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Core Course Review Documentation
Foundational Component Area: LIFE & PHYSICAL SCIENCES
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course: General Physics (Phys 1244)
Credit Hours: 4 (3 hours lecture, 1 hour lab)
Proposed by: Jacqueline Dunn
Date: January 14, 2013
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on describing, explaining, and predicting natural
phenomena using the scientific method.
Electricity, Magnetism, & Optics covers the basic components of electromagnetic theory
(including electrostatic forces, electric fields, magnetic forces, and magnetic fields), circuits,
and optics. Applications involving energy delivery are also covered, as are select topics
from modern physics (basic ideas from quantum mechanics and cosmology). Content is
addressed through lectures, readings, problem assignments, and hands-on laboratory
activities.
SKILLS: Courses involve the understanding of interactions among natural phenomena and the
implications of scientific principles on the physical world and on human experiences.
Students will be able to:
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
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Derive electric fields and forces for different configurations of charges.
Analyze basic circuits and design circuits that have specified characteristics.
Derive magnetic fields and forces for different configurations.
Understand the relationship between electromagnetic theory and light.
Analyze basic optical configurations.
Explain basic ideas from modern physics including relativity and quantum mechanics
and their applications.
ASSESSMENT OF CORE OBJECTIVES:
Assessments should be authentic, intentional and
direct. The following four Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Critical thinking skills are developed through course readings, lectures, and group problem
sessions. The specific assessment used in this course (see attachment in this file) is the
Brief Electricity and Magnetism Assessment (BEMA), which is administered to students at
the end of the semester. Students will be evaluated to see if they have exceeded the
benchmark level of the AACU VALUE Rubric for Critical Thinking (attached). Students also
answer conceptual questions on an ongoing basis, similar to those contained in the critical
thinking skills assessment.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Oral communication skills are developed through preparation of PowerPoint presentations
discussing the various methods of energy production. Students are assigned to work on a 5
to 10 minute PowerPoint presentation in groups of about 5 students covering the physics
and social and political impacts of one method of energy production (see attachment in this
file). Students will be evaluated to see if they have exceeded the benchmark level of the
Assessment for Communication Skills Rubric (see attachment in this file), which focuses on
Visual Communication, and has been created based on the AACU VALUE Rubrics for Oral
and Written Communication (attached).
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Empirical analytical skills and quantitative skills are developed through assigned readings,
group problem sessions, and laboratory activities (students complete 10 laboratory
assignments). The specific assessment used in this course (see attachment in this file) is to
have students work in groups to solve assigned problems in class. Students will be
evaluated to see if they have exceeded the benchmark level of the AACU VALUE Rubric for
Quantitative Literacy (attached in this file).
Teamwork - to include the ability to consider different points of view and to work effectively with
others to support a shared purpose or goal
Teamwork skills are developed through group projects and problem sessions. The specific
assessment used in this course will be the team presentation on energy production
mentioned under communication skills. Students are assigned to work on a 5 to 10 minute
PowerPoint presentation in groups of about 5 students covering the physics and social and
political impacts of one method of energy production. Students will be evaluated to see if
they have exceeded the benchmark level of the AACU VALUE Rubric for Teamwork
(attached in this file).
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1. Syllabus
2. Assessment for Critical Thinking Skills
3. Assessment for Communication Skills
4. Assessment for Empirical & Quantitative Skills
5. Assessment for Teamwork
Phys 1244 – General Physics
TTh 11:00 am – 12:20 pm, Bolin Hall 312
Instructor: Jackie Dunn
Office: 307D
Office Phone: 4184
Email: [email protected]
Textbook: Physics, Principles with Applications, 6th Edition by Giancoli
(ISBN: 0130606200)
Office Hours: MTWThF 9:00 – 11:00 am
Lab: T or W 2:00 – 3:50 pm, Bolin Hall 107
Grading: Labs – 10%, Group Project – 15%, Classwork & Quizzes – 15%, Exams (4 @
15% each) – 60%
Course Description: This course is designed to introduce the student to the basic
concepts of physics. We will cover everything from linear kinematics to thermal physics.
To check that you are keeping up with the homework, there will be a short (no more
than 10 minutes!) quiz every Thursday.
