Approved by Faculty Senate April 13, 2009 Physics 221. University Physics I Fall 2008 . Please note that pre-med students should be advised that Physics 201 and 202 cover more topics than Physics 221 and 222. You may be better prepared for the MCAT if you take 201 and 202 OR, if you want a calculus based physics course, I suggest that you take the sequence of Physics 221, 222, and 223 to cover the same amount of topics covered in Physics 201 and 202. Before making any decisions, I strongly suggest you talk to your advisor Instructor information: Andrew Ferstl Email: aferstl@winona.edu Phone: 457-5863 Office: 146 Pasteur Gary Shields Email: gshields@winona.edu Phone: Office: Office Hours: See course website for Prof. Ferstl.s schedule. Please feel free to make an appointment with me if you cannot attend my office hours. Course Website: http://course1.winona.edu/aferstl Class Times: Lecture 11:00 – 11:50 MWF Pasteur 133 Lab 01 8:30 – 10:20 Th Pasteur 129 Lab 02 10:30 – 12:20 Th Pasteur 129 Course Materials: . We will be using an electronic version of the textbook, Matter and Interactions: Modern Mechanics, 2nd edition, by Chabay and Sherwood. You could get the book from the bookstore (or order the book from an online store) but the electronic version is much cheaper and you will get .pdf files that you can print out. To access the book you will need to use a credit card to purchase a registration code at http://www.wileyplus.com/buy Then go to the website http://edugen.wiley.com/edugen/class/cls44627/ and register for my class. Some of the course materials used in this class came from or were modified from the Matter & Interactions Group. Other Resources: Many other wonderful books for introductory physics exist in the library and elsewhere. We will also do some computer programming in the class using a language called VPython. You can see www.vpython.org for more information. I also encourage you to search the web for sites related to Physics and visit the library for other introductory physics books. Here are a few sites to get you started: Summary of Main Concepts: http://hyperphysics.phy-astr.gsu.edu/hbase/hframe.html For more up-to-date physics research: http://www.physicsweb.org/bestof http://www.physorg.com For physics applets see: http://phet.colorado.edu/new/index.php http://wps.aw.com/aw_young_physics_11 http://www.phy.ntnu.edu.tw/ntnujava/ If, in some cataclysm, all of scientific knowledge were to be destroyed and only one sentence passed on to the next generations of creatures, what statement would contain the most information in the fewest words? I believe it is the atomic hypothesis (or the atomic fact, or whatever you wish to call it) that all things are made of atoms – little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another. In that one sentence, you will see, there is an enormous amount of information about the world, if just a little imagination and thinking are applied Richard Feynman Physics Nobel Laureate and chief investigator of the Space Shuttle Challenger explosion. Welcome to the first semester of University Physics. University Physics is classified as a Natural Lab Course under WSU.s University Studies program. A Natural Lab Course includes requirements and learning activities that promote students. abilities to … a.) Understand how scientists approach and solve problems in the natural sciences; b.) Apply those methods to solve problems that arise in the natural sciences; c.) Use inductive reasoning, mathematics, or statistics to solve problems in natural science; d.) Engage in independent and collaborative learning; e.) Identify, find, and use the tools of information science as it relates to natural science; f.) Critically evaluate both source and content of scientific information; g.) Recognize and correct scientific misconceptions The activities that you will perform in this class are shown in this syllabus. Next to each activity, each of the above objectives will be identified by the respective letter in bold font. This semester, you will be joining thousands of other students across the country who will study the same subject. The topics covered in this class, have been for the most part agreed upon by physics instructors across the nation. A partial review of what physics is: Physics is the study of the physical world. Physicists study how systems change (such as a change in position, velocity, shape, etc..) and then try to infer why the change occurred. From this change physicists build models of how nature acts and then they test the model in different situations. For example, they will use the model to predict what will happen in other situations. If the model correctly predicts (i.e. describes) the change in other systems, then the model is usually elevated to a Fundamental Law of physics (sometimes called a natural law). If the model doesn.t work in other situations, then the physicist amends the model and tries again. The important point is that physicists make models and predictions based on those models. Then they test those predictions. To make a prediction, the physicist usually must solve a problem using a model of nature. This course tries to mimic, this process. We will solve problems using some models of nature. This is, in fact, a major goal of this course (i.e. to develop, through