Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
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