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PHYSICS 181 Fall, 2006 Dr. Beverley Taylor Office: 539 Mosler Phone: 785-3239 Email: taylorba@miamioh.edu Course Home Page: physics.ham.miamioh.edu/p181f06
Please feel free to come and see me about problems you are having anytime I am in the office, not just during office hours. In general, I am on campus all day on Tuesday and Thursday (often until 7:00 pm). I will be on campus most Friday afternoons, but not all. Monday and Wednesday I work in Oxford. You can reach me there by phone at 529-5063. Catalog Description: Physics 181, 182 The Physical World (4, 4) A quantitative introduction to the basic physical laws of nature. (PHY 181) Classical mechanics and quantum mechanics. (PHY 182) Statistical physics, electromagnetism, and relativity. Concepts are developed through lectures, demonstrations, and computer simulations. Qualitative reasoning is emphasized and quantitative problem-solving skills are developed. Concepts from differential and integral calculus are developed and used. No previous physics course is required. Co-requisites: PHY 183, 184. Pre-requisites or co-requisites: MTH 141, MTH 151, MTH 153, or equivalent. Textbook: Physics For Scientists and Engineers: A Strategic Approach, by Randall D. Knight. Target Audience: PHY 181, 182 is designed to help students develop a quantitative understanding of the basic physical laws of nature, as a basis for further study in the sciences and engineering. This includes students majoring in the physical, biological, and applied sciences, mathematics and engineering. Course Purpose and Objectives: The major goals of the introductory-level physics course are: (1) to provide the fundamental knowledge of physical phenomena, which forms the basis for advanced study in the sciences, and to illustrate the ways of knowing common to the sciences, (2) to develop the student's ability to analyze complex phenomena by synthesizing multiple concepts, (3) to show the student how to develop quantitative, predictive, models of real phenomena, and to examine critically the context, and validity of these models, and (4) to enhance the student's ability to understand and utilize concepts which are beyond immediate sensory perception. Course Description: We will begin our study of physics with the motion of objects as it is the most concrete (least abstract) of the topics we will cover. We will spend about the first half of the course on motion, then move on to a study of waves, light, and atoms. There is equal emphasis on understanding the concepts of physics and on learning to apply your understanding to the solving of mathematical problems. Both exams and homework will be composed partially of problems and partially of questions in which you have to demonstrate your knowledge of the concepts by explaining everyday phenomena. For example, you might be asked to both explain in words why an ice skater tucks her arms in when she wants to spin faster and to calculate her new spin rate using the equation for angular momentum. We want you to leave the course understanding how a small number of basic ideas such as conservation of energy can be used to explain many different phenomena. Relation to Miami Plan Goals:Thinking Critically: Physics has a rich tradition of fostering critical thinking. Students learn how to approach problems in a systematic way. They learn by example and by experience how to translate between a real world situation, a verbal description, a mathematical description and a graphical one - that is, between the concrete and a variety of abstract representations. Through many different learning experiences, students learn how to approach a new topic and master it. Hopefully, they learn how to learn physics. Understanding Contexts: Not only are students learning how scientists currently believe the physical world works, but they are learning why we believe this - what evidence we have to support our theories. By beginning with the Newtonian view of the world and moving through our gradual understanding of the atom to present day quantum mechanical theories, students will see how scientific knowledge progresses. Students will learn that scientific theories are always subject to modification in the light of new experimental data. Engaging with Other Learners: Research in how students learn physics has shown that the most effect learning strategies involve doing and discussing not listening to a lecture. Class time will be structured to provide students with many small group activities carefully designed to help them confront their basic understandings of the concepts. One example is group solutions of problems which have been written to specifically bring out the most common misunderstandings of the topic. In addition, the students will work in small groups in the laboratory co-requisite on activities again structured to promote observation and discussion of the most important concepts to be learned. Mathematical Background Needed: Calculus is a co-requisite for this course. Unfortunately, we will usually need the ideas from calculus (such as derivatives) before you get to them in calculus. As we need them, I will teach you the practical parts of calculus that you need for physics and you will learn the formalism later in calculus. This also will serve as a good review for those of you that have already had calculus. What is much more important is that you have good algebra skills. We will use only the most basic ideas from trigonometry but you will need to know those very well. If you feel unsure of your algebra skills, you should talk to me soon or go over to the Learning Assistance Center and ask for some help in brushing up. Attendance: Attendance is required. I am sure most of you will find that the only way to keep up is to attend class. Class discussions are intended to guide your studies, supplement the material in the text and provide demonstrations of various physical concepts. Hopefully, they will help you gain insights that are not possible merely from reading the text. I expect you to read the sections to be discussed before class. Do not be disturbed if you do not understand fully on this initial reading. You will be given ample opportunity to ask questions and think about the material in class. Part of most classes will be spent on group activities in which you will be engaged with other students in the class working on tasks designed to help you better understand the concepts we are studying. The participation portion of your grade will be based on attendance, whether you come to class prepared, whether you participate in class discussions and your involvement in the group activities. If you do have to miss a class, it is your responsibility to find out either from me or one of your fellow students what material was covered, what announcements were made, etc. Studying: It is very important that you spend some time studying physics every day. You will need to read the material assigned for the next day and often you will have a brief written assignment which we will then discuss or extend in small group work the next day. If you come to class unprepared, it will hinder the learning of the whole class. Also, you will find that you learn much more if you work on the end of the chapter problems a little at a time instead of in a marathon session just before they are due. This is not a course in which you can be passive and except to absorb the material. You need to be actively engaged in thinking about the concepts all the time - in class, while reading the book, while doing homework, while doing small group work, and while reviewing for exams with friends. The biggest hindrance to success in this course is procrastination. Grading:
Homework: Homework assignments will come from both the textbook and the workbook. Homework assignments from the textbook will always be taken up. Homework assignments from the workbook will sometimes be taken up and sometimes not. The exercises assigned from the workbook are the minimum you should do. You will always learn more by working more of the workbook. The author believes you should work every single exercise. Please come and see me if you are having difficulties. I realize that you will probably work together on the problems. I have no objections to this; in fact, I encourage it. However, I do not expect to get five papers that are exactly identical to one another. Late homework will not be accepted. Homework will be graded immediately and returned the next class period if at all possible. Exams: There will be five 50-minute exams in this course and a comprehensive final exam. The tentative dates and material to be covered are given below. The tests will be composed of both qualitative questions and quantitative problems. Exams may be made up only if I am informed of your problem before the exam is given. Make-up exams must be taken within one week after the regular exam. Academic dishonesty will be reported immediately and will probably result in an F in the course. Occasional unannounced 10-minute quizzes may be given over the reading that was assigned for the day.
These pages are intended to benefit the Physics students at MUH. This server is operated by Physics for the students in Science courses at MUH. Comments and suggestions should go to the webmaster: Beverley A. P. Taylor Last modified on Monday, August 14, 2006 |
