Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Transcription

1 New Course OR Existing Course Author(s): Kurt Crowder Subject Area/Course No.: PHYSC-005 Units: 3 Discipline(s): Physics, Astronomy, Chemistry, Earth Science, Engineering Pre-Requisite(s): None Co-Requisite(s): None Advisories: Eligibility for ENGL-100 Catalog Description: This is an introduction to the major disciplines of physical science; physics, chemistry, earth science, and astronomy. Overarching ideas of disciplines will be emphasized, including energy and its transformations, the periodic table, plate tectonics, and the lifecycles of stars. Critical thinking, relationships between the disciplines, and applications to everyday life are also emphasized. Schedule Description: Learn about the major disciplines of physical science: physics, chemistry, earth science, and astronomy. We will explore the following questions: How is energy generated and used? What is so special about the periodic table? Is there really a single theory that explains most of the features on the surface of the earth? What are stars? How do they work? You will also discover how all of these disciplines are interrelated, and how they apply to everyday life, from sports, to how planes fly, to how to survive in the wilderness. Hrs/Mode of Instruction: Lecture: _54 Scheduled Lab: 18 HBA Lab: Composition: Activity: Total Hours _72 Credit Credit Degree Applicable (DA) Grading Pass/No Pass (P/NP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Student Choice (SC) 2 3 Last date of Assessment: Spring 2012 Cohort #: 4 Please apply for: LMC General Education Requirement(s): Physical Science Transfer to: CSU UC IGETC Area _5A_ CSU GE Area_B1_ C-ID Number Course is Baccalaureate Level: Yes No Form Revised Page 1 of 8

2 Signatures: Department Chair Librarian Dean (Technical Review) Curriculum Committee Chair President/Designee CCCCD Approval (Board or Chancellor's Office) STAND ALONE COURSE: YES NO Course approved by Curriculum Committee as Baccalaureate Level: YES NO LMC GE Requirement Approved by the Curriculum Committee: 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 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 Form Revised Page 2 of 8

3 Institutional Student Learning Outcomes: General Education SLOs: 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. None Program-Level Student Learning Outcomes (PSLOs): Not Applicable Course-Level Student Learning Outcomes (CSLOs): 1. Formulate solutions to physical science problems using relevant scientific concepts. (GESLO: 3) 2. Assess the connections between the various disciplines of physical science and other disciplines, and assemble concepts from the various physical sciences to solve interdisciplinary problems, including examples from everyday life. (GESLO: 2) 3. Read critically and communicate effectively as a writer and a speaker by evaluating interdisciplinary scientific controversies and judging which arguments from various disciplines are sound and which arguments are invalid. (GESLO: 1, 2, 3) 4. Read critically and communicate effectively as a writer and a speaker by assessing science as a global endeavor and a synthesis of ideas from, and with relevance for, people regardless of ethnicity, gender, or cultural background. (GESLO: 1, 5) 5. Read critically and communicate effectively as a writer and a speaker by judging the ethical implications of the pursuit of scientific knowledge and its application through technology. (GESLO: 1, 4) Assessment Instruments: CSLO 1: (Homework, Lab Work, Midterm and Final Exam) Homework, Lab work, midterms and finals ask students to solve various physical science problems. Example questions might be: A car accelerates from 5 m/s to 10 m/s in 3 seconds. Determine its acceleration. If the mass of the car is 1200 kg, then what is the net force on the car? What set of coefficients balances the following chemical equation? PH 3 + O 2 ---> P 4 O 10 + H 2 O The problems require students to distinguish between relevant and irrelevant information and laws of physical science, perform unit conversions, synthesize solutions from multiple ideas, and creatively determine which of many possible approaches to apply to a given problem. CSLO 2: (Homework, Midterm and Final Exam) Homework, midterms, and finals ask students to assess the connections between the various disciplines of physical science and other disciplines, and to assemble concepts from the various physical sciences to solve interdisciplinary problems, including examples from everyday life. Form Revised Page 3 of 8

