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

Transcription

1 New Course OR Existing Course Instructor(s)/Author(s): Kurt Crowder Subject Area/Course No.: PHYS-015 Units: 4 Course Name/Title: Introduction to Physics Discipline(s): Physics Pre-Requisite(s): One year high school algebra, Math 25, or the equivalent. Co-Requisite(s): None Advisories : Eligibility for ENGL 100 Catalog Description: An integrated study of physical concepts and principles with laboratory methods and techniques. An intradisciplinary approach will be used to develop an understanding of the nature of energy and matter interactions through a study of such topics as motion, thermal physics, electromagnetism, wave phenomena, and modern physics. Emphasis is placed on the creative process of scientific inquiry, on the aesthetics of science, and on the limitations and implications of scientific knowledge. Skills in critical thinking, problem-solving, and effective learning will be developed through the course. Schedule Description: Have you ever wondered why airplanes can fly, how heat engines and refrigerators work, how an electric motor works, or how to make your own electricity? Physics 15 provides the answers to all of these questions and more! This course explains the physics principles behind modern day technology, including motion, thermal physics, electricity & magnetism, waves, and modern physics. Learn how to solve problems and see what physical principles are behind major issues facing the public today, such as the debate on global warming and sources of alternative energies. You will also watch these principles at work in the laboratory and learn about the history of physics. Hours/Mode of Instruction: Lecture 54 Lab 54 Composition Activity Total Hours 108 (Total for course) Credit Credit Degree Applicable (DA) Grading Passt/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. (Each of the above student learning outcomes for the general education program has a written explanation with illustrations and examples of its application within courses, as well as specific assessment criteria. Consult the GE program information pages.) None of the Above Program-Level Student Learning Outcomes (PSLOs) Students who have completed the Physics program will be able to: A. 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). B. Apply critical thinking skills to solve physics problems using theoretical, experimental, and computational techniques. C. 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?). D. Show how important physics ideas are represented, derived, and connected to each other through the language of mathematics. E. 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. F. Design and perform simple experiments, interpret the results, and give estimates of uncertainties. G. Synthesize multiple ideas of physics to solve problems. H. Apply the ideas of physics to astronomy, chemistry, medicine, engineering, and/or other disciplines. Course-Level Student Learning Outcomes (CSLOs) Students who have completed Physics 15 will be able to: A. Analyze a given physics problem, solve it, and justify the units used throughout the calculations. (PSLOs: B, D, E, and G.)(GE: 3) B. Diagram and assemble the components of an everyday device, such as a motor, a refrigerator, or an airplane wing. Defend the use of each component.(pslos: C)(GE: 1) C. Critically evaluate arguments currently applied to issues facing society today, such as global warming and alternative energy strategies. For example: How are different global societies and different cultures affected by global warming and its consequences? Use physical reasoning to critique the arguments.(pslos: A, C, H)(GE: 1, 2, 4, 5) D. Perform an experiment to investigate a physical concept. Write a lab report with a logical format to assess the results of the experiment. Evaluate the assumptions made and recommend improvements to the lab. (PSLOs: B, D, E, F)(GE: 1, 3) E. Decide when and how to apply the ideas of physics to other fields chemistry, medicine, engineering, art, sports, etc. (PSLOs: A, H)(GE: 1, 2) Form Revised Page 3 of 8

