PHYSICS 100
Great Ideas in Science
Fall 2006


Syllabus

Textbook information

Grading information

Tentative schedule

Instructor Information

Welcome to Physics 100, Great Ideas in Science. At this point you are starting the one class of your undergraduate academic career that you will surely not forget. The reasons for this are not that it is so very difficult. (Indeed, Physics does have a broad reputation for being difficult. I firmly believe this is more a matter of perception than reality. That's okay - let everyone think you are real brainy for taking this course.)  Rather, it will be because of what you will study and the environment in which you will learn. This is a survey course, an introduction to how the world works, at least to the point of how we understand that it works.  We'll scratch the surface and learn how to approach problem solving in a lot of different areas.

This course is a one-semester course, designed especially for the non-science major and an alternative to other traditional science offerings. It is based on the liberal arts. It has been cited by the Carnegie Foundation in the their report College - The Undergraduate Experience. (along with Harvard, Wellesley and Carleton Collleges - we are in good company!)

Physics is a very fundamental liberal arts course. Like other liberal arts courses we study it for its intrinsic value, not merely for its utilitarian benefits. Certainly studying electronics so as to be able to construct instrumentation or electronic devices is an honorable activity, but as a liberal art we study physics because we want to know how the world "works." Indeed, it has been called the most fundamental of all the liberal arts because one must understand the framework of the physical world in which we live before one can even begin to contemplate and formulate the deeper questions of life and our ultimate destiny.

Basically we explore ideas and concepts, not concentrating on mathematical models (and we do not apologize for the fact that much of science is communicated through the mathematics as a succinct and powerful language.) We concentrate on the basic ideas, some of them very thrilling such as relativity, quantum mechanics, and cosmology. We do not dwell at all on Newtonian Mechanics, possibly the most rigorous and perhaps boring of physics topics. We try to understand ourselves and the world by looking at how our understanding of the world has evolved, indeed even been revolutionized by these ideas. It is important to realize that understanding of the world does not come from rote memory of key facts and events. Rather, we'll be more successful in our quest if we learn to appreciate and be able to learn how the fabric of the world is made. The student must herself bring together the disparate facts and make sense of them as a comprehensive way of understanding the ramework of our universe and ourselves.

In some ways Physics will seem difficult. It will not necessarily be "easy" in that there will be a lot expected of you. But this promise is made - nothing will be asked of you that is beyond your capabilities. From one perspective you can consider physics easy in that it considers only very simple systems.  We do not explore complex adaptive systems as one might do in a biology course. It was Enrico Fermi who remarked that he became a physicist because physics was fundamentally simple. If he had wanted to memorize facts and vocabulary he would have become a botanist! But in fact we want to look at some of the ideas needed to explore complexity theory as well.

Not only are we exploring rather simple systems, one particle at a time to begin with, but we are also taking a new approach to the study of physics.  First of all, we are getting rid of the traditional lecture and the traditional lab. It is not to say that there was nothing of value taught in the traditional format (Indeed this department has been cited by NASA and the NSF for excellence in its lab and teaching of physics.) But the traditional lab has been sort of "sterile" in that the experimental aspect is separated from the "lecture" part. We are now calling the two parts the content and the activity rather than lecture and lab. Your professor will be talking with you rather than to you.)  Instead of  being a passive note taker you are now going to be actively involved the entire class time. We are going to integrate the content and activity so that as we consider one aspect of physics we will do the activity right here and now. You may come in any time and "catch up" or practice or "get ahead."

You will work at a computer station.. You will collaborate with one or two others. Actually, this is an integral part of your learning too. Studying and working alone is not how it is done in the "real world." If you were working in industry you'd probably be part of a team. You will be part of a team here. You will learn together, content and activity, problems , etc. We will be working with you on how to grade this, or what? You will have input in how things develop. Believe me, it would be far simpler for a professor to just lecture with chalk and blackboard. You might even benefit from the additional sleep time you would get. (Hah!) But we are together taking a risk in the hope that you will learn more physics and learn it better!
 
 

One last thing. Your mother does not work here! By this we mean that you are expected to help keep the lab in neat order and not expect your instructor to pick up after you. This includes straightening up the tables, computers, equipment and putting the chairs neatly in place at the end of  each class period. Many others use this facility too.  If you expect a custodian to come around between classes, Hello out there. Thanks for your cooperation.