Attendance: While attendance is not factored into your grade directly, you must attend
class regularly if you hope to do well. Quizzes and tests can only be made up if you
have an excused absence (illness counts only if you can provide a doctor’s note). Any
planned absences from class should be discussed with the instructor beforehand if you
are going to be missing a graded activity (e,g, test, quiz, etc.) so that make-up plans
may be arranged. Excused absences include university sponsored events, illness
(documentation required showing you saw a doctor – you do not need to disclose why)
and the death of an immediate family member (parents, children, siblings, etc.).
Please try to arrive to class on time (or even a couple minutes early) as we will start
right away. If you must come in late (better to come in later than to miss an entire
class), please do not be disruptive.
Lab: All lab assignments must be completed during the lab period unless otherwise
noted. If you cannot attend your normal section at any time, please try to attend the
other section of the same week. If this is not possible, you must make arrangements
with the TA to make-up the lab. There will be no labs the first week of classes.
Expectations: Students should look over the chapters to be covered on a particular day
prior to coming to class. It is recommended that you follow along in the text during
lectures as we will be following the text very closely.
Cheating and plagiarism will not be tolerated. If you take a direct quote from a source
for one of your assignments, please indicate so by using quotation marks and citing the
source. It should go without saying that any work you hand in should be your own. You
may work together in pairs in lab, but you must submit your own work.
Please turn off your cell phone (or put in silent mode) while in lecture or lab. If
you must take a call during class (prohibited during exams and quizzes), please
leave the room first so you do not disrupt the class.
Special Needs: Any students with special needs should discuss these with the
instructor as soon as possible so arrangements can be made.
Note: By enrolling in this course, the student expressly grants MSU a "limited right" in
all intellectual property created by the student for the purpose of this course. The
"limited right" shall include but shall not be limited to the right to reproduce the student's
work product in order to verify originality and authenticity, and for educational purposes.
Exams: Exams will be held on the dates listed below.
cumulative.
Exam 1:
Exam 2:
Exam 3:
Final Exam:
Tuesday February 6, 2007
Thursday March 8, 2007
Thursday April 5, 2007
Tuesday May 8, 2007 11:00 am
Topics to be Covered:
Electric Charge and Electric Field
Gauss’s Law
Electric Potential
Capacitance, Dielectrics, Electric Energy Storage
Electric Currents and Resistance
DC Circuits
Magnetism
Sources of Magnetic Field
Electromagnetic Induction and Faraday’s Law
Induction, Electromagnetic Oscillations, and AC Circuits
Maxwell’s Equations and Electromagnetic Waves
Light: Reflection and Refraction
Lenses and Optical Instruments
The final exam will be
Assessment of Critical Thinking Skills
The Brief Electricity and Magnetism Assessment (BEMA), developed by L. Ding, R. Chabay,
B. Sherwood, and R. Beichner, is administered to students at the end of the semester. The
BEMA has been administered at universities across the nation since 2006 to assess
students understanding of basic electromagnetic concepts. The exam consists of 30
multiple choice questions. Since the exam must be kept secure, only a few sample
questions may be reproduced here.
Assessment for Communication Skills
Students are assigned to work on a 5 to 10 minute PowerPoint presentation in groups of
about 5 students covering the physics and social and political impacts of one method of
energy production (nuclear, wind, solar, fossil fuels, etc.).
Presentation Rubric (specific to this assignment):
Points
Content
5
Appropriate amount
of content to fill the
allotted time.
3
Slightly less or more
content than what
was needed for the
allotted time (under
or over by less than
a two minutes).
Creativity
Uses graphics
appropriately and
often. May make use
of props.
Speaks to audience.
No significant breaks
in speech.
Conducted in a
professional manner.
Uses graphics
appropriately, but
doesn’t include any
extras (no props).
Loses train of
thought but recovers
well. Conducted in a
less serious manner
(too many jokes, not
formal enough, etc.)
or reads straight
from paper.
One or two slight
problems in
descriptions of
physical principals
or exclusion of one
physical concept that
should have been
addressed.
Able to answer all
questions posed
with little difficulty
or makes slight
mistake in
answering questions
posed.
Style
Physics
Answering
Questions
All physical concepts
are described
correctly and the
appropriate
concepts are
addressed.
Able to answer all
questions posed
without difficulty.
1
Significantly less or
more content than
what was needed for
the allotted time
(under or over by
more than two
minutes).
Little or no graphics.
Rarely or never
makes eye contact
with audience. May
treat entire talk as a
joke. Not
professional at all.
Major problems with
physical descriptions
or leaves out large
component of the
physical principals
involved.
