Readings

Project</A>. </B> Approximately 1000 words; draft<B> </B>due at

assignment sheet for details.)

final form, and your CWP evaluation;</P>

lunsford@stanford.edu

lunsford@stanford.edu

marvind@stanford.edu

marvind@stanford.edu

Grading

Grading

Required Reading

assignments

Required Reading

Assignments

assignments

learning objectives

assignments

assignments

assignments

office hours

assignments

assignments

Grading

Grading

assignments

assignments

Writing Syllabus

site:stanford.edu syllabus introductory writing pdf

   <TITLE>syllabus</TITLE>
   <META NAME=GENERATOR CONTENT="Claris Home Page 2.0">
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WRITING NATURE:
DISCOURSES OF ECOLOGY

Syllabus

Calendar of Due
         Dates

Class, PWR, and
         University Policies

Late
         Work / Attendance and Late
         Policy / Plagiarism

Goals of the
         Program in Writing and Rhetoric

Resources
         for Students

The
         Community Writing Project

Course
         Description and Goals

Instructor

Shedule of
         Readings

Class
         Procedures

Conferences, Peer
         Review, and Revisions / Presentation of
         Written Work

Evaluation
         Procedures

Grading / Grade
         Disputes

Requirements

Texts
         and Readings /
         Required
         Writing /
         Reading
         Presentations /  Portfolios

Technology in "Writing
         for Real"

GOALS OF THE PROGRAM IN WRITING
AND RHETORIC

The goals of PWR , Stanford's first-year writing
program, are simple to state: we aim to guide Stanford's first-year
students in writing academic arguments and research-based essays,
using rhetorical principles that will enable them to enter courses in
many fields, analyze the discourses they find there, and, on the
basis of their analyses, begin to participate effectively in those
discourses, whether oral or written. Find PWR's web site at
http://pwr.stanford.edu.

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COURSE
DESCRIPTION AND GOALS

What place do human beings occupy in nature? To what
extent do we conceive of nature as "Other," as separate from
ourselves? And what does mistreatment of nature have to do with
mistreatment of marginalized human groups?

Fundamental questions about nature and ecology, science and
technology, social justice and community provide the thematic content
around which course readings and writing topics will revolve.
Readings will serve as sources of information and provocation, as
subjects of rhetorical analysis, and as writing models. In the
progression of writing assignments, we will move from relatively
personal to more public discourse through a variety of rhetorical
situations, and deeply into research-based writing.

This class will encourage you to

 understand and practice the process
behind the written product;

 read and write, listen and speak with attention to audience and
purpose and with sensitivity to nuances of argument;

 consider interdisciplinary approaches to thinking, writing, and
research;

 explore various strategies of research, analysis, organization,
and argumentation and apply them to your writing;

 engage in personally compelling and relevant research, and bring
personal perspective and voice even to academic writing;

 maintain intellectual control in research and writing with
sources;

 develop a comfortable and confident prose style in writing and
presence in oral delivery, well suited to various audiences and
purposes;

 develop revision and editing skills within a community of
writers through intensive peer review;

 understand that knowledge in general and writing in particular
(including student writing) are real, having value and consequences.

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THE COMMUNITY WRITING PROJECT

This course includes a CWP component. In partial fulfillment of
the writing requirement for this class, students will research and
write documents for local community non-profit organizations. My desk
will not be the sole destination of your writing in this class, and a
grade will not be its sole purpose.

The Community Writing Project brings the philosophy and practice
of service-learning to this class. You will find other
service-learning courses across various disciplines throughout the
University, but in the context of this PWR class service-learning
focuses definitely and specifically on writing. While satisfying a
portion of the writing requirement of this class, CWP offers you the
opportunity to write something of specific and tangible use for a
non-profit organization outside the university. CWP writing is
generally distributed to a much larger audience, and to different
kinds of readers, than college writers are accustomed to. With the
Community Writing Project, you make a contribution to the larger
community, and your writing stands to have a real effect on people
and policies.

Our class will be offered placements with local non-profit or
governmental organizations that need writers to complete a variety of
writing tasks, possibly including newsletter articles, press
releases, interviews, profiles, histories, reports, fact sheets,
reviews, grant proposals, and various kinds of writing for
organizations' web sites. After we discuss possible placements, you
will be assigned one agency to work with, based to the extent
possible on your preferences. The writing that you ultimately produce
for your organization, if it is good enough according to the agency's
standards, will appear in print or be incorporated into important
in-house documents or programs.

The Community Writing Project involves independent work and
requires a very high degree of reliability on your part since it is
essentially an internship, and your agency will be counting on you to
fulfill a real writing need. In addition to contributing in important
ways to the work of area non-profit organizations and hence to the
well-being of the community, past CWP projects have, at the very
least, made impressive additions to students' résumés
and, in many cases, have led to internships and other work
opportunities.

Click here for more about
Community Writing.

Click here for examples of
students' past Community Writing projects.

Back to Top

COURSE REQUIREMENTS

Required
Texts and Reading Assignments

Carolyn Ross.
         Writing
         Nature: An Ecological Reader for Writers.

St. Martin's Press, 1995.

(See abbreviated, annotated
         Table of Contents.)

Diana Hacker.
         A
         Pocket Manual of Style.

St, Martin's Press, 2000.

Andrew Harnack and Eugene Kleppinger.

Online!:
         A Reference Guide to Using Internet Sources.

St. Martin's, 2000.

Please complete readings by the dates assigned -- the quality of
your written work and of class discussions will depend upon your
doing so.

Our primary text, Writing Nature, is both an anthology of
writing within the course theme and a rhetoric -- or a text about
writing. Some readings will be distributed in handout form. You are
responsible for assigned readings in whatever form.

All three texts -- Writing Nature, A Pocket Style
Manual, and Online! -- will help guide you through the
research process and will serve as handbooks to documentation style.

