BRAZOSPORT COLLEGE LAKE JACKSON, TEXAS SYLLABUS PHYS MECHANICS AND HEAT

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1 BRAZOSPORT COLLEGE LAKE JACKSON, TEXAS SYLLABUS PHYS MECHANICS AND HEAT CATALOG DESCRIPTION: PHYS 2425 Mechanics and Heat. CIP A calculus-based approach to the principles of mechanics and heat. (4 SCH, 3 lecture, 3 lab) Prerequisite: MATH May be taken concurrently with approval of the division chair. Required skill level code: Reading, A; Writing, A; Math, A. John C. Cooper Gary Hicks Ken Tasa June 2010

2 BRAZOSPORT COLLEGE SYLLABUS PHYS MECHANICS AND HEAT II. COURSE EVALUATION Student Evaluation In order to determine the student's mastery of the concepts specified in the objectives, the student will be evaluated as follows: A. Homework problems will be assigned from each chapter. The average of all homework grades will form 40% of the student's course grade. B. Weekly laboratory exercises will be conducted. The average of all laboratory grades will form 20% of the student's course grade. Additionally, to pass this course, student must successfully complete the laboratory portion with a grade of D or better. C. Five major tests will be given, and the average of these grades will form 40% of the student's course grade. (These percentages are flexible and are determined by the instructor.) In a continuing effort to improve the course, student evaluations will be sought during each semester. Also, professional journals will be studied for ideas on how to improve both the course and the teacher. This syllabus will be reviewed annually. Instructor Evaluation A. Students will be given an opportunity to evaluate their instructor and the course content. B. Instructor will review and evaluate in terms of withdrawal rate. C. Final grades given will be reviewed in an effort to determine if a pattern of high or low grades exists. Department Evaluation A. Faculty and the Division Chair will review student s grade and withdrawal trends. B. Faculty and the Division Chair will review the Course, Competencies, and Perspectives Assessment 2

3 BRAZOSPORT COLLEGE SYLLABUS PHYS MECHANICS AND HEAT III. COURSE CONTENT Objectives The general objectives of this introductory physics course are twofold: to provide the student with a clear and logical presentation of the basic concepts and principles of physics, and to strengthen an understanding of the concepts and principles through a broad range of interesting applications to the real world. To meet these objectives, emphasis is placed on sound physical arguments and discussions of everyday experiences. At the same time, an attempt is made to motivate the student through practical examples that demonstrate the role of physics in other disciplines. Exemplary Educational Objectives 1. To understand and apply methods and appropriate technology to the study of natural sciences. 2. To recognize scientific and quantitative methods and the differences between these approaches and other methods of inquiry and to communicate findings, analyses, and interpretation both orally and in writing. 3. To identify and recognize the differences among competing scientific theories. 4. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 5. To demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. 3

4 Outline Typical Semester Schedule: WEEK # CHAPTERS TOPIC 1 Chapters 1 and 2 Chapter 1: Mathematics review. Chapter 2: Motion in one dimension. 2 Chapter 3 Chapter 3: Motion in two dimensions. 3 Chapter 4 Chapter 4: Newton s laws of motion. 4 Chapter 5 Chapter 5. Applications of Newton s laws. 5 Test 1; Chapter 6 Test 1 covers chapters 1, 2, 3, 4, & 5. Chapter 6: Work and energy. 6 Chapter 7 Chapter 7: Potential Energy. 7 Chapter 8 Chapter 8: Momentum. 8 Test 2; Chapter 10 Test 2 covers chapters 6, 7, & 8. Chapter 10: Rotational motion. 9 Chapter 10 and 11 Chapter 10: Rotational motion. Chapter 11: Gravity. 10 Test 3; Chapters 12 and 13 Test 3 covers chapters 10 & 11. Chapter 12: Oscillatory motion. Chapter 13: Mechanical waves. 11 Chapters 13, 14, and 15 Chapter 13: Mechanical waves. Chapter 14: Superposition and standing waves. Chapter 15: Fluid mechanics. 12 Chapter 15; Test 4 Chapter 15: Fluid mechanics. Test 4 covers chapters 12, 13, 14, & Chapters 16 and 17 Chapter 16: Temperature and the kinetic theory of gases. Chapter 17: Energy in thermal processes, first law of thermodynamics. 14 Chapter 18 Chapter 18: Heat engines, second law of thermodynamics. 15 Final Exam, Test 5 Test 5 covers chapters 16, 17, & 18. The schedule will vary from semester to semester. The above schedule is based on a 16 week schedule where each week equates to 6 contact hours. In summer sessions the schedule will be adjusted to have more contact hours per week to accommodate the shorter semester. 4

