Unit name | Core Physics I:Mechanics and Matter |
---|---|

Unit code | PHYS10006 |

Credit points | 20 |

Level of study | C/4 |

Teaching block(s) |
Teaching Block 1 (weeks 1 - 12) |

Unit director | Dr. Hanna |

Open unit status | Not open |

Pre-requisites |
A-Level Physics and Mathematics or equivalent. |

Co-requisites |
None. |

School/department | School of Physics |

Faculty | Faculty of Science |

Mechanics and Matter

The unit will build on work in the Physics and Mathematics A2 programmes and put the concepts taught in school on a firm mathematical footing. Students will be brought up to a level of understanding and knowledge that will enable them to continue with studies in these areas in the second year Physics programmes.

Aims:

- to provide a sound mathematical basis for the understanding of mechanics based on A2 mathematics and the mathematics being taught concurrently in level 4 mathematics;
- to develop the use of vector techniques (vector products) for solving problems in mechanics;
- to introduce students to the concepts behind rotational mechanics, the analogy with linear mechanics in terms of conservation laws, the concept of the Moment of Inertia (I) and how it can be obtained for simple symmetrical objects around principal axes, and the relationship between I and angular velocity;
- to explore the limitations of Newtonian Mechanics and to introduce Einstein's theory of Special Relativity;
- to provide students a sound understanding of macroscopic thermodynamis and the Laws of Thermodynamics;
- to introduce students to the statistical physics ideas needed to obtain a microscopic understanding of thermodynamics;
- to introduce students to the microscopic (atomic) nature of matter, the arrangements of atoms in matter in terms of molecules and crystals, the differences between gases, liquids and solids, the basic ideas behind inter-atomic interactions in terms of simple bond types and energy levels.

- Students should be able to add, subtract and multiply vectors in 3 dimensions and be able to use these methods to solve problems in mechanics.
- Students should understand Newton's laws of motion and will be able to apply them correctly to solve problems for both linear and rotational motion.
- Students should understand and be able to calculate the work done in a system according to the vector expression
- Students should understand and be able to apply concepts of conservation of energy, momentum and angular momentum to solve problems in linear and rotational mechanics.
- Students should be able to construct and solve the Equation of Motion for simple mechanical systems.
- Students should be able to determine, by integration methods, the moment of inertia of regular bodies.
- Students should understand the Lorentz Transformation equations, understand the consequences of simultaneity as realised in the expressions for time-dilation and Lorentz contraction, should have a basic understanding of invariant quantities and should be able to apply these principles correctly to solve simple problems in relativistic physics.
- Students should be able to understand and solve collision problems in both relativistic and non-relativistic cases and be able to recognise when relativistic physics needs to be applied.
- Students should appreciate some of the principles behind modern particle physics by solving simple problems involving the relativistic collisions of fundamental particles.
- Students should be familiar with and able to write down different formulations of the 0th, 1st and 2nd Laws of thermodynamics and to apply them to the solution of problems in thermodynamics.
- Students should recognise the connections between thermodynamics and mechanics in terms of the conservation of energy and the mechanical equivalent of heat, work done on thermodynamic systems etc.
- Students should be familiar with the concept of an equation of state and be able to write down the equation of state of an ideal and Van der Waals gas.
- Students should be able to solve simple problems involving heat engines, ideal gases, heat flow and entropy changes and to understand the concept of concept of thermodynamic efficiency.
- Students should be able to demonstrate a basic understanding of the entropy of a system in terms of the number of microstates in the system.
- Students should be able to describe the microscopic differences between gases, liquids and solids and to be able to describe them in terms of the simple ideas of inter-atomic interactions.

The unit will be taught through a combination of

- asynchronous online materials, including narrated presentations and worked examples
- synchronous group problems classes, workshops, tutorials and/or office hours
- asynchronous directed individual formative exercises and other exercises
- guided, structured reading

Formative Assessment is provided through a combination of online tests, examples that students can work through at their own pace, for which worked solutions are provided, and regular problem solving workshops.

Summative Assessment will consist of coursework (40%) and a final written exam (60%).

If this unit has a Resource List, you will normally find a link to it in the Blackboard area for the unit. Sometimes there will be a separate link for each weekly topic.

If you are unable to access a list through Blackboard, you can also find it via the Resource Lists homepage. Search for the list by the unit name or code (e.g. PHYS10006).

**How much time the unit requires**

Each credit equates to 10 hours of total student input. For example a 20 credit unit will take you 200 hours
of study to complete. Your total learning time is made up of contact time, directed learning tasks,
independent learning and assessment activity.

See the Faculty workload statement relating to this unit for more information.

**Assessment**

The Board of Examiners will consider all cases where students have failed or not completed the assessments required for credit.
The Board considers each student's outcomes across all the units which contribute to each year's programme of study.
If you have self-certificated your absence from an assessment, you will normally be required to complete it the next time it runs
(this is usually in the next assessment period).

The Board of Examiners will take into account any extenuating circumstances and operates
within the Regulations and Code of Practice for Taught Programmes.