HOUSTON COMMUNITY COLLEGE NORTHWEST COLLEGE

Transcription

1 HOUSTON COMMUNITY COLLEGE NORTHWEST COLLEGE COURSE SYLLABUS FOR UNIVERSITY PHYSICS II Course Title: University Physics II Course Number : PHYS Class Number : Semester : Time and Location: 6:00 8:00 pm MW Room B221 Alief Campus Instructor: G. Raymond Brown, Ph.D. Office Hours: MW 5:00 6:00 pm, Faculty Workroom, Alief Campus, other times by appointment or online at course Eagle Online site. Use the course Eagle Online web site for all communications regarding the course. In emergency only use the HCCS g.brown@hccs.edu. AskOnline: Course Description: Prerequisites: PHYS 2425 or PHYS Must be placed into GUST 0341 (or higher) in reading and be placed into MATH 2414 (calculus II, or higher). Credit: 3 (3 lecture) A continuation of calculus based physics. Course designed specifically for chemistry, physics, and engineering majors. Topics include principles of electricity and magnetism, optics, electromagnetic waves, relativity, kinetic theory, introduction to quantum theory, thermal physics, and other physics topics. Core Curriculum Course. (formerly PHYS 2426). Required Text: Halliday & Resnick, Jearl Walker, Fundamentals of Physics, Wiley, 9th edition, USA. The instructor reserves the right to change/modify the syllabus, should there be any conflict with the schedule or policy of the college.

2 Student Learning Objectives Upon successful completion of this course, students should be able to: 1. Describe thermal properties of matter and the underlying laws that govern thermodynamic processes. 2. Articulate the fundamental concepts of electrostatics including electric forces, electric fields and flow of current and circuitry. 3. Give the general behavior of magnetic forces and magnetic fields. 4. Articulate the general behavior of electromagnetism including the four Maxwell s equations and Lorentz s law. 5. Explain how the general properties of light lead to geometrical optics and physical optics. 6. Solve real world problems involving optics, lenses and mirrors and gratings. It is intended by design of the instructor that the testing and grading performed in the course include all of these learning objectives. They are all included in the general criterion that the successful student be able to solve at least 70% of a random selection of intermediate-difficulty problems from the textbook. Course Learning Outcomes. Upon successful completion of this course, students should be able to: 1. Thermal physics 1.1. Solve problems involving thermal expansion of solids and liquids 1.2. Apply the laws of thermodynamics to real-world problems involving thermal processes. 2. Electric fields 2.1. Use the Coulomb law and the Gauss law to determine interactions between charged particles Calculate electric fields at field points due to point charges or continuous charge distributions Relate potential energy and potential difference Define capacitance and calculate energy stored in an electric field Solve circuit problems using the Ohm law and the Kirchhoff rules. 3. Magnetic fields 3.1. Calculate magnetic force on a charged particle in a magnetic field Determine the interaction of a current element and a current loop with magnetic fields Use the Biot-Savart and Ampere laws to determine the magnetic field due to current carrying conductors. 4. Electromagnetic dynamics 4.1. Relate magnetic flux to induced electromotive force (emf) Use the Faraday law to calculate induced emf and currents Use the Ampere-Maxwell equation to calculate induced magnetic fields, and generate electromagnetic waves. 5. Optics 5.1. Use the laws of reflection and refraction Apply the laws of reflection and refraction to analysis of images formed by mirrors and lenses Use the principles of diffraction and interference to analyze diffraction and interference patterns. It is intended by design of the instructor that the testing and grading performed in the course include all of these course learning outcomes. They are all included in the general criterion that the successful student be able to solve at least 70% of a random selection of intermediate-difficulty problems from the textbook. An unstated Learning Outcome is that the successful student has learned how to learn about mathematical and scientific topics. This ability is essential to any professional career in science, engineering and mathematics. PHYS

