We occasionally visit selected sites, and have  musicians and craftspeople as guest speakers

We should be able to cover most of the textbook. Some sections will be treated carefully, others loosely. You will be asked to learn some material (indicated) without in-class treatment.

COURSE INFORMATION:

PREREQUISITES: As stated above, this is a course in basic musical acoustics so there are no college-level prerequisites. You will need to be able to manipulate simple equations (algebra) and occasionally to use logarithms.  In spite of the elementary  level, concepts and reasoning sometimes are sophisticated: thus class time is important in helping you grasp the needed insights. See below about attendance policy.

If your math skills are shaky, I will provide appropriate help as needed. Knowledge of musical notation, scales, and instruments will be helpful but need not be extensive.

ASSIGNMENTS: You are responsible for the concepts presented and/or assigned in class. Learning physics is very much like learning to play a musical instrument or developing one's athletic ability – all  require practice. [Think about any first-class musician or athlete and how often they practice!!]  Homework problems, however simple, are part of that practice. Therefore you are responsible for completing homework. Students (even advanced ones!) often think they understand a concept [they may have thoroughly memorized a definition, for example], yet are unable to apply it. The assigned  problems were chosen to help you toward a genuine understanding; note that they are also one of the bases for test content.  Homework will be generally be assigned weekly and typically will be due roughly one week later.

EXAMINATIONS AND GRADING: Grades will be based on
1) 38% for the best score out of two in-class exams,
2) 12% for your lowest exam score,
3) 15% for homework,
4) 10% for in-class participation,
5) 25% for the final exam. 

Exams  will consist of short answer or multiple choice questions on concepts, simple problems, or key factual information. You are premitted to use a formula sheet and a calculator on the four regular exams.  The final will include problems and/or analyses of situations.  Note the exam dates in the lecture schedule.

Additionally, if you do badly on the exams you may replace your lowest-scoring exam  with an optional term paper. This paper will be on a topic agreed upon after you confer with me, shall be approximately 2500 words in length and be based upon ~10 bibliographical references, at least half of which must be books in the UF library.

Regular attendance is expected. Repeated absences and lack of active class involvement will be noted. Class participation will be mostly short, UNANNOUNCED quizzes, usually about the topic(s) we discussed in the preceding class meeting. Respectable grades will result from reasonable involvement.  A's will be awarded for superior performance; B's for above-average mastery of the basics. 

YOUR INSTRUCTOR   This course originated some years ago after many conversations with friends on the School of Music faculty (all now retired).  I gave up teaching the course upon becoming a full-time administrator. Profs. Len Peterson and Sam Trickey (also now retired) continued to develop the course and I am very much indebted to them for sharing their resources.  Between the three of us we've used and tested in the classroom essentially all of the past and current musical acoustics textbooks.  We believe the present text offers the best combination of topics and comprehensible  exposition of  the science.  Through Dr. Trickey, Prof. Sam Matteson generously permitted us to use material from a similar course at the University of North Texas.   Although you'll need to put some effort into learning this material, the aim is to provide an enlightening experience that is also fun---at least part of the time! 

I spent my Freshman year at LSU (a long time ago!) as a music major before switching to physics and am a mamber of  several local choral groups.  Building and maintaining pipe organs is another active hobby.  I'm primarily a physicist, not a professional musician, so I'll try to make clear distinctions between 'scientific' and 'artistic' issues as they may arise, showing you how physicists think about and try to describe the real world.  I very much hope that some of you have musical expertise/talents/insights that will be valuable to the class. In that same vein, I’ll try to incorporate topics of interest that you suggest if they coherently  mesh with the course objectives.