Tutor:

Your Tutor for this semester is Alexandra Dadovich-Story. She is the college's Claire Booth Luce Scholar. She is very capable at doing Physics and will be able to help you. She will be available in MN205 at the following times:

 

Textbook:

Grading:

There are three areas of grading that are important to this course. The Activity part will be graded as a collaborative activity. That means one grade for your team. Everyone on the team will receive the same grade. There will be three periodic examinations which may have some component that is collaborative. The final exam will be entirely individual effort. Since all three of these areas are equally important we will weight them equally. If we decide to change things around we have the flexibility to do just that. 

        Activity (Labs, collaborative)     =  33 1/3 %
        Periodic Exams      =  33 1/3 %
        Final Exam             =  33 1/3 %
Academic Integrity:

In today's world we see so many examples of plagiarism, falsifying research and the like. None of these actions are ethical and are as distasteful as cheating. The college's policy on academic integrity will be followed in this course. Additionally, you will be expected to completely document lab reports and any other written or oral work, sources, etc. Your instructor will guide you through this process. This is not a burden to the student or professional scientist, but in fact is complimentary and may help justify results.

Your Tutor for this semester is Alexandra Dadovich-Story. She is the college's Clair Booth Luce Scholar and quite knowledgeable:

Times she is available in the lab for tutoring have not yet been identified. They will be announced.
Tentative Schedule:

BLOCK I: The Nature of Science as  Liberal Art
Reading:
Chapter 1: Introduction: The value of Science as a Liberal Art.
The Processes of Science.
Questions:
Chapter 1, Questions 1 - 10
Problems:
What could be done to raise the scientific literacy level of say, high school graduates, college graduates, or even the general public?
Computer:
Introduction to computers in the lab/classroom
Activity:
A-1: Introduction to the Laboratory and Procedures
Objectives:
1.1: Know the SI base units and their prefixes
 
1.2: Be able to explain the processes of science and what sets science off from other disciplines.

1.3: Be able to "navigate" through the computer system, accessing tools

1.4  Be able to explain Thomas Kuhn's insight into how science is done and how new models come about. 
 
1.5: Be able to discuss the limits of science. It is based on what science can find out about the world using the tools of science.
Reading:
Chapter 2 
  • Measurement
  • Scales of the Universe, length, mass
  • Functional Relationships
  • Nature of Problem Solving
Questions:
Chapter 2, Questions 1 - 6
Problems:
What is the difference between critical thinking and problem solving?
Video:
Powers of Ten
Activity:
A-2: Uncertainties in Quantities, Measured & Calculated
Objectives:
2.1: Be able to Understand the Process of Measurement 
 
2.2: Should Know and Apply the base units of the SI

2.3: Be able to explain and use the Power of Ten Notion that scientists use.
 
2.4: Be able to Identify and Distinguish Independent and Dependent variables
 
2.5: Be able to Articulate a step by step Process to Solve Problems.

2.6: Be able to explain why mathematics is the language of science.

2.7: Compare the rules of mathematics with grammatical rules of mathematics.

Wednesday, Sep 13th:

Lesson 3, Thursday, Sep 14th

Reading:
Chapter 3 - The Nature of Statistics and Probability in Describing the World
Questions:
How does reality and probability connect? Is there a cause and effect relationship between these quantities?
Problems:
 
Computer:
 
Activity:
A3: Ten Particle Binary System
Objectives:
3.1: Work in Collaborative groups, developing group dynamics to solve problems together.

3.2  Understand the difference between accuracy and precision.

3.3  Be able to explain what uncertainty is and what is has to do with science and the processes of science.

3.4  Be able to find the average value of a bunch of measurements.

3.5  Know the difference between probability based on inclusive vs exclusive or And vs. Or

3.6  Be able to calculate the probablities of the outcomes of simple events.
 
 
Reading:
Chapter 3 - Continued
 
 
Questions:
To what extent do science experiments prove a hypothesis?
Problems:
Discuss the role probability plays in making decisions about radiation hazards.
Computer:
 
Activity:
 
Objectives:
3.7:  Be able to explain how scientific experiments support or reject the tested hyposthesis. 
 
3.8:  Be able to articulate the nature of proof of an experiment
 
3.9:  Explain what a null hypothesis is.
 
