Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA (925)

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1 New Course OR Existing Course Instructor(s)/Author(s): Jeanne Bonner Subject Area/Course No.: PHYS-035 Units: 4 Course Name/Title: College Physics I Discipline(s): Physics, Astronomy Pre-Requisite(s): MATH-040 Co-Requisites(s): None Advisories: PHYS-015 Catalog Description: This course is an integrated study of the basic concepts, principles, and laws underlying physical phenomena and processes. Energy will be the unifying theme in treating mechanics, thermodynamics, and oscillations. This is the first semester of a year long course in general college physics. Schedule Description: Do you want to understand how the world works from a physical perspective and see for yourself in a hands-on lab? In Physics 35 we will study mechanics, thermodynamics, and oscillations. 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 Last date of Assessment: Cohort #: _1 Please apply for: LMC General Education Requirement(s): (Please list the proposed area(s) this course meets, or indicate none ) Natural Sciences Transfer to: CSU UC IGETC Area 5A CSU GE Area_ B1, B3 C-ID Number Course is Baccalaureate Level: Yes No Form Revised Page 1 of 8

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 Form Revised Page 2 of 8

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. None of the Above 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 kinematics (description of motion) concepts to the various types of motion (translational, rotational, and vibrational) when appropriate. (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 2: Use and apply Newton s Second Law (causes of motion) to the various types of motion (translational, rotational, and vibrational) and certain applications (equilibrium, gravitation, and simple harmonic motion). (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 3: Derive, use, and apply various conservation principles (energy, linear momentum, angular momentum) when appropriate. (PSLO 1, 2, 3, 4, 5, 6, 7, 8) CSLO 4: Derive, use, and apply heat, kinetic theory, and thermodynamic concepts in the appropriate physical situations. (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 kinematics concepts related to the various types of motion (translational, rotation, vibrational). Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical techniques to solve the problem. On occasion quizzes may be given to assess the students understanding of kinematics. Labs: Labs are used to highlight a kinematics application in depth, 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. Form Revised Page 3 of 8

4 Exams: There will be conceptual and problem based questions pertaining to kinematics. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of kinematics. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to kinematics. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of kinematics. CSLO 2: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that provide opportunities to work with Newton s Second Law as it applies to the various types of motion (translational, rotation, vibrational). Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical techniques to solve the problem. On occasion quizzes may be given to assess the students understanding of Newton s Second Law. Labs: Labs are used to highlight Newton s Second Law in depth, 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 pertaining to Newton s Second Law. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of Newton s Second Law. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to Newton s Second Law. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of Newton s Second Law. CSLO 3: Problem Sets/Quizzes: Throughout the semester students are assigned problem sets (word problems) that provide opportunities to work with the various conservation principles (energy, linear momentum, angular momentum). Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical techniques to solve the problem. On occasion quizzes may be given to assess the students understanding of the various conservation principles (energy, linear momentum, angular momentum). Labs: Labs are used to highlight various conservation principles (energy, linear momentum, angular momentum) in depth, 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 pertaining to kinematics. 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 conservation principles (energy, linear momentum, angular momentum). Final Exam: There will be comprehensive conceptual and problem based questions pertaining to the various conservation principles (energy, linear momentum, angular momentum). 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 conservation principles (energy, linear momentum, angular momentum). CSLO 4: Problem Sets/Quizzes: Students are assigned problem sets (word problems) that provide opportunities to work with heat, kinetic theory, and thermodynamics concepts as they apply to different physical situations. Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate mathematical techniques to solve each problem. On occasion quizzes may be given to assess student understanding of heat, kinetic theory, and thermodynamics. Labs: Labs are used to highlight heat, kinetic theory, and thermodynamics in depth, 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 pertaining to heat, kinetic theory, and thermodynamics. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of heat, kinetic theory, and thermodynamics. Final Exam: There will be comprehensive conceptual and problem based questions pertaining to heat, kinetic theory, and thermodynamics. The conceptual section may be composed of multiple-choice, fill-in, short answer or matching. The problem based questions are written applications of heat, kinetic theory, and thermodynamics. For CSLO 1 a possible problem set related to vectors might be: Problems taken from Chapter 2: Motion in One Dimension, 8 th edition of College Physics, by Serway, Faughn, and Vuille. Form Revised Page 4 of 8