Unable to adequately
answer questions
posed.
Assessment for Empirical & Quantitative Skills
Students should be able to answer the following problems without difficulty.
(1) A 9.6 cm diameter circular loop of wire is in a 1.10 T magnetic field. The loop is
removed from the field in 0.15 s. What is the average induced emf?
(2) Three positive point charges Q are arranged with one charge at each of three
corners of a square of side L. What is the potential at the fourth corner, taking V=0
at infinity?
(3) Three identical resistors R are connected in parallel with a battery. Draw the circuit
and find the equivalent resistance.
(4) A vertical straight wire carrying an upward 28 A current exerts an attractive force
per unit length of 7.8 x 10-4 N/m on a second parallel wire 7.0 cm away. What
current (magnitude and direction) flows in the second wire?
(5) List all of the components of the electromagnetic spectrum, from the shortest
wavelength to the longest wavelength. Indicate which component has the highest
energy.
The AACU quantitative literacy rubric is applied (copied below).
Capstone
4
Milestones
3
2
Benchmark
1
Interpretation
Ability to explain
information presented in
mathematical forms (e.g.,
equations, graphs, diagrams,
tables, words)
Provides accurate
explanations of
information presented
in mathematical forms.
Makes appropriate
inferences based on
that information. For
example, accurately
explains the trend data
shown in a graph and
makes reasonable
predictions regarding what
the data suggest about
future events.
Provides accurate
explanations of
information presented
in mathematical forms.
For instance, accurately
explains the trend data
shown in a graph.
Provides somewhat
accurate explanations of
information presented
in mathematical forms,
but occasionally makes
minor errors related to
computations or units.
For instance, accurately
explains trend data shown
in a graph, but may
miscalculate the slope of the
trend line.
Attempts to explain
information presented
in mathematical forms,
but draws incorrect
conclusions about what
the information means.
For example, attempts to
explain the trend data
shown in a graph, but will
frequently misinterpret the
nature of that trend,
perhaps by confusing
positive and negative trends.
Representation
Ability to convert relevant
information into various
mathematical forms (e.g.,
equations, graphs, diagrams,
tables, words)
Skillfully converts
relevant information
into an insightful
mathematical portrayal
in a way that
contributes to a further
or deeper
understanding.
Competently converts
relevant information
into an appropriate
and desired
mathematical
portrayal.
Completes conversion
of information but
resulting mathematical
portrayal is only partially
appropriate or accurate.
Completes conversion
of information but
resulting mathematical
portrayal is
inappropriate or
inaccurate.
Calculation
Calculations attempted
are essentially all
successful and
sufficiently
comprehensive to
solve the problem.
Calculations are also
presented elegantly
(clearly, concisely, etc.)
Calculations attempted
are essentially all
successful and
sufficiently
comprehensive to
solve the problem.
Calculations attempted
are either unsuccessful
or
represent only a portion
of the calculations
required to
comprehensively solve
the problem.
Calculations are
attempted but are both
unsuccessful and are
not comprehensive.
Application / Analysis
Ability to make judgments
and draw appropriate
conclusions based on the
quantitative analysis of data,
Uses the quantitative
analysis of data as the
basis for deep and
thoughtful judgments,
drawing insightful,
Uses the quantitative
analysis of data as the
basis for competent
judgments, drawing
reasonable and
Uses the quantitative
analysis of data as the
basis for workmanlike
(without inspiration or
nuance, ordinary)
Uses the quantitative
analysis of data as the
basis for tentative,
basic judgments,
although is hesitant or
while recognizing the limits
of this analysis
carefully qualified
conclusions from this
work.
appropriately qualified judgments, drawing
conclusions from this plausible conclusions
work.
from this work.
uncertain about
drawing conclusions
from this work.
Assumptions
Ability to make and evaluate
important assumptions in
estimation, modeling, and
data analysis
Explicitly describes
assumptions and
provides compelling
rationale for why each
assumption is
appropriate. Shows
awareness that
confidence in final
conclusions is limited
by the accuracy of the
assumptions.
Explicitly describes
assumptions and
provides compelling
rationale for why
assumptions are
appropriate.
Explicitly describes
assumptions.
Attempts to describe
assumptions.
Communication
Expressing quantitative
evidence in support of the
argument or purpose of the
work (in terms of what
evidence is used and how it is
formatted, presented, and
contextualized)
Uses quantitative
information in
connection with the
argument or purpose
of the work, presents
it in an effective
format, and explicates
it with consistently
high quality.
