Copyright 2008 by John Stratton 1

Assistant Professor John R. Stratton A-141

Atlantic Cape Community College Phone: 343-4981
5100 Black Horse Pike Fax: 343-5122
Mays Landing, NJ 08330 [email protected]
www.atlantic.edu/program/academic/stratton/jshome.html

Conceptual Physics (PHYS 100)
Fall 2008
Copyright 2008 by John Stratton

Course Description

Prerequisite: ENGL080 and MATH074.

Topics include scientific method, Newton's laws, motion, energy, momentum, rotational motion,
gravitation, fluids, heat, electrostatics, DC circuits, sound, light and properties of waves.
Laboratory utilizes computers for data acquisition and analysis. Meets the general education
requirement for science.

Course Focus

This single-semester conceptual physics course provides an introduction to many topics in physics
and general science for non-science majors, education and med-tech programs.

Text, References and Materials

Bring the required materials to all class meetings.

Required: Conceptual Physics, 10
th
ed by Hewitt (ISBN 0-8053-9375-7)
Required: Practicing Physics, 10
th
ed by Hewitt (ISBN 0-8053-9198-3); may be packaged
with text.
Required: Lab Notebook
Required Course Pack: Conceptual Physics Lecture Notes & Laboratories (Bookstore)
Required: Calculator
Optional: USB Drive (1 person from each lab group)

Copyright 2008 by John Stratton 2

Course Schedule

Room: A-152
Lecture: Tuesday & Thursday 11:00 AM-12:15 PM
Laboratory: Tuesday 2:00-4:45 PM
Office Hours: Monday 11:00 AM-12:00 PM
Wednesday 2:00-3:00 PM
Thursday 4:00-5:00 PM
Other office hours are available. Also see the attached schedule for more detail.

Course Evaluation

Letter grades will be determined as follows.
90%-100% A
80%-89% B
70%-79% C
60%-69% D
< 60% F

Lecture: 75%
Exams (Equally Weighted) 75%
Quizzes (+3%)

Lab: 25%
Each Lab 100 pts toward total
Notebook 100 pts toward total
Penalty for misuse or
absence of Notebook
-3 to -10 points

Students must have passing averages in both the exams and laboratories to pass the course.

For example, if a student earns a 77.0% exam average, an 62.0% quiz average, and an 88.0% lab
average, the students grade would be (excluding extra credit):

0.770 75 = 57.75
0.620 3 = 1.86
0.880 25 = 22.00
Total = 81.61 B

Copyright 2008 by John Stratton 3

Attendance & Lateness

Lecture: Students are expected to be at all lecture meetings with all class materials. Unscheduled
activities that count as labs or quizzes may also occur on lecture days. In general, missed classes
are difficult to recover from and will greatly affect a student's ability to succeed (i.e. missing a
class puts you in a BIG HOLE!).

Lab: Students may miss one lab for a valid, documented excuse (medical, family emergency,
flood, famine, nuclear holocaust, plague of locusts, asteroid collision, etc.). Missing or not
submitting more than 1 lab will result in a failing lab grade. If all labs are completed for a grade,
the lowest lab grade will be dropped. Points will be deducted for lateness in lab.

Late Work:

Lecture: WebCT quizzes cannot be taken after the due date since the answers are discussed at the
next class meeting.

Lab: Lab reports are due at the beginning of the next lab meeting unless otherwise specified.
Late labs will be penalized one half grade after the start of class on the same day they are due, and
one grade thereafter. Labs will not be accepted after one week from the original due date.

Quizzes

Quiz questions will be asked online via WebCT. In class, a deadline will be discussed by which
the instructor must post a quiz if it is due at the next class meeting. Quizzes are due on the due
date with no exceptions.

Extra Credit

The conceptual quizzes given online will be totaled and can add up to 3% to the course average.

Exam Makeups

Exams may only be made up if the student contacts the professor with a valid, documented excuse
(see above) by phone, written note, or Email. The professor reserves the right to give a different
exam that may be more difficult, or to adjust the grading scale to account for the fact the student
is taking the exam under different testing conditions.

Lab Makeups

If students need to miss laboratory for a valid, documented excuse (see above), the instructor
must be notified before the scheduled class or immediately after as above. If this is done, a
makeup may be possible. Missing or not submitting more than 1 lab will result in a failing lab
Copyright 2008 by John Stratton 4
grade. Students may miss one lab for a valid, documented excuse. If all labs are turned in, then
the lowest lab grade will be dropped.


