The best aspects of this course included the demonstrations that il ustrated difficult concepts, the organized and progressive manner of the lectures, the exams and notes that were posted online, the resources available for learning outside of class, the conferences with the instructors, and the physics sections/exam review sessions. Some students felt that the assigned homework was inconsistent to the material on the exams and that the grading rubric for exams needed clarification. Also, students felt that the instructor lectured at too rapid a pace and designed the exams to be more conceptual as opposed to critical/practical. Suggestions included correlating the homework and the exams consistently, having homework due on days other than exam days, omitting mastering physics, assigning more workbook problems, as the material is more relevant, and requiring attendance. Prospective students should know that without the prior knowledge of Physics II, the course will be extremely difficult to understand. Also, much of the material both taught and tested is theoretical, and while the class lectures focus more on math and derivations, the tests are more conceptual.

Engaging lectures, comprehensive study guides, and the conceptual (rather than math based) nature of this course were the best aspects. Many students thought the head TA was helpful and accessible. The homework was rated as the worst aspect of the course because of the weekly amount and the disconnect between the homework and the exams. Many students also would have liked better organized and more helpful TAs. Some suggestions for improvements included fewer homework assignments, better exam practice questions, and a later class time. Prospective students should know that the course requires a fair amount of work, but is a good representation of science courses at Hopkins.

The best part about this course was Professor Armitage’s enthusiastic lectures, with live demonstrations during many class sessions. Students appreciated the professor’s approachability and his willingness to make himself available for students needing help. Some students found it difficult to complete homework assignments because the content often went beyond what lecture covered, while others claimed that the professor seemed disorganized. This course could have been improved by offering students feedback on their exams, and providing practice exams. Prospective students should know it is beneficial to take Calculus I I prior to enrollment.