4 Example questions might be: Explain how wave phenomena were used to explore the internal structures of atoms and the internal structure of the earth. How were these approaches similar? How did they differ? Relate one of these methods to an example from everyday life, such as determining whether or not a wall is hollow. Questions like this give the student the opportunity to demonstrate understanding of the various physical sciences, how they are interconnected, what makes them differ from each other, and how these ideas can be applied to everyday life. CSLO 3: (Papers and Oral Reports, Midterm and Final Exam) Papers, oral reports, midterms and finals ask the student to read critically and communicate effectively as a writer and a speaker by evaluating interdisciplinary scientific controversies and judging which arguments from various disciplines are sound and which arguments are invalid. This is an example assignment for a paper and an oral report. After reading the selected readings, prepare a paper and a talk that answers the following questions. What is global warming? What is the evidence that there is global warming? What is the evidence given against there being global warming? Critically analyze the arguments cited on both sides of the debate. What fallacies can you identify in the given arguments? The paper and the oral report will require students to compare and contrast different perspectives, present logical arguments, and defend their conclusions, all essential parts of critical thinking. A midterm or final exam question might be: Audio of the Apollo moon landings carried minimal engine noise. Does this mean that the moon landings were faked? Are there any other possible explanations for the lack of engine noise? While the final exam does not give the student as much time to study scientific controversies in depth, questions like this still permit the student to apply concepts of physical science (such as the lack of air on the moon) to determine whether certain arguments are valid. CSLO 4: (Papers and Oral Reports) Papers and oral reports ask the student to read critically and communicate effectively as a writer and a speaker by assessing science as a global endeavor and a synthesis of ideas from, and with relevance for, people regardless of ethnicity, gender, or cultural background. Instructions for a paper and/or oral report might include: Read the supplied biographies of Henrietta Swann Leavitt, Maria Meyer, Emmy Noether, Lise Meitner, Inge Lehmann, and Marie Curie. Choose one of these scientists and answer the following questions. Discuss your subject s background. Where was she born? Where did she live? Who were her contemporaries? What was her contribution to the physical science? How is her contribution used in science today? Why were the contributions of female scientists so prominent beginning in the 1900 s? Examples from a paper that demonstrates how science has a relevance for people around the world is given in the discussion of CSLO 5 below. CSLO 5: (Papers and Oral Reports) Papers and oral reports ask the student to read critically and communicate effectively as a writer and a speaker by judging the ethical implications of the pursuit of scientific knowledge and its application through technology. Instructions for a paper and/or oral report might include: Critically read the assigned passages on the role of greenhouse gases in Global Warming. What physical concepts are involved? Evaluate society s role in producing greenhouse gases. How might communities around the globe be impacted differently by the continued production of greenhouse gases? You might consider how the Tuvalu islanders are affected by rising sea level, how the Inuit way of life is affected by the decrease in Arctic sea ice, or how many peoples around the world, including residents of Northern California, will be affected by the dissipation of glaciers that Form Revised Page 4 of 8

5 feed residential water supplies. Will all residents of the US face the same problems? Consider inner-city dwellers, residents of the suburbs, and people living in rural areas. What ethical dilemmas do we face over our energy options, such as fossil fuels, nuclear, solar, and wind energy sources? The paper and the oral report will require students to compare and contrast multiple perspectives, present reasonable solutions, and defend their recommendations. Method of Evaluation/Grading: A-level work is characterized by attention to detail, the ability to think critically, determine relevant information, and synthesize ideas to solve problems that involve multiple concepts. Units are carried throughout a calculation. An A- level student is able to solve 90 % to 100% of problems correctly on homework, lab work and exams. An A-level student is able to explain why certain physical science principles apply. The student can cite many examples of how a given physical principle applies to other fields. The oral and written arguments presented by an A-level student include complex reasoning and demonstrate a complete chain of reasoning based on the facts and laws of physical science, even when the conclusions may be unpleasant or require abandoning previously held beliefs. The ethical reasoning of the student demonstrates an ability to view a situation from multiple perspectives and find solutions to problems that are acceptable to all stakeholders regardless of ethnicity, gender, or cultural background. C-level work is characterized by an ability to identify the most important details, perform limited critical thinking, an ability to solve simple problems and to partly solve problems that involve multiple concepts. Units are included in parts of a calculation. A C-level student is able to solve 70% to 79% of problems correctly on homework, lab work and exams. A C-level student is usually able to apply the correct physical principles. The student can site only 1 or 2 examples of how a given physical principle applies to other fields. The oral and written arguments presented by a C student include simple reasoning based on the facts and laws of physical science. Ethical reasoning may be limited to only one perspective. Proposed solutions to problems may be acceptable to only one stakeholder when other solutions could satisfy all stakeholders. Grading: Possible Point Structure: Homework: 20% Lab Performance: 20% Papers: 15% Midterm: 20% Final: 25% Course Content: Lab and lecture content are the same. I. What is Science? A. History of Science B. The Scientific Method C. Science compared and contrasted with religion, art, and courtroom proceedings. D. Logic, scientific arguments, and critical thinking E. Science as a worldwide enterprise F. Physical Science G. Units and Scientific Notation II. Physics A. Kinematics 1. Vectors 2. Kinematic variables 3. Constant velocity 4. Constant acceleration Form Revised Page 5 of 8

