Physics 211 (Sections 1 and 2) and 212 (Section 1), Engineering Physics I/II: University of Idaho: 2010 Spring
W.V. Quine (1908jun25--2000dec25),
``From a Logical Point of View'', p. 15
The course mottos: very reassuring I think.
Sections
This syllabus is subject to change at the discretion of the instructor. Any changes will be announced in class as well as made on this page.
The syllabus is preliminary.
which is the page you are maybe viewing right now.
This page is the preliminary syllabus and includes
syllabus items
and the tentative schedules:
Tentative Schedule I for
Physics 211
and
Tentative Schedule II for
Physics 212.
This page is/will be/may be linked from the official physics department
course web page.
Physics 212,
Section 1: Engineering/Physics (EP) 216, MWF 9:30--10:20 (1). (I don't teach this course.)
Both as per the
Physics schedule.
They are only approximately coordinated with the lecture class.
For a summer semester, check with your lab instructor.
Physics 212:
Recitation: EP 122, R, 5:00-6:00, Leader: ????.
Unfortunately, the recitations are NOT marked on any UI schedule that I can find.
The recitation periods are in the regular classroom as you can see.
The course instructor
may also be present for some recitation periods for awhile---all the time if he is actually
recitation leader too.
Probably there will be a concentration on getting homework problems answered and test preparation.
Group study among students both in recitation and out is great.
The cycle of lecture, group study, individual study is vital to the learning process.
It's probably best to go to one or two TAs all the time for help so that you get
to know them and have personal relationship, and so they get to understand your
particular needs.
There is also the
Tutoring and Academic Assistance Programs (TAAP), Commons, Rooms 322 and 327.
This program offers small group tutoring for students.
You can sign up for
an existing group
or request
a new group.
Intro physics courses typically have
existing groups after a short period into the semester.
This is really a pretty good deal. Group work is very effective and social.
Ideally students should have their own informal groups in addition to any
formal groups, but sometimes it's hard to get to know people and
TAAP
supplies a warm, fuzzy tutor.
Caption: "Close up of a Cairn Terrier".
A warm fuzzy tutor?
Credit: User: Mrmcdonnell.
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:Cairn_Terrier_CloseUp.jpg.
Permission: Licensed under the
Creative Commons Attribution ShareAlike 2.5.
It's a bit on the expensive side, but many of you will use it for
the three course sequence
Physics 211,212,213,
and so you can imagine
that it's price is divided by three if that helps any.
It has lots of words and boxes and examples and stuff.
To old-timers (e.g., yours truly), it's a bit over-busy.
For
Physics 211,
we are planning to cover chapters 1--15, omitting chapter 14, probably 15, and almost always 12.
See the Tentative Schedule I below.
For
Physics 212,
we are planning to cover chapters 23--34.
See the Tentative Schedule II below.
A comparable textbooks
Serway, Physics for Scientists and Engineers, Chapters 1--39, 8th edition
and
Tipler ``Physics for Scientists and Engineers''
have been
put on reserve at the
library.
They can be checked out for 2 hours for reading.
No extra Serway, 7th edition was available and
these textbooks cover all the same material in about the same order.
All intro physics textbooks are much the same.
In terms of content using a 8th or 6th edition would be fine.
But you will have to adjust to the fact that sections might be a bit re-ordered.
Also problems might be changed or re-ordered.
This is no difficulty for any of these books for
Physics 211,212,213
courses I teach, since I use my
own problem bank and do NOT rely on the textbook problems.
But other instructors may assign homework questions from the textbook.
So if you need to take other courses in the
Physics 211,212,213
sequence, you may
have to get the questions from someone else which could be a hassle if you don't use the Serway, 7th edition.
With respect to the actual topics covered, virtually all intro physics textbooks with calculus
from the last 30 years, if not 50 years, are adequate.
With enough adaptations on the student's part almost any of these would do.
The notes are in pdf format.
For
Physics 211,
lectures are mostly latex-ed lectures that are
mostly complete and rather perfected.
There are some handwritten notes that are of variable legibility and are NOT updated.
