LMC General Education Requirement and/or Competency & Graduation Requirement(s): None

Transcription

1 New Course OR Existing Course Instructor(s)/Author(s): Jeanne Bonner Subject Area/Course No.: PHYS-041 Units: 4 Course Name/Title: Physics for Scientists and Engineers II Discipline(s): Physics, Astronomy Pre-Requisite(s): PHYS-040 and prior or concurrent enrollment in MATH-070 Catalog Description: This course is an introduction to electricity and magnetism. Topics will include Coulomb s Law, Gauss Law, electric fields, electric potential, Ohm s Law, DC circuits, Capacitance, magnetic fields, Faraday's Law, electric oscillations, electromagnetic waves, Maxwell s equations and AC circuits.. Schedule Description: Do you want to understand how the world works from an electrical and magnetic perspective and see for yourself in a hands-on lab? In Physics 41 we will study motion, Coulomb s Law, Gauss Law, electric fields, electric potential, Ohm s Law, DC circuits, Capacitance, magnetic fields, Faraday's Law, electric oscillations, electromagnetic waves, Maxwell s equations and AC circuits. This course is offered in the fall only Hours/Mode of Instruction: Lecture 54 Lab 72 Composition Activity Total Hours 126 (Total for course) Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 (If Non-Credit desired, contact Dean.) Student Choice (SC) 2 3 Please apply for: LMC General Education Requirement and/or Competency & Graduation Requirement(s): None Transfer to: CSU UC IGETC LDTP Course is Baccalaureate Level: Yes No Page 1 of 10

2 Signatures: Department Chair Librarian Dean/Sr. Dean Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) For Curriculum Committee Use only: STAND ALONE COURSE: YES NO FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester Catalog year 20 /20 Class Max: Dept. Code/Name: T.O.P.s Code: Crossover course 1/ 2: ESL Class: Yes / No DSPS Class: Yes / No Coop Work Exp: Yes / No Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support F Transfer, Non-Occupational G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced Course approved by Curriculum Committee as Baccalaureate Level: _Yes / No_ LMC GE or Competency Requirement Approved by the Curriculum Committee: Distribution: Original: Office of Instruction Copies: Admissions Office, Department Chairperson Rev Page 2 of 10

3 Institutional Student Learning Outcomes General Education SLOs (Recommended by GE Committee) At the completion of the LMC general education program, a student will: 1. Read critically and communicate effectively as a writer and speaker. 2. Understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. Think critically and creatively 4. Consider the ethical implications inherent in knowledge, decision-making and action. 5. Possess a worldview informed by diverse social, multicultural and global perspectives. Occupational Education SLOs (Recommended by Occupational Education Committee) At the completion of the LMC occupational certificate or degree, a student will: 1. Be academically prepared to obtain an entry-level or a mid-level position in their industry. 2. Apply critical thinking to research, evaluate, analyze and synthesize information. 3. Demonstrate strong communication skills (written and/or oral) and interpersonal skills (customer service and team work). 4. Appropriately apply industry materials and technology. 5. Demonstrate the skills and knowledge necessary to take and pass certification exams for career advancement in their industry. Developmental Education SLOs (Recommended by Developmental Education Committee) At the completion of the LMC Developmental Education Program, a student will: 1. Demonstrate the skills necessary for the first transfer level courses in English and Math or for the English and Math competencies for the Certificate of Achievement. 2. Think critically to construct meaning and solve problems. 3. Read with comprehension. 4. Communicate effectively both in writing and orally. 5. Demonstrate the characteristics, habits, and attitudes of an effective learner. Student Services SLOs 1. LMC students will demonstrate proficiency in the use of college on-line services. 2. LMC students will demonstrate proficiency in self-advocacy. Library and Learning Support Services SLOs LMC students utilizing various Library and Learning Support Services will: 1. Access and effectively utilize available campus Library and Learning Support Services. 2. Apply knowledge learned and competencies gained from using Library and Learning Support Services to academic coursework and assignments. 3. Demonstrate information competency skills needed to meet the research demands of academic course work and life long learning. None of the Above Page 3 of 10

