Introductory Physics II — PHYS 1112
Course Details for Summer 2026
University of North Georgia’s College of Science & Mathematics
Department of Physics & Astronomy
Course Instructor
email: sarah.formica@ung.edu
Hours: Tues/Thur, 12:35-1:00
Hours: Tue/Fri by appointment, book your appointment here.
Office Hours
Booking an Appointment
Course Catalog Description
An introductory course which will include material from electromagnetism, optics and modern physics. Elementary algebra and trigonometry will be used. Prerequisite: PHYS 1111 or PHYS 1111K with a grade of C or higher or permission of instructor. Corequisite: PHYS 1112L (3 credit hours)
Core IMPACTS Learning Goals
PHYS 1112 is the 2nd semester of introductory physics. We emphasize conceptual understanding and problem solving skills. We cover electricity, circuits, magnetism, electromagnetic waves, light, and optics: the foundations of our modern technological society. My goals are for you to continue developing knowledge and intuition about how the world works, to learn to approach, solve, and understand physics problems on both qualitative and quantitative levels, to relate classroom physics to the real world you live in, and to develop a deeper appreciation of the scientific method.
This is a Core IMPACTS course that is part of the T (Technology, Mathematics, and Sciences) area. Core IMPACTS refers to the core curriculum, which provides students with essential knowledge in foundational academic areas. This course will help master course content and will support students’ broad academic and career goals.
This course should direct students toward a broad Orienting Question: How do I ask scientific questions or use data, mathematics, or technology to understand the universe?
Completion of this course should enable students to meet the following Learning Outcome: Students will use the scientific method and laboratory procedures or mathematical and computational methods to analyze data, solve problems, and explain natural phenomena.
Course content, activities and exercises in this course should help students develop the following Career-Ready Competencies: Inquiry and Analysis, Problem-Solving, and Teamwork
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.
Required Texts and Materials
The textbook for this course is College Physics 2e from OpenStax and is available online. If you prefer paperback you may purchase a copy with ISBN-13: 978-1-951693-60-2
All course materials will be accessed through UNG’s eLearning system, also known as D2L (Desire 2 Learn).
This course is taught primarily using D2L. If you have any technical difficulties or maybe want to take a tutorial on using some of the technology, please go to https://ung.edu/remote-life/learning/index.php, which is UNG’s source of remote learning resources.
Course Schedule
| Learning Mode | Monday | Tuesday | Wednesday | Thursday | Friday |
|---|---|---|---|---|---|
| Online | Work through Before Class submodule on D2L | Work through Before Class submodule on D2L | Work through Before Class submodule on D2L | Work through Before Class submodule on D2L | |
| Classroom | Class activities and Written Quiz | Class activities and Written Quiz Lab 1:00-3:00 | Class activities and Written Quiz | Class activities and Written Quiz Lab 1:00-3:00 | |
| Office hours | Virtual Office Hours and Oral Quizzes on Zoom | 12:35 – 1:00 PM in Rogers 116A | Virtual Office Hours and Oral Quizzes on Zoom | 12:35 – 1:00 PM in Rogers 116A | Virtual Office Hours (if needed) |
| Online | Work through After Class section of Module | Work through After Class section of Module | Work through After Class section of Module | Work through After Class section of Module |
Content Learning Objectives
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.
In this course, you will build a foundational understanding of electricity, magnetism, electromagnetic waves, and optics, with an emphasis on concepts relevant to the life sciences. You will develop skills in quantitative reasoning, problem-solving, and applying physics principles to biological systems and real-world technologies. By connecting physics to topics in biology and healthcare, you will gain a deeper appreciation for how physical principles underlie many processes and tools used in the life sciences.
Skills Learning Outcomes
Upon completion of this course students will be able to
- demonstrate the ability to organize and carry out long, complex physics problems.
- demonstrate the ability to translate a physical description to a mathematical equation.
- demonstrate the ability to present clear, logical and succinct arguments.
(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 day, 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.
Evidence of Learning
To propose a final grade of A for this course, you will need to provide strong evidence of your learning for all 10 Content Learning Objectives listed above. This evidence can take many forms but the list below gives some examples of what you might choose to provide as evidence of your learning:
- Demonstrate mastery of a learning outcome with a thorough and correct solution to a module quiz problem. You have the option to take a quiz in a written format or as an oral quiz.
It is required that you demonstrate mastery of at least 9 quizzes (written and/or oral) to propose an A.
- Demonstrate mastery of a learning outcome by connecting concepts you learn in class with activities you perform in the co-requisite lab. This evidence will be a reflection/narrative that describes the concept, what you learned from the activity and any obstacles you overcame during the learning process.
- Demonstrate mastery of a learning outcome with thorough and correct solutions to practice problems and in-class activities. This evidence can be strengthened with a reflection/narrative that describes what you learned from the activity and any obstacles you overcame during the learning process.
Activities and Assignments
This hybrid course is divided up into 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
Lesson-Embedded Practice Problems
As you work through a module’s lesson, you will come to multiple-choice questions related to the lesson’s content. These questions serve as a form of self-assessment, so you can determine if what you are learning is making sense. You are required to answer these questions to the best of your ability. All responses are anonymous, and you will be able to see the class’s distribution of responses in real time. Through discussion with your classmates during our in-person class meetings, you will be able to determine the correct answer to the question.