Academic Honesty

Students are expected to uphold the integrity of the academic process. In addition to personal
acts of plagiarism or dishonesty, students are also obligated to report any act of cheating that they
witness. Acts of dishonesty will result in disciplinary action as outlined in the Student Handbook.
In essence, this means you will receive a "0" for the assignment OR an "F" in the course if the
assignment is central to the course. A report will also be made to the Dean of Students. Two
such infractions will result in dismissal from the college.

In this course, every person does his or her own work. You may discuss and work on the
laboratories together, but the report must be your own work. Blatant copying will result in a "0"
for the lab that cannot be dropped. In general, this applies to any assignment that is collected for
a grade. Cheating on an exam will result in a failing grade for the course.

Academic Advising

Many students self-advise and pick their own courses, while others seek the advice of registration
staff. For one reason or another, we sometimes learn (too late) that students have unrealistic or
ill-advised schedules. Please feel free to ask my advice or the advice of your other professors in
such matters.
Copyright 2008 by John Stratton 5
Class Conduct

1. Dont be late. Its rude and it interrupts the class. If you miss a prelab discussion, points will
be deducted.

2. Turn cell phones off!

3. Do not talk, sharpen pencils, staple or do anything else at times when it might be a distraction
to your classmates.

4. I value your input, I want to have discussions, and I must hear your questions. However, you
must raise your hand. Sometimes, I wish to let the class think, and you will ruin that if you
call out the answer.

The PHYS 100 Survival Guide: How to do well in a science course
1. Do all homework on time because
a. If you let it pile up, you will find it very difficult to do well on the exams.
b. Studying for a test involves doing the homework again, not the first time.
c. Review time is review. It is driven by your questions.

2. About exams:
a. The exam is taken from the homework and class activities.
b. Understanding examples and demonstrations from class is key to doing well.
c. Do not forget to check the objectives to be sure youve covered all the bases!

3. Studying in groups can be helpful!

4. Do not understudy for the first exam.

5. Do not wait until the day that a lab is due to complete it because:
a. As time goes on, you will forget what was done in lab. Do it while its still fresh in your
mind.
b. If you have questions (and you will), then you will not be able to get them answered in
time and will have to turn the lab in late. This results in a deduction of 5 to 10 points.
c. If you just decide to hand it in with a major mistake, then you will get it back to do again.
Your grade starts at an 85 on the second try, and the second time is more difficult (see
a).

6. Keep a careful lab notebook. It is worth a lab grade.

7. Do not plagiarize or copy. It is dishonest and speaks to your character.

8. Have some fun and enjoy the course. This may be your only opportunity to take a lab science,
so enjoy it and take away all that you can from this experience.
Copyright 2008 by John Stratton 6

Course Goals

Students will

1. develop an appreciation for physics and an understanding of what it can tell us about the
world. Students should see how physics can explain various phenomena that they encounter
every day.

2. gain practice in experimentation, data recording and data analysis.

3. use a computer for data acquisition and analysis.

4. describe the scientific method of investigation and use it to evaluate theories and ideas that are
encountered in everyday life.

5. conceptually understand basic concepts of
a. Newtons Laws
b. One dimensional motion and freefall
c. momentum
d. energy
e. rotational motion
f. gravitation
g. atomic structure
h. fluids
i. heat
j. electrostatics and DC circuits
k. sound, light and properties of waves


Copyright 2008 by John Stratton 7

Performance Objectives

Unless otherwise indicated, mastery of the following performance objectives is achieved by
accurately defining and describing the specified concept, and applying this concept to assigned
questions. Exams will consist of multiple choice questions, short answer questions, and
calculations where appropriate.

Laboratory:

1. In groups, students will pre-read, set up and perform experiments.
2. The student will keep a proper laboratory notebook using the format provided.
3. The students will perform calculations and answer questions using the data that was collected.
4. In groups, students will set up experiments in which the computer records data from various
sensors.
5. Students will use the computer to perform curve fits to obtain the slope of a line.

Chapter 1: About Science

6. The student will describe the role that mathematics plays in science.
7. The student will state the four (or five) steps of the scientific method and be able to recognize a
non-scientific hypothesis. (R 10, E 2, 4, 9)
8. The student will differentiate between science and technology. (R 19)
9. The student will differentiate science from religion with respect to their areas of applicability.
(R 17, 18)

Chapter 2: Newtons First Law of Motion- Inertia

10. The student will describe what was demonstrated by Galileo at the Leaning Tower of Pisa. (R
5; E 3)
11. The student will describe Galileos experiments with inclined planes and state Galileos
conclusion. (R 6; E 1, 2, 4)
12. The student will define inertia, state Newtons First Law, and answer questions
demonstrating your understanding of their meaning. (R 7, 8, 9; E 5, 6, 7, 10, 11, 12*, 13, 15,
19)
13. The student will define the terms force and net force, give the English and metric units, and
calculate net forces in simple situations. (R 10, 11, 12; E 20, 30, 41, 43, 44, 45/46/47/48 !!!)
14. The student will state the condition for equilibrium and use it to find the missing forces in
diagram. (R 13, 14, 15, 16, 17, 18; E 21, 22, 24*, 25, 26, 27, 28, 29)
15. The student will define normal force. (E 34, 35*)
16. The student will define tension.

