This document provides an overview of the Physics 101 course at the University of Illinois. It introduces the topics that will be covered, including forces, kinematics, energy, and thermodynamics. It outlines the course format, including pre-lectures, lectures with iClicker participation, homework, labs, discussions, and exams. Grading criteria are provided, with expectations for reading assignments, lecture notes, homework deadlines, and policies for excused absences. Contact information is given for the lecturer, lab director, and discussion section director.
COURSE DESCRIPTION Introduces the student to basic concepts from.docxvanesaburnand
COURSE DESCRIPTION
Introduces the student to basic concepts from the physical sciences such as motion, force, energy, heat, electricity, magnetism, and the atomic theory of matter. Discusses the scientific principles that underlie everyday phenomena, modern technologies, and planetary processes. Examines how the various branches of science, such as physics, chemistry, geology, meteorology, astronomy, relate to each other. Lab portion of the course reinforces basic concepts.
INSTRUCTIONAL MATERIALS
Required Resources
Hewitt, P., Suchocki, J., & Hewitt, J. (2012). Conceptual physical science (5th ed.). San Francisco, CA: Pearson Addison-Wesley.
Supplemental Resources
Chamberlin, T. C. (1965). The Method of Multiple Working Hypotheses. Science. New Series, 148(3671), 754-759. Retrieved from http://www.auburn.edu/~tds0009/Articles/Chamberlain%201965.pdf
Energy Resource Potential of Methane Hydrate. (2011). Retrieved from
http://www.netl.doe.gov/file library/Research/oil-gas/methane hydrates/MH_Primer2011.pdf
Fletcher, C. (2013). Climate change: What the science tells us. Hoboken, NJ: Wiley.
Hewitt, P.G. (2011). Practice book for conceptual physical science. San Francisco, CA: Pearson Addison-Wesley.
Intergovernmental Panel on Climate Change (IPCC). (2013). Fifth Assessment Report (AR5). Retrieved from http://www.ipcc.ch/report/ar5/
Stewart, R. (2009). Our Ocean Planet Oceanography in the 21st Century. Retrieved from http://oceanworld.tamu.edu/resources/oceanography-book/contents.htm
COURSE LEARNING OUTCOMES
1. Describe the characteristic values and procedures of the physical sciences.
2. Apply concepts in physical sciences to evaluate current trends and issues in the modern world.
3. Give examples of how the physical laws governing motion, waves, energy, and heat relate to everyday phenomena.
4. Describe the properties of electricity, magnetism, and electromagnetic radiation.
5. Explain the relationships between the Periodic Table of Elements, the inner structure of atoms, and the chemical properties of substances.
6. Analyze the physical structures, properties, and processes that shape the Earth and their associated natural hazards.
7. Describe the physical processes influencing climate and weather.
8. Discuss what is known about the life cycles of stars, galaxies, and the universe.
9. Use technology and information resources to research issues in physical sciences.
10. Write clearly and concisely about physical sciences using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Prologue: The Nature of Science
Activities
· The Science Corner
Note: The Science Corner contains supplemental content designed to promote student learning and is related to each week’s ma.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
NATURE/CHARACTERISTICS OF PHYSICS
Facts: P hysics gives all the "how's" in a world of "what's." It is a science of matter and its
behavior.
Observation: Act of monitoring or observing something or someone. Observed
phenomenon by counting or measuring of any events, behaviour, changes etc.
Rules & Principle: All its rules and principles are universal in nature. Be it its effects,
formulas, laws. Laws of nature as expressed in physics as laws and theories are often said
to be universal. This means that, so far as we have been able to test them, they apply
everywhere and at every time, past, present and future. (T&C apply)
Dynamic Study: Physics is ever changing, updated, improved over the years. With
advancement in technology comes better understanding, refined and enrich ideas.
Mathematics: An analogy, a tool and a language of physics. Translate abstract
mathematical knowledge into complex ideas.
Accuracy & Precision:
•
Accuracy is how close a measurement is to the correct value for that measurement.
•
Precision of a measurement system refers to how close the agreement is between
repeated measurements (which are repeated under the same conditions).
“A good analogy for understanding accuracy and precision is to imagine a basketball
player shooting baskets. If the player shoots with accuracy, his aim will always take the
ball close to or into the basket. If the player shoots with precision, his aim will always take
the ball to the same location which may or may not be close to the basket. A good player
will be both accurate and precise by shooting the ball the same way each time and each
time making it in the basket.”
