http://cosmo.nyu.edu/hogg/physics1/
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This syllabus is for the Fall 2017 semester.
PHYS-UA 91 Corequisite: Calculus I (MATH-UA 121). Physics majors must also register for Introductory Experimental Physics I (PHYS-UA 71). Offered in the fall. 3 points.
With PHYS-UA 93 and PHYS-UA 95, forms a three-semester sequence that must be taken in order, starting in the fall semester. Intended for physics majors and other interested science and mathematics majors. Topics include kinematics and dynamics of particles; energy and momentum; rotational kinematics and dynamics; harmonic oscillators; gravitational fields and potentials; special relativity.
name | contact | office | office hours | |
---|---|---|---|---|
lecture | David W. Hogg | ude.uyn@ggoh.divad | 726 Bwy^{†} 1050 | Tu 10:00–11:15 & Th 11:00–12:15 |
recitation | Nick Verga | ude.uyn@712vvn | TBA | |
Yin Zhang | ude.uyn@gnahz.niy | TBA | ||
tutor | Randall Kayser | ude.uyn@resyak.g.lladnar | 726 Bwy 1045 | Tu 18:15–19:45 & We 18:15–19:45 |
admin | William LePage | ude.uyn@egapel | 726 Bwy 1005 |
^{†}“726 Bwy” is the NYU building at 726 Broadway.
There are multiple aims of this course, not limited to
The scope of the course is set by a finite set of problems. This set of problems is the union of all the problems seen or discussed in lecture, all the problems brought up in recitation, and all the problems given in the weekly Problem Sets (or other handouts).
All Exam questions on all of the Term Exams will refer only to problems from this extremely limited set of problems. Exam problems will be repeats of problems seen before, with only minor changes or transformations.
Why this scope? The goal is to learn a few things deeply, rather than cover a lot of ground. The problems you will see in this course have been carefully chosen to (collectively) touch on all of the important physics we need to learn, and all of the important techniques we need to develop. By limiting the number of problems we consider, the problem of studying for this course gets changed from cramming on a huge corpus of textbook into deeply understanding a small number of very rich problems.
There is one more reason that the course is built around problems rather than, say, textbook sections or chapters: Each problem will contain multiple physical concepts, which permits us to return multiple times to common, important physical principles. Research shows that repeated encounters with general principles, contextualized within concrete problems, is critical to learning.
There is no assigned textbook for the lecture component of the course. Any calculus-based mechanics textbook published in the last ten years would provide an acceptable reference work. Prof Hogg's favorite book in the genre is Matter and Interactions Volume 1 by Chabay and Sherwood (any edition). If you want comfort and familiarity, then University Physics Volume 1 by Young and Freedman (also any edition) will probably meet your expectations. Once again, the scope is set by the finite set of problems, not by any textbook.
Why no textbook? This course is the beginning of your training to think and act like a physicist, who solves physics problems in the wild. In the wild, problems are presented to you without textbook context and without a guide to the relevant physical effects or equations. This means that a physicist needs to be able to reason, do web research, use the library, and get help from colleagues, and then assess the validity, consistency, and correctness of the information so obtained. This training begins now. (In addition, and relevant to all this, Prof Hogg's view is that essentially all of the textbooks have significant limitations and contain substantially misleading material; we will discuss these problems as we go.)
Mathematics comprises a set of core tools for this course. Calculus, vectors, trigonometry, and algebra will all be involved. If you are rusty, brush up.
Grades will be based on a total score generated with these percentages:
percentage | |
---|---|
all Problem Sets combined | 40 |
best four Term Exams combined | 30 |
Final Exam | 30 |
total | 100 |
Note: The combination of all Term Exams will involve dropping (ignoring) your lowest two Exam scores.
