St. Cloud State University
General Education Goal Area 3
Natural & Physical Sciences
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Prepared by: Kevin L. Haglin
Phone: x-2012
Proposal Number:
Email: klhaglin@stcloudstate.edu
2.
Requesting Unit: Physics, Astronomy and Engineering Science
3.
Department, Course Number, Title: PHYS 232 General Physics II
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Hooke’s law; simple harmonic motion; waves, standing waves, sound; electric force, electric fields;
electric potential; capacitance; resistance; DC circuits; magnetic force and fields; induced EMF;
inductance; impedance; AC circuits; E-M waves; geometric optics, wave optics; optical devices. Topics
from modern physics. Lab. Prereq: PHYS 231, F, S, SUM.
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Various pre-professional programs require PHYS 232. Specifically, BIOL, CHEM, CSCI, ETS, PESS
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
none
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
n/a
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
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Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
13.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 3: Natural & Physical Sciences
Explore scientific knowledge of the natural world. Understand the central concepts and principles of
science; experience the process of scientific inquiry; comprehend science as a human endeavor and
understand the impact of science on individuals and on society.
Students confront experimental and theoretical understanding of sound and waves, electricity and
magnetism, properties of light and basic optics. Students carry out classic experiments to gain hands-on
experience and increased understanding of the nature of electricity and magnetism and moreover, students
solve homework problems focusing on applications of these concepts and principles in biology, medicine,
and technology.
14. In order for a course to be designated as fulfilling Goal Area 3, it must address at least 5 of the 6 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate knowledge of concepts, principles, and theories in the physical or natural sciences.
2. Make observations and collect data, design and carry out experiments or other types of scientific investigations.
3. Formulate research questions and testable hypotheses, analyze and interpret data, draw inferences and
conclusions, and identify further questions for investigation.
4. Demonstrate awareness of the interdependent relationships of basic science, applied science, mathematics, and
technology.
5. Recognize the human nature of the scientific enterprise, including the importance of curiosity, creativity, and
imagination; the dual nature of scientific knowledge as changeable and durable; and the impact of a scientist's
personal identity on the scientific process.
6. Evaluate societal issues from a science perspective, question the evidence presented, and make informed
judgments about these issues.
15.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
1. Students apply concepts and physical theories each and every day by solving example problems in
class, assigned textbook (end-of-chapter) problems, exam problems, and especially laboratory
exercises. Concepts are introduced, tied to everyday experiences, and then illustrated in daily
examples. Students demonstrate knowledge by adapting the concept to new problems.
2. Weekly laboratory activities are carried out, theoretical foundations are discussed, experimental
apparatus are described and demonstrated, data acquisition is undertaken and analysis is carried out.
Finally, scientific conclusions are drawn and finally, a scientific “lab” report must be written and
submitted for assessment.
3. Throughout the laboratory experience, qualitative as well as quantitative queries are required from the
students. Students gain experience using statistical analysis, error analysis and uncertainty issues, and
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finally, draw conclusions about relative error and relative uncertainty. Students come to appreciate
conclusions can be reached only when error and uncertainty are established.
4. Weekly homework assignments involve physical concepts, graphical and pictorial representation of
physical configurations, mathematical statements based upon those pictures, and then ultimately,
mathematical analysis to solve for unknown quantities. The problems are based upon application in
science and technology, biology and medicine, sports and various everyday life experiences.
5. Discussions of physical laws and mathematical relationships relevant to the list of topics within the
course involve historical accounts of famous scientists’ attempts to understand nature in terms of
design of experiments, analysis of data, and emergence of appropriate ideas and theories of electricity
and magnetism, sound and light. The “starts and stops” common in scientific advancement are
mentioned to illustrate human interaction with nature as the way scientific theory is developed.
16.
Courses satisfying Goal Area 3: Natural & Physical Sciences must have either a “traditional lab course or a lab-like
experience”. Check which of these apply and supply a brief explanation of how the course is either a laboratory
course or incorporates a “lab-like experience”.
Course includes:
Laboratory
Lab-like experience
The following quote from a National Research Council subcommittee report may help to identify a course with a
laboratory. ”Laboratory experiences provide opportunities for students to interact directly with the material world
(or with data drawn from the material world), using the tools, data collection techniques, models, and theories of
science.” America's Lab Report: Investigations in High School Science (Free Executive Summary)
http://www.nap.edu/catalog/11311.html
This course has a laboratory component and laboratory work will be required approximately weekly that involves
collecting data, measurement, analysis and using this to constrain models of the natural world.
17.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
The following topics are roughly evenly weighted over the course of a semester. This means each topic
receives roughly 6% of the time. All topics emphasize all student learning outcomes.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
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Oscillations
Waves & Sound
Electric charge and force
Electric Potential
Capacitance
Direct current, Resistance
DC circuits
Magnetic forces
Magnetic fields
Induced electromotive forces
AC circuits
Electromagnetic waves and spectrum
Geometric optics
Applications of optics
Wave optics of interference and diffraction
St. Cloud State University
Academic Affairs Use Only:
Response Date:
Effective Date:
General Education Transmittal Form
Proposal Number
Department: Physics, Astronomy and Engineering Science
Course or Course(s): Phys 232
Kevin L. Haglin
Department or Unit Chair Signature
2/24/2010
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date