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2019-20 Catalog [ARCHIVED CATALOG]
Courses
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Quarterly Credit Classes are available online, where you may filter class offerings by subject, time, day, or whether they are held on campus, online or are hybrid classes.
& = Common Course Identifier
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Parent Education |
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Philosophy The Philosophy Department offers a wide variety of courses suitable for general education, personal interest, and transfer purposes. Introduction to Logic and Critical Reasoning fulfill the A.A.S Basic Skills requirement for Quantitative and Symbolic Reasoning. Students pursuing an Associate in Arts and Science transfer degree may elect to complete an “academic concentration” in Philosophy by completing 20 credits in the concentration discipline. Please Note: students may apply only five credits from the concentration discipline to Basic Skills and distribution requirements. The remaining 15 credits will apply as electives.
A diverse faculty having a wide range of specialties and fields of interest teach our courses. In addition, the department offers both a tutoring service and a philosophy club, the latter hosting debates, lectures, and other presentations. For more information, please contact the Philosophy Department or visit their website at www.bellevuecollege.edu/philosophy/.
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Physical Education A double asterisk (**) indicates a Physical Education activity course. The one-credit activity PE courses may be repeated for a maximum of 2 credits.
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Physics |
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PHYS 104 - Discoveries in Physics
6 CR
Introduces physical reasoning and basic concepts in physics. Hand-on activities demonstrate fundamental concepts in geometric optics, electricity, and motion. Designed for students with little or no previous physics. Appropriate for general students including those preparing for PHYS 114 and K-12 teachers. Not sufficient preparation for PHYS 121 .
Prerequisite(s): MATH 099
Course Outcomes
The student will demonstrate acquired analytical problem-solving skills and apply them to problems from different topic areas. The student will demonstrate this objective when they:
- Gather and process data
- Classify and organize the information according to inherent regularities
- Identify properties or characteristics as being important or unimportant (relevant or irrelevant)
- Define the problem
- Represent the problem graphically, verbally or mathematically
- Translate from one type of representation to another
- Decompose the problem into constituent parts
- Conduct the actions identified above and assemble the solution
- Present the solution (construct a written or verbal synthesis)
The student will propose and refine physical models based on observation, discussion with other observers, and physical reasoning The student will demonstrate the ability to apply general science principles from the three topic areas
- Ability to generalize rules learned in one area to unfamiliar but similar settings
- Ability to apply principles to problems found in the everyday workplace and home settings.
The student will demonstrate acquired analytical problem-solving skills and apply them to problems from different topic areas. The student will demonstrate this objective when they:
- Gather and process data
- Classify and organize the information according to inherent regularities
- Identify properties or characteristics as being important or unimportant (relevant or irrelevant)
- Define the problem
- Represent the problem graphically, verbally or mathematically
- Translate from one type of representation to another
- Decompose the problem into constituent parts
- Conduct the actions identified above and assemble the solution
- Present the solution (construct a written or verbal synthesis)
The student will propose and refine physical models based on observation, discussion with other observers, and physical reasoning The student will demonstrate the ability to apply general science principles from these topic areas:
- Ability to generalize rules learned in one area to unfamiliar but similar settings
- Ability to apply principles to problems found in the everyday workplace and home settings.
The student will demonstrate the ability to apply proportional reasoning to numerical problems. The student will demonstrate an understanding of the concept of the light ray as a physical model and draw ray diagrams as tools for the description of observations of optical phenomena and for the analysis of optical systems The student will demonstrate an understanding of fundamental elements of current electricity. In particular, the student will demonstrate the ability to:
- Recognize the role of the completed circuit and interconnecting wires
- Be able to distinguish between the flow of “stuff” in a circuit and the potential drop that is associated with this flow
- Associate Ohms law as the proportion between these concepts
- Apply the above elements to predict the outcome of changes made to elementary circuits
- Apply the above elements to troubleshoot faults in home and office electrical connections
The student will understand the concepts of potion, velocity, acceleration. The student will interpret graphs of position, velocity, acceleration, and relate these to the motion of everyday objects. The student will understand the role of vectors to describe position, velocity, and acceleration. The student will be able to make elementary vector computations
Find out when this course is offered
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PHYS& 114 - General Physics I
6 CR
First in a three-course survey of physics for allied health, building construction, biology, forestry, architecture, and other programs. Topics include units, kinematics, vectors, dynamics, work and energy, momentum, rotational motion, and harmonic motion. Laboratory work is integral to the course.
