Faculty: Krishna Chowdary, Ph.D., Riley Rex, Ph.D., and Neil Switz, Ph.D.

The year-long program *Matter and Motion *included the study of calculus and physics throughout the year, chemistry in fall and winter, and a quarter of introductory analog circuits in spring. This all-level program covered introductory topics in these subjects through lectures, workshops, and labs. Students with previous college level course work in chemistry could opt of that part of the program. Students improved their mathematical and scientific reasoning and their problem solving abilities in calculus, chemistry, and physics. Student evaluations were based on quizzes, exams, homework, lab notebooks, a portfolio of collected work, and engagement in lectures, problem-solving workshops, and laboratories.

Program objectives for students included: improving ability to articulate and assume responsibility for their own work; improving oral and written communication skills; learning single- and multi-variable differential and integral calculus and their applications, particularly to physics; utilizing mathematical models that describe and explain motion in the natural world; using the main ideas of classical mechanics, waves, basic electrostatics, and parts of modern physics to solve fundamental and applied problems; learning foundational concepts in chemistry and using fundamental laboratory tools to investigate chemical and physical properties of solids, liquids, and gases; and an introduction to the construction and use of analog circuits, including op-amp circuits.

**Calculus I with Laboratory:** First-quarter (differential) calculus was covered, using Hughes-Hallet’s *Calculus: Single and Multivariable *(6th ed). Students worked through chapters 1-4 in that textbook, including the concepts and definitions of limit and derivative, particularly in connection with motion; differentiation techniques including derivatives of trigonometric functions and implicit differentiation; and applications of differentiation including optimization and related rates. Students participated in six computer labs to support their conceptual understanding through visualization through considerable use of the online Desmos tool. Students submitted homework via the online system WileyPLUS and took quizzes as well as a midterm and final exam.

**Calculus II:** Winter-quarter (integral) calculus covered parts of chapters 5-8 from the same text, including the definite integral, construction of antiderivatives, methods of integration (including substitution and integration by parts), and applications of the definite integral to calculating work, centers of mass, volumes, and moments of inertia. Taylor series were also covered briefly. Student achievement was assessed via weekly problem sets of 10-15 problems, as well as midterm and final exams.

**Calculus III:** Spring-quarter calculus focused on multivariable calculus, covering chapters 12 – 16 (from the same text) including: functions of multiple variables; vectors; differentiating and integrating functions of several variables and applications; and transforming between coordinates systems, with particular emphasis on applications in the physical sciences. Student submitted online drill sets via WileyPLUS as well as written problem sets, and took quizzes, a midterm, and final exam.

**General Chemistry I with Laboratory:** Fall quarter covered Chapters R – 7 and 9 – 11 of Zumdahl’s *Chemistry: An Atoms First Approach* (1st ed.), including the periodic table, atomic structure, naming conventions, bonding, molecular geometry, molecular orbitals, enthalpy, gas laws, stoichiometry, and colligative properties. Laboratory experiments included density measurements, atomic spectroscopy, Beer’s Law, enthalpy of formation, discovery of gas laws, synthesis of aspirin, and freezing point depression measurements.

In fall quarter, students with previous college-level general chemistry were offered a partial credit option that involved facilitating in-class chemistry collaborative workshops and tutoring sessions, producing high-quality solutions to workshop problems, and completing weekly reflections on personal learning and pedagogy.

**General Chemistry II with Laboratory:** Winter quarter of chemistry covered Chapters 12 – 15 and 17 – 19 of Zumdahl including the topics of chemical kinetics, chemical equilibrium, acids and bases, acid-base equilibria, entropy, free energy, spontaneity, electrochemistry, and nuclear chemistry. Laboratory experiments included kinetics measurements, equilibrium determination, titration of ascorbic acid, thermochemistry with bomb calorimetry, and electrochemistry of galvanic cells. Students finished the quarter by writing a formal lab report and taking the full-year American Chemical Society general chemistry exam.

