West Hills College Lemoore Course Revision Packet

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PHYS 4A


Course Revision Packet

10/31/2013



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West Hills College
Lemoore

Course Revision Packet

Course Name/Title:

Physics 4A


Classical Mechanics



Originator:
Rebecca Brownlee

Date:
8/10/2007



Checklist:



Course Revision Proposal Form



Course Outline




Distance Education Statement



Learning Resources Statement



Adopted

T
extbook

F
orm



Prerequisite Form A



Prerequisite Form B



Prerequ
isite Form C



Prerequisite Form D



Prerequisite Form E



Limitations on Enrollment Justification


Signatures:

__________________________________
Date_________

Curriculum Department Representa
tive
(required)

__________________________________
Date_________

College Articulation Officer (required if transferable)

__________________________________
Date_________

Dean of Learning Resources (required)

__________________________________
Date__
_______

Director of Information Technology Services

__________________________________
Date_________

Chief

Instructional Officer Lemoore

(required)

__________________________________
Date_________

Chief Instructional Officer
Coalinga

______________
____________________
Date_________

College
Curriculum Committee



(approved)

__________________________________
Date_________

West Hills Community College District Board of Trustees


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COURSE REVISION PACK
ET FACULT
Y SIGNATURES

Originating Faculty Member:

Signed: ______________________________________ Date: __________________


Department Members and Consulted Faculty:



Primary Campus

Name

Date

Coalinga

Lemoore

NDC

Signed:
_______________________________

___/___/
__
_




Signed:
_______________________________

___/___/__
_




Signed:
_______________________________

___/___/__
_




Signed:
_______________________________

___/___/__
_




Signed:
_______________________________

___/___/__
_




Signed:
_________________
______________

___/___/__
_






Departments
with similar or overlapping course content
:

Curriculum r
epresentative
s’

signature
:


Consult with any other department on campus with similar or overlapping cour
se content.





Signature, Department Curriculum Representative

Date

(Originating Department)


Agreement: Yes


No


Comments:







Signature, Department Curriculum Representative

Date

PHYS 4A


Course Revision Packet

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(Consulting Departmen
t)

PHYS 4A


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COURSE REVISION FORM

West Hills Community College D
istrict




Initiated by:

Rebecca Brownlee


Date:


8/10/2007


Department:

Math, Science, PE


Course Name and #
:

Physics 4A

Title:


Classical Mechanics


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Change(s):



Number


Title


Prerequisite


Units


Catalog Description Up
date


Grading

Option


Prefix


Deletion


Textbook change


Five Year Review


Content has been evaluated and updated.

Y
es

or No



Other

Significant Change
-

Does this change affect the course content to the degree a student could retake the

course?

Y
es

or No



From:



To:

(Write new information here for any changes checked above
.)


Justification:


(Reason(s) for the above changes.)

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Course Outline with Guidelines



Date:


8/10/2007



Department
:


Math, Science, PE


Course Name & Number:


Physics 4A


Course Title:


Classical Mechanics


Units:


4

Grading option (
select one):



Standard Grading Only




Credit/No Credit Only



Standard Grading/Credit/No Credit

Course Can be Taught Short Term

Yes


N
o


Justification to n
ot teach short term:

Course material is too rigorous to be completed in nine weeks.

Materials Fee:

$



Full Semester Lec Hours:


3

/wk.

Short Term Lec Hours:



/





wks.


Full Semester Lab Hours:

3

/wk.

Short Term Lab
Hours:


/



wks.

Ho
w many times may this course be taken for credit?


1




1.

PRE
/CO
-
REQUISITE(S):

MATH
1B or concurrent enrollment in MATH 1B


and/or


ADVISORY(S):



2.

CATALOG DESCRIPTION:

Physics 4A is the study of vector
algebra

to derive relationsh
ips involving particle kinematics,
Newton’s laws, linear and angular momentum, kinetic and potential energy, the conservation

of energy theorem, mechanics of multi
-
particle systems, rotational kinematics and dynamics,
oscillatory phenomena and gravitation.