Prerequisite(s): MATH 142 or equivalent.
Course Outcomes
Laboratory Skills
- Laboratory Practice
- Uses standard laboratory instruments appropriately, based on a sufficient understanding of their function;
- Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
Measurement Concepts
- Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
- Makes reasonable estimates of the uncertainties associated with each measurement;
- Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness.
Analysis/Physical Reasoning
- Evaluates a hypothesis in terms of its testability and determine the kind and amount of data required to test it;
- Summarizes the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation;
- Determines the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed;
- Analyzes an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis;
Scientific Communication Skills
- Produces a compactly and unambiguously worded hypothesis as the starting point for observation or experiment;
- Produces a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it;
- Produces a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning characterized by clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability;
- Recognizes that uncertainty is inherent in measurement rather than being a human failing;
- Will not use the phrase, “human error” in lab reports;
- Expresses data clearly using appropriate units, valid treat of experimental uncertainty and attention to the significant digits in numerical representations.
- Express experimental conclusions clearly, compactly and unambiguously.
Physical Problem Solving Skills
- Habitually sketches the configuration of problem elements as part of the problem-solving process;
- Habitually uses a variety of representations in the problem-solving process;
- Consciously selects an appropriate coordinate system;
- Identifies sub-problems and breaks a large problem into parts (linking variables).
- Habitually develops and interprets algebraic representations before substituting particular numerical values;
- Makes appropriate use of significant figures and units in problem-solving;
- Interprets algebraic and numerical results in words;
Kinematics Concepts
Kinematics objectives: Students can distinguish acceleration from velocity in diverse settings, can distinguish accelerated motions from non-accelerated motions, recognize that this is a significant distinction, and can correctly determine the direction of acceleration.
The student will demonstrate competence with verbal, graphical, algebraic and vector algebraic representations of motions as described below.
Verbal
- Correctly describe the position velocity and acceleration of an object with attention to proper use of the terms “increasing”, “decreasing” or “constant” (steady).
- Given a verbal description of the motion, the student can correctly deduce the values (if given) or relative magnitudes, and signs of the position, velocity and acceleration.
Graphical
- Given a verbal description or an observation of the motion, the student can produce qualitatively correct graphs for the position velocity and acceleration.
- From graphs of the position velocity and acceleration (and appropriate initial conditions) students can describe the motion and the graphs with proper use of slope vs. value and “increasing”, “decreasing” or “constant” (steady).
- Students are able to obtain quantitative information from graphs utilizing slope, value, area under the curve, and intersections of graph curves or intersections with the axes.
- Students can produce any two of the position velocity or acceleration graphs from the remaining graph and appropriate initial conditions.
Algebraic
- Given a verbal description, graph, or an observation of the motion, the student can write an appropriate equation for the motion correctly choosing signs and values if this information is available.
- Students can represent the position, velocity, relative velocity or acceleration vectorially and decompose the vectors into components where appropriate.
- Students can perform vector arithmetic to find resultant vectors in one and two dimensions.
- Students can solve end-of-chapter problems involving one or two objects in one or two dimensions.
- Students will demonstrate the ability to apply representations to this process, including proper use of coordinates, selection of equations, interpretation of implicitly given information, and symbolic (rather than numeric) algebra steps.
Dynamics Concepts
Classical physics proceeds by dividing the universe into two portions; one is the system to be analyzed, the remainder becomes the environment for the system of interest. This analytic dichotomy is a context for describing the objectives below; the ability to make a fruitful system definition is a goal for instruction.
