COLLEGE OF MATHEMATICS AND NATURAL SCIENCES
Document Control No: F-CMNS-014
Course Code: Phys 21
Descriptive Title: Physics for Engineers
st
Revision No. 3
1 Semester, AY 2021-2022
Pre-requisite: None Co-requisite: None
No. of Units: 4
Total Contact Hours: (Lecture) 54 (Lab): 54 Schedule of meetings: (F2F None) (Online 18 weeks)
Date Revised: June 7, 2021
Effectivity: A.Y 2021-2022
PART I: VISION, MISSION, GOALS, OBJECTIVES
University Vision
University Mission
A globally engaged University excelling in science, engineering, and the arts.
College Goals
The College of Mathematics and Natural Sciences aims to:
1. Provide an education of the highest caliber across all sciences in order to produce
graduates of the quality sought by industry, the professions, and the public
service,
2. Provide an intellectually stimulating environment in which students have the
opportunity to develop their critical thinking skills, innovative and problemsolving skills, and enthusiasm to the best of their potential,
Caraga State University endeavors to produce globally competitive and
socially responsible human capital towards the sustainable and inclusive
development of Caraga Region and beyond.
Program Educational Objectives
The BS Chemistry, BS Biology, and BS Math programs are structured as a
generalized framework of study with the end view of grounding students with the
fundamental concepts, principles, and theories of the biological, natural and physical
sciences, and the conduct of research. This includes the acquisition of appropriate
skills, and training in the efficient processing and presentation of information in both
written and oral form.
3. Cultivate a culture of research that will train students to carry out a substantial
independent research project in their chosen field, contributing important new
scientific knowledge and becoming well-prepared for a career in academic or
industrial research, and
4. Create active global and local linkages and collaboration in multidisciplinary
areas for the proactive generation of resources that will redound to greater
welfare of the majority. 5. Produce students who are better citizens imbued with
good moral and ethical values, responsive and contributory to the economic,
environmental and sustainable development of Caraga Region and the nation.
Reference: Res. No. 50-07, s. 2019 [Resolution Approving the Proposed Establishment of the
College of Mathematics and Natural Sciences (CMNS) and College of Humanities and Social
Sciences (CHaSS).
Program Intended Learning Outcomes (PILOs)
The graduates have the ability to:
1. Demonstrate broad and coherent knowledge and understanding in the core areas of physical and natural sciences;
2. Apply critical and problem-solving skills using the scientific method;
3. Carry out basic mathematical and statistical computations and use appropriate technologies in (a) the analysis of data; and (b) in pattern recognition,
generalization, abstraction, critical analysis, and problem solving;
4. Relate science and mathematics to other discipline;
5. Appreciate the limitations and implications of science in everyday life.
Reference: CMO, Series of 2017 Draft, PSG for BS PHYSICS
Program Intended Learning Outcomes (PILOs)(b)
Course Intended Learning Outcomes (CILOs)
After completion of the course, the student must be able to:
21st Century
Skills(a)
1
2
3
4
5
Describe the basic concepts in mechanic such as vector quantities, motion in two or
three dimensions, kinematics and dynamics of linear and angular motion, work and
energy, rigid body motion, and systems in equilibrium.
C4, C5, C6
I
I
I
P
I
Identify the different applications, devices, apparatus, or machines used in today’s
world where basic concepts of functioning are the laws of mechanics.
C5, C6
I
I
I
P
I
Explain the formulas and equations that are important in dealing with physical
situations and problems in mechanics.
C4, C5, C6
P
P
P
P
I
Analyze the problems using defined concepts and formulas.
C4, C5, C6
P
P
P
P
P
Theoretically solve physical problems.
C4, C5, C6
D
D
P
P
P
C1, C2, C3, C4, C5,
C6
D
D
D
D
D
Develop the learned concepts through improvising or fixing commonly used simple
machines in order to appreciate the significance of physics in our daily lives.
(a)
(b)
(1) Character, (2) Citizenship, (3) Collaboration, (4) Communication, (5) Creativity, (6) Critical Thinking
(I) – Introduced concepts/principles; (P) – Practiced with supervision; (D) – Demonstrated across different setting with minimal supervision
PART II: COURSE DETAILS
Course Description
This course General Physics I (Lecture) is an introduction of concepts in general physics to help the students develop conceptual understanding and help them build strong
problem-solving skills. It is intended for the courses in mechanics such as vectors, Newton's laws of motion, work and energy, linear and angular kinematic and dynamics, and
other related areas. The general approach of this course is to introduce familiar everyday examples before proceeding to general principles. Numerous examples and applications
related to mechanics and everyday situations will be used to illustrate physical principles. This enables the student to understand the general principles of mechanics and their
relevance. The unifying aspect of physical laws in mechanics and the basic simplicity of nature form the underlying theme of this course.
Course Schedule
Week
1
Intended Learning Outcome (ILOs)
Topic
Learning Activities /Resources
Orientation
a. Discussion on how the course relates
• Appreciate the value of taking up this course
to the university’s VGMO.
subject and as well as embody the vision and
b. Discussion and giving of the course
mission of the university.
syllabus.
• Show awareness of classroom rules and
policies.
a) c. Discussion on the course
Assignment Due
Video Presentation
requirements and classroom policies
and guidelines.
1
•
•
•
•
•
•
•
•
2
•
•
•
3-4
•
•
Define SI units of measurements
Estimate scientific calculations
Perform operations on conversion of units.
Solve for the components of a vector given
its magnitude and direction, and vice versa.
Perform vector product operations.
Appreciate vector application in land area
mapping.
Solve kinematics problems using calculus.
Define the concept of gravity and its
relationship to falling objects
Measure their individual average velocities
in walking, running or jogging.
Relate kinematics to their daily commute
from home to school.
Explain the concept of position, velocity,
and acceleration vectors in 2 or 3
dimensions.
Investigate the behavior of an object
undergoing a projectile motion.
Discuss the concepts of circular motion.
1. Units, Physical Quantities, and
Vectors
a) Units, Standards, and the SI system
Conversion of Units
b) Unit Vectors
c) Vector Addition and Component
Method
d) Vector Multiplication: Scalar (Dot)
and Vector (Cross) Product
•
•
•
Lecture Video
Simulations/ Interactive
learning
Inquiry-based approach
Problem-solving
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 1
Activity: Vector Addition
•
•
Lecture Video
Simulations/ Interactive
2. Motion Along a Straight Line
learning
a) Time, Displacement, and Velocity
• Inquiry-based approach
b) Motion with Constant Acceleration
• Problem-solving
c) Free Fall
• Experiment/Individual Activity
Activity: Measuring Average Velocity
• Lecture Video
3. Motion in Two or Three Dimensions
• Simulations/ Interactive
a) Position, Velocity, and Acceleration
learning
Vectors
• Inquiry-based approach
b) Projectile Motion
• Problem-solving
c) Circular Motion
• Experiment/Individual
Activity: Projectile Motion
Problem set/ Peer- and Facultygraded assessment/ Chapter
Laboratory Activity & Chapter
Assessment/ End of Week 2
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 4
Week
Intended Learning Outcome (ILOs)
•
5-6
•
•
•
•
•
•
6-7
•
•
•
8
•
•
Learning Activities /Resources
Assignment Due
Solve problems involving projectile and
circular motion.
Explain the concept of force.
Discuss the three laws of motion.
Differentiate mass from weight.
Appreciate the importance of friction the
day-to-day living.
Relate the concept of circular motion in
real-life situations.
Use Newton’s Laws of Motion
to analyze static and accelerating systems.
Apply Newton’s 1st Law of Motion in an
actual set-up.
Cite and value real-life situations related to
Newton’s laws of motion and circular
motion.
Solve work and energy problems using
calculus.
Apply the law of conservation of energy to
real-life physical problems.
Relate the human power to the
concept of horsepower.
9
10
Topic
4. Dynamics of Motion
a) Force and Newton’s First Law
of Motion
b) Mass and Newton’s Second Law of
Motion
c) Newton’s Third Law of Motion
d) Weight and Normal Force
e) Friction
f) Dynamics of Circular Motion
5. Application of Newton’s Law of
Motion
a) Application of Newton’s First Law
b) Application of Newton’s Second
Law
c) Frictional Forces
d) Dynamics of Circular Motion
6. Work, Energy and Power
a) Work done by a Force
b) Work-Energy Theorem
c) Law of Conservation of Energy
d) Average and Instantaneous
Power
•
•
Lecture Video
Simulations/ Interactive
learning
• Inquiry-based approach
• Problem-solving
• Experiment/Individual
Activity: Forces and Motion
and Chapter Assessment/ End of
•
•
Problem set/ Peer- and Faculty-
•
•
Lecture Video
Simulations/ Interactive
learning
Inquiry-based approach
Problem-solving
•
•
Lecture Video
Simulations/ Interactive
learning
• Inquiry-based approach
• Problem-solving
Activity: Hooke’s Law
Problem set/ Peer- and Facultygraded assessment/ Assignment
Week 6
graded assessment/ Assignment
and Chapter Assessment/ End of
Week 7
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 9
MIDTERM EXAMINATION
•
•
•
•
Explain the concept of potential energy.
