Physics ( Official )
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Physics ( Official )
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Physics ( Official )

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SECTION A – Course Information

1. Course ID:

PHYS     1

Student Learning Outcomes

2. Course Title:


3. Division:

Natural Sciences Division

4. Department:

Physics and Engineering Department

5. Subject:


6. Short Course Title:


7. Proposed Effective Term:

Summer 2018

The required Cover Sheet Supplemental Form can be created after completion of Section A

SECTION B – Official Course Information

1. Recommended Class Size:

a. Maximum Class Size:


Note:   If the course is new or class size of an existing course is to be changed, a Class Size Supplemental Form is required.

b. Class Size Approval Date:


Note:   Date to be entered by the Instruction Office.


2. Method of Instruction:


 Work Experience, Occupational


 Open Entry/Exit

 Lecture and Laboratory


 Independent Studies

 Distance Learning



3. Contact Hours for a Term:

Note: If not a variable unit/hour course, enter the hours in the "Low" column only. Leave the hours in the "High" column blank.






         54.00 To


To be arranged:






         54.00 To


Lab/Lecture Parity?    Yes  No

Does this course have lab parity?

If not, are you going to  apply for lab parity?                          Yes  No

To be arranged:







To be arranged:







Total Hours:    


            108 To


To be arranged:





4. Credit Units:

  4.00 To


Note: Units of credit are based on:

1 Unit of credit per eighteen (18) hours of lecture contact hours for a term

1 Unit of credit per fifty-four (54) hours of lab, activity or clinical contact hours for a term


5. Taxonomy of Programs (TOPS) Information:

a. TOPS Code and Course Program Title:

190200 - Physics, General

     b.  Course Control Number:    

(To be entered by the Instruction Office Only.)


6. SAM Priority Code: [Select One]



Courses offered to apprentices only.


Advanced Occupational

Courses taken in the advanced stages of an occupational program. Each “B” level course must have a “C” level prerequisite in the same program area.


Clearly Occupational

Courses taken in the middle stages of an occupational program. Should provide the student with entry-level job skills.


Possibly Occupational

Courses taken in the beginning stages of an occupational program.





7. Please place this course into the appropriate discipline by selecting from the drop down list. The discipline placement indicates what preparation is needed to teach the course. Discipline faculty may place their courses into more than one discipline as appropriate:


8. General Course Information

a. Course Credit Status:

D Credit – Degree Applicable

b. State Transfer Code:

A Transferable, UC/CSU/Private

c. State Classification Code:

A Liberal Arts/Sciences Degrees

d. Basic Skills Status/Level:

N Not a Basic Skills Course

e. Sports/Physical Education Course:


( Only check here if the course is a physical education course.)

f. Grading Method:

Letter Grade Only

g. Number of repeats allowed:

Non-repeatable Credit - equates to 0 repeats

Note: If course is repeatable, complete the Repeatability Supplemental Form.

h. Please provide cross listed course if applicable:



9. Course Preparation

Note: If this course has any requisite, please complete the Content Review Supplemental Form and provide rationale for the requisite. If a requisite is being removed, please complete the Content Review Supplemental Form and provide rationale for removing the requisite. If a new requisite is being added, complete the Content Review Supplemental Form and provide rationale for the requisite.

a.   Prerequisite

Eligibility for MATH 100

b.   Co requisite

c.   Advisories

d.   None


10. Course Special Designators:

Do not edit this text box. Use the 'Add'/'Remove' command buttons above.

11. Course Program Status:

These buttons are only active when the course reaches Stage 5 in WebCMS.


 Program Applicable


 12. Funding Agency Category:

       Not Applicable

       Primarily developed using economic development funds

       Partially developed using economic development funds



SECTION C – For new transfer requests only, please complete the Transfer Status (CSU) Supplemental Form before submitting course for approval.

 CSU Transferable              CSU Approval Date:                     (mmddyyyy)                 

 Applying for CSU Transfer Status

 UC Transferable                 UC Approval Date:                      (mmddyyyy)                 

 Applying for UC Transfer Status

Note:  CSU Transfer Status must be obtained prior to submitting a request for UC Transfer Status to the UC Chancellor.


SECTION D - General Education Request

Mt. San Antonio College and CSU General Education course approvals are submitted to the Educational Design Committee and GE Subcommittee for approval.

1.  The Articulation Officer submits the course directly to the CSU Chancellor for approval.

2.  Upon receiving CSU approval, the course will be placed in the CSU approved area for the Mt. SAC Associate Degree GE.



Requesting approval for inclusion on Mt. SAC and CSU General Education List?

Note:   If requesting approval for inclusion on the General Education List, the General Education Course Evaluation Supplemental Form must be completed before submitting course for approval.  If request is approved, the remainder of Section D will be completed by the Instruction Office.