5 This course is designed to teach the student to: Introduction 1. Perform unit conversions. 2. Distinguish between vector quantities and scalar quantities. 3. Understand and describe the basic properties of vectors such as the rules of vector addition and solutions for addition of vectors. 4. Resolve a vector into its rectangular components. Determine the magnitude and direction of a vector from rectangular components. 5. Understand the use of unit vectors and describe any vector in terms of its components. 6. Become familiar with the concept of force, its vector nature, and the technique of resolving a force into rectangular components. Kinematics (One-Dimensional) 1. Define the displacement and average velocity of a particle in motion. 2. Define the instantaneous velocity and understand how this quantity differs from average velocity. 3. Define average acceleration and instantaneous acceleration. 4. Construct position versus time and velocity versus time graphs for a particle in motion along a straight line. From these graphs, be able to determine both average and instantaneous values of velocity and acceleration. 5. Obtain the instantaneous velocity and instantaneous acceleration of a particle if the position is given as a function of time. 6. Recognize that the equations of kinematics apply when motion occurs under constant acceleration. 7. Describe what is meant by a body in "gravitational free fall". 8. Apply the equations of kinematics to any situation where the motion occurs under constant acceleration. Kinematics (Two-Dimensional) 1. Recognize that two-dimensional motion in the xy plane with constant acceleration is equivalent to two independent motions along the x and y directions with constant acceleration components a x and a y. 2. Discuss the assumptions used in describing projectile motion; that is, two-dimensional motion in the presence of gravity. 3. Apply the equations of kinematics to any projectile motion situation (under the constraint of constant acceleration). Force (Linear) 1. Discuss the concept of force and the effect of a net force on the motion of a body. 2. Distinguish between contact forces (such as the tension in a rope) and action-at-a-distance forces (such as gravitational and electrostatic forces). 3. Write, in your own words, a description of Newton's three laws of motion, and give physical examples of each law. 4. Discuss the concepts of mass and inertia and understand the difference between mass (a scalar) and weight (a vector). 5. Become familiar with the SI unit for force (N) and mass (kg) and the relation of these units to the English units. 5

