For Week 3 Math:

• Read 2.4, 2.5, 2.6.
• Access Reading Response via WileyPLUS. See Guidelines.
  • Some students have reported difficulties with viewing graphs in WileyPLUS. If you can’t see a graph: a) look at the corresponding problem in your text book, which should have the same graph; then try b) try a different web-browser; then c) contact WileyPLUS tech support directly (there is a Contact Us link at the top of WileyPLUS webpages).
• Learning Objectives
  0. (continuing objectives) I: Be able to work in and switch between verbal, numerical/tabular, graphical, and algebraic/symbolic representations. II: Connect and apply concepts and methods of calculus to other disciplines, particularly physics and chemistry.
  1. Use and interpret various derivative notations, and connect with using units.
  2. Interpret and apply meanings of derivatives in various scenarios.
  3. Given graphs of functions, sketch first and higher order derivatives. Given information about derivatives, tell whether the function is increasing, decreasing, or neither and whether it is concave up, down, or neither.
  4. State and use the connection between differentiability and continuity.

Student solutions to Week 2 Chemistry workshop are available:

• Solutions to Even Problems here
• Solutions to Odd Problems (2 versions) here and here

The original Workshop 2 worksheet is here.

Chemistry Problem Set 3:

• Chapter 3: 22, 23, 33, 37, 39, 44, 56, 64, 70, 71, 88, 107
• Chapter 4: 16, 30, 31, 33, 36, 37, 42, 50

Solutions for Chemistry Problem Set 2 can be found here.

For Week 3 Chemistry:

• Read 3.1 – 3.7 and 4.1 – 4.9. You may skim sections 4.5 and 4.8.
• Access Reading Response form here. See Guidelines.
• Learning Objectives:
  1. Understand the mole as a unit of measure in chemistry and use it with molar mass to convert between moles, mass, and number of particles.
  2. Learn to use the periodic table to predict the formulas of ionic compounds.
  3. Learn the system for naming ionic and simple covalent compounds.
  4. Use the concept of electronegativity to explain the formation of ionic, covalent, and polar-covalent bonds.
  5. Apply the concept of bond polarity to predict molecular polarity.

It’s an exciting time of year when the Nobel Prizes in the sciences are announced.

Physics: http://www.nobelprize.org/nobel_prizes/physics/laureates/2015/

• http://www.aapt.org/Resources/Neutrinos-Articles-for-Physics-Educators.cfm (access ends on 10/31/15)
• https://www.aip.org/science-news/nobel/physics2015/articles

Chemistry: http://www.nobelprize.org/nobel_prizes/chemistry/laureates/2015/

Physiology or Medicine: http://www.nobelprize.org/nobel_prizes/medicine/laureates/2015/

• Cool connections! You may recall in our first day introductions that Professor Neil Switz who will co-teach Matter & Motion with Riley in winter mentioned his work on mobile phone microscopes to detect parasitic worms in blood (http://www.sciencedaily.com/releases/2015/05/150506142558.htm). One half of this year’s Noble Prize in Physiology or Medicine was awarded for the development of drugs that target these parasitic worms.

Chemistry Lab 2 including Pre-lab, Experiment Procedure, and Post-lab is available here. The Pre-lab should be completed in your chemistry lab notebook and checked off at the beginning of Lab at 9 am on Thursday, Oct. 8th.

• Attempt all problems before Thursday Problem Session.
• Include solutions to ALL TEXT PROBLEMS in your Problem Set Notebook; Workbook problems can stay in the Workbook.
• Submit bold underlined problems via MasteringPhysics by 9pm Sat. Oct. 10.

• 2.1: 5, 10, 12, 13, 16, 19, 20, 21, 23, 24, 30
• 2.2: 7, 10, 12, 18, 25, 26, 27, 39, 45, 50
• 2.3: 9, 10, 13, 18, 22, 25, 28, 35, 40

• Attempt all problems before Thursday Problem Session.
• Include solutions to ALL PROBLEMS in your Problem Set Notebook.
• Submit bold underlined problems via WileyPLUS by 9pm Fri. Oct. 9.
• Feel free to use Desmos or equivalent and what you developed for Math Lab 2 for exploration and reinforcement. Note that you don’t have access to Desmos for quizzes and exams, though.

Chapter 2: 40, 41, 42, 43, 49, 56, 58, 71, 81, 84, 89, 103, 108, 113, 114, 123, 144, 151, 160

This problem set is due to the box outside Riley’s office (Lab II 3271) by 9 am Friday, Oct. 9th.

For Week 2 Physics:

• Read Ch. 2, Ch. 3
• Access Reading Response via MasteringPhysics
• Chapter 2 Learning Objectives
  0. (continuing objectives) I: Be able to work in and switch between verbal, pictorial, graphical, and algebraic/symbolic representations. II: Connect and apply concepts and methods of physics to other disciplines, particularly math and chemistry.
  1. Define, relate, and distinguish clearly the concepts of position and displacement, average and instantaneous velocity, and average and instantaneous acceleration.
  2. Interpret and use motion diagrams and kinematics graphs (position vs. time, velocity vs. time, and acceleration vs. time) to analyze one-dimensional motion.
  3. Learn and apply the basic ideas of calculus (derivatives and integrals) to kinematics problems.
  4. State and apply the constant velocity and constant acceleration kinematics formulas appropriately to problems involving moving objects. Recognize that free-fall motion and motion on a frictionless inclined planes are constant acceleration situations.
  5. Begin developing a robust problem-solving strategy in the context of solving quantitative kinematics problems using graphing and algebraic methods, and interpreting the results.
• Chapter 3 Learning Objectives
  0. (continuing objectives): See above
  1. State the basic properties of vectors and distinguish them from scalars.
  2. Describe vector quantities using: magnitude and direction; rectangular components; and unit vector notation. Be able to convert from one representation to another using basic definitions from right triangle trigonometry and the Pythagorean Theorem.
  3. Add and subtract vectors using both the graphical method and the method of components.
  4. Work with tilted coordinate systems.