6 5. Other types of motion B. Mechanics. 1. Newton s Laws 2. Circular motion, gravitation, and orbital motion 3. Work and Energy 4. Impulse and Momentum C. Fluids 1. What is a fluid? 2. Pressure and density 3. Pascal s principle 4. Pressure increase with depth 5. Buoyancy 6. Gas laws 7. Fluids in motion a. The continuity equation b. Bernoulli s principle D. Thermal Physics 1. Temperature, Internal energy, and Heat 2. Thermal expansion 3. Specific heat capacity 4. Change of phase 5. Heat transfer a. Conduction b. Convection c. Radiation d. The Greenhouse effect and Global Warming e. Implications of Climate Change for humanity 6. The Laws of Thermodynamics a. The first law b. Adiabatic expansion of a gas c. The second law, Carnot s formula, heat engines and refrigerators d. The 0 th and 3 rd laws of thermodynamics E. Electromagnetism 1. Electric charges, forces, and fields 2. Voltage, current, resistance, and dissipated power 3. Electric circuits a. Direct and alternating current b. Series c. Parallel 4. Magnetism a. Magnets, magnetic materials, and magnetic fields b. The earth s magnetic field 5. Electromagnetic phenomena a. Magnetic forces on moving electric charges, the Van Allen belts b. Electric currents as sources of B fields, electromagnets, and motors c. Faraday s law, generators, and transformers. d. Maxwell s insight, accelerating charges, and electromagnetic waves F. Waves 1. What are waves? Types of waves. 2. Amplitude, wavelength, wave fronts, and rays 3. Reflection and refraction 4. Interference and diffraction 5. Doppler effect G. Quantum Mechanics and Atoms 1. Evidence for atoms 2. Spectroscopy, Rydberg constant 3. J. J. Thomson, the electron, and the Plum Pudding model Form Revised Page 6 of 8

7 4. Ernest Rutherford, the atomic nucleus, and the planetary model 5. Max Planck, blackbody radiation, Einstein and the photoelectric effect 6. Niels Bohr and the Bohr model 7. Louis de Broglie, particles as waves 8. Schrodinger, Heisenberg, Max Born and Quantum Mechanics 9. Quantum uncertainty 10. The modern day description of atoms III. Atoms and Chemistry A. The Periodic Table 1. Atomic energy levels 2. The Pauli exclusion principle, occupancy of atomic shells 3. The periodic table, groups and periods 4. Connecting quantum mechanics to the layout of the periodic table 5. Effective nuclear charge, atomic size, electro negativity, and ionization energies B. Atomic Bonds 1. Ionic bonds and the crossover technique. 2. Covalent bonds and covalent compounds 3. Metallic bonds and compounds 4. Bonds between molecules C. Atomic reactions and techniques for balancing equations IV. Earth Science A. The Earth s interior 1. Using waves to explore the earth s interior 2. The properties of the earth s layers B. Plate Tectonics 1. Alfred Wegener and the theory of Continental Drift 2. New evidence 3. Plate classifications 4. Plate Boundaries and nearby features a. Transform b. Divergent c. Convergent C. The Earth s Atmosphere, Climate and Weather 1. The earth s atmosphere, layer by layer 2. The meaning of High and Low pressure areas 3. The earth s tilt and seasons 4. Solar intensity, Arctic regions, and the Tropics 5. Hadley cells, the earth s rotation and the Coriolis Effect 6. Humidity, temperature, and precipitation 7. Ways that air masses are lifted a. Convection b. Orographic lifting c. Frontal lifting and types of weather fronts. 8. Classifying Cloud types D. Geological dating (Time permitting.) 1. Clues from position 2. Radioactive dating. V. Astronomy A. The Solar System 1. Terrestrial planets, their moons, and asteroids 2. Gas giants and their moons 3. Pluto and comets B. Extra-solar planets C. Measuring the distances to stars D. Classifying stars and the Hertzsprung-Russell Diagram Form Revised Page 7 of 8

8 E. Thermonuclear physics and stellar evolution F. Galaxies and larger scale structures in the universe G. The Hubble shift and the Big Bang Theory H. What are Dark Energy and Dark Matter? Lab By Arrangement Activities (If Applicable): NA Instructional Methods: Lecture (All CSLOs) Lab (CSLO 1) Activity Problem-based Learning/Case Studies (CSLOs 1, 2, and 3) Collaborative Learning/Peer Review (CSLOs 1, 3, and 5) Demonstration/Modeling (All CSLOs) Role-Playing Discussion (All CSLOs) Computer Assisted Instruction (All CSLOs) Other (explain) Textbooks: Hewitt, Suchocki, and Hewitt, Conceptual Physical Science, Addison Wesley, Sixth edition, Form Revised Page 8 of 8