Physics 1110

Introductory Physics

Fall 2009

 

An Interactive Computer Integrated Physics Environment 


Syllabus

Textbook information

Grading information

Tentative schedule

Instructor Information

Welcome to Physics 1110, Introductory Physics. You are starting the one class of your undergraduate academic career that you will for 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.) Rather, it will be because of all that you will learn and the environment in which you will learn. This is a survey course, an introduction to how the world works. But it is more than that. It is also a journey into a more quantitative, approach which will definitely be needed if you plan to go on in engineering, graduate school in any of the sciences or even medical school. We'll merely scratch the surface but in a very sophisticated manner and learn how to approach problem solving in a lot of different areas.

I want to place some emphasis on this point. First, understand that there will be nothing in this course that will be beyond your ability. But at the same time it will be extremely unforgiving if you get behind. You'll really need to stay up to date with problem sets, lab reports and the like. Given that, you'll find yourself quite capable of doing physics. In fact, you should find it actually fun and satisfying. If you do get behind, I'll work with you to catch you up but recognize it will not be easy. It is far easier to stay up to date rather than to catch up.

Physics is the foundation of the other sciences and a very fundamental liberal arts course. Some would argue that it is the most fundamental and most important of the liberal arts for if we do not understand the framework of the world in which we live and how it works, how can we dare to claim to know the other disciplines at all? This is indeed where the Greeks started. Like other liberal arts courses we study physics for its intrinsic value, not 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 "ticks." Only then can we begin to comtemplate and formulate the deeper questions of life and our ultimate destiny.

In some ways Physics may 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 (assuming you meet the minimal prerequisites of the course.) Our curriculum selects relevant topics in an orderly sequence that makes sense on a broader level. We discuss these details in class. 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 is fundamentally simple. He said that if he had wanted to memorize facts and vocabulary he would have become a botanist! This is certainly true. They say it takes 50,000 components to be correctly placed for a human eye to work right, but in physics we may study the motion of a single point projectile which we frequently treat as a point object. Physics is doable because we make certain assumptions that make it simple. Then we add perturbative complications, one at a time, that make it appear overwhelmingly difficult. Perhaps a lot of it is in how we approach problems and their solutions. Once you learn how to make the right assumptions then prceeding forward is trivial.

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. This is a radically new approach that should really be exciting! That is why we are calling it Parlor Physics. (The classroom is called the parlor. Of course, that is debateable, especially since we do not have a carpeted floor and deep, luxurious carpets, or a fireplace to curl up in front of. But it is meant to be the informality of the a parlour that is our classroom.) 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 both NASA and the NSF for excellence in its lab and the 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. Instead of  being a passive note taker you are now going to be actively involved during the entire class time. Your instructor will be using a PC Tablet so that daily lecture (content) notes will available to you in Blackboard. We are going to integrate the content and activity so that as we consider a specific aspect of physics we will do the activity right here and now. The activities (labs) are designed to reenforce the content part (lectures.) As such, you need to do them in a timely fashion. Typically the writeups will be due within a week of the scheduled laboratory time. After that the grade on them will be zero (except for special circumstances.)

You will work at a computer station - part of the physics parlor. 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!

Your station will have a PC computer at it. The computer will work with Video Point and Interactive Physics as software that will integrate the tools you will need to do great physics.   This is a radical shift in the existing paradigm. On it is loaded Mathematica for equation solving, Excel as a spreadsheet with graphing, analytical tools, WORD for word processing so you can do reports, etc, and connected to MBL (micrcomputer based lab) probes (motion and force detectors) etc. Additionally we have a multimedia computer with digital video capability to network with your system. We have some software with video images that have been developed by some of the best physics teachers in the country. Together the parlor might be something new and different. It will be challenging but great fun too. You'll be doing "real world physics" the way the real world actually works.

You will be computer literate (admittedly you probably already are so) and successful completion of this course will meet the college's computer literacy requirement. (This you'll need to check with computer center and your instructor on specific details as individual department's you might major in may have some special requirement.)  By the end of the year you will certainly exceed any literacy standards one might expect in an undergraduate institution. These tools are standard tools that are used virtually everywhere. That means they will be helpful to you in your future coursework and at some job as well.

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 (we actually got new chairs this summer!!!) neatly in place after 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.

Textbook:

Wow! This is one really big difference from a lot of other coruse. You will NOT have a textbook. Instead, you will be able to purchase a CD from the Bookstore. This CD is your etxtbook. Be sure you install it on the computer you will be using for the semester.

