Instructor(s)/Author(s): Jeanne Bonner

New Course OR Existing Course Instructor(s)/Author(s): Jeanne Bonner Subject Area/Course No.: PHYS-040 Units: 4 Course Name/Title: Physics for Scientists and Engineers I Discipline(s): Physics Pre-Requisite(s): Prior or concurrent enrollment in MATH-060 Catalog Description: This is an introduction to Newtonian mechanics. Topics will include vectors, rectilinear and planar motion, Newton s Laws, work and energy, linear and angular momentum, rotational kinematics and dynamics, equilibrium, oscillations, and gravitation. Schedule Description: Do you want to understand how the world works from a mechanical perspective and see for yourself in a hands-on lab? In Physics 40 we will study motion, Newton s Laws, work and energy, linear and angular momentum, rotational kinematics and dynamics, equilibrium, oscillations, and gravitation. Hours/Mode of Instruction: Lecture 54 Lab 72 Composition Activity Total Hours 126 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 #: _2 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 082013 Page 1 of 8

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 082013 Page 2 of 8

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) equations 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 and gravitation). (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: Describe, explain, and apply the underlying mathematical concepts of Newtonian Mechanics, specifically vectors and vector operations (dot and cross products). (PSLO 1, 2, 3, 4, 5, 6, 7, 8) Assessments: Problem Sets/ Labs Midterms Final 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 equations related to the various types of motion (translational, rotation, vibrational). Students need to determine what s known, unknown, distinguish the appropriate strategies, Form Revised 082013 Page 3 of 8

and use the appropriate math 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 writeup or may complete a written report of the in-depth realistic scenario. Midterms: 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: 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 math 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. Midterms: 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: 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 math 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. Midterms: 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: 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 multiplechoice, 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: Throughout the semester students are assigned problem sets (word problems) that require understanding and use of vectors and vector operations. Students need to determine what s known, unknown, distinguish the appropriate strategies, and use the appropriate math to solve the problem. On occasion quizzes may be given to assess the students application of the various mathematical techniques. Labs: Labs are used to practice and master vector and vector operations through graphic and analytic methods. Students will demonstrate these mathematical skills in a written lab report, group work write-up or may complete a written report of the in-depth realistic scenario. Midterms: There will be conceptual and problem based questions involving vectors. The problem based questions will require students to demonstrate appropriate use of vectors and vector operations. Form Revised 082013 Page 4 of 8

Final: There may be conceptual and will be problem based questions involving vectors. The problem based questions will require students to demonstrate appropriate use of vectors and vector operations. For CSLO 4 a possible problem set related to vectors might be: 1. We can order events in time. For example, event b may precede event c but follow event a, giving us a time order of events a, b, c. Hence there is a sense of time, distinguishing past, present, and future. Is time a vector therefore? If not, why not? 2. Consider two displacements, one of magnitude 3 meters and another of magnitude 4 meters. Show how the displacement vectors may be combined to get a resultant displacement of magnitude (a) 7 meters, (b) 1 meter, and (c) 5 meters. 3. Given two vectors a 4iˆ3ˆj and b 6iˆ8ˆj, find the magnitude and direction of a, of b, of a + b, of b - a, and of a - b. 4. Find the sum of the vector displacements of c and d whose components in miles along three perpendicular directions are cx = 5.0, cy = 0, cz = -2.0; dx = -3.0, dy = 4.0, dz = 6.0 5. A vector d has a magnitude of 2.5 meters and points due north. What are the magnitudes and directions of the vectors (a) - d, (b) d /2.0, (c) -2.5 d and (d) 4.0 d? 6. A vector a of magnitude ten units and another vector b of magnitude six units point in directions differing by 60 o. Find (a) scalar product of the two vectors and (b) the vector product of the two vectors. 7. Given vector a in the +x-direction, vector b in the +y-direction, and the scalar quantity d: (a) What is the direction of a X b? (b) What is the direction of b X a? (c) What is the direction of b /d? (d) What is the magnitude of a b? 8. Two vectors are given by A3.0iˆ5.0 ˆj and B 2.0iˆ 5.0 ˆj. Find (a) A X B, (b) A B, and (c) ( A + B ) B. 9. Three vectors are given by A 3iˆ3ˆj2kˆ, B iˆ4ˆj2kˆ and C 2iˆ2ˆjkˆ. Find (a) A ( B X C ), (b) A ( B + C ) and (c) A X ( B + C ). Method of Evaluation/Grading: An A-level student will have all of the correct physical concepts and correctly apply the mathematics. The structure of the solutions is correct and details present. When multiple concepts are involved an A-level student will include all necessary concepts. A-level student work on problem sets/quizzes is characterized by clear, coherent, thorough, accurate communication of the underlying physical concepts and mathematical principles. On labs A- level student work is characterized by correctly following directions, constructively participating and contributing to group activities, and thorough, detailed, accurate write-ups that cover the physics principles explored. A-level student work on midterms and the final is characterized by clear, coherent, thorough, accurate communication of the underlying physical concepts and mathematical principles. A C-level student might have the correct physical concept but not apply the mathematics correctly. The structure of the solution could be correct but the details flawed. When multiple concepts are involved a C-level student might Form Revised 082013 Page 5 of 8

have some, but not all of the conceptual knowledge. C-level student work on problem sets/quizzes is mostly characterized by clear, coherent, thorough, accurate communication of the underlying physical concepts and mathematical principles. On labs C-level student work is characterized by correctly following directions, constructively participating and contributing to group activities, but details, thoroughness and accuracy may be missing in their write-ups regarding the physics principles explored. C-level student work on midterms and the final is mostly characterized by clear, coherent, thorough, accurate communication of the underlying physical concepts and mathematical principles. CSLOs are weighted: CSLO 1: 30% CSLO 2: 30% CSLO 3: 30% CSLO 4: 10% Possible grading structure: Midterms 45% Final Exam 30% Problem Sets/Quizzes 15% Labs 10% Course Content: Lab and lecture content is the same. Throughout the entire course, problem solving and all its attendant skills are promoted, utilized and emphasized. Unit 1: Introduction 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, three dimensions Problem Solving Format and Strategy Given, Find, Strategy, Solution Vector Mathematics vector versus scalar quantities vector addition and subtraction (geometrically and by components) vector multiplication (scalar, dot product, cross product) Kinematics 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 Planar 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 Newton s Laws Newton s First Law force Form Revised 082013 Page 6 of 8

mass Newton s Second Law some particular forces (e.g. weight, normal, friction, tension) Newton s Third Law 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 conservative versus non-conservative forces path independence of conservative forces work done on a system by an external force conservation of energy Center of Mass and Linear Momentum center of mass for point particles and rigid, extended bodies linear momentum Impulse-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 Unit 3: 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 Form Revised 082013 Page 7 of 8

conservation of angular momentum Equilibrium requirements of equilibrium center of gravity static equilibrium Unit 4: Simple Harmonic Motion frequency, angular frequency, period vibrational kinematics force law for simple harmonic motion energy in simple harmonic motion pendulums simple harmonic motion and uniform circular motion Gravitation Newton s law of gravitation gravitational acceleration near Earth s surface gravitational potential energy Kepler s Laws (law or orbits, law of areas, law of periods) Relativity (time permitting) relativity postulate speed of light postulate event measurements relativity of simultaneity relativity of time (time dilation, Lorentz factor) relativity of length (length contraction) 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: College Physics, 9 th edition by Serway and Vuille-2011 Form Revised 082013 Page 8 of 8