Class meets MWF 11:10AM - 12:00 PM in Science 101

Office: Science 356

Office Hours: WF 2-4PM, T 10AM-1PM, or by appointment

Email: jfielderATsfsuDOTedu (Replace AT and DOT with appropriate symbols and include "Phys 111" in subject line)

Syllabus: PDF

Homework: Registration Instructions for Mastering Physics

Voting Card: PDF

Physics and Astronomy Department's Plaigiarism Policy and Withdrawal Policy

Help Sessions for Phys 111/112 (free, drop-in help with any Phys 111 material)

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Read the class FAQ

- Slides for Week 1
- Slides for Week 2
- Slides for Week 3
- Slides for Week 4
- Equation Sheet and Topics for Midterm 1
- Slides for Week 5
- Slides for Week 6
- Slides for Week 7
- Slides for Week 8
- Equation Sheet and Topics for Midterm 2
- Slides for Week 9
- Slides for Week 10
- Slides for Week 11
- Slides for Week 12
- Slides for Week 13
- Equation Sheet and Topics for Midterm 3
- Slides for Week 14
- Slides for Week 15
- Equation Sheet and Topics for Final Exam

**5/15/15:**

We started class today with a refrigerator example problem, then spent the rest of class talking about entropy and the third law of thermodynamics.

**5/13/15:**

I began class today by going over the thermal energy in a gas and then did a couple of voting questions. Next, we discussed the zeroth, first, and second laws of thermodynamics and learned how to apply these laws in the context of a heat pump. I ended class with a heat pump example problem.

**5/11/15:**

Today we finished the three types of heat transfer, did a short participation question, and talked about pressure in gases.

**5/8/15:**

We started today's class by going over the temperature scale, and talking about thermal expansion. I did two demos of thermal expansion using a bunsen burner and some pieces of metal, and we talked about thermal contact and heat flow. Next, I discussed the concepts of heat capacity and specific heat, and then got started talking about the heat transfer process of conduction.

**5/6/15:**

We spent most of class today working on two fluid dynamics example problems, then briefly introduced some of the core ideas in our heat and thermodynamics unit at the end of class. We also did a short participation activity.

**5/4/15:**

I began today's class with a demonstration of how the buoyant force reduces the appartent weight of an object, and we did some example voting questions to illustrate Archimedes' Principle. Next I went over three more concepts involving fluids: Pascal's principle (where pressure is maintained throughout the interior of a continuous fluid), the continuity equation (related to conservation of matter), and Bernoulli's Principle (related to conservation of energy). We did a short example using Pascal's principle, and will finish up fluid dynamics on Friday.

**5/1/15:**

Today we started a new unit on fluid dynamics. I began with a discussion of how we define pressure as force per unit area, and we did some voting questions to solidify that concept. Next we talked about the pressure in a fluid, and I showed how this concept leads us to the idea of a net buoyant force on objects when they are submerged in a fluid (either a liquid or a gas). I then talked about Archimedes' Principle, and showed how this leads us to the general rule that objects less dense than water will float in water.

**4/29/15:**

We took the third midterm during class today.

**4/27/15:**

I started off today with an example using constructive and destructive interference, then we returned to the idea of standing waves but this time in a column of air instead of on a string. I explained some of the physical differences between musical instruments that are "open" at both ends (such as a flute or an organ pipe), versus those that are only open at one end (such as a trumpet or a saxophone). We went over why open-closed tubes can only fit an odd number of quarter-wavelengths, while all half-wavelengths fit in an open-open tube, then finished with an example on the fundamental frequency of the human ear canal.

**4/24/15:**

We started off class with a short participation activity and an example using the Doppler Shift formula. Next, we talked about constructive and destructive interference and how they can be used to produce standing waves. I demonstrated standing waves on a string, and talked about the fundamental frequency and higher harmonics.

**4/22/15:**

Today we went over how intensity changes with distance, and did an example calculating the decibel level of sounds. Next we went over the concept behind Doppler Shift, and I talked about how to choose the + or - signs in the Doppler Shift equation based on how we know the frequency or pitch of the sound wave must change.

**4/20/15:**

Today we began with a demonstration of transverse and longitudinal waves, then looked at the formula for the speed of waves in a string. I did an example using this formula and the wave equation, then we looked at some similarities between the position function for a waveform and the position function for simple harmonic motion. Next, we talked about sound wave intensity and why we will model sound as spherical waves radiating away from a source.