3 Instructor guidelines and policies Attendance: HCCS Attendance Policy is stated in the Spring 2009 Student Handbook page 2 as follows: You are expected to attend all lecture classes and labs regularly. You are also responsible for materials covered during your absences. Instructors may be willing to consult with you for make-up assignments, but it is your responsibility to contact the instructor. Class attendance is checked daily. Although it is your responsibility to drop a course for nonattendance, the instructor has the authority to drop you for excessive absences. You may be dropped from a course after accumulating absences in excess of 12.5 percent of the total hours of instruction (lecture and lab). For example: For a three credit-hour lecture class meeting three hours per week (48 hours of instruction), you can be dropped after six hours of absence. For a four credit-hour lecture/lab course meeting six hours per week (96 hours of instruction), you can be dropped after 12 hours of absence. If circumstances significantly prevent you from attending classes, please inform the instructor. Web link to this information Assignments: Practice problems are assigned from the text for every chapter covered. Students are strongly advised to attempt all these selected problems and other problems from the text. In general, students who fail to do these assigned problems do not do well in the course. It is not possible to learn to solve problems unless you attempt to solve problems. Support Course Material: Course resources, selected solved problems and assignments are posted on Eagle Online. Supplemental material from an external source will be posted on Eagle Online and used in the course. Make-up Exams: There are no make-up exams, therefore, make every effort to take exams on their scheduled date. If an exam is missed, upcoming exams can count as two exams (a second chance). Should you miss more than one exam, your instructor may drop you from the course. Cell phones and beepers: All cell phones and pagers should be set on silent or vibrate during class times. No use of cell phones is permitted during exams. Recording : No recording of any sort unless recommended by the ADA office or expressly permitted by the instructor. Grade Determination: Three regular exams and a compulsory comprehensive final are administered during the semester. Homework assignments are made for each chapter of the textbook. Online participation: Students are expected to use the Eagle Online discussion topics to raise questions about difficulties in solving problems, as in a class-wide study group. Note: The final examination is compulsory (no student is exempt) and once a student takes the final Examination, that student cannot receive a grade of W in the course. The final grade is based on the score out of 100% that the student accumulated from the three exams, quizzes, homework and the final exam. Below is the weighting of the categories: PHYS

4 Exam I Exam II Exam III Final Exam Assignments & Quizzes Total 20 % 20 % 20 % 25 % 15% 100 % Grading Scale A = % B = % C = % D = % F = < 60 % NOTICE: Students who repeat a course three or more times may soon face significant tuition/fee increases at HCC and other Texas public colleges and universities. If you are considering course withdrawal because you are not earning passing grades, confer with your instructor/counselor as early as possible about your study habits, reading and writing homework, test-taking skills, attendance, course participation, and opportunities for tutoring or other assistance that might be available. Withdrawal Policy (Please read this carefully) It is the responsibility of the student to officially drop or withdraw from a course. Failure to officially withdraw may result in the student receiving an "F" in the course. A student who officially withdraws from a course before the Official Date of Record will not receive a grade and the course will not appear on the student's permanent record. A student withdrawing from a course after this period and prior to the deadline designated in the HCC calendar will receive a grade of "W". Students should take care in dropping a course, as the third or future attempt to retake a course will result in a higher rate of tuition. Students may only drop online during the drop/add period listed in the registration calendar. After the first week of class in a regular term, students must complete a withdrawal form and meet with a counselor to complete the withdrawal process. Course Withdrawals - First Time Freshman Students - Fall 2007 and Later Under Section of the Texas Education Code "an institution of higher education may not permit a student to drop more than six courses, including any course a transfer student has dropped at another institution of higher education." This statute was enacted by the State of Texas in the Spring 2007 and applies to students who enroll in a public institution of higher education as a first - time freshman in Fall 2007 or later. Any course that a student drops is counted toward the six-course limit if "(1) the student was able to drop the course without receiving a grade or incurring an academic penalty; (2) the student's transcript indicates or will indicate that the student was enrolled in the course; and (3) the student is not dropping the course in order to withdraw from the institution." Policies and procedures for implementation of this statute are being developed and will be published as soon as they are available. HCC students affected by this statute that have attended or plan to attend another institution of higher education should become familiar with that institution's policies on dropping courses. Web Link to this information PHYS

5 Disability Support Services (DSS): "Any student with a documented disability (e.g. physical, learning, psychiatric, vision, hearing, etc.) who needs to arrange reasonable accommodations must contact the Disability Services Office at the respective college at the beginning of each semester. Faculties authorized to provide only the accommodations requested by the Disability Support Services Office." Sexual Harassment This is described in students policies page 30 as follows: HCC shall provide an educational, employment, and business environment free of sexual harassment. Sexual harassment is a form of sex discrimination that is not tolerated by HCC. Any student who feels that he or she is the victim of sexual harassment has the right to seek redress of the grievance. HCC provides procedures for reviewing and resolving such complaints through its Grievance Policy. Substantiated accusations may result in disciplinary action against the offender, up to and including termination of the employee or suspension of the student. In addition, complainants who make accusations of sexual harassment in bad faith may be subject to equivalent disciplinary action. Web link to this info Honor Code: You are expected to adhere to the honor system. Academic Dishonesty: Any form of cheating on a test or exam, plagiarism on assignments, etc. will not be tolerated. Any suspected incidents of plagiarism and/or cheating (academic dishonesty) will be dealt with severely in accord with the College s guidelines. Important Dates Classes begin/system Jan 20, 2015 Official day of record Jan 27, 2015 President s Day holiday Feb 16, 2015 Spring Break Mar 16 Mar 22, 2015 Last date for administrative and Apr 14, 2015 student withdrawals Final Examination May 14, 2015 PHYS

