Re: Introductory undergraduate physics sequence

[Joseph Bellina <jbellina@SAINTMARYS.EDU>]

We had a two semester non-calc course for life science students and a
three semester calc based course for students in math and the physical
sciences.  Because of pressures in the curriculum we were asked to
combine these two courses into one.  The model we chose was a three
semester sequence in which the first two were algebra, and in the third
we would spiral back and cover topics done best using the calculus. This
third course would be taken by majors in math and in the physical
sciences.
More recently, our med school bound life science students complained
that the med schools were now requiring calc based physics, so we have
chosen a calc based text for all three semesters, used to calc in the
first two, leaving the third to focus more on calculus heavy topics.

The topics I have covered in the third semester include kinematics,
dynamics, and work with non-constant forces, revisiting harmonic motion,
as well as  quantitative electrostatics, and magnetism.

One big problem with the first model, two semester algebra based and one
calc based, is finding a text.  The topics get sufficiently chopped up
that you end on needing two expensive texts.

In the beginning I had great hopes for these modes, but having done it, I
no longer think it works very well...but of course each situation is
different, and it might work for you.

cheers
  > Here is
another idea that was bandied about re: the
introductory > undergraduate physics sequence.
> The problem: We have two sequences, one algebra-based and one
> calculus-based.   Most of our students have very poor math backgrounds.
> Thus, unless they have declared their major as physics, they take the
> algebra-based sequence.  Occasionally, we get students who either:
>   (a) take the algebra-based course, do well and decide they really like
> physics, or
>   (b) take the calculus-based course and then drop it because they realize
> that they don't have the requisite math background.
>    Either way, the students are at a disadvantage because one needs to
> take the calculus-based sequence first before doing any further work in
> physics.  To major or continue in physics, the student must start at the
> beginning.  That is, their first year is spent without any of the physics.
>
> One possible solution is to allow students to take either the
> calculus-based or algebra-based sequence.  We worry, however, that the
> algebra-based sequence doesn't have enough rigor to provide the skills
> required for the higher-level coursework.
>
> Thus, we are thinking of a three-course sequence to serve as an alternate
> route to the calculus-based sequence.  The first two semesters would be
> similar to the algebra-based sequence.  In the third semester,
> students would be provided with the calculus-based content they missed.
>
> Has anyone had any experience with this?  Was it successful?
>
> ----------------------------------------------------------
> | Robert Cohen               Department of Physics       |
> |                            East Stroudsburg University |
> | bbq@esu.edu                East Stroudsburg, PA  18301 |
> | http://www.esu.edu/~bbq/   (570) 422-3428              |
> |                            **note new area code**      |
> ----------------------------------------------------------