6 6. Realize that the equations of static and kinetic friction are empirical in nature (that is, based on observations), and recognize that the maximum force of static friction and the force of kinetic friction are both proportional to the normal force on a body. 7. Apply Newton's laws of motion to various mechanical systems using the recommended procedure discussed in the text and in class. Most importantly, identify all external forces acting on the system, draw the correct free-body diagrams that apply to each body of the system, and apply Newton's Second law, F = ma, in component form. Force (Radial) 1. Understand the nature of the acceleration of a particle moving in a circle with constant speed. 2. Describe the components of acceleration for a particle moving on a curved path, where both the magnitude and direction of the velocity are changing with time. 3. Apply Newton's Second law to uniform and nonuniform circular motion. 4. Discuss Newton's universal law of gravity and understand that it is an attractive force between two particles separated by a certain distance. Work and Energy 1. Define the work done by a constant force, and realize that work is a scalar. 2. Take the scalar (or dot) product of any two vectors. 3. Recognize that the work done by a force can be positive, negative, or zero, and describe at least one example of each. 4. Define the kinetic energy of an object. 5. Define the gravitational potential energy of an object. 6. Understand the distinction between kinetic energy, potential energy, and total mechanical energy of a system. 7. Recognize the properties of conservative and nonconservative forces, and give examples of each. 8. State the law of conservation of mechanical energy, noting that mechanical energy is conserved only when conservative forces act on a system. This extremely powerful concept is most important in all areas of physics. 9. Account for nonconservative forces acting on a system using the work-energy theorem. In this case, the work done by all nonconservative forces equals the change in total mechanical energy of the system. 10. Define the concept of average power and instantaneous power. Momentum (Linear) 1. Understand the concept of linear momentum of a particle and the relation between the net force on a particle and the time rate of change of its momentum. 2. Recognize that the impulse of a force acting on a particle over some time interval equals the change in momentum of the particle, and understand the impulse approximation which is useful in treating collisions. 3. Recognize that the linear momentum of any isolated system is conserved, regardless of the nature of the force between the particles. 4. Describe and distinguish the two types of collisions that can occur between two particles, namely elastic and inelastic collisions. 5. Understand that conservation of linear momentum applies not only to head-on collisions (onedimensional), but also to glancing collisions (two- and three-dimensional). For example, in 6

7 two-dimensional collisions, the total momentum in the x and y directions is (independently) conserved. 6. Understand and describe the concept of center of mass as applied to a collection of particles or a rigid body. Rotational Motion 1. Define the angular velocity and angular acceleration of a particle or body rotating about a fixed axis. 2. Recognize that if a body rotates about a fixed axis, every particle on the body has the same angular velocity and angular acceleration. 3. Note the similarity between the equations of rotational kinematics (constant a) and those of linear kinematics (constant a). 4. Describe and understand the relationships between tangent linear speed and angular speed (v = r ), and between tangent linear acceleration and angular acceleration (a = r ). 5. Describe the concept of rotational inertia (moment-of-inertia). 6. Calculate the moment of inertia I of a system of particles or a rigid body about a specific axis. Note that the value of I depends on the mass distribution about the axis. The parallel axis theorem is useful for calculating I about an axis parallel to one that goes through the center of mass. 7. Recognize that all the concepts involving linear motion have their corresponding translations to rotational motion. 8. Recognize the fact that the work-energy theorem as well as Newton's laws can be applied to a rotating rigid body. 9. Describe the rotational kinetic energy of a body rotating about a fixed center-of-mass axis. 10. Define the cross product of any two vectors. 11. Define the angular momentum L of a particle moving with a velocity v relative to a specified point, and the torque acting on the particle relative to that point. Note that L and are quantities that depend on the choice of the origin of the coordinate system, since each involves the position vector r (L = r x p and = r x F). 12. State the relationship between the net torque on a particle and the time rate of change of its angular momentum ( = dl/dt). Note that this is the rotational analog of Newton's second law, F = dp/dt. 13. Describe the total angular momentum of a system of particle and a rigid body rotating about a fixed axis. 14. Apply the conservation of angular momentum principle to a body rotating about a fixed axis, in which the moment of inertia changes due to a change in the mass distribution. Static Equilibrium 1. Describe the two conditions necessary for static equilibrium of a rigid body. 2. Analyze problems of rigid bodies in static equilibrium using torques and force. Oscillatory Motion 1. Describe the general characteristics of simple harmonic motion, and the significance of the various parameters that appear in the expression for the displacement versus time, x = A cos( t + ). 2. Start with the expression for the displacement versus time for the simple harmonic oscillator, and obtain equations for the velocity and acceleration as functions of time. 7