This is dramatically cheaper than a traditional textbook and if you use it (assuming you actually read a textbook) you'll find that examples and figures are, in some cases, actually animated and interactive. Hopefully, this should make things easier for you to "see" new ideas. Some ideas will definitely be supplemented by the instructor so class attendance will be important. As mentioned above, all the notes presented in class by your professor will be available through Blackboard. Consequently, you don't need to "take notes" in class, but rather seriously pay attention to what is going on. That shouldn't be too hard.
Grading:

There are three areas of grading that are important to this course. The Activity part will be graded via individual exams. There will be three periodic examinations which will be individual effort. The final exam will also be individual effort. Since all three of these areas are equally important we will weight them equally but participation and attendance will also count. 

        Activity (Labs, collaborative)     =  30 %
        Periodic Exams (individual and collaborative)     =  30 %
        Final Exam (individual)            =  30 %

    Attendance and Participation = 10%


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 strictly 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 Elizabeth Bernhardt.

Tutoring Hours:

Mendel 400
Tues: 3:30pm-5pm
Thurs: 10am-12pm

Blackboard discussion groups starting Wednesday as well:
MWF: 12-12:30pm
MW: around 9pm for 30 minutes


Tentative Schedule:

NO Lab on Wednesday, 9 September

BLOCK I: MECHANICS I ( Units 1 - 6)
Lesson 1: Thursday, Sep 10th
 
 
Reading:
.

Unit 0: Introduction, Sections 1 to 24

Unit 1: Measurement and Mathematics, Sections 1 - 23
Unit 2: Motion in One Dimension, Sections 1 - 35
Questions and Problems:

.
.

 Unit 0: - - -
Unit 1: C4, C5
Unit 2: C3, C5, C8
Problems:
.

Unit 0:  - - -
Unit 1: 2.4, 2.6, 3.4, 8.5, 10.1, 10.3, 13.2, 17.5, 18.1, 18.2, 19.1, 22.1

Unit 2:  2.4, 3.2, 4.5, 4.6, 5.3, 7.1, 9.1, 11.1, 11.5, 13.4, 13.13
Computer:

.

 None
Activity:

A-1: Introduction to the Laboratory and Procedures This will be discussed prior to and during the first laboratory experience
Objectives: You should 

Measurement and Mathematics
1.1:  Know the Standards of Length, Mass, and Time.
1.2:  Be able to explain Matter and Model Building
1.3:  Be able to "navigate" through the computer system, accessing tools
1.4:  Distinguish between a Theory and a Law of Science.
1.5:  Be able to  Dimensional Analysis and Conversion of Units. 
1.6:  Understand and be able to use significant figures.
1.7:  Make Estimates and Order-of-Magnitude Calculations.

Motion in One Dimension.
2.1:  Define Position, Velocity, and Speed. 
2.2:  Distinguish between Instantaneous Velocity and Speed.
2.3:  Understand how Acceleration affects motion.
2.4:  Construct and interpret Motion Diagrams. 
2.5:  Solve problems of One-Dimensional Motion with Constant Acceleration. 
2.6:  Memorize and use Kinematic Equations Derived from Calculus.
2.7:  Apply General Problem-Solving Strategies.
Lesson 2, Tuesday, Sep 15th
Reading: Unit 2: Motion in One Dimension, Sections 1 - 35
Unit 3: Vectors, Sections 1 - 19 
Questions:

Unit 2:  C3, C5, C8
Unit 3: C2, C5, C7
Problems: Unit 2:  2.4, 3.2, 4.5, 4.6, 5.3, 7.1, 9.1, 11.1, 11.5, 13.4, 13.13
Unit 3:  1.2, 3.2, 4.3, 5.1, 6.1, 6.4, 11.4
Computer: None
Activity: A-2: Uncertainties in Quantities, Measured & Calculated (A measure of Reaction Time)
Objectives: One Dimensional Motion

2.8: Review Unit 2 objectives 2.1 - 2.7
2.9: Given a graph of position and velocity vs. time, be able to find determine the other quantities and describe the motion of the object

2.10: Be able to solve problems of Freely Falling Objects..

2.11:  Memorize and use Kinematic Equations Derived from Calculus.
2.12:  Apply General Problem-Solving Strategies.

Vectors
3.1:  Be familiar and able to use various kinds of Coordinate Systems

3.2:  Know the difference between Vector and Scalar Quantities. 
3.3:  Explain Some Properties of Vectors.
3.4:  Be able to express a vector into its Components
3.5:  Be able to add and subtract vectors both graphically and algebraically.