4 Assessments: Assessments include problem solving assignments, labs, midterms, papers, a student project, and a final exam. CSLO A: (Assignments, Midterms, Final Exam) A 10 gram bullet travelling at 950 m/s strikes and becomes embedded in a 2 kg box, which is initially at rest on a level surface. As a result of the impact, the box slides a distance of 38 cm. What is the coefficient of friction between the box and the surface? The problems require students to distinguish between relevant and irrelevant information and laws of physics, perform unit conversions, synthesize solutions from multiple ideas, and creatively determine which of many possible approaches to apply. CSLO B: (Midterm or Final Exam) Diagram the main components involved to the functioning of a refrigerator. Label each component and justify its function in a refrigeration cycle. These questions require students to communicate effectively as a reader and a writer by diagramming and assembling the components of a common household device. CSLO C: (Paper, Student project with oral report) 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 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. How will 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. CSLO D: (Lab report) Write a report for the free fall lab. Include the following sections in your report: Introduction, Apparatus, Procedure, Raw Data, Calculations, and Conclusion. Write with enough detail so that a student who has not done the lab could use your report to do the experiment. State whether your conclusions agree with your understanding of physics. Did the results agree with the accepted value of g within your experimental error? If not, why not? Hint: What assumptions are you making in this lab? Give suggestions for improving the lab. The student must be able to communicate effectively, think critically about the assumptions that apply to the lab, and think creatively to recommend improvements for the lab. CSLO E: (Midterm, Final Exam) Explain Bernoulli s principle and justify its use to describe phenomena in what are thought of as non-physics fields. This assessment requires the student to communicate effectively and demonstrate an understanding of the connections between disciplines and applications of interdisciplinary approaches to problem solving by illustrating how the use of Bernoulli s principle is justified in such diverse applications as throwing a curve ball, designing an airplane wing, blood flow problems in medicine, and the functioning of a perfume bottle. Method of Evaluation/Grading: Approximate weighting of assessments: Problem solving assignments: 30% Labs and reports: 10% Papers: 10% Midterm exams: 20% Student projects with oral report: 10% Final Exam: 20% Form Revised Page 4 of 8

5 CSLOS are weighted: CSLO A: 70% CSLO B: 5% CSLO C: 10% CSLO D: 10% CSLO E: 5% A-level work is characterized by attention to detail, the ability to think critically, determine relevant information, and synthesize several ideas to solve a given problem. Units are carried throughout a calculation. An A-level student is able to identify factors that affect lab results, estimate their relative importance, and state whether a particular effect will raise or lower a measured quantity. An A-level student is able to explain why certain principles apply. The student can cite many examples of how a given physics principle applies to other fields. The oral and written arguments presented by an A-level student demonstrate a complete chain of reasoning based on the facts and laws of physics, 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. C-level work is characterized by an ability to identify the most important details, perform limited critical thinking, an ability to usually identify relevant information, and an ability to identify some but not all of the physics concepts needed to solve a synthesis problem. Units are included in parts of a calculation, but not carried through each step diligently. A C-level student is able to identify some factors that affect lab results, but is unable to estimate their relative importance, and needs leading questions to determine whether a particular effect will raise or lower a measured quantity. A C-level student is usually able to apply the correct physics principles, but cannot usually explain why they apply. The student can site only 1 or 2 examples of how a given physics principle applies to other fields. The oral and written arguments presented by a C student include reasoning based on the facts and laws of physics, but is incomplete and avoids completely exploring logical conclusions. 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. Course Content: Provide the detailed content of the course. 1. What is Physics? a. Units b. Critical thinking c. Science, the global enterprise d. The Scientific method e. Questions that science can and cannot answer f. Physics as a science 2. Kinematics a. Average speed and constant velocity b. Constant acceleration c. Motion along a line d. Problem solving procedure 3. Free-falling Objects and Projectile Motion a. What is freefall? b. One dimensional freefall. c. Projectile motion 4. Newton's Laws a. The concept of inertia. b. Newton s 1 st law. c. Newton s 2 nd law. d. Newton s 3 rd law. Form Revised Page 5 of 8