8 3. Describe and understand the conditions of simple harmonic motions executed by the massspring system (where the frequency depends on m and k) and the simple pendulum (where the frequency depends on L and g). 4. Apply energy principles to the simple harmonic oscillator, noting that total energy is conserved if one assumes there are no nonconservative forces acting on the system. Properties Of Matter 1. Discuss the general properties of the three states of matter. 2. Describe the elastic properties of objects in terms of stress and strain. 3. Define the density of a substance and understand the concept of specific gravity (density relative to water). 4. Define pressure and apply the definition to solids and liquids. 5. Understand the origin of buoyant forces, state and explain Archimedes' principle, and be able to work problems involving buoyant forces. 6. State the simplifying assumptions of an ideal fluid moving with streamline flow. 7. State the equation of continuity and Bernoulli's equation for an ideal fluid in motion, and understand the physical significance of each equation. 8. Present a qualitative discussion of some applications of Bernoulli's equation, such as air lift and available energy from winds. Wave Motion 1. State the requirements for the production of mechanical waves, namely, an elastic medium and an energy source. 2. Define the terms amplitude, frequency, and wavelength. 3. Define and give examples of transverse waves and longitudinal waves. 4. Explain the principle of superposition, and the conditions for constructive interference and destructive interference. 5. Make calculations which involve the relationships between wave speed and the inertial and elastic characteristics of a medium through which the disturbance is propagating. 6. Explain the conditions necessary for the production of standing waves. Sound 1. Understand the basis of the logarithmic intensity scale (decibel scale). Determine the intensity ratio for two sound sources whose decibel levels are know. Calculate the decibel level for some combination of sources whose individual decibel levels are know. 2. Describe the various situations under which a Doppler shifted frequency is produced. Solve problems using the Doppler equation. 3. Calculate the fundamental mode frequencies for a string under tension, and for open and closed air columns. Temperature, Thermal Expansion, and Ideal Gases 1. Understand the concepts of thermal equilibrium and thermal contact between two bodies. 2. Discuss some physical properties of substances which change with temperature, and the manner in which these properties are used to construct thermometers. 3. Describe the operation of the constant-volume gas thermometer and how it is used to define the ideal-gas temperature scale. 4. Convert between the various temperature scales, especially the conversion from degrees Celsius to degrees Kelvin. 8

9 5. Explain the cause of thermal expansion of solids and liquids. Define the linear expansion coefficient and volume expansion coefficient for an isotropic solid, and learn how to use these coefficients in practical situations involving thermal expansion and contraction. 6. Understand the properties of an ideal gas and the equation of state for an ideal gas. Be familiar with the conditions under which a real gas behaves like an ideal gas. 7. Recognize that the temperature of an ideal gas is proportional to the average molecular kinetic energy. 8. State and understand the assumptions made in developing the molecular model of an ideal gas. 9. Understand the meaning of the Maxwell speed distribution function, and recognize the differences between rms speed, average speed, and most probable speed. Heat 1. Understand the concepts of internal thermal energy, heat, and thermodynamic processes. 2. Define and discuss the calorie, heat capacity (specific heat), and latent heat. 3. Provide a qualitative description of different types of phase changes which a substance may undergo, and the changes in energy which accompany such processes. 4. Discuss the possible mechanisms which can give rise to heat transfer between a system and its surroundings; that is, heat conduction, convection, and radiation, and give realistic examples of each heat transfer mechanism. 5. Solve various problems involving heat transfer from hot object to cold objects. Thermodynamics 1. Understand how work is defined when a system undergoes a change in state, and that work (like heat) depends on the path taken by the system. Also, sketch processes on a PV graph, and calculate work using these diagrams. 2. State the First Law of Thermodynamics (Q = W + U) and explain the meaning of the three forms of energy contained in this statement. 3. Discuss the implications of the first law of thermodynamics as applied to an various systems and processes (such as, an isolated system, a cyclic process, an adiabatic process, and an isothermal process). 4. Calculate the work done when an ideal gas expands during an isothermal process. 5. Understand the basic principles of the operation of a heat engine, and be able to define and discuss the thermal efficiency of a heat engine. 6. State the second law of thermodynamics. 7. State the efficiency of a Carnot engine, and its importance in setting an upper limit for efficiency. 8. Discuss the concept of entropy, and give a thermodynamic definition of energy. Calculate the entropy change for certain processes. 9. Discuss the importance of the First and Second Laws of Thermodynamics as they apply to various forms of commercial energy conversions. 9

