than or
equal to 50%
A-: less than 90%
and greater than or
equal to 85%
B : less than 80%
and greater than or
equal to 75%
C : less than 65%
and greater than or
equal to 60%
D : less than 50%
and greater than or
equal to 45%
B-: less than 75%
and greater than or
equal to 70%
C- :less than 60%
and greater than or
equal to 55%
F : less than 45% or
a laboratory grade
less than 60%.
Example of grade calculation: Consider the set of grades: 86%, 59%, 74%, 90% (quizzes); 83%
(final); 87% (laboratory); 80% (lecture warm-up), and 100% (in-class). The quizzes with scores of 59% and 74% will be dropped. The total numerical score is then
(86+90)(0.14)+(83)(0.47)+(87)(0.15)+(80)(0.05)+(100)(0.05) = 85.7, yielding a grade of A-. Suppose
the scores for the final and the second quiz were exchanged, so that the score on the final was the
lowest. Then the total numerical score would be
(86+83+74+90)(.14)+(59)(0.19)+(87)(0.15)+(80)(0.05)+(100)(0.05) = 79.9, yielding a grade of B.
What do the grades mean?
A: You communicate a good working knowledge of physics, mathematics, and logic. You occasionally make some minor mistakes but no major physics, logic, or mathematical errors. You can
feel confident in applying physics. You should offer physics help to others when necessary. It is always a good idea to have someone go over your physics reasoning before applying it to any situation
that has consequences since no one is perfect.
B: You communicate an adequate working knowledge of physics, math, and logic. You make a single
occasional major physics error and some minor mistakes in physics, logic, or mathematics. You can
offer physics advice to others when necessary. Always have someone carefully check your physics and reasoning before applying it to a situation that has consequences.
C: You communicate a familiarity with physics, math, and logic. You can recognize when most of the major concepts apply to a situation. You give a reasonable interpretation of how a problem is related
to physics and make a good but often incomplete attempt at constructing a logical solution. You tend to make some major physics errors together with other minor mistakes. You should always get help
before you use physics, mathematics, or logic in any situation that has consequences.
D: You communicate evidence of having attended the physics class and read the text. However, you often do not interpret problems in a complete manner and cannot relate a problem to useful physics
concepts. You do not communicate that you can construct a logical problem solution. You tend to make many major physics errors, have missing and erroneous concepts, and make other major
mistakes in both logic and mathematics. Do not attempt to use physics, mathematics, or logic in any situation that has consequences.
F: Your work shows no evidence of having taken this physics course and read the textbook.
Week 1-3 Energy Transfer by Light (Geometrical
Chapter 25 (sections 3, 4, 7, 8), Chapter 26
Week 4 - 6 Energy Transfer by Electricity (Current
Chapter 21(sections 2 to eq 21.9,.5-.9), Chapter
20 (sections 7 (first 4 paragraphs), 8, 9)
Week 7-8 Electric Force and Electric Field Chapter 19 (sections 1-5, 7)
Week 8-9 Electric Energy and Potential Chapter 20 (sections 1-6)
Week 10-11 Magnetic Fields and Forces Chapter 22 (sections 1-6,9,10)
Week 12-13 Magnetic Fields and Electric Fields Chapter 23 (sections 1-4)
Week 13-15 Electro-magnetic Wave Optics Chapter 24(section 7), Chapter 13(section 2),
Chapter 14 (section 1), Chapter 27
Week 15 Nuclear Physics Chapters 30 (Sections 1, 3, 4)
Week 1-3 Chapter 25: 3, 6, 8, 11, 33, 47, Chapter 26: 3, 11, 14, 20, 30, 36, 47
Week 4 - 6 Chapter 21: 2, 20, 22, 24, 26, 28, 33, 36, 51, Chapter 20: 33, 45, 52, 70, 71, Chapter 21: 40, 41
Week 7-8 Chapter 19: 6, 7, 12, 14, 17, 24, 25, 49, 51, 58
Week 8-9 Chapter 20: 8, 12, 17, 21, 24, 27
Week 10-11 Chapter 22: 1, 9, 14, 33, 41, 49, 54, 64
Week 12-13 Chapter 23: 8, 11, 16, 20, 49, 52, 55
Week 13-15 Chapter 27: 3, 4, 14, 18, 25, 36, 45, 47, 53
Week 15 Chapter 30: 3, 8, 18,19,22, 47

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.

The University of Minnesota assumes that all students enroll in its programs with a serious learning purpose and expects them to be responsible individuals who demand of themselves high standards of honesty and personal conduct.
All students are expected to behave at all times with the utmost respect and courtesy
toward all of their fellow students, their instructors, and are expected to have the highest standards of honesty and integrity in their academic performance. Any behavior which disrupts
the classroom learning environment or any attempt to present work that the student has not actually prepared as their own work or to pass an examination by improper means, is regarded as a serious offense which may result in the expulsion of the student from the University. The
minimum penalty for such an offense is a failing grade for this course. Aiding and abetting the above behavior is also considered a serious offense resulting in equally severe penalties.
Classroom Courtesy:
Lectures end when the idea or technique under discussion has been concluded and the lecturer has clearly indicated that the students are free to leave. For this reason lectures are rarely expected to
end exactly at the end of class time. Every student is expected to respect fellow students and the lecturer by being attentive until the class is dismissed. Packing up books, putting on coats, or
standing up while the lecture is in progress interferes with the learning of other students and shows
disrespect for all members of the class and for the educational process. Those few students who know
they must leave the class before the lecture ends should have the courtesy and respect to sit in the rear
of the class and near an aisle so that they can exit the classroom without disturbing the other students.
Students who do not have a crucial appointment before the end of the lecture, should not sit in these
seats but have the courtesy to sit toward the front and center of the class. Only students sitting at the ends of rows should leave class before it is dismissed by the instructor.
Mental Health: Learning is, by its nature, stressful. A course that is well matched to your needs will push you to
achieve goals that are beyond your current capabilities. Sometimes this educational stress can combine
with other sources of stress in your life to lead to an unhealthy situation. That situation can impede your learning and even become dangerous if you have certain biochemical imbalances that require treatment.
Typical student issues that can cause barriers to learning include strained relationships, increased anxiety, alcohol/drug problems, feeling down, difficulty concentrating and/or lack of motivation. The University
of Minnesota encourages you to use its services which are designed to assist with addressing these and other concerns. You can learn more about the broad range of confidential mental health services available
at the Student Mental Health Website at The on-line anonymous self screening can be particularly useful. It is available at .
Open-Door Policy:
If any difficulties or problems arise in this course that interfere in any way with your learning or optimum performance, we would very much like to hear about it. Please stop by to see any of the instructors in this course at any time with any matter that you’d like to discuss. We will do our best to
deal with problems promptly and effectively. We also appreciate hearing about the course from students at any time, and we encourage you to come by and chat any time you’d like to. Please get in
touch with us in person or by e-mail. Our doors are open and we appreciate feedback
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