Lesson 3, Thursday, Sep 17th

 
Reading: Chapter 4:  Motion in Two Dimensions, 0 - 10 and 14 - 19
Questions: Chapter 4:  C1, C2, C3, C4
Problems: Chapter 4:   1.3,2.1,4.1, 4.3,8.1, 8.2, 8.9, 8.10, 10.1, 15.1, 15.3, 15.4
Computer: ProSolv - Subject: Mechanics
Activity: A-3: Ultrasonic Motion Detector: x, v, a, t Relationships (Coffee Filters)
Objectives: 4.1: Work in Collaborative groups, developing group dynamics to solve problems together

4.2: Practice using ProSolv software to solve problems of 1-dimensional motion including free-fall problems
4.3: Be able to use the limiting process for the kinematic quantities of velocity and speed. 
4.4: Be able to solve problems usingthe Position, Velocity, and Acceleration Vectors.
4.5: Describe and solve problems of Two-Dimensional Motion with Constant Acceleration. 
4.6: Solve problems of Projectile Motion. 

Now, if you get really good at determining 2-d trajectories, try this: Trajectory

Lesson 4, Tuesday, Sep 22nd
Reading: Unit 5 - Force and Newton's Laws, Sections 0 - 34 


Questions: Unit 5:  C1, C2, C4, C5
Problems: Unit 5:  2.1, 4.3, 4.4, 5.2, 5.3, 5.5, 5.14, 10.2, 11.2, 14.2, 19.2, 19.4, 20.5, 25.1, 28.5, 30.1
Computer: Video Point Software
Activity: A-4: Free Falling Body (1-d), Video Point
Objectives: Force and Newton's Laws

5.1: Understand the The Concept of Force and explain its relationship to motion

5.2:  Explain Newton's First Law 

5.3:  Contrast Inertial and Gravitational Mass
5.4:  Articulate Newton's Second Law and solve problems using it.
5.5:  Explain the relationship between Mass and Weight. 
5.6:  Explain Newton's Third Law. 
5.7:  Describe how all three of Newton's Laws are effectively a description of how motion takes place.
5.8:  Apply Newton's Laws in solving motional problems.
5.9:  Explain how Forces of Friction are real world effects on motion.

.

Lesson 5, Thursday, Sep 24th

 

Reading: Unit 6:  Applications of Newton's Laws
Sections 0 - 14
Questions: Unit 6:  C1, C3, C5
Problems: Unit 6:   1.1, 1.3, 1.4, 3.2, 6.1, 7.2, 7.6, 9.1, 9.2, 11.1, A.4, A.7, A.8
Computer: ProSolv - Subject: Mechanics
Activity: A-5: 2-d Projectile Motion, Video
Objectives:

6.1: Work in Collaborative groups, developing group dynamics to solve problems together
6.2: Practice using ProSolv software to solve problems of 1-dimensional motion including free-fall problems
6.3: Practice using ProSolv software to solve problems of 2 and 3 -dimensional motion including free-fall problems
6.4: Be able to solve problems using accelerating and decelerating reference frames. 
6.5: Describe and solve problems of Motion in Accelerated Frames
6.6: Solve problems of Motion in the Presence of Resistive Forces. 
6.7: Apply the process of Numerical Modeling in Particle Dynamics 
6.8: This is called "Real World" Physics.

. . . 
Lesson 6, Tuesday, Sep 29th
Reading: Chapters 1 - 6
Questions:    . Complete all unanswered assigned questions
Problems: Complete all incomplete assigned problems
Computer:
Activity: A-5: 2-d Projectile Motion, Video, complete work started
A-6: Air Track - Measuring Instantaneous Velocity vs. Average Velocity
Objectives:

For your exam, expect problems with

2-d Motion, Projectile Motion, Applications of Newton's Law, friction and related "Real World" problems.



Dr. Flower and astronaut Dr. Sally Ride
Lesson 7, Thursday, Oct 1st

1st "Opportunity to Excel", Units 1-6.

Block II:   MECHANICS II (Units 7 - 11)
Lesson 8, Tuesday, October 6th

Reading:
 Unit 7, Sections 0 - 35
Conceptual Problems: Unit 7, C.1 through C.5
Problems:
Unit 7, 1.1, 1.4, 2.2, 3.3, 8.1, 8.3, 9.1, 9.4, 9.8, 15.1, 15.4, 15.6, 17.2, 20.4, 22.2, 23.1, A2, A-9, A-11, A-12
Class Activity:
Pizza Party!!!
Lab Activity: A7: Determining Acceleration on a Sliding Block
Objectives: You should be able to:

7.1:  Define Work
7.2:  Describe Work Done by a Constant Force
7.3:  Perform the math needed to take scalar or dot product of two vectors - this operation results in a scalar quantity


7.4:  Find the Work done by a varying force: 

7.5:  Define Kinetic Energy
7.6:  State the Work-Energy Theorem and use it in solving problems.