10 BRAZOSPORT COLLEGE SYLLABUS PHYS MECHANICS AND HEAT IV. LEARNING OUTCOMES PHYS 2425 OUTCOME 1. Understand and apply method and appropriate technology to the study of natural science. 2 Demonstrate knowledge of the major issues and problems facing modern science, including issues that touch upon ethics, values, and public policies. 3. Demonstrate knowledge of the interdependence of science and technology and their influence on, and contribution to, modern culture. METHOD OF ASSESSMENT The study of "mechanics" is the study of the motions of objects and accompanying concepts (force, velocity, acceleration, kinetic energy, momentum). Almost all of these concepts reduce to three fundamental measurements (length, mass, time). Measurements in the lab are often combinations of these three quantities. Scaled masses, mass balances, electronic timers, and metersticks or calipers are appropriate for this course. Thermometers are used in those cases where temperature is included in the study. Graded lab reports determine the student s competency in the use of this equipment. Students must score 70% or greater on their average lab grade. The benefits of science and technology are paired with risks and these are discussed both in class and in the textbook. Technologies involving different risks for different people, as well as differing benefits, raise questions that are at times not easy to answer. Which medicines should be sold over-the-counter, and which require a prescription from a doctor? Should food be irradiated to put an end to food poisoning that kills more than 5000 Americans each year? Should nuclear power plants replace fossil fuel power plants? Textbook examples of these subjects are discussed, and students must score 70% or greater on selected homework problems. Science is concerned with gathering knowledge and organizing it. Technology lets humans use that knowledge for practical purposes. All of modern electronics (computers, cd players, cell phones, global positioning satellites) would not exist without the knowledge of quantum physics, and even older technologies (like TV sets and automobiles) use a wealth of physics principles. These are discussed in both the textbook and in classroom presentations and demonstrations. The student must score 70% or greater on selected homework or test problems. 10

11 CORE CURRICULUM CHECKLIST INTELLECTUAL COMPETENCIES FOR THIS COURSE Intellectual Competencies Reading: Reading material at the college level means having the ability to analyze and interpret a variety of printed materials books, articles, and documents. Listening: Listening at the college level means the ability to analyze and interpret various forms of spoken communication. Critical Thinking: Critical thinking embraces methods for applying both qualitative and quantitative skills analytically and creatively to subject matter in order to evaluate arguments and to construct alternative strategies. Problem solving is one of the applications of critical thinking used to address an identified task. Method of Assessment Students are required to read a college-level textbook. Articles from professional journals are used to supplement the textbook. Handouts prepared by the instructor are also used. Assigned homework for each chapter and periodic tests judge the student's understanding of the material. Students must score 70% or greater on a Vector Addition lab. To fully succeed in the course, a student must listen during classroom presentations. These presentations include lecture, demonstrations with accompanying explanations, and purchased videos. Students must score 70% or greater on an assignment outlined verbally in class or in lab. Homework and test problems are not graded merely by the student getting the correct answer, but mostly by the procedure used by the student. Did they write down the given data? Did they include a diagram when appropriate? Did they apply the correct physical equation? Did they manipulate the algebra correctly to isolate the desired quantity? Is there a logical sequence of thought demonstrated in their work? Students need to score 70% or greater on their average homework grade. 11

