Recognize and apply concepts and theories of basic physical or biological sciences.

Students will learn to apply fundamental physical principles in the mathematical analysis of natural systems. Critical thinking skills will be used in choosing the appropriate physics framework to model the system. When formulating solutions, they will differentiate between quantitative problem solving and qualitative logical reasoning methods. Effective techniques for modeling systems will be developed using multiple representations, such as mathematical, physical, graphical, verbal, and experimental. Additionally, sensemaking strategies will be learned to analyze the viability and reasonableness of solutions and models. These skills will be developed and applied within the basic physical science concepts of kinematics, mechanics, momentum, and energy.

Students learn to apply basic physical science concepts and theories in a scaffolded progression of pre-, in-, and post-lecture problem solving. They are then challenged to synthesize these skills in weekly handwritten homework sets. Additionally, students explore physical phenomena during weekly laboratory experiments.

Summative assessment of students’ ability to apply these physical science concepts and theories to natural systems is provided by evaluation of the weekly homework sets and written solutions to exam questions. Weekly homework and exam questions are written to adequately assess the breadth and depth of theories and concepts addressed in this class.

Apply scientific methodology and demonstrate the ability to draw conclusions based on observation, analysis, and synthesis.

Students in this course will learn to identify the important mechanisms in the system, connecting theory to experiment. They will set up experiments to measure physical quantities and record data to test a hypothesis. In doing so, they will develop skills to analyze experimental results with a multitude of techniques including fitting data with appropriate mathematical formulae, quantifying uncertainty, comparing empirical results with theory, and evaluating success of the hypothesis. These skills will be built through examination of physical systems governed by the concepts of kinematics, mechanics, momentum, and energy.

Students will use and build scientific skills through a combination of prescribed, discovery, and inquiry based lab activities. The work is performed within a lab group. Individual lab notebooks are created that document the hypothesis, design, data collection, and results of the experiment. Guiding questions are posed and students write explanations through a combination of hypothesis, test, and conclusion. Experiments include a study of motion under gravity, application of forces and Newton’s 2nd Law, forces and uniform circular motion, momentum and collisions, and conservation of energy.

Student achievement of this outcome is measured through evaluation of lab notebooks. Specifically how well students’ written analysis conveys mastery of the techniques, methodology, and underlying physical principles of the phenomena explored. Complete synthesis from theory to observation to conclusion to reflection must be presented in their work. Grades are assigned based on the quality of the work presented in their lab notebooks.

Demonstrate connections with other subject areas.

Students will solve problems where the framework is based in physics but the context belongs to one of a diverse set of scientific fields. Specifically the distribution of context types is intended to match the distribution of majors in the course. Biology, chemistry, ecology, geology, medicine, and many other fields are found throughout the curriculum. Students are offered projects with the specific goals of connecting physics to their field of interest. Examples include: tracking migrating birds, movement of frogs and mantis shrimp, forces in the body, softball players and impulse, colliding football players, energy in archery, work and energy in the body.

Students write solutions to questions about physical systems from a wide variety of scientific fields using multiple representations in lecture, homework and laboratories.

Student’s ability to make connections between physics and other subject areas will be assessed through evaluation of written solutions to homework assignments, lab reports, and exam questions. Questions contained in these assignments encourage students to apply the skills and concepts of physics to contexts from other sciences and real world physical phenomena.

Recognize and apply concepts and theories of basic physical or biological sciences.

Students will learn to apply fundamental physical principles in the mathematical analysis of natural systems. Critical thinking skills will be used in choosing the appropriate physics framework to model the system. When formulating solutions, they will differentiate between quantitative problem solving and qualitative logical reasoning methods. Effective techniques for modeling systems will be developed using multiple representations, such as mathematical, physical, graphical, verbal, and experimental. Additionally, sensemaking strategies will be learned to analyze the viability and reasonableness of solutions and models. These skills will be developed and applied within the basic physical science concepts of rotational mechanics, thermodynamics, oscillations, and waves.

Students learn to apply basic physical science concepts and theories in a scaffolded progression of pre-, in-, and post-lecture problem solving. They are then challenged to synthesize these skills in weekly handwritten homework sets. Additionally, students explore physical phenomena during weekly laboratory experiments.

Summative assessment of students’ ability to apply these physical science concepts and theories to natural systems is provided by evaluation of the weekly homework sets and written solutions to exam questions. Weekly homework and exam questions are written to adequately assess the breadth and depth of theories and concepts addressed in this class.

Apply scientific methodology and demonstrate the ability to draw conclusions based on observation, analysis, and synthesis.

Students in this course will learn to identify the important mechanisms in the system, connecting theory to experiment. They will set up experiments to measure physical quantities and record data to test a hypothesis. In doing so, they will develop skills to analyze experimental results with a multitude of techniques including fitting data with appropriate mathematical formulae, quantifying uncertainty, comparing empirical results with theory, and evaluating success of the hypothesis. These skills will be built through examination of physical systems governed by the concepts of rotational mechanics, thermodynamics, oscillations, and waves.

