Core Course Review Documentation
Foundational Component Area:
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course: General Physics (Phys 1144)
Credit Hours: 4 (3 hours lecture, 1 hour lab)
Proposed by: Jacqueline Dunn
Date: January 14, 2013
Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.)
Courses in this category focus on describing, explaining, and predicting natural phenomena using the scientific method.
General Physics presents the basic components of Newtonian mechanics (kinematics, dynamics, energy, and momentum). Content is addressed through lectures, readings, problem assignments, and hands-on laboratory activities.
.
Courses involve the understanding of interactions among natural phenomena and the implications of scientific principles on the physical world and on human experiences.
Students will be able to:
 Apply Newton’s laws to different physical situations.
 Describe the motion of objects.
 Recognize the forces acting on an object in different physical scenarios.
 Use energy arguments to analyze the motion of objects.
 Infer physical laws from collection and analysis of data in a laboratory setting.

Assessments should be authentic, intentional and direct. The following four Core Objectives must be addressed in each course approved to fulfill this category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Critical thinking skills are developed through course readings, lectures, and group problem sessions. The specific assessment used in this course (see attachment in this file) is the
Force Concept Inventory (FCI), which is administered to students at the end of the semester. Students will be evaluated to see if they have exceeded the benchmark level of the AACU VALUE Rubric for Critical Thinking (attached). Students also answer conceptual questions on an ongoing basis, similar to those contained in the critical thinking skills assessment.
Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication
Oral communication skills are developed through preparation of PowerPoint presentations discussing the physics of roller coasters. Students are assigned to work on a 5 to 10 minute
PowerPoint presentation in groups of about 5 students covering the physics behind a roller coaster of their choice (see attachment in this file). Students will be evaluated to see if they have exceeded the benchmark level of the Assessment for Communication Skills Rubric
(see attachment in this file), which focuses on Visual Communication, and has been created based on the AACU VALUE Rubrics for Oral and Written Communication (attached).
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions
Empirical analytical skills and quantitative skills are developed through assigned readings, group problem sessions, and laboratory activities (students complete 10 laboratory assignments). The specific assessment used in this course (see attachment in this file) is to have students work in groups to solve assigned problems in class. Students will be evaluated to see if they have exceeded the benchmark level of the AACU VALUE Rubric for
Quantitative Literacy (attached in this file).
Teamwork - to include the ability to consider different points of view and to work effectively with others to support a shared purpose or goal
Teamwork skills are developed through group projects and problem sessions. The specific assessment used in this course will be the team presentation on roller coasters mentioned under communication skills. Students are assigned to work on a 5 to 10 minute PowerPoint presentation in groups of about 5 students covering the physics behind a roller coaster of their choice. Students will be evaluated to see if they have exceeded the benchmark level of the AACU VALUE Rubric for Teamwork (attached in this file).
Provide any additional information supporting course inclusion in the core (optional).
1.
Syllabus
2.
Assessment for Critical Thinking Skills
3.
Assessment for Communication Skills
4.
Assessment for Empirical & Quantitative Skills

5.
Assessment for Teamwork

Phys 1144
– General Physics
TTh 11:00 am – 12:20 pm, Bolin Hall 312
Instructor: Jackie Dunn
Office: 307D
Office Phone: 4184
Email: jackie.dunn@mwsu.edu
Textbook: Physics, Principles with Applications, 6 th Edition by Giancoli
(ISBN: 0130606200)
Office Hours: MTWThF 9:00 – 11:00 am
Lab: TW 2:00
– 3:50 pm, Bolin Hall 107
Grading: Labs – 10%, Paper – 15%, Classwork & Quizzes – 15%, Exams (3 @ 20% each) – 60%
Course Website: http://faculty.mwsu.edu/physics/jackie.dunn/phys1144.asp
Course Description: This course is designed to introduce the student to the basic concepts of physics. We will cover everything from linear kinematics to thermal physics.
To check that you are keeping up with the homework, there will be a short (no more than 10 minutes!) quiz every two days.
Attendance: While attendance is not factored into your grade directly, you must attend class regularly if you hope to do well. Quizzes and tests can only be made up if you have an excused absence (illness counts only if you can provide a doctor’s note). Any planned absences from class should be discussed with the instructor beforehand if you are going to be missing a graded activity (e,g, test, quiz, etc.) so that make-up plans (if approved) may be arranged. Excused absences include university sponsored events, illness (documentation required showing you saw a doctor – you do not need to disclose why) and the death of an immediate family member (parents, children, siblings, etc.).
Please try to arrive to class on time (or even a couple minutes early) as we will start right away. If you must come in late (better to come in later than to miss an entire class), please do not be disruptive.
Lab: All lab assignments must be completed during the lab period unless otherwise noted. If you cannot attend your normal section at any time, please try to attend the other section of the same week. If this is not possible, you must make arrangements with the TA to make-up the lab. Labs will start Wednesday May 30.
Expectations: Students should look over the chapters to be covered on a particular day prior to coming to class. It is recommended that you follow along in the text during lectures as we will be following the text very closely.
Cheating and plagiarism will not be tolerated. If you take a direct quote from a source for one of your assignments, please indicate so by using quotation marks and citing the source. It should go without saying that any work you hand in should be your own. You may work together in pairs in lab, but you must submit your own work.

Please turn off your cell phone (or put in silent mode) while in lecture or lab. If you must take a call during class (prohibited during exams and quizzes), please leave the room first so you do not disrupt the class.
Note: In accordance with the law, MSU provides students with documented disabilities academic accommodations. If you are a student with a disability, please contact me.
Note: By enrolling in this course, the student expressly grants MSU a "limited right" in all intellectual property created by the student for the purpose of this course. The
"limited right" shall include but shall not be limited to the right to reproduce the student's work product in order to verify originality and authenticity, and for educational purposes.
Exams: Exams will be held on the dates listed below. The final exam will be cumulative.
Exam 1:
Exam 2:
Tuesday October 2, 2007
Tuesday November 12, 2007
Final Exam: Tuesday December 11, 2007 @ 11:00 am
Topics to be Covered:
Kinematics in One and Two or Three Dimensions
Dynamics and Newton’s Laws of Motion
Friction and Circular Motion
Gravitation
Work and Energy
Conservation of Energy
Linear Momentum
Rotational Motion and Angular Momentum
If time permits, we will also discuss:
Fluids
Wave Motion
Sound
Basic Thermodynamics

Assessment for Critical Thinking Skills
The Force Concept Inventory (FCI), developed by I. Halloun, R. R. Hake, E. P. Mosca, and D.
Hestenes, is administered to students at the end of the semester. The FCI has been administered nationally since 1995 to assess students understanding of applying Newton’s laws in different situations. The exam consists of 30 multiple choice questions. Since the exam must be kept secure, only a few sample questions may be reproduced here (se next page). The exam is given at both the beginning and end of the semester to measure students’ improvement in understanding over the course of the semester.

1. Two metal balls are the same size but one weighs twice as much as the other. The balls are dropped from the roof of a single story building at the same instant of time. The time it takes the balls to reach the ground below will be:
(A) about half as long for the heavier ball as for the lighter one.
(B) about half as long for the lighter ball as for the heavier one.
(C) about the same for both balls.
(D) considerably less for the heavier ball, but not necessarily half as long.
(E) considerably less for the lighter ball, but not necessarily half as long.
2. The two metal balls of the previous problem roll off a horizontal table with the same speed.
In this situation:
(A) both balls hit the floor at approximately the same horizontal distance from the base of the table.
(B) the heavier ball hits the floor at about half the horizontal distance from the base of the table than does the lighter ball.
(C) the lighter ball hits the floor at about half the horizontal distance from the base of the table than does the heavier ball.
(D) the heavier ball hits the floor considerably closer to the base of the table than the lighter ball, but not necessarily at half the horizontal distance.
(E) the lighter ball hits the floor considerably closer to the base of the table than the heavier ball, but not necessarily at half the horizontal distance.
3. A stone dropped from the roof of a single story building to the surface of the earth:
(A) reaches a maximum speed quite soon after release and then falls at a constant speed thereafter.
(B) speeds up as it falls because the gravitational attraction gets considerably stronger as the stone gets closer to the earth.
(C) speeds up because of an almost constant force of gravity acting upon it.
(D) falls because of the natural tendency of all objects to rest on the surface of the earth.
(E) falls because of the combined effects of the force of gravity pushing it downward and the force of the air pushing it downward.
4. A large truck collides head-on with a small compact car. During the collision:
(A) the truck exerts a greater amount of force on the car than the car exerts on the truck.
(B) the car exerts a greater amount of force on the truck than the truck exerts on the car.
(C) neither exerts a force on the other, the car gets smashed simply because it gets in the way of the truck.
(D) the truck exerts a force on the car but the car does not exert a force on the truck.
(E) the truck exerts the same amount of force on the car as the car exerts on the truck.