Back to Top

Required Writing

In choosing the writing assignments that I have this quarter, I
have in mind certain learning objectives, but for the most part
specific topics will be up to you. The exception to open topics, of
course, will be the Community Writing Project. The topic of your CWP
project will be determined by your agency in accordance with its
needs. When topics are open, determining your own topic is a crucial
step in the writing process; if you are not actively involved at the
point of topic selection, the chances for a compelling piece of
writing growing out of it seem pretty slim. Topics not directly
related to your Community Writing Project should arise from your
interest and a sense of purpose -- from the questions you ask
yourself, and out of your need or desire to know.

Your first writing for the quarter will be an essay for yourself
and for the class. The second writing will be the Community Writing
Project. The third will be the research paper. (If the opportunity
exists within an agency and the project is comparable to a complex,
academic research paper, the second writing and the research paper
may be dedicated to Community Writing.) You will also be asked to
include in your writing portfolio, submitted at the end of the
quarter, a cover letter and brief project introductions, assessing
your own learning and progress as an academic and community-based
researcher and writer in the class.

1.  Project #1.  Contextual Analysis:
The Progressive (or Leap-of-Faith) Essay. This essay will
provide practice in blending personal and analytical writing, drawing
upon visual and written texts. Length of finished essay: 5-6 pages;
part #1 due 1/9;
part #2 due 1/14;
part #3 due 1/16; complete
draft due 1/23; peer review
conferences on 1/24 and 1/27;
revision due 1/31.

2. Project #2. The Community Writing
Project.  Approximately 1000 words; draft due at
conferences on 2/20 and 2/21; revision due
with final portfolio on 3/13.

3. Project #3 : The Research
Paper. (related directly or indirectly to the CWP project and
our broad course theme): approximately 12 pages (no fewer than 10
pages, no more than 15), excluding footnote and bibliography pages.
This is a documented argument, analysis, or interpretation, using at
least 10 outside sources and incorporating 2 or more media beyond
words on the page.

Increments of research project:

 3 topic ideas due 1/28

 Research proposal and
Research Topic Form due 1/30

 Library Workshop, 2/4 (meet at 11:00 in the lobby of Green
Library)

 Working annotated bibliography due 2/6

 Outline with tentative thesis due
2/27

 Research paper draft due 3/6

 Revised research paper (see
overview assignment sheet) due 3/17

4. Project #4: Multimedia Oral
Presentation. In this 10-minute presentation to the class,
you will present an oral argument based on your research or Community
Writing project. Use multimedia (Powerpoint, video, audio, for
example) to help illustrate, demonstrate, and persuade. Due on 3/11
and 3/13.

5. Portfolio Cover Letter and Introductions. to each of the
four major projects, describing your learning process and your
development as a writer/speaker. Due with writing portfolio
(described below) on 3/17.

6. Informal Writing: Participation in the
Class Newsgroup
(meaningful contributions at least twice weekly).

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Reading Presentations

Each student will be asked to give a five-minute presentation on
one key reading (to be determined early in the quarter, by lottery)
to initiate, focus, and illuminate class discussion. Students are
urged to use simple PowerPoint slides to aid them in giving these
presentations. (See Reading Presentation
assignment sheet for details.)

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 Portfolios

I will collect students' portfolios at the end of the quarter.
(See Portfolio
Checklist.)
In evaluating your work, I will use your portfolio to reference the
full range of your performance and progress in each assignment and in
the class as a whole. Obviously, it is important that you save all
work for the class in an organized sequence and special location (a
three-hole binder works well) so that you can access it all easily at
the end of the quarter. Portfolios should include

 Project #1
(Progressive/Leap-of-Faith Essay), including parts/exercises, draft
(with instructor's and peer's comments) and revision (with
instructor's comments and narrative evaluation);

 Project #2 (Community Writing Project), CWP contract,
project notes, email correspondence related to your project, drafts
(with instructor's, mentor's, and peers' comments), project in its
final form, and your CWP evaluation;

 Project #3 (The Research Paper), including all
increments: your three preliminary topic ideas; formal research
proposal, with librarian's and instructor's (if applicable) comments;
working annotated bibliography with assessment sheet; outline or very
rough draft with comments (if applicable); complete research paper
draft with peer reviewer's and instructor's comments; research paper
revision

 Project #4 (Multimedia Oral Presentation), including
notes and multimedia materials; and

 Portfolio Cover Letter and Introductions to each of the 4
major projects.

Back to Top

TECHNOLOGY IN "WRITING FOR
REAL"

In "Writing Nature," technology will facilitate community
outreach, research, writing, and class discussion in many ways. As a
matter of course, please have up-to-date copies of your work
accessible to you in class and elsewhere on campus (available to ftp
from your Leland space or stored on a floppy disk or CD). I may ask
you to submit some of your writing in electronic as well as in print
form, since some of my comments may be in the form of typed
annotations. All major assignments will contribute to an enhancement
of technological literacy, asking that you integrate multimedia
elements with traditional text or spoken delivery. Everyone will be
asked to submit at least one project to post on our class web site at
the end of the quarter.

 Our Class Web Site: I am making every effort
to drastically reduce paper consumption in this class. You will find
class materials posted on the class web site
http://www.stanford.edu/~cbross/WNindex.html.
These materials include the course syllabus, calendar of due dates,
schedule of reading assignments, project assignment sheets,
supplements to assignments, conference schedules, links to our class
newsgroup, other information and a number of other useful resources.

 The
Class Newsgroup: A
newsgroup is an electronic discussion area for people interested in
exchanging information and ideas about a subject of common interest
-- in our case, our course readings and films, as well as the writing
issues that we encounter in this class. All students should plan to
read and participate meaningfully in our class's newsgroup
discussions at least twice a week. Our newsgroup discussions should
reveal in advance of class some important directions for class
discussion. You can access the class newsgroup from our home page
http://www.stanford.edu/~cbross/WNindex.html.

 Email: We will be using email to communicate outside of
class on a regular basis -- so make sure that you have an
email account, and check your email regularly.