For
Physics 212,
most notes are handwritten and are of variable legibility and are NOT updated.
Some semester down the road---way down the road---there will be complete
latex-ed notes for all chapters.
The notes correspond to the chapters
of Serway pretty much with a few minor deviations.
However, I have sometimes rearranged the topics in a chapter
to suit my best understanding of their logical ordering.
But you don't need to do that or to take any notes.
The textbook Serway covers
virtually all the material you need to know in courses
Physics 211,212,213 .
If you knew the book really well, you'd hardly need the notes.
The online lectures and Serway are
complementary.
It does help to have alternative sources.
At this level physics is rather abstract and idealized.
We deal with ideal motions, ideal point particles, ideal surfaces, ideal monkeys, ideal
systems, ideal charge structures, ideal electric field structures, ideal circuits, ideal optical systems.
Many real everyday motions and systems are much more complex than the cases we deal with:
just think about walking, bike riding, skipping rope.
In particular, real everyday motions usually involve resistive media and surfaces.
We discuss those resistive forces a bit and consider friction and maybe fluid resistance.
The point of studying such ideal systems is to understand them in terms of the very basic laws of
classical physics---pre-20th
century physics in terms of discovery, but still very useful in practice.
You don't need know intro physics to walk, ride a bike, or play catch---or to
turn on your lights.
Moreover, the oceans were sailed west by
Christopher Columbus (c. 1451--1506),
east by the
Polynesians,
and
pyramids
and
cathedrals
were build and all without knowing intro physics.
Caption: "Chartres Cathedral from the South East".
Credit: User T Taylor.
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:Chartres_Cathedral_000.JPG.
Public domain at least in USA.
But you do need to know it---and whole lot more---to design a
spacecraft
or a CD player.
Caption: "An artist's rendition of the
Phoenix Mars probe during landing. The sophisticated
landing system on Phoenix allows the spacecraft to touch down within 10 km (6.2 miles)
of the targeted landing area. Thrusters are started when the lander is 570 m (1900 feet)
above the surface. The navigation system is capable of detecting
and avoiding hazards on the surface of Mars."
Credit: Corby Waste (Mars program artist, Jet Propulsion Laboratory/NASA),
NASA, 2003jan01.
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:Phoenix_landing.jpg.
Permission: Public domain at least in USA.
You can only get so far by empirical means alone.
Note the ``alone'': empirical means are still essential.
But first we do the ideal problems---how can you do the real problems, if
can't do the ideal ones?
Now some people in his course may not go on to advanced
physics or
engineering.
But you will go on to advanced something---and an improved understanding how to analyze
and predict from basic principles will be a boon---for many students, it may
be the most important feature of this course.
That is the empowerment of intro physics.
Of course, studying intro physics is enlightening.
It helps understanding eternity and infinity.
As well as understanding home.
There is some math in this course.
Quite a bit actually---but that's good.
You-all are all in programs that need math skills.
Many of you already know some
calculus.
But since many people in
Physics 211
are taking
calculus as a corequisite,
the tools of
calculus are introduced
gradually into our developments and problems.
Calculus courses tend to start off doing limit theorems,
and what we need in physics are derivatives and integrals.
It's no surprise to you that this is a pretty hard course.
But as I always say, it's nothing like
organic chemistry.
But one just accepts that and digs in for the long haul.
If you are doing both the lecture and corresponding lab course in the summer, then
you are doing about 9 hours in class.
You should do about 2 hours out of class for every hour in class.
This means about 25 hours per week.
Basically a half-time job.
The math is really never more than simple algebra and calculus---if you find
yourself doing a page of calculations, you are way off the path.
The hardness is conceptual---at least at the instructor level.
At the student level, it turns out that algebra
is the hard part.
That's why this course will emphasize drilling on
algebra so that students don't just
fumble on tests.
When confronted with a problem, recognize the concepts needed
for a solution, and then you should know or be able to find the
right equation and then do the algebra in usually just a couple lines.
There will a fair number of DERIVATIONS in this course---no apologies.
Caption:
"Detail of a scene in the bowl of the letter 'P' with a woman with a set-square
and dividers; using a compass to measure distances on a diagram. In her left
hand she holds a square, an implement for testing or drawing right angles.