6 5. Circular Motion, the Planets, and Gravity a. Centripetal acceleration b. Fictitious forces and centrifugal force c. Explaining the heavens through time. d. Kepler s laws e. Newton s universal law of gravitation. f. Orbital motion 6. Work, Energy, and Oscillations a. Work b. Energy i. Kinetic ii. Potential c. Work-Energy Theorem d. Conservation of energy. i. Mechanical ii. Universal 7. Momentum and Impulse a. Momentum b. Impulse c. Impulse-Momentum theorem d. Newton s generalized 2 nd law e. Conservation of momentum 8. Rotational Motion of Solid Objects a. Concept of torque b. Moment of inertia c. Rotational formulas as analogs of linear formulas d. Rotational kinematics e. Rotational dynamics 9. The Behavior of Fluids a. Pressure and density b. Pascal s principle c. Pressure increase with depth. d. Atmosphere pressure e. Barometers f. Buoyancy, how to build a submarine g. Continuity equation h. Bernoulli s principle, airplanes, curve balls, etc. i. Laminar and turbulent flow 10. Introduction to thermal physics a. Temperature, Heat, and Internal energy b. Thermal expansion, thermometers, etc. c. Specific heat capacity d. Changes of phase e. Heat transfer i. Conduction ii. Convection iii. Radiation iv. Greenhouse effect and Global Warming 1. The debate, what is the evidence? 2. Applying physics to greenhouse gases and global warming 3. Consequences, who is affected and how? Form Revised Page 6 of 8

7 11. The Laws of Thermodynamics a. First law of thermodynamics b. Second law of thermodynamics c. Heat engines i. Steam turbines ii. 4 stroke engines iii. Improving efficiencies d. Cooling systems and heat pumps 12. Electrostatic Phenomena a. Charge and Coulomb s law b. How charge is transferred c. Charge polarization d. Electric fields e. Voltage 13. Electric Circuits a. What is current? b. Conductors, semiconductors, insulators, etc. c. Why circuits? d. Resistance and Ohm s law e. Power transfer in circuits f. a. c. and d.c. circuits 14. Magnets and magnetism a. Magnets b. The earth as a magnet c. Magnetic fields d. Ferromagnetism, Paramagnetism, etc. 15. Electromagnetism a. Magnetic force on a moving charge, Van Allen belts. b. Currents as magnetic field sources c. Motors d. Faraday s law and electric generators e. Transformers f. Maxwell s correction, electromagnetic waves 16. Understanding Waves a. What is a wave? b. Describing waves, speed formula c. Longitudinal, transverse, etc. d. Interference e. Standing waves f. Strings, tubes, and music g. Preview of wave phenomena 17. Light Waves, Wave Optics and Color a. Electromagnetic spectrum b. Eyesight and color perception, color mixing c. Interference, thin films d. Diffraction e. Wave behavior and optical instruments, diffraction gratings 18. Geometrical Optics a. Reflection b. Refraction and lenses c. Introduction to wave tracing d. Lens and mirror formula e. Color aberration f. Optical instruments, telescopes and microscopes Form Revised Page 7 of 8

8 19. Atoms and Quantum Mechanics a. The concept of atoms through time b. J. J. Thompson and the electron c. Spectroscopy d. Plum pudding, Rutherford scattering, planetary model e. Blackbody radiation, Planck s law f. The photoelectric effect, Einstein s insight g. Bohr model h. DeBroglie, particles as waves i. Uncertainty principle j. Modern quantum mechanics and view of the atom 20. The Nucleus and Nuclear Energy a. Rutherford revisited b. Stability and radioactivity c. Types of radioactivity, Nuclear chemistry d. Half lives and radioactive dating e. Fission, fusion f. Nuclear reactors g. Nuclear weapons i. How they work ii. Nuclear proliferation iii. Consequences 21. Relativity a. Michelson-Morley experiment b. Einstein s postulates c. The light clock and time dilation d. Length contraction e. Energy and mass Instructional Methods: Lecture Lab* Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) Student project *This includes 2 hours in a regular laboratory setting and may include 1 hour of an Hour by Arrangement, where the students are required to report to the Physical Science Tech/Media center while a qualified faculty member is present, at which time the students shall participate in instructional activities. Textbooks: The Physics of Everyday Phenomena, (A Conceptual Introduction to Physics), current edition, currently 8 th Edition, by W. Thomas Griffith and Juliet W. Brosing, McGraw Hill, Form Revised Page 8 of 8