Discussion Questions
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.
Self-Assessment Practice Problems
Toward the end of a module, you will come to a list of 10 Self-assessment Practice Problems which can be used to measure your learning outcomes. These problems will not be graded, but you will be able to check your final answer with an answer key.
For every problem, you are required to use the Problem-Solving Checklist to guide your approach. This process is designed to help you develop critical self-assessment skills by identifying errors, refining your strategies, and learning from your mistakes. Your work on these practice problems will serve as a record of your progress and provide valuable insights into your learning process. Consistently following these steps will not only improve your problem-solving abilities but also deepen your understanding of the course material. Make sure to complete the checklist for every assigned problem.
When you are ready to demonstrate your learning of the module’s content, you can take a quiz which will consist of one of these practice problems. You will have the choice to take this quiz in either a written or oral format.
Quizzes
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!
Quiz Retakes
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.
Problem-Solving Checklist
For every problem, you are required to use the Problem-Solving Checklist to guide your approach.
1. Understand the Problem
- 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?
2. Plan Your Approach
- 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.
3. Execute the Solution
- 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
4. Reflect on Initial Results
- Does your solution seem reasonable? Why or why not?
- Compare your answer with expectations or known results (e.g., units, order of magnitude).
5. Identify and Address Errors
- 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?
6. Iterate and Improve
- 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.
7. Connect and Reflect
- 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?
Attendance Policy
Attendance is strongly encouraged.
This course is structured as a hybrid learning experience, meaning that a significant portion of the work — reading, problem-solving, and self-assessment — happens outside of class time. Class sessions are designed to help you get the most out of that independent work by providing opportunities to:
- Collaborate with your peers to make sense of challenging material
- Get real-time feedback and support from me
- Ask questions and get help on problems you may be stuck on
- Deepen your understanding through discussion and guided practice
Attendance and Exit Tickets
Attendance is required to complete in-class Exit Tickets, which are brief self-assessments completed at the end of class each day. Exit Tickets are accessible only during class via a password shared at the end of the period. There are 19 Exit Tickets total; completing at least 15 is required to be eligible to propose a final grade of A. Meeting this threshold does not guarantee an A and must be supported by evidence of learning in your final grade proposal.
Exit Tickets support learning by helping you regularly assess what you understand, what is still unclear, and how your understanding is developing over time.
Exit Ticket FAQ
What if I miss class?
If you are not in class, you will not have access to that day’s Exit Ticket. Occasional absences are expected, which is why you do not need to complete all 19 Exit Tickets.
Why 15 Exit Tickets for an A?
Proposing an A requires consistent engagement and evidence of self-assessment across the semester. Completing at least 15 Exit Tickets demonstrates sustained participation in this learning practice.
Does completing 15 Exit Tickets mean I automatically earn an A?
No. Completing 15 Exit Tickets only makes you eligible to propose an A. Your final grade proposal must include evidence that your learning meets the course criteria for that grade.
What if I attend class but forget to submit the Exit Ticket?
Exit Tickets are intended to be completed during the final minutes of class, but you may submit them any time before midnight on the day of class. Be sure to write down the password shared at the end of class so you can access the Exit Ticket later if needed. After midnight, the Exit Ticket will close and count as not completed.
Important Note about Quizzes: Written quizzes will be administered in class at the end of the period each day. You must be present in class to take a written quiz. Make-up quizzes will only be offered in cases of documented illness, emergencies, or other approved university-excused absences.
Academic Honesty
You are expected to uphold the highest standards of academic honesty and integrity in this course. All work you submit should reflect your own understanding, effort, and voice. Cheating, plagiarism, and any form of misrepresentation — whether through copying others’ work, using unauthorized sources, or misusing AI — undermine both your learning and the integrity of our academic community.
I support the ethical and thoughtful use of Artificial Intelligence (AI) tools as part of the learning process. When used appropriately, AI can help you brainstorm, clarify concepts, revise writing, or explore new ideas. However, like any tool, its value depends on how it’s used.
If you choose to use AI tools, you are responsible for:
- Ensuring your work reflects your own ideas and comprehension
- Acknowledging any AI assistance (e.g., “I used ChatGPT to help outline my response”)
- Avoiding any use of AI that misrepresents your learning or bypasses the intent of the assignment
Using AI to replace your own thinking or effort — especially on graded work — will be treated as a violation of academic integrity.
If you’re unsure whether a certain use of AI is appropriate, please ask. Ethical use of AI is not just about avoiding dishonesty — it’s about engaging responsibly with powerful tools in ways that support your growth and uphold the values of this academic community.
Note: I used ChatGPT to help draft and revise this policy statement. This is one example of how AI can be used transparently and responsibly in support of meaningful work.
The learning objectives and syllabus language in this document were developed with the assistance of Claude (Anthropic). I used Claude as a drafting and revision partner: I provided the original objectives, course context, and all content decisions, and Claude helped rewrite them into student-facing language. All final wording was reviewed and approved by me. –Dr. Sarah Formica
Physics Education Research at UNG 