She is watched by a group of students. In the Middle Ages, it is unusual to see women
represented as teachers, in particular when the students appear to be monks.
She may be the personification of Geometry. Illustration at the beginning
of Euclid's Elements, in the translation attributed to Adelard of Bath.
Year: 1309--1316, France (Paris)."
Credit: Unknown 14th century artist, posted by User:Leinad-Z:
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:Woman_teaching_geometry.jpg.
Public domain at least in USA.
And usually the DERIVATIONS won't be tested in a direct sense---but I've been
known to throw a derivation question onto a exam.
But the DERIVATIONS are part of the course and you are
expected to understand them---you should review them as they
are presented to make sure you do---and understanding them will help with
the tested material.
I am trying to convince you NOT to take the seemingly easy path
of just trying to memorize a trick for every problem you see.
I am trying to convince you to understand the general approach---that's
the way to prepare to deal with problems you've never seen before.
You should put in of study for every hour in class:
---Richard Nixon (1913--1994): quoted
approximately from memory.
Oddly enough, even though I say you should obey the two-hour rule, experience
shows that students on average don't obey it.
Students---like most people including instructors---have a tendency to do nothing
without immediate rewards and punishments.
So I've designed the course to do that.
More active learning, less waiting around for students to hit the books at their
own convenience.
Just three big in-class tests.
You must all find study groups of from 2 to 4 people.
So introduce yourselves to your neighbors and exchange email or other
communication addresses.
Everyone write down the names of your groupmates.
You can change your groups or drop them whenever you like---but at least
you start out with them.
This is a collaborative quiz---but the other quizzes won't be.
You have 5 minutes.
Then hand all the papers to your right (i.e., to the north).
The quiz/test papers will handed out from the north end of the benches.
Do look or start until the instructor gives the word---which will
be after all have been distributed.
For quizzes, there will typically be 5 minutes.
For chapter tests, typically 20 minutes.
Write your names down first.
The quizzes/tests are closed book and, except for quiz 1, individual efforts.
Do NOT disassemble the chapter tests.
When the instructor says PENS DOWN, pens go down and quizzes or tests get passed to
the right (i.e., the north) where the instructor will collect them.
The whole procedure should be done efficiently and smoothly.
A lot of class time has to go into evaluation and we don't want to waste time fumbling
with papers.
Typically, there will be 3 to 5 multiple-choice questions each worth one mark.
Most easy, maybe 1 or 2 hard.
To expedite marking, the right answer letters MUST assembled into a
just below the student name:
e.g., abcb or bbc.
Failure to do this costs one mark.
Taking the quiz is worth one mark no matter what. So everyone gets at least one mark.
But this rule is only implemented after 2010mar02.
All quizzes are worth the same amount no matter what they are out of.
They are collectively 10 % or less of the total grade.
The less is just to give the instructor some freedom if quizzes don't work out sufficiently well.
The three lowest quizzes will be dropped. So you can miss three days.
For illness/family emergency/university events/professional events, there will be extra special drops.
You do have to ask for them.
The quizzes are not just for evaluation, but to reward attendance and participation in the class.
One of the strongest of all positive correlations with learning/grade is attendance.
Attendance makes sure that a student at least partially keeps up with a course.
I think far too many students start skipping classes saying to themselves ``I can make it up
with study on the weekend'', and then they never do make it up adequately.
There are NO make-ups for missed quizzes.
Quizzes are worth 10 % or less of the total grade.
The ``less'' is just to give the instructor some freedom if quizzes don't work out sufficiently well.
Typically, chapter tests will consist of 5
multiple-choice questions (of which 1 or 2 might hard) and
2 full-answer questions.
Each multiple-choice question is worth 1 mark.
Each full-answer problem is worth 10 marks.
So typically a chapter test will be out of 25 marks.
Most/Some of the multiple-choice questions
and one of the full-answer questions will be drawn from the homeworks (see below).
The other questions will be new.
The old questions might be might be updated a bit or have there numbers changed.