1. Mt SAC General Education Applicability:

    GE Approval Date :                   (mmddyyyy)

AAB1 - Physical Sciences
ASB1 - Physical Sciences

2. CSU General Education Applicability (Requires CSU approval):

    CSU Approval Date:                   (mmddyyyy)

CSB1 - Physical Sciences
CSB3 - Laboratory Activity

3. IGETC Applicability (Requires CSU/UC approval):

    IGETC Approval Date:                   (mmddyyyy)

IG5C - Physical Science – Combo
IG5A - Physical Science - Lecture Only



SECTION E - Course Content

1. Course Descriptions

a. Catalog Description:

(Write a clear, concise course description, summarizing the course content.  Include major goals of the course, scope, requirements for successfully completing the course, and any unusual aspects of the course.)

Discovery of concepts of physics by working through guided activities in a workshop style. Topics include light and geometrical optics, electricity and DC circuits, magnetism, linear and rotational motion, forces, momentum, energy, harmonic motion, and waves.

b. Class Schedule Description:



Is a course description to be printed in the Class Schedule?

(If yes, write one or two sentences condensing the catalog description for the prospective student.  Does not require as much detail as the catalog description. Limited to 130 characters, including spaces.)

Discovery of concepts in physics through guided activities in mechanics, electricity, magnetism, and geometrical optics.

2. Course Outline Information

In courses that include lecture and laboratory, the topical outlines should be separate and distinct, each specific and appropriate to the activities to be conducted.

a. Lecture Topical Outline:

(The lecture topical outline should provide a detailed record of the content of the course.)

- Graphical representations of motion; kinematics equations
- Force, mass, and acceleration
- Projectile motion; uniform circular motion
- Momentum, impulse, and collisions
- Work, power, energy, and conservation of energy
- Oscillations, waves, resonance, and standing waves
Electricity and magnetism
- Electric charge
- Introduction to simple DC circuits: current, voltage, power, and Ohm's Law
- Parallel and series circuits
- Magnetism, motors, and generators
- Introduction to light
- Reflection and refraction
- Concave and convex lenses
- Final Exam

b. Lab Topical Outline:

(The lab topical outline should reflect the activities in lab.)

- Producing and interpreting graphs of position, velocity, and acceleration vs time
- Measuring forces using various methods
- Measuring force, mass, and acceleration to determine a functional relationship among these quantities
-Using pairs of force probes to investigate Newton's third law for various interactions and collisions
- Analyzing a video of a basketball shot to determine the relationship between the horizontal and vertical components of projectile motion
- Determining the relationship between force, mass, speed, and radius for an object executing uniform circular motion
- Measuring mass, force, velocity, and time to investigate the relationship between impulse and changes in momentum
- Measuring mass and velocity to investigate momentum conservation in elastic and inelastic collisions
-Measuring force, distance, and angle to determine the work done by various forces
- Measuring force, distance, mass, and speed to determine the relationship between work done on a system and the system's change in kinetic energy
- Analyzing a video of a thrown ball to investigate the relationship between potential and kinetic energy for the ball
- Determining the relationship between kinetic energy, gravitational potential energy and elastic potential energy for an oscillating system
- Determining the relationship between displacement, velocity, and acceleration for an object in simple harmonic motion
- Determining the relationship between wave speed, tension, and linear density using an oscillator to establish standing waves on a string, and investigating resonance in various physical and acoustic systems
- Using charged rods, balls, electroscopes, and either electrophorus or Van de Graaff generator, or both to investigate charge polarization and electric forces
- Developing models for current, voltage, resistance, and power in a simple DC circuit
- Measuring current and voltage in parallel and series circuits
- Investigating the properties of magnets and electromagnets
- Investigating magnetic induction
- Determining the path light travels, using different sources, masks, and screen positions
- Measuring angles of incidence and reflection to derive the law of reflection
- Measuring angles of incidence and refraction to determine a material’s index of refraction
- Investigating the refractive and image-forming properties of convex and concave lenses
- Drawing ray diagrams and applying the thin lens equation to the above observations
- Final exam

3. Course Measurable Objectives:

(Measurable course objectives should identify expected outcomes: specific, observable student actions – what the student should be able to do, know or feel as a result of taking this course.  A majority of objectives should reflect critical thinking, i.e. application, analysis, synthesis, and evaluation.  Course objectives should relate directly to methods of evaluation)

Provide a minimum of five (5) course measurable objectives:

1. Diagram the effects plane mirrors and concave and convex lenses have on light.
2. Apply both experimental and analytical methods to locate both real and virtual images formed by lenses.
3. Determine the focal length of lenses.
4. Model charge flow in DC electrical circuits based on experimental evidence.
5. Construct and analyze electrical circuits.
6. Determine the resistance of circuit elements by making measurements of voltage and current with a multimeter.
7. Explain the principles underlying the operation of electric motors and generators.
8. Use computers for data acquisition, data analysis, graphing, and modeling of mechanics concepts.
9. Produce appropriate graphs of position, velocity, and acceleration vs. time from written descriptions of objects’ motion, and vice versa.
10. Apply concepts of motion and Newton's Laws to explain everyday experiences.
11. Make accurate measurements of a variety of quantities with different tools.

