College Physics was an accelerated, intensive summer course that covered the first quarter of a year-long standard sequence in algebra-based introductory physics with lab. Students worked through chapters 1-10 in *College Physics* (Rice University OpenStax Consortium), including: translational and rotational kinematics and dynamics and conservation of energy, momentum, and angular momentum. Emphasis was placed on developing conceptual understanding and problem-solving ability. Students had 20 three-hour class meetings consisting of interactive lectures, collaborative workshops, and labs. Students participated in 14 labs, which included the following topics: measuring linear and rotational motion with rulers & stopwatches, video analysis, sonic rangers, rotary motion sensors; vector addition; projectile motion; Newton’s 2^{nd} law for translations and rotations; conservation of energy including rotational kinetic energy; conservation of momentum; and conservation of angular momentum. Students submitted 8 substantial homework assignments (each 18 problems, some with multiple parts) using the WebAssign on-line homework system. Students took two in-class exams. Students were evaluated through exams, exam revisions, homework assignments, and in-class work.

(Standard) Suggested Course Equivalencies

- 6 – Algebra-based Physics I with Lab (classical mechanics)

- Questions 1 and 2 are similar: mechanical energy is conserved in each scenario (why?), they each start with the same kinetic energy, and they each fall the same distance h.
- Question 4: each puck feels the same force over the same distance, so the same amount of work is done on each puck. So, each puck’s mechanical energy is increased by the exact same amount.
- Question 8 and 10: what is conserved? Hint: there is no principle of conservation of rotational kinetic energy.
- Question 11: I was the most startled by the performance on this question. Momentum is a
**vector**quantity. In this collision, momentum is conserved (it is a collision after all), so momentum is conserved in each direction. This is**not**an elastic collision, however, so there’s no reason to think that the kinetic energy before the collision is the same as the kinetic energy after the collision. Hints: before the collision, the total momentum is up and to the right. So after the collision, the total momentum still has to be up and to the right. After the collision, Arlo has momentum to the left. What does that tell you about Rebecca? - Question 12: Try using energy conservation for the whole problem. For part c), what does the sign of the work need to be?
- Question 13: Use Newton’s Second Law for Translations for the hanging mass. Use Newton’s Second Law for Rotations for the pulley. The tension in the rope does
**not**equal the weight of the hanging mass (if it did, what would the acceleration be?). Check that your final answer makes sense: if there no rope, what would the acceleration of the block be? Since there is rope pulling up on the block, is its acceleration larger or smaller than it would be without rope pulling up? We did this problem in lecture, in lab, and for homework. Look at your notes. - Question 14: Another conservation of mechanical energy situation (why is mechanical energy conserved?), but this time with both translational and rotational motion.

Here are the Exam 2 Revision Guidelines:

- Use the versions of the Exam 2 questions handed out at the end of the exam (also located at the Calendar page).
__You may utilize any resource available to you, but submitted work must reflect your own personal understanding of the material.__- You may revise any problems you choose.
- You must present a complete solution to any problem you choose to revise.
- Clearly indicate which problem(s) you are revising.
__Revisions must be neat, complete, and presented in a logical, clear-to-understand fashion. They should constitute “ideal” solutions to the problems below.__- The care you take in presenting your work will be considered when evaluating it.

- Students’ work in the program will be evaluated with the requirements provided in the Syllabus in mind.
- Basis for Awarding Credit
- Demonstration of comprehension of content knowledge and competence in process skills covered in the program as shown through exams, homework assignments, and in-class work.
- Completion and timely submission of assignments.
- Regular, punctual attendance and engaged participation in all program activities.

- Portfolios due 5 pm Day 20 (Fri. July 17) outside Lab 2 3255.
- Self-Evaluations due 6 pm Sun. July 19 uploaded to your my.evergreen.edu
- All students are required to write a self-evaluation and upload it. It is your choice if you want to include it in your official transcript – we can discuss that at your evaluation conference.
- Your Self-Evaluation may inform my evaluation of your achievement.

- Evaluation of Faculty due at your Evaluation Conference.
- Submit your Evaluation of Faculty by uploading it to your my.evergreen.edu. You may choose to keep it from me until your evaluation has been posted but it should be uploaded by your Conference (this option shows that you uploaded an evaluation of me but hides the content until the faculty evaluation of student work has been submitted).

- reading/lecture notes,
- lab notes,
- homework sets, and
- exams

to serve as a lasting record and resource for their own future reference.” To this, please add or leave space for

- exam revisions (Exam Revisions will be returned to you in class by Day 20 or given to you at your Evaluation Conference).

What will I examine in your Portfolio?

- I will look through everyone’s lab notes, checking primarily for evidence of engagement, learning, and completeness.
- I will only look at your lecture/reading notes if you direct me to. Why might you ask me to look at your lecture/reading notes? They may provide evidence of your learning that is not clear elsewhere. Please indicate clearly if would like me to look at your lecture/reading notes, and direct me to your best work.
- I will generally only look at your written homework sets if you direct me to, as I have a record of your WebAssign scores. Why might you ask me to look at your written homework sets? For example, it might be the case that the score you received via WebAssign doesn’t reflect your understanding as shown in your written homework. Please indicate clearly to me which (if any) of your written homework sets you would like me to look at; please note that I can’t look at everything. Use your judgement (I suggest that WebAssign scores of 13.5 or higher don’t need to be addressed, while WebAssign scores of 9 or less should definitely be addressed).
- I may choose to look at your written homework sets if your scores through WebAssign and your results on exams are inconsistent.

- As I have already graded your Exams and looked at your Exam Revisions, I will only review those briefly.