PHYS 1502V -- Changes

Wed Feb 6 11:57:39 2013

Effective Status: New:  Active
Old:  Inactive
Effective Term: New:  1143 - Spring 2014
Old:  1129 - Fall 2012
Course: New:  PHYS 1502V
Old:  PHYS 1502
Course Title Short: New:  Honors Intro. Electr. and Mag.
Old:  Enrich.Phys for Sci. and Eng.
Course Title Long: New:  Honors Introduction to Electricity and Magnetism
Old:  Enriched Physics for Science and Engineering II
New:  This honors course provides a treatment of the principles of electricity and magnetism for those who already have had a full year of calculus and the equivalent of  one year of high-school physics. Introduction to electrostatics, magnetostatics, electrodynamics, electric and magnetic properties of materials, circuits, Maxwell's equations, and electromagnetic waves.  
Old:  Use of fundamental principles to solve quantitative problems in electromagnetic phenomena.
CCE Catalog
New:  Only include CCE Catalog Description in CCE Catalog.
This honors course provides a treatment of the principles of electricity and magnetism for those who already have had a full year of calculus and the equivalent of  one year of high-school physics.  Introduction to electrostatics, magnetostatics, electrodynamics,  electric and magnetic properties of materials, circuits,  Maxwell's equations, and electromagnetic waves.  
Old:  Only include CCE Catalog Description in CCE Catalog.
Second semester of enriched, calculus-based, introductory physics. Assumes prior physics experience and a full year of calculus. Emphasizes use of fundamental principles to solve quantitative problems in electromagnetic phenomena.
Grading Basis: New:   A-F only
Old:   Stdnt Opt
Honors Course: New:  Yes
Old:  No
New:  DIS
Old:  LAB
for Catalog:
New:  1501V, honors student
Old:  1501W, physics experience, one yr of calculus
New:  00079 - Phys 1202W/1302W/1402V
Old:  No course equivalencies
(course-based or
New:  PHYS 1501V
Old:  No prerequisites
Editor Comments: New:  This course is intended for the most prepared students admitted to the University Honors Program in the College of Science and Engineering.  Unlike 1402V, prior knowledge of physics and a full year of calculus is required.  The topics covered are the same, but the level of mathematical rigor and difficulty of problems will be higher.  The two courses will have common laboratories, but 1502V will have its own discussion section.  
Old:  <no text provided>
Proposal Changes: New:  Activating course for spring 2014.

Please add 1502V to equiv 00079 so all courses get this course as an equiv
Old:  <no text provided>
Sponsor Name:
New:  Paul Crowell
Old:  Priscilla Cushman
Sponsor E-mail Address:
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems


Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

Weekly problem sets are assigned. Discussion sections are devoted entirely to problem solving. The laboratories emphasize problem-solving in an open-ended environment.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

All exams are problem-based and require a written response (including appropriate physical and mathematical reasoning).

Old: unselected

this course fulfills:
New:   PHYS Physical Sciences
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 Universitys 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 the basic principles of electricity and magnetism. The topics covered will include electrostatics, magnetostatics, electrical and magnetic properties of materials, electrodynamics, circuits, Maxwell's equations, and electromagnetic waves.  The students will be required to employ mathematical reasoning when applying these concepts and principles to determine quantitative solutions to problems, using 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.
Week 1     Gravitation     
Week 2-3     Charge, Force, Electric Field & Gauss Law     
Week 4-5     Potential, Capacitance, Current     
Week 6-7     D.C. Circuits, Magnetic Field     
Week 8-9     Magnetic Field, Faradays Law     
Week 10-11     Magnetism, Inductance, AC Circuits     
Week 12-13     Maxwells Equations     
Week 14-15     Electricity and Magnetism     
Propose this course
as Writing Intensive
New:  Yes
Old:  No
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

New:  Before students can change their deeply held misconceptions about the physical world, they must be able to examine their own ideas in a clear and logical manner. Writing is one of the most important human tools for accomplishing that goal.  Written laboratory reports force students to communicate their beliefs about physics to themselves and their instructor and state how those beliefs were modified, if at all, by their observations of nature.
Old:  <no text provided>
Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

New:  During a semester, each student will write 2 formal laboratory reports each about 7 pages in length.  Each lab report must communicate the theoretical prediction of the outcome of the laboratory problem, a description of the student's experimental procedure, the results of the investigation, the student's interpretation of those results, and a comparison of the interpretation of the results with the theoretical prediction.
Old:  <no text provided>
Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

New:  Lab reports will account for approximately 80% of the lab portion of the course grade which is approximately 15% of the course grade.  However, students will fail the entire course if they do not achieve a passing laboratory grade of 60%. Lab report grades are determined by the student's writing performance in communicating the correct ideas of physics in a logical and organized manner using an appropriate style of English.
Old:  <no text provided>
Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

New:  Both papers are subject to instructor review, after which the paper is revised.  As communicated to the students, this is similar to the standard applied in scientific journals.