Chapter 3: Linear Motion

Copyright 2008 by John Stratton 8
17. The student will define and differentiate instantaneous speed, average speed and velocity. (R 2,
3, 4, 5, 6, 7, 8, 9; E 4, 11, 15)
18. The student will calculate average speeds and distances covered for constant speed/velocity
situations from given information. (O 1, 2, 3, 4, 5, 6*, 7, 8, 9; P 1)
19. The student will define acceleration. (R 10, 11, 12, 13!; E 5, 6*, 10, 13, 18, 19*, )
20. The student will calculate the accelerations, final velocities and distances from given
information. (O 10, 11, 12, 13, 14, 15; P 2, 6, 7**)
21. The student will find velocities and calculate distances in simple free fall problems. (O 16, 17,
18, 19, 20, 21, 22; E 27!, 28, 29, 32, 36; P 3, 4!, 5*, 10*)

Chapter 4: Newtons Second Law of Motion

22. The student will define friction and describe its effects (R 2, 3, 5, 6, 7, 8, 9: E 7)
23. The student will differentiate mass from weight, give the English and metric units for each. (R
10, 11, 12, 13, 14, 16, 17, 18, 19; E 12, 13, 15)
24. The student will calculate weights from given information (O 1, 2, 3, 4, 5)
25. The student will state Newtons second law and describe the relationship between force, mass
and acceleration. (R 20, 21, 22, 23, 24, 25, 26; E 5, 27**, )
26. The student will calculate forces, masses or accelerations using Newtons second law (O 6, 7,
8, 9, 10*)
27. The student will define free-fall and state the free-fall acceleration. (R 27, 28, 29; E 28, 34)
28. The student will describe the factors that determine acceleration when air resistance is present
and define terminal speed. (R 30, 31, 32, 33, 35; E 42, 45, 49, 56, 57)

Chapter 5: Newtons Third Law of Motion

29. The student will state Newtons laws and be able to identify action/reaction force in a given
system. (R 2, 3, 4, 5, 6, 7, 10, 11, 12; E 1, 3, 4, 5, 7, 10, 11, 12, 13, 15, 22, 23, 24)

Chapter 6: Momentum

30. The student will define momentum and impulse and state the relationship between them.( R 1,
3, 4, 7, 12, 13; E 1, 3, 6, 8, 10, 12, 13, 14, 15, 19, 20)
31. The student will state the law of conservation of momentum and explain how it applies to a
given situation (R: 14, 17, 18, 19/20; E 28, 30, 33, 35, 36, 39, 41, 48, 49, 53*, 56, 58)

Chapter 7: Energy

32. The student will define work and name its SI unit. (R 2, 3, 4, E 3*, 4, 5, 25, 26, 27)
33. The student will calculate the work done from the force and distance. (O 1, 2, 3; E 4, 6, 11, 17)
34. The student will define Power and name its SI unit. (E 7)
35. The student will calculate the power expended from the work and time. (O 4, 5, 6)
36. The student will define potential energy and calculate it in a given situation. (R 7, 8; O 7, 8)
37. The student will define kinetic energy, and calculate it in a given situation. (R 10; O 10, 11) 12;
Copyright 2008 by John Stratton 9
E 49*)
38. The student will state the work-energy theorem and use to find one from the other. (R 11, 12*,
O 13, 14; E 1, 2*, 23)
39. The student will state the law of conservation of energy and use it to relate changes in potential
and kinetic energy to one another (R 14, 15; E 19, 29/30, 31, 32/33, 34, 45)
40. Students will compare and contrast kinetic energy and momentum as discussed in class. (R 23,
24, 25; E 50, 52, 54, 55, 58)

