FOUNDATIONS OF PHYSICS PROF CASSANDRA PAUL Physics 2

FOUNDATIONS OF PHYSICS PROF. CASSANDRA PAUL Physics 2 A Section 1 Fall 2016

TODAY Adding Physics 2 a Introduction to course Philosophy § What learning methods will we use in this class? § How will this course be useful to you? Greensheet Highlights Talk a little physics

ADDING THIS COURSE If you are trying to add physics 2 a: § Complete the form here by Monday: § http: //tinyurl. com/2 aphysics § Attend, sign-in, and participate in a lab section on Friday, Monday or Tuesday § It does not matter if the lab section you attend is the one you want to add or not § Canvas site is public until 9/2 Switching labs: Find a partner to switch with. You may post your request on the canvas discussion board.

LECTURE LEARNING ASSISTANTS Adam Victoria

LAB INSTRUCTORS Robert: Lab 12 Jessica: Lab 15 Paul: Labs 13, 18, 19 Nima: Lab 16 Zairac: Lab 14 Brianna: Lab 17

LAB LEARNING ASSISTANTS Eliseo: Lab 18 Amina: Lab 11

HEAD INSTRUCTORS Dr. Cassandra Paul Lecture Dr. Benedikt Harrer Lab 11

INTRODUCTIONS Get in groups of 3 or 4, and share the following: § Name § Major § Year in school § Anything else important to your identity that you’d like to share Then find the most UNUSUAL thing that you all have in common.

ACTIVITY Write down the three most important things scientist do. In groups of 2 or 3 compare and contrast your responses, make changes to your list as you see fit. 9

FOLLOW-UP QUESTIONS How many of you changed at least one of your responses after interacting? What was it about the interaction that caused you to change your responses?

COMMENTS ON ACTIVITY Our current Educational Culture has us default to learning as a silent and independent process Interacting with others allows for you to § Hear different interpretations § Gain different perspectives § (potentially) engage in higher levels of thinking Invested in your answer, perhaps you are interested in mine Knowledge doesn’t always come from the front of the classroom 11

INTERACTIVE METHODS INCREASE EXAM SCORES!! Figure shows data from 2013 physics 2 a courses at SJSU Research Articles on Active Learning Available on Canvas Website

ACTIVE, ENGAGING, INTERACTIVE LEARNING METHODS

Philosophy/Sociol ogy/Psychology; 7 Nutritional Science; 8 Forensics; 11 Health Science; 5 Geology, Bio; 54 Environmental Studies; 11 Other (fewer than 3 majors in class); 12 Chem ; 12 Kinesiology; 49 Industrial Tech; 14 Aviation; 14

SKETCH A SCIENTIST DOING SCIENCE Form a NEW group of 2 or 3 (Make new friends) Referring to your list of things that scientists do, sketch a picture of a scientist doing some of those things

SOME SCIENTIFIC PRACTICES WE WILL USE IN PHYSICS 2 A To make sense of physical phenomena we will: § § Build and Use Scientific Models Conduct investigations Analyze data and observations Communicate and compare our ideas with classmates using mathematics, pictures, and words § Debate, argue, evaluate, and convince others of our ideas using evidence and logic § Construct explanations and solve problems using evidence § Make mistakes

WHEN HIRING, WHICH DO YOU THINK THIS THE MOST IMPORTANT CHARACTERISTIC TO EMPLOYERS? Ability to verbally communicate with others Technical knowledge related to the job Ability to create written reports Ability to plan, organize and prioritize work Ability to sell or influence others Ability to obtain and process information Ability to make decisions and solve problems Ability to analyze quantitative data Ability to work in a team structure Computer software proficiency

WHEN HIRING, WHICH DO YOU THINK THIS THE MOST IMPORTANT CHARACTERISTIC TO EMPLOYERS? Ability to verbally communicate with others Technical knowledge related to the job Ability to create written reports Ability to plan, organize and prioritize work Ability to sell or influence others Ability to obtain and process information Ability to make decisions and solve problems Ability to analyze quantitative data Ability to work in a team structure Computer software proficiency

AS QUOTED BY NATIONAL ASSOCIATION OF COLLEGES AND EMPLOYERS “…the ideal candidate is a good communicator who can make decisions and solve problems while working effectively in a team. ”

IN PHYSICS 2 A YOU WILL LEARN: physics content because we are using research-based teaching and learning methods like Interactive engagement. how to engage in scientific practices similar to what real scientists do when trying to understand a new idea skills that will help you in your career like collaboration, communication, and team problem-solving

CLASSROOM PROTOCOL Reduced lecture time, increased group work time § More time for doing science! Integrated Lecture and Lab § Lab and lecture go at same pace! Friday lecture meeting § Interactive lecture § You will use clickers to participate § Quiz/group quiz/practice quiz Discussion/Lab meetings § § Small group work Problem solving Experiments Whole class discussions

GREENSHEET HIGHLIGHTS Class Website: § “FA 16: PHYS-2 A Sec 01 - Fund of Physics” on canvas (sjsu. instructure. com/) Required Materials: § § Physics 2 a Lab book - $15 in Physics Club room (SCI 239) College Physics: A Models Approach I & II (free on canvas) You must purchase a 3 -ring binder i. Clicker or REEF polling account (details in a minute) Optional: § Openstax College Physics (free online)http: //openstaxcollege. org/textbooks/college-physics § Any other “college” physics textbook (no calculus)

