General Physics For Engineering I (PHYS 191) , (L51- 21972 ... syllabi... · Physics for Scientists...

College of Arts & Sciences Department of Mathematics, Statistics & Physics

Physics Program

General Physics For Engineering I (PHYS 191) , (L51- 21972, L52-23176)

Course Syllabus Spring 2013

Instructor :Hemyan Ahmed Zayed AL-Kuwari

We have no right to assume that any physical laws exist, or if they have existed up to now, that will continue to exist in a similar manner in the future. (Max Planck)

Course Syllabus For PHYS 191 – Spring 2013 2/17 Hemyan A. AL-Kuwari

Contents

(1) Instructor Information ................................................................................................................................................ 3

(2) Basic Course Information ............................................................................................................................................ 3

(3) Rationale ...................................................................................................................................................................... 4

(4) Aim& Learning Objectives ........................................................................................................................................... 5

(4.1) Course Aims .......................................................................................................................................................... 5

(4.2) Course Educational Objectives and Learning outcomes ..................................................................................... 5

(5) Course Topics, Matrix & Tentative Course Calendar ................................................................................................ 6

(5.1) Course Topics & Matrix ........................................................................................................................................ 6

(5.2) Tentative Course Calendar ................................................................................................................................... 7

(6) Course Format and Activity ......................................................................................................................................... 8

(6.1) General Course Format and Activity.................................................................................................................... 8

(6.2) Homework Assignments ....................................................................................................................................... 8

(6.3) Quizzes ................................................................................................................................................................... 9

(6.4) Blackboard ............................................................................................................................................................ 9

(6.5) Term paper ............................................................................................................................................................ 9

(6.6) Workshops ......................................................................................................................................................... 10

(6.7) Student Portfolio ............................................................................................................................................... 10

(6.8) Exam Rules ........................................................................................................................................................ 11

(7) Marking Scheme ........................................................................................................................................................ 12

(8) General Course Regulations ..................................................................................................................................... 12

(9) Student Learning Strategies ...................................................................................................................................... 13

APPENDICES ................................................................................................................................................................. 15

APPENDIX A. Rubric to Assess Course Portfolio ................................................................................................... 15

APPENDIX B. Rubric to Assess Term Paper .......................................................................................................... 16

APPENDIX C. Rubric to Assess Term Paper Presentation .................................................................................... 17


(1) Instructor Information

Name Hemyan Ahmed Zayed AL-Kuwari, PhD, Quantum Field Theory, Sussex University, U.K.

Office Science building/ section B / No 214 SB

Phone 974 4403-4637

Secretary Maha AL-Dafa , Tel: 974 4403-4605

Email: [email protected]

Office Hours

To be announced.

At any time my door is open.

Questions submitted via email and blackboards are welcome at any time.

T.A. Name/ E-mail

/Office

Muneera Al-Subeai / [email protected] / Science building/ section B / No 216 SB Tel: +974 4403-4640

(2) Basic Course Information

Course Title General Physics For Engineering I

Course Code PHYS 191

Credit Hours 3.0 Credit Hours

Weekly Hours 3.0 Lecture Hours , 1.0 Recitation/Discussion Hour , 3.0 Office Hours

Pre-Requisites Course title Course Code

Calculus (1) MATH 101

Co-Requisites None

Catalogue description

This is the first course in the two-semester sequence of calculus-based introductory physics courses designed to

meet the needs of student majoring in Engineering. The course is a survey of the concepts, principles, methods and

major findings of classical Physics .Primarily, it covers Newtonian mechanics, and thermal Physics, with topics

include: Physics and measurement, Vectors, kinematics and dynamics of motion of a single particle in one and two

dimensions, work and energy, system of particles, linear momentum and collisions, kinematics and dynamics of

rotational motion, equilibrium of rigid bodies, and elasticity, fluid static and fluid dynamics, oscillatory motion, wave

motion, and temperature and thermal equilibrium.