Chapter 8: Rotational Motion

41. The student will define and differentiate angular and tangential speed, and describe the
relationship between them. (R 1, 2, 3, 4; E 1, 3, 4, 6)
42. The student will define rotational inertia and describe the factors that affect it. (R 7, 8, 9, 10,
12; E 12!*, 13, 14, 15*)
43. The student will define torque and describe the factors that affect it. (R 13, 14, 15; E 19)
44. The student will calculate the torque in a given situation. (O 1, 3)
45. The student will define center of mass and center of gravity and describe the properties of each
as discussed in class, including stability. (R 16, 17; E 24, 25, 26, 32, 35, 37, 38!*)
46. The student will define centripetal force and differentiate it from centrifugal force. (R 23, 24,
25/26, 60)
47. The student will define angular momentum and describe the factors that affect it. (R 30)
48. The student will give examples of situations that demonstrate conservation of angular
momentum. (R 31; E 10, 53, 54, 59)

Chapter 9: Gravity

49. The student will define gravitational force and explain the factors that affect it in terms of
Newtons law of universal gravitation. (R 3, 4, 5, 6, 7, 8, 9, 12 E 2, 4/5, 6, 7, 11, 13, 14!, 16,
18!, 19, 22)
50. The student will describe the cause of apparent weightlessness. (R 13, 14, 15; E 10, 24*, 25,
26, )
51. The student will explain the cause of ocean tides on the Earth. (R 17, 18, 19, 20; E 35, 37, 38,
41, 43*)
52. The student will define gravitational field. (R 26)
53. The student will describe Einsteins view of gravitation. (R 30, lecture and reading)
54. The student will define the term black hole and describe its properties (R 31, 32, 33, 59)
55. The student will define what is meant by dark matter and dark energy. (lecture and reading)

Chapter 11: The Atomic Nature of Matter

56. The student will describe the structure of the atom and describe the three particles that atoms
are made of in terms of relative mass and charge. (R 9, 10, 11; E 39, 42)
57. The student will define ion and explain how positive and negative ions are formed. (E 27, 28,
29)
Copyright 2008 by John Stratton 10
58. The student will define element and explain how elements heavier than hydrogen were formed
(R 12, 14, 15, 16; E 1, 7, 8, 9, 10, 16)
59. Name and define the three things given for each entry in the simple periodic table in the text. (R
18; E 15*, 23, 24, 25 )
60. The student will define isotope and distinguish between atomic mass and atomic mass number.
(R 20, 21; E 18, 19)
61. The student will define and differentiate compound and mixture. (R 22, 23)
62. The student will define molecule. (R 24; E 3)
63. The student will define antimatter and its relationship to ordinary matter. (R 26, 27; R 49)
64. The student will define dark matter and explain the evidence for its existence. (R 28)

(Optional) Chapter 12: Solids

65. The student will describe the structure of crystalline solids as opposed to amorphous solids.
66. The student will describe the properties of metals that allow them to conduct electricity.


Chapter 13: Liquids

67. The student will define the term pressure and describe the factors that affect it. (R 2; E 2, 4, 5,
6)
68. The student will describe the factors that affect the pressure at a point inside a liquid. (R 3, 4, 5;
E 10, 11, 12, 13, 17, 56)
69. The student will define buoyancy, state Archimedes principle, and describe what factor makes
an object sink or float (R 7, 8, 9, 14, 15, 16, 17, 18; E 28, 30, 32, 34*!, 35, 36, 47)
70. The student will state Pascals principle and explain how hydraulics work (R 21; E 18!, 56, 57,
58)

Chapter 14: Gases and Plasmas

71. The student will explain the causes of atmospheric pressure. (R 1, 3, 4; E 1, 2, 6, 8)
72. The student will explain why suction is a myth. (R 10, 15; E 21, 26)
73. The student will explain how a barometer works. (R 7, 8, 9, 11, 12, E 19*)
74. The student will describe the relationship between pressure and volume using Boyles law. (R
13, 14; E 5, 9, 11, 34, 35)
75. The student will apply buoyancy concepts to the atmosphere. (R 17, 18; E 27, 28, 29*, 31, 47)
76. The student will state Bernoullis principle and give examples of situations or phenomena that
are explained by it (R 19, 20, 22, 23, 24; E 44, 48, 53, 55, 58)
77. The student will define the plasma state of matter. (R 25, 27)

Chapter 15: Temperature, Heat and Expansion

78. The student will define and differentiate temperature and heat using energy principles. (R 7, 8,
9; E 5)
Copyright 2008 by John Stratton 11
79. The student will relate and differentiate the Fahrenheit, Celsius and Kelvin temperature scales
and give the values of some reference temperatures on each. (R 2; E 2 )
80. The student will describe methods of temperature measurement as discussed in class. (E 8)
81. The student will define and differentiate the various forms of molecular and internal energy. (R
4; E 6, 7*, 11*)
82. The student will define calorie. (R 12, 13)
83. The student will define specific heat capacity and explain its meaning with respects to heat
transfer between substances. (R 15, 16, 17, 18, 20; E 15, 18, 21, 22, 23, 27!)
84. The student will describe thermal expansion and explain its molecular origin. (R 21, 23; E 32,
34, 40, 42!, 43, 45, 46*, 50!)
85. Student will explain how a bimetallic strip works. (R 22)
86. Students will describe the anomalous expansion water. (R 25, 29*, 30; E 56, 58, 59)