Determine the types of potential energy.
Discuss the general principle on
conservation of energy.
Identify conservative and non-conservative
forces.
7. Potential Energy and Energy
Conservation
a) Gravitational Potential Energy
b) Elastic Potential Energy
•
•
•
•
Lecture Video
Simulations/ Interactive
learning
Inquiry-based approach
Problem-solving
Problem set/ Peer- and Facultygraded assessment/ Assignment
and Chapter Assessment/ End of
Week 11
Week
Intended Learning Outcome (ILOs)
•
11
•
•
•
•
12
•
•
•
•
•
13-14
•
•
Solve problems on impulse, momentum
and collisions
Differentiate elastic and inelastic collisions
Apply the principles of conservation of
momentum in physical systems
Relate center of mass to body balance
Explain the concept of angular quantities
and relate them to linear quantities.
Solve problems involving rotation with
constant angular acceleration.
Apply the parallel axis theorem in finding
the moment of inertia through an axis of an
object.
Relate linear and angular
kinematics
Calculate moment of inertia using parallel
axes theorem
Appreciate the use of cross
product in solving torque problems
Cite angular momentum applications in
real-life situations
15-16
•
•
•
17
18
Relate center of mass to center of gravity.
Enumerate the conditions for mechanical
equilibrium.
Determine the stress and strain on a body.
Topic
8. Impulse and Momentum
a) Momentum and Its
b) Conservation
c) Elastic and Inelastic Collisions
Center of Mass
9. Rotation of Rigid Bodies
• Angular Velocity and Acceleration
• Rotation with Constant Angular
Acceleration
• Energy in Rotational Motion
• Parallel-Axis Theorem
Learning Activities /Resources
Assignment Due
•
•
Lecture Video
Simulations/ Interactive
learning
• Inquiry-based approach
• Problem-solving
• Experiment/ Group
Activity: Momentum and Collisions
•
•
•
Lecture Video
Simulations/ Interactive
learning
Inquiry-based approach
Problem-solving
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 12
Problem set/ Peer- and Facultygraded assessment/ Assignment
and Chapter Assessment/ End of
Week 13
10. Dynamics of Rotation
a) Angular Quantities
b) Linear vs. Angular Kinematics
c) Moment of Inertia and Parallel
d) Axes Theorem
e) Torque
f) Angular Momentum and its
Conservation
•
•
11. Equilibrium and Elasticity
a) Conditions for Equilibrium
b) Center of Gravity
c) Solving Rigid Body Equilibrium
Problems
d) Stress, Strain, and Elastic Moduli
•
•
•
•
Lecture Video
Simulations/ Interactive
learning
Inquiry-based approach
Problem-solving
Lecture Video
Simulations/ Interactive
learning
• Inquiry-based approach
• Problem-solving
• Experiment/ Group Activity
Activity: Balancing Act
FINAL LABORATORY EXAMINATION
FINAL DEPARTMENTAL EXAMINATION
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 15
Problem set/ Peer- and Facultygraded assessment/ Chapter
Assessment/ End of Week 17
Course Materials:
Textbook references:
1. Giancoli, Douglas , PHYSICS, 6th edition , Pearson Education South Asia Pte Ltd., Philippines, 2003
2. Young, Hugh D. & Freedman, Roger A., UNIVERSITY PHYSICS, 13th edition, Addison Wesley Publishing Company, Inc., USA, 2013
3. Serway, Raymond A. & Faughn, Jerry S., COLLEGE PHYSICS, 6th edition, Thomson Learning Asia, Singapore, 2003
4. Tipler P.A. and Mosca G., PHYSICS FOR SCIENTEST AND ENGINEERS, 5th edition, Addison Wesley Publishing Company, Inc., USA, 2012
5. Urone, Paul Peter, PHYSICS with Health Science Applications, John Wiley and Sons (ASIA), Pte. Ltd. Wesley Publishing Company, Inc., USA, 2000
Online References: https://phet.colorado.edu/, http://portal.carsu.edu.ph/jpmanigo, http://portal.carsu.edu.ph/physics, CSU Moodle,
PART III. CLASS POLICIES AND EVALUATION DETAILS
Course Management and Class Policies (See Student Handbook)
1. ACADEMIC INTEGRITY. Academic dishonesty will not be tolerated. Any
student proven to have committed academic dishonesty shall be subjected
to appropriate sanctions based on prevailing policies and guidelines
provided by the Student Handbook. The State Institute’s Code of Conduct
prohibits students from committing the following acts of academic
dishonesty: academic fraud, copying or allowing one’s work to be copied,
fabrication/falsification, sabotage of other’s work, substitution (ex. Taking an
exam for someone else) among others.