12 Perspective PERSPECTIVES FOR THIS COURSE Method of Assessment 1. Individual, political, economic, and social The public is bombarded by pseudoscience -- psychic aspects of life; being a responsible member phenomena, medical fads, UFOs, astrology, and many of society topics which range from silly to dangerous. Separating sense from nonsense requires an understanding of science in order to realistically evaluate the claims. Various homework problems and textbook discussions address these issues. Students need to score 70% or greater on selected homework problems. 2. Technology and science: use and understanding The application of physics to technologies is discussed throughout the semester, and many textbook examples emphasize this linkage. Students need to score 70% or greater on selected homework problems. 3. Logical reasoning in problem solving The following procedure is given to the students as a guide to solving most of the problems encountered in the course. 1. Read the problem carefully and analyze it. Write down the given data and what you are to find. 2. Draw a diagram where appropriate. 3. Determine which principle(s) and equation(s) are applicable to this situation. 4. Simplify mathematical expressions as much as possible before inserting actual values. 5. Check units. 6. Substitute given quantities into equation(s) and perform calculations. 7 Consider whether the result is reasonable. Tests, homework, and laboratory reports are graded heavily on the procedure used by the student. Students need to score 70% or greater on their average homework grade. 4. Integrate knowledge from and understand interrelationships of the scholarly disciplines The major areas of science are the physical, biological, behavioral, and earth sciences. It is important for students to appreciate that many scientific disciplines cross the boundaries of these categories. There is a broad spectrum of subject matter, and sometimes science is hindered by the arbitrary categorization of fields of study. In choosing homework and test questions, preference is given to those problems which expose the student to various practical applications of physical principles to other disciplines. Students must score 70% or greater on selected homework problems. 12

13 BRAZOSPORT COLLEGE SYLLABUS PHYSICS 2525 MECHANICS AND HEAT V. INFORMATION FOR STUDENTS Instructor: John Cooper Office: B234 Office Phone: Home Phone: (no calls after 9:00 pm, please) COURSE DESCRIPTION A calculus-based approach to the principles of mechanics and heat. Practical applications of topics will be discussed. PREREQUISITES MATH May be taken concurrently with approval of the division chair. COURSE GOALS The general objectives of this introductory physics course are twofold: to provide the student with a clear and logical presentation of the basic concepts and principles of physics, and to strengthen an understanding of the concepts and principles through a broad range of interesting applications. In order to meet these objectives, emphasis is placed on sound physical arguments and discussions of everyday experiences. At the same time, an attempt is made to motivate the student through practical examples that demonstrate the role of physics in other disciplines. TEXTBOOK Required Text: Principles of Physics Serway & Jewett, Harcourt College Publishers, Fourth Edition, LAB REQUIREMENTS Students must make at least a D in the laboratory portion of this course in order to pass the course. STUDENTS WITH DISABILITIES Brazosport College is committed to providing equal education opportunities to every student. Brazosport College offers services for individuals with special needs and capabilities including counseling, tutoring, equipment, and software to assist students with special needs. Please contact the Special Populations Counselor, , for further information. ACADEMIC HONESTY Brazosport College assumes that students eligible to perform on the college level are familiar with the ordinary rules governing proper conduct including academic honesty. The principle of academic honesty is that all work presented by you is yours alone. Academic dishonesty including, but not limited to, cheating, plagiarism, and collusion shall be treated appropriately. Please refer to the Brazosport College Student Guide for more information, this is available online at click on the link found on the left side of the homepage. 13

14 ATTENDANCE AND WITHDRAWAL POLICIES Administrative Policy states that it is the responsibility of the student to withdraw from a class (if this option is what the student wants) by completing the appropriate paperwork with the registrar. However, a faculty member may drop a student for excessive absences. COURSE REQUIREMENTS AND GRADING POLICY Your grade will be determined by your work on tests, laboratory exercises, and homework. Partial credit may be given for work done. The average of your test grades will count 40% of the course grade. Homework will count 40% of the grade, and laboratory performance will complete the grade (20%). (These percentages can vary for different instructors.) Your grade is determined according to the following scale: 90% A 100% ; 80% B < 90% ; 70% C < 80% ; 60% D < 70% ; 0 F < 60%. TESTING Tests occur at the end of groups of chapters, and the test s problems are similar to problems students have worked for homework. (The exact number of tests, and their content, can vary by instructor.) MAKE-UP POLICY If you are absent, do not wait until the next class meeting to contact me. You are responsible for any homework assignments given during your absence. Call me (or another student) and obtain the assignment. I do not give makeup homework. If your absence occurs during a test, call me and we will schedule a time you can take the test in the L.A.C. (prior to the next class meeting, if possible). Make-up tests are given at the discretion of the instructor, usually only for excused absences. STUDENT RESPONSIBILITIES Students are expected to fully participate in this course. The following criteria are intended to assist you in being successful in this course: a. understand the syllabus requirements b. use appropriate time management skills c. communicate with the instructor d. complete course work on time, and e. utilize online components (such as WebCT) as required. PROJECTS, ASSIGNMENTS, PORTFOLIOS, SERVICE LEARNING, INTERNSHIPS, ETC. Homework will be assigned for each chapter. Since the course progresses through the semester according to a schedule, it is important that students complete the homework on time. Consequently, late homework is not accepted. Each homework assignment has a due date. It is due at the beginning of class on that date. (A chapter s homework is due the day we start the next chapter, or, if a test occurs before the next chapter, then the homework is due on the day of the test.) These specific requirements may vary by instructor. 14