 
 

Tuesday, Sep 20th:

Reading:
Chapter 4, Is Matter Particulate or Continuous in Nature?
Questions:
Problems: 
Objectives
4.1: You should be able to describe the five physical states of matter.

4.2: You ought to be able to explain what an Ideal Gas is and when it is appropriate to use it as a model in describing nature.

4.3: Be able to give a practical definition of "Never" or "Forever"

4.4: Be able to explain what is meant by Degeneracy.

4.5: Be able to List and explain the Laws of Thermodynamics

4.6: Be able to explain what Entropy is.
Activity:
A4: Kinetic Model Simulation
        The following is an actual question (with a slight editing change so as not offend some people) given on a U. of Washington Chemistry mid-term. The answer was so "profound" that the professor shared it with colleagues, which is why we have the pleasure of enjoying it as well. Bonus Question: Is Hell exothermic (gives off heat) or endothermic absorbsheat)?

        Most of the students wrote proofs of their beliefs using Boyle's Law, (gas cools off when it expands and heats up when it is compressed) or some variant. On student, however, wrote the following: First, we need to know how the mass of Hell is changing in time. So we need to know the rate that souls are moving into Hell and the rate they are
leaving. I think that we can safely assume that once a soul gets to Hell, it will not leave.
Therefore, no souls are leaving. As for how many souls are entering Hell, let us look at the different religions that exist in the world today. Some of these religions state that if you are not a member of their religion, you will go to Hell. Since there are more than one of these religions and since people do not belong to more than one religion, we can project that all souls go to Hell. With birth and death rates as they are, we can expect the
number of souls in Hell to increase exponentially.

        Now, we look at the rate of change of the volume in Hell because Boyle's
Law states that in order for the temperature and pressure in Hell to staythe same, the volume of Hell has to expand as souls are added. This gives two possibilities:

        1. If Hell is expanding at a slower rate than the rate at which souls enter Hell, then the temperature and pressure in Hell will increase until all Hell breaks loose.

        2.  Of course, if Hell is expanding at a rate faster than the increase of
souls in Hell, then the temperature and pressure will drop until Hell freezes over.

        So which is it? If we accept the postulate given to me by Ms. Teresa Banyan during my freshman year, "...that it will be a cold day in Hell before I go out with you.", and take into account the fact that I still have not succeeded in having a date with her, then #2 cannot be true, and thus I am sure that Hell is exothermic and will not freeze.
The student received the only "A" given.This student apparently at least understood the process of heat transfer.
 

Reading:
Chapter 4, continued
Questions:
Problems:
Video:
Chaos Theory revealed
Activity:
A-4: Chaos Experiment in Population Modeling

You can Play the Chaos Game. Here's how. On your Lab Computers is the software. Save on a floppy anything you've been working with. (If you are like me, you could lose it so SAVE. Go to My Computer and drive C:/. From here select the Chaos folder and click on the Chaos program. You have a choice of activities from Strange Attractors to Games to Fractals. Have fun and look for the conditions that cause Chaos.
Sally Ride, first American woman astronaut to fly in space.
Reading:
Chaos Theory
Questions:
 
Problems:
 
Computer:
 A4:: Chaos Theory and Population Dynamics
Objectives:
4.1: Be able to describe what is meant by "sensitivity to initial conditions"
 
4.2: Be able to explain the Butterfly Effect
 
4.3: Relate Strange Attractors to real world phenomena 
 
4.4: Describe the role Poincare' performed in recognizing the unpredictability of nonlinear dynamical systems. 
 
4.5: Explain what fractals are.
 