2. CLASS MATERIALS. All of the learning resources needed for this course
will be uploaded online, e.g. CSU LMS / Moodle, CSU portals.
Dimension Evaluation (Cognitive, Psychomotor, Affective with 6Cs Incorporated)
Cognitive
Learning
Domain
Knowledge
Unit
Tests/Chapter
Quizzes
Assignments
/ Worksheets
Midterm
Finals
Lab
Activities
5%
5%
5%
5%
5%
Comprehension
Application
Analysis
Evaluate
Create
Total
5%
10%
20%
20%
40%
100%
5%
10%
20%
20%
40%
100%
5%
10%
20%
20%
40%
100%
5%
10%
20%
20%
40%
100%
5%
10%
20%
20%
40%
100%
3. MAJOR EXAMS. This course requires two major exams which will be
scheduled during the Midterm and Final periods. If possible, these major Criteria for Grading
exams will be face-to-face.
1. Refer to CSU code for approve criteria)
4. WORKSHEETS / CHAPTER QUIZZES. Quizzes will be given after every
chapter. Assignments w/c may be peer-graded or faculty-graded will also
be given.
5. LABORATORY. If the situation warrants, laboratory activities will be faceto-face. If hands-on activities will not be possible, then demonstrations will
2. Credit (CRDT) will be given as remarks for
student with passing class standing to an
enrolled
course
but
lack
necessary
requirements; nonetheless, this does not
prevent student from enrolling subsequent
course that requires the course as pre-requisite.
6Cs
C1, C3
C5
C6
C5
C6
C5, C6
C4
Transmutation Table
Final Grade
Range of MPS(c)
1.0
90.00 - 100.00
1.25
85.00 - 89.99
1.50
80.00 – 84.99
1.75
75.00 – 79.99
2.00
70.00 – 74.99
be presented instead. Activities and quizzes will be based on these
demonstrations.
Note: If you have any doubts about what constitutes a violation of Academic Integrity, or
any other issue related to academic integrity, please ask your instructor.
2.25
65.00 – 69.99
2.50
60.00 – 64.99
2.75
55.00 – 59.99
3.00
50.00 – 54.99
5.00
0.00 – 49.99
(c) MPS - mean percent score
Grading Practices and Policies
1. GRADE WEIGHTS. The unit tests and worksheets grade category will have a
total weight of 25%, the major exams will have a total weight of 50% and the
lab activities (written and/or practical, comprehensive) is weighed at 30% (see
table on the right).
Grade
Category
Weight
Unit
Tests/Chapter
Quizzes
15%
Assignments /
Worksheets
Midterm
Finals
Lab
Activities
TOTAL
10%
25%
25%
25%
100%
2. PASSING GRADE. The passing MPS for the course is 60% which is equivalent to a final grade of 2.50.
3. GRADE DEFICIENCY. If the student’s MPS is below 50.00% (i.e. final grade below 3.00), a removal exam will be given which may be in written and/or oral forms. Upon
passing the removal examination, a corresponding grade of will be given to the student. The student may take multiply tries in the removal exam until he/she passes but
only on the time period before the submission of grades. If he/she still didn’t pass during this period, then he/she will be given a grade of Incomplete (INC) and will follow
the protocol for completing an INC. When he/she has complied the requirement (i.e. removal exam), he/she will get the corresponding completion grade.
4. FAILURE AND INCOMPLETE GRADES. A final MPS below 50% is deemed failed or dropped with a corresponding final grade of 5.00 or DRP, respectively. A student
will be given a grade of 5.00 or DRP depending on the existing university protocols. However, if the student is lacking some requirements which may turn his/her grade
to a passing one after submission, then he/she will just be given an Incomplete (INC) grade. He or She will then follow the university protocols in completing an INC
grade.
Prepared by:
Reviewed by:
MARIEL A. ESCOBAL
AVIEL SHEEN V. DUMAICOS
Faculty
Date Signed: June 7, 2021
JESSA MAE T. LAZARTE
Department Chairperson
Date Signed: ___________________
Approved by:
ESAMEL M. PALUGA, PhD
College Dean
Date Signed: ______________