I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one

V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Physics and Astronomy
Course #
PHSX U 141N
Course Title
Prerequisite
Einstein’s Relativity
Working knowledge of high school
physics & high school calculus or
consent of instructor
Credits
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
3
Date
Instructor
Nate McCrady
Phone / Email 2041/nate.mccrady@mso.umt.edu
Program Chair Andrew Ware
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew 
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Einstein's Special Theory of Relativity is one of the great triumphs of the human mind in this
century, yet most people have only a vague notion of what relativity is and what it means. In
this course, industrious students with a working knowledge of algebra and trigonometry and a
modest exposure to calculus gain deep insight into the counterintuitive nature of space and time
and will acquire a greater appreciation for the power and beauty of theoretical physics. We
begin with a brief historical view of the study of motion including the works of Aristotle,
Galileo, and Newton. We explore the necessity of introducing relativity theory to match known
experimental results. Einstein's special theory of relativity is introduced from a modern,
geometrically oriented perspective, using spacetime diagrams throughout, and emphasizing the
deep connection between time and space. We carefully develop the Lorentz transformation
equations and use them to explore several of the apparent “paradoxes” of the theory. Finally,
we apply the results of relativity theory to the practical real world problems of high-energy
particle physics, where the use of relativity is essential. Throughout the course, we emphasize
the logical structure of relativity to show how the unexpected and counter intuitive
consequences of the theory follow directly and inevitably from the principle of relativity (“the
laws of physics are the same in all inertial reference frames”). We are committed to the idea of
bringing a 3-credit physics course at the 100-level with broad intellectual appeal to students
from all disciplines across campus.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
The study of Special Relativity encompasses
1. Courses explore a discipline in the natural
virtually all sub-fields of physics including
sciences and demonstrate how the scientific
mechanics, electricity, magnetism, optics, and
method is used within the discipline to draw
high-energy particle physics. The course serves
scientific conclusions.
as a general introduction to the knowledge,
process, interpretation, and experimental
verification of the natural sciences, including
both an historical perspective and contemporary
interpretations. While we use special relativity
as a springboard, this course examines general
theoretical principles common to all of physics.
2. Courses address the concept of analytic
uncertainty and the rigorous process required to
take an idea to a hypothesis and then to a
validated scientific theory.
In this course students solve real problems in a
variety of topics in modern physics. The intimate
connection between experiment and theory is
stressed in this course. Broad classes of
phenomena are distilled into general physical
laws on a weekly basis. The non-intuitive nature
of relativity helps reinforce the rigorous process
required to take an idea to a hypothesis and then
to a validated scientific theory.
This is not a lab course.
3. Lab courses engage students in inquirybased learning activities where they formulate a
hypothesis, design an experiment to test the
hypothesis, and collect, interpret, and present
the data to support their conclusions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Students will be able to understand the
general principles associated with the
discipline(s) studied.
2. Students will be able to understand the
methodology and activities scientists use to
gather, validate and interpret data related to
natural processes.
3. Students will be able to detect patterns, draw
conclusions, develop conjectures and
hypotheses, and test them by appropriate means
and experiments.
4. Students will be able to understand how
scientific laws and theories are verified by
quantitative measurement, scientific
observation, and logical/critical reasoning.
We explore the necessity of introducing
relativity theory to match known experimental
results.
Special relativity has but one assumption. All of
the startling consequences of the theory follow
from that; this course emphasizes the techniques
used in all areas of theoretical physics, but in a
very self-contained format.
Although direct experimental verification of
theory is difficult in the classroom, we study
several famous experiments that provide
verification. Also, the necessity of using
relativistic corrections to navigational and GPS
systems is stressed in the course.
Since this is mainly a theory course, we rely on
logical/critical reasoning the most, and students
are challenged to match hypotheses to
experimental results. Students do examine
articles and video demonstrations of several key
experiments that verify predictions of the special
theory of relativity.
Students examine the uncertainty in several key
experiments that provide verification for
Einstein’s theory of special relativity.
5. Students will be able to understand the means
by which analytic uncertainty is quantified and
expressed in the natural sciences.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.