practice, your problem solving skills). It turns out that there are general steps taken to solve virtually any problem (not just in physics). We will use these general steps so you can take your developed problem solving abilities beyond the classroom. Of course, another major goal of this course is to understand those Fundamental Laws that describe the physical world. A great way to gain an understanding of these laws is to solve problems. Two words of caution before we begin: (1) Learning physics is like learning a new language. Not only does physics use the language of mathematics to create its models but we also use words such as energy, heat, and force. These words have an every-day meaning but in physics each of these has a very precise meaning which may be different. (2) Physics is not math. The concepts we are learning about are summarized in mathematical models/equations but you must understand these ideas conceptually to be able to manipulate the formulas. A quick review of what physics is not: Physics is not plugging numbers into equations. Physics (and for that matter science) is not just a body of facts but a way to think about the world and analyze it. Now, on with the show Prerequisites The mathematical prerequisite for this class is calculus (such as Math 160) Course Goals (University Studies Objectives a, b, c, d, e, f, g) 1.) To introduce and explain the fundamental laws of nature and to demonstrate how they are used to calculate physical quantities. 2.) To continue the development of the student.s problem solving abilities. 3.) To encourage the growth of the student as productive member of a scientific society. 4.) To develop the skills needed to be a lifelong learner. In other words, to develop the student.s ability to read and comprehend technical material. In this case, our textbook. Course Components Lectures (University Studies Objectives a, b, c, d, e, f, g) will be used to present and review the concepts and to solve problems. Problems will be solved for two reasons: 1) to illustrate the use of the concepts and 2.) to practice a problem solving strategy. Students will periodically be asked to answer a question during lecture for immediate feedback on the material that was presented that day. By completing the suggested reading (see the tentative outline) before class, you will be better prepared for the lecture questions. In addition, students are encouraged to ask questions during lecture. In fact, there is a reciprocal to the Lecture Questions called the Instructor Question. The class is allowed one Instructor Question per day. If I can not answer it, everyone receives 2 Lecture Question points. The question must be relevant to the subject matter, not from the book, and fair (as determined by the instructor; questions like „why does gravity exist. are not fair since no one knows the answer yet). Of course, you may ask as many questions as you want during the day but only one of them gets to be an Instructor Question. Lab Activities (University Studies Objectives a, b, c, d, e, g) will be an Experiment or a Lab Exam. When the lab activity is an Experiment, each student will be given questions (called pre-lab questions and predictions) to be answered before they come to the scheduled lab period. These questions will prepare students for what will happen in lab and allow you to mimic the scientific process of making a prediction before the experiment. Within the first 10 minutes of the lab, students will discuss their answers to these questions with their lab partner(s). During this discussion, the instructor will visit each student to check their pre-lab questions. If a student shows up after the first 10 minutes, they will forfeit the points associated with the pre-lab questions. After each Experiment, a report will be submitted to the instructor and graded with feedback. . The details of the report will be discussed in further detail in lab. There are two types of reports: Individual and Group. The grading for the Experiment is shown here: 3 point for answering the pre-lab questions completely 7 points for the report 10 points Total When the lab activity is a Lab Exam, each group will work together towards the solution to the first question on the exam. Each group will turn in one and only one solution. Each group member gets the same score. You will not see the question ahead of time. When possible, there will be equipment in the lab room to let your group verify if your solution is (possibly) correct. Because it is imperative that your group works well during the exam, to participate in the group portion of the exam, the student must have participated in the previous week.s lab activity. All Lab Activities will give students a chance to discuss physics with their peers. These discussions will give the students valuable feedback on their understanding of the concepts. I suggest that you make the labs a learning experience. The labs are an integral part of the course and many times the same concepts will appear on the exams. Group Practice Activities (University Studies Objectives a, b, c, d, e, g) will usually consist of you working with your peers, in a cooperative group, to solve a problem, finish a lab report, or write a computer program to model a problem. When the activity is a Computational Modeling