Grades will be assigned in one-to-one correspondence with the total score according to the following percentage ranges:
total score greater than: | 80 | 76 | 72 | 64 | 60 | 56 | 48 | 30 | percent |
---|---|---|---|---|---|---|---|---|---|
final grade at least: | A | A− | B+ | B | B− | C+ | C | D |
Why these absolute grading policies? Relative grading policies (in which, say, x percent of the class gets an A) make the student-student interactions essentially competitive. Prof Hogg wants the students in this course to interact cooperatively, not competitively. If you work with your fellow students, and everyone does better on the Problem Sets and Exams, everyone's grade prospects improve.
A small number of problems are assigned each week to work on as you wish (see the table below). These Problem Sets are to be handed in for grading, according to the instructions and deadline given on each Problem Set. The problem-set problems constitute the core material for the course and set a large part of its scope (see above).
Late Problem Sets (those handed in but after the deadline) will be graded for (at most) half credit. The only exceptions will be for students with properly documented medical excuses that are germane to late submission.
Please feel free to discuss problem-set material with other students. Working together can be very educational and helpful; it is also more fun; it is encouraged! Of course it is also the case that you will not learn the material and not perform well on the Exams if you have not struggled individually with the problems, so seek a balance. The work you hand in on your Problem Set must be your own, in your own words and handwriting.
Why do the Problem Sets include such strange questions? Every Problem Set (and every Exam) will contain problems that require you to obtain and use real-world information (about, say, the density of rock) and make estimates and approximations. These problems can make students anxious (and can be hard for the staff of this course to grade, sometimes!). However (as noted above), this course is the first step in training you to act and think like a physicist! A physicist understands the real world, and at the precision that is permitted given the data. In many cases, the deep physical insights happen at the order-of-magnitude level!
Furthermore, the challenge of a physicist is to take a big, ill-posed question (like, “How do we make transportation more energy efficient?”) and break it down into many well-posed questions (like, “What are the relative amounts of energy dissipated by air resistance and by braking for a journey of a certain type, with a vehicle with certain characteristics?”). This conversion of ill-posed questions into well-posed questions requires techniques of estimation and approximation that we are beginning to learn in this course.
All of the teaching staff on this course have office hours (listed above), and you should feel free to contact them at any time about the material of the course. You get much more out of office hours if you come with a specific question ready in advance.
Importantly, your best learning resource is your fellow students. Form a study group (ideally with students of comparable ability) and work together on the lecture material, on relevant reading, and on the Problem Sets. Choose a regular time and meet. Multiple lines of research show that students who make use of peer support learn better and perform better on the Exams. They also have more fun.
There will be 6 small, low-stakes Term Examinations during the term and one Final Exam. The Exams happen in the last 30 minutes of class time, on dates given in the schedule below. The Exams will take place in the lecture room. The scope of each Exam will be made clear in lecture, but in brief, the Term Exams will concentrate on the material in the previous few weeks.
Why so many Exams? Research shows that students learn a full semester of material better when they are presented with frequent, low-stakes tests. The Exams are low-stakes in that each is only worth a small fraction of your final grade, and when they are combined for grading, we will drop the lowest score among them. Each Exam gives you an opportunity to recall the material of the course, and also learn where you need to do more work.
The Exams will be open notes. Any written or printed documents are permitted in the Exam room. On the other hand, electronic devices that can connect to a mobile-phone network or internet are forbidden. Furthermore, you do not need a calculator, so no electronic devices will be permitted at all.
Each Exam question will be a small modification or extension or generalization or specialization of a problem you have seen before, in lecture, in recitation, or on a Problem Set. The idea is that good performance on the Exams will demonstrate that you really have understood the work that has been assigned and discussed throughout the semester (see comments on scope, above).
Missed Exams will be graded zero unless there is a properly documented medical excuse. If there is a properly documented medical excuse for a missed Term Exam, it will be pro-rated out of the total score. No special arrangements will be made and no excuses will be granted for travel conflicts, no matter what. If you have a non-medical emergency that prevents you from making an Exam, you will have to speak with a Dean of your College, not with the staff of this course.
(If you are re-taking only the Exam part of this course, or have any similar circumstance, you must contact Prof Hogg at the beginning of the semester, before the first Exam, to notify him of this situation.)