Students will use and build scientific skills through a combination of prescribed, discovery, and inquiry based lab activities. The work is performed within a lab group. Individual lab notebooks are created that document the hypothesis, design, data collection, and results of the experiment. Guiding questions are posed and students write explanations through a combination of hypothesis, test, and conclusion. Experiments include a study of motion under gravity, application of forces and Newton’s 2nd Law, forces and uniform circular motion, momentum and collisions, and conservation of energy.

Student achievement of this outcome is measured through evaluation of lab notebooks. Specifically how well students’ written analysis conveys mastery of the techniques, methodology, and underlying physical principles of the phenomena explored. Complete synthesis from theory to observation to conclusion to reflection must be presented in their work. Grades are assigned based on the quality of the work presented in their lab notebooks.

Demonstrate connections with other subject areas.

Students will solve problems where the framework is based in physics but the context belongs to one of a diverse set of scientific fields. Specifically the distribution of context types is intended to match the distribution of majors in the course. Biology, chemistry, ecology, geology, medicine, and many other fields are found throughout the curriculum. Students are offered projects with the specific goals of connecting physics to their field of interest. Examples include: rotational mechanics and kinesthesiology, thermodynamics in fermentation science, modeling oscillation patterns found in nature, waves, and musical resonance.

Students write solutions to questions about physical systems from a wide variety of scientific fields using multiple representations in lecture, homework and laboratories.

Student’s ability to make connections between physics and other subject areas will be assessed through evaluation of written solutions to homework assignments, lab reports, and exam questions. Questions contained in these assignments encourage students to apply the skills and concepts of physics to contexts from other sciences and real world physical phenomena.

Recognize and apply concepts and theories of basic physical or biological sciences.

Students will learn to apply fundamental physical principles in the mathematical analysis of natural systems. Critical thinking skills will be used in choosing the appropriate physics framework to model the system. When formulating solutions, they will differentiate between quantitative problem solving and qualitative logical reasoning methods. Effective techniques for modeling systems will be developed using multiple representations, such as mathematical, physical, graphical, verbal, and experimental. Additionally, sensemaking strategies will be learned to analyze the viability and reasonableness of solutions and models. These skills will be developed and applied within the basic physical science concepts of wave optics, ray optics, electric fields, electric potentials, circuits, and magnetic fields.

Students learn to apply basic physical science concepts and theories in a scaffolded progression of pre-, in-, and post-lecture problem solving. They are then challenged to synthesize these skills in weekly handwritten homework sets. Additionally, students explore physical phenomena during weekly laboratory experiments.

Summative assessment of students’ ability to apply these physical science concepts and theories to natural systems is provided by evaluation of the weekly homework sets and written solutions to exam questions. Weekly homework and exam questions are written to adequately assess the breadth and depth of theories and concepts addressed in this class.

Apply scientific methodology and demonstrate the ability to draw conclusions based on observation, analysis, and synthesis.

Students in this course will learn to identify the important mechanisms in the system, connecting theory to experiment. They will set up experiments to measure physical quantities and record data to test a hypothesis. In doing so, they will develop skills to analyze experimental results with a multitude of techniques including fitting data with appropriate mathematical formulae, quantifying uncertainty, comparing empirical results with theory, and evaluating success of the hypothesis. These skills will be built through examination of physical systems governed by the concepts of wave optics, ray optics, electric fields, electric potentials, circuits, and magnetic fields.

Students will use and build scientific skills through a combination of prescribed, discovery, and inquiry based lab activities. The work is performed within a lab group. Individual lab notebooks are created that document the hypothesis, design, data collection, and results of the experiment. Guiding questions are posed and students write explanations through a combination of hypothesis, test, and conclusion. Experiments include a study of motion under gravity, application of forces and Newton’s 2nd Law, forces and uniform circular motion, momentum and collisions, and conservation of energy.

Student achievement of this outcome is measured through evaluation of lab notebooks. Specifically how well students’ written analysis conveys mastery of the techniques, methodology, and underlying physical principles of the phenomena explored. Complete synthesis from theory to observation to conclusion to reflection must be presented in their work. Grades are assigned based on the quality of the work presented in their lab notebooks.

Demonstrate connections with other subject areas.

Students will solve problems where the framework is based in physics but the context belongs to one of a diverse set of scientific fields. Specifically the distribution of context types is intended to match the distribution of majors in the course. Biology, chemistry, ecology, geology, medicine, and many other fields are found throughout the curriculum. Students are offered projects with the specific goals of connecting physics to their field of interest. Examples include: Optics in indigenous fishing, optics of the eye, sound interference in the opera, spiders using electric fields to fly long distances, electric potential and lightning, biological circuits in eels, magnetic fields in the earth, and magnetic induction in the eye during MRIs.

Students write solutions to questions about physical systems from a wide variety of scientific fields using multiple representations in lecture, homework and laboratories.

Student’s ability to make connections between physics and other subject areas will be assessed through evaluation of written solutions to homework assignments, lab reports, and exam questions. Questions contained in these assignments encourage students to apply the skills and concepts of physics to contexts from other sciences and real world physical phenomena.