7.7: Define Potential Energy

7.8: Describe the Potential Energy for spring and gravity dependent systems.
7.9:  State a useable form of Conservation of Energy

7.10: Define Power and be able to calculate it for a system.

7.11: Review Exam # 1 (See Results in Blackboard)
Lesson 9, Thursday, Oct 8th

 


 
Reading: Unit 8 Sections 0 - 31
Questions:
Problems: Complete Problems assigned in Unit 7
Computer:
Activity:
Objectives:
Do two objects of different masses fall at the same rate?

7.9:  Define Potential Energy

7.10:  Distinguish between conservative and non-conservative forces.

7.11:  Explain the relationship between Conservative Forces and Potential Energy

7.12:  Solve problems using energy, and conservation of energy

7.13:  Use energy diagrams to explain problems. 



Review Chapter 7 using Flower's Statement of Conservation of Energy. Work problems from this chapter.

Win + Uo + Ko =  Wout + Uf + Kf


Do not be concerned with signs of + or - in energy or work.  Select a consistant convention for zeros of energy. Workout is often work done against friction and is placed on the output side of the equation. Workin may come from heat, energy in a gallon of gasoline, etc.



A-9: Modeling Particle Dynamics Using a Personal Computer


Lesson 10, Tuesday, October 13th  
Reading: Unit 8  Sections 0 - 31
Questions: Unit 8, C1, C3, C5, C8:

Problems: Unit 8: 1.3, 1.5, 3.3, 3.6, 3.10, 7.1, 7.3, 11.1, 12.1, 15.1, 20.1, 20.5, 21.2, 22.1 
Computer: Pro Solv, Momentum
Activity:
A-8: Conservation of Energy:The Bow and Arrow
Objectives: You should be able to:

8.1:  Define Linear Momentum.

8.2:  State how Conservation of Momentum applies to real world problems, and the relationship between Momentum and Newton's Second Law.

8.3:  Define impulse as the change of momentum and give examples of its application.
F = Dp/Dt

F Dt = Dp

8.4:  Solve Problems of Conservation of Momentum in both One and Two Dimensions


8.5:  In an Inelastic Collision the Kinetic Energy is NOT conserved but the Linear Momentum is ALWAYS conserved. Linear Momentum is Conserved in all collisions while Energy may not be conserved in a specific collision. Linear Momentum is ALWAYS conserved in collision problems.


8.6:  Solve Problems involving Rocket Propulsion recognizing that mass is not constant. Rocket motion is effectively a conservation of momentum problem with changing mass and changing acceleration. The acceleration changes because ( F=ma ) the mass is decreasing as fuel is consummed.



Lesson 11, Thursday, October 15th
Reading: Unit 9  Sections 0 - 16
Questions: Unit 9: C1 (assume a horizontal circular path), C2, C4, C10
Problems: Unit 9:  2.1, 2.4, 4.2, 4.4, 7.1, 7.4, 7.5, 8.2, 8.4, 9.1(this is at valley Fair), 9.3, 11.1, 12.1, 12.5
Computer: Euler's Method of Iteration
Activity:

A-10: Ballistic Pendulum

A-11: Impulse on an Air Track

Objectives: You should be able to:

9.1:  .Describe Uniform Circular Motion as motion in a circular path with a constant speed (velocity is always changing because direction is changing) and a constant radius.

9.2:  Define Period as time to return to original position.

T = 2pr / v

9.3:  Define Centripetal Acceleration as The centrally directed acceleration of an object due to its circular motion.

ac = v2/ r

9.4:  Understand the source (i.e., the derivation - see Section 9.5 of your text) of Centripetal Acceleration. Note that this is NOT what some mistakingly call "centrifugal accelaration")


9.5: Recognize that a Force causes a body to be accelerated towards the center of a circle. According to Newton's Second Law:

Fc= m v2 / r

where the centripetal force continuously "pulls" an object towards the center of the circle. Otherwise, according to the First Law, it would continue outwards motion in a straight line.

9.6: Be able to draw freebody diagrams and solve problems for a car driving around a banked circular track. recognize that a curved road simply is just a part of a an arc of a circle. See Stock Car Science

9.7: Be able to describe the forces on a pendulum, draw a freebody diagram of these forces, and solve for the unknown period, velocity or radiius. See Section 9.9 of the text.