Assumed Knowledge

This course is designed primarily for undergraduate students majoring in engineering or physics and other sciences. A

major objective of this course is to develop the mathematical formalism necessary for solving the fundamental one

and two dimensional problems of classical physics. Consequently a good foundation in calculus prior to have this or

any physics course is highly recommended. Mainly, the course needs some knowledge of vectors and one

dimensional differential/integral calculus, and therefore calculus (1) is required. For the better, It is preferable that

calculus (2) be taken prior to or concurrently with this course. Also the course assumes familiarity with physics at the

level of high school physics. However, during class if I base my explanation on any physical concept or use any

mathematical technique you have not seen before, tell me immediately, and I will go over it.

Delivery Methods Lectures, Lecture Notes, Recitations.

Assessment Schemes

Homework assignments, Two Midterm exams, Final Exam , Quizzes, Project (short essay, Presentation, Poster,…).

Re

sou

rce

s

Textbook

Physics for Scientists and Engineers with Modern Physics and Mastering Physics, Douglas C. Giancoli , 4th Edition ,2008, Prentice Hall ISBN-10: 0136139221, ISBN-13: 978-0136139225Physics Student Book Companion Sites http://cwx.prenhall.com/bookbind/pubbooks/giancoli3/

Other Recommended Complements

Physics for Scientists and Engineers, Serway & Jewett, Brooks Cole.

Physics for Scientists and Engineers: A Strategic Approach, Knight , 1/e ,2001, Addison-Wesley

Physics, Cutnell & Johnson, 5/e, Wiley .

Fundamental of Physics, Halliday & Resnick, Wiley .

Physics, Walker, Prentice Hall.

mailto:[email protected]

mailto:[email protected]


Useful websites

Physics Student Book Companion Sites for Physics for Scientists and Engineers , Raymond A. Serway:

http://www.brookscole.com/cgi-

wadsworth/course_products_wp.pl?fid=M20b&discipline_number=13&product_isbn_issn=0534408427

Physics Student Book Companion Sites for Physics for Scientists and Engineers, Randall D. Knight:

http://wps.aw.com/aw_knight_physics_1/0,8722,1123668-,00.html

http://www.ux1.eiu.edu/~cfadd/1150/00Class/Calendar.html

http://www.npl.co.uk/thelearningroom/web_world.html

http://academics.uww.edu/physics/courses/physcs172/Lectures.html

http://faculty.salisbury.edu/~jwhoward/Physics121/html/lec.htm

http://www.etsu.edu/physics/lutter/courses/phys2010/index.htm

http://courses.washington.edu/p121ca06/

http://www1.gantep.edu.tr/~physics/ep105/lecture-notes.php

http://www.physics.odu.edu/hyde/Teaching/Fall05/Phys111/Phys111-F05.htm

http://www.physics.umd.edu/courses/Phys121/Roberts/F06/lecture_notes.htm

http://www.sasked.gov.sk.ca/docs/physics/u130phy.html

http://romano.physics.wisc.edu/winokur/phys207/

http://www.sfu.ca/phys/100/

http://theory.uwinnipeg.ca/physics/

http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall2003/LectureNotes/index.htm

If you find an interesting physics link let me know and I will add it to the list.

Course Schedule

Session L51- 21972 Session L 52-23176 Day Time Location Day Time Location Monday 09:30-10:45 Lecture Room SD215 Sunday 12:00-12:50 Lecture Room SD 215

Wednesday 09:30-10:45 Lecture Room SD215 Tuesday 12:00-13:50 Lecture Room SD 215

Thursday 13:00-13:50 Lecture Room SD215 Thursday 12:00-12:50 Lecture Room SD 215

Exam Schedule

Exam Date

Midterm Exam 1 Saturday, March 30, 2013, Covering Kinematics

Midterm Exam 2 Saturday, May 11, 2013, Covering N.L. and Linear momentum

Final Exam As in the schedule, Comprehensive

(3) Rationale

Physics 10521-191 is three credits, four lectures, one- semester course on introduction to classical physics for engineering and scientist

students. The course studies, on a rigorous calculus-level, the basic laws describing classical physics phenomena. More specifically, the

course is intended to get a good quality understanding of classical physics which provides us with a comprehensive, accurate, and

quantitative description of the behavior of Nature at dimensions much larger than the size of atoms and velocity much slower than the

speed of light c .

