course information energyphyx 1020usu 1360 f 2002 1 course information energy university studies...

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ENERGYPHYX 1020 USU 1360

F 2002

COURSE INFORMATION

ENERGY

University Studies Breadth Course PHYX 1020

University Studies Integrated Physical Science USU 1360 (Sect 002)

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Schedule Bulletin Confusion

• This course is incorrectly listed as USU 1350 (Integrated Life Science)

• There is no USU 1350 offered this semester• There are two sections of USU 1360

– Sect 001 - offered by the Geology Department

– Sect 002 - This course

• The topics covered in the courses are different– Both follow guidelines for Integrated Science Courses

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INTEGRATED SCIENCE - OBJECTIVES (1)

• To improve students’ understanding of science as a process and promote their ability to apply scientific methods of investigation.– The use of the scientific method in the derivation of

the basic physical laws relating to energy and addressed in this course will be discussed in general and emphasized at appropriate times in the course. In addition the use of the scientific method in determining the success or lack thereof in harnessing energy sources will be discussed as appropriate.

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• To provide a fundamental understanding of the unifying principles of science.– Energy is perhaps one of the most unifying

concepts in all of science and technology. This common thread of energy considerations will be emphasized throughout this course.


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• To examine the historical contexts of science, the evolution of science, the impact of science on society, the impact of society on science, and how science and technology are linked.– The harnessing of naturally occurring sources of energy for

the benefit of man is strongly tied to the historical development of world societies. The evolution and impact of the development of energy sources has influenced society and, through political pressures, society has influenced the progress of energy development. The harnessing, production and distribution of energy and its consequences is a comprehensive example of the linking of science to technology.


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• To help students evaluate the historical, social and ethical contexts of science.– Ethical and social issues from the beginnings of

the industrial revolution until the present day thread the historical development of energy for the benefit of mankind.


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INTEGRATED SCIENCE - PEDAGOGY(1)

• Students will be required to complete writing assignments– This will be achieved as contributions to a group

portfolio described elsewhere.

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• Students will be required to complete quantitative reasoning assignments– This will be an element of the portfolio

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• Students will be required to participate in collaborative activities– The portfolios will be produced as a

collaborative effort of small groups of students.

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• Students will develop their information literacy skills, including an understanding of the nature, organization, and methods of access and evaluation of both electronic and traditional resources in the subject area.– It will be required in the portfolio that adequate

references are given, including references to information extracted from the World Wide Web.

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• Opportunities will be provided for discussion.– With a large class this is a challenge if the

material is to be covered in the semester, nevertheless I encourage questions and comments during the teaching period with the proviso that there may have to be a cutoff if the discussion time impedes coverage of the syllabus.

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WEB SITE NAVIGATION• http://www.physics.usu.edu/

• Click: Syllabi, Homework etc.

• Click: PHYX 1020/USU 1360

• For PowerPoint Slides:

– Click: PowerPoint Presentations

– User Name: energy

– Password: ***** (given in class)

– Web Browser: Microsoft Explorer recommended

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Class Supplemental Instructor (SI)

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Course Information• Please refer to printed handout for details.

– Course information– Course goals– Homework– Tests– Portfolio– Composition of final grade– Register– Materials for persons with disabilities

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CALENDAR AND SYLLABUS

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CALENDAR AND SYLLABUS (cont.)

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THE SCIENTIFIC METHOD

• There are four aspects to the scientific method:– Observation

– Synthesis

– Hypothesis

– Prediction

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THE SCIENTIFIC METHOD1. Observation

• Observation, natural and designed experiments– Observations of natural phenomena or the results of

experiments devised by individuals often stimulate curiosity as to why the event under observation behaves the way it does. The precision and even ability to make observations has progressed with the advance of technology, itself fed by the better theories developed earlier.

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THE SCIENTIFIC METHOD2.Synthesis

• Synthesis- This is the bringing together of many

observations or experimental results to provide a good and repeatable description of the observation of a physical phenomenon. Note repeatability of experimental results by diverse observers is essential to the scientific method.

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THE SCIENTIFIC METHOD3. Hypothesis

– Hypothesis, theory, law• Based on observations a hypothesis (or now more

commonly called a theory) is developed which includes known physics in a general description of the phenomenon which will apply in all cases. In order to be written compactly, this often takes the form of an equation called a formula. It can also be a computer model – this is a program that calculates the expected behavior of a phenomenon by solving many coupled equations often numerically.

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THE SCIENTIFIC METHOD4. Prediction

• Prediction- Armed with a formula or computer

model based on a theory, predictions can be made on the results of different observations or experimental results which are verified or not depending on the correctness of the formula or computer model.

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SCIENTIFIC METHOD (2)

From: The Sciences, Trefil and Hazen, John Wiley

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SOME MATH WE WILL USE (1)• Scientific number notation

• 3.5 x 103 is the same as 3.5 x 1000 or 3,500• 2.76 x 106 is the same as 2.76 x 1000000 or 2,760,000• 7.5 x 1015 is best left as it is!• 5.7 x 10-3 is the same as 5.7 x 0.001 or 0.0057• 1.6 x 10-19 is best left as it is!

• Multiplying and dividing in scientific notation

• 2.76 x 106 X 3.5 x 103 = 2.76 X 3.5 x 10(6+3)= 9.66 x 109

• 7.5 x 1015 / 5.7 x 10-3 = 7.5/5.7 x 10(15-(-3)) = 1.32 x 1018

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SOME MATH WE WILL USE (2)

• Logarithmic graphs– Major divisions are FACTORS of 10, e.g.

1,10,100 etc.– or 0.001, 0.01,

0.1, 1 etc.– Used to display quantities with a wide range of

values.

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Example of Linear and Logarithmic PlotsLINEAR PLOT

0

200

400

600

800

1000

1200

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Series1

LOGARITHMIC PLOT

0.1

1

10

100

1000

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21

Series1

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Energy Consumption - Linear Scale

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Energy Consumption - Logarithmic Scale

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SOME MATH WE WILL USE (3)• Growth and Loss

– Linear• N/t = • or N(t) = N0 + t• N0 value at t=0, a constant called the rate of

increase, decrease if negative

– Exponential• N/t = N• or N(t) = N0et

• N0 value at t=0, a constant called the growth factor (100 x = % growth, loss if negative)

• “Rule of 70” - Doubling time = 70 / %increase per time unit

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course information energyphyx 1020usu 1360 f 2002 1 course information energy university studies...

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