Outline:
Learn physics dynamics which is the basis of engineering. The study of dynamics is divided into four topics. In the first year, the students will learn until constant velocity circular motion (middle of dynamics topic 4). The students are required to acquire a tremendous amount of knowledge out a difficult topic, to be perseverant and don't give up. Dynamics 1: To understand the vector concept. The contents used here are speed and acceleration, topics learned at junior high school. To explain the components of a vector is necessary to understand the trigonometric functions. Also, will be guided to handle significant figures and units. The students will learn how to study by themselves through daily tasks, such as self-learning, doing assignments (task preparation research notes), etc. Dynamics 2: to understand the relation between cause and consequence in physical phenomena. For example, acceleration (learned in dynamics 1) is the result, caused by the exercise of a force and influenced by mass. The students will learn more about movements equations in dynamics 4. Dynamics 3: to understand torque which is a quantitative concept of lever principle. Next, the students will study energy conservation law and momentum conservation law. Here, by conducting a total review of physical quantities learned so far, the students will be prepared to comprehend dynamics 4. The students must pay attention to the differences in power and energy, that are easily confused. Dynamics 4: To understand constant velocity circular motion through the study of two-dimensional. As an application, the students will use simple vibration as an instrument to learn about sound and light waves. Furthermore, through the study of the law of universal gravitational attraction by Newton, the students will become aware of all the dynamic phenomena, represented by the equation of motion. To make the students perceive that if they can write the equations, they can solve it.
Style:
During each lesson (90 minutes) in the first half the teacher will explain the contents from in the textbook, and in the second half the students will participate in group-specific activities and solve problems together from the textbook. The students are required to read the textbooks in advance, to make team activities smooth and meaningful. Also, to acquire problem-solving and presentation style, we recommend the use of the support web page and videos. In the future, physical reversal classes will be abolished, so the students should focus on preparation for the classes from the beginning. Assignment: The students have to make and submit their "problem research note." The note contains explanations of the background and essence of each problem and not be used as a tool to show how much the student had studied. It also should include long-term vacations periods of study time. Test: The test problems are from high school physics book (the style of the problem is preserved, numbers and way of solving are changed), to avoid difference of interpretation between students and teacher, original questions elaborated by the teacher are not used. In resume, this course is centered on the problems from the textbook, in addition to other learning materials as the videos and the web page task, etc. The students should understand the textbook from corner to corner, as a third-party external evaluation system. In addition to the teachers' commentary, extra handouts may be distributed as a reference. I can solve Ichi's problems! This fact and feeling will give confidence to the students in other activities inside and outside the campus.
Notice:
Evaluation points: For specific calculation methods: https://sites.google.com/s.akashi.ac.jp/physics/
Re-examination: No retesting 5 absences will be excused.
In junior high school, students think about something from zero. Learners who do not stand on the shoulder of the giants, are not only inefficient but also blaspheme. In the learning of physics, images from comics and animation may lead to erroneous concepts (simple concept) and sometimes interfere with correct understanding of physical phenomena. By acquiring the "style" of thinking developed by predecessor physics, you will become a sophisticated technician who is not misled by misconceptions and pseudoscience!
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Theme |
Goals |
| 2nd Semester |
| 3rd Quarter |
| 1st |
Vibration and resonance/resonance of the sounding body(p46-p53) |
Can explain textbook's problems 294,288,300
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| 2nd |
Doppler effect(p54-p60) |
Can explain textbook's problems 307,309,310
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| 3rd |
Properties of Light(p62-p71) |
Can explain textbook's problems 317,318
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| 4th |
Lens (p72-p77) |
Can explain textbook's problems 326,327,328
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| 5th |
Interference and refraction of light (p85-p89) |
Can explain textbook's problems 337,338
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| 6th |
Thin films and Newton rings (p90-p93) |
Can explain textbook's problems 341,342
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| 7th |
Electric field (p106-p116) |
Can explain textbook's problems 351,349,353
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| 8th |
Electric potential (p117-128) |
Can explain textbook's problems 355,358,359
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| 4th Quarter |
| 9th |
CBT(Computer Based Testing) |
Can explain CBT
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| 10th |
Capacitance of Capacitors and Capacitors and Dielectrics (p129-p135) |
Can explain textbook's problems 332,334,335
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| 11th |
Capacitor connections and energy stored in capacitors (p136-p140) |
Can explain textbook's problems 336,337,342
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| 12th |
Ohm's law (p142-p147) |
Can explain textbook's problems 357(1)~(4)
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| 13th |
Joule heat and power and power and DC circuits (p148-p153) |
Can explain textbook's problems 351,354,356
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| 14th |
Kirchhoff's Law, batteries and the Wheatstone Bridge (p156-p159) |
Can explain textbook's problems 360,363,365
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| 15th |
Measurement of electromotive force and dc circuits with non-linear resistors and capacitors (p160-p163) |
Can explain textbook's problems 367,368,369
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| 16th |
final exam |
Correctly answer more than 80 % of the test.
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