9.8: Be able to describe the forces on a pilot and his/her airplane when performing an aerobatic maneuver called a "loop." Draw a freebody diagram for all positions in the loop, write and solve equations for speed and "g-forces" a pilot experiences in the maneuver.

 

 
Lesson 12, Tuesday, Oct 20th
 
Reading: Unit 10: Sections 0 - 21
Questions: Unit 10:    C2, C3
Problems: Unit 10:  1.1, 2.1, 2.4, 3.1, 3.5, 4.2, 9.1, 9.2, 9.7, 14.1, 14.6, 15.1, 15.3, 17.3, A.1, A.3
Computer:
Activity:

Objectives: You should be able to (yeah, really)

10.1:  Define Angular Measure in Radians (the "natural measure"), degrees, and revolutions and equate them. The angle in radians equals the arc length s divided by the radius r. As you may recall, 2p radians equals one revolution around a circle, or 360°. One radian equals about 57.3°. To convert radians to degrees, multiply by the conversion factor 360°/2p. To convert degrees to radians, multiply by the reciprocal: 2p/360°. The Greek letter q (theta) is used to represent angular position just like x or s represents linear displacement. Angular Motion can be summarized HERE..

 

10.2:  Recognize that Angular Displacement is simply:

Dq = q f- qi.


10.3:  Recognize that Angular Velocity is described as the angular displacement per unit time. Keep in mind the direct comparison with linear translation. (After all, a straight line, 1-d motion, is like a string wrapped around a circle unwound to form a straight line.)

wavg = Dq / Dt

w(t) = winst = dq / dt (Instantaneous value, just like v = dx / dt)


10.4:  Recognize that Angular Acceleration is defined as the change of angular velocity per unit time (just like linear accelaration is the change of linear velocity per unit time.)

aavg = Dw / Dt

so that

a(t) = ainst = dw / dt = d2 w / dt2

10.5: Know and Explain the standard equations of rotational motion (kinematics.) These are directly analagous to those for translational motion:

s = r q
v = r w
a = r a

v=vo+at
w = wo+at
 

x = xo + vot + 1/2 a t2

q = qo + wot + 1/2 a t2

 

10.6: Solve Problems for rotational motion with uniform angular acceleration. See Table in Section 10.9.

10.7: Recognize that velocity, a vector quantity, has both a radial (towards the center of the circle of its motion) and a tangential velocity, tangent to the arc of the circle on which the motion takes place.

so vt = r w

10.8: Understand that similar to that above (Objective 10.7) that accelaration can have both a radial (inward) and tangential component. In other words, in some cases the speeed along the circular path may also change. We can then write:

at = r a

 

Dr. Flower with Astronaut Mae Jemison


 

Lesson 13, Thursday, Oct 22nd




 

Meeting with John Glenn




Rotational Dynamics

Reading: Chapter11, Section 0 - 14 (the balance will be completed on Tuesday, 3 November.)
Questions: Chapter 11, C1, C4, C5
Problems: Chapter 11, 1.1, 2.1, 2.4, 3.1, 4.1, 4.2, 5.1, 6.1, 8.1, 8.4, 11.1, 12.1
Computer:


 
Objectives:

You should be able to:

11.1:  Define Torque as r X F

11.2: Define and Calculate the Vector Cross Product

 

11.3: Demonstrate the direction of the resultant vector (from a cross product) using the right-hand rule.

11.4: Show that A × -B = -A × B

11.5: Think of Rotational Laws of Motion as analagous to Newton's Laws of Translational Motion.

  • An object not rotating tends not to rotate. An object rotating tends to keep rotating, unless acted upon by an external torque.
  • An external torque changes the state of rotational motion such that St = I a (where I is the Moment of Inertia, the analogue to the inertial mass and a is the angular acceleration, analgous to the translational acceleration.)
  • For every torque there is an equal and opposite reactive torque.

11.6: Define and calculate the Moment of Inertia for a variety of objects.

11.7: Recognize that the total Moment of Inertia is merely the SUM of the moments contributed by individual pieces.

11.8: Solve problems involving Atwood's Machine with a pulley that has a non-zero mass and a non-zero Moment of Inertia.

 
   

 

Lesson 14, Tuesday, October 27th - NO Class - Faculty Meeting

 

Lesson 15, Thursday, October 29th,

2nd "Opportunity to Excel", Units 7 - 11

 

 


  A-12/13: Rocket Lab - a double weight lab. Begin construction of the rocket. It needs to be ready to fly on Wednesday,October 29th. (We ordered good weather of course!) During your lab time on Wednesday we'll use the ULI Force probes to measure the thrust of the rocket engine. We'll use 1/2 A6-2 engines. (1.25 N-s Impulse) This lab essentially combines all we've learned about conservation of momentum, energy, forces (thrust), viscous retarding forces of the atmosphere, impulse and trajectories. Throughout this lab, as in others, we continue to test theory with practice, to predict and to compare with reality. Do they overlap within uncertainties?