5 7. A motorist drives north for 35.0 minutes at 85.0 km/h and then stops for 15.0 minutes. He then continues north, traveling 130 km in 2.00 h. (a) What is his total displacement? (b) What is his average velocity? 13. A person takes a trip, driving with a constant speed of 89.5 km/h, except for a 22.0 min rest stop. If the person s average speed is 77.8 km/h, how much time is spent on the trip and how far does the person travel? 15. To qualify for the finals in a racing event, a race car must achieve an average speed of 250 km/h on a track with a total length of m. If a particular car covers the first half of the track at an average speed of 230 km/h, what minimum average speed must it have in the second half of the event in order to qualify? 23. A certain car is capable of accelerating at a rate of m/s 2. How long does it take for this car to go from a speed of 55 mi/h to a speed of 60 mi/h? 27. A car traveling east at 40.0 m/s passes a trooper hiding at the roadside. The driver uniformly reduces his speed to 25.0 m/s in 3.50 s. (a) What is the magnitude and direction of the car s acceleration as it slows down? (b) How far does the car travel in the 3.5-s time period? 28. In 1865 Jules Verne proposed sending men to the Moon by firing a space capsule from a 220-m-long cannon with final speed of km/s. What would have been the unrealistically large acceleration experienced by the space travelers during their launch? (A human can stand an acceleration of 15g for a short time.) Compare your answer with the free-fall acceleration, 9.80 m/s A car accelerates uniformly from rest to a speed of 40.0 mi/h in 12.0 s. Find (a) the distance the car travels during this time and (b) the constant acceleration of the car. 43. A hockey player is standing on his skates on a frozen pond when an opposing player, moving with a uniform speed of 12 m/s, skates by with the puck. After 3.0 s, the first player makes up his mind to chase his opponent. If he accelerates uniformly at 4.0 m/s 2, (a) how long does it take him to catch his opponent, and (b) how far has he traveled in that time? (Assume the player with the puck remains in motion at constant speed.) 49. Traumatic brain injury such as concussion results when the head undergoes a very large acceleration. Generally, an acceleration less than 800 m/s 2 lasting for any length of time will not cause injury, whereas an acceleration greater than m/s 2 lasting for at least 1 ms will cause injury. Suppose a small child rolls off a bed that is 0.40 m above the floor. If the floor is hardwood, the child s head is brought to rest in approximately 2.0 mm. If the floor is carpeted, this stopping distance is increased to about 1.0 cm. Calculate the magnitude and duration of the deceleration in both cases, to determine the risk of injury. Assume the child remains horizontal during the fall to the floor. Note that a more complicated fall could result in a head velocity greater or less than the speed you calculate. 53. A model rocket is launched straight upward with an initial speed of 50.0 m/s. It accelerates with a constant upward acceleration of 2.00 m/s 2 until its engines stop at an altitude of 150 m. (a) What can you say about the motion of the rocket after its engines stop? (b) What is the maximum height reached by the rocket? (c) How long after liftoff does the rocket reach its maximum height? (d) How long is the rocket in the air? 62. A ranger in a national park is driving at 35.0 mi/h when a deer jumps into the road 200 ft ahead of the vehicle. After a reaction time t, the ranger applies the brakes to produce an acceleration a = ft/s 2. What is the maximum reaction time allowed if she is to avoid hitting the deer? 65. Two students are on a balcony 19.6 m above the street. One student throws a ball vertically downward at 14.7 m/s; at the same instant, the other student throws a ball vertically upward at the same speed. The second ball just misses the balcony on the way down. (a) What is the difference in the two balls time in the air? (b) What is the velocity of each ball as it strikes the ground? (c) How far apart are the balls s after they are thrown? Method of Evaluation/Grading: A level student work is characterized by: applying all of the correct physical concepts of kinematics, dynamics and energy, the corresponding 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 Form Revised Page 5 of 8

6 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 kinematics, dynamics and energy, and using some of the corresponding 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 25% Problem Sets/Quizzes 15% Labs 15% Course Content: Unit 1: Units and Dimensions fundamental units of mass (m), length (l), and time (t) of various physical quantities in different systems (e.g. SI, cgs, English) one dimension, two dimensions dimensional analysis unit conversions Problem Solving Format and Strategy Given, Find, Strategy, Solution Mathematics trigonometry vector versus scalar quantities vector addition and subtraction (geometrically and by components) Motion in One Dimension motion along a straight line (one-dimensional motion) position, displacement, distance velocity and speed (constant, average, and instantaneous) acceleration (constant, average, and instantaneous) derivation of kinematics equations for one-dimensional motion Two Dimensional Motion motion in two dimensions position, displacement, distance velocity and speed (constant, average, and instantaneous) acceleration (constant, average, and instantaneous) derivation of kinematics equations for two-dimensional motion projectile motion uniform circular motion The Laws of Motion Newton s First Law force mass Newton s Second Law some particular forces (e.g. weight, normal, friction, tension) Newton s Third Law Form Revised Page 6 of 8

7 Applications of Newton s Laws frictional forces (static friction, kinetic friction) uniform circular motion centripetal acceleration Unit 2: Work and Energy energy kinetic energy work derivation of work-energy theorem work done by various forces (e.g. gravitational force, spring force, general variable force) Power power (average, instantaneous) Conservation of Energy work and potential energy work done on a system by an external force conservation of energy Linear Momentum and Impulse linear momentum impulse linear momentum-impulse theorem Conservation of Linear Momentum law of conservation of linear momentum Collisions momentum and kinetic energy in collisions elastic collisions inelastic and perfectly inelastic collisions collisions in one and two dimensions Rotational Kinematics rotational variables (angular displacement, angular velocity, angular acceleration) relating the linear and angular variables rotational kinematics equations (rotation and constant angular acceleration) Rotational Dynamics, Work, and Energy rotational inertia torque Newton s Second Law for rotation work and rotational kinetic energy Angular Momentum Newton s Second Law in angular form angular momentum of a rigid body rotating about a fixed axis conservation of angular momentum Equilibrium requirements of equilibrium center of gravity static equilibrium Gravitation Newton s law of gravitation gravitational acceleration near Earth s surface Kepler s Laws (law or orbits, law of areas, law of periods) Unit 3: Thermal Physics Temperature and the Zeroth Law of Thermodynamics Thermometers and Temperature Scales Thermal Expansion of Solids and Liquids Macroscopic Description of an Ideal Gas Form Revised Page 7 of 8

8 The Kinetic Theory of Gases Energy in Thermal Processes Heat and Internal Energy Specific Heat Calorimetry Latent Heat and Phase Change, Energy Transfer The Laws of Thermodynamics Work in Thermodynamic Processes The First Law of Thermodynamics Thermal Processes Heat Engines and the Second Law of Thermodynamics Entropy Unit 4: Vibrations (or Oscillations) Hooke s Law elastic potential energy comparing simple harmonic motion with uniform circular motion frequency, angular frequency, period vibrational kinematics pendulums Instructional Methods: 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, 10 th edition (2014) by Halliday, Resnick and Walker Form Revised Page 8 of 8