PHYS 1112 Summer 2025 Syllabus

Here are the key things you’ll learn in this course and why they’re important. Upon completion of this course students will be able to:

1. Calculate the electric force between charged particles using Coulomb’s Law, and predict how charge interactions influence biological systems such as membrane potentials or molecular binding.
   • Why it matters: Electric forces govern how charged particles interact in biological systems—from the structure of DNA and proteins to the function of nerves and muscle cells. Understanding these forces helps explain key physiological processes, including how ions behave across cell membranes.
2. Determine the electric field and electric potential in simple charge configurations, and explain how these concepts relate to ion movement and voltage differences across cell membranes.
   • Why it matters: Electric fields and potential differences are essential for understanding how cells generate and use electrical signals. This objective connects directly to nerve impulses, cardiac rhythms, and other bioelectric phenomena.
3. Measure and interpret electric current, voltage, and resistance in simple circuits, and apply Ohm’s Law to explain electrical properties of tissues and medical diagnostic tools like ECG and EMG.
   • Why it matters: Tools like electrocardiograms (ECGs) and electromyograms (EMGs) rely on electrical properties of the body. Learning how current and voltage behave in circuits gives students the foundation to understand and interpret these diagnostic technologies.
4. Construct and analyze DC circuits containing batteries, resistors, and capacitors, and relate these circuits to models of bioelectric activity and physiological measurements.
   • Why it matters: DC circuits are often used to model electrical activity in the body. Being able to build and analyze these circuits helps students understand how medical devices work and how electrical signals propagate in biological tissues.
5. Describe and predict magnetic forces on moving charges and current-carrying wires, and explain how magnetic fields interact with biological materials and imaging technologies like MRI.
   • Why it matters: Magnetic fields play a central role in advanced diagnostic imaging such as Magnetic Resonance Imaging (MRI). Understanding magnetism allows students to grasp how these technologies visualize internal structures noninvasively.
6. Use Faraday’s Law to calculate induced voltage in changing magnetic fields, and analyze how electromagnetic induction is applied in devices like nerve stimulators and defibrillators.
   • Why it matters: Induction is the key principle behind many life-saving technologies. Whether it’s a defibrillator restarting a heart or a stimulator helping a paralyzed limb move, understanding induction helps explain how these devices support human health.
7. Identify the characteristics of electromagnetic waves (wavelength, frequency, speed), and evaluate how different parts of the spectrum (UV, infrared, X-rays) interact with biological tissues.
   • Why it matters: Electromagnetic radiation affects the body in many ways—from sunlight and vitamin D synthesis to the risks of X-ray exposure. Students benefit from knowing how light and radiation interact with tissues in both harmful and beneficial ways.
8. Use ray diagrams and lens equations to solve problems in geometric optics, and apply these concepts to understand vision, eye correction, and optical instruments in biology and kinesiology.
   • Why it matters: Vision is critical to biology and kinesiology work, and understanding how lenses work explains both natural vision and medical corrections like glasses and contact lenses. It also supports understanding microscopes and other lab tools.
9. Analyze interference and diffraction patterns using wave optics principles, and describe how these phenomena are used in microscopy and medical imaging techniques.
   • Why it matters: Wave optics is essential for understanding how microscopes and imaging systems achieve high resolution. Mastering these ideas helps students interpret fine structures in cells and tissues more accurately in lab and clinical contexts.
10. Apply physics principles and quantitative reasoning to analyze the function of real-world biological and medical technologies, such as ECGs, MRIs, optical instruments, and nerve stimulators.
    • Why it matters: Understanding how physics applies to real technologies gives students tools to interpret how devices work, why they’re used in medicine and research, and how to evaluate their effectiveness. This prepares students for deeper engagement with diagnostic tools, lab techniques, and evidence-based healthcare.

Upon completion of this course students will be able to

1. demonstrate the ability to translate a physical description to a mathematical equation.
2. demonstrate the ability to present clear, logical and succinct arguments.
3. demonstrate the ability to organize and carry out long, complex physics problems.

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 day, you’ll also reflect on your work and learning goals. Throughout the summer session, 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.

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.

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.

To propose a final grade of A, you must provide strong evidence of learning for all 10 Content Learning Objectives. Evidence can take various forms, including:

• Quizzes: Demonstrate mastery through thorough and correct solutions on written and oral module quizzes.

Requirement: You must complete at least 9 quizzes (written and/or oral) demonstrating mastery to be eligible for an A.

