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\begin{document}                                                                
\begin{center} 
{\LARGE Physics 122, Fall, 2003-2004}

\begin{tabular}{ll}
Prof.~K.~McFarland: & B\&L 314, phone x5-7076 
(Admin.\ Assistant Connie Jones: x5-5306) \\
              & E-mail prof122@pas.rochester.edu
\end{tabular}
\end{center}   

{\small
\section{Course Material/Syllabus}
}
\normalsize

This course is designed to give you a basic background in the study of
the phenomena of electricity and magnetism as well as a flavor of some
basic applications.  You will be responsible for material in the
assigned readings and the lectures.

A list of topics and (roughly) what lectures they should be covered in
follows below.  I will try to protect two full lectures for review at
the end, but can't promise this.
\vspace{1ex}

\begin{itemize}
\itemsep -1ex
\item Electrostatics (Lectures 1 -- 8)
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
  \item Electric charge, Coulomb force, Electric Fields, Conductors
  \item Electric dipoles
  \item Gauss' Law (Integral form)
  \item Electrostatic Potential and Energy
  \item Capacitors and Dielectrics
 \end{itemize}
\item Electrodynamics (Lectures 9 -- 11) 
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
  \item Currents, Resistance, Ohm's Law
  \item Resistive Circuits
  \item RC Circuit Phenomena
 \end{itemize}
\item Magnetic Fields (Lectures 12 -- 15)
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
  \item Magnetic Fields and Forces, Lorenz Force
  \item Currents and Magnetic Dipoles
  \item Amp\`{e}re's Law
  \item Biot-Savart Law
  \item Magnetic Materials, Dia-, Para- and Ferro-magnetism
 \end{itemize}
\item Magnetic Induction (Lectures 16 -- 18)
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
  \item Induced Electric Fields, Faraday's Law
  \item Mutual and Self Inductance, Inductors, Transformers
  \item LR and LC Circuits
 \end{itemize}
\item Simple AC Circuits (Lectures 19 -- 21)
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
  \item AC voltage and current
  \item Impedance and Phases
  \item Simple AC Circuits and Applications
 \end{itemize}
\item Unification of Electricity and Magnetism (Lectures 22 -- 24)
 \begin{itemize}
   \topsep -1ex
   \itemsep -1ex
 \item The Displacement Current
 \item Maxwell's Equations (Integral form)
 \item Electromagnetic Waves
 \item Light: Speed, Energy, Momentum
 \item Wave and Particle Properties of Light
 \end{itemize}
\item Review (Lectures 25 -- 26)
\end{itemize}

We will not explicitly cover material assumed as prerequisite for this
class, including vectors and integral and differential calculus (material
through (Math 143 or Math 162 or equivalent), and mechanics (Physics
121 or equivalent), although we will frequently make reference to and
use of this material.  If you are unsure if your background meets the
course prerequisites, please see me.


{\small
\section{Texts and Other Course Materials}
}
\normalsize
One text is required:  
\underline{Physics for Scientists and Engineers}, Volume 2, 
3$^{\rmt rd}$ ed., Douglas C. Giancoli.  Material for this course is
covered in Chapters 21--32.  Your text should have been packaged with
a ``Student Study Guide and Solutions Manual'', which contains some
review material and solutions to selected problems in the text.

Other material will be available on the course home page, \\
\begin{center}
\url{http://www.pas.rochester.edu/~ksmcf/p122}
\end{center}


{\small
\section{Lectures}
} 
\normalsize Physics 122 lectures are given Monday and Wednesday at noon -
1:20 pm in Hoyt Auditorium.  

I will make every attempt to hand out lecture notes to you before each
class to relieve you of some of the mechanical burden of note-taking
and leave you free to think and question as we go.

I will frequently interrupt the lecture and associated demonstrations
with ``concept'' questions.  I ask
you to please pick up an answer recording sheet before class to
(anonymously if you wish) record your initial guesses, final answers
and any comments or questions you may have on the problems.  

The back of these sheets is a feedback space, where you can (again,
anonymously if you wish) ask questions you didn't want to or have time
to ask in class and give me feedback about any aspect of the course if
you wish.