Block II:   Quantum Weirdness
Reading:
Chapter 5 - What is different about the world at the atomic and subatomic level
Questions: 
Problems:
Lab Activity:
A-5: Electron Beams in Magnetic Fields (Thursday)
Lesson 10, Tuesday, Oct 10th
  • The World of Atoms, Electrons, etc.
    •  
    Reading: Chapter 5, continued
    Questions: Questions 1 - 5
    Problems:
    Computer:
    Activity:
    Objectives:
  • 5.1: Be able to explain what Lord Kelvin described as a few tiny clouds on the horizon. 
    		•
    5.2: Be able to describe the Matter - Photon Interactions:
    • Black Body Radiation
    • Balmer Hydrogen Spectrum Series
    • Photo-Electric Effect
    • Compton Scattering
    5.3: Be able to describe Lord Rutherford's scattering experiment
    5.4: List the basic postulates of Bohr's Hydrogen Atom Model
    5.5: Describe how a cyclotron works
    5.6: Explain the classical and quantum pictures for matter and light. 
    Lesson 11, Thursday, Oct 12th
  • Chapter 6, Elementary Particles and High Energy Physics
    •  
    Reading: Chapter 6 - The world of Hadrons and Leptons - Inside the Nucleus
    Questions: Chapter 6, Questions 1 -9
    Problems:
    Computer:
    Activity: A:6: Determining the Size of a Molecule
    Objectives: You should be able to:
    6.1: Understand the realm of theFour Forces of Nature
    6.2: Recognize that Forces are a conseqence of matter itself
    6.3: Relate temperature and energy in matter
    6.4:  Contrast Hadrons and Leptons
    Lesson 12, Tuesday, Oct 17th
  • The Ultimate Building Blocks of Matter - Quarks!
    •  
    Reading: Chapter 6, continued
    Questions:
    Problems:
    Computer:
    Activity:  
    Objectives: You should be able to:
    6.5: Describe the Carriers of the Four Forces
    6.6: Explain why particle accelerators are used to study "inner space."
    6.7: Write down the 36 kinds of hadrons and leptons. 
    6.8: Relate energy and  temperature of interactions to the early history of the universe. 
    6.9: Explain what GUTs is.
    .
    Lesson 13, Thursday, Oct 19th
    Reading: Chapter 7, The Radiation Controversy
    Questions: Ask the Expert: - A set of hundreds of questions, everything you wanted to know aboiut medical and dental radiation. 
    Problems:
    Computer:
    Activity: A-7: Microwave Radiation and Properties of Microwaves
    Objectives: You should be able to:
    7.1: Explain the four main methods of energy transport.
    7.2: Describe the nature of electromagnetic radiation 
    7.3: Contrast Ionizing and Non-Ionizing Radiation.
    7.4: Explain the difference between Flourescence and Phosphorescence.
    7.5: Describe the operation of CRTs 
    7.6: Explain how Microwave Ovens work and describe health risks associated with their operation.
    7.7: Explain the issues involved with electric power transmission lines. 

    Friday, Oct 20th:

    Lesson 14, Tuesday, Oct 24th
    • Radiation Controversy, Continued
    Reading: Chapter 7, continued
    Questions:  Questions 1 - 4
    Problems:  
    Computer: Medical X-rays
    Activity:
    Objectives: You should be able to:
    7.8: Explain the Physical, Chemical and Biological Phases of biological damage from radiation.
    7.9: Understand the health effects of varying levels of radiation doses.
    7.10: Describe diverse sources of background radiation
    7.11: Contrast alpha, beta and gamma radiation.
    7.12: Describe the impact of Radon in the environment.
    7.13: Explain risks from medical radiation sources
    7.14: Describe the process of irradiation of food supplies and its impact on human health.


        Thursday    Oct 26th

    Your instructor will be gone the rest of this week attending a NASA Space Grant Director's Conference in New York City. There will be no class on Thurs, Oct 26th or lab on Thurs, Oct 26th. Here is a splendid opportunity to catch up on all of your work.

    Meeting with John Glenn

    Continue Chapter 7 and prepare for exam

     

     

     

            Midterm Break, Oct 27 - Oct 29


    Lesson 15, , Tuesday, Oct 31st
    • Graded Review 
    2nd "Opportunity to Excel", Chapters 5 - 7

    Note: This exam will also be individual effort.  Good luck.

