Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course: Mechanics, Wave Motion, & Heat (Phys 1624)
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.)
Content:
Courses in this category focus on describing, explaining, and predicting natural
phenomena using the scientific method.
Mechanics, Wave Motion, & Heat 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.
SKILLS:
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.
ASSESSMENT OF CORE OBJECTIVES:
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).
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
5.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Assessment for Teamwork
Phys 1624 – Physics I (Mechanics, Wave Motion, & Heat)
MTWR 10:10 am – 12:10 pm, McCoy Hall 207
Instructor: Jackie Dunn
Office: 219D
Office Phone: 4184
Email: jackie.dunn@mwsu.edu
Textbook: Fundamentals of Physics, 9th Edition by Halliday & Resnick
(ISBN: 978-0-470-54789-2)
Office Hours: MWF 8:00 – 9:00 am and 10:00 – 11:00 am, MWF 1:00 – 2:30 pm
Lab: M 2:00 – 3:50 pm, T 1:00 – 2:50 pm, R 3:00 – 4:50 pm, McCoy 203
T 3:00 – 4:50 pm, W 3:00 – 4:50 pm
Grading: Labs – 15%, Quizzes, Participation, & Homework – 15%, Exams (2 @ 20%
each) – 40%, Final – 30%
Course Website: Use WebCT
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.
Attendance: While attendance is not factored into your grade directly, you must attend
class regularly if you hope to do well. 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, please do not be disruptive.
Keep in mind that summer classes move quickly, and missing a single class is
equivalent to missing nearly an entire week of class during a long semester.
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 the week of September 10, 2012.
Expectations: Students should read the chapters to be covered on a particular day
prior to coming to class. We will not discuss all of the written material covered in the
text during class, but you will be held accountable for knowing this material. Most of the
time in class will be spent on problem solving.
Cheating and plagiarism will not be tolerated. 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), you
must leave the room first so you do not disrupt the class. You may not under any
circumstances use your phone for anything within the classroom itself.
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.
cumulative.
Exam 1:
Friday October 5, 2012
Exam 2:
Friday November 9, 2012
Final Exam: Monday December 10, 2012 @ 10:30 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
The final exam will be
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. 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
allotted time.
3
Slightly less or more
content than what
was needed for the
allotted time (under
or over by less than
a two minutes).
Creativity
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.
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.
Style
Physics
Answering
Questions
All physical concepts
are described
correctly and the
appropriate
concepts are
addressed.
Able to answer all
questions posed
without difficulty.
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.
Rarely or never
makes eye contact
with audience. May
treat entire talk as a
joke. Not
professional at all.
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
Milestones
3
2
Benchmark
1
Interpretation
Ability to explain
information presented in
mathematical forms (e.g.,
equations, graphs, diagrams,
tables, words)
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.
Representation
Ability to convert relevant
information into various
mathematical forms (e.g.,
equations, graphs, diagrams,
tables, words)
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.
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.
Calculation
Calculations attempted
are essentially all
successful and
sufficiently
comprehensive to
Calculations attempted
are essentially all
successful and
sufficiently
comprehensive to
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.)
solve the problem.
required to
comprehensively solve
the problem.
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.
Uses the quantitative
analysis of data as the
basis for competent
judgments, drawing
reasonable and
appropriately qualified
conclusions from this
work.
Uses the quantitative
analysis of data as the
basis for workmanlike
(without inspiration or
nuance, ordinary)
judgments, drawing
plausible conclusions
from this 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.
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.
Explicitly describes
assumptions and
provides compelling
rationale for why
assumptions are
appropriate.
Explicitly describes
assumptions.
Attempts to describe
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.
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.
Uses quantitative
information, but does
not effectively connect
it to the argument or
purpose of the work.
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
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.
Offers new suggestions
to advance the work of
the group.
Shares ideas but does not
advance the work of the
group.
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.
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.
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.
Completes all assigned
tasks by deadline;
work accomplished is
thorough,
comprehensive, and
advances the project.
Completes all assigned
tasks by deadline;
work accomplished
advances the project.
Completes all assigned
tasks by deadline.
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
expressing
Supports a constructive
team climate by
doing any three 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
Supports a constructive Supports a constructive
team climate by
team climate by doing any
doing any two of the
one of the following:
following:
• Treats team
• Treats team
members
members
respectfully by
respectfully by
being polite and
being polite
constructive in
and
communication.
constructive in
• Uses positive
communication
vocal or written
.
tone, facial
• Uses positive
expressions,
vocal or
and/or body
written tone,
language to
facial
convey a positive
expressions,
attitude about the
and/or body
team and its
language to
work.
convey a
• Motivates
positive
teammates by
attitude about
expressing
the team and
confidence about
its work.
the importance
• Motivates
of the task and
teammates by
the team's ability
2
Benchmark
1
•
Responds to
Conflict
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.
•
expressing
confidence
about the
importance of
the task and the
team's ability
to accomplish
it.
Provides
assistance
and/or
encouragement
to team
members.
Identifies and
acknowledges conflict
and stays engaged with
it.
•
expressing
confidence
about the
importance of
the task and the
team's ability
to accomplish
it.
Provides
assistance
and/or
encouragement
to team
members.
•
to accomplish it.
Provides
assistance and/or
encouragement
to team
members.
Redirecting focus
Passively accepts alternate
toward common ground, viewpoints/ideas/opinions.
toward task at hand
(away from conflict).