Each lecture after the first will start with a question time, where I
will answer questions from the feedback sheets, e-mail, one-on-one
conversations and in-class questions that you may have based on
material from the previous lecture.  (n.b., if you wish to ask a
question that you do {\em not} want me to share as an example in class
lecture for whatever reason, I ask you to please indicate this to me
explicitly.)  

You should feel free to also interrupt lecture with questions.  I will
try to answer as many as I can in our allotted time.

% TOO PREACHY?
Announcements, such as schedule changes or other news germane to the
course, will be made in lectures.  (Schedule changes relevant to
laboratories or workshops may be made in, laboratories or workshops
themselves.)  Although I will attempt to keep current news on the
course web page as well, once an announcement is made in one of these
locations, it is your responsibility to know and understand these
announcements.

{\small
\section{Workshops}
} 

For better or worse, your evaluation in this course will be primarily
based on your ability to synthesize the material and apply it to
problems on examinations and in homework.  It is almost impossible,
even for the future Albert Einsteins among you, to do this well without
practice, practice and more practice.  Workshops provide a way to work
in small groups with your peers in a forum where you can get instant
feedback and help from your workshop leader (a teaching assistant or
teaching intern for the course).

At each two hour weekly workshop session, you will be presented with a
number of conceptual and traditional problems, similar to what you
might expect to face on an exam.  You and your fellow students in the
workshop will have a chance to work through these problems and identify
any misunderstanding or confusion that might impede you in solving the
problems.  I strongly encourage you to take these sessions seriously,
and to prepare in advance by reviewing the material and the problems.
Workshops will cover material through the {\em Wednesday lecture} of the
week of the workshop.

{\small
\subsection{Workshop Signup and Schedule} 
}
\normalsize

Workshops begin the week of Wednesday, September 10 -- Sunday,
September 14, and conclude with a review workshop Wednesday December
10 -- Sunday, December 14.

\noindent
\begin{tabular}{lcrc|clcr}
\multicolumn{3}{c}{{\it Workshop CRN/Time/Place }} &&& 
\multicolumn{3}{c}{{\it Workshop CRN/Time/Place}}\\ \hline
45530 & Wed 2:00-4:00pm & B\&L 372   &&& \\
45608 & Wed 5:00-7:00pm & B\&L 108   &&& \\
45624 & Wed 5:30-7:30pm & B\&L 208   &&& 45337 & Fri 1:00-3:00pm & B\&L 269 \\

45594 & Wed 7:00-9:00pm & Hylan 206  &&& 45567 & Fri 2:00-4:00pm & B\&L 108 \\
      &                 &            &&& 45575 & Fri 4:00-6:00pm & B\&L 108 \\
45453 & Thur 11:00-1:00pm & B\&L 208  &&& \\
45435 & Thur 2:00-4:00pm & Latt.\ 107  &&&  \\
45371 & Thur 2:00-4:00pm & B\&L 208  &&&  \\
45529 & Thur 3:00-5:00pm & B\&L 108 &&&  \\
45631 & Thur 4:00-6:00pm & Hylan 618 &&& 45645 & Sun 2:00-4:00pm & B\&L 108  \\
45497 & Thur 5:00-7:00pm & B\&L 108 &&& \\
45613 & Thur 5:00-7:00pm & Hylan 206 &&& \\
45358 & Thur 6:00-8:00pm & B\&L 173  &&& \\
\end{tabular}

Web-based sign-up is first-come, first-served.
\begin{center}
\url{https://spider.pas.rochester.edu/signup/PHY122-F03Workshops/}
\end{center}


{\small
\section{Labs}
} 

There is a required lab component for this course which is
administered separately from the rest of the course.  Information
about the labs, including the laboratory section signup, is available at 
\begin{center}
\url{http://web.pas.rochester.edu/~physlabs/}
\end{center}

There are five required labs, approximately one for every other week of
the course.
\begin{itemize}   \itemsep -1ex
  \item Coulomb's Law
  \item Absolute Electrostatic Potential
  \item Electron Beams
  \item Superconductivity and Ohm's Law
  \item Electronic Circuits
\end{itemize}
Each lab activity consists of pre-lab homework, the lab activity
itself, and a lab report which is completed during the lab section.