For dynamics the system will be a single object or a small collection of objects. The environment interacts with the system through the action of forces such that the net vector force on the system by the environment completely determines the acceleration of the system. The single property of the system that regulates the resulting acceleration is the mass of the system. The fundamental problem for dynamics then, is to determine the acceleration of the system given the forces that are acting. Given the acceleration, kinematics equations can be used to predict the position and velocity of the object for all future times. The reverse problem is to work from an observation of the motion backward, to determine one or all of the forces that have caused the acceleration. Critical to the success of this program is the ability to reliably determine the forces acting on the system, or in the reverse problem, to reliably determine the acceleration of the system. Thus the emphasis on acceleration in the kinematics section, and on free body diagrams in the present section.
Dynamics objectives
Forces
- The student has formed the concepts of inertia and of Newtonian force and distinguishes force from closely related or more primitive concepts of impetus, momentum, velocity, and “the force of inertia” (which is not a Newtonian force at all).
- For small numbers of interacting objects, the student can identify the forces of interaction, properly assign them to the system that experiences the force, and identify the object that makes the force.
- The student can recognize action reaction pairs among the forces acting in common situations, and distinguishes these from “cause/effect” pairs of forces.
- The student recognizes mass as a measure of inertia, distinguishes weight from mass, and distinguishes weight from the supporting force(s) supplied to objects by other objects in the environment.
- The student understands the distinction between active and passive forces and can recognize the circumstances that determine the character of a passive force in various circumstances.
Newton’s Second Law
- The student correctly identifies the net force (rather than any particular force) as the cause of the acceleration (rather than causing velocity).
- The student can apply vector concepts to describe the effects of competing forces acting on a system.
- The student can correctly determine the net vector force acting on a system when three or more forces act, and can express the net force in both common vector forms.
- The student can apply Newton’s Second law to a body in the context of end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations.
Dynamical Analysis and Synthesis
- The student can apply Newton’s Second law to a body in the context of the end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations.
- The student can distinguish between inertial and non-inertial reference frames, and understands that Newton’s Second Law only applies to the former.
- The student is able to describe an operational (and non circular) method of defining mass and force using Newton’s Second Law.
- The student can determine from the problem whether to go from dynamics to kinematics or the other way.
Friction and Circular Motion objectives
- The student has a conceptual understanding of frictional forces as demonstrated by the ability to distinguishes and properly identify cases of static friction from cases of kinetic friction, the ability to predict the behavior of objects that are acted on by frictional forces, and by correctly distinguishing the physical meanings of the terms found in the expressions used to describe friction.
- The student can apply their understanding of frictional forces to the solution of end-of-chapter problems involving a small number of objects.
- The student has a conceptual understanding of the dynamics of circular motion as demonstrated by the ability to properly identify the force(s) comprise a centripetal force in a variety of settings.
- Particularly cases in which several forces jointly comprise the centripetal force acting on the object. the ability to predict the behavior of objects that are acted on by centripetal forces when these forces are removed, and by the absence of the appearance of incorrect centrifugal forces and centrifugal accelerations in their subsequent coursework (through the end of the quarter) students can apply their understanding of the dynamics of circular motion to the solution of end-of-chapter problems.
Conservation objectives
- The student is able to make intellectually fruitful choices of the system and clearly identify what elements are contained in the system and what parts of the problem are in the environment.
- The student can describe general principles that guide the physicist in making the choices above for each of the three potentially conserved quantities addressed in the course: energy, linear momentum and angular momentum.
- The student can apply the non-conservation test (see each section below) for each of the three potentially conserved quantities at the system boundary to detect whether the quantity is conserved, gained, or lost, by the system.
- The student can make appropriate choices of states to compare that will produce an equation that is useful in analyzing the problem.
- The student can apply conservation methods to solve for a variable that links to an associated dynamics problem and the reverse. (The student can integrate these two methods in a single compound problem).
Energy objectives
- The student can compute the work done by a force and illustrate this calculation for non-parallel vectors, apply the definition of work correctly to this question in a variety of settings, and can use the concept of work as the test applied to the system boundary to check for conservation of energy in the system.