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CLASS PROCEDURES

Conferences, Peer
Review, and Revision

There will be three scheduled conferences
this quarter. The first is a peer review conference (to include you,
me, and your peer review partner) in which we will discuss drafts of
the Progressive/Lap-of-Faith Essay. The second conference will be an
individual or small group conference -- depending upon whether your
Community Writing Project is individual or collaborative &endash; to
discuss your Community Writing Project draft. The final conference
will be a peer review conference to discuss research paper drafts.
Attendance at all scheduled conferences is required. Rescheduling
missed conferences is usually impossible, so make note of the time
you sign up for, as well as the conference location, and show up on
time please.

You are, of course, welcome to come see me at other times; if you
can't make it during office hours, I will
be more than happy to arrange an alternate time with you.

Each student will give and receive a written and spoken peer
review of the Leap-of-Faith Essay and the research paper at the draft
stage. You will be provided with peer review guidelines.

Having the opportunity to revise your work after feedback is
crucial. Everyone will have the opportunity to revise Project #1 (The
Progressive/ Leap-of-Faith Essay), Project #2 (The Community Writing
Project), and Project #3 (The Research Paper) following peer, agency
mentor, and/or instructor review and discussion of drafts in
conference. It is essential, with the Community Writing Project, that
you get feedback from your agency mentor before you submit your final
work. With all three assignments, you will be graded on your
revisions.

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Presentation of Written
Work

All written work (including drafts and journals) submitted over
the quarter, with the exception of peer reviews, must be typed.
Finished essays must be titled, and all essays (including drafts)
must be double-spaced with numbered pages. Depending on the
nature of the assignment, I may ask you to include a one-paragraph
statement of audience and purpose with your essays.

***Please try to print all work (including revisions)
on recycled paper or on both sides of the page!***

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CLASS, PWR,
AND UNIVERSITY POLICIES

Late Work

Unless you have received my permission at least 24 hours in
advance of the due date, late work will be graded down, at the rate
of one full grade per class meeting. After one week, I reserve the
right not accept late work at all. You will not pass this class
unless you submit each of the four major assignments.

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Attendance and Late Policy

The PWR attendance policy is strict. It reads as follows:

Because PWR courses make use of writing activities,
in-class workshops, and small group discussion, your consistent
attendance is crucial to your success. If you must miss a class for
religious holidays, medical reasons, or valid University-related
activities, you must let your instructor know as far in advance as
possible of the absence and obtain information about the work you
must do to keep up in class. If you miss a class for any other reason
(sudden illness, family emergency, etc.), you should get in touch
with your instructor as soon as possible and arrange to make up the
work missed. If you do not take responsibility for communicating with
your instructor about absences, your instructor will contact you by
phone or email and issue a warning about your standing in the course.
Should you miss a second class, your work in the class will be
seriously compromised, and a continued pattern of absences may
jeopardize your enrollment in the class. The best policy, therefore,
is to be in class, on time, every day!

The specific policy for this class is as follows. One unexcused
absence is allowed. At the second unexcused absence, students will
receive no credit for class participation. With three unexcused
absences, students must drop or they will not pass the class. Please
let me know of anticipated absences in advance.

Students who are late to class also put their grades at risk. If
you are late to class 3 times, you will receive no credit for class
participation.

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Plagiarism

The PWR policy on plagiarism reads as follows:

PWR Policy: Students are responsible for living by
the Honor Code and for maintaining honesty in scholarship. Work
submitted for a course must be the student's own (or a group's work,
if students have collaborated on an assignment). The use of someone
else's words or ideas without acknowledgement and as your own
contradicts PWR goals and principles. As such, PWR will take
reasonable precautions to prevent it and all measures prescribed by
the Stanford Judicial Affairs Office for remedy and redress.

Any written work submitted to PWR classes may be sent by the
PWR instructor to one or more databases for the noncommercial purpose
of checking the writer's use of sources. These databases check
student writing against published works and other submitted student
writing to ensure academic integrity, specifically that works and
ideas have not been borrowed without appropriate citation.

You are expected to be familiar with and to abide by Stanford's
Honor
Code and Stanford's
Fundamental
Standard.

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EVALUATION PROCEDURES

Grading

Unless you specifically request that I do otherwise, I will not
assign letter grades to individual assignments. Instead, I will give
written narrative evaluations of each of the major assignments at
their revised stages. (You may further revise your work from early in
the quarter, if you wish and if there is time, for inclusion in your
portfolio.) Narrative evaluations, along with conferences, should
give you a pretty clear picture of how you're doing and how
specifically you might improve your writing. If you would like a
grade along with a narrative evaluation, please indicate this when
you hand in revisions.

At the end of the quarter, I will assign a letter grade to your
portfolio of writing for the entire quarter, and this will account
for approximately 80% of your final grade. At that time, I will also
assign a letter grade for class participation (which includes class
and conference attendance, in-class participation, and participation
in conferences and peer reviews); class participation will account
for 10% of your final grade. I will also assign a letter grade for
informal writing (including newsgroup participation), which will
account for 10% of your final grade.

In assigning portfolio and final grades, I will take into account
your effort and engagement, the demonstrated development and
improvement of your individual writing skills and style over the
quarter, and your overall accomplishment relative to that of others
in the class.

Back to Top

Grade Disputes

The PWR policy concerning grade disputes reads as follows:

If you have a complaint about this PWR course or
wish to question a grade, please write a memo to the Director of
PWR, Andrea Lunsford
(lunsford@stanford.edu),
and the Associate Director of PWR, Marvin Diogenes
(marvind@stanford.edu),
explaining the problems you are having with the course, the reasons
for your dispute, and so on. You may arrange to meet with them to
discuss your dispute. You may want, for example, to ask them to read
an assignment again, reconsidering your work in light of points you
have made about it. Many misunderstandings or problems can be worked
out in such a meeting.

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RESOURCES FOR STUDENTS

Take advantage of the many
resources available to you, in
general and as Stanford and PWR students! Follow the link to some of
the more pertinent ones.