{\small
\section{Exams, Homework and Grading} 
} 
\normalsize 

There will be four midterm examinations (each 60--90 minutes) and a
150 minute final exam.  The midterm examinations are tentatively
scheduled for
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%Exams for Physics 122 Fall 2002
%% class time
%{Wednesday, September 25$^{\rmt th}$, noon-1:20pm, in Hoyt Auditorium}, 
%% COMMON EXAM
%{Thursday, October 10$^{\rmt th}$ at 8:00-9:30am in Hoyt},
%% COMMON EXAM
%% backup time: {Thursday, October 31$^{\rmt st}$ at 8:00-9:30am in Hoyt}
%% time confirmed with Janet, 8/28/02
%{Tuesday, October 29$^{\rmt th}$ at 7:00-8:30pm in Hoyt}
%and
%% time confirmed with Janet, 8/28/02
%{Tuesday, November 19$^{\rmt th}$ at 7:00-8:30pm in Hoyt}.
%The final is scheduled for
%{Tuesday, December 17$^{\rmt th}$ at 8:30-11:00am in Hoyt}.
%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%
%Exams for Physics 122 Fall 2003
% evening
{Tuesday, September 23$^{\rmt rd}$, 7:30-9:10pm, in Hoyt Auditorium}, 
% evening
{Tuesday, October 14$^{\rmt th}$, 7:30-9:10pm, in Hoyt Auditorium}, 
% evening
{Tuesday, November 4$^{\rmt th}$, 7:30-9:10pm, in Hoyt Auditorium}, 
%
% WAS  {Tuesday, December 2$^{\rmt nd}$, 7:30-9:10pm, in Hoyt Auditorium}. 
  {Wednesday, December 3$^{\rmt rd}$, 12:00-1:20pm, in Hoyt Auditorium}. 
The final is tentatively scheduled for Wednesday, December 17$^{\rmt
th}$, 8:30am. 

The material on the midterm exams will cover course content through
that covered in the previous weeks' lectures and workshops.  All
midterms are ``cumulative'' in the sense that early material is fair
game, but the focus will be on material after that covered in the
previous exam.  The final examination will be the most comprehensively
cumulative, but will include extra emphasis on the material at the end
of the course not covered in any previous midterm.

As a very wise eight-foot tall philosopher with yellow feathers once
said ``everyone makes mistakes'' to which his acolytes replied ``oh
yes they do''.  I therefore reserve the right to add points in a
uniform way to all exam scores (``grade on a curve'') after the fact.
This ``curve'' will never lower your grade, so if my mistake is to
give too easy an exam, consider it your collective lucky day.

In this same spirit, of the four midterm examinations, only the three
most favorable will count towards your grade.  If you are missing some
basic knowledge, or a key concept, or just have a ``bad test day'',
think of this as your free wake up call.  Alternatively, if you ace
all four midterm exams and don't do as well on the final, I will
substitute ``one midterm worth'' of grade from the midterms for your
final grade.  Again, this procedure can never lower your final grade,
but may raise it.

Makeup exams will, in general, not be given.  Anyone who misses an exam
without first making arrangements with me (Prof.\ McFarland) will receive a
grade of 0.

{\small
\subsection{Homework} 
} \normalsize 

Homework sets will be assigned most but not all weeks.  Typically they will
be assigned on Wednesday and due the following Wednesday at 8am.
Material covered in the homework will be the same material covered in
the workshops the week the homework is assigned.

Homeworks will not usually be fully graded, but rather spot checked
and graded on a pass/fail basis.  (The intent is to check for a
serious effort to do the homework by applying standards set by a
consensus of the TAs and the instructor.)  It is your responsibility
to make sure you can do {\bf all} of the homework problems and to
get the appropriate help in lecture during question time, in workshop
sections, during TA help sessions or instructor office hours.  No late
homework will be accepted.

%Homework will be divided into two components: a traditional
%``paper-based'' problem set, and special web-based problems which will
%be assigned most weeks.  As detailed below, the web-based problems are
%meant to supplement the learning experience of the homework by
%engaging you in an {\em individual} journey through the steps of
%solving a few example problems.

For ``paper-based'' problem sets, you may and are encouraged to
consult with each other and work in groups on homework; however, each
student is expected to turn in his or her own work.  The completed
homework paper assignments are to be placed in the locker labeled {\bf
P122} located on the east side of the 1$^{\rmt st}$ floor of B\&L
outside room 106.
%Please note that there are two boxes labelled {\bf P122}: the
%homework box is labelled in YELLOW, and the lab box is labelled in PINK.  Do
%not confuse the two or your homework will be lost.
Solutions will also be available on reserve in the Physics and
Astronomy library on the 3$^{\rmt rd}$ floor of B\&L.  You may pick up
your graded paper homework from a homework box outside of my office.

%For the web-based problems, you are {\em not} to collaborate with
%other students, and I expect that your responses will represent your
%work and your work alone.
%The web-homework server page is
%\begin{center}
%\url{http://wug.physics.uiuc.edu/cc/rochester/phys122/fall02/}
%\end{center}


{\small
\subsection{Participation in Workshops and Pre-lecture Reading (``Preflights'')} 
} \normalsize 

Workshop participation is required in this course.  Accordingly, I
will ask your workshop leaders to keep track of participation, and
this will be a (small) part of your final grade.  Note that confusion and
misunderstandings are not anathema to participation.  However,
sleeping through workshop does not count as participation.

Pre-lecture reading is also a requirement of the course.  As a check
on your reading and a feedback mechanism for me, I will ask each of
you to complete ``pre-flight'' questions following your reading.
Pre-flights are due by 8am the morning before each lecture.  These
will be computer-based questions, and your participation will count as
a (small) part of your grade.

%Preflight server page is
%\begin{center}
%\url{http://wug.physics.uiuc.edu/cc/rochester/phys122/fall02/}
%\end{center}



{\small
\subsection{Grading} 
} \normalsize 

Your course grade derives from the weighting:

\begin{tabular}{lc}
 Homework & 10\%\\
 ``Preflight''s \& Workshop Participation & 10\% \\
 Laboratory & 10\% \\
 Midterm Exams (total) & 40\% \\
 Final exam & 30\%  
\end{tabular}

I reserve the right to change this grading scheme, but I will notify you
as soon as possible if such a change takes place.  

I plan to use the following grade scale on a 100 point scale: 85-100:
A or A-; 70-84: B+, B or B-; 55-69 C+, C or C-; below 55 D or F.  I
reserve the right to lower the standards for a given grade (e.g., I
may announce that I will make 83 the lowest A), but I will not revise
the scale upward.

{\small
\subsection{Extra Credit for Outstanding Participation} 
} \normalsize 

I will also offer spontaneous credit for exceptional class
participation during lecture (``for the A'').  If I tell you during
class that you are awarded an ``A'' for your participation, it is your
responsibility to deliver to me immediately after class a small sheet
of paper with your name and a description of why the ``A'' was
awarded.  An ``A'' will add $1/2$ point to your overall score for the
class.  ``A''s may be given for insightful questions as well as
thoughtful answers; the hallmark of exceptional participation in class
is your engagement and grasp of the material.  Sometimes that means
knowing the right answer; sometimes it means knowing the right question.

{\small
\subsection{Academic Honesty} 
} \normalsize 

Sadly, I have yet to teach this course and not have questions
regarding academic honesty arise.  Please take a moment to read
through what I have to say so we are on the same page on this
important subject.

I expect all students in this course to adhere to the College
guidelines on academic honesty.  In particular, unless I state
otherwise (e.g., written homework assignments), work submitted by a
student for a grade in this course is expected to be that students'
work and solely his or her work.  I will specify explicitly guidelines
for student conduct during examinations (e.g., what materials you are
allowed to bring to the exam), and I expect you to adhere to
guidelines scrupulously.