        Midterm Break, Oct 30th

Tuesday, Nov 3rd


Rotational Dynamics

Reading: Chapter11, Section 0 - 14 (the balance will be completed on Tuesday, 3 November.)
Questions: Chapter 11,
Problems: Chapter 11,
Computer:


 
Objectives:

You should be able to:

11.1:  Define Torque as r X F

11.2: Define and Calculate the Vector Cross Product 

11.3: Demonstrate the direction of the resultant vector (from a cross product) using the right-hand rule.

11.4: Show that A × -B = -A × B

11.5: Think of Rotational Laws of Motion as analagous to Newton's Laws of Translational Motion.

  • An object not rotating tends not to rotate. An object rotating tends to keep rotating, unless acted upon by an external torque.
  • An external torque changes the state of rotational motion such that St = I a (where I is the Moment of Inertia, the analogue to the inertial mass and a is the angular acceleration, analgous to the translational acceleration.)
  • For every torque there is an equal and opposite reactive torque.

11.6: Define and calculate the Moment of Inertia for a variety of objects.

11.7: Recognize that the total Moment of Inertia is merely the SUM of the moments contributed by individual pieces.

11.8: Solve problems involving Atwood's Machine with a pulley that has a non-zero mass and a non-zero Moment of Inertia.

11.9:



   

 

 


BLOCK III: Equilibrium, Gravity, Fluid Mechanics and Mechanical Waves

Lesson 17, Thursday, Nov 5th



Reading: Unit 12, Static Equilibrium and Elasticity,  Sections 0 - 18
Questions: Unit 12,
Problems: Unit 12,
Computer:


Activity:  See Examples 12.1 to 12.5. These are examples of Rigid Objects in Equilibrium.
Objectives: You should be able to:

12.1:  Understand the conditions for equilibrium
            S t = 0  and   S F  = 0
12.2:  Recognize the difference between Center of Mass and Center of Gravity - The C.G. is located at the C.M. as long as g is uniform over the entire object.
12.3:  Define Young's Modulus, Shear Modulus and Bulk Modulus.
12.4:  Replicate assigned demonstration exercises




Lesson 18, Tuesday, Nov 10th

Gravity and Orbits

 

 


Reading: Unit 13, Universal Gravitation, Sections 0 - 35
Questions: Unit 13,
Problems: Unit 13,
Computer:


Activity: Work out Example Problems 13.2, 13.4 - 13.8 It is not unlikely that similar problems will appear somewhere in the near future.
Objectives: You should be able to:

13.1:  Understand Newton's Law of Universal Gravitation

13.2:  Recognize how g varies with altitude h.

13.3:  State and explain Kepler's Laws of Motion
           a.  All planets move in elliptical orbits with the Sun at one focal point of the ellipse.
           b.  The radius vector drawn from the Sun to a planet sweeps out equal areas in equal time intervals.


c.  The square of the orbital period of any planet is proportional to the cube of the semimajor axis of the elliptical orbit.


13.4:  Calculate distances to solar system planets given their respective orbital periods. See Table 13.2 of the text, page 399.

13.5:  Explain why a geosynchronous satellite stays at the same location above the Earth.

13.6:  Describe the difference in total energy of objects in circular and elliptical orbits.

13.7:  Define "escape speed" and calculate it for various objects.


Lesson 19, Thursday, Nov 12th

Reading: Chapter14, Fluid Mechanics, Sections 0 - 28
Questions: Chapter 14,
Problems: Chapter 14,
Computer:
Activity:
Objectives: 14.1:   Understand that matter is particulate in nature; i.e., it is made of particles called atoms and molecules
14.2:  Be able to describe the four states of matter.
14.3:  Pressure is a force distributed over an area   P = F / A

14.4: Pressure varies directly with depth. i.e. the absolute pressure P at a depth h below the surface of a liquid open to the atmosphere is greater than atmospheric pressure by an amount rgh

14.5 Be able to explain the difference between absolute pressure and gauge pressure.

14.6 Be able to explain Archimedes Principle: Any body completely or partially submerged in a fluid is bouyed up by a force the magnitude of which is equal to the weight of the fluid displaced by the body.