- The student identifies work as a scalar quantity, treats it as a scalar in solving problems, and correctly interprets positive and negative signs in work calculations.
- The student can identify conservative forces, demonstrate that these forces meet the definition of a conservative force, and identify a potential energy function for each such force.
- The student can compute the translational and rotational kinetic energies of an object or system of objects and employs the Work-Energy Theorem as the embodiment of the program outlined above for applying the conservation of energy.
- The student can compute the total energy for a state of a system typically found in end-of-chapter problems, including translational and rotational kinetic energies, gravitational potential energy, and spring potential energy.
Linear Momentum objectives
- The student can compute the impulse of a force, applies the definition of impulse correctly to this question in a variety of settings, and can use the concept of impulse as the test applied to the system boundary to check for conservation of momentum in the system.
- The student identifies impulse as a vector quantity and treats it as a vector in solving problems.
- The student can compute the momentum of an object or system of objects and employs the Impulse-Momentum Theorem as the embodiment of the program outlined above for the conservation of momentum.
- The student can demonstrate the ability to solve momentum conservation problems in one and two dimensions.
- The student can distinguish elastic from inelastic collisions, apply conservation principles appropriately to problems, describe qualitatively the implications of the general solution to the two body elastic collision problem, and apply this solution to particular problems.
Angular Momentum objectives
- The student can compute the angular momentum for a rotating object or for a translating object when viewed from a particular axis.
- The student can compute the change of angular momentum produced by torque and can use this as the test applied to the system boundary to check for the conservation of angular momentum in the system.
- The student can solve end-of-chapter problems involving conservation of angular momentum.
- The student can correctly apply the definitions of torque, change of angular momentum and angular momentum in the analysis of precession (the so-called gyroscopic effect).
Linear / Angular Momentum, Outcome/Assessment:
Student performance on post-instruction assignments and exams that involve these skills will be sufficiently reliable that less than one-third of the points awarded for the particular task is lost due to errors involving these objectives.
Rotational Kinematics objectives
- Students can distinguish angular acceleration from angular velocity in diverse settings, can distinguish accelerated rotational motion from non-accelerated rotational motions, recognize that this is a significant distinction, and can correctly determine the direction of angular acceleration.
- Given a verbal description of the motion the student can correctly deduce the values (if given) or relative magnitudes, and signs for the angle, angular velocity, and angular acceleration.
- Given a verbal description, graph, or an observation of the motion the student can write an appropriate equation for the motion correctly choosing signs and values if this information is available.
- Students can represent the angular velocity and angular acceleration vectorially using the Right-Hand Rule.
- The student can translate between angular variables and tangential one-dimensional kinematics variables making proper use of radian measure including the translation of other angular measures into radian measure.
- The student can combine the concepts of translational kinematics, relative velocities, and rotational kinematics to the problem of objects that roll without slipping to determine the instantaneous velocity of any point on the object or to determine the angular velocity from appropriate given information.
- Given compound objects having hubs, lips, or rims having different radii, the student can relate the values of translational variables at one radius to the values at another radius.
- This includes compound pulleys, gear assemblies, and rolling objects that have a point of contact other than the outer rim.
Rotational Dynamics objectives
- Students can compute the torque of a force using both the force component and moment arm methods, and determine the direction of the torque using the Right-Hand Rule.
- Students can demonstrate a conceptual understanding of torque as the measure of how effective a force is at producing angular acceleration and consequently make a distinction between torque and force through short written responses concerning observations.
- Students also employ appropriate methods to visualize the effects of torque on a system that use twisting motions rather than following the direction of the torque vector.
- For small numbers of interacting objects, the student can identify the torques of interaction, properly assign them to the system that experiences the torque, identify the object that makes the torque.
- Given an object or system acted upon by several forces, the student can compute the net torque about any specified axis and can make appropriate choices of axes to solve static equilibrium problems.
- The student can apply Newton’s Second law for rotations to a body in the context of the end of chapter problems, utilizing free body diagrams, appropriate coordinates, and any required kinematics equations.