exercise, students will work on developing and running a computer program to simulate a physical system/situation. You will be asked to make computer programs using VPython. This creates a 3D visual output that allows you to better visualize the physical principles. Why should you learn how to program computers? There are many reasons and I will only mention a few here: It requires you to solve a problem and if your ideas are wrong about how nature works, it.s very likely that you.ll see it immediately on the program.s output. It will also give you an experience of computer programming which is becoming more and more important into today.s research because many problems are so complex that they do not allow an analytic solution. (You can also put it on your list of skills in your resume) What are cooperative groups? Cooperative Groups (University Studies Objectives d) are designed to enhance your learning experience. Education research has shown that cooperative groups improve a student.s comprehension of a subject. In cooperative groups, everyone should play a role in the group.s activities. In order for groups to work well, everyone must respect one another.s ideas. In other words, in class discussions, ideas can only persevere if they are based on logical reasoning and physical laws. I will break the class up into groups and I may assign roles used by expert problem solvers to facilitate group efficiency (keep in mind that on any team, every person performs a specific role). Please note that in order to receive a score for a particular group assignment, you must be present and participate in the group. You should notice that this course is graded on an absolute curve. Everyone can do well and it is only to your benefit to cooperate with your fellow students. Another reason to use Cooperative Groups is because you will need to be able to work with others after you graduate. The skills you develop now could benefit you later. Grading Your course grade will be based on exams, lab activity reports, group practice activities, lecture questions and the final exam. With the only exception being Lecture Questions, all work will be graded based on if your solution started from the basic principles (as outlined on the equation sheet) followed by correct and adequate reasoning to get the correct answer Lecture Questions are used for immediate feedback to the instructor and student on the material presented that day. A question will be asked during lecture and students will write their answer on a sheet of paper. The answers will be collected and graded. Lecture questions are not used to enforce attendance. (You can still receive an „A. in the course and not answer a single lecture question.) They are, instead, used to address any alternative conceptions that you may have and give you practice at solving problems. Lecture Questions will make up 6% of your final grade. Lab Reports: A handout will describe what to put in each lab activity report. The reports are generally due the Monday after the lab. Late reports will be penalized as follows: 0 – 0.5 day late = 25% penalty 0.5 – 1 day late = 50% penalty 1 – 1.5 day late = 75% penalty 1.5 - 2 day late = 100% penalty Lab Activity Reports will make up 17% of your final grade. Homework is only suggested and will not be graded. See below for a list of suggested chapter homework. Students are encouraged to work together on the homework and ask me questions during office hours. A problem similar to at least one of the suggested homework questions will appear on the exam. Solutions to the suggested homework will be made available to you. Group Practice Activities will be worked on in groups outside of class and sometimes during the lecture or lab hour. They will be a combination of using computers to model systems and traditional problems. They are designed to prepare you and your group for the individual and group exam by giving you more chances to test your own ideas about physics concepts. Group Practice Activities will make up 8% of your final grade. Exams will be designed to evaluate your ability to solve new problems using the concepts learned in class. No notes or books will be allowed during the exam. The instructor will provide an equation sheet to the students for each exam. The exam will consist of multiple choice questions and homework-style problems. For a correct answer to receive full credit on a problem, a student must show all of their work starting from the basic equations on the equation sheet. This will allow the grader to give partial credit for work done correctly. If two answers are given for one question, the score for the worst answer will be recorded. Multiple choice questions will be graded as right or wrong and will not be given partial credit. One question from each exam will be given during the Lab Activity for the students to work on as a group. In order to participate in this part of the exam, the student must have participated in the previous week.s lab or practice question. The individual portion of the exam will be given during regular lecture time. Each student has the option to drop their lowest exam score. This policy will accommodate those students who do not have a reasonable (to be determined by the instructor) excuse for missing an exam. It will also benefit those