Physics II

When finishing Physics II students are expected to be able to solve
qualitative and quantitative problems according to previously developed
models, to recognize and analyze new problems and plan strategies to develop
them, and to relate Physics with other disciplines.

Lectures

Theme 1: Electric Field I
Theme 2: Electric Field II
Theme 3: Electric Potential
Theme 4: Capacitors and Electrostatic Energy
Theme 5: Electric Current and Direct Current Circuits
Theme 6: Magnetic Field
Theme 7: Sources of the Magnetic Field
Theme 8: Magnetic Induction
Theme 9: Alternating Current Circuits
Theme 10: Maxwell's Equations and Radiation


Laboratory Classes

Experiment 1: Direct Current Circuits
Experiment 2: Alternating Current Circuits
Experiment 3: Parallel Plate Capacitor
Experiment 4: Charge Curve of a Capacitor
Experiment 5: Small Resistances
Experiment 6: Magnetic Field of a Linear Conductor
Experiment 7: Magnetic Moment
Experiment 8: Helmholtz Coil
Experiment 9: Electrodynamic Balance

Basic:
Tipler, Paul Allan; Mosca, Gene, "Physics for Scientists and Engineers", Freeman and Company, New York, 2008

Complementary:

Young, Hugh D.; Freedman, Roger A., “Sears Zemansky, University Physics”, 13th Edition, Addison-Wesley, 2012.

Knight, Randall D., “Physics for Scientists and Engineers: A Strategic Approach”, third Edition. Addison-Wesley, 2013.

Mazur, Eric, “Principles & Practice of Physics - Physics for Scientists and Engineers: A Strategic Approach”. Pearson, 2015.

COMPETENCES

1 BASIC AND GENERAL

CG3 - That the students can apply both the acquired theoretical and practical knowledge and the capacity for analysis and abstraction in the definition and approach of problems and in the search of their solutions both in academic and professional contexts.
CG5 - That they are able to study and learn autonomously, with organization of time and resources, new knowledge and techniques in any scientific or technological discipline.
CB1 - That the students have demonstrated to possess and understand knowledge in an area of ​​study that starts from the base of the general secondary education, and is usually found at a level that, while supported by advanced textbooks, also includes some aspects that imply knowledge coming from the vanguard of its field of study.

2 TRANSVERSAL

CT10 - Acquire critical reasoning.
CT12 - Acquire autonomous learning
CT1 - Acquire analysis and synthesis capacity.
CT4 - Be able to solve problems.

3 SPECIFIC

CE25 - Be able to relate chemistry to other disciplines.
CE14 - Be able to solve qualitative and quantitative problems according to previously developed models.
CE15 - Be able to recognize and analyze new problems and plan strategies to solve them.
CE20 - Be able to interpret data from observations and measurements in the laboratory in terms of their significance and the theories that sustain it.
CE22 - Understand the relationship between theory and experimentation.

4 EVALUATION OF COMPETENCES

- Interactive classes: CG3, CG5, CE25, CE14, CE15; CT10, CT12, CT1, CT4.
- Non-contact tasks: CG3, CG5, CE25, CE14, CE15; CT10, CT12, CT1, CT4.
- Tutoring in a very small group: CE25, CE14, CE15; CT10, CT12, CT1, CT4.
- Practical laboratory classes: CG3, CE20, CE22, CE15; CT10, CT1, CT4.
- Final exam: CG3, CB1, CE25, CE14, CE15, CE20, CE22; CT10, CT12, CT1, CT4.

We distinguish between

A) Large group expository classes ("CE" in the time tables): Lesson taught by the teacher that may have different formats (theory, problems and / or general examples, general guidelines of the subject ...). The teacher can count on the support of audiovisual and computer media but, in general, the students do not need to handle them in class. Usually these classes will follow the contents of the Reference Manual proposed in this Teaching Guide.

B) Interactive classes in small groups (Seminars, "S" in the time tables): Theoretical / practical class in which applications of the theory, problems, exercises are proposed and solved ... The teacher can count on the support of audiovisual and computer media but, in general, students will not handle them in class. The evaluation tests are included, if any.
Each class 2 students will have to deliver resolved a problem previously proposed by the teacher. One of these students will solve the problem on the blackboard, in a time of 10 minutes. The problem to solve, and the names of the students, will be announced at least a week in advance. The students will be chosen at random and in such a way that the overall work load is the same for all of them (the latter, depending on the number of students enrolled, could imply that some class should deliver problems more or less than 2). students). These problems will directly influence the student's assessment.
The problems to be delivered in the seminars classes will focus on the application of the theory (while those corresponding to the tutorials are aimed above all at reviewing the theory).

