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pdftitle={Physics 223 Syllabus},
pdfauthor={Paul A. Nakroshis},
pdfkeywords={Physics, Classical, Classical Mechanics, Mechanics, Electrodynamics},
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\lfoot{University of Maine at Portland}
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{\flushleft {\Large \parbox[b]{3.9in}{{\bfseries \sffamily University of
Maine at Portland}}}}
\hfill{\large{\bfseries Dept. of Physics}}\\
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{\large{{\sffamily\bfseries Physics 323 Syllabus}}}\\
Classical Mechanics II\\
Fall 2019\\
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\begin{description}
\item[Instructor] \hfill \\
Paul Nakroshis\hfill pauln@maine.edu\\
Room 252 Science Building\hfill 780-4158\\
Department of Physics\hfill {\bf Office Hours:} By Appointment\\
\item[Course Description:]
This course is the second of a two semester introduction to Classical Mechanics. We will start the semester with a review during week 1, and then spend the remaining weeks discussing Chapters 9, 10, 13, and 14 in Taylors \emph{Classical Mechanics}. If time permits, we will go beyond these chapters to discuss other topics in Mechanics.
\item[Course Goals] The content and practice goals of the course are as follows:
\begin{enumerate}
\item To learn how to describe the dynamics of particles in non-inertial reference frames.
\item To understand how to compute center of mass, inertia tensors, and principle axes,
\item To be able do describe the dynamics of rotating objects, including the use of Euler's equations,
\item To become familiar with the Hamiltonian formulation of mechanics, and how phase space diagrams help one to visualize motion,
\item To learn about the important ideas in collision theory: scattering cross section, differential cross section, and apply them in atomic and nuclear scattering phenomena,
\item Become familiar with any additional topics we discuss.
\item Be able to convey your understanding through clearly written problem set solutions and on exams,
\item Be able to convey your understanding of a topic computationally using a Jupyter notebook.
\end{enumerate}
\item[Textbooks:] \hfill \\
\textsf{Classical Mechanics}, by John R. Taylor. \\
\item[Recommended Reading:] \hfill \\
\textsf{The Feynman Lectures in Physics}, by Richard Feynman.\\
When I was an undergraduate summer student at the Fermi National Accelerator Laboratory, the Head of the Theory section, Drasko Jovanovic, said to me: ``...if you want to be a real physicist, read and understand {\em cold} all three volumes of the Feynman Lectures.'' An excellent and inspiring series of lectures.\\
\textsf{Mechanics}, by Thorton and Marion. This is a classic text, any edition is a fine reference.\\
\item[Atendance Policy:] \hfill \\
I expect that everyone will be at every class except in extenuating circumstances. If I find that you are missing class too often (i.e. more than three times), you can expect that I will talk with you and that you will likely receive a lower grade for the course, or asked to leave if this repeated absence is coupled with poor quality work written work. If you miss a class in which a test is given, you will not be
given a makeup except in truly \textit{exceptional} cases or if you have prearranged due to a
conflict.
\item[Outside Help/Office Hours] \hfill\\
In general, if my office door is open, I am happy to help you, so feel free to stop in
and ask questions. I have set aside several hours
where I will make a point to be in my office. Please take advantage of my
willingness to help you! I can be much more effective one-on-one than I can in
front of the whole class.
