PHY 202 General Physics
- To think critically and employ appropriate concepts
to analyze qualitatively problems or situations involving
the fundamental principles of physics. [SAN 1]
- To learn the mathematical techniques and concepts
needed to obtain quantitative solutions to problems
in introductory physics. [SAN 2, QRE 1, QRE 2]
- To acquire basic experimental skills by setting up
and conducting experiments, with due regard to minimizing
measurement error. [SAN 2, QRE 2, QRE 3]
- To acquire basic communication skills by working
in groups to solve problems that require the
thoughtful discussion and interpretation of data. [SAN 3, QRE3]
The following is exerpted from an essay by Brian Greene, Professor
of Physics at Columbia University and author of "The Elegant Universe".
"While we are small, my decades of immersion in science convince me
this is cause for celebration. From our lonely corner of the cosmos we
have used ingenuity and determination to touch the very limits of outer
and inner space. We have figured out fundamental laws of physics –
laws that govern how stars shine and light travels, laws that dictate how
time elapses and space expands, laws that allows us to peer back to the
briefest moment after the universe began.
None of these scientific achievements has told us why we're here or
given us the answer to life's meaning –questions science may never
address. But just as our experience playing baseball is enormously richer
if we know the rules of the game, the better we understand the universe's
rules – the laws of physics – the more deeply we can appreciate
our lives within it.
I believe this because I've seen it.
Which is why I am distressed when I meet students who approach science
and math with drudgery. I know it doesn't have to be that way. But when
science is presented as a collection of facts that need to be memorized,
when math is taught as a series of abstract calculations without revealing
its power to unravel the mysteries of the universe, it can all seem pointless
Even more troubling, I've encountered students who've been told they don't
have the capacity to grasp math and science.
These are lost opportunities.
I believe we owe our young an education that captures the exhilarating
drama of science.
I believe the process of going from confusion to understanding is a
precious, even emotional, experience that can be the foundation of self-confidence.
I believe that through its rational evaluation of truth and indifference to
personal belief, science transcends religious and political divisions and so
does bind us into a greater, more resilient whole.
I believe that the breathtaking ideas of science can nourish not only the
mind but also the soul."
Course participants will be conversant in mathematics through
college-level algebra and trigonometry, and a first course in calculus. Also, the student will have completed the first term of an introductory physics sequence (PHY 201) and be enrolled in, or have already completed, a second course in calculus. Other mathematical techniques will be
introduced as the need for them arises.
DELIVERY & EXPECTATIONS
Class Meetings: Lecture, Laboratory, & Other
The course has both lecture and laboratory components.
Lectures meet four times weekly for a total of 200 minutes,
and serve as a review of selected material from the text.
Read ahead of the lecture and attempt the assigned exercises.
Even if you only read the relevant sections for about 30
minutes before each class, you will be much better prepared.
Lecture attendance is required.
Laboratory meets once per week for 110 minutes; as
laboratory work is also an integral part of the course, your
attendance in laboratory is required.
The weekly Wednesday evening meeting time is scheduled
primarily for testing, but from time to time other
[enrichment] activities may be scheduled in that time slot.
Except for testing, attendance at these sessions is
Experience shows that staying on schedule with assigned
homework, and active participation in all components of the
lab and lecture are crucial for your success. Accordingly, I
will enforce the following attendance policy: After two
unexcused absences from lecture, your final T-score (see below)
will be reduced by 1 point for each additional unexcused
absence. A perfect lecture attendance record for the semester
will merit a 1.5 point boost in your T-score.
will be taken at the beginning of each class and will be
closed 15 minutes after the class starts. Please do not be
Unexcused absences from laboratory will have to be made
up. A common (inter-sectional) make-up experiment will be set
up at the end of each semester. Students may perform this
experiment to make up one unexcused lab absence. Any
remaining unexcused absences, or an unsatisfactory score (0)
on a laboratory exercise, will result in a 2 point
reduction in your final T-score for the first occurence,
and a 1 point reduction for each additional occurence.
Delivery Platform: Blackboard 9
All essential course materials are accessible from the
official course web site hosted in Blackboard 9. You may
login at https://learn.uncw.edu
. If you have problems
logging into the course, please contact the TAC at firstname.lastname@example.org
My hope is that you are here to learn how the study of
physics leads to an understanding of the universe in which we
live. Do not settle for simply "getting through"; rather,
make it your goal to master this course. That, in turn, will
require considerable determination and effort. I expect that
each of you will log into the course for at least 30 minutes
each day to complete readings and assignments. And you should
be prepared to do exercises beyond what is formally assigned,
until a thorough understanding is achieved. Staying on
schedule with assignments, and meaningful engagement in all
aspects of the course experience will be crucial to your
success. Note that I can track all of your time and where you
spend it in Blackboard, so please commit to taking the time
necessary to be successful in this course.
UNCW Disability Services supplies information about
disability law, documentation procedures and accommodations
that can be found at http://www.uncw.edu/stuaff/disability
To obtain accommodations the student must first contact
Disability Services and present their documentation to the
coordinator for review and verification.
Finally, all work in this course must be done in compliance
with the UNCW academic honor code, which is published in
Section I of the
UNCW Code of Student Life
. The following excerpt
summarizes the responsibilities of members of the UNCW
community in this regard:
"It shall be the responsibility of every faculty member,
student, administrator and staff member of the university
community to uphold and maintain the academic standards and
integrity of the university. Any member of the university
community who has reasonable grounds to believe that an
infraction of the Academic Honor Code has occurred has an
obligation to report the alleged violation."
STRUCTURE OF THE COURSE
Course content is split among eleven modules, each with its accompanying objectives and means of assessment. The modules are collected under the heading Learning Modules. The modules address various topics in Electricity, Magnetism and Optics. We will progress through the learning modules in the listed order, and at a pace prescribed by the Class Schedule (approximately one module per week).
Exercises, consisting of problems chosen from the text, are
included with each learning module; these will be scored and
will contribute to your course grade. Scoring is done
electronically using the WileyPlus online grading system; you
will need a WileyPlus access code (bundled with the
text or available for purchase separately) to participate in
this phase of the course.
Three 'hour' exams and a final exam will be administered on
the dates specified on the Class Schedule. The hour exams
will be administered during the weekly evening meetings, and
will cover only the material since the preceding exam; the
final exam is comprehensive, and follows the University-wide
Working the exercises associated with each module and
understanding their solutions in detail are the most
important preparations that you can make for writing the
There will be no make-up exams. Instead, extraordinary
circumstances will be discussed and evaluated on an
individual basis; no general policy will apply to the class
as a whole.
Course grades will be weighted as follows: Three Hour Exams
(69%); Final Exam (31%). Also, if your cumulative score on
the assigned Exercises exceeds your lowest Hour Exam grade,
the higher score will be substituted.
Component grades are assigned (and compared) on the basis of the
'T-score', a statistical measure derived from your raw score
(RS), the class average (AVG) and standard deviation (STD) as
T = 50 + 10(RS − AVG)/STD
|T ≥ 60
|55 ≤ T < 60
|45 ≤ T < 55
|40 ≤ T < 45
|T < 40
There are several ways you can get help with the material of
are times set aside each week when I will be in my office
(211 DeLoach Hall)
to take your questions. For Spring
2012, I will meet office hours according to the following
schedule: MF 12:00 – 1:30 pm; WR 1:00 pm – 3:00 pm
If these times do not work for you, please contact me at email@example.com
for an appointment.
Exam Review Sessions
will be held to help you prepare for each scheduled exam. The
time and place for these reviews will be announced at least
one week before the date of the exam.
The University Learning Center
(ULC) mission is to help students become successful, independent
learners. Tutoring at the ULC is NOT remediation: the ULC offers
a different type of learning opportunity for those students who
want to increase the quality of their education. ULC services
are free to all UNCW students. For more information, visit the
ULC web site
The official textbook for this course is the 9th edition of
Fundamentals of Physics, by Halliday, Resnick, and Walker. The
learning modules are textbook-based and intended to be largely
self-contained, but you should not hesitate to consult
supplementary materials if you are having difficulty with any
of the material. Valuable supplements include just about any
introductory, college-level physics text (all cover the same
basic topics at about the same level, and usually in the same
order), as well as the online resources I have collected under
the heading Web Links. When all else fails,
'Googling' the topic in question will often produce many
'hits', but be aware that you will then be left to evaluate the
accuracy of these sources for yourself.
A Q&A Discussions thread will always be open under the
heading Discussions, where you are encouraged
to post any question or comment you may have about any aspect
of the course. In addition, I may occasionally post topics of a
provacative nature intended for group discussion. Anyone may
respond to these posts, and I will closely monitor them to
ensure their integrity and prevent the spread of false or