6 Tentative outline for University Physics II-PHYS 2326 (Fall 2014) N.B.: This outline is subject to change as the semester progresses Week # Activities Objectives and Assignments 1 Chapter 21 Electric Charge and the Coulomb Law Description of electric charges. Electric forces due to static electric charges described by the Coulomb law. Continuation of Chapter 21 discussion. Problem solving using the Coulomb law. 2 Chapter 22 Electric Fields The assignments are from the Problems section at the end of each chapter. Ch 21: 8, 10, 14, 18, 22, 29, 30, 32, 34, 37. The form of the Coulomb law has many similarities to the Newton law of universal gravitation. Discussion of Chapter 21 includes a review of vector analysis, which is absolutely essential to our study of electricity and magnetism. Labor Day Holiday We define the electric field,, and derive the Coulomb law form for its calculation from a collection of charge. Ch 22: 8, 12, 19, 21, 24, 26, 30, 37, 50, 60. The electric field turns out to provide a much more flexible and powerful concept than calculating only forces. The term Coulomb law applies to any calculation of electric quantities due to a static collection of charge. 3 Chapter 23 and 24 The Gauss Law and Electrostatic Potential We develop the concept of a flux, and then the Gauss law, which is completely equivalent to the Coulomb law. The electrostatic potential V is a potential energy per unit charge. So its definition is much like that of work: =, where =0. Ch 23: 2, 10, 12, 20, 28, 30, 40, 49, 51, 52. For certain highly symmetric charge distributions, the Gauss law provides by far the easiest way to calculate. The Gauss law is an applied form of a generalization of the fundamental theorem of calculus to 3D. Ch 24: 8, 15, 18, 22, 26, 30, 39, 48, 52, 66. Because the electric field is conservative, the electrostatic potential depends only on position in space, and its value is subject to an arbitrary constant (depending on the choice of position for which =0.) When using the Coulomb form for V, the choice =0 is usually most convenient. 4 Chapter 25 Capacitance Exam 1 Exam 1 includes chapters 21 through 24 of the textbook. Definition of capacitance, and capacitors in circuits. Ch 25: 4, 10, 12, 14, 20, 24, 28, 34, 38, 45. Capacitors are buckets to hold electric energy. Path integrals and volume integrals provide the keys to understand them. Their energy storage is their usefulness in electric circuits. 5 Chapter 26 Current and Resistance Definition of resistance, and resistors in circuits. Ch 26: 3, 11, 12, 22, 27, 35, 37, 46, 47, 52. Resistors always convert electrical energy into heat. As for capacitors, considerations of conservation of energy and charge determine how resistors combine in circuits. PHYS

7 Week # Activities Objectives and Assignments Problem solving from Chapter Chapter 27 Circuits Understand the Kirchhoff rules as applications of conservation laws. We study collections of resistors and RC circuits. Ch 27: 12, 13, 26, 33, 38, 42, 46, 52, 62, 66. The basic concepts important to circuit theory are conservation of electric charge and conservation of energy. The Kirchhoff rules permit analysis of circuits. Problem solving from Chapter Chapter 28 Magnetic Fields Exam 2 Exam 2 includes material through Chapter 27 of the textbook. We study magnetic fields and the magnetic force law for charges and currents. Ch 28: 6, 10, 15, 26, 34, 38, 46, 51, 52, 64. Determine the magnetic torque on a current-carrying loop. If magnetic fields cannot do work, what does the work in an electric motor? 8 Chapter 29 Magnetic Fields Due to Currents All magnetic fields have as their source some distribution of electric current. The simplest statements describing sources of magnetic fields are the Ampere law and the Biot-Savart law. Ch 29: 15, 18, 20, 26, 29, 38, 40, 48, 54, 60. The simplest calculations of magnetic field are those that lie along principal axes of loops of current. Note that all of the fundamental formulas of electricity and magnetism are concerned with the geometry of charge distributions, currents and fields. Note how Ampere s law is an extension of the fundamental theorem of calculus to 2D. 9 Chapter 30 Induction and Inductance Faraday s Law - the generation of current by magnetic fields. Ch 30: 10, 12, 24, 34, 39, 42, 48, 58, 65, 70, 76. Here we see it once again. Explain how Faraday s law is another extension of the fundamental theorem of calculus to 2D. Also note that the induced electric field is not conservative. Does this make the induced field and the electrostatic field different physically? Problem solving from Chapter Chapter 31 Electromagnetic Oscillations and Alternating Current Several basic ideas are brought together to analyze circuits. Ch 31: 7, 11, 20, 26, 32, 44, 48, 49, 56, 65. Note how the geometrical idea of phasors transforms a difficult differential equation into a much simpler problem of summing vectors. Using such simplifying transformations is a key skill for electrical and electronic engineers. Problem solving from Chapter Chapter 32 The Maxwell Equations and Magnetism in Matter Everything about classical electricity and magnetism is contained in the Maxwell equations. Ch 32: 3, 10, 22, 26, 34, 37, 43, 46, 48, 52. We use the Maxwell equations to study magnetism in real materials. PHYS

