Topic  Name  Description 

Course Introduction  Course Syllabus  
Course Terms of Use  
Vector Algebra  Michael Corral's Vector Calculus: "Chapter 1: Vectors in Euclidean Space"  Read the first four sections of "Chapter 1: Vectors in Euclidian Space" on pages 1 through 30. Work through examples in the text and try the oddnumbered exercises after each section. You can find the answers on page 189. 
Double and Triple Integrals in Cartesian Coordinates  Khan Academy: "Double Integrals"  Watch this lecture series. Double integrals are typically used to calculate volumes. 
Michael Corral's "Vector Calculus, Chapter 3: Multiple Integrals"  Read the first two sections of "Chapter 3: Multiple Integrals" on pages 101 through 109. Then, work through examples in the text and try the oddnumbered exercises 113 at the end of section 3.1 on page 104 and oddnumbered exercises 111 at the end of section 3.2 on page 109. You can find the answers on page 191. 

Khan Academy: "Triple Integrals"  Watch these videos, which demonstrate how triple integrals could be used to calculate mass and find the center of mass of threedimensional objects. 

Michael Corral's "Vector Calculus, Chapter 3: Multiple Integrals"  Read "Section 3.3: Triple Integrals" on pages 110 through 112. Work through examples in the text and try the oddnumbered exercises 19 at the end of the section on page 112. You can find the answers on page 191. 

Integrals in Curvilinear Coordinates  Michael Corral's "Vector Calculus, Chapter 1: Vectors in Euclidean Space"  Read "Section 1.7: Curvilinear Coordinates" on pages 47 through 50. Work through examples in the text and try the oddnumbered exercises 19 on page 50. You can find the answers on page 189. Some integrals are much easier to take when they are expressed in terms of coordinates that are not Cartesian – cylindrical or spherical. This reading explains how to convert curvilinear coordinates to Cartesian and vice versa. 
James Sousa's "Triple Integrals Using Cylindrical Coordinates" and "Triple Integral and Volume Using Cylindrical Coordinates"  Watch these two videos on using triple integrals in cylindrical coordinate systems. 

Michael Corral's "Vector Calculus, Chapter 3: Multiple Integrals"  Read pages 121 through 123 of "Section 3.5: Change of Variables". Work through examples in the text and try the exercises 1 and 3 at the end of this section. The answers are on page 191. 

Line and Surface Integrals  Khan Academy: "Line Integrals and Vector Fields" and "Using a Line Integral to Find the Work Done by a Vector Field Example"  Watch these videos, which introduce line integrals. Line integrals are needed to calculate the physical quantities of work and circulation. 
Michael Corral's "Vector Calculus, Chapter 4: Line and Surface Integrals"  Read "Section 4.1: Line Integrals" on pages 135 through 142. Work through examples in the text and try the oddnumbered exercises 113 at the end of the section on page 142. The answers are on page 191. 

Khan Academy: "Parameterizing a Surface"  Watch this lecture series, which introduces and gives examples of surface integrals. 

Khan Academy: "Surface Integrals"  Watch this lecture series, which covers surface integrals in detail. 

Khan Academy: "Flux in 3D and Constructing Unit Normal Vectors to Surface"  Watch this lecture series. The flux of a field, electric or magnetic, is used to determine how strong the field is. The Gauss Law and Faraday Law of electromagnetism both involve the flux of electric and magnetic field, respectively. 

Michael Corral's "Vector Calculus, Chapter 4: Line and Surface Integrals"  Read "Section 4.4: Surface Integrals and Divergence Theorem" on pages 156 through 164. Work through examples in the text and try the oddnumbered exercises 19 at the end of the section. The answers are on the page 191. 

Differential Equations  Khan Academy: "Intro to Differential Equations"  Watch this lecture series, which introduces differential equations. 
Khan Academy: "Separable Differential Equations"  Watch this lecture series, which introduces separable differential equations. 

Clinton Community College: Elizabeth Wood's "Supplemental Notes for Calculus II; First Order Differential Equations"  Work through the six examples on the page. Be sure to solve them on your own before looking at the solutions. 

1.1: Periodic Motion and Simple Harmonic Oscillators  Khan Academy: "Springs and Hooke's Law" and "Harmonic Motion"  Please watch both these videos, pausing to take notes, before moving on to the reading below. 
Wolfram Demonstrations Project: "A NonHarmonic Oscillator"  To use this demonstration, you must download and install the Mathematica Viewer from the Wolfram Demonstrations Project. This demonstration illustrates a very simple example of a nonharmonic oscillator  a helium balloon on a string. There are two sources of nonlinearity. First, as the balloon rises, it lifts more string. Therefore, the mass of the oscillator is a function of the position of the oscillating mass, which leads to nonlinear behavior. In addition, a damping term has been included which mimics the effect of air resistance. Adjust the various control parameters to gain a feel for which parameters have a larger effect of the motion of the oscillator. Check out the special cases suggested in “Details” section of the demonstration: motion in the absence of damping (set the damping constant to 0), motion of the balloon when the string has no mass – then, the force of gravity no longer increases as the balloon goes up, and the motion when mass of the string is large and the damping constant is large – what happens to the balloon eventually in this case? 