Assignment instructions:

A report is your method of communicating your work to other people.  Therefore, the paper must clearly describe what you have achieved, how you achieved it, and how your work could be duplicated in order to very its validity.  Your paper should be in a format suitable for submission to professional journal. Its length, including graphs and figures, should be between 6 and 8 pages. In this paper you are trying to convey all the detail of your findings in as small a space as possible.  The paper consists of a title and abstract which will point out the importance of your work.  The main body of the paper should convince readers that you made valid measurements, and considered and overcome the sources of inaccuracy.  It is always assumed that if you do not describe something you have not considered it.  Make sure that the implications of your work are clearly stated.  Your instructor will adopt the role of a reviewer of a scientific journal, and in addition to awarding a grade, will give you a written review of your paper.  You should study this review and rewrite the paper for an additional grade.

Old:  <no text provided>
Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

New:  Students receive a written description of the essential features of a lab report and an example report which illustrates this type of writing.  Feedback on writing communication skills is provided by a TA. Each TA is responsible for three sections of 15 students. The TA meets with these students for 2 hrs each week in the lab. An additional 1-hour discussion section is led by a faculty member. After receiving both written and verbal feedback, each student will rewrite the first lab report and submit it for a grade. Limited rewriting of reports based on specific feedback will also be encouraged during the entire semester.
Old:  <no text provided>
Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

New:  Training in the grading of lab reports is provided as part of our departmental TA orientation.
Old:  <no text provided>
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:  Physics 1502V
Honors Introduction to Electricity and Magnetism
Spring 2014

Instructor: Paul Crowell; Office: 349 Physics; Tel: 624-4828
Email:  (NOTE:  Email is not recommended as a means to contact me about routine class matters.   Please take full advantage of the opportunity to talk to me before or after lectures as well as during my scheduled office hours.)   
Office Hours:  Will be posted on the web page after the first day of class.
Course web page:  

<Insert course link here>

Course announcements and assignments will be posted on this page.   Note the links on the right side of the page.  Most of the material for the course will be on the ⿿Links and Downloads⿝ page.  You are also responsible for any announcements or assignments made on the web page, in class, on WebAssign, or by email. The course email list will be based on the official list generated by the university.  Please do not ask us to change to any other email address.  

Lectures: MTWF 11:15 in Phys 170.   As noted below, all quizzes for this course are scheduled on Fridays. Most (but not all) other Fridays will be used for lectures.   

Discussion and laboratory sections as assigned:  Discussion sections will meet on Thursday, January 20 and each week thereafter.   Note that attendance at discussion sections is mandatory.  Laboratories will meet (in Room 215) for the first time the week of January 24th.

Text:  Electricity and Magnetism, by Edward M. Purcell and David J. Morin (3rd ed., Cambridge University Press).  Note:  Make sure you buy the 3rd edition.   Among other changes, it uses SI units.  All previous editions use CGS units.  You should also purchase online access to Tipler and Mosca, Physics for Scientists and Engineers,  6th edition, which is the textbook for 1402V.  We will use Tipler & Mosca for homework assignments as well as additional material (oscillations and waves) not covered in Kleppner and Kolenkow.   You should NOT purchase access to WebAssign,  which is not used in 1502V.  Note that a full version of a standard calculus-based introductory physics textbook is an essential reference for all science and engineering majors.  You may choose to buy the paper version of Tipler (used copies abound on the Web) or some other text.