Back to Top

Return to
Home Page


Readings

Readings

October 1, 1996

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18.01 Single Variable Calculus Syllabus

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      Course Info

            Instructor

    Prof. David Jerison

                Departments

    Mathematics

            As Taught In

            Fall

              2006

            Level

                Undergraduate

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      18.01 | Fall 2006 | Undergraduate

        Single Variable Calculus

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Syllabus

Course Meeting Times

Lectures: 3 sessions / week, 1 hour / session

Recitation: 2 sessions / week, 1 hour / session

Prerequisites

There is no course at MIT which is a prerequisite for this course. The prerequisites are high school algebra and trigonometry. Students may also receive credit for 18.01 by transferring credit from a comparable college course taken elsewhere, or by passing an advanced standing exam.

Course Goals

The basic objective of Calculus is to relate small-scale (differential) quantities to large-scale (integrated) quantities. This is accomplished by means of the Fundamental Theorem of Calculus. Students should demonstrate an understanding of the integral as a cumulative sum, of the derivative as a rate of change, and of the inverse relationship between integration and differentiation.

Students completing 18.01 can:

Use both the definition of derivative as a limit and the rules of differentiation to differentiate functions.

Sketch the graph of a function using asymptotes, critical points, and the derivative test for increasing/decreasing and concavity properties.

Set up max/min problems and use differentiation to solve them.

Set up related rates problems and use differentiation to solve them.

Evaluate integrals by using the Fundamental Theorem of Calculus.

Apply integration to compute areas and volumes by slicing, volumes of revolution, arclength, and surface areas of revolution.

Evaluate integrals using techniques of integration, such as substitution, inverse substitution, partial fractions and integration by parts.

Set up and solve first order differential equations using separation of variables.

Use L’Hôpital’s rule.

Determine convergence/divergence of improper integrals, and evaluate convergent improper integrals.

Estimate and compare series and integrals to determine convergence.

Find the Taylor series expansion of a function near a point, with emphasis on the first two or three terms.

Textbook

Simmons, George F. Calculus with Analytic Geometry. 2nd ed. New York, NY: McGraw-Hill, October 1, 1996. ISBN: 9780070576421.

Course Reader

18.01/18.01A Supplementary Notes, Exercises and Solutions; Jerison, D., and A. Mattuck. Calculus 1.

Homework

There will be 8 problem sets, due on Fridays with one exception; returned in recitation. You may turn in one problem set late with no penalty, provided you do so before solutions are given out. Partial credit may be awarded for subsequent late homework, but you must talk with your recitation instructor.

Exams

There will be four in-class 50 minute exams, and one 3 hour final exam.

Make-up Exams

If you miss or fail an exam, you may take a make-up exam at certain arranged times. You will be notified by e-mail soon after taking an exam if you have failed it, so that you can plan for the make-up. Make-ups for failed exams can boost your grade only up to the lowest passing score (C-), which will be announced. Make-ups for full credit are permitted with a medical excuse. If you must be absent for other reasons, such as team sports, you must arrange to be excused in advance.

Grading

ACTIVITIES

WEIGHTS

Problem sets

250

Exams

400

Final

250

Total

900

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            Instructor

    Prof. David Jerison

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    Mathematics

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              2006

            Level

                Undergraduate

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      5.111SC | Fall 2014 | Undergraduate

        Principles of Chemical Science

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          Unit I : THE ATOM

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Overview

Principles of Chemical Science provides an introduction to the chemistry of biological, inorganic, and organic molecules. The emphasis is on basic principles of atomic and molecular electronic structure, thermodynamics, acid-base and redox equilibria, chemical kinetics, and catalysis.

Prerequisites

There are no formal prerequisites for the course. At MIT, 5.111 is usually taken during the freshman (first) year and assumes that students have had only one year of high school chemistry.

Site Structure

Topics

This OCW course site, designed for independent study, follows the sequence of topics covered in the MIT course 5.111 Principles of Chemical Science as taught on campus. The content is organized into five units:

Unit I: The Atom

Unit II: Chemical Bonding & Structure

Unit III: Thermodynamics & Chemical Equilibrium

Unit IV: Transition Metals & Oxidation-Reduction Reactions

Unit V: Chemical Kinetics

Curriculum Resources

Each unit has been further divided into a sequence of lectures that cover an amount you might expect to complete in one sitting. Each lecture page has:

video recorded in the on-campus classroom

lecture notes

clicker (concept) questions

textbook reading assignment

related problems with solutions

The OCW site also includes links to Behind the Scenes at MIT, a collection of short videos that feature current and former MIT researchers explaining how a particular chemistry topic is essential to their research and to an inspiring real-world application.

MIT expects its students to spend about 150 hours on this course. More than half of that time is spent preparing for class and doing assignments. It’s difficult to estimate how long it will take you to complete the course, but you can probably expect to spend an hour or more working through each individual session.

Aims and Objectives

The overall aims of the course are for students to develop a unified and intuitive view of how electronic structure controls the three-dimensional shape of molecules; the physical and chemical properties of molecules in gases, liquids and solids; and ultimately the assembly of macromolecules, as in polymers and DNA.

Instruction emphasizes the relationships between chemistry and other fundamental sciences (such as biology and physics) and the applications of chemistry to environmental science, atmospheric chemistry and electronic devices.

The learning objectives are for students to:

have a working knowledge of chemical principles that will allow them to take advanced chemistry classes

appreciate how chemistry is used to solve real-world problems

make informed decisions about their health, environmental and energy issues, and science policy

advance science and engineering through the application of chemical principles

employ chemistry in your research in a non-chemistry department laboratory

Textbook

The following textbook was used when this course was taught on the MIT campus:

Atkins, Peter William, and Loretta Jones. Chemical Principles: The Quest for Insight. 5th ed. Macmillan, 2010. ISBN: 9781429239257.

