PHYS 3310 Fall 2023 Syllabus

Upon completion of this course students will be able to:

1. Apply Special Relativity: Calculate time dilation, length contraction, and relativistic momentum and energy using the postulates of special relativity and Lorentz transformations.
   • Why: Understanding special relativity is essential for analyzing high-speed phenomena and lays the foundation for modern technologies like GPS and particle accelerators.
2. Analyze Wave-Particle Duality: Explain the experimental evidence for wave-particle duality and apply concepts such as de Broglie wavelengths and the photoelectric effect to solve problems.
   • Why: Wave-particle duality is key to understanding quantum mechanics, which underpins technologies such as semiconductors, lasers, and quantum computing.
3. Solve Schrödinger Equation Problems: Solve the Schrödinger equation for simple systems, including particles in a box and quantum harmonic oscillators, to determine wave functions and energy levels.
   • Why: The Schrödinger equation provides the framework for understanding quantum systems and predicting their behavior, which is critical for advancements in physics and chemistry.
4. Explain Atomic Structure: Describe the quantum mechanical model of the hydrogen atom, including quantum numbers, orbital shapes, and the Zeeman effect.
   • Why: A detailed understanding of atomic structure is crucial for explaining chemical bonding, atomic spectra, and the behavior of materials.
5. Interpret Molecular Behavior: Analyze molecular bonding, spectra, and the properties of molecular solids using quantum mechanical principles.
   • Why: Understanding molecular behavior helps explain the physical and chemical properties of matter, with applications in materials science, chemistry, and biology.
6. Characterize Band Theory and Semiconductors: Use band theory to distinguish between conductors, semiconductors, and insulators, and explain how doping modifies the behavior of semiconductor devices.
   • Why: Band theory and semiconductors are fundamental to modern electronics, from computers and smartphones to solar cells and LEDs.
7. Evaluate Nuclear Properties: Calculate nuclear binding energy and interpret the stability of nuclei, as well as describe the processes of radioactive decay and their applications.
   • Why: Understanding nuclear properties is vital for harnessing nuclear energy, ensuring radiation safety, and advancing medical imaging and treatments.
8. Apply Concepts of Nuclear Reactions: Explain the principles of nuclear fission and fusion, and evaluate their applications in energy production, medical technology, and their biological effects.
   • Why: Knowledge of nuclear reactions is crucial for addressing global energy challenges, advancing medical therapies, and understanding the processes powering stars.
9. Discuss Particle Physics: Summarize the structure of the Standard Model, apply conservation laws to particle interactions, and explain the role of quarks in forming hadrons.
   • Why: Particle physics uncovers the fundamental building blocks of the universe and drives cutting-edge research in cosmology, quantum theory, and technology.
10. Connect Quantum Mechanics to Modern Applications: Relate quantum mechanical principles to real-world applications, including lasers, X-rays, and emerging technologies like quantum computing.
    • Why: Quantum mechanics has revolutionized science and technology, and its applications are transforming industries such as medicine, telecommunications, and computing.

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 used in this course is probably vastly different from that of any other course you have taken. The grading system is actually not grading at all; it is even called ungrading or going gradeless by educators who implement it.

Research has informed us that descriptive feedback, rather than letter grades or scores, leads to higher learning gains and that using grades in an attempt to improve performance is not effective. There is evidence that grades encourage competition over cooperation, suppress creativity, foster a fear of failure, and reduce interest in learning. If you are curious, this review article discusses research related to grades: Teaching More by Grading Less (or Differently).

Much of this is confirmed by other researchers like Carol Dweck, whose book Mindset introduced the world to the concept of growth mindset, and Daniel Pink, whose book Drive argued that extrinsic rewards and punishments actually stifle creativity, higher-order thinking, and intrinsic motivation.

It is my hope to engender the dispositions of growth mindset and intrinsic motivation in my students,

so I want to eliminate any practices that work against students developing them.

In this class, after you turn in work for an assignment, you will receive written and/or verbal feedback about what you did well and what you can do to improve. You will also reflect on your work and your learning goals each week. Throughout the semester, you will have opportunities to assess your own work, to make improvements in response to feedback, and to elicit and receive new feedback — all of which has been shown to aid students in becoming more engaged and effective learners.

I understand that you will not automatically know how to evaluate yourself and your work, so I will help you learn methods of self-evaluation along the way. I hope to help you learn to move from talking about your performance (i.e. what an A looks like) to talking about your learning: what did you figure out? What obstacles did you overcome? What remains challenging that you want to keep working on? What can you now do that you couldn’t do before?

These questions are only some of what you can ask yourself when reflecting on and evaluating your learning. I hope that by the end of the course, you will have your own language for describing and judging your own learning. This makes self-evaluation much more effective and even enjoyable, as you learn to articulate your thoughts about your own learning.

We will meet at least once every month in individual conferences on Zoom to discuss your progress and learning. You are welcome to meet with me more often than once per month. You will be given the opportunity to sign up for an individual conference with me whenever you want to meet with me.

You will be required to meet with me at least once per month.