Chapter 16: Heat Transfer

87. The student will describe conduction in solids and define conductor and insulator. (R 3, 4, 5, 6;
E 1, 3, 4, 6, 9, 11, 15, 20)
88. The student will explain the cause of convection and give examples. (R 7, 8, 10, 11, 13; E 10,
29, 31*, 37, 58)
89. The student will describe hear transfer by radiation. (R 14, 15; E 42, 44, 45, 47)
90. The student will describe the factors that affect the emission, absorption and reflection of
radiation. (R 16, 19, 20, 21, 22, 24, 25)
91. The student will describe the meteorological process known as radiation cooling. (E 51, See
lecture)
92. The student will explain the causes of the greenhouse effect in terms of the radiative properties
of the Earth and atmosphere. (R 30, 31, See lecture)

Chapter 17: Change of Phase

93. The student will define evaporation, explain how it acts as a cooling process and give examples.
(R 2, 3, 4, 5, 18; E 1, 2, 4, 9, 10, 11, 12)
94. The student will define and describe the process of condensation. (R 6, 7, 8; E 17, 18, 19, 21)
95. The student will define the meteorological terms relative humidity and dew point. (R 9; See
lecture)
96. The student will define melting and freezing. (R 21, 22, 23)
97. The student will describe the energy changes that occur during a phase change utilizing a
diagram of temperature verses time for water that is being heated. (R 26, 27, 29; E 23, 24, 25,
33!*, 40, 43, 48, 49
98. The student will describe the operating principle of refrigerators and air conditioners (heat
pumps). (R 28; E 52, 53, 59)
99. The student will define the latent heat of fusion and latent heat of vaporization. (See lecture and
text)
100. The student will explain how the latent heat of vaporization fuels a hurricane. (See lecture)

Copyright 2008 by John Stratton 12
Chapter 22: Electrostatics

101. The student will explain what is meant by the statement that charge is quantized and
conserved. (R 7, 8)
102. The student will explain origin of charge in terms of the subatomic particles that carry it. (R
2, 3, 4, 5; E 3, 15, 19, 20)
103. The student will describe the nature of electrical force in terms of like and unlike charges.
(E 5, 7, 12, 19, 23)
104. The student will describe the electric force in terms of Coulombs law. (E 25, 27)
105. The student will describe the properties of conductors. (R 12; E 40, 50, 54, 59)
106. The student will differentiate conductors from insulators, semiconductors and
superconductors. (R 13, 14; E 33, 34)
107. The student will explain how objects can be charged by contact and induction, and explain
the concept of a ground. (R 22, 23; E 10, 14, 18, 37, 39, 43)
108. The student will explain the concept of an electric field as discussed in class. (R 24, 26; E
31, 35!, 45*, 46*, 48!)
109. The student will explain how electric fields can be shielded. (R 27, 29, 34, 44)
110. The student will define and give the units of electric potential. (R 30; See lecture)

Chapter 23: Electric Current

111. The student will define the terms current, voltage and resistance and state the relationship
between them. (R 2, 3, 4, 5, 6, 8!, 9, 10, 11, 12; E 1, 5, 7, 10, 15, 16, 19, 21, 22, 23, 24, 25,)
112. The student will calculate the current in a circuit from the voltage and resistance. (O 1, 2, 3, 4)
113. The student will describe the difference between direct and alternating current. (R 17, 18, 19
114. The student will calculate the power in a circuit. (O 5, 6; E 29, 59)
115. The student will define and differentiate series and parallel circuits. (R 33, 34, 35, 36, 37, 38; E
2/3, 28, 31, 32, 33, 34, 43!, 44!, 45!, 46, 47, 52, 53)
116. The student will describe what is meant by overloading a circuit and explain the purpose of
fuses or circuit breakers. (R 39, 40)