     

    Block III: Nuclear Energy and Relativity
     

    Lesson 16, Thursday, Nov 2nd

    • What is Nuclear Energy?
    Reading: Chapter 8, Nuclear Energy
    Questions:  
    Problems:  
    Computer:
    Activity:  A8: Half-Life of Cesium 137
    Objectives:

    You should be able to:
    8.1: Explain the effects of the Arithmetic of Doubling

    8.2 Discuss relative facts on Energy Production and Consumption
    8.3: Distinguish between nuclear Fission and nuclear Fusion
    8.4: Describe how electricity is produced from Nuclear and Coal fired plants.
    8.5: Explain the problems and resulting emergency at Three Mile Island Nuclear Plant facility

    8.6 Understand the problems associated with the accident at Chernobyl.
    Lesson 17, Tuesday, Nov 7th 

     

    Lesson 18, Thursday, Nov 9th
    • Relativity and Its Applications 
    Reading: Chapter 9, Special Theory of Relativity
    Questions: 1 through 2
    Problems:
    Computer: CUPLE\Mechanics\Relativity
    Activity:
    Objectives: You should be able to: 
    9.1: Explain that The Special Theory of Relativity is based upon two postulates:
    a. Laws of Physics are the same in all Inertial Reference Frames 
    b. Speed of Light is constant in all reference frames
    9.2: Know that Simultaneous events in one reference frame are not simultaneous in another (that is in motion at a uniform speed relative to the first.)
    9.3: Discuss why Moving clocks run slow. This is called Time Dilation.
    9.4: Discuss why Lengths of moving objects appear to be contracted.
    9.5:  Explain that the fundamental postulates of Relativity tell us that the outcome of an experiment depends on the observer. 
    9.6:  Explain the Twin Paradox.
    9.7:  Describe the experimental basis for relativity

           Lesson 19, Tuesday, Nov 14th  
    Reading:  Chapter 10, General Theory of Relativity
    Questions:
    Problems:
    Computer: CUPLE\Mechanics\Relativity
    Activity:
    .    		 A-9 and A-10: Model Rocketry - This is a two week lab during which you will build a rocket, fly it, and construct a spreadsheet model that simulates the rocket's trajectory.
    Objectives:
     

    .

    		 You should be able to:

    10.5: The Relativistic Momentum of an object is dilated by the same factor, gamma, as time is expanded by.
    10.6: The Rest Energy of an object is mc2
    10.7: The Total E nergy of an object is E = g mc2 - mc2
    10.8: Describe what relativity has to do with nuclear energy, namely Fission and Fusion
    10.9:  Explain the difference between General and Special relativity
    10.10: List supporting experimental evidence for relativity:
    • precession of perihelion of Mercury (43" arc per century)
    • bending of light rays in solar eclipse.
    • atomic clocks
    • decay of Muons in the upper atmosphere
    • modern astronomical evidence
    10.11:  Compare Gravitational and Inertial Mass
    10.12:  State the Principle of Equivalence.
    Lesson 20, Thursday, Nov 16th
    • Introduction to Cosmology
    • Stephen Hawking's Universe

     
    Reading: Chapter 11, Cosmology
    Questions: Questions 1, 2
    Problems:
    Computer:
    Activity:  Video: Creation of the Universe, Part II
    Lab:  Complete Rocket Lab, Fly Rocket 
    There will be a contest in class in the morning for the best rocket. Have your rocket decorated ahead of time.
    Objectives: You should be able to:
    11.1: .Relate Einstein's Theory of Relativity to the evolving universe
    11.2: . Describe experimental evidence for the Expansion of the Universe.
    11.3:  Explain Hubble's Law and its connection to the Age of the Universe.
    11.4:  Contrast Flat, Open and Closed Universes.
    11.5:  Explain what the critical density of the Universe depends upon.
    Lesson 21, Tuesday, Nov 21st
    • Cosmology, Continued
    • Where did it all come from?  
    Reading: Chapter 11, A Theory of Everything??
    Questions: Questions 3 - 5
    Problems:  
    Computer:
    Activity: Video:  Stephen Hawkings Universe, An Answer to Everything
    A-10: Continue with Rocket Lab; Fly your rocket. Contest on best looking Rocket; develop spread sheet to predict height of rocket flight.
    Objectives: Recognizing that the Universe is expanding, you should be able to:
    11.6:  Compare early stages of development of the Universe:
    • T > 1012 K, Time < .0001 sec
    • T from 1012 to 5 X 109 K, Time .0001 to 4 sec
    • T ~ 109 K, Time  4 to 300 sec
    • T ~ 3000 K, Time 1012 sec
    11.7:  Describe evidence for the Big Bang
    11.8:  Explain what is meant by Standard Model
    11.9:  Temporal development of the Matter Universe of today:
    • Heavy Particle era
    • Light Particle Era
    • Radiation Era
    • Matter Era

    11.10 Describe How the Universe Came to be what it is today

    Nov 23rd -- Thanksgiving Break -- Enjoy!!

