Physics & Society — PHYS 1000
Course Details for Fall 2025
University of North Georgia’s College of Science & Mathematics
Department of Physics & Astronomy
Course Instructor
| Dr. Sarah Formica (she/her) | email: sarah.formica@ung.edu |
| Office: Rogers 116A | Hours: MWF 10:00–11:00 AM |
| Virtual Office: Zoom link | Hours: T/F (by appointment) |
Office Hours
How to Book a Meeting
Respect for Diversity
I recognize that there is a vast untapped intellectual resource in all groups underrepresented in physics. For this reason, I am committed to making physics more accessible to everyone. It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity: gender, sexuality, ability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.
Course Catalog Description
Introduce students to the significance of physics and astronomy in society. Examples include future energy uses, global climate, life in the universe, advances in medical imaging. Students are also introduced to life in college, careers in physics, the Department’s faculty, and active research in the department. (1 credit hour)
Course Learning Goals
By the end of this course, you will be able to:
1. Explain how physics and astronomy impact society and everyday life.
- Identify and discuss real-world applications of physics and astronomy, such as energy systems, climate science, space exploration, and medical technologies.
- Reflect on how these applications influence society—and how physicists contribute to solving global and local challenges.
- 🧠 Why this matters: It connects your major to the world beyond the classroom and helps you see how physics can shape the future.
2. Explore a range of possible futures for yourself in physics and beyond.
- Imagine and reflect on multiple career paths and life directions through activities like Odyssey Planning and seminar engagement.
- Consider how your personal values, interests, and curiosities align with different futures.
- 🧠 Why this matters: There’s no one “right” path for a physicist—this course helps you design a path that fits you.
3. Prototype and reflect on small, meaningful steps toward your goals.
- Conduct low-stakes experiments—like informational interviews, research talks, or student org involvement—to explore what energizes you.
- Reflect on what you learned and how your thinking evolved.
- 🧠 Why this matters: You learn by doing. Trying small things helps you build a direction rather than waiting for one to appear.
4. Understand the people, work, and research that make up the physics department.
- Get to know faculty and current research projects through seminars and department events.
- Learn about how to get involved in research, clubs, or academic opportunities.
- 🧠 Why this matters: Finding your place in the department helps you feel connected and opens doors to deeper learning experiences.
5. Develop a strong foundation for navigating college and the physics major.
- Build strategies for learning, time management, study habits, and asking for help.
- Reflect on your transition into college and your growth as a learner.
- 🧠 Why this matters: Thriving as a physics major means understanding how to learn—not just what to learn.
6. Communicate your evolving identity as a physics student.
- Tell your story: where you’ve been, what you’re exploring, and what you’re thinking about for the future.
- Demonstrate how you’ve engaged with the course through reflection, action, and personal growth.
- 🧠 Why this matters: Knowing how to talk about your goals, decisions, and journey helps you advocate for yourself and make informed choices.
💬 A Note to Students
You’ll use these learning goals throughout the semester to guide your reflections and self-assessments. At the end of the course, you’ll submit a final reflection that tells the story of how you’ve met these goals—and you’ll propose your final grade based on that learning.
(Un)Grading
The grading system in this course is likely very different from what you’re used to. In fact, it’s often called ungrading or going gradeless because it shifts the focus from letter grades to learning.
Research shows that descriptive feedback—rather than grades or scores—leads to greater learning gains. Grades, by contrast, tend to reduce motivation, suppress creativity, promote competition over collaboration, and increase fear of failure. If you’re interested, the article Teaching More by Grading Less (or Differently) offers a great overview of this research..
These ideas are supported by scholars like Carol Dweck, whose book Mindset introduced the concept of growth mindset, and Daniel Pink, whose book Drive shows that extrinsic rewards and punishments often hinder creativity and deep thinking.
My goal is to foster a growth mindset and intrinsic motivation in all students.
To support that, I’ve eliminated grading practices that work against these goals.
In this class, you’ll receive written and/or verbal feedback on your assignments highlighting strengths and areas for improvement. Each week, you’ll also reflect on your work and learning goals. Throughout the semester, you’ll assess your own progress, revise your work based on feedback, and request additional input—practices shown to promote deeper engagement and more effective learning.
Final Course Grade
Your final grade will be based on the skills you develop, the learning goals you achieve, and the competencies you demonstrate. Throughout the course, you’ll build a body of work that allows you to assess your own learning and honestly reflect on your effort and progress.
You will have the agency to evaluate your learning and propose your final grade.
Instead of a final exam, you’ll give a presentation to me where you recommend a final grade, supported by evidence from your work. You may choose how to prepare and present this final reflection.
Final Presentation Options
(Choose one)
You will propose your final grade through one of the following options, each limited to 20 minutes (for presentations) or 5 pages (for written work):
Zoom Interview: Meet with me via Zoom for a final exit interview. Present an organized case for your proposed grade, supported by evidence. I will offer feedback and we will discuss your grade together.
Recorded Video: Submit a 20-minute recorded presentation to D2L with evidence supporting your proposed grade.
Written Paper: Submit a written proposal (max 5 pages, single-spaced, 12-point font, 1-inch margins) to D2L that presents your case using evidence from your work.
In all cases, your proposed grade must be supported by your learning and progress. I reserve the right to veto any suggested grade.
Physics Education Research at UNG 