**4/17/15:**

We finished up our example problems using SHM during the first half of class, and spent the second half of class going over the basic properties of waves. I discussed the relationship between wavelength and frequency, the differences between transverse waves and longitudinal waves, and discussed some of the basic properties of sound waves in particular. We ended class with a short participation question about musical intruments and pitch/frequency.

**4/15/15:**

We spent the first part of class today with several voting questions on the frequency formulae for a pendulum or a mass on a spring. Next, we talked about energy conservation in simple harmonic motion, and I ended class with an example problem using a pendulum.

**4/13/15:**

Today we started a new chapter on simple harmonic motion, and looked at the general properties of these kinds of systems. We looked in more detail at the specific examples of a mass on a spring and a pendulum, and looked at how the frequencies for these systems are related to their motion.

**4/10/15:**

We spent most of class today looking at more complex rotational free body diagrams, and then did a small-group example where we went through the whole setup for a statics problem. I had the groups draw their own FBDs, then we talked about how to write out the lever arms and Newton's 2nd law for the object and the algebra steps for solving the problem.

**4/8/15:**

Today's class focused on solving full statics problems (no linear motion AND no rotational motion). We did an example using two children balancing on a see-saw, and then looked at the property of center of mass. I did a few examples calculating the center of mass of various objects, and we ended class with a short participation activity.

**4/6/15:**

We started off class today by reviewing the basic concepts of torque, and I spent the rest of the class doing two longer example problems illustrating how to solve torque problems, how to determine the directions of torque, and the concept of net torque. We ended class by looking at the rotational equivalent of Newton's 2nd law.

**4/3/15:**

Today's class started with a conservation of energy example using rotational KE, then we went into the concept of torque as an analogue for force when considering rotational motion. I talked about how torque is calculated using the cross product, and we learned how to use the right-hand-rule to determine the direction of the torque vector.

**4/1/15:**

We began today with a recap of the concepts behind moment of inertia, then looked at a few different formulae for calculating moment of inertia to study what they have in common. Next, we did an example with moment of inertia, and talked about rolling without slipping.

**3/30/15:**

Today we took the second exam during class.

**3/20/15:**

Today we ran class as an open review for the second midterm.

**3/18/15:**

I began class with an example using the rotational kinematics equations, then we did a short participation activity on the connection between rotational motion and tangential velocity. Next, I talked about the differences and connection between centripetal acceleration and tangential acceleration. We ended by talking about rotational inertia.

**3/16/15:**

We started class with a quick recap of rotational kinematics, and then spent the second half of class analyzing the rotational motion of the corgi in this video to illustrate the concepts of angular velocity, angular acceleration, and tangential velocity.

**3/13/15:**

Today's class began with the rest of our 2-D momentum example, then we switched gears and started looking at rotational motion. First I established the variables that we'll use in rotational kinematics, then talked about the +/- sign convention for CCW and CW rotation. Next we looked at the rotational kinematics equations, related them to tangential motion along the edge of a circle, and finsihed up class talking about merry-go-rounds.

**3/11/15:**

I started off class today with an example using the impulse-momentum relationship, then talked about conservation of momentum and different types of collisions. Next, we did a participation activity and demo where I fired a blunt dart and a sharp dart at a block of wood and had the class predict what they thought would happen in each case. We ended class while about halfway through a conservation of momentum example, which we'll pick back up with on Friday.

**3/9/15:**

We started off with an example problem using conservation of energy with non-conservative forces, and I reviewed some of the concepts behind conservation of energy. Next, we shifted gears to look at momentum and impulse. We did a few voting questions on impulse, and I talked about how momentum and impulse are conceptually connected to Newton's 2nd Law.

**3/6/15:**

I began class today by talking more about the difference between conservative forces and non-conservative forces, so that we could do some examples using the concept of conservation of energy. I did a problem where we calculated the final speed of a falling ball, which we could also have done using kinematics, but we did with energy conservation. We finished up class with a worksheet on work and conservation of energy concepts.

**3/4/15:**

Today we started a new section on work and energy. I went into how to calculate the work done on an object and how to use the dot product, and gave a few conceptual examples of how to minimize/maximize work for a given force. Next we looked at kinetic energy and the work-KE theorem, and did a voting question using kinetic energy. Finally, I ended class with an example showing how to calculate work done on an object.