Quizzes - One-hour problem solving quizzes will be held FRIDAYS February 4, March 4, April 8, and April 29 , at locations to be announced later. Grades earned on these quizzes will be credited towards your final course grade.  The lowest quiz grade will be dropped, and so only your best three quizzes will be used in calculating your final grade. Quizzes will be closed-book.  The use of calculators (but not computers) will be allowed.  NO MAKE-UP QUIZZES WILL BE GIVEN.  Exceptions to this policy, in accordance with University-wide rules, will be considered only for those cases specified by policy:

Note that for the special cases covered by this policy, particularly intercollegiate athletic events and religious observances, you must advise me well in advance (in person and by confirming email) so that appropriate arrangements can be made.  Note that illness is generally not a consideration in making exceptions to the exam policy unless a physician explains in writing that you were physically unable to take the exam.   

Final exam - The result of a three-hour final exam will be credited toward your course grade. This exam will be held on Saturday May 14, 8:30 - 11:30 a.m. (location to be determined).  The final exam will be closed-book and must be taken at the specified time and place.   Exceptions to this rule will be granted only according to the university policies noted above.

Laboratory:  Laboratories will meet for the first time during the week of January 24th at the assigned time in Room 215.  The laboratory part of this course consists of six units:  waves, electrostatics, capacitors and dc circuits, magnetostatics,  Faraday⿿s law, and RLC circuits.   You will design and carry out experiments that address the fundamental principles being taught in the lecture part of the class.    Your lab grade will be based on a lab logbook documenting your activities as well as two papers to be submitted over the course of the semester.  Details, including due dates, will be provided at your first laboratory meeting.   Note that you must complete all six laboratory units in order to receive a passing grade in this course.   Your lab logbook should be a bound quadrille-ruled (graph paper) notebook and should be used only for this course.

Homework - Each week on Friday a number of exercises and problems taken from the textbook will be posted on the course website.    

Problem sets will be due each Thursday at the beginning of your discussion section.  NO LATE HOMEWORK WILL BE ACCEPTED.

Some notes:  There is nothing more important to success in this course than mastery of the material as evidenced by problem solving.  Although the written solutions of homework problems must be your own work, discussion of the problems with your peers is encouraged.

Remarks on grading - Problems on quizzes and the final exam will be graded based on your success in communicating a logical and organized path towards their correct solution, grounded in a correct assessment of the underlying physics. Diagrams, written explanations and especially a logical algebraic development done neatly and including well-defined variables and a consistent notation are key elements of the correct solution of problems. Disconnected diagrams, equations or answers simply written down without explanation will not receive credit. Partial credit will be given for steps of an organized solution up to the point where a departure from the correct solution path occurs, but only if these steps can be clearly understood by looking at the paper you submitted. Again: a grader looking at your paper must be able to understand what you have done, how and why you did it, and to discern the correctness of your reasoning.

Academic conduct:  Students in this course must adhere to all policies of the University of Minnesota and the College of Science and Engineering with respect to scholarship and conduct.  These policies are available for review at:

In particular, you are encouraged to read the statements on scholastic dishonesty, disruptive behavior, and the use of electronic devices during exams.  Violations of these policies will lead to penalties, including a failing grade ⿿F⿝ in the course and expulsion from the University.
Special accommodations: If you have a disability that will require consideration in the administration of this course, the staff will work with the Office of Disability Services to ensure that all reasonable accommodations are provided.  Please contact the Office of Disability Services (, not the instructor, to make such arrangements.  

Classroom etiquette:  Cell phones must be turned off.  Computers may be used only for notetaking, accessing your textbook, or accessing online course resources as required during the lecture (this will be rare).  All other forms of electronic communication and web access are not allowed at any time.  Note that the use of any electronic devices, except handheld calculators without wireless capability, is forbidden during exams.    Lectures will require active verbal communication (both ways!) between students and the instructor.  Anything that impedes this process (from web browsing to reading the newspaper) is rude and disruptive.

Teaching assistants - In addition to the instructor, a number of teaching assistants have been assigned to share the responsibilities of this course.  Their names and contact information will be posted on the course website.

Grading:  Your grade in this course will be based on the following components:
40% - Scores of best three-out-of-four quizzes
30% - Score on the final exam
20% - Laboratory  (note rule on completion of all lab units as discussed above)
10% - Graded homework assignments
The assigned letter grade for the course will be based ROUGHLY on the following percentages of the maximum possible overall score:
A: 86-100%, B: 72-85%, C: 58-71%, D: 44-57%, F: 0-43%.
These numbers are subject to shifts of a few percent.   Each letter grade may further be assigned a plus or minus reflecting its location within the range of percentages; there are no A+ or D- grades.

Old:  Making course inactive now, this field is required to submit "inactive" proposal.