students who improve as the course progresses. Make-up exams are very rare and only given in extreme circumstances. Make-up exams will be decided by the instructor on an individual basis. If all exams are chosen to count toward your grade, they will make up 48% of your final grade (each exam = 16%). If one exam is dropped, the remaining exams will make up 38% of your final grade. Final Exam will be on Thursday, December 13th from 8:00 to 10:00 in Pasteur 133. It will follow the same format as the exams and will cover all of the material in the course. The final exam will make up 21% of your final grade if you decide to keep all of the exams. The final exam will make up 31% of your final grade if you decide to drop an exam. Your final letter grade will be determined by the following scale: 90 – 100 A 79 – 89 B 68 – 78 C 57 – 67 D 56 or Below F Please note that the instructor will calculate your grade using both methods (i.e. drop one exam or keep all exams) and will choose the higher score for you. *Note that it may look like the exams and final exam are very heavily weighted in this class. However, the percentages are somewhat deceptive. Many of the concepts covered in the lab and the lecture questions appear again on the exams and final exam. So make sure you get the answers right when it comes to the exam even if you got them wrong initially. Study Tips Everyone possesses the ability to understand the physical laws and use them to solve problems. From my own experience, those students who use the problem solving strategy (that is used in lecture) do better in the class compared to their counterparts who do not use the strategy. So, my first tip is to use the problem solving strategy. The problem solving strategy may appear useless at first because there are very few concepts to choose from when solving problems. On the final exam, however, you will have to choose from several concepts to solve a problem. If you practice using the strategy right away, then the final exam should be more manageable. It is my experience that those students who do not use the strategy really struggle on the later Exams and the final exam.. My second tip is to do the homework. But don.t just look at the solutions. You need to struggle with the questions yourself. So, try a problem and if you get stuck, then refer to the solutions for guidance. But don.t stop there. The next day, try the same problem again to reinforce your understanding. Then, if you get stuck, repeat the process until you fully understand all of the steps taken to solve the problem. In fact, you can do this for the problems that I use in class as well as the problems from exams and the predictions from Lab. Also, when you are solving these problems use only the equation sheet from class or the equations from the end of the chapters in the book. My third tip is to review the lecture questions and Check Your Understanding questions. These tend to be mostly conceptual questions and one of more usually appear as a multiple choice question on the exam. My fourth tip is to not use the equation sheet as a replacement for studying. The equation sheet is useless unless you fully understand AND have practiced using the equations on the sheet. Anyone can look equations up in a book but as a scientist/engineer, you must have full command of science concepts so that you can apply them My fifth tip is to practice using the jargon of physics. My sixth tip is coming up with your own questions to ask yourself or me. The ability to ask questions shows a mastery of the subject. My seventh tip is to learn the material and concepts in such a way that you would be prepared to TEACH the class. In a nutshell: My Job: . Tell you why . Show you how Your Job: . Read the text before coming to lecture . Connect the lectures and readings to what you know . Ask if it doesn't make sense to you . Your neighbor . Me Participating in lecture is not enough. You need to practice to understand. You will practice in many different situations: Readings Homework My Office Hours Labs/Pre-Lab questions Study Groups **In general, those students who make a commitment to the class end up doing well. Tentative Schedule (actual schedule may deviate from that shown) Week Lecture Topic (Book Section) Lab Activity Exam Aug 25 - 29 Course Introduction Overview of Nature, Units (1.1, 1.6) Effects of Interactions, Velocity (1.2, 1.4) Newton.s First Law (1.3) Describing 3D; Vectors (1.5) Diagnostic questionnaire Sept 1 – 5 Labor Day (no class Monday) Describing 3D; Vectors continued (1.5) Position Update Formula, Momentum (1.7 – 1.9) Description of Momentum change for curving motion (4.11, 4.12) Principle of Relativity (1.10) Systems and Surroundings (2.1) The Momentum Principle [Newton.s 2nd Law] (2.2 – 2.3, 4.9[derivative form]) Lab 1 Sept 8 – 12 Overview of Fundamental Forces (3.3) Contact Forces: - Model of a Solid; Inter-atomic forces and stiffness/bonds (Qualitative: 4.1 – 4.5) - Tension and Compression (Qualitative: 4.3, 4.7) Force identification (4.8) Updating Position with Momentum for Constant Forces (2.4 – 2.6, 2.11) Modeling (2.7) Momentum Principle for Systems (2.8) Reciprocity [Newton.s 3rd law] (3.9) Lab 2 Sept 15 – 19 When Fnet = 0: Momentum Conservation (2.9, 2.10) Fundamental Forces: Gravity (3.4 – 3.6) Fundamental Forces Electric (3.8) Momentum Principle for Non-Constant Forces (3.1 -3.2) and modeling motion (3.7, 3.10) Lab 3 Sept 22 – 26 When Fnet is not zero: Momentum Principle for Non- Constant Forces (3.1 -3.2) Momentum Principle for Non-Zero Forces - Circular Motion (4.13, 4.18) Exam 1 Exam 1 Sept 29 – Oct 3 Momentum Principle for Non-Zero Forces (continued) - Circular Motion (4.13, 4.18) Statics (4.10) Lab 4 Oct 6 – 10 Stress, Strain, Young.s Modulus (4.6) Momentum Principle for Non-Zero Forces (Continued) - Springs & Oscillations (4.15, 4.18-4.20) Student Break Day (no class Friday) Lab 5 Oct 13 – 17 Energy Principle (5.1) Energy of a particle (5.2) Work (5.3, 5.6, 5.7) Lab 6 Oct 20 – 24 Energy of a system (5.5) Potential Energy (5.8, 5.9) Gravitational PE (5.10) Exam 2 Exam 2 Oct 27 – Oct 31 Energy Graphs (5.10) Gravitational PE (5.10, 5.11, 5.12) Electrical PE (5.13) More Energy (5.14 – 5.16) Lab 7 Nov 3 – 7 Macroscopic Energy & thermal energy(6.1, 6.2, 6.3, 6.5) Power (6.6) Lab 8 Systems (6.7, 6.8) Dissipative Forces (6.9, 6.10, 6.11) Nov 10- 14 Veteran.s Day Observed (no class Monday) Energy Quantization (7.1, 7.2, 7.4) Multi-particle Systems: Momentum (8.1, 8.2). Multi-particle Systems: KEcm and KEabout_cm [rotational and vibrational] (8.3, 8.8) Point particle model vs real systems (8.4, 8.5) Lab 9 Nov 17 - 21 Multi-particle Systems: Energy & Friction (8.6, 8.7) Collisions: Energy and Momentum (9.1, 9.2, 9.3, 9.4, 9.5) Discovering the nucleus (9.6) No Lab Nov 24 – 28 Angular Momentum (10.1, 10.2) Angular Momentum Principle and Conservation (10.3, 10.4, 10.5) Thanksgiving Break (no class Wednesday and Friday) Exam 3 Exam 3 Dec 1 – 5 Three Fundamental Principles (10.6) Torque and Systems (10.7, 10.8) Lab 10 Dec 8 – 11 Final Exam at 8:00 a.m. on Dec 11. Final Exam Suggested Homework (Objective a, b, c, d, e, f, g) These problems are not graded but they are suggested to help you focus your study. A problem very similar to at least one listed will appear on a exam. Chapter 1: RQ 52, 53, 54, 55, 56, 57, 60, 64 P, HW 71, 74, 80, 84, 101, 103, 105 Chapter 2: X All of them (answers are at end of chapter in book) RQ 14,16,20,21,22 P,HW 24,28,29,35,39,42,43,44 Chapter 3: X All of them (answers are at end of chapter in book) RQ 25, 26,27,28,29,30,31,32 P,HW 34, 36, 39, 40 Chapter 4: X All of them (answers are at end of chapter in book) RQ 35,36,38,39,40,44,45,46,47,48,50,51,54,55 (follow up Q: What objects could possibly cause this net force?),56,57,59,60,63,69 P,HW 74,75,80,81 (Hint: This is similar but not the same to the problem that we did in lecture. Why?) ,84,87,88,89,94 (part [d] What objects create this net force?),96, Chapter 5: X All of them (answers are at end of chapter in book) RQ 47, 48, 50, 51, 52, 53, 55 P, HW 58, 59, 61, 62, 63, 69, 72, 74, 75bc (the charge “+e” just means that the particles have a charge equivalent to the electron which is = 1.6 x10-19 C), 78, 80, 83 and 84 (skip part c) Chapter 6: X All of them (answers are at end of chapter in book) RQ 20, 22, 24, 27, 29, 33, 36 P, HW 38 (this one is based on the program for a spring that we wrote in lab), 47, 49, 53, 54, 58 Chapter 7: X 7.1, 7.4, 7.5, 7.6, 7.7 (answers at end of chapter in book) RQ 17 P, HW 18, 19, 20, 26 Chapter 8: X All of them (answers at end of chapter in book) RQ 12, 13, 14, 16, 17 P, HW 19, 20, 21, 22, 23, 25, 26, 27, 29 Chapter 9: X All of them (answers at end of chapter in book) RQ 7, 8, 13, 14 P 20, 21, 22 Chapter 10 X All of them (answers at end of chapter in book) RQ 30, 32, 33, 36, 38 P 41, 42, 46, 49, 56 (only one for Fall 07), 57, 58a,b (also for Fall 07), 59, 61, 64 Chapter 11 X All of them in the sections that we cover (answers at end of chapter in book) RQ 25, 26, 27, 30, 38 (hint, use excel), 39, P 47 54, 55 (very similar to the lab we did…) Hint for 47: for part b, you need the actual energy [not just q]. So, you need to calculate the “f” in hf (the actual energy spacing of the oscillators) to do that. The frequency, f, depends on the “spring constant”, k, of the iron atoms [we did a lab on spring constants last semester]. See example for lead on page 392; You.ll need to look in chapter 4, problem 4.X.6 to get the “young.s modulus” for iron and then use the discussion on page 114 to convert Young.s Modulus to the “spring constant”. Or you can just use the spring constant of lead given in example on page 392 as an approximation. The point here is that using the statistical model and the stuff about “springs” in chapter 4, we can actually predict the temperature of iron and then compare it to reality…and it works pretty good which is a vindication of our statistical model), Academic Integrity The following is a statement from the Winona State University Undergraduate Catalog (page 28 of the 2004 – 2006 catalog): At WSU, academic integrity is based on honesty. The University community requires that work produced by students in the course of their studies represents their personal efforts and requires that they properly acknowledge the intellectual contributions of others. WSU students are required to adhere to the University's standards of academic integrity Following this statement, the Undergraduate Catalog gives examples of violations of this policy. Finally, if you have a disability that requires other accommodations, please see me as soon as possible.