LAB BOOKS Physics 2 a Lab book - $15 in Physics Club room (SCI 239) Hector

CLICKERS/POLLING SOFTWARE REEF Polling App: Allows you to use your smart phone in class as a clicker to participate. How to Request REEF Polling for smart phone users: Please visit http: //tinyurl. com/sjsuclicker and fill out the request form. You will be contacted by e. Campus with further instructions If you have already done this, they will get back to you! They need to make sure you plan to stay enrolled in the class Clicker Remote: You can request to borrow a Clicker remote from e. Campus (e. Campus@sjsu. edu) for free. Remotes are to be returned to e. Campus at the end of the semester. How to Request a Clicker Remote: Send an email to e. Campus@sjsu. edu and request to loan a Clicker remote. Further instructions will be provided to you by e. Campus on scheduling a pickup. Bring your clicker/phone to class everyday.

HOMEWORK Before your second lab meets: § Purchase a lab manual § Purchase a three-ring binder § Bring both to lab Before next lecture: § Complete the steps to sign-up for REEF polling or i. Clicker § Note: The free trial only works for two weeks! Follow up with e. Campus and make sure you get coupon code before then!! § Complete the “getting to know you” survey on canvas

COURSE CONTENT OVERVIEW Conservation of Energy Conservation of Momentum (Sound) Force and Motion Relationships

THE FIRST CONCEPT IN 2 A: ENERGY What is Energy? What are some forms of energy? How can we measure Energy? • Energy is everywhere! It’s in almost everything! What are some forms of Energy? Thermal Energy (Having to do with Temperature) Bond Energy (Having to do with the bonds between particles) Kinetic Energy (movement) Gravitational Energy (potential energy) Can we measure Energy? We can calculate how much energy something has and We can measure the transformation of energy (or change, E). We can tell if there is a change in a type of energy if certain indicators change.

CONSERVATION OF ENERGY Conservation of Energy cannot be created nor destroyed, simply converted from one form to another. • If the energy of an object increases, something else must have given that object its energy. • If it decreases, it has given its energy to something else. Energy transfer is done through Heat or Work.

THREE PHASE MODEL OF MATTER (This should be familiar from Chemistry. )

THREE-PHASE MODEL OF MATTER Example H 2 O Solid: Keeps its shape without a container Liquid: Takes the shape of the (bottom of) the container. Keeps its volume the same. Gas: Takes the shape and volume of the container.

THREE-PHASE MODEL OF MATTER Example H 2 O How do we change the phase of matter? How do we change the temperature of matter? By adding or removing energy. Often this energy is transferred from, or to the substance as heat Q.

THREE-PHASE MODEL OF MATTER Temperature gas l-g coexist TBP s-l coexist liquid TMP solid Energy added or removed

EXAMPLE: MELTING ICE INITIALLY AT -10 C, AND BRINGING IT TO 15 C Temperature Final gas Initial TBP liquid TMP solid T T T const Energy added

ENERGY INTERACTION DIAGRAMS Shows how energy is transferred and conserved between energy systems.

Energy-Interaction Model Energy systems: There are many different types of energies: Emoveme Etherma nt (KE) Ebond Esprin g l Eelectric Egravit y . . . . For each energy system, there is an indicator that tells us how that energy system can change. Ethermal: indicator is temperature Ebond: indicator is the initial and final phases (mass of higher phase)

Energy interaction diagrams - open Ea Energy added Eb Ec Energy removed Conservation of Energy The change of the energies of all energy systems associated with an open physical system must sum to the net energy added/removed as heat or work. Change in system energy = ∆Ea + ∆ Eb + ∆ Ec = (Energy added) - (Energy removed) = Q+W

Energy interaction diagrams - closed Ea Eb Ec Conservation of Energy The total energy of a closed physical system must remain constant. In other words, the change of the energies of all energy systems associated with the physical system must sum to zero. Change in system energy = ∆Ea + ∆ Eb + ∆ Ec = 0

EXAMPLE: MELTING ICE INITIALLY AT -10 C, AND BRINGING IT TO 15 C Temperature Final gas Initial TBP liquid TMP solid T T T const Energy added

HOW MANY ENERGY ‘BUBBLES’? Temperature Final gas Initial TBP liquid TMP solid A: 1 B: 2 C: 3 D: ? Energy added

EXAMPLE: MELTING ICE INITIALLY AT -10 C, AND BRINGING IT TO 15 C Temperature Final gas Initial TBP liquid TMP solid T T T const Energy added

EXAMPLE… Melting ice initially at -10°C, and bringing it to 15°C To set up the model: Define system Define interval What indicators are changing? What energies are changing? How are they changing? Is this an open or closed system? What (if anything) is entering/leaving the system? Write Energy Conservation Equation

The Energy Interaction Model System: H 2 O Initial: Solid (Ice) at -10°C Final: Liquid (Water) at 15°C HEAT Ice Etherm al TT I: T=-10°C F: T=0°C + How can we model how much Energy is needed to melt ice initially at -10 C, and bring it to 15 C? Mixed Water Ebond m l I: all solid F: all liquid + Etherm al T I: T=0°C F: T=15°C + + ΔEths + ΔEbond + ΔEthl = Q