PH411 Course Assessment Report Spring 2013
Assessment team: Cheung, Dehipawala, Guo
Background:
Calculus Physics I PH411 is a calculus based general physics course covering fundamental
principles of mechanics. It is the first course of calculus physics course series. It includes
kinematics, classical laws of motion, statics, conservation laws, work, mechanical energy, and
simple harmonic motion. The overwhelming majority of students in this course are prepared for
admission with advanced standing to a Bachelor of Science engineering program. The
Engineering Science curriculum is a cooperative offering of the engineering technology, science,
and mathematics programs. PH411 has 2 class hours, 2 recitation hours and 2 lab hours. The
prerequisite is MA 440 or the equivalent, the corequisite is MA 441.
1. Student Learning Outcomes
At the end of the semester students will be able to
a. Describe and analyze physical situations using graphical representations.
b. Use vectors, calculus, algebra, geometry and trigonometry to describe physical situations and
to solve physical problems in one and two dimensions.
c. Compute physical quantities using scientific notation, significant figures as well as basic SI
units and convert from one set of units to another.
d. Analyze physical properties of motion including position, displacement, velocity, linear
acceleration and time; use them to solve motion problems.
e. Draw force diagrams, apply Newton's laws of motion and use them to solve force and motion
problems.
f. Utilize energy, work, power and their relationship to solve problems; apply conservation of
energy principle to solve problems.
g. Utilize momentum, impluse and their relationship to solve problems; apply conservation of
momentum principle to solve collision problems in one and two dimensions.
h. Analyze physical properties of rotational motion including centripetal acceleration, torque,
angular momentum, rotational energy; and use them to solve rotation problems.
i. Utilize Newton's law of gravity to analyze and solve problems associated with Kepler's laws of
planetary motion.
j. Perform experiments as described in the rubrics and draw meaningful conclusions from data
and present them as part of a clear, well-organized lab report.
Related General Education Objectives:
a.
write, read, listen and speak clearly and effectively
Communication skills including ability to write, read, listen and speak clearly and
effectively assessed through analysis of student work, including exams and presentations.
Solving physics problems require communication using mathematical symbols and
physics concepts. Oral communication is required during both lecture and lab.
b. use analytical reasoning skills and apply logic to solve problems
c. use quantitative skills and mathematical reasoning to solve problems
d. use information management skills effectively for academic research and lifelong
learning
e. integrate knowledge and skills in major field and across discipline
f. use personal and collaborative skills for personal growth and to establish constructive
relationships in a diverse society
g. identify concepts and methods of the mathematical, physical and biological sciences and
make judgments about contemporary issues in science and technology
2. Assignments students completed:
All of the above mentioned students learning outcomes were examined. Questions and problems
were given to students to apply physics knowledge and skills related to specific learning
outcomes. The assessment tools consist of instructor assigned lecture tasks, lab tasks with
department lab rubric. The tasks are lecture quizzes, lecture tests, lab performance and lab
reports.
a. Describe and analyze physical situations using graphical representations.
This learning outcome was assessed 10 times during the semester. In addition to mid
term and end of semester final exam, 8 different tasks were used to assess this learning
outcome. Velocity versus time and distance versus time graphs assess students’ ability to
create and interpret graphs when given the motion characteristics and to deduce
information such as velocity, displacement, and acceleration of a moving object.
b. Use vectors, calculus, algebra, geometry and trigonometry to describe physical situations
and to solve physical problems in one and two dimensions.
c. Compute physical quantities using scientific notation, significant figures as well as basic
SI units and convert from one set of units to another.
d. Analyze physical properties of motion including position, displacement, velocity, linear
acceleration and time; use them to solve motion problems.
e. Draw force diagrams, apply Newton's laws of motion and use them to solve force and
motion problems.
Just like the first learning outcome, 10 tasks including mid term and final examination
were used to assess learning outcomes b to e. Assessment tasks used were quizzes,
homework, class presentations and exams.
f. Utilize energy, work, power and their relationship to solve problems; apply conservation
of energy principle to solve problems.
In addition to midterm and final exams, five other tasks that included quizzes, homework,
presentations were used to assess this outcome.
g. Utilize momentum, impulse and their relationship to solve problems; apply conservation
of momentum principle to solve collision problems in one and two dimensions.
Midterm and final exams and four other tasks throughout the semester were used to
assess this outcome.
h. Analyze physical properties of rotational motion including centripetal acceleration,
torque, angular momentum, rotational energy; and use them to solve rotation problems.
Midterm and final exams and two other tasks throughout the semester were used to assess
this outcome.
i. Utilize Newton's law of gravity to analyze and solve problems associated with Kepler's
laws of planetary motion
Six different tasks were used to assess this learning outcome.
j. Perform experiments as described in the rubrics and draw meaningful conclusions from
data and present them as part of a clear, well-organized lab report.
Laboratory experiments were assessed separately. Throughout the semester students
performed 14 experiments. For each experiment they are required to produce a report.
These reports and their performance in the lab are used to assess their ability to perform
experiments and draw conclusions based on the results.
Specifically following guidelines were used to assess this outcome:
Quality of the scientific content
Content of the introduction
Description of the experimental procedure
Theoretical background
Analysis of the data and results
Error calculations
Interpretation of the results and of their uncertainty; relation to the wider context
Understanding of the limitations of the experiment; extent to which the conclusions
accurately reflect the data and their limitations
Written style and clarity
Organization and logical flow
Quality of the presentation (general presentation and, where applicable, presentation of the
figures, tables, symbols and equations, and references)
Lab performance was assessed on observations by the instructor and based on evidence of good
laboratory practice
3. Evidence and instruments used
Grades were given to students based on how they perform on each problem. The
assignments are distributed throughout a semester and the gen ed objectives for each
assignment are recorded on the department assessment grid in Excel which was designed
with reference to ABET requirement. Student learning evidence as scores is used in the
assessment model. The gen ed assessment data have been computed according to the
percentage of students scoring Excellent, Good, Met Standard, and Unsatisfactory. Please
see the attached Excel sheet for example.
4. Analysis and results
A weight of 3 for E, 2 for G, 1 for M, 0 for U have been used. The data from spring 2013 is
consistent with original findings we submitted earlier in March.
5. Appendix:
Sketch velocity versus time and displacement versus time graphs corresponding to the following
descriptions of the motion of an object
1.
2.
3.
4.
5.
6.
The object is moving away from the origin at a constant (steady) speed
The object is standing still
The object moves toward the origin at a steady speed for 10s, then stands still for 10s
The object moves away from the origin at a steady
speed for 10s, reverses direction and moves back toward the origin at the same speed
would the slope, rate of change, suggest a linear term or a quadratic term
Refer to the following information for the next six questions.
moving in a negative direction and losing speed
moving in a positive direction and gaining speed at a slow rate
traveling at a steady rate in a positive direction
at rest for an extended time
moving in a positive direction but losing speed
moving in a positive direction and gaining speed at a rapid rate
Refer to the following information for the next two questions.
Given below is a velocity-time graph displaying the behavior of a race cart along a linear track,
During which time interval(s) did it travel in a positive direction?
During which time interval(s) did it travel in a negative direction?