University of Texas: Professor Richard Fitzpatrick's "Classical Mechanics: Oscillatory Motion"  Please read this chapter after viewing the lecture above. There are 6 worked examples in the chapter. Try each of these problems before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Simple Harmonic Motion of a Spring"  To use this demonstration, you must download and install the Mathematica Viewer from the Wolfram Demonstrations Project. The demonstration illustrates the motion of a mass on a spring. When the mass is pulled down, the spring exerts a restoring force described by Hooke's Law that pulls the mass upwards. The result is that the mass travels up and down in simple harmonic motion, where the displacement of the mass is described by a sinusoidal curve. Think of this demonstration as an experiment to verify (or not) the effect of Hooke's Law on the period of oscillation. Use this worksheet as your guide in working with this demonstration. 

1.2: Vibrations  Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 17: Vibrations"  Please download this entire book. This is a very large file, but we will be using this text throughout most of the course. This version also contains the solutions to the SelfCheck questions. Read sections 1 and 2 of "Chapter 17: Vibrations" on pages 445441. 
1.3: Wave Motion  Khan Academy: "Introduction to Waves"  Please watch this lecture series, pausing to take notes, before moving on to the reading below. 
Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 19: Free Waves"  Please read the three sections of "Chapter 19: Free Waves" on pages 481499. Answer the SelfCheck questions in the text. You can find the answers on page 553. Think about the Discussion Questions on pages located throughout the chapter, and work out problems ##1 3 and #4 on pages 507 – 508. You can check some of the answers here. 

Wolfram Demonstrations Project: "Superposition of Waves"  To use this demonstration, you must download and install the Mathematica Viewer from the Wolfram Demonstrations Project. This demonstration illustrates the superposition of two waves traveling in opposite directions. First, try setting the frequencies of the two waves to be equal. Notice that as the time passes, the superposition of two waves goes from “double” the wave (the wave with the same frequency and twice the amplitude), when the waves are in same phase, to “no wave” (the waves cancel each other out completely), when they are in the opposite phase. Then, explore what happens when the frequencies of the waves are close to each other, but a little bit different. How does the superimposed wave look like? This effect is easier to see when the frequencies are large. Try clicking on the “plus” icon in the top right corner of the demonstration, and selecting “autorun.” Notice that the superimposed wave contains an oscillation within an oscillation, one with the sum, and another one with the difference of the original frequencies. 

Wolfram Demonstrations Project: "Waves on a String with a Mass in the Middle"  To use this demonstration, you must download and install the Mathematica Viewer from the Wolfram Demonstrations Project. Waves are partially reflected by local changes in the medium through which they propagate. This is illustrated here by the introduction of a point mass on a vibrating string. The transmitted wave becomes smaller in amplitude as the mass becomes larger. Why? Is there a phase shift associated with reflection/transmission? Why? 

2.1: Introduction to Electricity  Khan Academy: "Charge and Electric Force (Coulomb's Law)"  Please watch this lecture series, pausing to take notes, before moving on to the reading below. 
Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 21: Electricity and Circuits"  Please read the sections one and two of "Chapter 21: Electricity and Circuits" on pages 561565. Complete the Self Checks throughout the chapter (answers on page 1010). Think about the Discussion Questions and Examples, and work out problems ##1 – 9 on pages 601602. You can check some of the answers here. 

Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 26: The Atom and E=mc^2"  Please read the first three sections of "Chapter 26: The Atom and E=mc^{2}" on pages 731742. Answer the SelfCheck questions in the text (answers on page 1011). Think carefully about the Millikan's Fraud discussion, which illuminates the basis of science and how it is eventually selfcorrecting. Think about the Discussion Questions and Examples, and work out some the problems #2 and #4 on the page 787. You can check your answer to the problem #4 here. 

University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Electricity"  Read this chapter. There are 3 worked examples in the chapter. Try each of these problems before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Repulsion of Charged Objects"  This demonstration illustrates the relationship between the charge on the two balls and the separation between them, Use this worksheet to work out this relationship by considering the balance of the forces acting on the charged balls. 

Wolfram Demonstrations Project: "Van de Graaff Generator"  This demonstration illustrates how a Van de Graaff generator generates static charges and collects the charges on a metal sphere. The voltage on the sphere is proportional to the amount of charge collected. Though it appears that the collected charge on the sphere would increase indefinitely, in reality, paths for loss of the collected charge exist and typically limit the static voltage on the sphere to a fraction of a megavolt, although Van de Graaff generators specialized for use in nuclear accelerators can generate 10 megavolts or more. 

2.2: Electric Field and Gauss' Law  Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 22: The Nonmechanical Universe"  Please read the sections one, two and three of "Chapter 22: The Nonmechanical Universe” carefully (PDF pages 618630). Answer the SelfCheck questions in the text (answers on page 1010). Think about the Discussion Questions and Examples, and work out the problems ##1 – 7 and #10 on pages 644645. You can check some of your answers here. 
Khan Academy: "Electric Field"  Please watch all three videos in this lecture series, pausing to take notes, before moving on to the reading below. 

Yale University: Ramamurti Shankar's "PHYS201: Gauss' Law and Applications to Conductors and Insulators"  Watch this lecture, pausing to take notes, before moving on to the reading below. Please test your understanding of the lecture by attempting the ten problems in this problem set. Solutions may be found here. 

Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 22: The Nonmechanical Universe"  Please read sections seven and eight of "Chapter 22: The Nonmechanical Universe" on pages 638641. Answer the SelfCheck questions in the text (answers on page 1010). Think about the Discussion Questions and Examples 

University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Gauss' Law"  Please read this chapter after viewing the lectures above. Try the worked example 4.1 before looking at the solutions. Make sure you understand not only the solutions but how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Motion of a Charge in an Electric Field"  This demonstration illustrates the effect that a uniform electric field has on the motion of an electric charge. Why do the charges follow a parabolic path? Think of an analogy that describes the effects of gravity on a projectile. 

2.3: Electric Potential and Electric Potential Energy  Khan Academy: "Electric Potential Energy, Electric Potential and Voltage"  Please watch this lecture, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Electric Potential"  Please click on the link above, and read this chapter after viewing the lectures above. Try all four worked examples before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Electric Dipole Potential"  This demonstration illustrates what you would find in a lab experiment where two electrically charged bodies are placed on a table, and you measure the electric potential (roughly speaking, the voltage relative to a reference point) as a function of position on the table. The electric potential is displayed as a series of equipotential curves, or curves along which the electric potential is constant. Vary the position and strength of the charges, and then view the results with both the 3D and the contour plot. Turn on the field direction, and notice that the electric field is everywhere perpendicular to the equipotential curves. This is because the electric field is proportional to the gradient of the electric potential. 

Wolfram Demonstrations Project: "Lines of Force for Two Point Charges"  This demonstration is an extension of the previous demonstration on Electric Dipole Potential. Shown here again is an electrostatic dipole where the strengths of the electric charges can be varied. The graph shows the lines of electric field. The lines of electric field are everywhere perpendicular to the equipotential curves. Note that this does not mean that the MAGNITUDE of the electric field is constant along an electric field line; it only means that the magnitude of the electric field points along that line. Vary the positions and magnitude of the two charges to gain some feel for how the electric field behaves. The calculations required by the demonstration are complex, so wait between changes for the graph to once again become smooth. 

2.4: Capacitors and Capacitance – Storage of Electric Energy  Khan Academy: "Circuits with Capacitors"  Please watch this lecture series, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Capacitance"  Please read this chapter. There are 4 worked examples in the chapter. Try each of these problems before looking at the solutions. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "ParallelPlate Capacitors"  This demonstration can be treated as a combination laboratory project and homework problem. The capacitance of a parallel plate capacitor depends on the area and separation of the plates and the dielectric constant of the material between them. In this demonstration, you will control the geometry and materials of the capacitor, and you will measure the charge resident on the capacitor as a function of applied voltage. First, keep the voltage fixed, and set the values for the area of the plates, plate separation, and the dielectric constant. Calculate the capacitance using the formula given in the demonstration or the reading resources, and confirm that you get the same result as the program (pay attention to the units of all physical quantities!) Then, use the values of the voltage and the capacitance to calculate the charge on the capacitor. Again, confirm that your result is the same as that in the demonstration. 

Wolfram Demonstrations Project: "Partially Filled Capacitors"  This demonstration, again, can be used as an interactive homework problem. A partiallyfilled capacitor can be viewed as a pair of capacitors, one filled and the other unfilled. (Note that this is only true for geometries where the dielectric interface is approximately on an equipotential surface, as nothing then changes when the extra pair of metal plates is inserted. This same technique could be used on a partiallyfilled cylindrical or spherical capacitor, for example, provided the dielectric surface was cylindrical or spherical, respectively.) Use the formula for the capacitance in terms of the area of the plates, distance between the plates, and the dielectric constant to write down the capacitance of the "filled" and "empty" capacitors. Notice that the distance between the plates of each capacitor depends on the percentage k of the dielectric material, as shown in the demonstration. Then, use the formula for the equivalent capacitance of the two capacitors connected in series to derive the result in the "Details" section of the demonstration. The values of A and d is fixed and given in the "Details" section of the demonstration. You can select a value of k and a dielectric material (you will have to look up the value of the dielectric constant), and calculate the capacitance of the partially filled capacitor. Again, confirm that your result agrees with the demonstration. 

Wolfram Demonstrations Project: "Electric Field Energy in Capacitors"  This demonstration provides examples for both capacitors and inductors, but for now, work only with the capacitors. Treat this demonstration as a laboratory experiment in which you measure the capacitance of various geometries and use theory to confirm that the capacitances are correct. Then, determine the electromagnetic field energy driven by applied voltage from the demonstration. First, calculate the charge on the capacitor's plates, and resultant electric field between the plates. Use the formulas given in the description in the demonstration, or the readings above, and confirm your result. Then, calculate the electric energy stored in the capacitor, and the electric energy density. Again, confirm your result. 

3.1: Electric Current, Voltage and Resistance  Khan Academy: "Introduction to Circuits and Ohm's Law", "Resistors in Series", and "Resistors in Parallel"  Please watch these three lectures, pausing to take notes, before moving on to the reading below. 
Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 21: Electricity and Circuits"  Please read the sections three through eight of "Chapter 21: Electricity and Circuits" carefully (PDF pages 566608). Complete the Self Checks throughout the chapter (answers on page 981). Think about the Discussion Questions and Examples, and work out the problems ##10 – 12, ##16 – 17, and ##24 – 38. You can check some of the answers here. 

University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Electric Current"  Please read these sections: "Electric Circuits," "Ohm's Law," "Resistance and Resistivity," "EMF and Internal Resistance," and "Resistors in Series and in Parallel." Try worked Examples 7.1 and 7.2 before looking at the solution. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the Final Exam. 

Wolfram Demonstrations Project: "Resistors in Series"  Treat this demonstration as a laboratory experiment. Measure voltage, resistance, and current levels for a variety of conditions, and use Ohm's Law to explain the results. Think how the equivalent resistance of the circuit is compared to that of individual resistors' (less or greater?) and how this affects the resultant current. 

Wolfram Demonstrations Project: "Resistors in Parallel"  Treat this demonstration as a laboratory experiment. Measure voltage, resistance, and current levels for a variety of conditions, and use Ohm's Law to explain the results. Think how the equivalent resistance of the circuit is compared to that of individual resistors' (less or greater?) and how this affects the resultant current. Which connection – series or parallel – should be used to produce maximum possible current? 

3.2: Electric Circuits  Khan Academy: "Analyzing a More Complex Resistor Circuit", "Resistivity and Conductivity", and "Ammeter and Voltmeter"  Please watch these lectures, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Electric Current"  Please read these sections: "Kirchhoff's Rules," "Capacitors in DC Circuits," "Energy in DC Circuits," and "Power and Internal Resistance." Try worked examples 7.3 and 7.4 before looking at the solution. Make sure you understand not only the solutions but also how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the Final Exam. 

Wolfram Demonstrations Project: "Effective Resistance"  Treat this demonstration as a laboratory project in which you calculate the resistance expected for a given network before "measuring" the actual resistance using the demonstration. Use this worksheet as a guide to derive the general formula for the equivalent resistance of the given network. 

Wolfram Demonstrations Project: "Galvanometer as a DC Multimeter"  This demonstration illustrates how a current indicating meter (the galvanometer) can be used in simple circuits to measure voltage, current, or resistance over a wide range of values. Despite the text appended to the demonstration, there is no way to vary the circuit elements of the multimeter, and we are not supplied with the actual values used in the demonstration. However, the three selectable modes of operation all make simple application of Ohm's Law, so see if you can understand the operation of the multimeter based on Ohm's Law and the indicated circuits. 

4.1: Magnetic Field  OpenStax College: "College Physics"  Read sections 22.1, 22.2, and 22.3. Think about the corresponding conceptual questions on the to assess your understanding of the sections. 
Wolfram Demonstrations Project: "Observing Magnetic Fields with Iron Filings"  This demonstration is designed to remind you of one of the most common elementary school demonstrations of magnetism, where fine iron filings decorate the lines of magnetic force, showing, as in the demonstration, the dipolelike magnetic field of a permanent magnet. If we place a ferromagnetic material, such as iron, in a magnetic field, it will induce a magnetic field in the iron that opposes the external field. As usual, one of Nature's rules is to arrange matters so that the total energy of the system is as small as possible. In this case, inducing an opposing field in the iron reduces the total magnetic energy. Because iron filings tend to be long and skinny, the induced field turns them into tiny bar magnets, with north and south poles aligned such that the north pole of the iron filing points along the local direction of the magnetic field and orients away from the north pole of the external magnet. Accordingly, when you place a few hundred iron filings on a surface over a magnet, you are able to visualize the magnetic lines of force. 

4.2: Magnetic Force on Moving Electric Charges  Khan Academy: "Magnets and Magnetic Force"  Please watch this lecture series, pausing to take notes, before moving on to the reading below. Notice that since the force on a charge in a magnetic field is related to the crossproduct of the charge's velocity and the field vector, two of the lectures are devoted to the review of the definition and calculation of the crossproduct of two vectors. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Magnetism"  Please click on the link above, select the links to the following subsections, and read these webpages in their entirety: "The Lorentz Force," "Charged Particle in a Magnetic Field," and "The Hall Effect." In addition, select the links for Examples 8.1 and 8.2, and work through these examples before looking at the solutions in the text. Make sure you understand not only the solutions but also how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Motion of a Charge in a Magnetic Field"  This is an idealized version of a classic laboratory experiment carried out with a cathoderay tube. In this demonstration, you can see the entire path of the moving charge, rather than just its position at a screen (as you would with a cathoderay tube). The initial velocity and magnetic field vectors are indicated, allowing you to determine the direction and strength of the Lorentz force on the moving charge. This demonstration does not provide any measurements of the trajectory of the charge, but you can observe how it changes qualitatively with the change of the parameters. As usual, change each parameter in turn while keeping the others constant, in order to make conclusions. What affects the radius of the spiral path? Compare your observation with the theoretical results in the reading resources. How does the angle between the magnetic field vector and initial velocity affect the shape of the spiral? What happens if their direction is the same, and how can this be explain using the Lorenz's force formula? 

Wolfram Demonstrations Project: "Motion of a Charge in Electric and Magnetic Fields"  This demonstration shows the motion of an electric charge in uniform electric and magnetic fields. The charge, E field, and B field magnitudes are all controllable, as are the field orientations and the initial velocity vector of the charge. Note that for nearly all combinations of parameters, the result is that the charge spirals toward a position, comes to a stop save for circular motion, and then reflects back in roughly the original direction. Why? 

4.3: Magnetic Field of a CurrentCarrying Wire  Khan Academy: "Magnetic Field Created by a Current"  Please watch this lecture series, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Magnetism"  Read these sections: "Ampere Experiments", "Ampere's Law", "Ampère's Circuital Law," "Magnetic Field of a Solenoid," and "Gauss' Law for Magnetic Fields." In addition, click on the link to Example 8.3, and work through this example before looking at the solution. Make sure you understand not only the solution but also how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Magnetic Field of an Electric Current"  This is a simulation of another classic classroom demonstration, in which you trace out the magnetic lines of force surrounding a currentcarrying wire. The lines of magnetic force are circles surrounding the wire, and the direction of the magnetic field reverses when the current reverses. Practice using the righthand rule to determine the direction of the magnetic field, and make sure you get the same result as in the demonstration. 

Wolfram Demonstrations Project: "Magnetic Field of a Current Loop"  This demonstration illustrates the magnetic field surrounding a current loop. The magnetic field has a cylindrical axis of symmetry on the axis of the current loop. 

4.4: Magnetic Materials  University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Magnetism"  Please read this section: "Origin of Permanent Magnetism." 
Wolfram Demonstrations Project: "Magnetization"  This demonstration illustrates the process of magnetization of a magnetic material in an external field. As the magnetic domains (small bar magnets) become more highly aligned, the magnetic field produced by the material increases. Note that when all (or most) domains are aligned, the material cannot become more highly magnetized. This is the phenomenon of magnetic saturation. 

5.1: Faraday's Law  Yale University: Ramamurti Shankar's "PHYS201: Lenz's and Faraday's Laws"  Watch this lecture, pausing to take notes, before moving on to the reading below. Please test your understanding of this lecture by attempting the problems #3, #11 and #12 from this problem set. Check your solutions here. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Magnetic Induction"  Read the following sections: "Faraday's Law," "Lenz's Law," "Magnetic Induction," "Motional EMF," and "Eddy Currents." Also, work through Examples 9.19.3 before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Magnetic Flux through a Wire Loop"  This demonstration illustrates the relationship between magnetic flux and size and orientation of the surface through which the magnetic field is passing. Note that the relationship is particularly easy to observe when constant magnetic fields parallel to the field lines can be seen. Here, a constant flux is simply a constant number of field lines penetrating the wire loop. Although the relationship is more difficult to observe when variable magnetic fields are used in the demonstration, the relationship is still the same: magnetic flux is the number of field lines penetrating the wire loop. Pick a value for the radius of the loop and calculate the magnetic flux through the loop in the two cases when the field is uniform: (0,0, 1) and (1, 1, 1), Do your results agree with the demonstration? 

Wolfram Demonstrations Project: "Magnetic Braking via Eddy Currents"  Many machines use magnetic brakes from the small to the gigantic. The analysis of the effect is simple in some ways and quite tricky in others. There are two ways of looking at magnetic braking, both of which are mentioned in the demonstration writeup. The basic idea is that when a conductor moves through a magnetic field, currents are induced that resist the motion. These are called Eddy currents, and the reduction in the kinetic energy of the conductor is equal to the resistive heating caused in the conductor by the induced Eddy currents. Another approach to explaining magnetic braking is that the Lorentz force acting on the electrons in the moving conductor acts to move the electrons outward, and the Lorentz force associated with that outward motion in the applied magnetic field serves to slow down the moving conductor. These two ways of thinking about magnetic braking are equivalent; that is, they make the same predictions. A couple of questions for reflection: If the conductor is a perfect conductor (no resistance, but not a superconductor), is there any braking effect? Also, can a magnetic brake by itself bring a moving conductor to a complete stop? Why, or why not? 

Wolfram Demonstrations Project: "EMF Induced in a Wire Loop"  Use this worksheet as a guide to explore the demonstration. 

Wolfram Demonstrations Project: "Electromagnetic Ring Toss"  This demonstration is modeled after a classic classroom demonstration. A conducting ring is placed atop an electromagnet, and a large pulse of current passes through the electromagnet. As seen in the lectures, readings, and demonstrations above, a current is induced in the conducting ring in a direction that opposes the formation of the magnetic field. As usual, this is to minimize the total energy of the system. The result is that the current in the ring generates a magnetic field with the opposite sign as that of the electromagnet. Opposed magnetic fields repel, so the ring launches into the air. Why does nothing happen when we use the split ring? 

5.2: Inductance  University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Inductance"  Read these sections: "Mutual Inductance," "SelfInductance," and "Energy Stored in an Inductor." Work through the Examples 10.1 and 10.2 before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the final exam. 
Wolfram Demonstrations Project: "Magnetic Field Energy in Inductors"  This demonstration provides examples for both capacitors and inductors, but work only with the inductors for now. Treat this demonstration as a laboratory experiment in which you measure the inductance of various geometries and confirm from theory that the values are correct. Get the electromagnetic field energy generated by applied current from the demonstration, and confirm them by direct calculation based on the theoretical relations listed here and in the lectures and readings above. First, calculate the inductance of the coil, using the formula given in the description in the demonstration, or the readings above. Then, calculate current through the inductor using Ohm’s Law, and magnetic field created by this current. Finally, calculate the magnetic energy stored in the inductor, and the magnetic energy density. Again, confirm your result. You can also explore this demonstration conceptually, to get a feel for how the magnetic field inside the coil and magnetic energy density are affected by the geometry of the inductor, resistance, and applied voltage. Vary each of the parameters in turn and observe the changes in B and ρ. Why does not the magnetic field depend on the radius of the coil? 

5.3: RC, RL and RCL Circuits  Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 25: Capacitance and Inductance"  Read this chapter carefully (on pages 713727). Answer the SelfCheck questions in the text (answers on page 1011). Think about the Discussion Questions and Examples, and work out problems #18 on the page 729. 
Wolfram Demonstrations Project: "Series RLC circuits"  This demonstration shows the graphs of the voltage and current in the circuit containing a resistor, and inductor, and a capacitor connected in series, driven by the alternating voltage. The frequency of the alternating voltage supplied by the battery will determine the phase shift φ between the voltage and the current. Pick the values of the parameters and calculate the phase shift using the formula in the demonstration. Then, try to vary the frequency until you make the phase shift 0 (this might be difficult to accomplish, but try to make it as small as you can), and confirm that this frequency is close to the resonant frequency of the circuit. 

5.4: Electromagnetic Generators and Motors  Khan Academy: "Electric Motors"  Watch this lecture series, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Magnetic Induction"  Read the following sections: "The Alternating Current Generator," "The Direct Current Generator," "The Alternating Current Motor," and "The Direct Current Motor." Work through Examples 9.4 and 9.5 before looking at the solutions. Make sure you understand not only the solutions but also how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the final exam. 

Wolfram Demonstrations Project: "Barlow's Wheel  A Primitive Electric Motor"  This is a demonstration of one of the simplest electromagnetic motors ever invented. Before looking it up, figure out just how it works. (Hint: Lorentz force.) 

Wolfram Demonstrations Project: "Faraday Disk Generator"  The Faraday Disk is a simple electric generator. Before looking it up, figure out how it works. 

6.1: Maxwell's Equations  Dr. Glen Dash's "A Dash of Maxwell's, Chapter 1: Introduction"  Most of this chapter reviews Maxwell's timeindependent equations but often from a different viewpoint that acts synergistically with our previously covered material. Take particular note of the definition on page 7 of the electric flux density vector D = ε E, where E is the electric field vector and ε is the dielectric constant times the free space permittivity ε_{o}. Similarly, on page 12 the magnetic flux density vector B = μ H, where H is the magnetic field vector and μ is the magnetic permeability, sometimes described as the relative permeability times the permeability of free space. For this class, these equations that allow the use of Maxwell's Equations in a material are assumed to be scalar functions of position. The general case is that they are tensors, but the scalar approximation simplifies gaining an initial understanding of the behavior of electromagnetism systems. Work through the examples until you understand how to approach solving similar problems. 
Wolfram Demonstrations Project: "Maxwell's Displacement Current"  This is an illustrative explanation of displacement current, which is arguably the linchpin of Maxwell's full theory of electromagnetism, as well as the single most confusing concept in that theory. There is no electric current between the plates of a capacitor. However, Ampere's Circuital Law tells us that the integral of the magnetic field B around a closed loop C is proportional to the flux of the current density through a surface S attached to the loop. This is independent of the shape of S. In the demonstration, consider a closed loop positioned around one of the wires carrying electric current into the charging capacitor. If S is chosen so that the wire penetrates the surface, the flux of the current density through S is simply the electric current. Now draw another surface S' so that it passes between the capacitor plates, thereby making no contact with the current carrying wire. There is no electric current between the capacitor plates, so it would appear that the flux of the current density through S' is zero. However, Ampere's Circuital Law tells us that the magnetic field integral around loop C is still the same nonzero value. We appear to meet a contradiction. What the apparent contradiction is actually telling us is that Ampere's Circuital Law is incomplete. The electric field between the plates of a charging capacitor changes with time, so it would appear that a timevarying electric field must generate a magnetic field which is consistent with the current charging the capacitor. The way Maxwell chose to think about this by identifying a fictitious current between the capacitor plates called the displacement current such that the total displacement current flux between the plates was equal to the current charging the capacitor. Although there is no actual electrical current between the plates, we still refer to the source of magnetic field associated with a changing electric field as the displacement current. 

6.2: Electromagnetic Waves  Yale University: Ramamurti Shankar's "PHYS201: Maxwell Equations and Electromagnetic Waves I"  Watch this lecture, pausing to take notes, before moving on to the reading below. Please test your understanding of this lecture by attempting the problem #6 from this problem set. Check your solution here. 
Dr. Glen Dash's "A Dash of Maxwell's, Chapter 2: Why Things Radiate"  This chapter develops the timevarying version of Maxwell's Equations and uses them to examine not only the properties of EM radiation, but also why anything emits this radiation in the first place. Again, stick with the math until you can see the physics. 

