With the availability of on-line information, and dial-up registration, more and more students are registering for courses without advising. For many students this has led to poor grades, unnecessary withdrawals, and delays in graduation. We hope you use this page to avoid some of the more common pitfalls. Nevertheless the most important rule for negotiating your college career is…DO NOT SELF-ADVISE<\/p>\n
The Science Division has a full time transfer advisor to counsel students planning a transfer to another baccalaureate granting institution. Stop by and visit:<\/p>\n
Science Advisor, Entry Services and Academic Advising Find the right source: Do not ask a division secretary about a subtle financial aid question. Do not ask student services whether your knowledge of mathematics is good enough for a particular physics course. Do not ask anyone at BC if your credits from XYZ college will transfer to PZU University. Try to find out who makes the decision or policy and ask your questions in that department\/ division.<\/p>\n Persistence: Your question may seem simple to you but involve complexities you had not realized. Be prepared for a discussion. Ask your question in several different ways. Listen to the answers and try to learn about the underlying system. Remember each department, college, and university, organizes itself differently from the others. What you have learned in one context may not apply to the current question. Finally, be polite. There is a saying about catching more flies with honey…<\/p>\n To be successful in physics, a student must learn to view and interpret the world in a new way. As you progress in physics you will come to believe that you can understand most things that happen around you. You will have the skills and knowledge to draw these conclusions and will not have to rely on “experts”. In physics courses you will acquire concepts for which mathematics is the most natural expression. Further, mathematics will become a primary reasoning tool as you analyze the world around you.<\/p>\n To get the most of your physics experience it may be helpful to think of each course as being three classes taught simultaneously. Your instructor will be presenting the course content which is based on physical experience and is often described mathematically.<\/p>\n This covers the ordinary kind of knowledge you expect to get from a course; the conceptual structure of the material, definition of terms, etc.. In a physics course you are also expected to understand the relationships between these concepts and to be able to apply them to ordinary situations. Memorization may be less important than process in many cases. What is the reasoning chain? Why do we believe some particular conclusion? How do we analyze a problem? Methods and relationships that lead to the answers are as important as the answers themselves. If you rely heavily on memorization for success in college classes, you may have trouble in physics. Your instructor can help you devise new learning strategies that focus on process and relationships.<\/p>\n Physics seeks to explain the natural processes of the physical world. Students who have observed ordinary things around them, who notice details and prefer hands-on experiences have a wealth of intuition that will help them in their physics course. Students who are curious and who have wondered about the physical world have a much easier time in the course. These students are better able to understand why the physicist cares about some particular issue. As noted above mathematics is used to express the key relationships in physics. To the physicist mathematical expressions are very compact descriptions of nature’s behavior. A successful physics student will learn to look at mathematics differently. They will be able to read a mathematical expression (decode its meaning) and interpret what it says about nature. This way of looking at math takes practice. We recognize that most students do not have this facility when they enter the course. But you can learn to view math this way. Obviously this task will be much easier if you are already fluent with basic mathematical manipulations.<\/p>\n The comments above present an overview. You can also link to more specific advice about Study tips here <\/a>or here and problem solving strategies<\/a>. Also the physics career pages on our site have additional advice <\/a>as you continue your studies in physics.<\/p>\n \nPrerequisites<\/b> : Math Comments<\/b> : Basic algebra operations are used in this course. Team projects are completed outside of class. Students should Running start students:<\/b> If you plan a career in science <\/a><\/p>\n \nPrerequisites<\/b> : Math Comments<\/b> : Basic algebra operations are a must for this Inquiry based clases generate nearly all their content during Note for ESL students.<\/b> This course demands daily verbal Running start students:<\/b> If you plan a career in science <\/a><\/p>\n \nPrerequisites<\/b> : Math Comments<\/b> : Basic algebra operations are used in this course. Inquiry based clases generate nearly all their content during Note for ESL students.<\/b> This course demands daily verbal Running start students:<\/b> If you plan a career in science \nPrerequisites<\/b> : Math Comments<\/b> : Inquiry based classes generate nearly all their \nPrerequisites<\/b> : Math& Comments<\/b> : At the level of Physics 114, essential mathematics If you have been a science avoider, or are particularly anxious <\/a><\/p>\n \nPrerequisites<\/b> : Physics 114<\/a> Comments<\/b> : You will simply not succeed in this course without <\/a><\/p>\n \nPrerequisites<\/b> : Physics 115<\/a> Comments<\/b> : see above:<\/p>\n<\/p>\n \nPrerequisites<\/b> : Math Comments<\/b> : Completion of a quarter of The Calculus is a For students with a science background or strong physical intuition If you have been a science avoider, or are particularly anxious \nTake P104.<\/b> The emphasis in P104 is hands-on exposure to Take P114. <\/b>P114 covers nearly the same topics as P121 but Take lots of math<\/b>. If you have already completed M153 <\/a><\/p>\n \nPrerequisites<\/b> : Math Comments<\/b> : This is not an idle prerequisite. Do not take <\/a><\/p>\n \nPrerequisites<\/b> : Physics 122 and its prerequisites Math Comments<\/b> : see comment above:<\/p>\n<\/p>\n \nPrerequisites<\/b> : Physics 123, Math Comments<\/b> : In this course you will need to be able to use Who takes these courses? Is this course right for me?<\/p>\n You can check transfer equivalencies at The University of Washington and at Washington State University on their respective transfer web sites.<\/p>\n","protected":false},"excerpt":{"rendered":" With the availability of on-line information, and dial-up registration, more and more students are registering for courses without advising. For many students this has led to poor grades, unnecessary withdrawals, and delays in graduation. We hope you use this page to avoid some of the more common pitfalls. 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\nScience Division. L200
\nFor appointments call 425-564-2321<\/span><\/p>\nGetting good advice involves two steps:<\/h2>\n
Success in physics courses:<\/h2>\n
Course content<\/h3>\n
Physical experience<\/h3>\n
\nYour instructor or your text may frequently describe situations that are unfamiliar to you. Wherever possible you should try to experience these things yourself. Be prudent and safe, but always play and experiment every chance you get. If you do not have the necessary equipment at home ask your instructor. It may be a simple matter to demonstrate the phenomena in the lab.