• Practice Problems & In-Class Activities: Submit correct and complete solutions, supported by a brief reflection describing what you learned and any challenges you overcame.
• Lab Connections: Reflect on how in-class concepts relate to your co-requisite lab activities. Describe the concept, what you learned, and any obstacles you navigated.

This hybrid course is divided up into 20 modules. Each module will contain the following activities and assignments:

• Reading assignments
• Short lecture videos
• Multiple-choice practice problems embedded throughout the lesson
• Discussion questions to prepare for in-class group discussions
• A class activity/tutorial
• A self-assessment Practice Quiz with 10 practice problems

As you work through each module, you’ll encounter multiple-choice questions designed for self-assessment. These help you gauge your understanding as you learn. You are expected to answer them to the best of your ability. Responses are anonymous, and you’ll see the class’s answer distribution in real time. We will discuss these questions during in-person class meetings to collaboratively identify the correct answers.

As you work through a module, you will be prompted to participate in discussions with your classmates. You should work through these discussion problems on your own and then bring your work to class for a discussion.

At the end of each module, you’ll find a set of 10 Self-Assessment Practice Problems to help you evaluate your understanding. These problems are not graded, but you can check your final answers against an answer key.

For each problem, you are required to use the Problem-Solving Checklist. This process builds self-assessment skills by helping you identify mistakes, refine your strategies, and reflect on your learning. These entries will track your progress and deepen your understanding of the material.

When you’re ready, you can take a quiz based on one of these problems in either a written or oral format to demonstrate mastery of the module content.

Written quizzes will be administered at the end of each class period (12:05-12:35). You will have 30 minutes to complete the written quiz. You will not be allowed to use notes or reference materials, but you will be allowed to use a calculator for written quizzes.

Oral quizzes will be administered via Zoom on Mondays and Wednesdays between 2:00 PM — 4:00 PM. You will have 10 minutes to complete the oral quiz. You are allowed to use your own notes and reference materials during this oral quiz. I will listen to your solution and may ask follow-up questions about your solution.

When you take a quiz, one of the Self-Assessment Practice Problems will be randomly chosen for you to solve. It is expected that you will have already worked through and solved all the practice problems so you will be adequately prepared for this quiz.

Here’s how quizzes work in this course:

You’ll have 10 quizzes total. You need to do at least 5 oral quizzes over Zoom and 5 written quizzes.

You get to decide when to take each quiz and whether it’s oral or written, as long as you stick to these rules. Want to do an oral quiz? Just book a Zoom appointment with me. For a written quiz, let me know which one you want to take at the end of the class – no appointment needed.

I’m here to help you succeed, so don’t hesitate to reach out if you have any questions about the quiz system or need any clarification. Let’s work together to make sure you’re on track!

With this (un)grading system, learners are allowed the time and flexibility to focus on mastering a learning outcome rather than achieving a certain number or letter grade. In this system, you — the learners — are given the flexibility to choose how you demonstrate mastery and you have the chance to attempt mastery as many times as necessary. With more choice in your learning, you can take the reins and drive your learning journey with student agency.

With this in mind, you are given the opportunity to retake a quiz if you did not master it on your first try. The quiz retake will be one problem from the self-assessment practice problems but it won’t necessarily be the same problem you had the first time. Quiz retakes can be administered in either format, written or orally.

If you retake a quiz but do not master it, you can retake it again.

For every problem, you are required to use the Problem-Solving Checklist to guide your approach.

• What is the problem asking you to do?
• What principles or concepts do you think apply here? Why?
• What information do you have, and what do you need to find?

• Outline your strategy for solving the problem.
• Choose the best method or formula and justify why it’s appropriate. Why did you choose this approach over others?
• Consider any assumptions or simplifications needed.

• Solve the problem step by step, showing all your work clearly.
• Pay attention to units, significant figures, and logical flow.
• Double-check calculations and intermediate steps as you go.

• Does your solution seem reasonable? Why or why not?
• Compare your answer with expectations or known results (e.g., units, order of magnitude).

• Look for mistakes or gaps in your reasoning or calculations. How did you identify and correct these errors?
• Revise your approach as needed to correct these errors.
• Ask yourself: How can I improve this solution?

• Update your solution based on insights from your reflection.
• Test your revised approach and verify if it works better.
• Document what you learned from the iteration process.

• What did you learn from solving this problem?
• How does this problem relate to broader concepts or other problems?
• What would you do differently next time when solving a similar problem?
• Are there areas where you need more practice or clarification?