4 Program-Level Student Learning Outcomes (PSLOs) Students who have completed the Physics program will be able to: 1. Explain both the concerns and the main ideas of the major subfields of physics (including Mechanics, Waves and Optics, Electromagnetism, Thermodynamics and Statistical Physics, Quantum Mechanics, and other topics of Modern Physics). 2. Apply critical thinking skills to solve physics problems using theoretical, experimental, and computational techniques. 3. Explain how the ideas of physics apply to everyday situations encountered by individuals (e.g. How a heat engine works.) as well as issues facing society (e.g. How does global warming occur?). 4. Show how important physics ideas are represented, derived, and connected to each other through the language of mathematics. 5. Perform both qualitative and quantitative reasoning, along with knowledge of the relative magnitudes of physical quantities, to estimate the magnitude of certain effects upon the situation under study. 6. Design and perform simple experiments, interpret the results, and give estimates of uncertainties. 7. Synthesize multiple ideas of physics to solve problems. 8. Apply the ideas of physics to astronomy, chemistry, medicine, engineering and/or other disciplines. Course-Level Student Learning Outcomes (CSLOs): At the end of the course students will be able to: CSLO 1: Derive, use, and apply equations for the electric force (Coulomb s Law) and magnetic force as it applies to charges in motion and current carrying wires. (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 2: Derive, use, and apply various energy principles (electric potential, electric potential energy, electric and magnetic dipole moments). (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 3: Use, apply, and determine electric and magnetic field equations using direct methods (e.g. Biot-Savart Law to determine magnetic field) and laws (e.g. Gauss Law, Ampere s Law) exploiting symmetries. (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 4: Explain, synthesize, and apply a combination of concepts, definitions and laws (capacitance, resistance, charge, current, inductance, Ohm s Law, Kirchhoff s Law, Faraday s Law) as they pertain to various circuit elements (capacitors, resistors, inductors) and circuits (RC, DC, RL, LC, and AC). (PSLO 1, 2, 3, 4, 5, 6, 7, 8) Assessments: Problem Sets/ Labs Exams Final Exam Quizzes CSLO 1 X X X X CSLO 2 X X X X CSLO 3 X X X X CSLO 4 X X X X CSLO 1: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that provide opportunities to work with the electric and magnetic forces as they apply to various physical situations. Students need to determine what is known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical tools to solve each problem. On occasion quizzes may be given to assess student understanding of electric and magnetic forces. Labs: Labs are used to explore electric and magnetic forces in depth, specifically through hands on applications, group work problems and in-depth realistic scenarios. Students will complete a written lab report, group work writeup or may complete a written report of the in-depth realistic scenario. Exams: There will be conceptual and problem based questions pertaining to electric and magnetic forces. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the electric and magnetic forces. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to electric and magnetic forces. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the electric and magnetic forces. Page 4 of 10

