St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Kevin L. Haglin
Phone: 8-2012
Proposal Number:
Email: klhaglin@stcloudstate.edu
2.
Requesting Unit: Physics, Astronomy & Engineering Science
3.
Department, Course Number, Title: PHYS, 101, Famous People of Science
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
Development of the scientific method and current scientific outlook as illustrated by the lives and
times of Aristotle, Galileo, Newton, Einstein, Curie, and others. 3 Cr., F, ALT.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
General education only
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
none
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
12/11/2009
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
This course explores the lives and times of individuals whose curiosity led to experiments and theories
that helped shape human understanding of classical and modern physics. Development of science and
its impact on various periods of history are interwoven into the discussion and assignments.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1) Students in this course do weekly homework assignments, which demonstrate understanding
of experiments (and theories for appropriate scientists) leading to advancement in human
understanding of the physical world. Furthermore, quizzes and examinations assess basic
knowledge of physical laws or principles, details surrounding the relevant scientist(s) and the
circumstances that lead to discoveries of those laws/principles.
2) n/a
3) Students confront questions that scientists historically grappled with and examine how those
‘famous people’ pursued scientific advancement in experimental design, setup, data
gathering and analysis, and finally, clarified an improved picture of understanding of the
natural world.
4) PHYS 101 explores historical scientific advancement starting from the classical era up to
modern physics (and modern times). Mathematical theories, development of technology,
applications of physics to medicine and biology, and finally, mathematical physics are all
evaluated and critiqued for their impact on scientific advancement.
5) Three levels of assessment (homework, quizzes, and exams) probe students’ understanding
of and appreciation for the people behind the scientific discoveries. In particular, students
12/11/2009
examine the struggles these ‘famous people’ had in their private and professional lives, as
well as the political challenges faced by many of these scientists.
6) Religion and science are discussed in the context of effects each one had on the other;
advantaged versus disadvantaged scientists and their contributions are compared and
contrasted; political pressure and even persecution had an effect on scientists and scientific
advancement during certain stages of history; these and other ‘realities of scientific
development’ are explored and assessed within examinations.
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
Course includes:
Laboratory
Lab-like experience
The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
The laboratory-like experience is ever-present in PHYS 101. Students use relevant datasets for problem-solving and
analysis in homework assignments. Students also read, understand, and answer questions about 1) why was a particular
experiment was carried out? 2) what sort of apparatus was built for the activity and why? 3) what challenges were met along
the way throughout the process? 4) what data were measured and analyzed? And, 5) what were the scientific conclusions and
new questions to be pursued? Moreover, every famous scientist studied in this course contributed in a remarkable way to the
advancement of science: He/she may have developed and designed an experimental apparatus, carried out an experimental
inquiry, analyzed data and confronted questions about the meaning of the results, or, possibly even received results from an
experiment and developed a theory to explain the results.
17.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Scientists/Topics
Galileo, Kepler, Huygens: separating religion from
science and proposing a ‘new picture’, based upon
observation
Newton, Bernouli, Franklin: a classical picture of force
and motion; theories and experiments
Cavendish, Coulomb, Laplace: torsional pendulum of
Coulomb, measurement of gravitational constant by
Cavendish, theory of electric potential from Laplace
Fourier, Young, Ampere, Oersted: mathematical
properties of light and other waves, basic properties of
magnetism.
Ohm and Faraday: Properties of electrical current,
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Percentage
7%
(SLO: 1, 5, 6)
7%
(SLO: 1, 3, 6)
7%
(SLO: 3, 4)
6%
(SLO: 4,5)
6%
resistance, and voltage; properties of magnetic fields
and electrical circuits.
Green, Henry, Helmholtz: development of
mathematical theory of scalar and vector fields and
how to use the theory to understand sophisticated
details of electricity and magnetism
Kelvin, Maxwell, Gibbs, Boltzmann: Thermodynamics
and statistical mechanics development of Kelvin, Gibbs
and Boltzmann, and self-consistent mathematical
treatment of electricity and magnetism all in one
formalism
Rontgen, Thomson, Planck: discovery of x-rays,
electrons, and the photon
Bragg, Curie and Millikan: discovery of natural
radiation, radiation as a research tool, and further
discoveries of properties of the electron
Rutherford, Meitner, Hahn: Advancement in
understanding of the nucleus, and fission
Einstein, Ehrenfest, Born: Discovery of relativity,
Brownian motion, photo-electric effect and other
properties of atoms and nuclei
Bohr, Schrodinger, de Broglie: refinement in human
understanding of a ‘new theory’ for atoms and nuclei.
This theory (quantum mechanics) ushered in the
beginning of modern physics
Bose, Kapitza: Statistical properties of bosons and
fermion and subtle consequences
Fermi, Heisenberg, Dirac: refinement and
advancement of the new quantum theory
Oppenheimer, Geoppert-Mayer, Yukawa: development
of a more complete understanding of the nuclear force,
nuclear properties, and a theory for nuclear structure
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(SLO: 1, 4, 5)
6%
(SLO: 3, 4, 5)
6%
(SLO: 1, 3, 4, 5, 6)
7%
(SLO: 1, 5, 6)
6%
(SLO: 1, 3, 6)
6%
(SLO: 3, 5, 6)
8%
(SLO: 1, 3, 4, 5, 6)
8%
(SLO: 3, 4, 5)
6%
(SLO: 4, 5)
8%
(SLO: 1, 3, 4, 5, 6)
6%
(SLO: 4, 5, 6)
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department:
Course or Course(s): Phys 101
Kevin L. Haglin
Department or Unit Chair Signature
2/24/2010
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date