Assessment for Communication Skills
Students are assigned to work on a 5 to 10 minute PowerPoint presentation in groups of about 5 students covering the physics behind a roller coaster of their choice.
Presentation Rubric (specific to this assignment):
Points
Content
5
Appropriate amount of content to fill the
3
Slightly less or more content than what
Creativity allotted time. was needed for the allotted time (under or over by less than a two minutes).
1
Significantly less or more content than what was needed for the allotted time
(under or over by more than two minutes).
Little or no graphics.
Style
Uses graphics appropriately and often. May make use of props.
Speaks to audience.
No significant breaks in speech.
Conducted in a professional manner.
Uses graphics appropriately, but doesn’t include any extras (no props).
Loses train of thought but recovers well. Conducted in a less serious manner
(too many jokes, not formal enough, etc.) or reads straight from paper.
Rarely or never makes eye contact with audience. May treat entire talk as a joke. Not professional at all.
Physics
Answering
Questions
All physical concepts are described correctly and the appropriate concepts are addressed.
Able to answer all questions posed without difficulty.
One or two slight problems in descriptions of physical principals or exclusion of one physical concept that should have been addressed.
Able to answer all questions posed with little difficulty or makes slight mistake in answering questions posed.
Major problems with physical descriptions or leaves out large component of the physical principals involved.
Unable to adequately answer questions posed.

Assessment for Empirical & Quantitative Skills
Students should be able to answer the following problems without difficulty.
(1) A sled is initially given a shove up a frictionless 23.0 degree incline. It reaches a maximum vertical height 1.12 m higher than where it started. What was its initial speed? You must use energy arguments to solve this problem.
(2) Police investigators, examining the scene of an accident involving two cars, measure
72 m long skid marks of one of the cars, which nearly came to a stop before colliding
(assume final speed is zero). The coefficient of kinetic friction between rubber and the pavement is about 0.80. Estimate the initial speed of that car assuming a level road using energy arguments.
(3) An Olympic long jumper is capable of jumping 8.0 m. Assuming his horizontal speed is 9.1 m/s as he leaves the ground, how long is he in the air and how high does he go? Assume that he lands standing upright – that is, the same way he left the ground.
(4) A person exerts a force of 55 N on the end of a door 74 cm wide. What is the magnitude of the torque if the force is exerted (a) perpendicular to the door, and (b) parallel to the door?
(5) Describe how you can determine the muzzle velocity of a bullet fired from a gun that is lodged into a block of wood that is suspended by a pendulum, assuming the rope attaching the block to the base of the pendulum remains taut. You must use both conservation of momentum and conservation of energy in your explanation. You must also draw a picture of the problem, labeling all important values.
The AACU quantitative literacy rubric is applied (copied below).
Capstone
4 3
Milestones
2
Benchmark
1
Interpretation
Ability to explain information presented in mathematical forms (e.g., equations, graphs, diagrams, tables, words)
Representation
Ability to convert relevant information into various mathematical forms (e.g., equations, graphs, diagrams, tables, words)
Calculation
Provides accurate explanations of information presented in mathematical forms.
Makes appropriate inferences based on that information. For example, accurately explains the trend data shown in a graph and makes reasonable predictions regarding what the data suggest about
future events.
Provides accurate explanations of information presented in mathematical forms.
For instance, accurately explains the trend data
shown in a graph.
Provides somewhat accurate explanations of information presented in mathematical forms, but occasionally makes minor errors related to computations or units.
For instance, accurately explains trend data shown in a graph, but may miscalculate the slope of the
trend line.
Attempts to explain information presented in mathematical forms, but draws incorrect conclusions about what the information means.
For example, attempts to explain the trend data shown in a graph, but will frequently misinterpret the nature of that trend, perhaps by confusing
positive and negative trends.
Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding.
Competently converts relevant information into an appropriate and desired mathematical portrayal.
Calculations attempted are essentially all successful and sufficiently comprehensive to
Calculations attempted are essentially all successful and sufficiently comprehensive to
Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate.
Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate.
Calculations attempted are either unsuccessful or represent only a portion of the calculations
Calculations are attempted but are both unsuccessful and are not comprehensive.

