Download CITY UNIVERSITY OF HONG KONG - Department of Physics and

Form 2B
City University of Hong Kong
REVISED on
20 Jul 2012
wef Sem A 2012/13
Information on a Course
offered by Department of Physics and Materials Science
with effect from Semester A in 2012 / 2013
This form is for completion by the Course Co-ordinator/Examiner. The information provided on this form
will be deemed to be the official record of the details of the course. It has multipurpose use: for the
University’s database, and for publishing in various University publications including the Blackboard, and
documents for students and others as necessary.
Please refer to the Explanatory Notes attached to this Form on the various items of information required.
Part I
Course Title: Electricity and Magnetism
Course Code: AP2191
Course Duration: One semester
No of Credit Units: 3
Level: B2
Medium of Instruction: English
Prerequisites: Nil
Precursors: AP2190 Mechanics or AP2290 Classical Mechanics or
AP1201 General Physics I
MA2176 Basic Calculus and Linear Algebra or
MA1201 Calculus and Basic Linear Algebra II
Equivalent Course: AP2291 Electricity and Magnetism
Exclusive Course: AP2291 Electricity and Magnetism
Part II
1.
Course Aims:
This course aims at covering the basic principles of Electricity and Magnetism and
their applications. Upon successful completion of the course, students are expected
to have enhanced ability in comprehending technical information, reasoning through
scientific questions and analysis, and applying physics principles to solve a wide
range of both hypothetical and practical scientific problems.
AP2191 (3-3-4)
1
2. Course Intended Learning Outcomes (CILOs)
(state what the student is expected to be able to do at the end of the course
according to a given standard of performance)
This course is a fundamental component of the BSc (Hons) Applied Physics and
BEng (Hons) Materials Engineering Programmes with the aim of training
students, inter alia, to become better informed users of technology in an era
marked by rapid technological development. This is the key characteristic of
science and engineering students which distinguishes them from those of other
disciplines. Students are encouraged to retrace the process of knowledge
invention (i.e. imagine that they were the original inventors of such knowledge)
such that topics in electricity and magnetism are used as a vehicle to develop
analytical and innovative thinking.
Upon successful completion of this course, students should be able to:
No
1
2
3
4
5
6
7
3.
CILOs
Level of
Importance
Analyse and solve problems involving a system of 2
static point electric charges
Understand the concept of electric fields and lines of 3
force and apply such concepts in problem solving
Understand the physics principles underpinning 3
Gauss’s Law and apply this Law to solve problems of
high symmetry in electrostatics
Analyse and solve problems involving capacitors and 2
simple electric circuits
Understand and describe the relationship between 1
electric and magnetic fields in different frames of
reference
Analyse and solve problems involving magnetic fields 3
due to moving charges and electric currents
Apply the principles of magnetism and properties of 3
magnetic materials to analyse a variety of problems in
diverse fields including earth science and simple
inductive circuits
Teaching and Learning Activities (TLAs)
(designed to facilitate students’ achievement of the CILOs)
The teaching of fundamental Physics is now a well developed and mature art.
The current stage of development is reached after years of collective teaching
experiences at universities all over the world. The most popular textbook is
Fundamentals of Physics by Halliday, Resnick and Walker which was first
published 40 years ago and is now in its 9th edition. This text book and other
similar ones are supported by a comprehensive set of teaching aids including
web based exercises, interactive learning ware and computer simulations. In
addition, video demonstrations of experiments and real life phenomena are
readily available to supplement teaching.
AP2191 (3-3-4)
2
TLAs
CILO 1
CILO 2
CILO 3
CILO 4
CILO 5
CILO 6
CILO 7
Total (hrs)
Lectures/Student
Centred Activities/
Miniprojects
5
7
7
5
1
7
7
39
Laboratory
Work
Total no of hours
2
2
2
2
1
2
2
13
7
9
9
7
2
9
9
52
Scheduled activities: 3hrs lectures/student centred activities/ miniprojects + 1 1hr
Laboratory
4.
Assessment Tasks/Activities
(designed to assess how well the students achieve the CILOs)
Examination duration: 2 hrs
Percentage of coursework, examination, etc.: 30% by coursework (15%
Laboratory, 7% Assignments, 8% Test); 70% by exam
To pass the course, students need to achieve at least 30% in the examination.