Textbook references are also provided for those using the earlier, fourth edition:

———. Chemical Principles: The Quest for Insight. 4th ed. W. H. Freeman & Company Limited, 2008. ISBN: 9780716799030.

Problem Sets and Exams

Students on the MIT campus complete nine problem sets. In this OCW course site, the problems are interspersed in the individual lecture sections. Solutions are provided.

There are four exams and several practice exams, all with solutions, found in a separate section near the end of this OCW course site.

Clicker Questions

Clickers (student response devices) are used in the on-campus classroom during lectures to:

Give the instructors additional feedback on whether the class as a whole understands a given concept or when their explanations need to be expanded or clarified.

Provide students feedback on how well they understand the material and how fast they are able to solve problems. For example, if students are able to solve the homework problems but run out of time on in-class clicker questions, it is a good indication that they will be pinched for time on the exam and may need to work through more practice problems to increase their speed.

Reward students that consistently come to class and participate. This allows students on the borderline between two grades to be pushed into the higher grade category based on excellent effort. In addition, because attendance is taken automatically by clicker, the instructors can post lecture notes online without worrying that students are being tempted to skip class.

Create an interactive lecture and promote team building within recitation sections. Clicker competitions between recitation groups motivate students to work together to learn the material. Winning clicker competitions does not affect students’ grades, but there are small prizes (usually snacks) for the winning recitation teams.

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1-kinematics/" >

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1-kinematics/1-1-coordinate-systems-and-unit-vectors-in-1d-position-vector-in-1d/" >

1-kinematics/2-1-introduction-to-acceleration/" >

1-kinematics/3-1-coordinate-system-and-position-vector-in-2d/" >

1-kinematics/ps.1.1-three-questions-before-starting/" >

1-kinematics/problem-set-1/" >

2-newtons-laws/" >

2-newtons-laws/week-2-introduction/" >

2-newtons-laws/4-1-newtons-first-and-second-laws/" >

2-newtons-laws/5-1-universal-law-of-gravitation/" >

2-newtons-laws/6-1-contact-forces/" >

2-newtons-laws/7-1-pushing-pulling-and-tension/" >

2-newtons-laws/dd-1-1-friction-at-the-nanoscale/" >

2-newtons-laws/ps-2-1-worked-example-sliding-block/" >

2-newtons-laws/problem-set-2/" >

3-circular-motion/" >

3-circular-motion/week-3-introduction/" >

3-circular-motion/8-1-polar-coordinates/" >

3-circular-motion/9-1-uniform-circular-motion/" >

3-circular-motion/10-1-circular-motion-2013-acceleration/" >

3-circular-motion/11-1-newtons-2nd-law-and-circular-motion/" >

3-circular-motion/ps-3-1-worked-example-orbital-circular-motion/" >

3-circular-motion/problem-set-3/" >

4-drag-forces-constraints-and-continuous-systems/" >

4-drag-forces-constraints-and-continuous-systems/week-4-introduction/" >

4-drag-forces-constraints-and-continuous-systems/12-1-pulley-problems-part-i-set-up-the-equations/" >

4-drag-forces-constraints-and-continuous-systems/13-1-rope-hanging-between-trees/" >

4-drag-forces-constraints-and-continuous-systems/14-1-intro-to-resistive-forces/" >

4-drag-forces-constraints-and-continuous-systems/problem-set-4/" >

5-momentum-and-impulse/" >

5-momentum-and-impulse/week-5-introduction/" >

5-momentum-and-impulse/15-1-momentum-and-impulse/" >

5-momentum-and-impulse/16-1-conservation-of-momentum/" >

5-momentum-and-impulse/17-1-definition-of-the-center-of-mass/" >

5-momentum-and-impulse/problem-set-5/" >

6-continuous-mass-transfer/" >

6-continuous-mass-transfer/week-6-introduction/" >

6-continuous-mass-transfer/18-1-relative-velocity/" >

6-continuous-mass-transfer/19-1-rocket-problem-1-set-up-the-problem/" >

6-continuous-mass-transfer/ps-6-1-rocket-sled-problem/" >

6-continuous-mass-transfer/problem-set-6/" >

7-kinetic-energy-and-work/" >

7-kinetic-energy-and-work/week-7-introduction/" >

7-kinetic-energy-and-work/20-1-kinetic-energy/" >

7-kinetic-energy-and-work/21-1-scalar-product-properties/" >

7-kinetic-energy-and-work/22-1-path-independence-gravity/" >

7-kinetic-energy-and-work/ps-7-1-worked-example-collision-and-sliding-on-a-rough-surface/" >

7-kinetic-energy-and-work/problem-set-7/" >

8-potential-energy-and-energy-conservation/" >

8-potential-energy-and-energy-conservation/week-8-introduction/" >

8-potential-energy-and-energy-conservation/23-1-introduction-to-potential-energy/" >

8-potential-energy-and-energy-conservation/24-1-mechanical-energy-and-energy-conservation/" >

8-potential-energy-and-energy-conservation/25-1-force-is-the-derivative-of-potential/" >

8-potential-energy-and-energy-conservation/problem-set-8/" >

9-collision-theory/" >

9-collision-theory/week-9-introduction/" >

9-collision-theory/26-1-momentum-in-collisions/" >

9-collision-theory/27-1-worked-example-elastic-1d-collision/" >

9-collision-theory/dd-2-1-position-in-the-cm-frame/" >

9-collision-theory/problem-set-9/" >

10-rotational-motion/" >

10-rotational-motion/week-10-introduction/" >

10-rotational-motion/28-1-rigid-bodies/" >

10-rotational-motion/29-1-kinetic-energy-of-rotation/" >

10-rotational-motion/30-1-introduction-to-torque-and-rotational-dynamics/" >

10-rotational-motion/31-1-relationship-between-torque-and-angular-acceleration/" >

