I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change existing
gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one

V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Physics and Astronomy
Course #
PHSX U 215N
Course Title
Prerequisite
Fundamentals of Physics with Calculus I
Prereq. or coreq. PHSX 216N and M
Credits
171 or equivalent
4
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Instructor
Dan Reisenfeld
Phone / Email 6423/dan.reisenfeld@umontana.edu
Program Chair Andrew Ware
Dean
Chris Comer
III. Type of request
New
One-time Only
Renew 
Change
Remove
Reason for Gen Ed inclusion, change or deletion
Description of change
IV. Description and purpose of new general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
Survey of classical mechanics, coverage includes: kinematics, dynamics, rotational motion,
conservation laws, waves and sound. Along with PHSX 217N, serves as the lecture portion of
a general introduction to classical physics for students interested in majoring in the physical
sciences (geology, chemistry, physics, and computer science) and engineering. The laboratory
portion is provided by PHSX 216-218N.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Courses explore a discipline in the natural
sciences and demonstrate how the scientific
method is used within the discipline to draw
scientific conclusions.
2. Courses address the concept of analytic
uncertainty and the rigorous process required to
take an idea to a hypothesis and then to a
validated scientific theory.
The intimate connection between experiment
and theory is stressed in this course. Broad
classes of phenomena are distilled into
general physical laws on a daily basis.
Demonstrations of physical phenomena are
used extensively to reinforce the concepts
covered in class.
Analytic uncertainty is discussed in terms of
measurements, significant digits, and error
propagation. The process of testing a
hypothesis is addressed in lectures and
lecture demonstrations.
This is not a laboratory course.
3. Lab courses engage students in inquirybased learning activities where they formulate a
hypothesis, design an experiment to test the
hypothesis, and collect, interpret, and present
the data to support their conclusions.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
1. Students will be able to understand the
Newton’s laws of mechanics, along with
general principles associated with the
conservative principles of physics are the
discipline(s) studied.
important unifying themes in this course.
2. Students will be able to understand the
Lectures and lecture demonstrations
methodology and activities scientists use to
emphasize experimental verification of
gather, validate and interpret data related to
theoretical results.
natural processes.
3. Students will be able to detect patterns, draw
A student response system is being used to
conclusions, develop conjectures and
allow students to predict the outcome of
hypotheses, and test them by appropriate means experiments based on preconceived notions,
and experiments.
then, time is given for students to reflect on
their misconceptions and overcome them.
4. Students will be able to understand how
Classroom demonstrations, as described
scientific laws and theories are verified by
above, help to reinforce the process of
quantitative measurement, scientific
moving from hypothesis to experimental
observation, and logical/critical reasoning.
verification. Students are required to give
logical arguments to justify their responses.
5. Students will be able to understand the means Analytic uncertainty is emphasized in the
by which analytic uncertainty is quantified and
corresponding laboratory course, PHYS
expressed in the natural sciences.
216N.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
This course requires a developing understanding of calculus (M 171 or the equivalent) as a
prerequisite or co-requisite for this course and the associated lab course (PHSX 216N) is a
prerequisite or co-requisite as well.
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.