\nIf you are concerned that you have limited experience with the physical world or that you do not have strong physical intuition about objects in general, you may want to consider the Phys 104 course described below.<\/p>\nMathematics<\/h3>\n
\n<\/a>Prerequisites
\nand Advising Notes<\/font><\/u>
\n<\/a><\/p>\nPhys& 100<\/h3>\n
\n099<\/a> or equivalent. <\/p>\n
\nFluency with math at this level will produce a distinct edge over
\nstudents who are less comfortable with these skills.<\/p>\n
\nallow at least two hours per week to meet with their teams.<\/p>\n
\nyou should not take this course instead of your high school physics
\ncourse. One quarter of physics is not enough time to serve your
\nlong term needs. Other running start students will find this course
\na good choice.<\/p>\n<\/p>\n
<\/p>\nPhysics 104<\/h3>\n
\n099<\/a> or equivalent. <\/p>\n
\ncourse. Some rustiness can be overcome during the course, but
\nyou will want to apply yourself to this early on.<\/p>\n
\nclass time with hands-on activities and discussion. This experience
\nis un-recoverable if you miss class. Daily attendance is extremely
\nimportant.<\/p>\n
\nand written communication.<\/p>\n
\nyou should not take this course instead of your High school physics
\ncourse. One quarter is not enough time to serve your needs. Other
\nrunning start students will find this a good choice.<\/p>\n<\/p>\n
<\/p>\nPhysics 105<\/h3>\n
\n099<\/a> or equivalent. <\/p>\n
\nSome rustiness can be overcome during the course and support is
\nprovided for students with weak math skills.<\/p>\n
\nclass time with hands-on activities and discussion. This experience
\nis un-recoverable if you miss class. Daily attendance is extremely
\nimportant.<\/p>\n
\nand written communication.<\/p>\n
\nyou should not take this course instead of your High school physics
\ncourse. One quarter is not enough time to serve your needs. Other
\nrunning start students will find this a good choice.<\/p>\n<\/p>\n
\n<\/a><\/p>\nPhysics 109<\/h3>\n
\n098<\/a> or equivalent assessment. <\/p>\n
\ncontent during class time with hands-on activities and discussion.
\nThis experience is un-recoverable if you miss class. Daily attendance
\nis extremely important. The course is team based. Students work in
\nsmall teams on projects and learn by doing. The team roles are well
\ndefined. Teams give presentations at the end of each project which
\nare used to asses their grades instead of exams.<\/p>\n<\/p>\n
\n<\/a><\/p>\nPhysics 114<\/h3>\n
\n142<\/a> (Prev. Math 120) or equivalent.
\nRecommended Physics<\/b> 104<\/a>
\nor High School Physics .<\/p>\n
\nincludes algebra, geometry and basic trigonometry. Students who
\nare not relatively fluent with these mathematical tools can survive
\nphysics 114 but they will spend much of their effort struggling
\nwith the “grammar” rather than the content of the subject.
\nOne topic more than any other is a sticking point in this course
\n– vector operations. A very nice workbook on vectors is available
\nin the bookstore and can be productively studied before the course
\nbegins.<\/p>\n
\nabout your science background, you will probably want to take
\nP104 before taking P114. P104 provides a hands-on introduction
\nto three of the principle topics from the P114 – P116 sequence.