10-rotational-motion/ps-10-1-blocks-and-massive-pulley/" >

10-rotational-motion/problem-set-10/" >

11-angular-momentum/" >

11-angular-momentum/week-11-introduction/" >

11-angular-momentum/32-1-angular-momentum-for-a-point-particle/" >

11-angular-momentum/33-1-worked-example-angular-momentum-of-2-rotating-point-particles/" >

11-angular-momentum/34-1-torque-causes-angular-momentum-to-change-point-particle/" >

11-angular-momentum/problem-set-11/" >

12-rotations-and-translation-rolling/" >

12-rotations-and-translation-rolling/week-12-introduction/" >

12-rotations-and-translation-rolling/35-1-translation-and-rotation-of-a-wheel/" >

12-rotations-and-translation-rolling/36-1-friction-on-a-rolling-wheel/" >

12-rotations-and-translation-rolling/37-1-kinetic-energy-of-translation-and-rotation/" >

12-rotations-and-translation-rolling/dd-3-1-gyroscopes-1-free-body-diagrams-torque-and-rotating-vectors/" >

12-rotations-and-translation-rolling/problem-set-12/" >

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Textbook

Textbooks

textbook

Textbook

assignments

Assignments

1-kinematics/" >

1-kinematics/week-1-introduction/" >

1-kinematics/2-1-introduction-to-acceleration/" >

1-kinematics/ps.1.1-three-questions-before-starting/" >

1-kinematics/problem-set-1/" >

2-newtons-laws/" >

2-newtons-laws/week-2-introduction/" >

2-newtons-laws/4-1-newtons-first-and-second-laws/" >

2-newtons-laws/5-1-universal-law-of-gravitation/" >

2-newtons-laws/6-1-contact-forces/" >

2-newtons-laws/7-1-pushing-pulling-and-tension/" >

2-newtons-laws/dd-1-1-friction-at-the-nanoscale/" >

2-newtons-laws/ps-2-1-worked-example-sliding-block/" >

2-newtons-laws/problem-set-2/" >

3-circular-motion/" >

3-circular-motion/week-3-introduction/" >

3-circular-motion/8-1-polar-coordinates/" >

3-circular-motion/9-1-uniform-circular-motion/" >

3-circular-motion/10-1-circular-motion-2013-acceleration/" >

3-circular-motion/problem-set-3/" >

4-drag-forces-constraints-and-continuous-systems/" >

5-momentum-and-impulse/" >

5-momentum-and-impulse/week-5-introduction/" >

5-momentum-and-impulse/15-1-momentum-and-impulse/" >

5-momentum-and-impulse/16-1-conservation-of-momentum/" >

5-momentum-and-impulse/problem-set-5/" >

6-continuous-mass-transfer/" >

6-continuous-mass-transfer/week-6-introduction/" >

6-continuous-mass-transfer/18-1-relative-velocity/" >

6-continuous-mass-transfer/ps-6-1-rocket-sled-problem/" >

6-continuous-mass-transfer/problem-set-6/" >

7-kinetic-energy-and-work/" >

7-kinetic-energy-and-work/week-7-introduction/" >

7-kinetic-energy-and-work/20-1-kinetic-energy/" >

7-kinetic-energy-and-work/21-1-scalar-product-properties/" >

7-kinetic-energy-and-work/22-1-path-independence-gravity/" >

7-kinetic-energy-and-work/problem-set-7/" >

8-potential-energy-and-energy-conservation/" >

8-potential-energy-and-energy-conservation/problem-set-8/" >

9-collision-theory/" >

9-collision-theory/week-9-introduction/" >

9-collision-theory/26-1-momentum-in-collisions/" >

9-collision-theory/dd-2-1-position-in-the-cm-frame/" >

9-collision-theory/problem-set-9/" >

10-rotational-motion/" >

10-rotational-motion/week-10-introduction/" >

10-rotational-motion/28-1-rigid-bodies/" >

10-rotational-motion/29-1-kinetic-energy-of-rotation/" >

10-rotational-motion/ps-10-1-blocks-and-massive-pulley/" >

10-rotational-motion/problem-set-10/" >

11-angular-momentum/" >

11-angular-momentum/week-11-introduction/" >

11-angular-momentum/problem-set-11/" >

12-rotations-and-translation-rolling/" >

12-rotations-and-translation-rolling/problem-set-12/" >

textbook

Textbook

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textbook

covered">Topics Covered</h3>

1-kinematics/">Week 1: Kinematics

2-newtons-laws/">Week 2: Newton’s Laws Circular Motion

3-circular-motion/">Week 3: Circular Motion Momentum and Impulse

4-drag-forces-constraints-and-continuous-systems/">Week 4: Drag Forces, Constraints and Continuous Systems Work and Mech

5-momentum-and-impulse/">Week 5: Momentum and Impulse Collision Theory

6-continuous-mass-transfer/">Week 6: Continuous Mass Transfer Torque

7-kinetic-energy-and-work/">Week 7: Kinetic Energy and Work

8-potential-energy-and-energy-conservation/">Week 8: Potential Energy and Energy Conservation

9-collision-theory/">Week 9: Collision Theory

10-rotational-motion/">Week 10: Rotational Motion

11-angular-momentum/">Week 11: Angular Momentum

12-rotations-and-translation-rolling/">Week 12: Rotations and Translation - Rolling

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8.01SC Classical Mechanics Syllabus

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          Syllabus

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          Review: Vectors

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          Lesson 0: Vectors [0.1 - 0.6]

          Week 1: Kinematics

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          Week 1 Introduction

          Lesson 1: 1D Kinematics - Position and Velocity [1.1-1.7]

          Lesson 2: 1D Kinematics - Acceleration [2.1-2.5]

          Lesson 3: 2D Kinematics [3.1-3.5]

          Week 1 Worked Examples [PS.1.1-PS.1.5]

          Problem Set 1

          Week 2: Newton's Laws

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          Week 2 Introduction

          Lesson 4: Newton's Laws of Motion [4.1-4.4]

          Lesson 5: Gravity [5.1-5.3]

          Lesson 6: Contact Forces [6.1-6.2]