**University Physics I with Laboratory:** Fall quarter focused on classical mechanics. Students learned to understand concepts about and solve problems involving: kinematics (translational and rotational), dynamics (force and torque), and conservation principles (momentum, energy, and angular momentum). These were reinforced by lab exercises frequently using Vernier LoggerPro software and sensors. Students worked through chapters 1-12 in Knight’s *Physics for Scientists and Engineers with Modern Physics *(3rd ed.) and submitted homework via the online system MasteringPhysics. Students took quizzes, as well as a midterm and final exam.

**University Physics II with Laboratory:** Winter quarter coverage involved primarily oscillations, waves, and introductory electrostatics. Coverage (also in the text by Knight) included chapters 13 (Newtonian gravity), 14 (oscillations), 20-22 (waves), and parts of 25-30 (focusing on the electric field and electric potential, primarily of point charges and in the parallel plate capacitor), as well as Ohm’s law and resistance. Labs included diffraction (single and multiple-slit), introductory DC circuits, and related elements from chemistry (galvanic cells, thermochemistry). Students completed weekly problem sets of 12-15 problems, as well as midterm and final exams.

**University Physics III with Laboratory:** In spring quarter, the program covered chapters 31-35, and 37-38 of the Knight text, including the fundamentals of circuits, the magnetic field and electromagnetic induction (including Faraday’s law), AC circuits, and a brief overview of electromagnetic waves. The final two weeks included an introduction to modern physics, particularly quantization, the hydrogen atom, and the particle in a box. Students completed weekly problem sets of 10-14 problems, as well as midterm and final exams.

**Introductory Analog Circuits Lab:** Spring quarter included a weekly 2-hour lecture and 4-hour analog circuits lab. Texts were Horowitz and Hill’s *The Art of Electronics,* 2^{nd} ed., Chapters 1 and 4 (for ch. 4, we covered §4.01-4.09 on basic op-amps circuits, and parts of §4.11 on op-amp limitations) and labs from the affiliated lab manual by Horowitz and Hayes. In addition to the lab, there were weekly problem sets of 5+ problems, as well as an in-class, closed book midterm and final. Material covered included Ohm’s and Kirchhoff’s laws, Thevenin circuit equivalents, voltage dividers, complex impedance and gain for RC and LC filters, and basic op-amp circuits including inverting and non-inverting amplifiers.

(Standard) Suggested Course Equivalencies

- 13 – Calculus I, II, III
- 13 – General Chemistry I, II with Lab
- 15 – University Physics I, II, III with Lab
- 3 – Introductory Analog Circuits Lab

**Self-Check Worksheet**due Wed. June 1 by 5 pm to my office.

- The first candidate will be on campus Friday June 3. The teaching demonstration will be from noon – 1, Sem 2 C2107. The candidate will then be available from 1 – 2 in the faculty/staff lounge in the basement of the CAB.
- The second candidate will be on campus Wednesday June 15. The teaching demonstration will be from noon – 1, Sem 2 A2109. The candidate will then be available from 1 – 2 in the faculty/staff lounge in the basement of the CAB.

As you have just completed Matter & Motion, you are in a particularly good position to give feedback on the physicist to teach in that program next year. Please attend if you can.

On a related note, we will running hiring processes for permanent faculty in mathematics and in physics next year, to start at Evergreen in fall 2017. Please let Krishna know if you would be interested in serving on those search committees.

]]>- May use a personally prepared notesheet on an 8.5 inch x 11 inch piece of paper (both sides ok), a calculating device, and writing tools.

- Revisions will be due in class Week 8 Friday May 20.
- You are welcome to use any resource to complete revisions, but submitted work must reflect your own personal understanding.
- The expectations for the quality of revised solutions and explanations are very high.

As of last Wednesday, 12 of you (more than half of the class) have not turned in Academic Statements, and will thus be unable to register for classes on May 12th… unless you turn it in by then!

A registration delay may cause you to miss out on the early registration, and then may not get in to popular programs that fill up quickly.

Apparently, “**Many students have saved a draft without realizing that they need also to hit the “turn in” button.** ” Please check that you have done so.

Answers about such questions and everything they need to know to turn in their statements is at:

http://www.evergreen.edu/academicstatement/.

Best-

Neil

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