- The student can determine the location of the center of gravity of a regular solid and estimate if for an object of arbitrary shape; can apply the center of gravity concept in static equilibrium problems [and describe the relation between the center of gravity of an extended object and center of mass of a system of objects].
- The student can combine rotational dynamics and the translational dynamics previously described to systems involving two or three objects in the context of end-of-chapter problems.
Find out when this course is offered
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PHYS& 115 - General Physics II
6 CR
Second in a three-course survey of physics for allied health, building construction, biology, forestry, architecture, and other programs. Topics include fluids, heat, thermodynamics, electricity, and magnetism. Laboratory work is integral to the course.
Prerequisite(s): PHYS 114 .
Course Outcomes
Laboratory Skills
Laboratory Practice
- Uses standard laboratory instruments appropriately, based on a sufficient understanding of their function;
- Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
Measurement Concepts
- Measures physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
- Makes reasonable estimates of the uncertainties associated with each measurement;
- Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness;
Analysis / Physical Reasoning
- Evaluates a hypothesis in terms of its testability and determine the kind and amount of data required to test it;
- Summarizes the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation;
- Determines the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed;
- Analyzes an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis;
Scientific Communication Skills
- Produces a compactly and unambiguously worded hypothesis as the starting point for observation or experiment;
- Produces a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it;
- Produces a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning characterized by clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability;
- Recognizes that uncertainty is inherent in measurement rather than being a human failing;
- Will not use the phrase, “human error” in lab reports;
- Expresses data clearly using appropriate units, valid treatment of experimental uncertainty and attention to the significant digits in numerical representations.
- Expresses experimental conclusions clearly, compactly and unambiguously.
Physical Problem Solving Skills
- Habitually sketches the configuration of problem elements as part of the problem-solving process;
- Habitually uses a variety of representations in the problem-solving process;
- Consciously selects an appropriate coordinate system;
- Identifies sub-problems and breaks a large problem into parts (linking variables);
- Habitually develops and interprets algebraic representations before substituting particular numerical values;
- Makes appropriate use of significant figures and units in problem-solving;
- Interprets algebraic and numerical results in words;
Topical Objectives
Fluid Dynamics
- Describe the relationship between mass and density and that between force and pressure and to translate Newton’s Laws of Motion into the forms applicable to continuous media;
- Articulate the reasoning that leads from a Newtonian equilibrium analysis of small fluid elements (hydrostatic equilibrium) to Archimedes’ and Pascal’s Principles and apply these principles appropriately in qualitative reasoning;
- Compute pressures throughout any volume of fluid in hydrostatic equilibrium, the forces exerted by a fluid on its environment, and buoyant forces on floating or submerged objects in such a fluid;
- Apply the equation of continuity to determine the velocity field in circumstances of either compressible and incompressible flow;
- Apply work and energy concepts in the qualitative analysis of flow and to use Bernoulli’s equation to compute pressure, velocity and flow rate at any point along a streamline in a case of laminar non-viscous incompressible flow;
- Reason qualitatively about common biomedical and engineering examples of fluid flow, appropriately accounting for the differences among laminar, turbulent, viscous, and non-viscous flow;
Thermal Physics
- Describe the similarities and distinctions among heat, internal energy and temperature and the relationships linking them, including their application to the concept of thermal equilibrium;
- Make calorimetric calculations of thermal equilibrium conditions;
- Calculate heat transfers involved in phase changes and determine the conditions of multi-phase equilibria;
- Describe the mechanisms of heat transfer by conduction, convection, and radiation;
- Make qualitative assessments of the relative importance of each process in familiar situations;
- Calculate the steady-state conditions of heat transfer by conduction and radiation, based on appropriate mathematical models;
- Account for the qualitative behavior of ideal gases in terms of a simple kinetic model of elastically colliding molecules;
- Apply the Ideal Gas Law to compute changes in pressure, volume, and temperature of confined gases;
- Describe the First Law of Thermodynamics as an expression of work and energy conservation principles and the Second Law of Thermodynamics as an expression of the asymmetry of heat flow and the asymmetry of time;
- Calculate the exchanges of heat and work involved in expansions and compressions of ideal gases and apply these calculations to the operation of heat engines and refrigerators modeled on the Carnot Cycle;
