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PHS 542 Theory and Homework in 2018

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PHS 542 Theory and Homework in 2018 PHS 542 (Summer, 2018, 5 weeks) Daily Details This file contains daily handouts, including theory & activities, as well as homework assignments. A separate file is basically an instructors’ solution manual, containing answers to selected activities and homework keys, the quizzes used during the course, and quiz keys. Week 1 --- Day 1 1 Syllabus: PHS 542: Integrated Math and Physics Summer at ASU (2018: Bob Rowley, [email protected]) Catalog description: Mathematical models and modeling as an integrating theme for secondary mathematics and physics. Enrollment by teams of mathematics and physics teachers encouraged. COURSE DESCRIPTION: A. Overview: Week 1: Teaching theory with Dr. Hestenes, introduction to the four math models, introductory activities with Geogebra and GlowScript. Week 2: Math Model 1 (MM1: constant rate of change), similarity & ratio problems, linear graphs, slopes. Introduction to Geometric Algebra (GA) in 2D. Introduction to MM2 (constant change in rate), parabolas and their graphs. Week 3: Continue MM2, parabolas in projectile motion, GA Primer treatment. MM3 (rate proportional to amount), exponentials and their graphs, Professor Bartlett’s treatment of exponential growth and non-renewable resource lifetime. Week 4: MM4 (change in rate proportional to amount), trig functions, Euler’s formula as used in GA, oscillatory motion in physics applications. GA Primer topics in classical physics, 3D rotations. Week 5: Continue GA Primer topics. Beginning relativity using GA treatment. Some standard relativity examples from the GA viewpoint. B. Course plan and rationale: Daily handouts. Some theory, many cooperative practice activities, homework assignments, and either a final exam or final project. One goal is to deepen teacher understanding of the importance of the mathematical models which span a large portion of physics topics. The other goal is to familiarize teachers with the benefits of Geometric Algebra, so that they may be encouraged to introduce GA basics to high school students, since it can aid in understanding of geometry and vector operations. STUDENT LEARNING OUTCOMES: At successful course completion, students will have - deepened their understanding of four basic mathematical models in physics, - become acquainted with Geometric Algebra for math and physics, - practiced teamwork and communication to improve their instruction, - improved their instructional pedagogy by incorporating inquiry methods, critical and creative thinking, and cooperative learning, in the context of mathematical modeling. LISTING OF ASSIGNMENTS: This course meets for 47.5 hours (19 days), and ABOR requires that you do at least 90 hours of work outside of class. Assignments will be listed by the instructor, daily. GRADING POLICIES: A-B-C grades: B means average; a 3.0 GPA is minimum requirement for MNS and other graduate degrees. Grades are based on attendance, participation, homework, and final exam. 2 Policies of Arizona Board of Regents (ABOR), ASU, and Department of Physics: * ABOR: Each student is expected to work a minimum of 45 hours per semester hour of credit. * Pass-fail is not an option for graduate courses. https://students.asu.edu/grades-grading-policies. * 3.0 grade point average (GPA) is minimum requirement for MNS & other graduate degrees. * Incomplete: only for special circumstances. Must finish course within 1 year, or it becomes “E”. * An instructor may drop a student for non-attendance during the first two class days (in summer). * An instructor may withdraw a student with a mark of "W" or a grade of "E" only in cases of "disruptive classroom behavior". * The ASU Department of Physics is critical of giving all A's, because it indicates a lack of discrimination. A grade of "B" (3.0) is an average graduate course grade, and obviously not all students do above-average work compared to their peers. Some of you can expect to earn a "B", and those who are below average but do acceptable work will earn a "C". Academic dishonesty policy: Academic honesty is expected of all students in all examinations, papers, laboratory work, academic transactions, and records. The possible sanctions include, but are not limited to, appropriate grade penalties, course failure (indicated on the transcript as a grade of E), course failure due to academic dishonesty (indicated on the transcript as a grade of XE), loss of registration privileges, disqualification and dismissal. For more information, see http://provost.asu.edu/academicintegrity. Disability policy: Qualified students with disabilities who require disability accommodations in this course are encouraged to make their requests to the instructor on the first class day or before. Note: Prior to