If you arrive late for any Exam, you will not be given extra time. If you fail to obey any of the instructions given to you by course staff before, during, or after any Exam, your Exam may be graded zero or you may be subject to academic honesty proceedings.
audio recordings: While you are not forbidden from making audio recordings during class, you must not post, publish, or share them with others, not even in small sound bites. This is because the classroom setting is a private setting in which everyone should feel free to speak plainly and without regrets. Failure to obey this rule will be considered an act of academic dishonesty.
disabilities: If you have an arrangement with the Center for Students with Disabilities, you must present the relevant forms to Prof Hogg one week in advance of each of the Exams.
academic honesty: The lightest consequence
for academic dishonesty that Prof Hogg considers
consistent with University and Departmental policy is a grade
of F
in the course and a recommended disciplinary action by the
College. Academic dishonesty includes (in addition to the usual kinds
of cheating) misrepresenting matters of material importance to the
instructors.
staying current: It is every student's individual responsibility to stay up-to-date with the syllabus and any emails sent by the staff regarding the course. Having a broken email address, having an overfull inbox, or not being registered properly in Albert or NYU Classes will not be accepted as excuses for missing things or not knowing about events or assignments.
feedback: Please ask questions during lectures and recitations. If there is something you don't understand, many other students are having the same trouble, guaranteed. If there is some aspect of the pace, content, or structure of the course you don't like, or any other feedback you would like to give, please let Prof Hogg know as soon as possible. If you wait until course evaluation forms are handed out at the end of the semester, you will have benefited next year's class at the expense of your own!
legalese: We apologize for the legal tone of this section of the syllabus. The subject of physics is great fun; operating a sizeable course can be exasperating. All of the staff of this course will do everything we can to make this course interesting and enjoyable for everyone. Physics isn't just fun for Prof Hogg; it is his profession and his calling.
The following table is subject to change; please check back here frequently.
start of week | lecture subjects | recitation | problem set |
---|---|---|---|
Sep 04 | dimesional analysis, estimation Tues: dropped bucket Thurs: scalings and orders of magnitude |
no recitations this week | ps 01 |
Sep 11 | kinematics, acceleration and velocity Tues: thrown stone Thurs: turning the car |
numerical integration | ps 02 |
Sep 18 | gravity and contact forces Tues: block on an inclined plane Thurs: icy, banked turn; Term Exam 1 |
blocks and pulleys | ps 03 |
Sep 25 | energy and dynamics Tues: ski jump Thurs: roller-coaster design school |
friction | ps 04 |
Oct 02 | energy and momentum Tues: elastic collision Thurs: conservation laws; Term Exam 2 |
bouncing | ps 05 |
Oct 09 | impulse, torque, statics Tues: bouncing ball Thurs: block on light table |
no recitations this week | ps 06 |
Oct 16 | oscillators Tues: springs and pendula Thurs: the harmonic oscillator; Term Exam 3 |
oscillations | ps 07 |
Oct 23 | real oscillators Tues: damped oscillator Thurs: resonance |
potentials | ps 08 |
Oct 30 | fluids, buoyancy Tues: floating ice Thurs: pressure gradients; Term Exam 4 |
ideal gas | ps 09 |
Nov 06 | angular momentum Tues: rolling down the plane Thurs: collisions of extended objects |
rolling | ps 10 |
Nov 13 | spherical gravity Tues: long-range ballistics Thurs: orbital elements Term Exam 5 |
orbits | ps 11 |
Nov 20 | celestial mechanics Tues: transfer orbit Thurs: no lecture; Thanksgiving |
no recitations this week | ps 12 |
Nov 27 | special relativity Tues: geometry of spacetime Thurs: time dilation and length contraction |
spacetime intervals | ps 13 |
Dec 04 | special relativity Tues: twin paradox Thurs: 4-vectors; Term Exam 6 |
spacetime diagrams | ps 14 |
Dec 11 | special relativity Tues: no lecture; NYU Legislative Day Thurs: E = m c^{2} |
no recitations this week | no ps |
Final Exam on 2017 Dec 21 from 12:00 to 13:50 |
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