During these conferences, you will decide what we discuss. Sometimes, these conversations might be general and broad — like how you are doing overall in the course. Other times, we might talk about very specific aspects of what you are learning. There will be times when you will want to demonstrate your competency in an area. To do this, you can explain to me how you solved a problem from the self-assessment practice problems in the module. You can also demonstrate your learning by describing what you learned when you engaged in the class activities and tutorials.

To help you keep track of your progress and learning in this course, you will use an evidence portfolio. Your evidence portfolio will have a folder for each module and content learning outcome, 15 in total. In each folder of your evidence portfolio, you will provide evidence of your learning. You can discuss what you did for that module and how it connects to your learning goals. If you demonstrate competency to me during class or conference, you will record it in the portfolio entry.

At the end of the course, you will have an organized body of work that you will use to determine your final grade for the course.

Your final grade in this course will be determined based on the skills you learn, the learning goals you achieve, and the competencies that you demonstrate. Throughout the course, you will develop a body of work that will help you to self-assess your learning and make an honest appraisal of your effort and progress in the course.

You will be afforded the agency to evaluate and examine your own learning and suggest your grade in the course.

At the end of the course, in place of a final exam, you will make a presentation to me where you will suggest your final grade, providing evidence from your body of work throughout the course for why you believe your suggested grade is fair. You have the choice of how to prepare and present this final grade presentation.

We can meet via Zoom for a final exit interview during which you will present an organized presentation with evidence to support your proposed final grade. I will provide feedback on your assessment and discuss your grade suggestion with you. Together, we will work toward an agreed upon grade, though I reserve the right to veto a suggested grade. This presentation must be no longer than 20 minutes.

You can prepare and record a 20-minute video presentation with evidence to support your proposed final grade and submit this video presentation to D2L. I reserve the right to veto a suggested grade.

You can propose your final grade in a paper that provides evidence from your body of work throughout the semester for why you believe your suggested grade is fair. This paper has a page limit of 5 pages, single spaced, 12 point font, 1 inch margins. This paper will be submitted to D2L. I reserve the right to veto a suggested grade.

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 13 quizzes (written and/or oral) to propose an A.

• 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.
• 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.

This (un)grading system provides you some freedom to learn at your own pace. However, we are required to complete this course in 15 weeks. To help you stay on track and keep up with the material, I have set up some requirements:.

Meet with me on Zoom in an individual conference at least once per month.

Show up on time to any individual conference you have scheduled.

Have evidence in your evidence portfolio for at least 75% of the modules covered at the time of your quarterly conference.

If, at any time you do not meet these requirements, this will be recorded as counter-evidence. At the end of the course, if you have counter-evidence remaining on your record, you will not be able to propose a final grade of A.

Counter-evidence will be erased from your record if you meet the requirements in a later individual conference.

This online course is divided up into 14 modules. Each module will contain the following activities and assignments:

• A reading assignment
• Short lecture videos
• Multiple-choice practice problems embedded throughout the lesson
• Discussion questions to prepare for in-class group discussions
• A self-assessment Practice Quiz with 10 practice problems
• A folder of your evidence portfolio

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.

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.

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. After completing each problem, you will reflect on your solution using the Problem-Solving Journal Template. This process is designed to help you develop critical self-assessment skills by identifying errors, refining your strategies, and learning from your mistakes. Your journal entries 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 both the checklist and journal 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.

Written quizzes will be administered in my office (Rogers Hall 116A) during in-person office hours (Wed. 1:00-3:00, Thur. 2:00-4:00). 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 Tuesdays and Fridays between 10:00 AM — 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.

You are limited to taking only two quizzes per week. This is to ensure that you stay on track and don’t get behind.

Here’s how quizzes work in this course:

You’ll have 14 quizzes total. You need to do at least 7 oral quizzes over Zoom and 7 written quizzes in my office.

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, drop by my office during my posted office hours – 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 will be administered in the same format you used the first time taking the quiz, as an oral quiz on Zoom.

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?

After completing each problem, you will reflect on your solution using the Problem-Solving Journal Template. This process is designed to help you develop critical self-assessment skills by identifying errors, refining your strategies, and learning from your mistakes. Your journal entries 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.

• Write a short summary of what the problem is asking you to solve.
• Identify the key concepts and principles that are relevant to solving the problem.
• Clearly state what information is given and what needs to be found.

• Describe your plan for solving the problem. Be specific about the methods or formulas you intend to use.
• Justify why you chose this approach. Why do you think it will work?

• Record the steps you took to execute your plan. Be thorough and document all calculations, assumptions, and intermediate results.
• Note any areas where you were unsure or where you had to make a judgment call.

• Reflect on whether your initial solution was correct. If it wasn’t, explain how you identified errors.
• Discuss how you corrected those errors and what insights you gained from the process.

• Evaluate your final solution. Does it make sense based on the context of the problem? Are the units, magnitude, and logic consistent?
• If something still feels off, explain why and what you might do differently next time.

• Write about what you learned from solving this problem. Focus on both the content (e.g., physics concepts) and the process (e.g., problem-solving strategies).
• Consider how this experience will influence your approach to similar problems in the future. What will you do differently? What will you continue to do the same?