Electrostatics General
- Make fruitful choices of system charge(s) to study and clearly distinguish between the system and the environment;
- Correspondingly distinguish between and properly associate the field (or potential) belonging to the system charge from those made by charges in the environment;
- Generate expressions for the field (or potential) produced by the environment charges throughout the region containing the system charge(s) and determine the values for these quantities at the site of the system charge(s);
- Generate expressions for the interaction (force or potential energy) produced by the environment field (or potential) on the system charge(s) and determine the values for these interactions as inputs to the associated mechanics problem;
- Apply the learning objectives of the mechanics course to solve mechanics problems in this new context;
- The student has developed the awareness that the mechanics principles can be generalized beyond that course. use, in reverse, the same concepts and tools as employed when reasoning from known causes to unknown effects so as to reconstruct unknown causes from known effects;
Electrostatics Particular
- Explain simple electrostatics experiments and charge separation phenomena using ideas of conduction, polarization of matter, and neutral pairs;
- Identify the spectrum of electric properties of bulk matter resulting from the range of conductivity (zero to sensibly infinite) and describe the basic implications of these properties on the fields and potentials in and around matter, both microscopically and macroscopically;
- Recognize that the structure of the field (or potential) is determined by the distribution of the charges and demonstrate this understanding by identifying symmetries in the field (or potential) structure that arise from symmetries in the charge distribution (point vs. line vs. plane sources);
- Apply symmetry arguments concerning field structure to the application of Gauss’ law;
- Compute the flux of the electric field in symmetrical charge configurations and apply Gauss’ law to determine the resulting electric field distributions. recognize asymmetry in the charge distributions and can relate these asymmetries to the structure of the fields (ex; discontinuity of E at a boundary);
- Demonstrate understanding of the electric field in the space around environment charges by drawing qualitatively correct field line maps for small numbers of charges or charged conductors;
- Apply quantitative aspects of basic electric field configurations in qualitative reasoning, e.g. E points away from positive charges (toward negative). E falls off as r squared for the point charge, and as r cubed for the dipole. The force produced by one charge on another is equal to the force produced by the second charge on the first.
- Recognize the analytic simplicity implied by the concept of superposition and can apply this understanding by constructing solutions to complex problems (involving both discrete and continuous charge distributions) by adding the fields (or potentials) for simpler problems together to obtain the field (or potential) for the complex problem.
Electric Potential Particular
- Demonstrate understanding of the electric potential in the space around environment charges by drawing qualitatively correct equipotential maps for small numbers of charges or charged conductors;
- Demonstrate understanding of the relationships between electric field and electric potential by the ability to transform electric field maps into electric potential maps and the reverse;
Electric Circuit Particular Objectives
- Clearly distinguishes electric potential from current in electric circuits and recognize current as a material flow (conserved) that proceeds in the direction of the gradient of the potential;
- Link electric potential in electric circuits to the concept of potential described above and to models of circuit potential such as water pressure or “electrical height”;
- Analyze simple series and parallel networks using equivalent circuits, solving for any desired variable;
- Analyze complex networks using Kirchhoff’s rules;
- Understand and can apply the formal definitions for capacitance, resistance, current, current density, resistivity, power, EMF and internal resistance;
- Predict the outcome of simple shorting and disconnecting experiments in direct current circuits;
- Qualitatively analyze RC and LR circuits and quantitatively predict their time behavior in a simple situation;
Magnetic Field Particular
- Predict magnetic field geometries produced by simple source geometries composed of permanent dipole magnets, straight current-carrying wires, and loops;
- Apply Ampere’s Law to determine magnetic field strengths near straight current-carrying wires;
- Determine the forces and torques exerted on system charges, currents, current loops and magnetic dipoles by external magnetic fields;
Field-Field Particular
- Qualitatively describe the production of electric fields by changing magnetic fields and magnetic fields by changing electric field;
- Correctly apply Faraday’s Law and Lenz’ Law and the right-hand rule in quantitative calculations of induced EMF and resulting induced currents;
- Describe the physical principles that explain electric motors and generators and the conceptual similarities between these devices;
- Compare the properties of alternating current and direct current and relate these properties to the operation of batteries and electric generators.
Laboratory Skills
- Use standard laboratory instruments appropriately, based on a sufficient understanding of their function;
Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
Laboratory Practice, Outcome/Assessment:
- Student will reliably acquire data of sufficient quality to decisively test the hypothesis of formal laboratory investigations.
- Alternative or parallel assessment:
- The student will demonstrate satisfactory performance on lab practicum questions associated with mid-term or final exams.
- Measure physical quantities in the laboratory with appropriate attention to minimizing possible sources of random and systematic error;
- Make reasonable estimates of the uncertainties associated with each measurement;
- Recognizes that measurement uncertainty is estimated as an act judgment on the part of the observer and that judgment does not imply arbitrariness.
Measurement, Outcome/Assessment:
- Student will reliably record quality data acquired through measurement, habitually assigning a reasonable uncertainty to each measured value.
- Data analysis and conclusive statements from formal lab reports will demonstrate a satisfactory level
- Evaluate a hypothesis in terms of its testability and determine the kind and amount of data required to test it;
- Summarize the properties of a set of data to facilitate analysis, using standard statistics such as mean and standard deviation;
- Determine the uncertainty of a computed quantity that arises from the uncertainties in the measured values of the quantities from which it is computed;
- Analyze an appropriate set of measurements for consistency with a hypothesis, form and justify a conclusion regarding the fit between the data and the hypothesis;
Communication Skills
- Produce a compact and unambiguous verbal description of an experimental procedure and of the observations/data obtained using it;
- Produce a compact and unambiguous verbal description of a chain of theoretical or experimental reasoning, including clarity regarding assumptions, accuracy regarding logical connections, specificity regarding conclusions, and clarity regarding the scope (and limitations) of applicability.
Physical Problem Solving Skills
- Habitually sketches the configuration of problem elements as part of the problem-solving process;
- Habitually uses a variety of representations in the problem-solving process;
- Consciously selects an appropriate coordinate system;
- Identifies sub-problems and breaks a large problem into parts (linking variables).
- Habitually develops and interprets algebraic representations before substituting particular numerical values;
- Makes appropriate use of significant figures and units in problem solving;
- Interprets algebraic and numerical results in words;
Fundamental Force Concepts
Fundamental Force objectives
- Students understand that there are four fundamental forces in nature.
- The gravitational force.
- The electromagnetic force.
- The weak nuclear force.
- The strong nuclear force.
- Students will be able to interpret and use the vector expressions for the gravitational and electric forces, and to recognize the implications of these expressions for the analysis of many body problems by direct force calculation.
Context for the objectives: Classical Physics is applied to nature by making an intellectually fruitful choice of system to study. The rest of the universe then becomes the environment for this system. This analytic dichotomy is both a goal for instruction and a context for describing the objectives below. When the system and its environment each comprise small numbers of charges, analysis proceeds by computing the electric field or electric potential produced by the environmental charges, then computing the interaction of system charges with that field. The force (or potential energy) of that interaction then becomes an input to the mechanics problem as described in
Electrostatics General objectives
- The Student is able to make fruitful choices of system charge(s) to study and clearly distinguishes between the system and the environment. The student can distinguish between and properly associate the field (or potential) belonging to the system charge from those made by charges in the environment.
- The student can generate expressions for the field (or potential) produced by the environment charges throughout the region containing the system charge(s) and determine the values for these quantities at the site of the system charge(s).
- The student can generate expressions for the interaction (force or potential energy) produced by the environment charges on the system charge(s) and determine the values for these interactions as inputs to the associated mechanics problem.
- The student is able to apply the learning objectives of the mechanics course to solve mechanics problems in this new context. The student has developed the awareness that the mechanics principles can be generalized beyond that course.