3.

INSTRUCTIONAL
OBJECTIVES

(
Use measurable objectives only):

Upon completion of the course the student will be able to:

A.

i
dentify the principles and laws which apply under a given set of circumstances.

B.

a
pply the appropriate principles and laws by prese
nting both a qualitative and
quantitative description of particle behavior under a given set of circumstances.

C.

p
lot and interpret both the mathematical and physical implications of a graph or sets
of related graphs.

D.

s
olve problems comparable in difficulty
to those in the textbook using derivative and
integral calculus in the solutions.

E.

e
mploy the scientific method in the laboratory by

1.

p
erforming experiments which require the isolation of variables among several
interdependent quantities

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2.

a
ccept or reject th
e hypothesis using quantitative evidence to generate error
analysis and statistical analyses such as linear and polynomial regression
performed with the aid of a calculator or computer.

F.

i
nterpret and create plots relating physics concepts from the calculus

origins
.





4.

COURSE CONTENT AND SCOPE (i
nstructional topics or units):

A.

Introduction

1.

Overview of Physics

2.

Survey of the Course

B.

Measurement

1.

Fundamental properties

2.

Systems of Units

3.

Dimensional Analysis/Conversion Factors

C.

Kinematics in One Dimension: Mo
tion along a straight line

1.

Definition/Derivation of position, displacement, speed, velocity, and
acceleration

2.

Motion with Constant and Variable Acceleration

3.

Free Fall

D.

Vector Algebra

1.

Vector Additon

2.

Vector Multiplication



Dot Product and Cross Product

E.

Kinem
atics in Two and Three Dimensions

1.

Projectile Motion

2.

Circular Motion

3.

Relative Motion

F.

Newton’s Laws

1.

Force, Mass, Linear Momentum, Acceleration

2.

Free
-
body diagram and types of forces

G.

Applications of Newton’s Laws

1.

Friction

2.

Uniform Circular Motion and Centripeta
l Force

H.

Work and Kinetic Energy

1.

Work in one and more dimensions

2.

Work and Kinetic Energy

I.

Conservation of Energy

1.

Potential Energy

2.

Total Mechanical Energy Conservation

J.

Systems of Particles

1.

The Center of Mass Concept

2.

Conservation of Linear Momentum

K.

Collisions

1.

The Impulse
-
Momentum Theorem

2.

Elastic and Inelastic Collisions in one and more dimensions

L.

Rotational Kinematics and Dynamics

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1.

Rotational Analogs of Linear Quantities

2.

Application of analogous principles and laws

M.

Equilibrium and Elasticity

N.

Simple Harmonic Moti
on

O.

Gravitation

1.

Kepler’s Laws

2.

Newton’s Law of Gravitation


5.

INSTRUCTIONAL METHODOLOGIES

(instructor initiated learning strategies):

A.

Lecture:

1.

Presentation of theory with applications

2.

Example problems

3.

Demonstrations of physics phenomena using medi
a and computers

B.

Laboratory:

1.

Presentation and discussion of theory to be tested, equipment to be used, and
precautions to be employed to ensure t
he safe execution of the experi
ment

2.

Observation and discussion with students in small laboratory groups


6.

MULTIPLE METHODS OF

EVALUATION

(measurements of student achievement):

A.

Lecture

(75% of grade)

1.

Homework

2.

Tests

3.

Final Exam

B.

Laboratory

(25% of grade)



Laboratory Reports


7.

WRITING ASSIGNMENTS/PROFICIENCY DEMONSTRATION:

In grading the following

assignments, annotations are made which critique spelling, grammar, punctuation

and diction as well as clarity and content:

A.

Questions on homework and tests requiring qualitative and conceptual explanations.

B.

Laboratory reports providing formal summ
aries and analyses of experiments conforming to a
prescribed report format. Technical writing will be assessed for clarity so that
a specified
audience could understand the work.


8.

ASSIGNMENTS THAT DEMONSTRATE CRITICAL THINKING


(u
se detail when describ
ing student assignments and state in cognitive terms):

Each of the activities listed above under “Instructional Objectives” and under “Writing
Assignments/Proficiency Demonstrations” requires critical thinking. The major emphasis of
the course
is

the deve
lopment of problem

solving skills in physics applications requiring
critical thinking.


9.

ASSIGNMENTS, METHODOLOGIES, OR OTHER EXAMPLES OF HOW CULTURAL

PLURALISM IS ADDRESSED:

Webster’s New Millennium Dictionary of English

states that “cultural plurali
sm seeks to overcome
racism, sexism, and other forms of discrimination.”

This course will address cultural pluralism by openly
discussing the multicultural applications of physics. For example, the course textbook credits the Greek
culture with the origi
nation of mechanics, as well as German and Italian scientists with significant
contributions. Scientists particularly applauded include, but are not limited to, Aristotle, Kelper, and
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Galileo.
Worldwide spectacles of physics

are used as examples througho
ut the text, spanning the globe
from
Antarctica’s Aurora Borealis

to
Canada’s bighorn sheep population

to
the Japanese bee
. Both the

U.S. Customary and the metric system of units are employed in examples throughout the text, ensuring
the knowledge of and
showing respect to different measurement systems used worldwide.


"cultural pluralism."

Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.6)
. Lexico Publishing Group,
LLC. 12 Sep. 2006. <Dictionary.com <
http://dictionary.reference.com/search?q=cultural pluralism
>.


10.

REQUIRED EXTRA CLASS ASSIGNMENTS:

None.









Distance Education Statement

Course Number and Title:

Physics 4A


Initiated by:

Rebecca Br
ownlee


Date:

8/10/07




The department does not recommend this course be taught via distance education at this time.



J
ustification:

PHYS 4A is a
course that focuses on o
bserving the physical phenomena

in our
surrounding environment
. The nature of the course material requires face
-
to
-
face contact, as well as working in
laboratory groups and using laboratory equipment in the classroom. The skills developed in PHYS 4A are
critical to success in subsequent courses the students will ta
ke in science and engineering, and these skills are
most effectively learned in a hands
-
on, classroom setting.


The following must be completed for the delivery of this course via distance education technology as an
addition to the original course out
line:

(A textbook form will need to be completed if text differs from the original course).


1. What distance education modality is being proposed for the delivery of this course?



Video Conference


Hybrid (Traditional/O
nline)

Online (100%
Internet)


2.

What strategies will be employed for effective contact between instructor and students

to assure learning
outc
omes
,

as specified in the course

outline
,

are met?








3.

Are there any specific requirements for the delivery of this course?

Yes


N
o


Please explain:

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4.

Provide an analysis of any additional cost factors that may be involved in offering this co
urse:

Course Licensing:

License Fee














Per Student Fee






















Proctor/Technician:

Coalinga







X







X







=









hours


days


rate




Lemoore







X







X







=









hours


days


rate




Firebaugh







X







X







=









hours


days


rate



Video Duplic
ation:








X







X







=









hours


copies


cost



Computer Hardware/Software:
























Other:



























Total =











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Learning Resources Statement





Catalog Change




Five Year Review


Course Title and Number or Discipline:


PHYS

4A


Department :

Math, Science, PE

Ext.








The holdings of
the LRC collection in the subject area(s) related to the proposed new/revised course/discipline have been
reviewed.





The LRC has sufficient resources presently available for support of this course/discipline.




The LRC resources are not presently adequate to support this course/discipline. Additional needed items have
been identified and should be purchased.





Comments:












Learning Resources Statement


It is the policy of the West Hills Community College District to ensure that every course offered in the college curriculum i
s

supported with a basic collection of materials and to ensure that the campus libraries

are used by faculty and students in the
teaching and learning process. Library research assignments are effective means to teach critical thinking. An essential
outcome of each course in the curriculum, and fundamental to critical thinking and self
-
dir
ected learning, is the skill to find
information and conduct library research.


When a new course or program is being developed, the faculty responsible should work with library faculty to review
collection adequacy and recency and to recommend purchase of

materials which will support the course(s). Accordingly,
for every new/revised course or program proposed, a library collection survey must be completed and signed by the
course originator and the college librarian. Also, to maintain currency, a survey
must be completed for each discipline as
part of the five year curriculum review. This above summary will be attached to and filed with the course syllabus.


The purpose of the resources survey is:

1)

To allow the course originator to become familiar wit
h the library holdings in the subject area.

2)

To inform the library staff of new additions to the curriculum so that supporting materials can
be acquired before

offering the course.

3)

To guide the district to build an effective library budget.

4)

To e
nable the instructor to integrate library assignments into new courses offered.


While survey completion is required, there are no standards for course or program support that the LRC must meet before a

new course is approved or a five year program review
is completed.



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WEST HILLS COLLEGE

LEMOORE

ADOPTED TEXTBOOK FORM


Course Name, Number

& Title:

Physics 4A: Classical Mechanics

1.

Recommended textbook(s):

A. Title:

Fundamentals of Physics

Edition:

8
th

edition

(2007)

ISBN #:

978
-
0471758013

Auth
or(s):

Halliday, Resnick, and Walker

Publisher:

Wiley

Required



Optional



Readability level:

12


(Attach readability materials to original.)


B. Title:







Edition:







ISBN #:








Author(s):







Publisher:







Required



Optional



Readability level:








(Attach readability materials to original.)

2.

Supplemental text(s):

A. Title:







Edition:







ISBN #:








Author(s):







Publisher:







Required



Optional



Readability level:








(Attach readability materials to original.)


B. Title:







Edition:







ISBN #:








Author(s):







Publisher:







Required



Optional



Readability level:








(Attach readability materials to original.)


3.

A
dditional Textbooks
:

A. Title:







Edition:







ISBN #:








Author(s):







Publisher:







Required



Optional



Readability level:








(Attach readability materials to original.)


B. Title:







Edition:







ISBN #:








Author(s):







Publisher:








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Required



Optional



Readability level:








(Attach readability materials to original.)




Readability Sample:


Page 587:

Every charge element in the ring

sets up a differential field
at P, with magnitude given by Eq. 22
-
12. All the
vectors have identical components parallel to the central axis, in both magnitude and direction. All these
vectors
have components perpendicular to the central axis as well; these perpendicular components are identical in magnitude but
point in different directions. In fact, for any perpendicular component that points in a given direction, there i
s another one
that points in the opposite direction. The sum of this pair of components, like the sum of all other pairs of oppositely dir
ected
components, is zero.

Thus, perpendicular components cancel and we need not consider them further. This leaves

the parallel
components; they all have the same direction, so the net electric field at P is their sum.


Page 563:


The positive and negative labels and signs for electric charge were chosen arbitrarily by Benjamin Franklin. He could
easily have intercha
nged the labels or used some other pair of opposites to distinguish the two kinds of charge. (Franklin was
a scientist of international reputation. It has even been said that Franklin’s triumphs in diplomacy in France during the
American War of Independen
ce were facilitate, and perhaps even made possible, because he was so highly regarded as a
scientist.)

The attraction and repulsion between charged bodies have many industrial applications, including electrostatic paint
spraying and powder coating, fly
-
a
sh collection in chimneys, nonimpact ink
-
jet printing, and photocopying. Figure 21
-
3
shows a tiny carrier bead in a photocopying machine, covered with particles of black power called toner, which stick to it by

means of electrostatic forces. The negative
ly charged toner particles are eventually attracted from the carrier bead to a
rotating drum, where a positively charged image of the document being copied has formed. A charged sheet of paper then
attracts the toner particles from the drum to itself, aft
er which they are heat
-
fused permanently in place to produce the copy.