receiving disability accommodations, verification of eligibility from the Disability Resource Center (DRC) is required. Disability information is confidential. REQUIRED INSTRUCTIONAL MATERIALS: No textbook. Optional is a 3-ring binder (preferably 1 inch thick); 6 tab inserts. Either access to the GA Primer (http://geocalc.clas.asu.edu/GA_Primer/GA_Primer/) or a personal copy of the GA Primer as PDF. Access to the internet for free math software tools Geogebra and GlowScript. REQUIRED MEDIA: None. REQUIRED READING: Daily handouts, selected topics from the GA Primer. RECOMMENDED READING: None. 3 Glowscript (2018) Intro Python is an interpreted, general-purpose programming language, around since 1991 and making a resurgence now. VPython was created in 2000, adding visual libraries to Python to help make 3D modeling much easier, allowing creation of 3D shapes and motions with a minimum of programming knowledge. As an interpreted language, no compiling is necessary, although each user needed to have the software installed on their computer. That’s the downside of an interpreted language, but the upside is that you can progam an idea, test it, and jump quickly back and forth between editing and testing. Web-based programming has the popular benefits of not needing software versions for each operating system, and of maintaining revisions and corrections of the software in one place available to all users immediately. The trade off is requiring access to the web. Glowscript is the web-based descendent of VPython, created in 2011 by the creators of VPython. It should run in any browser. They say Chrome offers the most helpful error statements. The simplest way to explain: Go to http://www.glowscript.org/. Click on one of the Example programs links, which opens in a new tab. Notice the tabs for examples in Glowscript, JavaScript, RapydScript, and examples for the books Matter and Interactions (I & II), by Chabay & Sherwood. Pick any example from the Glowscript tab, either Run or View to begin to get acquainted. Click on Help on the right side of the blue banner, which opens in a new tab. Explore. -------------------------------------------------------------------------------------------------------------------- Some Rowley examples can be found at: http://www.glowscript.org/#/user/Capaii/folder/Examples/ 4 GlowScript Activity (objects & motions): 1. Go to http://www.glowscript.org/. Click on Sign in on the right side of the blue banner. If you already have a Google account (gmail), you can use that. If not, or if you want a different account just for GlowScript, use the Create account option. 2. You will see one or two folder tabs, plus one Add Folder tab, and you’ll automatically be in one folder. You should see PUBLIC Create New Program Download options. We can toggle between PUBLIC and PRIVATE for the folder type. Pick a folder and choose Create New Program. Name your program something like “FlyingBee”, the “.py” extension will be automatically generated. 3. The programming window opens with the first line already filled in. Since the button function is a little tricky to jump right into, start with these instructions (change comment lines as you like, as long as they start with a #): GlowScript 2.7 VPython ################################################################################ # # Name: ________________________________________________________________ # # Part 1: set up green disk, red radius vector, blue force vector, # black torque vector, and yellow/orange bee. # Part 2: make bee fly in circle, parallel to disk, around torque vector. ################################################################################ scene.background = color.white scene.title = "Circling bee.\n" #------------------------------------------------------------------------------- flying = True def toggle(b): global flying flying = not flying if flying: b.text = "Hover" else: b.text = "Fly" button(text="Hover", pos=scene.title_anchor, bind=toggle) #------------------------------------------------------------------------------- Notice again the Help link on the right side of the blue banner. It opens in a separate tab and will by your main source of information on objects and syntax. Notice the drop 5 down menus on the left side in the Help tab. There are example snippets and sometimes links to whole example programs. Cut & Paste, in general, is a wonderful tool. 4. Test your program with Run this program on the left side of the blue banner. When ready, click on Edit this program in the same location. As you go, feel free to Run and Edit as often as you like. It’s much easier to catch little mistakes as they happen. 5. With liberal use of Help, Run, and Edit, work your way through the rest of the program, filling in the details: # Green disk, radius=2, centered at origin, 0.02 units tall, lying
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