This sequence has certain benefits that make it worth considering. Though units R, E, Q, and T can be taught in any order, this particular order allows for more inter-unit synergies (for example, seeing relativity before unit E makes students more familiar with the very modest amount of relativity appearing in that unit, studying magnetic fields before unit Q makes some aspects of that unit easier, and studying the quantum harmonic oscillator and particle-in-a-box provides a foundation for results used in unit T). In a two-semester class, this sequence also ensures that the more challenging (and perhaps less interesting) material occurs near the beginning and that each semester closes with material that is both fascinating and less demanding. But though this sequence has benefits, the benefits are not significant enough to make the sequence required.

Also, while going through all the chapters of units C, N, and R is recommended (particularly in this sequence), some chapters in these units may be omitted. See the chapter list for more detail. Also, chapter T10 might be discussed in the first semester at the end of unit C.

This sequence looks much more like the topic sequence covered in traditional courses (particularly those with some modern physics content), and makes transferring from a traditional course section to a Six Ideas section or vice versa more practical. One may choose to supplement the material in this sequence with additional material on fluids and/or optics if that is required.

In any sequence where unit T occurs early, one might reasonably choose to omit chapter T7, which requires more sophistication than the other chapters. In the two-semester version, doing unit R before unit E takes advantage of the synergies between these units without affecting students ability to transfer (though it might have some implications for labs).

This is the sequence we currently teach at Pomona College to prospective physics majors and other non-premed physics students (we teach a more traditional sequence to pre-meds). Because of the large numbers of students at Pomona who enter with AP physics, we designed this course to provide an engaging step forward for those students while still being accessible to students with any kind of high-school physics. This course has become extremely popular, attracting many non-premeds. The number of people we capture for the physics major has also risen substantially since we instituted this course in 2009.

The first semester is a bit over-packed (our we have to omit some Q material to fit in exams). The second semester also has some extra overhead because we teach this as two half-courses (Newtonian physics and E&M).