quadraphonics said:
Where I come from, 101 is a junior-year course.
for my undergrad (U of North Dakota) 1xx was freshman (
normally), 2xx sophomore, 3xx junior, 4xx senior, 5xx+ graduate. courses numbered lower than 100 (usually more than 90) meant courses that were remedial in nature and usually were not applicable for credit to the degree. but, if the student was deficient in something, may be required before moving on to a normal college level course. e.g. MATH090 was a high-school level algebra remedial course. there is a general math and science grad requirement for every student and students who flunked some math placement exam (or maybe it was a deficient ACT or SAT score or maybe they found themselves drowning in the first required math course, i dunno) those folks would take something like an 090 course.
traditionally MATH101, PHYS101, PHIL101, MUS101, ECON101, PSY101, CHEM101, BIO101, or ENGL101 meant the entry-level course in the discipline. we had an ENG101 (in general engineering). the first EE circuits course was EE201 or similarly numbered.
there are papers (in fact, http://www.musicdsp.org/files/Wavetable-101.pdf) that are written intended to be a sort of primer or tutorial or somehow seminal paper on a subject. i believe that that practice came from the common understanding of "101" being entry level, but i guess that wouldn't mean freshman level. i s'pose that's how you meant to use the term.
interesting etymology of a modern term.
The idea being that you can't really start on stuff in earnest until you finish calculus and physics, which takes two years, I guess..
i think you can start doing some circuit analysis before you get done with calc and physics. you need to know what a derivative and integral is. even though it would be nice to have the first two courses in General Physics behind (so you have the physical foundation to KVL, KCL, and the volt-amp characteristics of the R's, L's, and C's), you
could start with KVL, KCL, and the volt-amp characteristics as axiomatic, the rules that you begin with. and let the physical justification come later.
Colleges need to get together and settle on some kind of semi-regular course number conventions...
it would be nice if there was some standardization so that credits would transfer easily. i guess that's what organizations like ABET are for.