4. Course Methods of Evaluation:

(Methods of evaluation should relate directly to measurable course objectives.  They indicate the kind of assignments or performance activities designed for a course to assess student learning.  Each course must list either substantial writing assignments (category 1) OR computational / non-computational problem solving demonstrations (category 2) if writing assignments are inappropriate (with an explanation of why substantial writing is not appropriate for the course).  Activities typically assigned in categories 3 and 4 must also be listed in this section.)

Category 1. Substantial written assignments for this course include:

Multiple assignments of 1- to 3- paragraphs involving the application of concepts in optics, mechanics, and electricity and magnetism

If the course is degree applicable, substantial written assignments in this course are inappropriate because:

Category 2. Computational or non-computational problem solving demonstrations:

Calculations, graphs, and explanations of concepts in optics, mechanics, and electricity and magnetism, including examples directly based upon experiments and measurements made in the lab
Solve problems in optics, mechanics, electricity and magnetism, some based upon measurements and observations in the lab
Draw graphs or make diagrams reflecting application of concepts in optics, mechanics, and electricity and magnetism, developed in and experiments carried out in lab

Category 3. Skills Demonstrations:

Performance exam(s) requiring students to demonstrate that they can find the focal length of a convex lens, or use a multimeter to determine the voltage across and current in a resistor
Interpretation of graphs or making calculations, or both based on graphs in mechanics, optics, and electricity and magnetism, largely based upon the graphs they have produced as part of the lab

Category 4. Objective Examinations:

Multiple choice and short answer questions in optics, mechanics, electricity and magnetism

5. Sample Assignments:

(Assignments should be directly related to the objectives of the course.  They should be specific enough to provide real guidance to faculty and clear expectations for students.  Descriptions of the type or examples of assignments are required.  For example, rather than “term paper” state “term paper comparing and contrasting the social aspects of hunting tactics of two mammal species.”  This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified.  The nature of the assignments must clearly demand critical thinking.  Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course.  Appropriate out-of-class work is required for credit courses.)

Provide a minimum of three (3) sample assignments:

1. Given a position vs. time, velocity vs. time, or acceleration vs. time graph, or both, describe in words the motion that the graph represents.
2. Determine the focal length of a lens given the location of an object, lens, and image screen on an optical bench.
3. Given a DC circuit consisting of a battery connected to several resistors in parallel and in series, calculate the voltage across, current through, and power dissipated by each resistor in a 5-resistor circuit with both parallel and series connections, all connected across a battery.
4. A spring is hung from a hook. When a 250-gram mass is hung from the spring, the spring is stretched by 22 cm. Then the same spring is set out horizontally with one end attached to a vertical rod. The spring is stretched 30 cm and attached to a 1.5-kg frictionless cart on a horizontal track. Now the cart is released. Determine the speed the cart will have when the spring has returned to its equilibrium length.
5. In lab you set up a parallel DC circuit with two different bulbs (X and Y). You connected three ammeters in this circuit with the first one between the battery and the junction and one after each of the bulbs in the circuit. Suppose that the first ammeter reads 0.31 A and the ammeter after Bulb X reads 0.20 A.
a) What should be the reading in the other ammeter? Justify your answer in terms of what current measures.
b) Suppose you now unscrew Bulb Y so that no current flows through that branch of the circuit. What should be the readings in the other two ammeters? Justify your answers.
6. Two carts of unequal mass experience a collision on a horizontal, nearly frictionless track. The velocity vs. time graphs for each cart are shown. Note that the positive direction is defined as the direction of the initial velocity of the first cart. (Note: A set of graphs similar to those obtained for an identical collision in lab are shown.)
a) Given that the mass of the first cart is 250 grams, determine the mass of the second cart.
b) Suppose that you had mounted a force sensor on top of each cart with the positive direction still defined as before.
(i) On a single set of axes sketch the shape of the force vs. time graphs you would expect to obtain from each sensor. Identify which graph corresponds to which cart’s force sensor.
(ii) Determine what the area under each one of these graphs should be


6. Representative Text:

(List EXAMPLES of textbooks and other data sources and materials, which may be used in this course.  Provide author, title, publisher, date of publication, and edition.)

If the course is requested to be or is CSU transferable, provide at least one (1) representative text that has been published within the last five (5) years.  A representative text is optional for a non-transferable course.

a. Book 1:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Mt. SAC Physics Dept.


  Physics 1 Activity Modules in Light and Optics, Mechanics, and Electricity and Magnetism


  Day and Night (Walnut, CA)

Date of Publication:



  Revised each semester

b. Book 2:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Paul Hewitt and Phil Wolf


  Problem Solving for Conceptual Physics



Date of Publication:




c. Book 3:

This is the most recent edition of this text:




If the text is more than 5 years old, please provide rationale for not selecting a more recent text:


  Paul Hewitt


  Conceptual Physics (optional)



Date of Publication: