Faculty: Robin Bond, Ph.D., John Caraher, Ph.D., Krishna Chowdary, Ph.D.

The year-long program Matter and Motion integrated the study of first-year calculus, chemistry, and physics through lectures, workshops, and labs. Students with previous college level course work in chemistry could opt of that part of the program. In spring, all students could choose any combination of continued study in calculus, chemistry, and physics along with student-initiated laboratory research projects or independent study. Students improved their mathematical and scientific reasoning and their problem solving abilities in calculus, chemistry, and physics. Student evaluations were based on: quizzes, exams, and revisions; written and on-line problem sets; lab notebooks and write-ups; literature reviews, research posters, and research papers; a portfolio of collected work; and engagement in lectures, laboratories, workshops, and seminars.

Learning objectives for students included: improving ability to articulate and assume responsibility for their own work; improving oral and written communication skills; strengthening skills and sensitivities in collaborative learning with the goal of creating a more inclusive classroom; learning single and multivariable differential and integral calculus and their applications, particularly to the physical sciences; utilizing mathematical models that describe and explain motion in the natural world; using the main ideas of classical mechanics, electricity & magnetism, thermodynamics, optics, waves, quantum mechanics, and special relativity to solve fundamental and applied problems; using ideas of atomic structure, mass, volume, concentration, heat, and time to predict physical and chemical properties of matter as well as the processes that shape the universe.

Calculus: We covered standard first year topics in single and multivariable calculus. Students worked through chapters 1 – 8, parts of chapters 9 and 10, and chapters 11 – 12 in Stewart’s Calculus: Concepts and Context (4e) including: a brief review of precalculus; concepts and definitions of limits, derivatives, and integrals; graphical, numerical, and analytic techniques of differentiation and integration; applications of differentiation and integration; differential equations; infinite series (particularly power series); vectors, planes, and motion along curves; partial derivatives, and double integrals. Most applications were in physical science contexts to integrate with other program components. Students had the opportunity to complete: 10 lab investigations using the online Desmos tool; 19 online reading responses; 23 problem sets consisting of 545 textbook problems total (of which 10 problems per each set, so 230 total, were submitted using the online homework system WebAssign); and took 19 quizzes and 6 exams with the opportunity to submit revisions.

University Physics with Laboratory: We covered standard first year topics in calculus-based physics, with fall quarter focused on classical mechanics, winter on electricity & magnetism and thermodynamics, and spring on waves & optics, quantum mechanics, and special relativity. Through reading, lectures, and workshops, students focused on developing conceptual understanding and problem-solving skills. These were reinforced by frequent hands-on activities and lab exercises that involved data collection and analysis, frequently using Vernier data acquisition tools and LoggerPro software. Students worked through chapters 1 – 11, 13 – 14, 18 – 20, 22 – 27, 29 – 32, and 34 – 35 in Wolfson’s Essential University Physics, along with customized readings on special relativity. Students had the opportunity to complete 22 laboratory activities, 25 online reading responses, 26 homework sets with online components via MasteringPhysics along with paper-based questions, and 22 quizzes and three cumulative final exams (at the end of each quarter), with the opportunity for revision on each.

General Chemistry with Laboratory: Students worked through McMurray and Fay’s General Chemistry: Atoms First, 2nd ed., chapters 0-17 and 22. Students had interactive lectures and collaborative workshops that covered topics such as: chemical measurements, structure of atoms, nuclear chemistry, electronic structure of atoms, ionic compounds, bonding, molecular structure, stoichiometry, thermodynamics, gas laws, intermolecular forces, properties of solutions, kinetics, equilibrium, acids and bases, solubility, electrochemistry, and nuclear chemistry. Students’ abilities were assessed primarily through 22 quizzes and three comprehensive exams, with opportunities for revisions on each. Students also demonstrated proficiency of material through completion of forty-one online problem sets. Students completed 15 laboratory exercises, which included use of common scientific instruments such as spectrophotometers and pH meters and engaged in common chemical analysis techniques such as gravimetric analysis, titrations, and calibration curves. Students used laboratory experiences as a tool for developing written and oral scientific communication, submitting lab write-ups and doing group posters and PowerPoint presentations.

Independent Project or Study: In spring, students could choose to design and carry out independent projects based on their own interests or to complete an independent study of their own design. Project students submitted a project plan, wrote an annotated bibliography, gave two oral presentations, gave final presentations at the 15^th annual Evergreen Science Carnival, and wrote a final paper that summarized their learning in the project. Independent study students designed their own curriculum (often incorporating some existing on-line courses), produced weekly progress reports, and aimed for a verified certificate of completion.

(Standard) Suggested Course Equivalencies

• 12 – Calculus I, II, III
• 16 – General Chemistry I, II, III with Lab
• 16 – University Physics I, II, III with Lab
• 4 – Independent Project/Study: