College of the Redwoods
CURRICULUM PROPOSAL
1. Course ID and Number: Phys 10
2. Course Title: Conceptual Physics
3. Check one of the following:
New Course (If the course constitutes a new learning experience for CR students, the course is new)
Required - Justification for Need (Provide a brief description of the background and rationale for the course. This might include a
description of a degree or certificate for which the course is required or the relationship of this course to other courses in the same or
other disciplines. To see examples of such descriptions, consult pages 10-11 of The Course Outline of Record: A Curriculum
Reference Guide. www.ccccurriculum.info/curriculum/regulationsguidelines/Downloads/Curriculum-paper.pdf )
Updated/revised course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Should another course be inactivated? No
Yes
Inactivation date:
Title of course to be inactivated:
4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this
course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites.
SLOs updated to more accurately reflect current instruments. A larger class size is being proposed so
the course can be offered with a higher cap in rooms bigger than the existing physics classroom.
Changed title since students have commonly enrolled in this course as prep for 2A or 4A, which it is not
actually a prerequisite for. 2A and 4A are also introductory courses, but at a higher mathematical level,
so the new title more accurately reflects the less mathematical nature of this course.
5. List the faculty with which you consulted in the development and/or revision of this course outline:
Faculty Member Name(s) and Discipline(s): Dave Bazard (Earth Sciences), Jeff Hogue (Biology),
Steve Jackson (Math), Diqui LaPenta (Biology), Jon Pedicino (Astronomy), Karen Reiss (Biology), Tony
Sartori (Chemistry)
6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current)
information and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.
FEATURES
Course Title
OLD
NEW
Introduction to Physics
Conceptual Physics
Select
Select
24
40
Catalog Description
(Please include complete text of
old and new catalog descriptions.)
Grading Standard
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 1 of 7
College of the Redwoods
COURSE OUTLINE
1. DATE: 2/28/2012
2. DIVISION: Math, Science, and Engineering
3. COURSE ID AND NUMBER: Phys 10
4. COURSE TITLE (appears in catalog and schedule of classes): Conceptual Physics
5.
SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Conceptual Physics
6. LOCAL ID (TOPS): 1902.00 (Taxonomy of Program codes http://www.cccco.edu/Portals/4/TopTax6_rev0909.pdf)
7. NATIONAL ID (CIP): 40.0801 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book
http://www.cccco.edu/Portals/4/AA/CrosswalkTOP6to2010CIP.pdf)
8. Discipline(s): Select from CCC System Office Minimum Qualifications for Faculty
http://www.cccco.edu/Portals/4/AA/Minimum%20Qualifications%20Handbook%20for%202010-2012.pdf
Course may fit more than one discipline; identify all that apply: Physics
9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2012
10. TOTAL UNITS: 3
TOTAL HOURS: 54
[Lecture Units: 3 Lab Units: 0]
[Lecture Hours: 54 Lab Hours: 0]
(1 unit lecture=18 hours; 1 unit lab=54 hours)
11. MAXIMUM CLASS SIZE: 40
12. WILL THIS COURSE HAVE AN INSTRUCTIONAL MATERIALS FEE? No
Yes
Fee: $
(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)
GRADING STANDARD
Letter Grade Only
Pass/No Pass Only
Is this course a repeatable lab course: No
Yes
Grade-Pass/No Pass Option
If yes, how many total enrollments?
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what
kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.
An introductory level course in physics examining the subject from a broad, interdisciplinary
perspective. Topics may include motion, falling objects, energy, electricity and magnetism,
momentum, and waves.
Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.):
PREREQUISITE COURSE(S)
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITE COURSE(S)
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s): Math 380
Rationale for Recommended Preparation: Course makes use of simple algebraic expressions and related
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 2 of 7
simple numerical examples
COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of
taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify,
describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please
see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.
1. Demonstrate an understanding of modern and antiquated theories of astronomy and motion, the
scientific method, and how it led to the Newtonian description of the universe by contrasting
modern theories to antiquated ideas and describing motion in terms of acceleration and force.
2. Describe systems using the physical quantities of energy, work, momentum, entropy, charge, and
fields, as well as the atomic hypothesis, and identify types of energy, heat engines, and fields in
nature and in technology.
3. Describe corrections to classical physics coming from relativity and quantum theory, as well as
their implications to physical systems that fall outside the description of classical physics.
4. Analyze issues in physics and science in general using written arguments based on scientific
evidence, theory, and ideas.
COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire
Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course
outcomes? Each concept should be numbered.
1. Ancient Greek ideas in astronomy and physics, particularly Aristotle and Ptolemy.
2. Copernican system of astronomy.
3. Kepler's model and laws of planetary motion.
4. Galileo's inertia, law of falling bodies, and influence on science as an experimental method.
5. Description of motion in terms of position, velocity, and acceleration.
6. Properties of circular motion.
7. Newton's second law and the nature of force and mass.
8. Newton's third law and the nature of interactions.
9. Newton's law of gravity and its implications.
10. Materialist philosophy and the method of science given us by Newton.
11. Work and energy.
12. Types of mechanical energy and thermal energy.
13. Temperature, heat, and the first law of thermodynamics.
14. Entropy, heat engines, and the second law of thermodynamics.
15. Electrostatic force, charge, and charged particles in atoms.
16. Electric and magnetic fields, creation of them, what they do, and how they interact.
17. Batteries and electric circuits.
18. Waves and interference.
19. Electromagnetic radiation and spectrum.
20. The Atomic Hypothesis.
21. Brownian motion.
22. Greek, planetary, and quantum models of the atom.
23. Scientific notation and powers of ten.
24. Galilean relativity.
25. Time dilation and moving clocks.
26. Length contraction.
27. Rest mass energy.
28. Black body spectrum.
29. Planck distribution and Planck's constant.
30. Photoelectric effect.
31. Bohr model of hydrogen.
32. DeBroglie wavelength of electron.
33. Schroedinger equation and the quantum wave.
34. Statistical interpretation of quantum wave.
35. Heisenberg uncertainty and particle wave duality.
36. Quantum interpretations.
Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue
should be numbered.
1. Limitations of scientific method and the provisional nature of all theories.
2. Intuitive description of reality not always matching the accepted scientific description based on theory.
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 3 of 7
3. How definition of system defines and constrains description of reality.
4. The implications of a constant light speed not matching the intuitive Galilean relativity.
5. Particle-wave duality and local reality.
Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.
1.
2.
3.
4.
Science theories affect and are affected by culture, belief system, and worldview in any time period.
Science discards ideas that don't stand up to experimental trial, retains those that do.
Scientific theories are always open to falsification and should not be regarded as absolutely true.
Physics is about measurement, not the true nature of things.
Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific
calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.
1. Answer questions in writing with coherent explanation.
2. Read college-level texts.
3. Analyze systems with concepts defined in class.
REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the
course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These
activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.
1.
2.
3.
4.
Listening to lecture, taking notes as necessary, and responding to verbal questions.
Reading the course textbook.
Participating in class discussion.
Answering homework questions using the physics theories, principles, and ideas at a conceptual level.
ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide
evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.
Representative assessment tasks (These are examples of assessments instructors could use):
1.
2.
3.
4.
5.
6.
Chapter quizzes
Exams on conceptual exercises from multiple chapters
Written essay
Take home exam or worksheet
Class project
In class presentation
Required assessments for all sections (These are assessments that are required of all instructors of all sections at all
campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments
above.):
1.
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.
Author, Title, and Date Fields are required
Author Hobson,
Art
Title
Physics Concepts & Connections 5th Edition
Author
Title
Date
Author
Title
Date
Author
Title
Date
Date
2010
Other Appropriate Readings:
COURSE TYPES
1. Is the course part of a Chancellor’s Office approved CR Associate Degree?
No
Yes
If yes, specify all program codes that apply. (Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Required course for degree(s) (DRAFT.AS), (DRAFT.AS.CIVIL), (DRAFT.AS.MECH), (MT.AS.CADD)
Restricted elective for degree (s) (SCIEX.LA.A.AA,SCIEX.LA.B.AA, SCIEX.LA.C.AA, SCIEX.LA.D.AA)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students
may choose to complete a specific number of units required for an approved degree.
2.
Is the course part of a Chancellor’s Office approved CR Certificate of Achievement?
No
Yes
If yes, specify all program codes that apply. ( Codes can be found in Outlook/Public Folders/All Public Folders/ Curriculum/Degree
and Certificate Programs/choose appropriate catalog year):
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 4 of 7
Required course for certificate(s)
Restricted elective for certificate(s)
Restricted electives are courses specifically listed (i.e. by name and number) as optional courses from which students may
choose to complete a specific number of units required for an approved certificate.
3.
Is the course Stand Alone?
No
Yes
(If “No” is checked for BOTH #1 & #2 above, the course is stand alone)
4. Basic Skills: NBS Not Basic Skills
5.
Work Experience: NWE Not Coop Work Experience
6.
Course eligible Career Technical Education funding (applies to vocational and tech-prep courses only): yes
7.
Purpose: A Liberal Arts Sciences
8.
Accounting Method: W Weekly Census
9.
Disability Status: N Not a Special Class
no
CURRENT TRANSFERABILITY STATUS (Check at least one box below):
This course is currently transferable to
Neither CSU nor UC
CSU as general elective credit
CSU as a specific course equivalent (see below)
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currentlyactive, equivalent lower division courses from CSU.
1. Course Phys 100, Campus CSU Chico 2. Course PHYX 105, Campus HSU
UC as general elective credit
UC as specific course equivalent
If the course transfers as a specific course equivalent, give course number(s)/ title(s) of one or more currentlyactive, equivalent lower division courses from UC.