The multiple-choice question answers
should be assembled below the student's name as on quizzes.
The full answer problems must be complete for full marks.
Complete means the instructor can follow the reasoning from the givens to the solution.
There don't have to be any words, unless word answer is required.
Guidelines for full-answer problem answers:
You must show how you got the solution.
If you use numbers and you've made a math error, then grader often has no way
of knowing if you are on the right path or not.
Often few or no part marks can be given in such cases.
Use equal signs to mean equals. Arrows or something else for next step.
Usually the next step can be indicated by just a next line.
For intermediate values, I don't usually require units---but other instructors may.
But you shouldn't write down obviously insignificant figures nor drop obviously
significant figures.
This is just good practice: i.e., keeping near
significant figures even
if there is no need to keep them strictly.
Make-ups for illnesses or other necessary absences can arranged.
Also avoid saying anything about a given test to people who have not yet taken it.
All chapter tests are worth the same amount no matter what they are out of.
They are collectively 45 % or less of the total grade.
The ``less'' is just to give the instructor some freedom if chapter tests don't work out sufficiently well.
The instructor will usually lecture on some of the assigned reading.
Not all of it.
It is impossible to lecture fully on all the topics in this course.
So often the instructor will start well into a chapter, not at the beginning.
An assigned reading already gives the students the beginning.
Sometimes final bits of topics will be left for students to finish up on their own too.
For big example, the material of Chapter 1 is left almost entirely to reading.
The lecturing will consist of presentations, derivations, examples, and demonstrations.
But there will also be (i.e., practice) on problems in the lecture period.
Typically, I will start a problem and give the students some tens of seconds to solve it either alone or with
their group.
Then we take it up.
Then maybe the students try the problem again with previous notes covered up.
All this may seem like a trivial and tedious procedure---but experience has convinced yours truly
that students at the level of this course on average do NOT adequately do drill on their own.
All too often they passively watch examples being done or do homework problems by being
led step-by-step through them and never redo the examples or homework problems
entirely from scratch on their own.
The result of lack of drill: on tests, students fumble about unable to get the right concept, right formula, or the
right steps in solution.
Really and truly to GET physics---like any subject really---you have to
think about it and that takes .
Caption: Soldiers preparing to go qualify at the weapons range at Fort Dix, New Jersey.
Credit: Elliott Plack,
US Federal
Government.
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:WeaponsQual.JPG.
Permission: Public domain at least in USA.
I'm going to force that on you-all.
You need confidence with the procedures of physics problem solving.
I believe that
you will also learn conceptual unity, power, and elegance of physics.
But problem solving you will certainly learn.
If this course sounds like a treadmill, it is---but for me too.
There is plenty of evaluation coming from the quizzes, chapter tests, and final exam.
Almost all the homeworks and solutions for the course are already posted
below on
Tentative Schedule I/Tentative
Schedule II.
But students must study the homeworks since most quiz problems, chapter test problems,
and final exam problems (both
multiple-choice questions and
full-answer problems) will be drawn from the homeworks.
Procedure: do the reading; try a problem; check the answer; if wrong, repeat; if right go on to the next problem.
But not splendidly well prepared---for that you have to try other problems---the textbook
is loaded with them.
If you can answer any textbook problem for a chapter, then you are splendidly prepared for
the chapter test.
To access the posted homeworks, homework solutions, and test solutions (when they are posted
after the tests)
you need the SUPERSECRET
username
and
password---which you
can get from the instructor.
Caption: "Holbein d. J., Hans; Title: Deutsch: Porträt des Erasmus von Rotterdam am Schreibpult;
Year: 1523".
Erasmus (1466/69--1536) hitting the books.
The frisson---you see it in his face.
Credit: Hans Holbein the Younger.
Linked source: Wikipedia
image
http://en.wikipedia.org/wiki/File:Hans_Holbein_d._J._047.jpg.
Public domain at least in USA.
Sometime by May07 Friday at the latest each student has to meet with me for
about 10 minutes for an interview. So by the end of classes.
You have to come with at least 3 questions about the course or physics or science in general.
I'll have some questions for you too.
You get full marks just for doing the interview.