Page 684:

Under steady
-
state conditions, the current is the same for planes aa, bb, and cc, and indeed for all planes that pass completely
through the conductor, no matter what their l
ocation or orientation. This follows from the fact that charge is conserved.
Under the steady
-
state conditions assumed here, an electron must pass through plane aa for every electron that passes
through place cc. In the same way, if we have a steady flo
w of water through a garden hose, a drop of water must leave the
nozzle for every drop that enters the hose at the other end. The amount of water in the hose is a conserved quantity.




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FORM B

COURSES REQUIRING A PREREQUISITE/
COREQUISITE OR ADVISORY BEYOND BASIC SKILLS

*Use this form for the content review of all courses that will have a prerequisite, corequisite or advisory of any kind beyon
d
basic skills. Use it also to establish that no
prerequisite, corequisite

or advisory
is needed.


CONTENT REVIEW TO ESTABLISH THAT NO PREREQUISITE/COREQUISITE OR ADVISORY IS NEEDED


Course Number:
Physics 4A


Course Title:
Classical Mechanics


List in Column 1 at least three specific major concepts or skills that a student will learn in the

prerequisite/corequisite or
advisory course(s) that are essential to the successful completion of the outcome course. In Column 2, state why the skill i
n
Column 1 is essential to success in the outcome course.


Put each prerequisite, coreq
uisite or advisory course on its own Form B. If you need more space, attach a second page.



Prerequisite


Corequisite


Advisory


None






Course Title:
MATH 1B


Calculus with
Appl
ications



Outcome Course Title:

Physics 4A


Classical
Mechanics

Column 1

Column 2

Exit Concepts and Skills of

Prerequisite/Corequisite/Advisory Course:

Specifically How This is Necessary

In the Outcome Course:


1)
Proficiency in derivative
and in
tegral
calculus





2)
Applications of calculus for problem solving



3) Calculus with polar coordinate systems


1) Derivative and integral calculus is used
throughout the course material relating
displacement, velocity, acceleration, work,
energy, etc.


2
) Derivative and integral calculus is used
throughout the course in problem solving


3) Polar coordinate systems are used to describe
motion on a circular path, such as the derivation
of the centripetal acceleration equation.


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FORM C

COREQUISITE/PR
EREQUIS
ITE APPROVAL FORM

*Use this form for any course that will have a prerequisite or corequisite (not for advisories) required by an external agenc
y.




Except for those courses within a departmental sequence, every prerequisite or corequisite requires content r
eview plus
justification of at least one of the five categories listed below.




Every communication or computation, recency, or other measure of readiness prerequisite/corequisite requires research
and statistical justification.




Category Four is required

for all course or skill requisites of communication, computation, recency and other measure of
readiness.



Outcome Course Number:
Physics 4A


Course Title:
Classical Mechanics


Corequisite/Prerequisite Course Number:
MAT
H 1B


Course Title:
Calculus w
ith Applications



Check the following that apply. Documentation must be attached.



1.

The prerequisite/corequisite is required by law or government regulations.



Explain or cite regulation numbers.




2.

The safety or
equipment operation skills learned in the prerequisite course are required for the successful or safe
completion of this course.



Justification: Attach Form E.




3.

The prerequisite is required in order for the course to be accepted f
or transfer to the University of California or
California State University systems.



Justification:
The equivalent course to PHYS 4A at three (3) UC or CSU schools is shown below along with their
course prerequisites. The prerequisites stated for PHYS
4A are the equivalent courses to those shown below.



4.

Significant statistical evidence indicates that the absence of the prerequisite course or skill is related to
unsatisfactory performance in the outcome course.



Justification: See
Form D.




5.

Three California State University/University of California campuses require an equivalent prerequisite or corequisite
for a course equivalent to the outcome course. List below.



Attach photocopies of the UC and/or CSU cour
se descriptions from the respective catalogs.




UC/CSU CAMPUS

COURSE DEPT./NO.

CO
-
/PREREQUISITE

CSU Fresno

Physics 4A
/4AL

Math 76

UC
Merced

Physics
8

Math 21


Cal Poly SLO

Physics 131

Math 142