\item[Assessment] \hfill \\
I am unfortunately obligated to assign a letter grade for each person enrolled in this course. This grade is my \emph{subjective} sense of your level of understanding of the physics we discuss in this class. In addition, I will base this on your performance on 2 exams, roughly weekly problem sets, and a comprehensive final exam as follows: \\[-.5in]
\begin{tabbing}
item description in some \= Date of item spelled out out out \= Percentage
\kill\\ Exam \# 1 \> TBA: Week of 7 October \> 200 pts \\
Exam \# 2 \> TBA: Week of 18 November \> 200 pts \\
Problem Sets \> Roughly Weekly\> 400 pts \\
Final Exam \>Wed 18 Dec., 10:45---12:45 PM \> 200 pts \\
\rule{5in}{0.5pt}\\
\> \textbf{Total Points} \> \textbf{1000}\\
\end{tabbing}
\vspace*{-.35in}
\textbf{Note on problem sets:} Problems sets should be written as if the audience is a student at another university looking for help in understanding the solution to the problem. As such, you should lead the reader through the solution by appealing to relevant physical principles and you should write in grammatically correct english. The well written problem set will read like an excellent solution manual, with textual descriptions interspersed with important mathematical equations (as well as pictorial and graphical descriptions when needed) placed on a separate line, centered on the page. \\
{\bf ** Late problem sets will lose 25\% \underline{per day} late. Problem sets are due at the start of class.}
\item[Grading Scale] \hfill \\
\begin{table}[h]\small
\begin{center}\begin{tabular}{|c|c|c|c|c|c|c|c|c|c|} \hline
A & A- & B+ & B & B- & C+ & C & C- & D & F \\\hline 930-1000 & 890-929 & 870-889 & 830-869 & 790-829 & 770-789 & 730-769 & 690-720 & 600-689 & 0-599 \\ \hline \end{tabular}
\end{center}
\label{defaulttable}
\end{table}
\item[Topical Syllabus] \hfill \\
The list below includes the topics we will discuss. The amount of time spent on each chapter is my best guess, and we will make any necessary in--course corrections. \\[5mm]
\begin{tabular}{lll}
\bfseries{Chapter} & \bfseries{Topic} & \bfseries{Time} \\ \hline
Review & Getting our brains back in the game. &1 week\\
Ch. 9 & Mechanics in Non-inertial frames &2 weeks\\
Ch. 10 & Rotational Motion of Rigid Bodies & 2 weeks\\
Exam 1 & After we are done with Ch. 9 and 10 & \\
Ch. 13 & Hamiltonian Mechanics & 2 weeks\\
Ch. 14 & Collision Theory & 3 weeks\\
Exam 2 & After we are done with Ch. 13 \& 14\\
Extra topics & To be decided & 3 weeks\\
\end{tabular}
\end{description}
\end{document}
\item[Detailed Reading and Assignment Schedule] \hfill \\
The schedule below is tentative, and I reserve the ability to adjust it as needed. \\
\begin{table}[h]
\centering
\begin{tabular}{@{} |c|c|c |@{}}\hline
{\bfseries Date} & {\bfseries Reading} & {\bfseries Events }\\ \hline
Jan 18 & 9.1--9.4 & PS 1 Handed out \\
Jan 20 & 9.4--9.8 & \\ \hline
Jan 25 & 9.8-9.10 & PS 1 Due \\
Jan 27 & 10.1--10.3 & \\ \hline
Feb 01 & 10.4--10.6 & PS 2 Due \\
Feb 03 & 10.6--10.8 & \\ \hline
Feb 08& 11.1--11.3 & PS 3 Due \\
Feb 10 & 11.4--11.5 & \\ \hline
Feb 15 & 11.6--11.7 & PS 4 Due \\
Feb17 & Extra time & \\ \hline
Mar 01 & Review for exam 1 & \\
Mar 03 & EXAM 1& \textbf{EXAM 1} \\ \hline
\end{tabular}
\label{tab:label}
\end{table}
\begin{table}[h]
\centering
\begin{tabular}{@{} |c|c|c |@{}}\hline
{\bfseries Date} & {\bfseries Reading} & {\bfseries Events }\\ \hline
Mar 08 & 1.1--1.3 & PS 5 Handed out\\
Mar 10 & 1.3--1.6 & \\ \hline
Mar 15 & 2.1--2.2 & PS 5 Due \\
Mar 17 & 2.3--2.4 & \\ \hline
Mar 29 & 2.5--3.1 & PS 6 Due \\
Mar 31 & 3.1--3.2 & \\ \hline
Apr 05 & 3.3--3.4 & PS 7 Due \\
Apr 07 & Review for Exam 2& \\ \hline
Apr 12 & Exam 2 & \textbf{EXAM 2}\\
Apr 14 & 4.1--4.2 & PS 8 Handed out\\ \hline
Apr 19 & 4.3--4.4 & \\
Apr 21 & 4.3--4.4 & PS 8 Due \\ \hline
Apr 26 & Extra Time & \\
Apr 28 &Taylor: 13.1--13.3& PS 9 Handed Out \\ \hline
May 03 & Taylor: 13.3--13.5 & \\
May 05 & Taylor: 13.5--13.7 & PS 9 Due\\ \hline
May 10 &Final Exam& \textbf{FINAL EXAM} \\ \hline
\end{tabular}
\label{tab:label}
\end{table}