Wolfram Demonstrations Project: "Propagation of a Plane EM Wave"  This demonstration schematically indicates the timedependent electric and magnetic fields associated with an electromagnetic wave. Note that the electric and magnetic fields are mutually perpendicular to one another and to the path the wave follows. As the electric field changes in time, a magnetic field is generated as described by Maxwell's generalization of Ampere's Circuital Law. As the magnetic field changes in time, an electric field is produced as described by Faraday's Law of Induction. Given this word picture, why are the electric field strength and the maximum magnetic field strength proportional at all times? Which direction does the wave velocity point, toward positive or negative x? (Hint: Look at Poynting's Theorem.) 

Wolfram Demonstrations Project: "Measuring the Speed of Light with Marshmallows and a Microwave Oven"  Try this experiment using your microwave oven. Why do the melted spots appear in a regular pattern? 

6.3: Energy and Intensity of Electromagnetic Waves  Yale University: Ramamurti Shankar's "PHYS201: Maxwell Equations and Electromagnetic Waves II"  Watch this lecture, pausing to take notes, before moving on to the reading below. Please test your understanding of this lecture by attempting the five problems in this problem set. Check your solutions here. 
6.4: Spectrum of Electromagnetic Radiation  OpenStax College: "College Physics"  Read chapter 24, "Electromagnetic Waves". Think about the accompanying conceptual questions to assess your understanding of the chapter. 
7.1: Geometric Optics  Fullerton College: Benjamin Crowell's "Light and Matter, Chapter 28: The Ray Model of Light"  Read sections one through four of “Chapter 28: The Ray Model Of Light” (pages 814826), which will serve as an introduction to the following the Khan Academy lecture series on the phenomena of reflection and refraction. Answer the SelfCheck question in the text (answer on page 1012). Think about the Discussion Questions and Examples, and work out the six problems on the page 829830. 
Khan Academy: "Reflection and Refraction"  Watch this lecture series, pausing to take notes, before moving on to the reading below. 

University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Geometric Optics"  Read these sections. Select the links for Examples 12.1 and 12.2, and work through these examples before looking at the solutions. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the Final Exam. 

Wolfram Demonstrations Project: "Specular and Diffuse Reflection"  This demonstration illustrates the difference between specular reflection (like a mirror) and diffuse reflection (like a piece of paper). There is a continuum of behaviors between specular and diffuse reflection, and these are wellillustrated in this demonstration. Note that the key is not the amount of incident light reflected, but rather the extent to which information about the original direction of the light is lost in the reflection. The demonstration may run slowly on older computers. 

Wolfram Demonstrations Project: "Snell's Law of Refraction"  This demonstration illustrates the way in which light bends at an interface between the two media. Use this worksheet as a guide when exploring this demonstration. 

Wolfram Demonstrations Project: "Total Internal Reflection"  When a light ray is within a medium having a refractive index n_{1} and is incident on an interface between that medium and a second medium having a smaller refractive index n_{2}, Snell's Law tells you that the angle at which the light is refracted in the second medium is given by sin θ_{2} = (n_{1}/n_{2}) sin θ_{1}. What happens if (n_{1}/n_{2}) sin θ_{1} is greater than 1? Because sin θ_{2} cannot be greater than 1, the light ray cannot be refracted into the second medium. As a result, the ray is reflected from the interface. The reflection is total (neglecting possible processes of absorption which might occur right at the interface, such as in dye molecules or the like), because there is no mechanism whereby any of the light can penetrate into the second medium. (This is actually only the case for infinitely thick media, as light can penetrate a distance related to the skin depth. However, for most practical purposes the reflection is complete.) Total internal reflection is unlike reflection from a metallized mirror, in which the metal absorbs some of the light incident on the surface. This difference explains why the reflecting face of a prism is usually left unmetallized whenever that is consistent with its optical function; more light passes through the optical system than does when a mirror is used. 

Wolfram Demonstrations Project: "Rainbows"  The color of a rainbow results from variable dispersion of different wavelengths of light, but this demonstration goes further in illustrating why the rainbow appears in a circular bow in the sky. 

7.2: Paraxial Optics  Khan Academy: "Mirrors and Lenses"  Watch this lecture series, pausing to take notes, before moving on to the reading below. 
University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Paraxial Optics"  Read each section. Select the links for Examples 13.1 through 13.4, and work through examples before looking at the solutions. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. Make sure you understand not only the solutions but how to approach solving the problems so that you can obtain the solutions yourself. You will be responsible for being able to solve problems of this type on the Final Exam. 

Wolfram Demonstrations Project: "Ray Diagrams for Lenses"  This demonstration illustrates the dynamics between focal length, object distance, and real/virtual focal points of a simple lens. Explore this demonstration for both convergent and divergent lenses. Drag the object closer to the lens and observe how the magnification changes with distance. Pay attention to the path of the rays. Notice that for the convergent lens, at some point the image changes from real to virtual. How far is the object from the lens at this point? Change the height of the object and repeat the procedure. Does the same thing happen again? 