          Lesson 7: Tension and Springs [7.1-7.4]

          Deep Dive: Friction [DD 1.1]

          Week 2 Worked Examples [PS.2.1-PS.2.3]

          Problem Set 2

          Week 3: Circular Motion

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          Week 3 Introduction

          Lesson 8: Circular Motion - Position and Velocity [8.1-8.3]

          Lesson 9: Uniform Circular Motion [9.1-9.3]

          Lesson 10: Circular Motion – Acceleration [10.1-10.4]

          Lesson 11: Newton's 2nd Law and Circular Motion [11.1-11.3]

          Week 3 Worked Example

          Problem Set 3

          Week 4: Drag Forces, Constraints and Continuous Systems

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          Week 4 Introduction

          Lesson 12: Pulleys and Constraints [12.1-12.5]

          Lesson 13: Massive Rope [13.1-13.6]

          Lesson 14: Resistive Forces [14.1-14.3]

          Problem Set 4

          Week 5: Momentum and Impulse

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          Week 5 Introduction

          Lesson 15: Momentum and Impulse [15.1-15.5]

          Lesson 16: Conservation of Momentum [16.1-16.2]

          Lesson 17: Center of Mass and Motion [17.1-17.7]

          Problem Set 5

          Week 6: Continuous Mass Transfer

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          Week 6 Introduction

          Lesson 18: Relative Velocity and Recoil [18.1-18.4]

          Lesson 19: Continuous Mass Transfer [19.1-19.7]

          Week 6 Worked Examples [PS.6.1-PS.6.2]

          Problem Set 6

          Week 7: Kinetic Energy and Work

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          Week 7 Introduction

          Lesson 20: Kinetic Energy and Work in 1D [20.1-20.6]

          Lesson 21: Kinetic Energy and Work in 2D and 3D [21.1-21.6]

          Lesson 22: Conservative and Non-Conservative Forces [22.1-22.5]

          Week 7 Worked Example

          Problem Set 7

          Week 8: Potential Energy and Energy Conservation

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          Week 8 Introduction

          Lesson 23: Potential Energy [23.1-23.5]

          Lesson 24: Conservation of Energy [24.1-24.4]

          Lesson 25: Potential Energy Diagrams [25.1-25.3]

          Problem Set 8

          Week 9: Collision Theory

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          Week 9 Introduction

          Lesson 26: Types of Collision [26.1-26.3]

          Lesson 27: Elastic Collisions [27.1-27.6]

          Deep Dive: Center of Mass Reference Frame [DD.2.1-DD.2.7]

          Problem Set 9

          Week 10: Rotational Motion

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          Week 10 Introduction

          Lesson 28: Motion of a Rigid Body [28.1-28.3]

          Lesson 29: Moment of Inertia [29.1-29.6]

          Lesson 30: Torque [30.1-30.5]

          Lesson 31: Rotational Dynamics [31.1-31.7]

          Week 10 Worked Example

          Problem Set 10

          Week 11: Angular Momentum

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          Week 11 Introduction

          Lesson 32: Angular Momentum of a Point Particle [32.1-32.4]

          Lesson 33: Angular Momentum of a Rigid Body [33.1-33.5]

          Lesson 34: Torque and Angular Impulse [34.1-34.5]

          Problem Set 11

          Week 12: Rotations and Translation - Rolling

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          Week 12 Introduction

          Lesson 35: Rolling Kinematics [35.1-35.5]

          Lesson 36: Rolling Dynamics [36.1-36.5]

          Lesson 37: Rolling Kinetic Energy & Angular Momentum [37.1-37.4]

          Deep Dive: Gyroscopes [DD.3.1-DD.3.3]

          Problem Set 12

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      Course Info

            Instructors

        Prof. Deepto Chakrabarty

        Dr. Peter Dourmashkin

        Dr. Michelle Tomasik

        Prof. Anna Frebel

        Prof. Vladan Vuletic

                Departments

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            As Taught In

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            Level

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      8.01SC | Fall 2016 | Undergraduate

        Classical Mechanics

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          Syllabus

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          Review: Vectors

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          Lesson 0: Vectors [0.1 - 0.6]

          Week 1: Kinematics

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          Week 1 Introduction

          Lesson 1: 1D Kinematics - Position and Velocity [1.1-1.7]

          Lesson 2: 1D Kinematics - Acceleration [2.1-2.5]

          Lesson 3: 2D Kinematics [3.1-3.5]

          Week 1 Worked Examples [PS.1.1-PS.1.5]

          Problem Set 1

          Week 2: Newton's Laws

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          Week 2 Introduction

          Lesson 4: Newton's Laws of Motion [4.1-4.4]

          Lesson 5: Gravity [5.1-5.3]

          Lesson 6: Contact Forces [6.1-6.2]

          Lesson 7: Tension and Springs [7.1-7.4]

          Deep Dive: Friction [DD 1.1]

          Week 2 Worked Examples [PS.2.1-PS.2.3]

          Problem Set 2

          Week 3: Circular Motion

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          Week 3 Introduction

          Lesson 8: Circular Motion - Position and Velocity [8.1-8.3]

          Lesson 9: Uniform Circular Motion [9.1-9.3]

          Lesson 10: Circular Motion – Acceleration [10.1-10.4]

          Lesson 11: Newton's 2nd Law and Circular Motion [11.1-11.3]

          Week 3 Worked Example

          Problem Set 3

          Week 4: Drag Forces, Constraints and Continuous Systems

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          Week 4 Introduction

          Lesson 12: Pulleys and Constraints [12.1-12.5]

          Lesson 13: Massive Rope [13.1-13.6]

          Lesson 14: Resistive Forces [14.1-14.3]

          Problem Set 4

          Week 5: Momentum and Impulse

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          Week 5 Introduction

          Lesson 15: Momentum and Impulse [15.1-15.5]

          Lesson 16: Conservation of Momentum [16.1-16.2]