The intention is to break the student-instructor ice and let me put a name to a face---not
that I'll remember in most cases, but at least for a little bit I'll know who you all are---but
not know all at once, of course.
The last chapter test will probably be omitted since it will likely fall in dead weak.
Maybe the one before as well.
Caption: " `The school exam'. Oil on canvas, 103 × 175 cm. Kunstmuseum Bern. Date 1862".
Just like this it'll be.
Credit: Albert Anker (1831--1910).
Linked source: Wikipedia
image
ihttp://en.wikipedia.org/wiki/File:Albert_Anker_-_Das_Schulexamen.jpg.
Public domain at least in USA.
The final exam will be more weighted on the later material, particularly if we
skip one or more of the last chapter tests.
The COMMON FINAL has been for sections 1 and 2 because
it caused too many problems.
The finals for the two sections will follow the regular final scheduling as
the Registar's
final exam schedule and
will be in the regular classroom EP 122: Section 2 (10:30) on M 10--12;
Section 1 (12:30) on T 12:30--2:30.
These will be equally weighted and each will cover 1/3 of the
course.
The tests will probably consist of 3 full answer problems and 25 multiple-choice questions.
If you are in
Physics 212,
then earlier topics includes all topics from
Physics 211.
Guidelines for tests:
The powers of calculators are getting so great that they might
have banned altogether from tests.
Let's all try not to let it come to that.
Students are encouraged to keep good attendance.
So 3/5 in-class hours and at least 6/10 out-of-class hours.
Letter grades will be assigned
per
UI catalog---which
allow instructors some freedom of interpretation.
The instructor uses a curve to automatically
assign letter grades during the semester---if there are enough
students to make a curve meaningful---if there arn't, the
instructor
just decides on letter grades.
There is NO fixed scale.
Nosta bene: The instructor decides
what GPA the curve gives. Yours truly can move it up or down depending on the overall performance
of the class in relation to yours truly's expectations.
The final grades are decided on by the instructor
directly---the curve is NOT used, except as a guide.
There do NOT have to be any Ds or Fs if everyone comes up to the yours truly's expectations---which
is sort of the standard in the back of my mind.
There is special consideration for those who improve on the final. But how much depends on how things
look to the instructor at the end of the semester.
Students can always ask the instructor for their current
mark record and letter grades. Queries by email are probably best for this.
The instructor
will submit MIDTERM GRADES and FINAL GRADES
as scheduled in the
academic calendar---which
doesn't specify any midterm grade dates for summer courses.
Remember that after an instructor has submitted FINAL GRADES,
any adjustments (except for purely clerical errors) are
NOT allowed by university policy.
http://physics.nhn.ou.edu/~jeffery/course/c_intro/intrc.html
Physics 211:
Recitation: EP 122, T, 5:00--6:00 (1) and W, 5:00--6:00 (2), Leader: ???.
Since yours truly is in change of both sections, it doesn't matter which one you go to or both.
The instructor is also available for help with things whenever you
can catch him such as his office hours as given in
the instructor's schedule.
Recitations leader will probably/may mostly run things in group mode:
students work in groups on problems and the leader will circulate and facilitate.
NO PHYSICS DEPARTMENT TUTORING FOR SUMMER CLASSES.
NO TAAP FOR SUMMER CLASSES????.
For Physics 211.
For Physics 212.
But for 70-minute summer lectures, we will probably usually
take a 5-MINUTE BREAK
at the 40-minute mark or so.
Serway is a pretty good book.
Note
Serway, Physics for Scientists and Engineers, Chapters 1--39, 8th edition
and
Serway, Physics for Scientists and Engineers, Chapters 1--39, 6th edition
are almost the same books.
For
Physics 211
and
Physics 212,
the instructor's lectures for each chapter of
Serway are available online on, respectively,
Tentative Schedule I
and
Tentative Schedule II.
NOTE: Some of the assigned readings will be from the latex-ed lectures only.
It's suggested that you-all download those before they are covered in class and
add your own additional notes on them during the lectures.
We will learn some physics.