The principles of classical physics lie beneath almost all of modern technology (computers, radio and TV, electric motors, nanotechnology,

etc), all of biological and medical phenomena, and all of chemistry. Thus knowledge of classical physics is vital in understanding the world

around us. Furthermore ,the sophisticated mathematical techniques developed for solving problems in classical physics are employed as

crucial tools to tackle problems in many other areas of physics such as relativistic and quantum mechanics. As a consequence, the course is

strongly recommended as groundwork for a number of second and third year courses, e.g., quantum mechanics and advanced classical

mechanics, as well as the fourth year course in advanced thermal physics.

In this course, we will learn how to describe the one and two dimensional motion of a physical system in terms of Newtonian mechanics, we

will understand oscillatory motion created by a physical system, and finally we will analyze the many-particle system using the principles of

thermodynamics. These three considerable, significant parts of classical physics (Newtonian mechanics, oscillatory motion, and

thermodynamics) provides the foundation for a large part of engineering and other natural sciences. However a comprehensive

http://www.brookscole.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&discipline_number=13&product_isbn_issn=0534408427

http://www.brookscole.com/cgi-wadsworth/course_products_wp.pl?fid=M20b&discipline_number=13&product_isbn_issn=0534408427

http://www.ux1.eiu.edu/~cfadd/1150/00Class/Calendar.html

http://www.npl.co.uk/thelearningroom/web_world.html

http://academics.uww.edu/physics/courses/physcs172/Lectures.html

http://faculty.salisbury.edu/~jwhoward/Physics121/html/lec.htm

http://www.etsu.edu/physics/lutter/courses/phys2010/index.htm

http://courses.washington.edu/p121ca06/

http://www1.gantep.edu.tr/~physics/ep105/lecture-notes.php

http://www.physics.odu.edu/hyde/Teaching/Fall05/Phys111/Phys111-F05.htm

http://www.physics.umd.edu/courses/Phys121/Roberts/F06/lecture_notes.htm

http://www.sasked.gov.sk.ca/docs/physics/u130phy.html

http://romano.physics.wisc.edu/winokur/phys207/

http://www.sfu.ca/phys/100/

http://theory.uwinnipeg.ca/physics/

http://ocw.mit.edu/OcwWeb/Physics/8-01Physics-IFall2003/LectureNotes/index.htm


understanding of phenomena associated with classical physics is beyond the scope of this one semester course. We will center our

attention on introducing the one dimensional version of the studied classical physics phenomena and show how they play a central role in

some features of our lives.

Topics to be covered include: Physics and measurement, kinematics and dynamics of motion of a single particle in one and two dimensions,

work and energy, system of particles , linear momentum and collisions , kinematics and dynamics of rotational motion, equilibrium of rigid

bodies , and elasticity, fluid static and fluid dynamics, oscillatory motion , wave motion, and temperature and thermal equilibrium.

(4) Aim& Learning Objectives

(4.1) Course Aims

The aim of this course is to

Enable students to appreciate the basic principles and fundamental laws of Newtonian mechanics, oscillatory motion and

thermodynamics ;

Help students to develop and master mathematical techniques used to tackle , analyze, and solve simple physical problems associated

with Newtonian mechanics, oscillatory motion and thermodynamics ;

Introduce to students how to apply the studied concepts , laws and techniques in solving real world problems;

Provide students with generic skills which will be of great use in his/her field of study e.g. critical thinking, and quantitative and symbolic

reasoning.

(4.2) Course Educational Objectives and Learning outcomes

objectives

The course objectives are to :

Observable/Measurable Learning outcomes

On successful completion of the course students would be able to:

A. Introduce the basic principles and fundamentals laws of Newtonian mechanics describing the translational and rotational motion of a physical system.

A.1. Describe the SI unit system and convert units.

A.2. Describe the translational motion of a single particle in terms of position and

inertial frames, , inertia, velocity, acceleration, linear momentum and force.

A.3. Describe the rotational motion of a rigid body using the concepts of rotation

angle, angular velocity, angular acceleration, angular momentum, moment of

inertia, and torque.

A.4. State the Newton’s three laws of motion and apply them to solve problems on

one and two dimensional translational motion.

A.5. Represent graphically the problem of motion of a physical system using the

free-body diagram technique.