7.3: Wave Optics  University of Texas: Richard Fitzpatrick's "Electromagnetism and Optics: Wave Optics"  Read the "Introduction," "Huygens’ Principle," and "Young’s DoubleSplit Experiment" sections. Select the links to Example 14.1 , and work through the example before looking at the solution. Make sure you understand not only the solution but how to approach solving the problem so that you can obtain the solution yourself. You will be responsible for being able to solve problems of this type on the final exam. 
Khan Academy: "Interference of Light Waves"  Watch this lecture series, pausing to take notes. 

Wolfram Demonstrations Project: "TwoSlit Constructive and Destructive Interference"  Interference is a nearly ubiquitous effect in wave optics. This demonstration illustrates how light waves interfere both constructively and destructively. The electric vector of the electromagnetic radiation is shown waves moving from the slits. When you examine the diffraction image, the points of constructive interference (where the two electric fields add) appear red, while the points of destructive interference (where the two electric fields cancel) appear white. 

8.1: Introduction to Relativity  Yale University: Ramamurti Shankar's "PHYS 200: Introduction to Relativity"  Watch this lecture, pausing to take notes, before moving on to the reading below. You will attempt to solve problems relating to this lecture after viewing another one of Professor Shankar’s lectures in subunit 9.2. 
University of North Carolina at Charlotte: Mike Corwin's "Special Relativity"  This reading provides an introduction to the material on special relativity that we will cover in this unit. Read the text carefully, but please do not think that you have to memorize every single fact. What you should strive for is to be sure that it makes sense to you as you are reading it and that when you are finished you can briefly summarize the main points of the reading. You should read this both as you start and after you have finished working your way through the unit. 

Gal Barak's "Relativity in 5 Minutes"  Watch this brief video for a concise review of the essential physics of relativity. 

Cabrillo College: David M. Harrison's "Two Swimmers"  This applet demonstrates the expectation of Michelson and Morley that if the speed of light was constant through the ether (the speed of the swimmers is constant through the water) and the detection device is moving through the ether (the platform is moving through the water), then the travel time for the perpendicular light beams (the travel time for the two swimmers) would be different  common sense, right. Can you explain why the special theory addresses the fact that the travel times in the MichelsonMorley were actually the same? 

WatchMojo: "Albert Einstein: His Life and Career"  This video is a brief, but interesting, review of Einstein's life and career. The video also discusses some of his work and interests outside of physics. 

EarBot: "Alfred Einstein and the Theory of Relativity"  Watch this video, and make sure that you understand the logic of its two different conclusions. 

Wolfram Demonstrations Project: "Russell's Thought Experiment"  This demonstration illustrates what happens when you add a series of velocities that, in Newtonian mechanics, would reach speeds faster than the speed of light. The demonstration illustrates why relative speeds can add up to nearly the speed of light, but cannot exceed that speed. 

8.2: Simultaneity, Time Dilation, and Length Contraction  Yale University: Ramamurti Shankar's "PHYS 200: Lorenz Transformations"  Watch this lecture, pausing to take notes, before moving on to the readings below. Please test your understanding if this lecture and Professor Shankar’s lecture in subunit 8.1 by attempting the problems #1, 3, and 57 from this problem set. Check your solutions here. 
University of Virginia: Michael Fowler's "Time Dilation: A Worked Example"  This reading deals with synchronized clocks and shows how time dilation and length contraction can explain certain apparent paradoxes in relativity. Be sure that you understand the different logic used by Jack and by Jill to account for the observations. 

University of Virginia: Michael Fowler's "More Relativity: The Train and the Twins"  This reading shows two worked examples: one on a train moving through a tunnel and the other on the twin paradox. The last example uses the Doppler effect to show a clever way to explain the difference in ages. 

Cabrillo College: David M. Harrison's "Relativistic Length Contraction"  Explore this applet, which illustrates the paradox, described in an earlier reading, of a muon originating in the upper atmosphere striking the surface of the earth. 

Wolfram Demonstrations Project: "Spacetime Diagram"  This demonstration illustrates how a set of events appears in two inertial frames moving with respect to one another. 

The Nobel Prize: "Relativity"  Read the introductory text on the webpage, select the links to "The MichelsonMorley Experiment" through "History of Special Relativity," and read all of these sections. This reading is a solid review of relativity. 

8.3: The General Theory of Relativity  University of California, San Diego: Gene Smith's "General Relativity and Black Holes"  Read this tutorial carefully. 
Study Guides and Review Exercises  Unit 1 Study Guide and Review: Mechanical Vibrations and Waves in Extended Objects  
Unit 2 Study Guide and Review: Electrostatics  
Unit 3 Study Guide and Review: Electronic Circuit Theory  
Unit 4 Study Guide and Review: Magnetism  
Unit 5 Study Guide and Review: Electromagnetic Induction  
Unit 6 Study Guide and Review: Maxwell's Equations  
Unit 7 Study Guide and Review: Optics  
Unit 8 Study Guide and Review: Special Relativity  
Optional Course Evaluation Survey  Optional Course Evaluation Survey  Please take a few moments to provide some feedback about this course. Consider completing the survey whether you have completed the course, you are nearly at that point, or you have just come to study one unit or a few units of this course. Your feedback will focus our efforts to continually improve our course design, content, technology, and general easeofuse. Additionally, your input will be considered alongside our consulting professors' evaluation of the course during its next round of peer review. As always, please report urgent course experience concerns to [email protected] and/or our discussion forums. 