Those basic laws are NOT obvious---they are usually hidden in the complexity
of everyday motions and systems that we deal with empirically---we learn to deal with them by
trial and error to oversimplify---and usually very effectively.
Using these basic laws, systems much more complex than ideal ones
can be analyzed---they can be
analyzed from first principles---or at least basic principles.
Earthrise from Apollo 11, 1969jul16.
Credit:
NASA.
Beware---sometimes we get a little ahead of the calculus course.
We will give introductions to techniques when it seems necessary.
For
Physics 212,
the necessary tools of
calculus are considered
known although short reviews will occur as needed.
In the , there's the mindnumbing monotony of 5 days a week
for 8 weeks.
But there are no essays and no term-length projects.
``The art of studying is the art of applying the seat of the pants
to the chair.''
The two-hour rule is true for almost all courses actually.
Summer courses are run differently. No chapter tests, no final.
The quizzes---guess what---start today.
The quiz 1 goes out now---it is a marked question.
We probably will not usually do the quizzes or chapter tests first.
Maybe after a delay of 10--20 minutes.
There is one drop for the chapter tests: i.e., the lowest one is dropped from consideration.
NOTE: If you need a make-up, avoid knowing anything about given tests.
Note chapter tests can occur on any day including Fridays---which are work days like any other work day.
But they are JUST for study purposes: they are NOT handed in NOR marked.
NOTE: Some of the posted chapter homeworks may be updated before we get to their chapters.
So it is not good to print them out too early.
Usually the homework problems will NOT be done as in-class examples since the solutions
are already posted.
The students are strongly encouraged to sweat over the problems alone first---relying
on notes, the textbook, and the power of pure thought---and then seek help
from friends, the instructor
(office hours per
instructor's schedule), in the recitation period, the
TAs in EP 309, and/or
TAAP groups.
If you can do every homework problem for a chapter at the drop of hat, you are
reasonably well prepared for the the chapter tests.
Deprived summer-course students only have friends and the
instructor.
Actually, the username/password thing is just a little extra security---since
computer security is good.
There is actually a quiz 0 that is NOT in-class.
Nosta bene:
Even though exams are formally restricted to set exam
topics, intro physics is intrinsically cumulative and
earlier topics are assumed known insofar as they are needed for the
exam topics.
Academic-year lecture-mode courses
quizzes 10 % or less 3 drop
about 11 chapter tests 45 % or less 1 drop
1 comprehensive final exam 45 % or more no drop
Each chapter test is worth about 4 % of the final grade.
Summer courses
quizzes 10 % or less 1 drop
3 in-class exams 90 % or more no drop
Each in-class exam is worth 30 % of the final grade.
Attendance is kept by means of the quizzes.
Like any course, just showing up 3/5 times a week for session of physics
keeps us moving forward in the course.
There are absolutely NO extra credits.
See Policy on Grades from the
UI Catalog.
Note that E-6 states that grade changes after instructor submission are
only allowed for clerical corrections, not for reweighing or additional work.
There is another avenue for grade emendation:
the Academic
Hearing Board (1640.02 C-4) can have a say on grades---but it's not
very promising.
Beware of aliens bearing grades.
It's essentially a tutoring internship on the Cour d'Alene Indian Reservation at Plummer.
You are given a 2-week orientation and then are vanned up there twice a week---the van trip is part of the educational experience---ramping up going there, debriefing coming back.
Service-Learning wants people by Jan15.
See their un-updated flyer for Plummer.
I've got flyers---updated ones.
So anyone needing accommodations, see me soon and we'll see what we have to do.
No dated schedule has ever been adhered to by the instructor---except for Summer courses.
So there are no dates for chapters in this tentative schedule.
However, we have 16 weeks of class time not counting the spring/fall break.
We also lose about 2 or 1 days and holidays: i.e., in the spring Martin Luther King Day and Presidents Day, and in the fall, Labor Day.
So about 15 weeks and 45 lecture class hours.
The chapter tests will probably take up about 5 periods when added up---but they only take up about 1/3 of lecture hour each..
Since we are planning on 13 or 14 chapters (chapters 1--15 omitting chapter 14 and probably chapter 12), we will be covering about a chapter every 3 lecture periods which usually will not correspond to a week because of calendrical complications.