\nYou will encounter the approach and outlook of the discipline,
\ndiscover some basic physical principles on your own, and be prepared
\nfor three important topics along the way.<\/p>\nPhysics 115<\/h3>\n
\nand its prerequisites [Math&
\n142<\/a> (Prev. Math 120) or equivalent. Physics
\n104<\/a> or High School Physics recommended].<\/p>\n
\ntaking P114 first. P115 makes almost daily use of the concepts
\nfrom P114. (Keep this in mind as you study P114.)<\/p>\nPhysics 116<\/h3>\n
\nand its prerequisites [Physics 114<\/a>
\nand Math&
\n142<\/a> (Prev. Math 120) or equivalent. P104<\/a>
\nor High School Physics recommended].<\/p>\n
\n<\/a><\/p>\nPhysics 121<\/h3>\n
\n151<\/a> (Prev. Math 124)(calculus) or equivalent.
\nStrongly Recommended:<\/b> High School Physics <\/p>\n
\nkey element for success in this course. You should not attempt
\nto take them together. Our most common student remark is that
\nwithout taking the courses at the same time the student will not
\nbe able to finish in time. In nearly every case these students
\nexpect to transfer to very competitive programs and consequently
\nneed the highest grades they can attain. That goal will simply
\nnot be met even by most top flight students<\/i> who attempt
\nthe two courses concurrently. The student typically finds they
\nhave to re-take the course and so they do not finish in time anyway.
\nIf you have any question about this discuss it with a physics
\ninstructor early on.<\/p>\n
\ncalculus may be the only preparation you need for P121. Consult
\na faculty member for more details.<\/p>\n
\nabout your science background, you will probably want to take
\nP104 or P114 before taking P121. But please note the following:
\nNeither <\/i>course is considered a proper introduction to P121.
\nWe do not offer a prep course specifically for P121 at BC<\/b>
\n. A discussion of three possible choices is provided here. Discuss
\nthis with an advisor.<\/p>\n
\nphysics. The small group activities illustrate the thinking process
\nand approach that uniquely marks the discipline. The style of
\nthe course is very different from lecture classes and is a favorite
\nof students who have previously avoided science. You will be introduced
\nto the basic tools of physics but a significant mathematical gap
\nremains between this course and the tools you need for P121. P104
\nalso provides an introduction to three of the principle topics
\nacross the P121 – P123 sequence (optics, electricity, and motion).
\nThis choice may be most suitable if you are still getting your
\nmath background in line (you are currently taking math 142 or
\nbelow)<\/p>\n
\nwith slightly reduced mathematical rigor. It is better to view
\nP114 as the same course with a different audience than it is to
\nthink of P114 as a preparatory sequence for P121. If you have
\nstrong algebra and trigonometry skills but are very nervous about
\nyour physics, P114 may be preferred over P104 before starting
\nthe calculus based sequence. Keep in mind though that P114 is
\nnot a survey course. It only focuses on mechanics (like P121)
\nso that you will find the content in P122 and P123 to be completely
\nnew. To prepare completely using the algebra based courses would
\nproperly involve taking the entire sequence P114 -P116. Taking
\nthe whole sequence is not generally recommended because it is
\nalmost certainly more time and money than is needed. P114 by itself
\nintroduces many fundamental concepts and skills that will assist
\nyou through the whole year of physics, and so is not too bad a
\nchoice by itself. If you are nervous about physics, the question
\nof how to prepare for P121 is best done with the advice of a physics
\nfaculty member.<\/p>\n
\n(the full year of calculus) P104 becomes less advised because
\nyou will find the time spent on polishing math skills to be far
\nbelow you. Even the benefit of hands on learning probably will
\nnot outweigh this effect. Furthermore, you have acquired other
\nskills that put you in advance of other P121 students. Thus, the
\ntime your classmates spend in acquiring the mathematical proficiency
\nthey need, you can devote to your weak science background. Reading
\na good conceptual physics book on the side is a good accompaniment
\nhere. This plan has been successful for others in your position.
\nIt is again best if you discuss your background with a faculty
\nmember.<\/p>\nPhysics 122<\/h3>\n
\n152<\/a> (Prev. Math 125), Physics
\n121<\/a> and its prerequisites (Math151<\/a>.
\nor equivalent. High School Physics recommended).<\/p>\n
\nthese courses out of order. You will simply not succeed in this
\ncourse without taking P121 first (see comment for P114). Each
\ncourse builds directly on the previous one. Without that background
\nyou will be completely lost. Keep this in mind as you study P121.<\/p>\nPhysics 123<\/h3>\n
\n152<\/a> (Prev. Math 125), Physics 121 and Math
\n151<\/a> (Prev. Math 124). Concurrent registration in a math class
\nfollowing Math 152 and High School Physics are recommended.<\/p>\n
\n<\/a><\/p>\nPhysics 225<\/h3>\n
\n153<\/a> (Prev. Math 126) or Math
\n254<\/a> (Prev. Math 227).
\nRecommended or Concurrent Registration:<\/b> Math
\n238<\/a> <\/p>\n
\nyour math skills to talk about the world (math as language). This
\nrequires both breadth of knowledge and fluency. Discuss your background
\nwith the instructor to help decide if you are prepared for this
\ncourse.<\/p>\nAudience for Physics Courses<\/a><\/h2>\n
Transfer Issues<\/a><\/h2>\n