5 CSLO 2: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that provide opportunities to work with the various energy principles (electric potential, electric potential energy, electric and magnetic dipole moments). Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical tools to solve each problem. On occasion quizzes may be given to assess student understanding of the various energy principles. Labs: Labs are used to explore the various energy principles (electric potential, electric potential energy, electric and magnetic dipole moments) in depth, specifically through hands on applications, group work problems and indepth realistic scenarios. Students will complete a written lab report, group work write-up or may complete a written report of the in-depth realistic scenario. Exams: There will be conceptual and problem based questions pertaining to the various energy principles (electric potential, electric potential energy, electric and magnetic dipole moments). The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the various energy principles. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to the various energy principles (electric potential, electric potential energy, electric and magnetic dipole moments). The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the various energy principles. CSLO 3: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that provide opportunities to work with the electric and magnetic fields. Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical tools to solve each problem. On occasion quizzes may be given to assess student understanding of the electric and magnetic fields. Labs: Labs are used to explore the electric and magnetic fields in depth, specifically through hands on applications, group work problems and in-depth realistic scenarios. Students will complete a written lab report, group work writeup or may complete a written report of the in-depth realistic scenario. Exams: There will be conceptual and problem based questions pertaining to the electric and magnetic fields. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the electric and magnetic fields. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to the electric and magnetic fields. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the electric and magnetic fields. CSLO 4: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that require synthesis, and application of a combination of concepts, definitions and laws (capacitance, resistance, charge, current, inductance, Ohm s Law, Kirchhoff s Law, Faraday s Law) as they pertain to various circuit elements (capacitors, resistors, inductors) and circuits (RC, DC, RL, LC, and AC). Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical tools to solve each problem. On occasion quizzes may be given to assess student understanding of the concepts, definitions and laws as they pertain to the various circuit elements and circuits. Labs: Labs are used to explore in depth the concepts, definitions and laws as they pertain to the various circuit elements and circuits, specifically through hands on applications, group work problems and in-depth realistic scenarios. Students will complete a written lab report, group work write-up or may complete a written report of the in-depth realistic scenario. Exams: There will be conceptual and problem based questions that require synthesis, and application of a combination of concepts, definitions and laws (capacitance, resistance, charge, current, inductance, Ohm s Law, Kirchhoff s Law, Faraday s Law) as they pertain to various circuit elements (capacitors, resistors, inductors) and circuits (RC, DC, RL, LC, and AC). The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the various concepts, definitions and laws as they pertain to the various circuit elements and circuits. Final Exam: There will be comprehensive conceptual and problem based questions that require synthesis, and application of a combination of concepts, definitions and laws (capacitance, resistance, charge, current, inductance, Ohm s Law, Kirchhoff s Law, Faraday s Law) as they pertain to various circuit elements (capacitors, resistors, inductors) and circuits (RC, DC, RL, LC, and AC). The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of the various concepts, definitions and laws as they pertain to the various circuit elements and circuits. Page 5 of 10

6 For CSLO 1 a possible problem set related to electric forces might be: 1. A certain charge Q is to be divided into two parts, q and Q q. What is the relationship of Q to q if the two parts, placed a given distance apart, are to have a maximum Coulomb repulsion? 2. How far apart must two protons be if the electrical repulsive force acting on either one is equal to its weight at the earth s surface? The mass of a proton is 1.7 x kg. 3. Two free point charges +q and +4q are a distance l apart. A third charge is so placed that the entire system is in equilibrium. Find the location, magnitude, and sign of the third charge. Is the equilibrium stable? 4. Two similar conducting balls of mass m are hung from silk threads of length l and carry similar charges q. Assume that θ is so small that tan θ can be replaced by its approximate equal, sin θ. To this approximation (a) show that x 2 o ql mg where x is the separation between the balls. (b) If l = 120 cm, m= 10g, and x = 5.0 cm, what is q? 5. Assume that each conducting ball in the previous problem is losing charge at the rate of 1.0 x 10-9 C/sec. At what instantaneous relative speed (= dx/dt) do the balls approach each other initially? 6. Two identical conducting spheres, having charges of opposite sign, attract each other with a force of N when separated by m. The spheres are connected by a conducting wire, which is then removed, and thereafter repel each other with a force of N. What were the initial charges on the spheres? 7. What is the resultant force on the charge in the lower left corner of the square? Assume that q = 1.0 x 10-7 C and a = 5.0 cm. The charges are fixed in position. 8. A cube of edge a carries a point charge q at each corner. (a) Show that the magnitude of the resultant force on any one of the charges is 0.262q F 2 oa (b) What is the direction of F relative to the cube edges? 9. The figure below shows a long insulating, massless rod of length l, pivoted at its center and balanced with a weight W at a distance x from the left end. At the left and right ends of the rod are attached positive charges q and 2q, respectively. A distance h directly beneath each of these charges is a fixed positive charge Q. (a) Find the distance x for the position of the weight when the rod is balanced. (b) What value should h have so that the rod exerts no vertical force on the bearing when balanced? Neglect the interaction between charges at the opposite ends of the rod. 2 Page 6 of 10

7 Method of Evaluation/Grading: A level student work is characterized by: applying all of the correct physical concepts of electricity, magnetism and circuits, and the corresponding calculus based mathematics, the structure of the solutions is detailed and correct and when multiple concepts are involved all necessary concepts are included; problem sets/quizzes that are clear, coherent, thorough, and accurately explaining the underlying physical concepts and mathematical principles; constructive participation in labs and activities and correctly following lab directions; lab write-ups that are thorough, detailed and accurate that cover the physics principles explored; midterms and final is clear, coherent, thorough, and accurately explaining the underlying physical concepts and mathematical principles. C level student work is characterized by: applying some of the correct physical concepts of electricity, magnetism and circuits and using some of the corresponding calculus based mathematics correctly, the structure of the solutions may be correct with details missing, and when multiple concepts are involved some of the necessary concepts are included; problem sets/quizzes that are partially accurately and explain some of the underlying physical concepts and mathematical principles; participation in labs and activities and correctly follow most lab directions; lab write-ups that are partially accurate that cover the physics principles explored; midterms and final are partially accurately explain some of the underlying physical concepts and mathematical principles. CSLOs are weighted: CSLO 1: 25% CSLO 2: 25% CSLO 3: 25% CSLO 4: 25% Possible grading structure: Exams 45% Final Exam 30% Problem Sets/Quizzes 15% Labs 10% Page 7 of 10

8 Course Content: Unit 1: Electric Charge electric charge conductors and insulators Coulomb s Law charge properties Electric Fields electric field electric field lines electric field due to a point charge electric field due to a line of charge electric field due to a charged disk a point charge in an electric field a dipole in an electric field potential energy of an electric dipole Gauss Law flux flux of an electric field Gauss Law Gauss Law and Coulomb s Law a charged isolated conductor applying Gauss Law: cylindrical symmetry applying Gauss Law: planar symmetry applying Gauss Law: spherical symmetry Electric Potential electric potential energy electric potential calculating the potential from the field potential due to a point charge or group of point charges potential due to a continuous charge distribution calculating the field from the potential electric potential energy of a system of point charges potential of a charged isolated conductor Unit 2: Capacitance capacitance calculating the capacitance capacitors in parallel and in series energy stored in an electric field energy density of an electric field capacitor with a dielectric Current and Resistance electric current current density resistance and resistivity Ohm s Law a microscopic view of Ohm s Law power in electric circuits Page 8 of 10

9 Circuits work, energy, and emf calculating the current in a single-loop circuit Kirchhoff s Laws resistance in series and parallel potential difference between two points multiloop circuits RC Circuits DC Circuits (Direct Current) Unit 3: Magnetic Fields what produces a magnetic field the definition of B magnetic field lines a circulating charged particle cyclotrons magnetic force on a current carrying wire torque on a current carrying loop the magnetic dipole moment magnetic potential energy Magnetic Fields Due to Currents calculating the magnetic field due to a current Biot-Savart law force between two parallel currents Ampere s Law solenoids Induction and Inductance Faraday s Law of Induction Lenz s Law induction and energy transfers induced electric fields inductors and inductance self-induction RL Circuits energy stored in a magnetic field energy density of a magnetic field Unit 4: Electromagnetic Oscillations and Alternating Current LC oscillations alternating current (AC) three simple circuits (resistive load, capacitive load, inductive load) the series RLC Circuit power in AC Circuits Maxwell s Equations Page 9 of 10

10 Instructional Methods: Check all the instructional methods that will be used in teaching this course. Keep in mind that the method of instruction and activities should relate to the CSLOs. Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Textbooks: Fundamentals of Physics Extended, 9 th edition by Halliday, Resnick and Walker-2011 Page 10 of 10