Chapter 19: Vibrations and Waves

117. The student will describe waves by differentiating transverse from longitudinal waves; defining
wavelength, period, and frequency; and describing the relationships between them. (R 6, 7, 8,
9, 10, 11, 12, 13, 14; E 8, 9, 10, 11, 14, 18, 19, 20, 21, 22, 23!, 27, 31)
118. The student will solve simple numerical problems that relate frequency, period, wavelength and
wave speed. (P 1, 2, 3, 4, 7)
119. The student will define constructive and destructive interference and state the principle of
superposition. (R 15, 16, 17)
120. The student will describe standing waves and define node and antinode. (R 18, 19; E 33, 32)
121. The student will explain the origin of the Doppler Effect. (R 20, 21, 22; E 34, 35, 37, 39, 40)

Chapter 20: Sound
Copyright 2008 by John Stratton 13

122. Define sound and describe sound waves with respect to speed and pitch (frequency),
compressions and rarefactions, and the speed of sound in different media. (R 2, 3, 4, 5, 7, 8, 9,
10, 11; E 2, 6, 8, 10, 17, 19!, 22*, 24)
123. The student will compare the speeds of sound and light (E 9*, 11, 29)
124. The student will describe the facts that affect sound energy absorption (R 18; E 35)
125. The student will define reflection and refraction and give examples of each. (R 14, 15; E 15,
23)
126. Describe the phenomenon of resonance and give examples. (R 21, 23; E 33, 37, 38)
127. Explain the origin of beats and find the beat frequency in a given situation. (R 26, 27, 28; E 44,
46, 48, 49!, 50)

Chapter 21: Musical Sounds

128. Review for Objective 122: Frequency and Pitch (R 3; E 2, 7)
129. The student will students will differentiate intensity from sound level. (R 5, 6, 7)
130. The student will define the terms fundamental frequency and harmonic and describe the factors
that determine the fundamental frequency of a string.. (R 9, 10, 11, 12; E 11, 14, 16, 17, 24)



Chapter 26: Properties of Light

131. The student will students will describe the electromagnetic spectrum. Students will describe
electromagnetic radiation, and rank the types of radiation with respect to frequency,
wavelength, and energy. (R 7, 9, 11, 13; E 4, 7, 10, 12!, 14, 19, 21, 22)

Chapter 27: Color

132. The student will students will use scattering to explain why the sky is blue, why the sunset is
red, why the ocean is blue, and why clouds are white. (R 20, 21, 22, 23, 25, 26; E 35, 41)

Chapter 28: Reflection and Refraction

133. The student will state the law of reflection. (R 5; E 3)
134. The student will define refraction, explain its cause, and predict whether a light wave will bend
toward or away from the normal line in a given situation. (E 23, 29*!)
135. The student will use refraction to explain the origin of a mirage. (R 13; E 34)
136. The student will define dispersion and explain the origin of a rainbow. (See lecture)
137. The student will explain the origin of total internal reflection. (R 22, 24)

Chapter 29: Light Waves

138. The student will state Huygens Principle. (R 1)
Copyright 2008 by John Stratton 14
139. The student will define diffraction and describe how it depends on wavelength and slit width.
(R 3, 4, 5; E 2, 3, 6)
140. The student will define the term polarization and explain how light can be absorbed by
crossed polarizers. (R 16, 18, 19, 20; E 35, 36, 39, 41)

Time Allowing
Chapter 30: Light Emission
OR Special Topic (e.g. MRI)

Copyright 2008 by John Stratton 15

Tentative Schedule (Phys 100)

The instructor reserves the right to change the topics that are covered or their order.

Week Date Chapters / Labs /
Exams
Topics
1 T 9/2 Chapter 1 Introduction, About Science
Lab Hypothesis Testing
1 R 9/4 Chapter 1 About Science

2 T 9/9 Chapter 2 Newtons First Law
Lab Measurement & Uncertainty
2 R 9/11 Chapter 3 Linear Motion

3 T 9/16 Chapter 4 Newtons Second Law
Lab Motion
3 R 9/18 Chapter 5 Newtons Third Law

4 T 9/23 Review
Lab Atwoods Machine
4 R 9/25 Chapter 1-5 Exam: Newtons Laws and Motion

5 T 9/30 Chapter 6 Momentum
Lab Vectors
5 R 10/2 Chapter 7 Energy

6 T 10/7 Chapter 7 Energy
Lab Simple Machines
6 R 10/9 Chapter 8 Rotational Motion

7 T 10/14 Chapter 8 Rotational Motion
Lab Measurement
7 R 10/16 Chapter 9 Gravity

8 T 10/21 Review
Lab ??? Units and SF???
8 R 10/23 Chapters 6-9 Exam: Momentum, Energy, Rotational Motion
and Gravity

9 T 10/28 Chapter 11 The Atomic Nature of Matter
Lab Atomic Structure: Energy Levels and Spectra
Copyright 2008 by John Stratton 16
9 R 10/30 Chapter 13 Liquids