Physical Quantity: In physics, there are seven fundamental physical quantities that
are measured in base or physical fundamental units: length, mass, time, electric
current temperature, amount of substance, and luminous intensity. Units for other
physical quantities (such as force, speed, and electric charge) described by
mathematically combining these seven base units.
ISSUES OF TEACHING PHYSICS
Some issues in the field of physics education includes the availability of appropriate
textbooks and classroom resources, the preparation and training of physics teachers
Difficult to learn: This may be one of the major problems in
teaching physics. There seems to be an inherent idea held within
society that science in general is difficult to learn. The students
with this attitude make it harder for them to concentrate and
actually love studying the subject. This in turn hinders some of the
subject teachers to lose their interest in teaching the students.
Poor mathematical knowledge: With physics being an applied
mathematics, it will be tough and challenging for weak
mathematics background students, leading to lose of interest and
ultimately may discontinuing with the subject in higher studies.
Abstract Ideas: With students varied ability to deal with
abstraction of ideas, teachers may have to start the session
from scratch as physics require
COURSE DESCRIPTION Introduces the student to basic concepts from.docxvanesaburnand
COURSE DESCRIPTION
Introduces the student to basic concepts from the physical sciences such as motion, force, energy, heat, electricity, magnetism, and the atomic theory of matter. Discusses the scientific principles that underlie everyday phenomena, modern technologies, and planetary processes. Examines how the various branches of science, such as physics, chemistry, geology, meteorology, astronomy, relate to each other. Lab portion of the course reinforces basic concepts.
INSTRUCTIONAL MATERIALS
Required Resources
Hewitt, P., Suchocki, J., & Hewitt, J. (2012). Conceptual physical science (5th ed.). San Francisco, CA: Pearson Addison-Wesley.
Supplemental Resources
Chamberlin, T. C. (1965). The Method of Multiple Working Hypotheses. Science. New Series, 148(3671), 754-759. Retrieved from http://www.auburn.edu/~tds0009/Articles/Chamberlain%201965.pdf
Energy Resource Potential of Methane Hydrate. (2011). Retrieved from
http://www.netl.doe.gov/file library/Research/oil-gas/methane hydrates/MH_Primer2011.pdf
Fletcher, C. (2013). Climate change: What the science tells us. Hoboken, NJ: Wiley.
Hewitt, P.G. (2011). Practice book for conceptual physical science. San Francisco, CA: Pearson Addison-Wesley.
Intergovernmental Panel on Climate Change (IPCC). (2013). Fifth Assessment Report (AR5). Retrieved from http://www.ipcc.ch/report/ar5/
Stewart, R. (2009). Our Ocean Planet Oceanography in the 21st Century. Retrieved from http://oceanworld.tamu.edu/resources/oceanography-book/contents.htm
COURSE LEARNING OUTCOMES
1. Describe the characteristic values and procedures of the physical sciences.
2. Apply concepts in physical sciences to evaluate current trends and issues in the modern world.
3. Give examples of how the physical laws governing motion, waves, energy, and heat relate to everyday phenomena.
4. Describe the properties of electricity, magnetism, and electromagnetic radiation.
5. Explain the relationships between the Periodic Table of Elements, the inner structure of atoms, and the chemical properties of substances.
6. Analyze the physical structures, properties, and processes that shape the Earth and their associated natural hazards.
7. Describe the physical processes influencing climate and weather.
8. Discuss what is known about the life cycles of stars, galaxies, and the universe.
9. Use technology and information resources to research issues in physical sciences.
10. Write clearly and concisely about physical sciences using proper writing mechanics.
WEEKLY COURSE SCHEDULE
The standard requirement for a 4.5 credit hour course is for students to spend 13.5 hours in weekly work. This includes preparation, activities, and evaluation regardless of delivery mode.
Week
Preparation, Activities, and Evaluation
Points
1
Preparation
· Reading(s)
· Prologue: The Nature of Science
Activities
· The Science Corner
Note: The Science Corner contains supplemental content designed to promote student learning and is related to each week’s ma.
Nature of Physics and Issues in Teaching Physics.pptxGhoxmancow
NATURE/CHARACTERISTICS OF PHYSICS
Facts: P hysics gives all the "how's" in a world of "what's." It is a science of matter and its
behavior.
Observation: Act of monitoring or observing something or someone. Observed
phenomenon by counting or measuring of any events, behaviour, changes etc.
Rules & Principle: All its rules and principles are universal in nature. Be it its effects,
formulas, laws. Laws of nature as expressed in physics as laws and theories are often said
to be universal. This means that, so far as we have been able to test them, they apply
everywhere and at every time, past, present and future. (T&C apply)
Dynamic Study: Physics is ever changing, updated, improved over the years. With
advancement in technology comes better understanding, refined and enrich ideas.
Mathematics: An analogy, a tool and a language of physics. Translate abstract
mathematical knowledge into complex ideas.
Accuracy & Precision:
•
Accuracy is how close a measurement is to the correct value for that measurement.
•
Precision of a measurement system refers to how close the agreement is between
repeated measurements (which are repeated under the same conditions).
“A good analogy for understanding accuracy and precision is to imagine a basketball
player shooting baskets. If the player shoots with accuracy, his aim will always take the
ball close to or into the basket. If the player shoots with precision, his aim will always take
the ball to the same location which may or may not be close to the basket. A good player
will be both accurate and precise by shooting the ball the same way each time and each
time making it in the basket.”
Physical Quantity: In physics, there are seven fundamental physical quantities that
are measured in base or physical fundamental units: length, mass, time, electric
current temperature, amount of substance, and luminous intensity. Units for other
physical quantities (such as force, speed, and electric charge) described by
mathematically combining these seven base units.
ISSUES OF TEACHING PHYSICS
Some issues in the field of physics education includes the availability of appropriate
textbooks and classroom resources, the preparation and training of physics teachers
Difficult to learn: This may be one of the major problems in
teaching physics. There seems to be an inherent idea held within
society that science in general is difficult to learn. The students
with this attitude make it harder for them to concentrate and
actually love studying the subject. This in turn hinders some of the
subject teachers to lose their interest in teaching the students.
Poor mathematical knowledge: With physics being an applied
mathematics, it will be tough and challenging for weak
mathematics background students, leading to lose of interest and
ultimately may discontinuing with the subject in higher studies.
Abstract Ideas: With students varied ability to deal with
abstraction of ideas, teachers may have to start the session
from scratch as physics require
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Normal Labour/ Stages of Labour/ Mechanism of LabourWasim Ak
Normal labor is also termed spontaneous labor, defined as the natural physiological process through which the fetus, placenta, and membranes are expelled from the uterus through the birth canal at term (37 to 42 weeks
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
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A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
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This will be used as part of your Personal Professional Portfolio once graded.
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Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
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lecture1.pdf
1. Physics 101: Lecture 1, Pg 1
Welcome to Physics 101!
Lecture 01: Introduction to Forces
http://courses.physics.illinois.edu/phys101/index.asp
“I am very excited about taking Physics 101!”
“I look forward to taking the physics labs”
“Anxious” “very scared” “honestly terrified”
“I am excited to learn about something other than biology.”
“worried about my grade” “worried about math”
“Im so nervous.. dude so nervous”
5. Physics 101: Lecture 1, Pg 5
Excused (EX) Absences
Can get excused absences for:
Discussions
Labs
Exams
ONLY for:
Illness
Emergency
Required attendance at University event
Religious observance or practice
Serving as volunteer emergency worker
Absence excuses must be submitted within
2 WEEKS of absence!
7. Physics 101: Lecture 1, Pg 7
Grading Scale
950-1000 A+
920-949 A
900-919 A-
880-899 B+
860-879 B
835-859 B-
810-834 C+
780-809 C
750-779 C-
720-749 D+
690-719 D
610-689 D-
<610 F
“My goal is to receive an A…”
8. Physics 101: Lecture 1, Pg 8
Reading, Lecture, & Prelecture
Need to complete Prelecture BEFORE Lecture!
Answer prelectures 25/1000 points
Due 6:00 am day of lecture.
1 point for honest attempt
No EX, 28 Lectures can miss three and still get all 25
points.
Everyone gets 1 point for today!
9. Physics 101: Lecture 1, Pg 9
P101 Lectures
Participation is key!
Come to lecture prepared!
1 point for each lecture using iclicker
» No EX, 28 Lectures: can miss three and still get all 25 points.
