Chabot College
Fall 2009
Course Outline for Physical Science 15
DESCRIPTIVE PHYSICAL SCIENCE:
INTRODUCTION TO PRINCIPLES OF PHYSICAL SCIENCE
Catalog Description:
15 - Descriptive Physical Science: Introduction to Principles of Physical Science
5 units
An introduction to the physical universe from atomic particles to the stars, with emphasis on the basic
principles of physics, astronomy, chemistry, and the geo-sciences (meteorology and geology). Designed
for non-majors in physical science. Includes an introduction to laboratory, principles and techniques with
emphasis on the basic concepts discussed in the class. May not receive credit if Physics 11 has been
completed. Strongly recommended: Mathematics 65, English 101A or 102. 4 hours lecture, 3 hours
laboratory.
[Typical contact hours: lecture 70, laboratory 52.5]
Prerequisite Skills:
None
Expected Outcomes for Students:
Upon completion of the course the student should be able to:
1.
2.
3.
4.
5.
use the vocabulary of physical science;
use the scientific method and concepts of the physical sciences to critically evaluate the theories
of physical science;
apply the major concepts and processes of the physical sciences;
test assumptions and implications rising from experimentation;
apply principles of experimentation and evaluate data;
Course Content (Lecture):
1.
2.
Physics:
a.
Measurement
b.
Study of motion
c.
Force and motion
d.
Gravitation
e.
Work and energy
f.
Electromagnetic radiation
g.
Sound
h.
Electricity and magnetism
i
Heat
j.
Relativity
k.
Nuclear physics
l.
Models of the atom
m.
Quantum mechanics and atomic physics
Chemistry:
a.
Classification of elements
b.
Compound formation
c.
Principles of chemistry
d.
Chemical reactions
e.
Complex molecules
Chabot College
Course Outline for Physical Science 15, page 2
Fall 2009
3.
4.
5.
6.
7.
Meteorology:
a.
The atmosphere
b.
Air motion
c.
Clouds
d.
Air masses and storms
e.
Weather forecasting
f.
Climate
g.
Global Warming
Geology
a.
Earth materials
b.
Earth building processes
c.
Deformation of the earth's crust
d.
Plate tectonics
e.
Gradation of the earth's surface
f.
Internal structure of the earth
g.
The oceans
h.
Geological time
i.
Other topics that are pertinent and timely
Astronomy:
a.
The solar system
b.
The celestial sphere
c.
Time
d.
Stars
e.
Galaxies
f.
Cosmology
g.
Life in the universe
Collection, evaluation and analysis of the following areas of study
a.
Introduction to laboratory techniques
b.
Physics
c.
Chemistry
d.
Meteorology
e.
Geology
f.
Astronomy
Field trips to selected locations to emphasize principles studied in lecture and laboratory as
appropriate and where feasible.
Laboratory Exercises:
Lab exercises are designed to complement the curriculum giving students the chance to explore concepts as
well as learn the process of scientific experimentation, including the ideas of precision, accuracy, controls,
variables, measurement, uncertainty, significant figures, hypotheses, and critical tests. Typical labs may
include:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
Observation in Science Experiments: The Mentos + Diet Coke Lab
Measurement in Science: Estimating heights of rockets by timing and by geometry
Designing Good Experiments: Dropping Paper Cups
Projectile Motion: Measurement, Uncertainty, Precision, and Accuracy
Controlling Variables in Experimentation: Measuring the Thermal Conductivity of Copper
Creating Batteries from Lemons, Pennies, Nails, and Wire
Building and Testing Simple Series and Parallel Electrical Circuits
Measuring Earth’s Magnetic Field with three different experiments
Reflection, Refraction, and Dispersion in Photography
Spectrometry and Determining Compositions of Gases with Emission Lines
Chabot College
Course Outline for Physical Science 15, page 3
Fall 2009
k.
l.
m.
n.
o.
The Michelson-Morley Experiment: Interference and Interferometry with Microwaves
Telescopes, Microscopes, and optical systems
Computer simulations in Climate Modeling
Kitchen Chemistry
Observations of Clouds and Weather
Methods of Presentation:
1.
2.
3.
4.
5.
Lecture/demonstration
Discussion
Field trips
Laboratory experimentation
Class Participation
Typical Assignments and Methods of Evaluating Student Progress:
1.
Typical Assignments
a.
Weekly homework/question sets
b.
Laboratory reports (individual and group), including computer-based data acquisition and
analysis
c.
Special exercise worksheets, problem review, and computer simulations and tutorials
Horizontal Arrows—Time to Hit Ground 45
Pictured below are eight arrows that have been shot horizontally, i.e., straight out, by
archers on platforms. All of the arrows are identical, but they have been shot at different
speeds from platforms of varying height. Specific values for the speeds and of varying
heights are given in the figures. All of the arrows miss the targets and hit the ground.
Rank these arrows, from longest to shortest, on the basis of how long it takes the arrows
to hit the ground. That is, put first the arrow that will take the longest time from being shot
to hitting the ground, and put last
the arrow that will take the shortest time.
Longest 1 _____ 2 _____ 3 _____ 4 _____ 5 _____ 6 _____ 7 _____ 8 _____ Shortest
Chabot College
Course Outline for Physical Science 15, page 4
Fall 2009
d.
e.
f.
g.
2.
Both individual and group activities and research papers
Participation in email and web-based instruction, discussion and tutorials
Internet research on topics dealing with physical science and its applications to
technology and society
20-30 pages per week of reading from a college-level text
Methods of Evaluating Student Progress
a.
Discussion, Tutorial, and Problem assignments
b.
Periodic written tests and quizzes
c.
Laboratory Reports
d.
Comprehensive final examination.
Textbook(s) and Other Learning Material and Equipment (Typical):
Conceptual Physical Science Paul G. Hewitt (City College of San Francisco), John Suchocki, (Leeward
Community College), Leslie Hewitt, 2007
Special Student Materials:
None
Revised: 10/31/08