PHYS-151: Mechanics
Fall 2016

MWThF 10-10:50am, 109 Regents
T 10-11:50am, 119 Regents 

Contents

• General information
• Lecture format
• Tutorial format
• Laboratory format
• Homework
• Exams
• Grading policy
• Schedule
• Canvas course management system

General Information

Textbook

Matter & Interactions I: Modern Mechanics, 4th edition, by R. W. Chabay and B. A. Sherwood (Wiley, 2015).

A binder-ready loose-leaf version of the textbook is available from the publisher and Amazon.com for about half the price of the paperback version. Make sure to get the 4th edition.

Typographical errors in the 4th edition are listed in the Errata, available on the course site in Canvas

Course philosophy and goals

This is the first semester of a calculus-based introduction to physics, particularly suited to the needs of majors in physics and other sciences. The overall goal of the course is to introduce mechanics from a modern point of view. Modern physics is characterized by the search for broadly applicable, fundamental principles. Throughout the semester, we will emphasize the idea that it is possible to analyze and predict the behavior of a wide range of physical systems starting from just a small number of fundamental principles. We will also emphasize the atomic nature of matter, connections between microscopic and macroscopic descriptions, and modeling of complex systems.

Developing skill at solving problems is traditionally a central goal of introductory physics courses. While problem solving will play an important role in this course, we will devote considerable attention to developing conceptual understanding as well. Solving problems and mastering concepts are closely linked; only after you have mastered the underlying physical concepts and principles will you be able to apply them effectively to solve problems. Since the best way to learn physics is through active involvement in reading, applying concepts, solving problems, and explaining your understanding to others, only part of the scheduled class time will be spent on lectures of the traditional sort. Instead, we will adopt various forms of peer instruction that promote conceptual learning and require your active participation in the learning process.

Learning Goals

• Recognize that the power of physics lies in its ability to explain and predict a wide range of phenomena by starting from just a few fundamental principles,
• Gain a functional understanding of the momentum, energy, and angular momentum principles, which govern the behavior of interacting particles. Be able to apply these principles at the conceptual level, in mathematical and quantitative contexts, and in computer simulations to understand the structure and dynamics of a broad range of systems.
• Strengthen your ability to construct a scientific argument and communicate it both orally and in writing. Learn how to work collaboratively to enhance your understanding of scientific concepts and problem-solving approaches.

Description of Lecture format

MWF 10-10:50am, Regents 109

During most lecture periods, we will use a Peer Instruction format that makes you an active participant in the learning process within the classroom. I will stop two or three times and project a multiple-choice question (or describe a simple demonstration) intended to develop your facility with the concepts being studied. You will have one minute to think about the question (or make a prediction for the demonstration) on your own, and then the class will vote on the answer. You will then have another minute or two to discuss the question with your neighbor, after which the class will vote again. Depending on the results, we may have further discussions about the question or the underlying concept, or perhaps move on to the next topic. This format gives me immediate feedback on your understanding of the material and gives you frequent opportunities to solidify your grasp of new concepts by using them and explaining your reasoning to others.

In order for this format to succeed, it is important that you do the reading before coming to class.

Note also that participation in these ConcepTests counts for a small percentage of your final course grade.

Description of the Tutorials in Introductory Physics

Th 10-10:50am, 109 Regents

Tutorial sessions are designed to engage you in the type of active intellectual involvement that is necessary for developing a functional understanding of physics. The focus is on mastering concepts rather than on developing quantitative problem solving skills.

The tutorial component of the course consists of three parts:

• Pretest
  You will do one set of pre-tutorial exercises in lecture each week. These pretests, which should take 5 to 10 minutes to do, are required, but they will not be graded or returned, and you are not expected to study for them. They are intended to get you started thinking about the subject of the next tutorial, and to help the instructors identify difficulties that you may be having with the material.
• Tutorial
  The tutorials will help improve your understanding of important physics concepts. Generally, but not always, you will have already encountered these concepts in the reading or lectures. During the tutorial session, you will work in groups of three or four on worksheets. Sometimes you will have some simple demonstration equipment. It is crucial that you talk with your partners and verbalize your ideas as you proceed through the worksheet together. The instructors will help you with the discussions, but they will not necessarily tell you whether you are right or wrong at any given moment. Although this may seem frustrating at first, the purpose is to give you the opportunity to learn how to think like a scientist. The worksheets will not be collected or graded, but attendance is mandatory. If you do not have time to complete the worksheet during the scheduled tutorial session, you are strongly urged to finish it on your own, as it will be helpful for doing the tutorial homework.
• Homework
  Tutorial homework will be handed out during each tutorial session. It will be due at the beginning of the following session. The grading will emphasize the quality of the solutions.  Completely correct responses for which no explanations are provided may only receive a minimal grade. Conversely, a solution that includes well-reasoned and well-articulated explanations but fails to arrive at a correct response due to a minor arithmetic error may receive nearly full credit.

Laboratory policies and information

T 10-11:50am, 119 Regents
Laboratory attendance is mandatory

What happens in the lab?
The laboratory offers hands-on experiments and computer modeling activities. These are integrated with the material covered in lectures and tutorials, and with exam problems.

Checkpoints and homework
The labs count for 12% of your course grade. During each lab period, there will be 2-4 checkpoints, where you should discuss your results with the instructor or teaching assistant. These in-class checkpoints will count for 1/2 of the laboratory grade. The other 1/2 will be based on follow-up problems to be turned in the following Friday.

At the end of each lab period, show your lab to the TA in order to get credit for the checkpoints.

What if I miss a lab?
You are permitted one make-up lab for the semester. Please contact the TA as soon as possible to schedule a time to make-up the lab. If you have a legitimate excuse for missing more than one lab (illness, athletic events, etc.) please let the TA know.

Homework 

The reading assignment for each lecture period is listed in the schedule.

Approximately ten problems will be assigned each Friday. (They will be handed out in class and posted on in the Assignments section in Canvas.) The assignment will be due the following Friday by 5:00 pm. Late homework will not be accepted. Of the assigned problems, we will randomly choose two to be graded each week. Solutions to all the assigned problems will be posted on the following week.

Each lab will be followed up with a short homework assignment. The lab assignment will be handed out during the lab session on Tuesday and will be due at the end of the week (5pm Friday). The lab assignments will be graded in full.

There will also be homework associated with each tutorial. This will be handed out during the tutorial session and will be due at the beginning of the next tutorial session.

One of the main ways you will learn the material is by doing the homework. You are encouraged to discuss the assignments with your fellow students and with the instructors and TAs, but you should first try them on your own. This will allow you to organize your thoughts and identify areas of difficulty. Please keep in mind that whatever you turn in must be your own work. If two students turn in nearly identical solutions, neither will get credit! Simply copying someone else's work without understanding it is not only a violation of the Georgetown Honor System, but also a way to guarantee poor performance on the exams. In writing up your assignments, whether textbook- or tutorial-based, remember to explain or show the reasoning you used to solve each problem; just having the right answer is not enough!

Exams

There will be two exams during the term, and a final exam as scheduled by the Registrar. Exams will include textbook-like problems as well as conceptual questions and will cover material from all components of the course (lecture, tutorial, and lab).

Exam #1
Tuesday October 4, 10-11:50am

Exam #2:
Tuesday November 8, 10-11:50am

Final Exam:
Monday December 19, 9-11am

Grades

The course grades will be computed as follows:

Schedule

This is a tentative schedule for lectures, labs, and tutorials. Please check the course web pages for changes and updates. Reading assignments refer to Matter and Interactions I: Modern Mechanics, 4th Edition, by Chabay and Sherwood.