14.7 You should be able to describe the assumptions of steady state flow: 
  • Nonviscous Fluid 
  • Incompressible Fluid 
  • Steady Flow 
  • Irrotational Flow

14.8  Be able to explain how the Continuity Equation demands that what goes in comes out or (at constant density): A1v1 = A2v2 = constant

14.9: Be able to use Bernoulli's Equation: P + 1/2 rv2 + rgy = constant to explain simple concepts like: 

 

Lesson 20: Tuesday, November 17th-

To be filled in later; Aerodynamics of Flight


Lesson 21:  Thursday, Nov 19th


Reading: Chapter 15, Harmonic and Oscillatory Motion; Sections 0 - 38
Questions: Chapter 15,
Problems: Chapter 15,
Computer:


Activity: A 14: Pendulums
Objectives: You should be able to:..............................................................................

15.1:  Understand and describe Hooke's Law:

F = - kx


15.2:  Relate frequency and period of an oscillating system.

f = 1 / T


15.3:  Explain how the time for one full oscillation (cycle) is the period

T = 2p/w


15.4:  Calculate
15.5:  Explain how the position of a simple harmonic oscillator varies in time sinusoidally so that: 
x = A cos(wt + f)
Be able to show that for all oscillators (eg. pendulums or springs) the object at the end of the system (pendulum or spring) has a maximum displacement of x = A. At this point the object stops with velocity = 0 but displacement is a maximum, and it "turns around." Here the acceleration is a maximum w2A. The maximum velocity is reached when x = 0 (the central position) and has a maximum value of wA

  • Since position and velocity are readily determined from the sinusoidal oscillation we can write the Kinetic Energy and the Potential Energy for the system:
  • K = 1/2 mv2 = 1/2 m w2A2sin2(wt +f )
  • The total energy (kinetic + potential) can be written as:
  • E = 1/2 kA2
  • The student should understand (although not necessarily be able to reproduce) the differential equations of motion which describe SHOs.
  • The preceeding descriptions assumed ideal systems with no friction or forcing. With friction there is a damping effect which is a drag froce opposing the linear restoring force (gravity or spring, etc.) It is possible to force an oscillator, providing a driving force with some frequency. When the frequency of the driving force is such that it matches that of the oscillator, the amplitude will continue to increase without bounds. This is called resonance.
  • It is possible for some systems to not only vibrate in resonance as a forced system, but also develop chaotic motion as in the Tacoma Narrows Bridge Collapse
    		•




    Lesson 24:  Tuesday, November 24th

    Graded Review 
    3rd "Opportunity to Excel", Chapters 12 - 15, including unit on applied aerodynamics (or "How Airplanes Fly")

    No lab on Wednesday, Nov 25th


    Now you can enjoy the Thanksgiving holiday. Have a blessed event and be thankful for all we have.

    Nov 26th-29th Thanksgiving Break -- Enjoy!!





    Reading: Chapter 16, Wave Motion
    Questions: Chapter 16, Questions: 2, 4, 6, 7,  10, 17
    Problems: Chapter 16, Problems:  4, 5, 13, 23, 27, 30, 47, 52                    
    Computer:


    Activity:
    Objectives: You should be able to:

    16.1:  Understand the difference between tranverse and longitudinal waves.

    16.2:  Describe a wave function with constant speed and maintaining constant shape.

    16.3:      Explain how sinusoidal waves propogate on a string.

    16.4:  Calculate speed of a wave on a string.

    16.5:      Explain how waves are reflected from lower density and higher density mediums.

    16.6:  Write the wave equation for one and three dimensional motion.              


    Sound Waves 


     

     

     
    Reading: Chapter 17, Sound Waves
    Questions: Chapter 17, Questions: 1, 2, 5, 7, 12, 17, 18
    Problems: Chapter 17, Problems:  1, 7, 15, 19, 27, 31, 33, 47
    Computer:

    Activity: A 15: Tacoma Narrows Bridge Collapse
    Objectives: You should be able to:..............................................................................

    17.1:  Understand what the speed of sound depends upon in air.

    17.2:  Recognize the periodicity of sound waves
    17.3:  Define Intensity of sound waves:
    I = P / A
    17.4:  Calculate sound level in decibels.
    dB = 10 log10 ( I / Io)
    17.5:  Explain how the human ear reacts to sound.

     

    Block IV: Thermal Physics 

    November 29th  is the First Sunday of Advent! Time is flying!!! Are you ready for Christmas??

    Tuesday,  December 1st

    Reading:

    Unit 19, Sections 0 - 34

    Unit 20: Sections 0 -24
    Questions:

    Unit 19:

    Unit 20:

    Problems:

    Unit 19:

    Unit 20:
    Computer:
    Activity: None
    Objectives: 19.1: You will be able to explain the concept of Temperature as a measure of the kinetic energy of a particle system.