C) Practical laboratory classes: This includes the classes that take place in a laboratory of practices. In them, the student acquires the skills of a Physics laboratory and consolidates the knowledge acquired in theory classes. For these practices, the student will have a script for each of the practices to be performed. The student must attend each practice session having carefully read the content of this script. After an explanation by the teacher, the student will individually or in groups of two, the experiences and calculations necessary to achieve the objectives of the practice, collecting in the laboratory journal the development of the practice and the calculations and results that come , presenting the results on the same day or in the next session, which will be evaluated.
The delivery of a final report is an additional requirement for the evaluation and the maximum presentation deadline will be the date corresponding to the official examination of the corresponding call.

D) Whiteboard tutorials in very small group ("T" in the time tables): Tutorials scheduled by the teacher and coordinated by the Center. Activities are proposed such as the clarification of doubts about theory or practices, problems, exercises, readings or other proposed tasks. A few days before each class (see timetables) the students must submit a questionnaire that will put their knowledge to the test and will be discussed in the class. This questionnaire, as well as the rest of the student's work corresponding to tutoring classes, will contribute to the final grade. The questionnaires to be delivered in the tutorial classes are aimed above all at reviewing the theory (while those corresponding to the seminars will focus on the application of the theory: problems).

- The qualification will take into account the work done in seminars, tutorials and practices, as well as the final exam.

- Attendance and participation in classes and laboratories will be a central element of continuous evaluation.

- The score of "apt" in the laboratory practices is a necessary condition to pass the subject. To achieve this qualification, the student must attend at least three of the four laboratory classes, do the corresponding practices, and submit a report on one of the practices carried out.

- The final grade will be over 10 points, with 5 being approved. The qualification of the student will not be inferior to the one of the final examination nor to the obtained one pondering it with the one of continuous evaluation and will be, therefore, the greater one of the following two:

a) Qualification with continuous evaluation. The final exam will count 60% and the seminars, tutorials and practical work 40%. The detailed division of the 10 points is as follows:
Continuous Evaluation:
* 0.5 points for work in tutorials
* 1.5 points for work in seminars
* 2.0 points for work in laboratory practices
Final exam:
* 6.0 points, consisting in theory questions, questions of practices and problems.

b) Qualification with the final exam only. The exam will consist of a set of theoretical and practical issues that verify the skills of the student and will be scored on 10 points. A probation of conceptual questions of eliminatory character may be established which, if not exceeded, will imply a score of 0 points in the final exam.

- In cases of fraudulent execution of exercises or tests, the measures included in the Standard for the evaluation of students' academic performance and review of grades will be applied.

The estimation of hours of study and personal work is presented below.

PRESENTIAL WORK IN THE CLASSROOM
Lecture classes in a large group, 23 hours
Interactive classes in small group (Seminars), 11 hours
Tutoring in a very small group, 2 hours
Laboratory classes, 16 hours
Total hours work in the classroom or in the laboratory, 52 hours

PERSONAL WORK OF THE PUPIL
Self-study individual or group, 55 hours
Resolution of exercises or other work, 23 hours
Preparation of proposed exercises, 10 hours
Preparation of the internship memory, 10 hours
Total hours of the student's personal work, 98 hours

- It is important to keep studying the subject "up to date".
- Assistance to classes and laboratories is essential.
- Once the reading of a topic in the reference manual is finished, it is useful to summarize the important points, identifying the basic equations that should be remembered and making sure to know both their meaning and the conditions in which they can be applied.
- Problem solving is fundamental for learning this subject. It may be helpful to follow these steps:
(1) Make a list and a graphic outline with all the relevant information provided by the statement.
(2) Make a list of the quantities that must be calculated.
(3) Identify the equations to be used in solving the problem and apply them correctly.
- It is essential to prepare the practices before entering the laboratory. In the first place, the important theoretical concepts in each experiment must be reviewed and, next, it is necessary to read carefully the script of the practice, trying to understand the objectives and the development of the proposed experiment. Any questions that may arise should be consulted with the teacher.