8 Week # Activities Objectives and Assignments Problem solving from Chapter Chapter 33 Electromagnetic Waves Maxwell realized that there were wave equations as solutions to the Maxwell equations, as a direct result of the correction he made to the Ampere equation. Ch 33: 14, 28, 38, 46, 50, 54, 55, 62, 65, 70. Exam 3 Exam 3 includes material through Chapter 32 of the textbook. 13 Chapter 34 Images Most image analysis can be performed by approximating light waves as rays, using ray tracing. Problem solving for problems in chapters 33 and 34. Ch 34: 9, 15, 20, 28, 31, 36, 50, 53, 59, Chapters 35 and 36 Interference and Diffraction These wave phenomena form the basis of a huge number of technological innovations. Diffraction is a technique used to determine the structure of solids Ch 35: 12, 25, 40, 56, 75, Ch 36: 8, 15, 28, 30, Chapter 37 Relativity Einstein built upon the foundation laid by Maxwell to develop the Special Theory of Relativity. Problem solving in Chapters 35, 36 and 37. Class meeting devoted to review for the final examination. 16 Finals Week Final Exam, 6:30 8:30 pm, Wednesday, Dec 10, 2014, HCC Alief Room B221. Review for final exam. A review occurs when students bring forward difficulties in understanding course content. It is not a synopsis of the course by the instructor, or a preview of test questions. The final exam is a comprehensive test over all content addressed in the course. Content covered after Exam 3 has increased weight in the final exam. PHYS

9 PROBLEM SOLVING IN PHYSICS Physics is a lot like driving or swimming - you have to learn by doing it. You could read a book on driving and memorize every word in it, but when you are behind the wheel the first time you have a hard time to coordinate what you memorize in practice. After some training you will find that driving is the most easiest thing to do. Similarly, you can read your text book and/or your note book carefully, memorize every equation and formula in it but when you finish you still have not learnt physics. To learn physics you have to go beyond passive reading; you have to interact with physics and experience it by doing (solving) problems. Below we present a brief summary of problem solving in physics. The suggestions should help to develop a systematic approach in problem solving. It should be underlined that at the outset that there is no recipe for solving problems in physics --- it is a creative activity. In fact the opportunity to be creative is one of the attractions in physics. The following suggestions, then are not intended as a rigid set of steps that must be followed like steps in computer programming. Rather, they provide a general guideline that experienced problem solvers find to be effective. Read the problem carefully Before you can solve a problem you need to know exactly what information it gives and what it asks you to determine. This is an essential first step in problem solving. Sketch the system You may think that this is not very important. It is important and well worth doing. A sketch helps you to acquire a physical feeling for the system. It also provides an opportunity to label those quantities that are known and those that are not determined. Visualize the physical process. Plan This may be the most difficult, but at the same time the most creative, part of the problem -solving process. From your sketch and visualization, try to identify the physical process at work in the system. Then develop a strategy -a game plan - for solving the problem. Identify appropriate equations Once a plan/strategy has been developed, find the appropriate equations to carry it out. Solve the equations Use basic algebra to solve the equations identified in the previous step. Work with symbols like x and y for the most part, substituting numerical values only after obtaining the symbolic solution to the problem. This is most important. Obtaining a symbolic solution is the only way to learn what the problem has to teach you, and the only way you can be confident that you have attained the correct solution. Check your answers Once you have an answer, check to see that it makes sense: (i) Does it have the right dimension (units)? If you determine a force the units must not be in seconds. (ii) Is the numerical value reasonable? 10/100 cannot be Explore limits/special cases Finally, it is tempting to look for shortcuts when doing a problem -- to look for a formula that seems to fit and some numbers to plug into it. It may seem harder to think ahead, to be systematic as you solve the problem, and then to think back over what you have done at the end of the problem. The extra effort is worth it, however, because by doing these things you will develop powerful problem - solving skills that can be applied to unexpected problems you encounter on exams -- and in life in general!! PHYS