    		19.2: Be able to explain the Zeroth Law of Thermodynamics - Thermal Equilibrium: If objects A and B are separately in thermal equilibrium with a third object C, then A and B are in thermal equilibrium with each other. Then we can say that two objects in thermal equilibrium with each other are at the same temperature.

    		19.3: Be able to convert between temperature scales and define the Triple Point of Water.

    		19.4: Be able to explain the Description of an Ideal Gas and the link between Macroscopic and microscopic levels.

    		19.5: Be able to describe the Molecular Model for both pressure and temperature of an Ideal Gas.




    Thursday, December 3rd

    Reading: Unit 21, Sections 0 - 30
    Questions: Unit 21, Questions: 1, 4, 7, 9, 15, 18, 24, 27, 30
    Problems: Unit 21, Problems 3, 5, 15, 17, 23, 29, 42, 46, 59, 67
    Computer: None
    Activities: A:16 - Ten Particle Binary System
    Cooling of a Cup of Coffee
    Objectives: 21.1: Know that Specific Heat is the amount of heat energy required to raise the temperature of 1 kg of a substance by 1 degree Celsius. (While this applies to a specific temperature range for water , 14.5 C to 15.5 C, it is reasonably close to this value that one can use it for the entire range of the liquid state, 0 to 100oC, without significant error.)

    		21.2: Be able to solve problems of Latent Heat (hidden heat) and Heat of Phase changes using the Latent Heat of Fusion and Latent Heat of Vaporization

    		21.3: Be able to apply the Work-Energy Theorem for gases: dW = P dV

    		21.4: Be able to articulate the First Law of Thermodynamics as a statement of Conservation of Energy: DU = Q - W


    		21.5: Be able to apply the First Law of Thermodynamics in solving problems of 

    		21.6: Be able to solve problems of Heat Transfer involving 
    • Heat Conduction: H = -kA dT/dx 
    • Convection 
    • Radiation: P = sAeT4 

    		21.7: An object that is hotter than its surroundings radiates more energy than it absorbs, while an object that is cooler than its surroundings absorbs more energy than it radiates. This is a prelude to the Second Law of Thermodynamics.

     

     

    Tuesday Dec 8th

    Reading: Unit 22: Sections 0 - 25
    Questions: Unit 22:  
    Problems: Unit 22:
    Computer:
    Activity: A-15: Meaning of "Never"
    This is optional only...

    Objectives: 21.1: Explain how a Heat Engine converts thermal energy to other useful forms (eg mechanical or electrical energy)Heat Engines
    Objectives: 21.2: Articulate the Second Law of Thermodynamics in terms of net work where W = Qh - Qc

    		21.3 Distinguish between Reversible and Irreversible processes

    		21.4: Describe the basic Carnot Cycle and its applications to heat pumps and refrigerators

    		21.5: Explain how the concept of Entropy gives us an alternative statement of the Second Law of Thermodynamics

    		21.6 Explain how Entropy and Disorder are related in statistics and how a disorderly arrangement of a system is much much more probable than an orderly one if the laws of nature are allowed to act without interference.
    21.7: Understand how kB is the link between the micrscopic and macroscopic pictures of the world.
    21.8: Describe the relationship  between the microscopic and macroscopic world regarding temperature and average kinetic energy of the particles.
    <1/2 m v2 > = 3/2 kB T
    21.9: Explain the Equipartition of Energy
    21.10: Apply the Maxwell Boltzmann Distribution Function to
              vrms
                      vavg
                      vmp

              
                 



    Thursday Dec 10th

    Reading: Chaos Theory
    Questions: None
    Problems: None
    Computer: None
    Activity: Video on Chaos

    		A:17 - Spreadsheet exercise on Population Growth and Decay
    Objectives: To explain the difference between order and disorder

    		Relate Strange Attractors to real world phenomena 

    		To distinguish between simple and complex systems

    		To understand the nature of nonlinear dynamical systems and
     Describe the role Poincare' performed in recognizing the unpredictability of nonlinear dynamical systems. 

    		To describe predictability and unpredictability in systems

    		To describe bifurcation and fractal geometry in nature


      Your instructor will present a talk about the Star of Bethlehem at a time to be announced in Our Lady of Victory Chapel. Your are most welcome to join us for an evening of bringing together knowledge about the science of, the historical data shedding light on, and scriptural insight helping us to better understand this wondrous event.

     

    .

    Have a very Merry Christmas and a Blessed holiday season. 

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