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pdftitle={Physics 223 Syllabus},
pdfauthor={Paul A. Nakroshis},
pdfkeywords={Physics, Classical, Classical Mechanics, Mechanics, Lagrangian},
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\lfoot{University of Southern Maine}
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{\flushleft {\Large \parbox[b]{3.9in}{{\bfseries \sffamily University of
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\hfill{\large{\bfseries Dept. of Physics}}\\
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{\large{{\sffamily\bfseries \color{darkblue}{Physics 321 Syllabus}}}}\hfill \color{purple}{Classical Physics I}\\
\hfill \color{darkblue}{Spring 2019}
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\begin{description}
\item[Instructor] \hfill \\
Paul Nakroshis\hfill pauln@maine.edu\\
Room 252 Science Building\hfill www.portlandphysics.me\\
Department of Physics\hfill twitter: @PaulNakroshis\\
Portland Campus\\
\item[Office Hours:] By arrangement. However, in general, I am in my office/lab Monday through Friday, and you are encouraged to stop by an ask questions. If you want to arrange a time in particular, please contact me and suggest a time to meet.\\
\item[Course Description:]
This course is the first of a two semester Classical Mechanics sequence. We will spend the first semester entirely devoted to the mechanics of Newton and Lagrange. Our main focus will be to extend and develop the concepts of mechanics more thoroughly and carefully than in Physics 121. We will study particle motion, momentum, energy, oscillations, and Lagrangian Mechanics. I assume you have taken a calculus-based introductory physics sequence, and have successfully completed at least two semesters of calculus, and are at minimum, enrolled in MAT 252 (Calc C).
This course will prepare you well for the mechanics section of the physics GRE, and together with PHY 323, forms the solid background needed to study graduate level mechanics. I hope that you will find this course challenging and very interesting!
\item[Textbooks:] \hfill \\
\textsf{Classical Mechanics}, by John R. Taylor. An extremely well-written textbook. Read it and work through the examples.\\
\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.\\
\textsf{An Introduction to Mechanics}, by Daniel Kleppner and Robert Kolenkow. Cambridge University Press, 2012; ISBN 978-0-521-19811-0\\
\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.
\item[Learning Objectives] \hfill \\
By the end of this course, you should be able to:\\[-6mm]
\begin{enumerate}
\item understand how to apply Newton's laws of motion in three dimensions,
\item solve mechanics problems in cartesian, polar, cylindrical, and spherical coordinates systems,
\item understand the conditions needed for linear momentum, angular momentum, and energy conservation and use these principles to solve problems,
\item set up and solve (analytically) differential equations that describe the motion of particles experiencing drag forces,
\item understand how to characterize a conservative force, and derive potential energy functions from a given force law,
\item how to compute a force from a potential energy,
\item characterize simple harmonic motion with and without damping, and with and without driving forces,
\item understand how to represent harmonic motion in a Fourier series,
\item derive the Euler-Lagrange equation, and solve problems using Lagrangians bot with an without constraint forces, and
\item understand the physics of a two body central force problem, and apply them to gravitational systems, for both bound and unbound orbits.
\end{enumerate}
\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 \> Friday 1 March \> 100 pts \\
Exam \# 2 \> Friday, April 12 \> 100 pts \\
Problem Sets \> roughly 8-10 throughout term \> 600 pts \\
Final \> Wednsday 8 May 10:45-12:45 \> 200 pts \\
\rule{5in}{0.5pt}\\
\> \textbf{Total Points} \> \textbf{1000}
\end{tabbing}
\item[Notes on problem sets:] \hfill \\
(1) Late problem sets will lose 50\% \underline{per day} late. Problem sets are due at the start of class, one week after they are assigned.
(2) 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.
Please do things to make my reading of your problem set as pleasant as possible---for instance, neat writing, clearly discussed assumptions you've made, and boxed final answers will help me follow along without difficulty. If I am struggling to read your writing, or have to try to figure out your reasoning, or find your answer, you will not receive higher than 70\% credit. Neatness and completeness count.
(3) Some problems I assign will be from the text. Of course, many of these have online solutions in the wildness that is the internet---if, at your first attempt of a problem you get stuck and you then look at those solutions you will be doing yourself a \textbf{massive} disservice---there is nothing wrong with putting a problem down and returning to it later. In order to solve a problem you sometimes have to go down the wrong path (sometimes several wrong paths), this is an essential part of learning. I encourage you to struggle mightily by yourself and then struggle together with your classmates, and if you absolutely get stuck, see me and I'll try to push you in the right direction (or maybe a wrong one just so you can see what the right path is).
\item[Grading Scale] \hfill \\
\begin{table}[h]\footnotesize
\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[Rough 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
23 \& 25 Jan & Ch 1 & \\
28 Jan to 1 Feb & Ch 1 \& 2 & \\
4 Feb - 8 Feb & Ch 2 & \\
11 Feb - 15 Feb & Ch 3 & \\
20 Feb \& 22 Feb & Ch 4 & \\
25 Feb - 1 Mar & Ch 4 & \textbf{EXAM 1} Friday 1 March \\ \hline
4 Mar - 6 Mar & Ch 5 & Video lecture on Mon, Fri, Live on Wed.\\
11 Mar - 15 Mar & Ch 5 & \\ \hline
18 Mar - 22 Mar & & Spring Break \\ \hline
25 Mar - 29 Mar &Ch 6 & \\
1 Apr - 5 Apr &Ch 6 & \\
8 Apr - 12 Apr & Ch 7 & \\
15 Apr - 19 Apr & Ch 7 & \textbf{EXAM 2} Fri 12 April \\ \hline
22 Apr - 26 Apr & Ch 8 & \\
29 Apr - 3 May & Ch 8 & \\
Wednesday 8 May & & \textbf{Final Exam} 10:45 - 12:45 Room 262 Science \\ \hline
\hline
\end{tabular}
\label{tab:label}
\end{table}
\end{description}
\end{document}
\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. \\[-.2in]
\begin{enumerate}
\item[Ch. 1] Overview and Mathematical groundwork\hfill 1 week
\item[Ch. 2] Projectiles and Charged Particles\hfill 2 weeks
\item[Ch. 3] Momentum: Linear and Rotational\hfill 2 weeks
\item[Ch. 4] Energy\hfill 2 weeks
\item[Ch. 5] Oscillations\hfill 2 weeks
\item[Ch. 6] Calculus of Variations\hfill 2 weeks
\item[Ch. 7] Lagrange's Equations\hfill 2 weeks
\end{enumerate}
\textbf{This schedule may change depending on the needs of the class...}