1. Course Phys 10, Campus UCSB
2. Course PHYSICS 10, Campus UCB
PROPOSED CSU TRANSFERABILITY (Check at least one of the boxes below):
No proposal
Remove as General Education
Propose as General Elective Credit
Propose as a Specific Course Equivalent (see below)
If specific course equivalent credit is proposed, give course number(s)/ title(s) of one or more currently-active,
equivalent lower division courses from CSU.
1. Course
, Campus
2. Course
, Campus
PROPOSED UC TRANSFERABILITY (Check one of the boxes below):
No proposal
Remove as General Education
Propose as General Elective Credit OR Specific Course Equivalent (fill in information below)
If “General Elective Credit OR Specific Course Equivalent” box above is checked, give course number(s)/ title(s)
of one or more currently-active, equivalent lower division courses from UC.
1. Course
, Campus
2. Course
, Campus
CURRENTLY APPROVED GENERAL EDUCATION Check at least one box below):
Not currently approved
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 5 of 7
CR
CR GE Category: A
CSU
CSU GE Category: B1-Physical Science
IGETC
IGETC Category: 5A-Physical Science
PROPOSED CR GENERAL EDUCATION (Check at least one box below):
No proposal
Remove as General Education
_____ Approved as CR GE by Curriculum Committee: _________
(DATE)
Review to maintain CR GE Status
_____ Not approved.
New GE Proposal
CR GE Outcomes
GE learning outcomes in Effective Communication, Critical Thinking, Global Awareness must be addressed in all general
education courses.
 Effective Communications: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this
category. This course requires students to use effective written communications skills in order to meet the
learning outcomes. The first three outcomes focus on description using ideas of physics. Questions posed to
students in this course are of a conceptual nature and generally require the student to formulate an answer in
their own words. The fourth outcome also explicitly requires written communication skills. The second bulleted
example for this outcome, "Communicate complex mathematical and scientific ideas" is a good match to this
course, at least in regard to the scientific ideas. The first and third example assessments listed under this
outcome are generally used in this course.
 Critical Thinking: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Meeting any of the stated outcomes of this course will have a critical thinking component, though more
explicitly the fourth outcome requires critical thinking. "Apply the scientific method and scientific reasoning"
fits well to this course, and "Apply mathematical and scientific concepts to analyze relationships" applies,
though more in regard to scientific concepts. As well, some of the other bulleted examples are applicable to this
course. Under the assessment examples, "Distinguish between data and interpretation" is generally part of
assessments in this course, "Describe the importance of testing hypotheses" is recurring in questions typically
on assessments in this course. Also, "Select and use appropriate data or resources to support a conclusion" may
be part of this course's assessments.
 Global Awareness: Explain how the proposed GE course fulfills at least one of the CR GE outcomes in this category.
Two themes that are generally emphasized in this course (possibly one more than the other depending on
instructor preference) are the historical development and context of physics, and humanity's impact on and
relation to the natural environment. The listed course text is specifically written with these two themes in mind.
Respectively, these themes are an exact match to "Analyze issues within their historical context" and "Explain
the relationships between humanity and the natural environment" listed under this outcome. Questions used on
assessments in this course do require students to do one or more of "Articulate understanding of historical
influences on contemporary world" and/or "Articulate historical influences on language and contemporary
knowledge."
GE Criteria for Breadth and Generality
GE courses should be broad and general in scope. Typically such courses are introductory-- not advanced or specialized—and
the content encompasses a broad spectrum of knowledge within a given field of study.
Explain how the proposed GE course fulfills GE criteria for breadth and generality. This course covers a wide range of
physics topics, introducing aspects from each major area of the discipline only superficially; areas that have full
upper division courses devoted to them, such as thermodynamics, electricity and magnetism, and quantum mechanics
among others. Since this course is not math based, it is not an advanced or specialized physics course, and each topic
area is treated broadly and without the depth or rigour associated with upper division or even just more
mathematical treatments in lower division physics courses, such as those intended for physics majors or engineers.
CR GE Area Designation
Course Learning Outcomes and Course Content should provide evidence of appropriate GE Area Designation.
Additional rationale for GE Area Designation (optional):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Page 6 of 7
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE) (Check at least one box below):
No proposal
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
C. Arts, Literature, Philosophy, and Foreign Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature, Philosophy, Foreign
Language)
E. Lifelong Understanding and Self-Development
E1 – Lifelong Understanding
E2 – Self-Development
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Proposed Intersegmental General Education Transfer Curriculum (IGETC) (Check at least one box below ):
No proposal
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Same as above
Submitted by: Erik Kramer
Division Chair/Director: Rachel Anderson
Approved by Curriculum Committee: No
Academic Senate Approval Date: 4/6/12
Curriculum Proposal: 04/08/11 (rev.)
Academic Senate Approved: 4/15/11
Tel. Ext.
4228
Review Date: 3/2/12
Date: 2/28/12
CURRICULUM COMMITTEE USE ONLY
Yes
Date: 3/9/12
Board of Trustees Approval Date: 5/1/12
Page 7 of 7