Slide 1Slide 2Slide 3Slide 4Slide 5Slide 6Slide 7Slide 9Slide 10Slide 11Slide 12Slide 13Slide 14Slide 15Slide 16Slide 17Slide 18Slide 19Slide 20Slide 21Slide 22Slide 23Slide 24Slide 25Physics 113a physics survey course designed for science majors who are not majoring in physics or engineering. The topics of vectors, linear and multi-dimensional motion, work, energy, gravitation, simple harmonic motion, conservation of momentum and energy, constant acceleration motion, rotational motion, thermodynamics, and waves, will be covered at an introductory university level. Students are assumed to have some knowledge of calculus, though the techniques will be reviewed as they are used. No previous physics instruction is assumed.… isSurgeon General’s warning: No matter what you’re smoking, this is not your high school course.Professor Steven ManlyB&L [email protected]://hertz.pas.rochester.edu/class/P113_2002/NameUniversity ( @mail … ) email addressfavorite midnight snackfavorite novelWhy are you in this course?See syllabus/info writeupWhy are You here?It is a requirement for my major.I have to take the course to graduate.I have to take the course to apply to med school.Why is this a requirement for your major?fluid flow, arteries, water fountains, commodesmechanics of breathing, walking, running, flying, standinggolfall sports: curve balls, spin in tennis, drag in swimming, etc.Motors, gears, wheels, ambulances, bikesbuildings, doors, bridges, skeletonsChemical bond modelingplanes, boatsgravityWhy do I think you are here?Awareness and respect for physics in the real (your) worldNot on the list: To learn to be physicists.To learn to solve problems.To learn to solve problems.“It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.”- Albert Einstein, 1921, commenting on Thomas Edison’s opinion that a college education is useless.Components of the course:LectureConcepts, depth, association with the rest of life, other disciplines, systematic technique, gotchas, class issues, hints, some problem solvingComponents of the course:LectureLabNot as integrated as we would like. Part of your P113 grade. Must do all 5 labs to get a grade in P113.Components of the course:LectureLabTextMore depth and associations, different approach, problems, not a substitute for lecture or doing problem setsComponents of the course:LectureLabTextProblem setsAbsolutely critical that you struggle with them and follow thru on particular personal questions/issues, taken up and graded for effort onlyComponents of the course:LectureLabTextProblem setsWorkshopMy way to help you help yourself!Components of the course:LectureLabTextProblem setsWorkshopProjectA fun break from the analytical.Components of the course:LectureLabTextProblem setsWorkshopProjectExamsEvaluation:E1 E2 E3 Final Lab PrSts Proj Cncpt mps1 --- 16% 16% 30% 12% 12% 12% 2%2 16% --- 16% 30% 12% 12% 12% 2%3 16% 16% --- 30% 12% 12% 12% 2%4 15.5% 15.5% 15.5% 15.5% 12% 12% 12% 2%5 15.38% 15.38% 15.38% 28.77% 11.55% 11.54% --- 2%Each scheme calculated, best average sets your place on the numerical curveI place grade boundaries on numerical curve… and if you don’t like that fact ...Thou shall come to class.Thou shall read the text.Thou shall do the problem sets (the right way!).Thou shall ask questions.Thou shall attend workshop.Thou shall participate in workshop.Thou shall strive to understand what is behind the problems and what thou dost wrong on them.Thou shall keep up with the class.Thou shall not CRAM for exams.Thou shall talk to ME the moment you sense impending doom. OR ELSE THOU SHALL GET SCREWED!The 10 Commandments of P113:The really, really important ones ...Problem sets (the right way)WorkshopDon’t cramFor those of you who like to pick and choose the commandments you follow ….And the keys to POST-PHYSICS NIRVANA areStatus Success rate (B- or better) SignificanceFrequent attendees (n=194) 85.6%Infrequent attendees (n=107) 49.5%Difference 36.0% 0.000 (p<0.01)StatusSuccess rate (C- or better) SignificanceFrequent attendees (n=194) 94.3%Infrequent attendees (n=107) 64.5%Difference 29.8% 0.000 (p<0.01)Roth & Yoshinaka: analysis of P113 (1999) and P113 (2000) grade correlation with workshop attendanceMore stuff:Workshops and section signupProblem sets and solutionsOffice hoursE-mail listLabs and lab section [email protected] assignment: Concept mapEXAMPLEEatflourwateryeastovenpanmeas cuprecipeteaspooningredientsSee handout.Due at start of class on Thursday (Sept. 5)ingredientsrecipeTeaspoon, meas cuppanoveneatYeast, water, flourrequiresMeasured usingWhich areCombine inCook iningredientsrecipeTeaspoon, meas cuppanoveneatYeast, water, flourMust combineMeasured usingAccording toCook ininingredientsTeaspoonpanoveneatflourWhile sitting ononWhile makingyeastwatermeas cupcontainscontainsSecond assignment: Problem Set 1Problem Set #1 (due September 12, 2002) - P113, Fall 2002Estimation, sig. figures, unit conversion, straight line motionChapter 1: 2, 16, 18, 19, 28, 32, 45, 53Chapter 2: 6, 10, 23, 28, 36, 48, 58, 71, 78This is posted on the class