» Available at bookstore---register using link on our web page.
» Using multiple clickers is an academic integrity violation.
Not everything you need for exams!
Concepts, Connections, Motivation Lecture
Comprehensive Overview Text
Calculations Homework, Discussion,
Problem Sections
Hands-On Lab
Taking Notes
Lecture notes will be available on webpage.
10. Physics 101: Lecture 1, Pg 10
P101 Homework
Web based (byteShelf), immediate feedback
100% if done before 6:00 am deadline
90% credit on unfinished parts until following Tuesday
0% after that
Always keep 5 significant figures!
First one is due Tues Sept. 3!
11. Physics 101: Lecture 1, Pg 11
Discussion Sections
Director: Dr. Elaine Schulte
eschulte@illinois.edu
Course Manager and Instructor
Starts tomorrow!
Quiz during last 25 minutes of section;
11 quizzes, drop lowest score
First section: math review, dimensional
analysis.
12. Physics 101: Lecture 01, Pg 12
P101 Labs
Director: Professor Munir Nayfeh
m-nayfeh@illinois.edu
research: Atomic and molecular physics
First Lab is Wed, Sept 4!
No “dropped” labs….. Don’t miss one!
13. Physics 101: Lecture 1, Pg 13
Problem Sections
COMPLETELY VOLUNTARY
NO points, credit, or brownie points!
Sunday evenings 7-9 PM Loomis 141
Starts this Sunday!
I’ll post a list of suggested problems from your
textbook the proceeding Friday
Sunday evening I will work through them at the
chalkboard in detail, and you should ask
questions!
14. Physics 101: Lecture 1, Pg 14
Email policy
1. Read the course web site before emailing staff.
2. Please DO NOT email physics or homework
questions. Use Office hours and Web Board.
3. Send questions on Lectures, Prelectures, and
Clickers to Tom Kuhlman.
4. Send questions on Discussion/Quizzes/Exams to
Elaine Schulte.
5. Send questions on Labs to Munir Nayfeh.
6. Your E-mail should have Physics 101 in the
subject line
15. Physics 101: Lecture 1, Pg 15
Physics Philosophy
Quantitative approach to describing the natural
world
Action/reaction, reproducible experiment,
MATHEMATICAL formulation
Describe large number of “complicated”
observations with a few simple ideas:
APPROXIMATION
Exams don’t have same problems, but do have
same IDEAS
16. Physics 101: Lecture 1, Pg 16
Newton’s Laws of Motion
1. NEWTON’S FIRST LAW:
If there is zero net force on an object, then
its speed and direction will not change.
Inertia
2. NEWTON’S SECOND LAW
If a nonzero net force is applied to an
object its motion will change FNet= ma
3. NEWTON’S THIRD LAW
The forces that two interacting objects
exert on each other are equal in magnitude
and opposite in direction.
Net Force Mass
Acceleration
17. Physics 101: Lecture 1, Pg 17
Example Forces in P101
Non-Contact ---- Gravity
(Weight)
G = 6.7x10-11 m3 / (kg s2)
Earth: Mass = 6x1024 kg, radius = 6.4 x106 m.
Contact
Normal: Perpendicular to surface
Friction: Parallel to surface
Anything touching the object
» Rope: Tension
» Spring
2
Earth object
Earth
M m
W G
r
F kx
18. Physics 101: Lecture 1, Pg 18
Example: Weight of Object
Calculate the gravitational force (i.e. weight) on a
3 kg book held 1 meter above the surface of the
earth.
W = G MEarth m / rEarth
2
= (6.7x10-11 m3 / (kg s2)) (6x1024 kg) (3 kg)/ (6.4x106 + 1)2 m2
= 29.4 kg m/s2
= 29.4 Newtons (N)
19. Physics 101: Lecture 1, Pg 19
Gravitational ACT
If the book is raised 10 meters above the
surface of the earth, the book’s weight will
be:
A) 100 times stronger B) 10 times stronger
C) Nearly the same
D) 10 times weaker E) 100 times weaker
W = G MEarth m / rEarth
2
= (6.7x10-11 m3 / (kg s2)) (6x1024 kg) (3 kg)/ (6.4x106 + 10)2 m2
= 29.4 kg m/s2
Near surface of earth r = 6.4x106 m
W = m (G MEarth /rEarth
2) = m (9.8 m/s2) = mg