Assessments (assignments, test and examination) are designed to measure
students’ ability in comprehending technical information, reasoning through
scientific questions and analysis, and applying knowledge gained to solve
problems.
It is recognized that there are limitations and inadequacies in whatever
assessment method used. Whether we like it or not, one of our responsibilities as
teachers is to rank our students according to their abilities. This process must be
seen to be fair to all students. Years of experience have been accumulated in the
assessment of physics students and all sorts of imaginable assessment methods
have been tried. While there is always room for improvement, a radical
departure from tradition is likely to lead to failure rather than success.
In fact, the knowledge and skills acquired by the students are generic and
transferable. That is, they can be applied to a wide variety of situations which are
outside the perceived boundary of the physics discipline. In other words, the
number of task-specific outcomes is infinite and most of them cannot be
anticipated. This is what makes university education different from that of
vocational education where task specific learning outcomes have been used as
teaching objectives for years.
AP2191 (3-3-4)
3
ATs
CILO 1
CILO 2
CILO 3
CILO 4
CILO 5
CILO 6
CILO 7
Total (%)
5.
Exam
8
13
13
8
2
13
13
70
Assignments
0.8
1.3
1.3
0.8
0.2
1.3
1.3
7
Test
1.0
1.4
1.4
1.0
0.4
1.4
1.4
8
Lab
1.8
2.7
2.7
1.8
0.6
2.7
2.7
15
Total (%)
11.6
18.4
18.4
11.6
3.2
18.4
18.4
100
Grading of Student Achievement: Refer to Grading of Courses in the Academic
Regulations (Attachment) and to the Explanatory Notes.
The grading is assigned based on students’ performance in assessment
tasks/activities.
Grade A
The student completes all assessment tasks/activities and the work demonstrates
excellent understanding of the scientific principles and the working mechanisms.
He/she can thoroughly identify and explain how the principles are applied to
science and technology for solving physics and engineering problems. The
student’s work shows strong evidence of original thinking, supported by a variety
of properly documented information sources other than taught materials. He/she is
able to communicate ideas effectively and persuasively via written texts and/or
oral presentation.
Grade B
The student completes all assessment tasks/activities and can describe and explain
the scientific principles. He/she provides a detailed evaluation of how the
principles are applied to science and technology for solving physics and
engineering problems. He/she demonstrates an ability to integrate taught
concepts, analytical techniques and applications via clear oral and/or written
communication.
Grade C
The student completes all assessment tasks/activities and can describe and explain
some scientific principles. He/she provides simple but accurate evaluations of
how the principles are applied to science and technology for solving physics and
engineering problems. He/she can communicate ideas clearly in written texts
and/or in oral presentations.
Grade D
The student completes all assessment tasks/activities but can only briefly describe
some scientific principles. Only some of the analysis is appropriate to show how
the principles are applied to science and technology for solving physics and
engineering problems. He/she can communicate simple ideas in writing and/or
orally.
AP2191 (3-3-4)
4
Grade F
The student fails to complete all assessment tasks/activities and/or cannot
accurately describe and explain the scientific principles. He/she fails to identify
and explain how the principles are applied to science and technology for solving
physics and engineering problems objectively or systematically. He/she is weak in
communicating ideas and/or the student’s work shows evidence of plagiarism.
Part III
Keyword Syllabus:
 Electric charge
 Electric fields
 Gauss’ law
 Electric potential
 Capacitance
 Current and resistance
 Circuits
 Magnetic fields
 Magnetic fields due to current
 Induction and inductance
 Magnetism and matter
 Waves and optics
Recommended Reading:
D Halliday, R Resnick, and J Walker, “Fundamentals of Physics” 9th Edition, Wiley
(2011).
Students may use other similar textbooks such as R D Knight, “Physics for Scientists
and Engineers with Modern Physics” Pearson, Addison Wesley (2004).
Online Resources:
Interactive learning ware, computer simulations, solution to problems, quizzes,
interesting articles for supplementary readings etc., at the Halliday website:
http://he-cda.wiley.com/WileyCDA/HigherEdTitle/productCd-0471216437.html
Returned by:
Name:
Dr H F CHEUNG
Department:
AP
Extension:
7882
Date:
20 Jul 2012
AP2191 (3-3-4)
5