solve the problem.
Calculations are also presented elegantly
(clearly, concisely, etc.)
Application / Analysis
Ability to make judgments and draw appropriate conclusions based on the quantitative analysis of data, while recognizing the limits of this analysis
Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work.
Assumptions
Ability to make and evaluate important assumptions in estimation, modeling, and data analysis
Explicitly describes assumptions and provides compelling rationale for why each assumption is appropriate. Shows awareness that confidence in final conclusions is limited by the accuracy of the assumptions.
Communication
Expressing quantitative evidence in support of the argument or purpose of the work (in terms of what evidence is used and how it is formatted, presented, and contextualized)
Uses quantitative information in connection with the argument or purpose of the work, presents it in an effective format, and explicates it with consistently high quality. solve the problem.
Uses the quantitative analysis of data as the basis for competent judgments, drawing reasonable and appropriately qualified conclusions from this work.
Explicitly describes assumptions and provides compelling rationale for why assumptions are appropriate.
Uses quantitative information in connection with the argument or purpose of the work, though data may be presented in a less than completely effective format or some parts of the explication may be uneven. required to comprehensively solve the problem.
Uses the quantitative analysis of data as the basis for workmanlike
(without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work.
Explicitly describes assumptions.
Uses quantitative information, but does not effectively connect it to the argument or purpose of the work.
Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work.
Attempts to describe assumptions.
Presents an argument for which quantitative evidence is pertinent, but does not provide adequate explicit numerical support.
(May use quasiquantitative words such as "many," "few,"
"increasing," "small," and the like in place of actual quantities.)

Assessment for Teamwork
Students are assigned to work on a 5 to 10 minute PowerPoint presentation in groups of about 5 students covering the physics behind a roller coaster of their choice.
The AACU teamwork rubric is applied (copied below).
Capstone
4 3
Milestones
2
Benchmark
1
Contributes to Team
Meetings
Helps the team move forward by articulating the merits of alternative ideas or proposals.
Offers alternative solutions or courses of action that build on the ideas of others.
Facilitates the
Contributions of Team
Members
Engages team members in ways that facilitate their contributions to meetings by both constructively building upon or synthesizing the contributions of others as well as noticing when someone is not participating and inviting them to engage.
Engages team members in ways that facilitate their contributions to meetings by constructively building upon or synthesizing the contributions of others.
Offers new suggestions to advance the work of the group.
Engages team members in ways that facilitate their contributions to meetings by restating the views of other team members and/or asking questions for clarification.
Shares ideas but does not advance the work of the group.
Engages team members by taking turns and listening to others without interrupting.
Individual
Contributions
Outside of
Team
Meetings
Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.
Proactively helps other team members complete their assigned tasks to a similar level of excellence.
Fosters
Constructive
Team
Climate
Supports a constructive team climate by doing all of the following:
• Treats team members respectfully by being polite and constructive in communication
.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by
Completes all assigned tasks by deadline; work accomplished is thorough, comprehensive, and advances the project.
Supports a constructive team climate by doing any three of the following:
• Treats team
• Uses positive
• members respectfully by being polite and constructive in communication
. vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
Motivates
Completes all assigned tasks by deadline; work accomplished advances the project.
Completes all assigned tasks by deadline.
Supports a constructive team climate by doing any two of the following:
• Treats team members respectfully by being polite and constructive in communication
.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates
Supports a constructive team climate by doing any one of the following:
• Treats team members respectfully by being polite and constructive in communication.
• Uses positive vocal or written tone, facial expressions, and/or body language to convey a positive attitude about the team and its work.
• Motivates teammates by expressing confidence about the importance of the task and

Responds to
Conflict expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
Addresses destructive conflict directly and constructively, helping to manage/resolve it in a way that strengthens overall team cohesiveness and future effectiveness.
Identifies and acknowledges conflict and stays engaged with it. teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members. teammates by expressing confidence about the importance of the task and the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members. the team's ability to accomplish it.
• Provides assistance and/or encouragement to team members.
Redirecting focus toward common ground, toward task at hand
(away from conflict).
Passively accepts alternate viewpoints/ideas/opinions.