Uses quantitative
information in
connection with the
argument or purpose
of the work, though
data may be presented
in a less than
completely effective
format or some parts
of the explication may
be uneven.
Uses quantitative
information, but does
not effectively connect
it to the argument or
purpose of the work.
Presents an argument
for which quantitative
evidence is pertinent,
but does not provide
adequate explicit
numerical support.
(May use quasiquantitative words such
as "many," "few,"
"increasing," "small,"
and the like in place of
actual quantities.)
Assessment for Teamwork
Students are assigned to work on a 5 to 10 minute PowerPoint presentation in groups of
about 5 students covering the physics and social and political impacts of one method of
energy production (nuclear, wind, solar, fossil fuels, etc.).
The AACU teamwork rubric is applied (copied below).
Capstone
4
3
Milestones
Contributes
to Team
Meetings
Helps the team move
forward by articulating
the merits of alternative
ideas or proposals.
Offers alternative
solutions or courses of
action that build on the
ideas of others.
Offers new suggestions
to advance the work of
the group.
Shares ideas but does not
advance the work of the
group.
Facilitates the
Contributions
of Team
Members
Engages team members
in ways that facilitate
their contributions to
meetings by both
constructively building
upon or synthesizing the
contributions of others
as well as noticing when
someone is not
participating and
inviting them to engage.
Engages team members
in ways that facilitate
their contributions to
meetings by
constructively building
upon or synthesizing the
contributions of others.
Engages team members
in ways that facilitate
their contributions to
meetings by restating
the views of other team
members and/or asking
questions for
clarification.
Engages team members
by taking turns and
listening to others without
interrupting.
Individual
Contributions
Outside of
Team
Meetings
Completes all assigned
tasks by deadline;
work accomplished is
thorough,
comprehensive, and
advances the project.
Proactively helps other
team members complete
Completes all assigned
tasks by deadline;
work accomplished is
thorough,
comprehensive, and
advances the project.
Completes all assigned
tasks by deadline;
work accomplished
advances the project.
Completes all assigned
tasks by deadline.
2
Benchmark
1
their assigned tasks to a
similar level of
excellence.
Fosters
Constructive
Team
Climate
Supports a constructive
team climate by doing
all of the following:
• Treats team
members
respectfully by
being polite
and
constructive in
communication
.
• Uses positive
vocal or
written tone,
facial
expressions,
and/or body
language to
convey a
positive
attitude about
the team and
its work.
• Motivates
teammates by
expressing
confidence
about the
importance of
the task and the
team's ability
to accomplish
it.
• Provides
assistance
and/or
encouragement
to team
members.
Supports a constructive
team climate by
doing any three of the
following:
• Treats team
members
respectfully by
being polite
and
constructive in
communication
.
• Uses positive
vocal or
written tone,
facial
expressions,
and/or body
language to
convey a
positive
attitude about
the team and
its work.
• Motivates
teammates by
expressing
confidence
about the
importance of
the task and the
team's ability
to accomplish
it.
• Provides
assistance
and/or
encouragement
to team
members.
Supports a constructive Supports a constructive
team climate by
team climate by doing any
doing any two of the
one of the following:
following:
• Treats team
• Treats team
members
members
respectfully by
respectfully by
being polite and
being polite
constructive in
and
communication.
constructive in
• Uses positive
communication
vocal or written
.
tone, facial
• Uses positive
expressions,
vocal or
and/or body
written tone,
language to
facial
convey a positive
expressions,
attitude about the
and/or body
team and its
language to
work.
convey a
• Motivates
positive
teammates by
attitude about
expressing
the team and
confidence about
its work.
the importance
• Motivates
of the task and
teammates by
the team's ability
expressing
to accomplish it.
confidence
• Provides
about the
assistance and/or
importance of
encouragement
the task and the
to team
team's ability
members.
to accomplish
it.
• Provides
assistance
and/or
encouragement
to team
members.
Responds to
Conflict
Addresses destructive
conflict directly and
constructively, helping
to manage/resolve it in a
way that strengthens
overall team
cohesiveness and future
effectiveness.
Identifies and
acknowledges conflict
and stays engaged with
it.
Redirecting focus
Passively accepts alternate
toward common ground, viewpoints/ideas/opinions.
toward task at hand
(away from conflict).