Suspected violations of the College policy on academic honesty,
including but not limited to those above, will usually be referred
to the College Board on Academic Honesty.  If the Board rules that a
violation of the policies has occurred, the possible remedies may involve
a grading change.

{\small
\section{Physics 122 Student Resources} 
} \normalsize 
No one would claim that this is the easiest
material in the world.  Accordingly, the instructional resources of
the course are being heavily weighted to provide you with one-on-one
or small group help outside of the traditional lecture format.

\begin{itemize}
\itemsep -1ex
  \item Workshops
  \item Professor McFarland's office hours
  \item TA office hours
  \item In-lecture question time
%  \item Physics 122 Question and Answer Newsgroup, \verb+ur.phy122+\\
%             {\small (instructions to follow on course web page)}
  \item To be announced later in the term: SPS (Society of Physics Students) 
         free tutoring sessions
%  \item SPS (Society of Physics Students) Tutoring Sessions, B\&L 315 \\
%           (Mondays-Thursdays 7-9pm; Sunday 4-6pm)
\end{itemize}

It is your responsibility to take advantage of these opportunities as you
need them.  You should also recognize that this is a large class, with a
finite number of TAs and instructors, and that there may be a large demand
for help shortly before exams.  I advise you to plan accordingly, and address
conceptual problems when they first arise in your mind.

To help specifically around the times of exams, I will attempt to
schedule several review sessions throughout the term.  
%For the final
%exam, the review session will be held 
%
% time confirmed with Janet, 8/28/02
%{Tuesday, December 10$^{\rmt th}$, 7-9:30pm, Hoyt Auditorium}.

{\small
\subsection{Professor McFarland's Office Hours} 
} \normalsize I will have office hours on Tuesdays from 10am - 11am, Wednesday 2-3pm, or by
appointment.  You may also drop by my office, but there is the risk that I
may be gone or have a previous commitment.  If I can talk with you, however, I
will.  

I often travel out of town to do research on Thursdays and Fridays, 
and you should not count on finding
me at Rochester on those days unless you have a previous appointment.

{\small
\subsection{Your Teaching Assistants and Interns} 
}
\normalsize

\noindent
\begin{tabular}{|l|c|c|c|} \hline
TA & Office & Phone & E-mail \\ \hline
%\multicolumn{4}{|c|}{{\it Recitation and Course Consulting}} \\ \hline
\multicolumn{4}{|c|}{{\it Graduate Teaching Assistants}} \\ \hline
Curtis Broadbent & B\&L 208B & x5-4619 & \verb+curtis@pas.rochester.edu+ \\
Ben Pearson & B\&L 478 &x5-0339  & \verb+pearson@pas.rochester.edu+ \\
Ross Robinson & B\&L 208B & x5-4619 & \verb+robinson@pas.rochester.edu+\\
Gustaf Sterner & B\&L 478 & x5-0339 & \verb+sterner@pas.rochester.edu+\\ \hline 
\multicolumn{4}{|c|}{{\it Undergraduate Teaching Interns}} \\ \hline
Bob Forties & B\&L 466 & x5-7374 & \verb+rf002k@mail.rochester.edu+ \\
Zhuohan Liang & & & \verb+zl010j@mail.rochester.edu+ \\
Josh Veazey & B\&L 485 & x5-7162 & \verb+jv006j@mail.rochester.edu+ \\
\hline
\end{tabular}


{\small
\subsection{TA/TI Help Sessions} 
} \normalsize 
The TAs will hold office hours beginning September 8$^{\rmt th}$ 
until the final exam.

\noindent
\begin{tabular}{lc}
\multicolumn{2}{c}{{\it Help Sessions}}\\ \hline
Monday 1:30-2:30pm  & B\&L 208B \\ % Ross
Tuesday 2:00-3:00pm & B\&L 208B \\ % Curtis
Tuesday 4:00-5:00pm & B\&L 478 \\ % Ben
Friday 1:00-2:00pm & B\&L 478 \\ % Gustaf
\end{tabular}




\end{document}