**3/2/15:**

We finished up Chapter 6 today by going over Hooke's Law (which describes the force supplied by a spring) and uniform circular motion. I did an example using centripetal force due to friction between a car and the road to determine the maximum speed that the car can take a circular turn. We also had a participation question at the beginning of class.

**2/27/15:**

Today we took the first midterm during class. Scores will be posted on iLearn later next week.

**2/25/15:**

I spent most of class today doing two example problems: one was an equilibrium problem on a sloped surface, and the other was a problem with two objects connected by a rope, one hanging and one on a sloped surface. We reviewed the problem-solving technique for Newton's Laws problems, and talked about properties of ideal ropes and tension forces.

**2/23/15:**

We spent the first part of today's class reviewing how to solve Newton's Laws problems and looked at the frictional force. Next I did an example from Friday's worksheet that involved using friction, and we briefly talked at the end of class about using a tilted coordinate axis system for inclined-plane problems.

**2/20/15:**

Today's class focused on more examples of Newton's Laws problems. I did most of an extended example problem using the equilibrium condition (when an object is known to be at rest or moving with constant velocity), and we did more practice problems on a worksheet. We focused on using trigonometry to break up vectors into x- and y- components, and then listing the sum of all forces in both the x- and y- directions in support of solving Newton's Laws problems.

**2/18/15:**

We started today's class with a quick review of Newton's Laws. I also went over some of the common forces that you'll see in Newton's Laws problems, and the rules for drawing Free Body Diagrams (FBDs). We spent the second half of class doing practice problems that included drawing FBDs for various situations, and then applying Newton's Second Law to these situations to solve for unknown forces, masses, and accelerations. At the end of class, we did a participation activity critiquing a poorly-drawn FBD.

**2/16/15:**

I took up most of class today introducing Newton's three laws of motion, and connecting them conceptually to ideas we've encountered in kinematics and free fall. We also looked a bit at how vector addition will come into play when solving Newton's Laws problems.

**2/13/15:**

We spent most of today's class finishing up the vector math worksheet, then I went over some of the points that many students were getting stuck on. We finished class by talking about contact and non-contact forces and had a brief introduction to Newton's Third law.

**2/11/15:**

We started class with a short participation question, then spent most of today's class talking about vector addition. I went over how to determine if two vectors are identical, and then how to add vectors either graphically using the tip-to-tail method or algebraically using the components method. We ended class by doing several practice problems in a worksheet.

**2/9/15:**

Today's class focused on free fall as a specific application of kinematics. I went over important problem-solving techniques including sketching the problem, deciding on +/- directions and an origin, and applying known information to the kinematics equations. We spent the second half of class working out an example free-fall problem.

**2/6/15:**

I started class with a few exercises on how to read motion graphs, then we got started looking at the kinematics equations and breaking them down. I did an extended example using the kinematics equations, which wrapped up the class.

**2/4/15:**

We began today by reviewing Wednesday's participation activity, then I went into the details on how to graph position, velocity, and acceleration with respect to time for different scenarios. We talked about how to switch between the graphs using slope and area, and then did a lecture-tutorial on how to use and interpret motion graphs.

**2/2/15:**

I started class today with an example of how to write vectors in two formats: components format and magnitude/angle format. Next we talked about the quantities of velocity and acceleration, and did a short participation activity thinking about the directions of velocity and acceleration vectors.

**1/30/15:**

Today's class focused on some basic kinematics. We went over the concept of displacement in some detail, and I introduced the idea of the components notation for vectors. We did an example problem with calculating the displacement of a bird, and then worked in small groups on a tutorial about displacement ideas.

**1/28/15:**

I started class today by talking a little about my pedagogical methods, and we had a class brainstorming activity about problem-solving strategies to use for this semester. I also briefly reviewed the SI units system that we will be using, and talked about how we will deal with significant figured in the homework assignments and on tests.

**1/26/15:**

Welcome to Physics 111! I spent most of class today going over the main points in the syllabus, talking about how the course will be structured, and answering questions about enrollment. We will get scores from the last offering of the readiness exam on Wednesday, and should know by the end of the week who we can add from the waitlist. As soon as I know what the lower cutoff score for the PRE is, I will make an announcement in class. Before Wednesday, please read through the entire syllabus and bring a signed copy of the student contracton the last page with you to hand in during class.