10 T 11/4 Chapter 14 Gases and Plasmas
Lab Buoyancy
10 R 11/6 Chapter 15 Temperature, Heat and Absolute Zero

11 T 11/11 Chapter 16 Heat Transfer
Lab Specific Heat
11 R 11/13 Chapter 17 Change of Phase

12 T 11/18 Review
Lab ??? Lab ???
12 R 11/20 Chapters 11, 13-
17
Exam: Atomic Nature of Matter, Liquids, Gases
& Plasmas, Temperature and Heat

13 T 11/25 Chapter 22 Electrostatics
Lab Pendulum
13 R 11/27

Chapter 23 Electric Current

14 T 12/2 Chapter 19 Vibrations and Waves
Lab Ohms Law
14 R 12/4

Chapter 20 & 21 Sound

15 T 12/9

Chapter 26 Properties of Light
Lab Vibrating Strings
15 R 12/11 Chapter 28 &29 Reflection and Refraction of Light

16

TBA Parts of Chapters
19-23, 26, 27,
28, 29
Review

16 TBA Parts of Chapters
19-23, 26, 27,
28, 29
Final: Electricity and Waves





Copyright 2008 by John Stratton 17

Laboratory Notebook
(A link to interactive sample notebook pages may be found on my homepage.)


Purpose: To provide a formal, organized work space/log in which one can record data and
work through the calculations of an experiment. It will help you organize your
thoughts and retain useful information.

General:

The pages should be fastened securely, so the laboratory notebook should not be spiral-bound or
perforated. A string-bound composition notebook is a good example of an acceptable notebook.


1. Write in pen. Neatly cross out mistakes. No white out! Do not rip pages out!

2. The inside cover should have information such as your name, address, home phone number,
instructor, etc. This will ensure that the notebook and all the data that you have worked so
hard to obtain will always find its way back to you.

3. The third page is where you should start a table of contents. Update this as necessary.

4. Number the pages as you go, using both sides of each page.

5. The first experiment should start on about the 5th page.

6. Skip a few pages between experiments.

7. Keep the notebook in chronological order. (I.e., record the data as it comes.) Avoid leaving
space for things and filling them in later.

8. If you miss a lab, you must still write the title and date of the experiment at the appropriate
point in the notebook.

9. Use the last several pages for reference. Write universal constants, equations, and reminders
that you find frequently useful.

10. Show your lab notebook to the instructor before leaving lab!

Copyright 2008 by John Stratton 18

For each experiment, label the following sections:

1. Title, Experiment Number, Date, Lab Partners, etc.

2. Lecture Notes

Record any diagrams, mathematical derivations and procedural notes given by the instructor.
The purpose of the experiment should be prominently displayed first. Everything mentioned
in the prelab discussion should be here.

3. Data/Calculations

Any data you take goes here first!!! Data must be taken directly into the laboratory
notebook as you acquire it. The laboratory report is a final draft only. I reserve the right to
deduct points if you are not taking data directly into the notebook. Also, attempt all
calculations in the notebook first. Again, the laboratory report is a final draft only. Your
results should stand out!


Remember: Data is taken directly into the lab notebook. Your first attempts at calculations are
also written there. You don't have to write everything twice, but make sure your calculations are
correct in the notebook before attempting to fill in the lab report. If you are observed not using
your lab notebook, a penalty of 10 points off your lab grade will result!


Copyright 2008 by John Stratton 19

Welcome to WebCT!

WebCT is a suite of tools developed by the University of British Columbia to deliver
sophisticated Web-based courses. It is presently being used by universities and colleges
all over the world to deliver online learning. If you have taken an online course at ACCC
before, chances are you may have used WebCT already.

In this course, your instructor has decided to use some of WebCT's tools to help enhance
your overall learning experience. Some of the tools you might use are for communicating
with your instructor and fellow students, like the Mail, Discussions or Chat tools, while
other tools allow you to access course handouts and materials, or take online quizzes. If
you have any trouble using the tools, you can click on "Help," next to "Course Map" at the
top of your screen.

To get into WebCT, follow these directions:

1. Go to http://webct.atlantic.edu:8900/
2. Click "Log on to My WebCT."
3. Enter your User Name, which is your last name and the last 4 digits of your Social
Security #. For example: smith1234. Do not use any spaces, and use all lower case
letters. (Note: If your last name is hyphenated, for example: Smith-Jones, then only use
the first part of the name, followed by the last 4 digits of your Social Security #. For
example: smith1234.)
4. Enter the Password, which is your birthday (mm/dd/yy - no dashes or spaces). Eg. If
you were born on May 21, 1967, you would type: 052167
5. Click OK.
6. Click on the course name located in the upper left corner to enter the course.