          Lesson 17: Center of Mass and Motion [17.1-17.7]

          Problem Set 5

          Week 6: Continuous Mass Transfer

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          Week 6 Introduction

          Lesson 18: Relative Velocity and Recoil [18.1-18.4]

          Lesson 19: Continuous Mass Transfer [19.1-19.7]

          Week 6 Worked Examples [PS.6.1-PS.6.2]

          Problem Set 6

          Week 7: Kinetic Energy and Work

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          Week 7 Introduction

          Lesson 20: Kinetic Energy and Work in 1D [20.1-20.6]

          Lesson 21: Kinetic Energy and Work in 2D and 3D [21.1-21.6]

          Lesson 22: Conservative and Non-Conservative Forces [22.1-22.5]

          Week 7 Worked Example

          Problem Set 7

          Week 8: Potential Energy and Energy Conservation

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          Week 8 Introduction

          Lesson 23: Potential Energy [23.1-23.5]

          Lesson 24: Conservation of Energy [24.1-24.4]

          Lesson 25: Potential Energy Diagrams [25.1-25.3]

          Problem Set 8

          Week 9: Collision Theory

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          Week 9 Introduction

          Lesson 26: Types of Collision [26.1-26.3]

          Lesson 27: Elastic Collisions [27.1-27.6]

          Deep Dive: Center of Mass Reference Frame [DD.2.1-DD.2.7]

          Problem Set 9

          Week 10: Rotational Motion

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          Week 10 Introduction

          Lesson 28: Motion of a Rigid Body [28.1-28.3]

          Lesson 29: Moment of Inertia [29.1-29.6]

          Lesson 30: Torque [30.1-30.5]

          Lesson 31: Rotational Dynamics [31.1-31.7]

          Week 10 Worked Example

          Problem Set 10

          Week 11: Angular Momentum

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          Week 11 Introduction

          Lesson 32: Angular Momentum of a Point Particle [32.1-32.4]

          Lesson 33: Angular Momentum of a Rigid Body [33.1-33.5]

          Lesson 34: Torque and Angular Impulse [34.1-34.5]

          Problem Set 11

          Week 12: Rotations and Translation - Rolling

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          Lesson 35: Rolling Kinematics [35.1-35.5]

          Lesson 36: Rolling Dynamics [36.1-36.5]

          Lesson 37: Rolling Kinetic Energy & Angular Momentum [37.1-37.4]

          Deep Dive: Gyroscopes [DD.3.1-DD.3.3]

          Problem Set 12

Syllabus

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Video Introduction by Prof. Deepto Chakrabarty and Dr. Peter Dourmashkin

Classical Mechanics Course Introduction

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Course Meeting Times

Lectures: 2 sessions / week, 2 hours / session

Problem Solving: 1 session / week, 1 hour / session

Prerequisites

This course has no prerequisites. 18.01SC Single Variable Calculus is a corequisite.

Course Overview

This first course in the physics curriculum introduces classical mechanics. Historically, a set of core concepts — space, time, mass, force, momentum, torque, and angular momentum — were introduced in classical  mechanics in order to solve the most famous physics problem, the motion of the planets.

The principles of mechanics successfully described many other phenomena encountered in the world. Conservation laws involving energy, momentum and angular momentum provided a second parallel approach to solving many of the same problems. In this course, we will investigate both approaches: Force and conservation laws.

Our goal is to develop a conceptual understanding of the core concepts, a familiarity with the experimental verification of our theoretical laws, and an ability to apply the theoretical framework to describe and predict the motions of bodies.

Textbook

The textbook for this course is Classical Mechanics: MIT 8.01 Course Notes by Peter Dourmashkin. Specific readings for each assignment are provided in the Readings section.

Topics Covered

Week 1: Kinematics

Week 2: Newton’s Laws Circular Motion

Week 3: Circular Motion Momentum and Impulse

Week 4: Drag Forces, Constraints and Continuous Systems Work and Mechanical Energy

Week 5: Momentum and Impulse Collision Theory

Week 6: Continuous Mass Transfer Torque

Week 7: Kinetic Energy and Work

Week 8: Potential Energy and Energy Conservation

Week 9: Collision Theory

Week 10: Rotational Motion

Week 11: Angular Momentum

Week 12: Rotations and Translation - Rolling

How to Use This Site

This version of 8.01 Classical Mechanics on OCW is modified from the materials presented in the fall 2016 course taught at MIT. The course is broken into twelve weeks, as listed above. Each week contains 3-4 lessons on distinct topics. Each lesson consists of a series of videos explaining the topic, which are meant to be viewed in sequence.

The first lesson is on vectors; the “Previous” and “Next” buttons can be used to navigate between videos. Alternatively, all videos can be accessed on the “Week” page corresponding to that lesson.

Grades

This subject is pass / no record for first-year students.

activities

percentages

3 Midterm Exams

45%

Final Exam

25%

Problem Sets

10%

Class Participation

20%

Problem Sets

Almost every week a problem set will be due. This homework will typically consist of five or six problems. To receive full credit for the written component of your homework, you must prepare and submit lucid and clearly reasoned written solutions. A selection of these problems will be graded and returned.

Tip for success

Work more frequently. Do your homework in frequent, small pieces. Do a few problems one night, a few problems on another. This ensures that any insights you have will stay in your brain, helping you understand and remember things better in the long run.

Group Work

Scientists and engineers work in groups as well as alone. Social interactions are critical to their success. Most good ideas grow out of discussions with colleagues. This subject encourages collaborative teamwork. As you study together, help your partners, ask each other questions, and critique your group homework and lab write-ups. Teach each other! You can learn a great deal by teaching others.

You will form groups of three for collaborative work. If you are not satisfied with the way your group is working, first try to discuss it with your group members. If you cannot arrive at a satisfactory solution, then discuss the problems with your instructor.

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        Dr. Peter Dourmashkin

        Dr. Michelle Tomasik

        Prof. Anna Frebel

        Prof. Vladan Vuletic

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