- The process described above is linear, proceeding from cause to effect. Once it is understood the student must also be able to reason (and solve problems) that begin with the effects as the inputs and have the causes as the desired goal.
The Electrostatics Particular Objectives
- Students able to explain simple electrostatics experiments and charge separation phenomena using ideas of conduction, polarization of matter, and neutral pairs.
- The student has an introductory understanding of the structure and constituents of atoms, molecules, crystals and amorphous solids, and can describe how these structures and the very large number of particles involved affect the electrical properties of the respective macroscopic material.
- Students can identify the spectrum of electric properties of bulk matter resulting from the range of conductivity (zero to sensibly infinite) and understand the basic implications of these properties on the fields and potentials in and around matter. The student can describe these implications both microscopically and macroscopically.
- Students recognize that the structure of the field (or potential) is determined by the structure of the charges. Students will demonstrate this understanding by identifying symmetries in the field (or potential) structure that arise from symmetries in the charge distribution (point vs. line vs. plane sources, E vs. B field structures).
- The student can apply symmetry arguments concerning field structure to the application of Gauss’ law.
- Students recognize asymmetry in the charge distributions and can relate these asymmetries to the structure of the fields (ex; discontinuity of E at a boundary, the magnetic field around a wire etc. ).
- The student demonstrates understanding of the electric field in the space around environment charges by drawing qualitatively correct field line maps for small numbers of charges or charged conductors.
- The student is able to apply quantitative aspects of basic electric field configurations in qualitative reasoning, e.g.
- E points away from positive charges (toward negative).
- E falls off as r squared for the point charge, and as r cubed for the Dipole.
- The force produced by one charge on another is equal to the force produced by the second charge on the first.
- Students recognize the analytic simplicity implied by the concept of superposition and can apply this understanding by constructing solutions to complex problems by adding the fields (or potentials) for simpler problems together to obtain the field (or potential) for the complex problem.
- The student can implement the previous objective for both discrete and continuous charge distributions.
- The student can compute the flux of the electric field and use it in Gauss’ law.
The Electric Potential Particular Objectives
- The student demonstrates understanding of the electric potential in the space around environment charges by drawing qualitatively correct equipotential maps for small numbers of charges or charged conductors.
- The student demonstrates understanding of the relationships between electric field and electric potential by the ability to transform electric field maps into electric potential maps and the reverse.
The Electric Circuit Particular Objectives
- The student clearly distinguishes electric potential from current in electric circuits and recognizes current as a material flow (conserved) that proceeds in the direction of the gradient of the potential.
- The student can link electric potential in electric circuits to the concept of potential described above and to models of circuit potential such as water pressure or “electrical height”.
- Students can analyze simple series and parallel networks using equivalent circuits, solving for any desired variable.
- Students can analyze complex networks using Kirchoff’s rules.
- The student understands and can apply the formal definitions for capacitance, resistance, current, current density, resistivity, power, EMF and internal resistance.
- Students can predict the outcome of simple shorting and disconnecting experiments.
- Students can analyze RC and LR circuits using calculus, solve problems using this analysis, and predict qualitatively the time behavior of such circuits.
The Magnetic Field Particular Objectives
- The student can predict field geometries from source geometries and can apply the laws of Bio-Savart and Ampere to this problem.
- The student can determine the forces exerted on system charges or currents by external magnetic fields (Lorentz Force). In addition to other common geometries, the student will be able to compute the torque on dipoles and current loops.
- The student can apply the appropriate Right Hand Rule to both objectives above.
- In the absence of point sources for the magnetic field, students recognize the dipole as a model for many magnetic field structures.
- The student can apply symmetry arguments based on the sources to the structure of the magnetic field and use this together with Amperes law to solve problems or draw conclusions about phenomena.
The Field-Field Particular Objectives
- The student understands that changing Magnetic fields produce Electric fields, and that changing Electric fields produce Magnetic fields. The student can properly apply the Right Hand Rule for these interactions and lens law for general induction phenomena.
- The student can describe the physical principles that explain motors and generators and the conceptual similarities between these devices.
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