If you have any technical trouble with getting into your course, feel free to contact the
Instructional Technology Department during business hours by phone (1-800-617-2191) or
via the Web at http://www.atlantic.edu/onlinehelp

A Note about accessing your course from home:

Please use one of the recommended web browsers: Microsoft Internet Explorer 5.0, 5.5,
6.0 (PC), Microsoft Internet Explorer 5.1 (Mac OS9, OSX.1), Microsoft Internet Explorer 5.2
(Mac OS9, OSX.2), Netscape 6.2.x (PC and Mac), Netscape 7.0 (PC and Mac OSX).
AOL users: There may be some problems with taking online tests. If this happens to you,
Copyright 2008 by John Stratton 20
do not use the AOL browser to get into your WebCT course. Instead, connect to the
Internet using AOL, minimize AOL and use one of the recommended browsers.
Internet Explorer users are urged NOT to save their passwords when login box appears.

(If you do not have a computer at home, you can still access WebCT in any one of the
computers labs at our Mays Landing, Atlantic City or Cape May campus locations.)


Frequently Asked Questions

What do I need on my home computer?
Youll need Windows 98, 2000 or XP, or Macintosh OS9, OS10.1.x, 10.2.x. You will
need a connection to the Internet (e.g. 56K Dialup, Cable, or DSL, etc.) You should
also have one of the recommended browsers:
AOL 7.0 and 8.0 (PC)
Microsoft Internet Explorer 5.0, 5.5, 6.0 (PC)
Microsoft Internet Explorer 5.1 (Mac OS9, OSX.1)
Microsoft Internet Explorer 5.2 (Mac OS9, OSX.2)
Netscape 6.2.x (PC and Mac)
Netscape 7.x (PC and Mac OSX)

The semesters officially started, but I still cannot log in. Now what?
Be sure you are typing your login information (UserID and Password or Course codes)
correctly as listed on the first page of this letter. If you still need help, call the ACCC
Online Course Helpline (1-800-617-2191) or send your question via the Online Help
Request Form at: http://www.atlantic.edu/onlinehelp

What if Im able to access my course just fine, but later in the semester I cannot get
in?
If at any time during the semester our academic servers go down for maintenance or
technical problems, you can verify their status by checking the Server Status Page, at
http://www.atlantic.edu/status.html

I have a personal firewall on my home PC. Is this a problem?
YES. Look at your firewall software documentation for how to temporarily disable the
firewall when you want to work on your online course.

I have software on my computer that stops those annoying Internet pop-up ads.
Is this a problem?
YES. Some of our online courses have tools that open in new windows (like Mail,
Quizzes, etc). Refer to the documentation that came with your pop-up stopper software
to temporarily disable it when you want to work on your course.

Copyright 2008 by John Stratton 21
I use Yahoo Companion. Is this a problem?
YES. Disable it when you want to work on your online course.

When I attempt to log in to WebCT I receive a message: "You entered an incorrect
username or password."

Your username is your last name plus the last 4 digits of your SS#. Your password is
your birthday (mm/dd/yy - no dashes or spaces).






When I attempt to log in to WebCT I receive a message: "Page cannot be
displayed." OR When I attempt to go to WebCT I receive a blank screen or
message: "Unauthorized to view this page."

If you have a firewall installed on your computer, you must disable it or open up port 8900
on it to access your course through WebCT. Look at your specific firewall software
documentation for how to temporarily disable it.

Every time I click to log on to WebCT, I am re-directed to a search engine
(perfectnav).

Make sure that you do not have Kazaa or another peer to peer (P2P) file sharing service
installed on your computer. If so, it's been known to conflict with logging into WebCT in
many instances. If that's the case, it must be disabled or even sometimes uninstalled for
you to be able to log into WebCT.

When I click on Mail and Discussions or when I try to take an exam nothing seems
to happen.

If you are having difficulties with takings Exams or using the Mail and Discussions tools
then you probably have a pop-up blocker installed on your computer. If so, disable the
pop-up blocker software for those WebCT tools to work.

I can access my course, but when I try to click on any of the icons on the homepage
of the course I get a blank screen.

Check to see if you have Yahoo Companion or another Internet Companion installed on
Internet Explorer's toolbar. If Yahoo Companion is installed, you will see a red Y on the
toolbar near the top of Internet Explorer. You will need to click on this Y and uninstall
Yahoo Companion to eliminate the problem.
Copyright 2008 by John Stratton 22