15 OTHER STUDENT SERVICES INFORMATION Information about the Library is available at or by calling Information about study skills and tutoring for math, reading, writing, biology, chemistry, and other subjects is available in the Learning Assistance Center (LAC), see or call To contact the Physical Sciences & Process Technologies Division, call The Student Services Office provides assistance in the following: Counseling and Advising Financial Aid Student Activities To reach the Information Technology Department for computer, , or other technical assistance call the Helpdesk at

16 WHY AM I IN THIS CLASS? This course could be one of the most challenging experiences that you will ever have -- except for first grade. But then you were too young to notice. What happened in first grade? Well, you learned to read and that was really, really hard. First you had to learn the names of all those weird little squiggles. You had to learn to tell a b from a d from a p. Even though they looked so much alike, you did it, and it even seemed like fun. Then you learned the sounds each letter represented, and that was not easy because the capitals looked different but made the same sound, and some letters could have more than one sound. Then one day your teacher put some letters on the board: First, the letter C, and you knew it could make a Kuh or Suh sound; then the letter A, which had lots of possibilities; finally, a T, which luckily had only one sound. You tried out several combinations, including Kuh-aah-tuh. Then suddenly someone shouted out in triumph, That isn t kuh-aah-tuh! It s a small furry animal with a long skinny tail and says meow. And your world was never the same again. When your car paused at an eightsided red sign, you sounded out stop and understood how the drivers knew what to do. You saw the words ice cream on the front of a store and knew you wanted to go inside. If this course works, you will become aware of a whole world you never noticed before. You will never walk down a street, ride in a car, or look in a mirror without involuntarily seeing an extra dimension. There are times when you will have to memorize what symbols mean -- just as in first grade. There will be times when you will confuse things that seem as much alike as b, d, and p once did, until you suddenly see how different they are. And there will be times when you will look at a combination of events and equations helplessly reciting Kuh-aah-tuh in total frustration. This has happened to all of us. But then the moment of insight will come, and you will see whole new images fitting together. You will see the C-A-T and will experience fully, and consciously, the exhilaration you felt in first grade. Physics is the most basic of the sciences, and is used by all the other physical sciences. Chemistry, biology, geology, astronomy, and meteorology all apply physics. Life sciences use physical principles as well (for example, the understanding of the circulation system requires the understanding of fluid dynamics). Many technologies are direct applications of physics. Workers in heating, ventilation, and refrigeration technologies must understand thermodynamics and the behavior of fluids. Civil engineers, who design roads, bridges, and dams, require an understanding of the equilibrium of forces. Computer technicians must be knowledgeable of electrical circuits as well as the principles that apply to optical fibers. If I had more space I could tell you about smart buildings, body mechanics, sedimentation of atmospheric pollutants, wind turbines, power trains, R-values, ultrasonics, the greenhouse effect, the structure of electric cells, flat-screen TVs, how to get more miles per gallon from your car, and much more. So, welcome to physics. 16