Some parts of chapters may be omitted.
As emphasized above, some parts of chapters will be assigned as readings with NO in-class lecturing on them.
Every day has or will have plan: specified reading for , quiz/test, specified presentation.
The daily plans are under construction.
Lecture 1 Latex-ed and complete.
Homework 1: Due: not due at all.
Solutions 1:
Chapter test 1 solutions for section 1:
Chapter test 1 solutions for section 2:
Lecture 2 Latex-ed and complete.
Homework 2: Due: not due at all.
Solutions 2:
Chapter test 2 solutions for section 1:
Chapter test 2 solutions for section 2:
Lecture 3 Latex-ed and in the process of completion.
Homework 3: Due: not due at all.
Solutions 3:
Chapter test 3 solutions for section 1:
Chapter test 3 solutions for section 2:
Lecture 4 Latex-ed, and nearing completion.
Homework 4: Due: not due at all.
Solutions 4:
Chapter test 4 solutions for section 1:
Chapter test 4 solutions for section 2:
Lecture 5 Latex-ed and complete.
Notes html version, also incomplete---and for good reason.
It just gives the conceptual introduction.
Homework 5a: Due: not due at all.
Solutions 5a:
Homework 5b: Due: not due at all.
Solutions 5b:
Chapter test 5 solutions for section 1:
Chapter test 5 solutions for section 2:
Lecture 6 Latex-ed and complete.
Homework 6: Due: not due at all.
Solutions 6:
Chapter test 6 solutions for section 1:
Chapter test 6 solutions for section 2:
Lecture 7 Latex-ed, virtually complete, and the actual lecture notes.
Homework 7: Due: not due at all.
Solutions 7:
Homework 8: Due: not due at all.
Solutions 8:
Chapter test 7 solutions for section 1:
Chapter test 7 solutions for section 2:
Lecture 9 Latex-ed and complete.
Homework 9: Due: not due at all.
Solutions 9:
Chapter test 9 solutions for section 1:
Chapter test 9 solutions for section 2:
Notes Handwritten---but illegible.
Lecture 10 Latex-ed, but incomplete.
Homework 10: Due: not due at all.
Solutions 10:
Lecture 11 Latex-ed and complete.
Homework 11: Due: not due at all.
Solutions 11:
Chapter test 10--11 solutions for section 1:
Chapter test 10--11 solutions for section 2:
The COMMON FINAL has been for sections 1 and 2 because it caused too many problems. The finals for the two sections will follow the regular final scheduling as the Registar's final exam schedule and will be in the regular classroom EP 122: Section 2 (10:30) on M 10--12; Section 1 (12:30) on T 12:30--2:30.
Notes Handwritten---but illegible--but also
not complete.
Lecture 13 Latex-ed, but incomplete.
Homework 13: Due: not due at all.
Solutions 13:
The will be May13, 7:00--9:00 PM in Agricultural Science (AG), Rm 106.
No dated schedule has ever been adhered to by the instructor---except for summer courses.
So there are no dates for chapters in this tentative schedule.
However, we have 16 weeks in the semester (not counting spring/fall recess) and we may lose about two weeks of classes for in-class exams and holidays: e.g., in the fall, Labor Day and in the spring Martin Luther King Day and Presidents Day.
So about 14 weeks and 42 lecture class hours.
Since we are planning on 12 chapters (chapters 23--34), we will be covering about a chapter per week on average.
We have 8 weeks in the summer semester and 5 lecture periods a week.
So about 40-1=39 lecture periods where the subtracted period is for the July 4 holiday.
Since we are planning on covering chapters 23--34 (12 chapters) we will cover about a chapter every 3 days and that will take 36 lecture periods.
The remaining 3 lecture periods are for the exams.
But that's why we have courses, to yoke ourselves together like mule team and just drive forward to the the end in a finite time.
And it's all great stuff: intellectually exciting, vital for education and career.
Some parts of chapters may be omitted.
Some parts of chapters may be assigned as readings with NO in-class lecturing on them.