    Lesson 23, Tuesday, November 28th
    • Cosmology, Continued
    • How will it all end up? 
    Reading: Chapter 11, Where do we go from here? or The Ultimate Fate of the Universe
    Questions: Questions 6, 7
    Problems:  
    Computer:
    Activity: Video: Stephen Hawking's Universe: On the Dark Side
    Lab 11: 
    Objectives: Recognizing that the Universe is expanding, you should be able to:
    11.10:  Explain what the possible fates the universe may face.
    11.11: Describe the effects of missing mass on eventual fate of the universe. 
    11.12:  Review Cosmology from the very start to the very end of the Universe!

    Lesson 23:    Thursday Nov 30th
    • Graded Review 
    3rd "Opportunity to Excel", Chapter 8 - 11
    Note: This exam will be individual effort.  Good luck. Now you can enjoy the Thanksgiving holiday. Have a blessed event and be thankful for all we have.

    P.S. -  A palindrome is a word, phrase or a sentence which backwards forms a word which may have a totally different meaning.

     

    November 27th  is the First Sunday of Advent! Time is flying!!!  (Relativistically, at what speed might we travel to see effects slowed down??)

     

    Lab on Expanding Universe

    You are invited to a talk your professor is giving on the Star of Bethlehem. It will take participants on a journey, examining clues about the nature of the "Star" using scripture, recorded history, and science as seen through the eyes and mind of an astronomer. It will be held in Our Lady of Victory Chapel at 12:00 Noon, Sunday, December 3rd. No admission charge.This is a Christmas gift to you and yours.

    Block IV: What Does the Future Hold For Us, and How Do we Know it?
    Lesson 24:  Tuesday, Dec 5th
    Lesson 25, Thursday, Dec 7th
     
    Reading:   The Final Chapter continued; 
    Questions:
    Problems:
    Computer:  
    Activity:  Ethics Report on Millikan Oil Drop Experiment

     
    Objectives: You should be able to:
    13.1:  Discuss the pop;ulation of the Earth - 6 Billion people!
    13.2:  Discuss the limits of human population on consumption of resources and impact on the environment.
    13.3:  Predict the values of human population in the future
    13.4:  Discuss Chief Seattle's comments (1854)
    13.5: Discuss probable future of the earth as we know it.
    .
    Can Santa deliver all those packages to good little boys and girls?  

    Possible Extra Material:
    Reading: There will be some new material on Energy Production in the Arctic. This summer Dr. Flower visited Prudhoe Bay and the oil fields of the arctic. He saw a Grizzly bear with three cubs walking along the pipeline. We will discuss the ANWR and the effects on wildlife and the scientific, economic and political aspects of the decision to drill or not to drill in the ANWR. This is an entirely new section added and will be written in time for class to study. 
    Questions:
    Problems:  
    Computer: Statement from Department of the Interior:

          http://www.doi.gov/news/archives/010118b.htm    This reflects production as of January, 2001, when Greorge W. Bush took over. 

    :Short Term Energy Outlook

     

    World and Energy

    Caribou herds increased
     from 5,000 in 1970 to 25,000 today

        Table of Production values:        http://www.doi.gov/news/archives/010118c.htm 

        Alaska and the ANWR:       http://www.anwr.org/features/pdfs/McDowell_ANWR_Final.pdf

        Letter by Inupiat:       http://www.anwr.org/people/nageak.html

        Technology:       http://www.anwr.org/techno/techno.htm
     
        Wrestling over energy production in the ANWR:        http://www.platts.com/features/usenergypolicy/anwr.shtml 

                Ice Road in Arctic

        Energy Overview:       http://www.eia.doe.gov/emeu/aer/overview.html 

        DOE Energy Data:   http://www.eia.doe.gov/emeu/aer/contents.html 
        Endicott Island (Arctic Ocean)

        Energy Use in US:   http://www.ccities.doe.gov/documents/gen_fueluse.ppt
    Activity: Review for Final Exam



    Thursday, December 14th

    0800 - 1000 FINAL EXAM 

    Sample Final Exam
    This Final Exam will be comprehensive and of course be individual effort.  Good luck.

    Have a very Merry Christmas and a Blessed holiday season.

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