PHYS 122 - General Engineering Physics II

Student will reliably acquire data of sufficient quality to decisivly test the hypothesis of formal laboratory investigations. 
Alternative or parallel assessment: 
The student will demonstrate satisfactory performance on lab practicum questions associated with mid-term or final exams.
•     Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
•     Make reasonable estimates of the uncertainties associated with each measurement;
•     Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness.

Measurement, Outcome/Assessment: 

Student will reliably record quality data acquired through measurement, habitually assigning a reasonable uncertainty to each measured value. 

Data analysis and conclusive statements from formal lab reports will demonstrate a satisfactory level
•     Evaluate a hypothesis in terms of its testability and determine the kind and amount of data required to test it;
•     Summarize the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation;
•     Determine the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed;
•     Analyze an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis;

Communication Skills
•     Produce a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it;
•     Produce a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning, including clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability.

Physical Problem Solving Skills

•     Habitually sketches the configuration of problem elements as part of the problem-solving process;
•     Habitually uses a variety of representations in the problem-solving process;
•     Consciously selects an appropriate coordinate system; 
•     Identifies sub-problems and breaks a large problem into parts (linking variables).
•     Habitually develops and interprets algebraic representations before substituting particular numerical values;
•     Makes appropriate use of significant figures and units in problem solving;
•     Interprets algebraic and numerical results in words;

Fundamental Force Concepts
Fundamental Force objectives
•     Students understand that there are four fundamental forces in nature.
•     The gravitational force.
•     The electromagnetic force.
•     The weak nuclear force.
•     The strong nuclear force.

•     Students will be able to interpret and use the vector expressions for the gravitational and electric forces.,  and to recognize the implications of these expressions for the analysis of many body problems by direct force calculation.

Electrostatics
Context for the objectives
•     Classical Physics is applied to nature by making an intellectually fruitful choice of system to study.  The rest of the universe then becomes the environment for this system.  This analytic dichotomy is both a goal for instruction and a context for describing the objectives below.
•     When the system and its environment each comprise small numbers of charges, analysis proceeds by computing the electric field or electric potential produced by the environmental charges, then computing the interaction of system charges with that field.  The force (or potential energy) of that interaction then becomes an input to the mechanics problem as described in PHYS 114  

Electrostatics General objectives

•     The Student is able to make fruitful choices of system charge(s) to study and clearly distinguishes between the system and the environment.  The student can distinguish between and properly associate the field (or potential) belonging to the system charge from those made by charges in the environment.
•     The student can generate expressions for the field (or potential) produced by the environment charges throughout the region containing the system charge(s) and determine the values for these quantities at the site of the system charge(s).
•     The student can generate expressions for the interaction (force or potential energy) produced by the environment charges on the system charge(s) and determine the values for these interactions as inputs to the associated mechanics problem.
•     The student is able to apply the learning objectives of the mechanics course to solve mechanics problems in this new context.  The student has developed the awareness that the mechanics principles can be generalized beyond that course.
•     The process described above is linear, proceeding from cause to effect.  Once it is understood the student must also be able to reason (and solve problems) that begin with the effects as the inputs and have the causes as the desired goal.

The Electrostatics Particular Objectives
•     Students able to explain simple electrostatics experiments and charge separation phenomena using ideas of conduction, polarization of matter, and neutral pairs.
•     The student has an introductory understanding of the structure and constituents of atoms, molecules, crystals and amorphous solids, and can describe how these structures and the very large number of particles involved affect the electrical properties of the respective macroscopic material.
•     Students can identify the spectrum of electric properties of bulk matter resulting from the range of conductivity (zero to sensibly infinite) and understand the basic implications of these properties on the fields and potentials in and around matter.  The student can describe these implications both microscopically and macroscopically.

•     Students recognize that the structure of the  field (or potential) is determined by the structure of the charges.  Students will demonstrate this understanding by identifying symmetries in the field (or potential) structure that arise from symmetries in the charge distribution (point vs. line vs. plane sources, E vs. B field structures).
•     The student can apply symmetry arguments concerning field structure to the application of Gauss’ law.
•     Students recognize asymmetry in the charge distributions and can  relate these asymmetries to the structure of the fields (ex; discontinuity of E at a boundary, the magnetic field around a wire etc. ).
•     The student demonstrates understanding of the electric field in the space around environment charges by drawing qualitatively correct field line maps for small numbers of charges or charged conductors.
•     The student is able to apply quantitative aspects of basic electric field configurations in qualitative reasoning, e.g.
•     E points away from positive charges (toward negative).
•     E falls off as r squared for the point charge, and as r cubed for the Dipole.
•     The force produced by one charge on another is equal to the force produced by the second charge on the first.
•     Students recognize the analytic simplicity implied by the concept of superposition and can apply this understanding by constructing solutions to complex problems by adding the fields (or potentials)
for simpler problems together to obtain the field (or potential) for the complex problem.
•     The student can implement the previous objective for both discrete and continuous charge distributions.
•     The student can compute the flux of the electric field and use it in Gauss’ law.

The Electric Potential Particular Objectives

•     The student demonstrates understanding of the electric potential in the space around environment charges by drawing qualitatively correct equipotential maps for small numbers of charges or charged conductors.
•     The student demonstrates understanding of the relationships between electric field and electric potential by the ability to transform electric field maps into electric potential maps and the reverse.

The Electric Circuit Particular Objectives

•     The student clearly distinguishes electric potential from current in electric circuits and recognizes current as a material flow (conserved) that proceeds in the direction of the gradient of the
potential.
•     The student can link electric potential in electric circuits to the concept of potential described above and to models of circuit potential such as water pressure or “electrical height”.
•     Students can analyze simple series and parallel networks using equivalent circuits, solving for any desired variable.
•     Students can analyze complex networks using Kirchoff’s rules.
•     The student understands and can apply the formal definitions for capacitance, resistance, current, current density,  resistivity, power, EMF and internal resistance.
•     Students can predict the outcome of simple shorting and disconnecting experiments.
•     Students can analyze RC and LR circuits using calculus, solve problems using this analysis, and predict qualitatively the time behavior of such circuits.

The Magnetic Field Particular Objectives

•     The student can predict field geometries from source geometries and can apply the laws of Bio-Savart and Ampere to this problem.
•     The student can determine the forces exerted on system charges or currents by external magnetic fields (Lorentz Force).  In addition to other common geometries, the student will be able to compute the torque on dipoles and current loops.
•     The student can apply the appropriate Right Hand Rule to both objectives above.
•     In the absence of point sources for the magnetic field, students recognize the dipole as a model for many magnetic
field structures.

•     The student can apply symmetry arguments
based on the sources to the structure of the magnetic field and use this
together with Amperes law to solve problems or draw conclusions about
phenomena.

The Field-Field Particular Objectives

•     The student understands that changing
Magnetic fields produce Electric fields, and that changing Electric fields
produce Magnetic fields.  The student can
properly apply the Right Hand Rule for these interactions and lens law for
general induction phenomena.

•     The student can describe the physical
principles that explain motors and generators and the conceptual similarities
between these devices.

 

 

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