A.6. Identify the forces acting on ordinary mechanical systems to be gravity and

electromagnetism (Drag force, frictional force, normal force, etc.).

A.7. State the fundamental laws of kinematics and dynamics of rotational motion of

a rigid body and use them to solve problems on simple rotational motion.

A.8. Analyse the translational and rotational motion using a scalar approach based

on the concepts of work, conservative and non conservative forces, potential

energy and conservation of mechanical energy.

A.9. Describe and solve problems of the motion of many-particle system by

employing the concept of centre of mass, law of conservation of mechanical

energy, Principle of momentum and angular momentum conservation.

A.10. State the two conditions of static and dynamic equilibrium of a point particle

and a rigid body, and use them to solve problems of static equilibrium.

A.11. Describe and solve some problems on the elastic properties of materials using


objectives

The course objectives are to :

Observable/Measurable Learning outcomes

On successful completion of the course students would be able to:

the following elasticity concepts and relations: Rigidity ; Plasticity ; Plastic

deformation ; stress and strain ; Bulk stress and strain ; Bulk deformation and

bulk modulus; Linear tensile stress and strain ; Young's modulus; Shearing.

B. Develop a basic conceptual knowledge of the fundamentals of fluids

B.1. Identify the different phases of matter;

B.2. Describe the status of a fluid using the concepts of density and pressure;

B.3. State the fundamental laws of static fluid : Pascal’s, and Archimedes’ Principles;

B.4. Describe and solve the problems of ideal fluid motion using the continuity, and

Bernoulli’s equations.

(5) Course Topics, Matrix & Tentative Course Calendar

(5.1) Course Topics & Matrix

Topics To Be Covered Text Reference

(Chapter)

Teaching

Duration

Learning

Outcomes

Assessment

Tools

Newtonian Mechanics :

Physics and measurement; Introduction to vector algebra and

calculus, Kinematics of motion of a single particle in one and two

dimensions; Kinematics of projectile and circular motion. Relative

Motion.

Ch 1 ( 1.1-1.7) Ch 2 (2.1-2.7) Ch 3 (3.1-3.9)

4

Weeks

A.1, A.2 Assignments Quizzes Tutorial Exam 1,3

Dynamics of motion of a single particle and multiple objects in one

and two dimensions and Newton’s Laws; Free body diagrams;

Various types of mechanical forces; Application on the use of

Newton’s Laws.

Ch 4 (4.1-4.8) Ch 5 (5.1-5.5)

3

Weeks

A.4, A.5,

A.6

Work and energy; Conservative systems and the concept of

potential energy; Conservation of mechanical energy.

Ch 7 (7.1- 7.4) Ch 8 (8.1-8.5)

2

Weeks

A.8 Assignments Quizzes Tutorial Exam 2,3 System of particles; Linear momentum; Conservation of linear

momentum and collisions; Elastic and Inelastic collisions; Center of

mass.

Ch 9 (9.1-9.9)

2

Week

A.9

Kinematics and Dynamics of rotational motion; Torque; Moment of

inertia; Angular momentum; Static equilibrium of rigid bodies;

Elasticity and concepts of stress and strain..

Ch 10 10.1-10.10)

Ch 11 (11.1-11.6) Ch 12 ( 12.1-

12.5)

4

Weeks

A.3, A.7,

A.8, A.10,

A.11

Phases of matter; Pressure and density, Equations of Fluid static;

Equations of fluid dynamics: Continuity and Bernoulli’s equations.

Ch 13 ( 13.1-13.11) 1

Week

B.1- B.4


(5.2) Tentative Course Calendar

Topics to be Covered Week of WK

Orientation Physics and measurement: Ch (1) Introduction to vector algebra and calculus: Ch (3)

Feb. 10 1

Introduction to vector algebra and calculus: Ch (3) Kinematics of motion of a single particle in one dimension: Ch (2)

Feb. 17 2

Kinematics of motion of a single particle in one dimension: Ch (2) Graphical Representation of 1D Motion : Ch (2) Applications on 1D motion: Ch (2)

Feb. 24 3

Kinematics of motion of a single particle in 2& 3D dimensions: Ch (3) Graphical Representation of 2& 3D Motion : Ch (3) Applications on 2& 3D dimensions motion: Ch (3)

Mar. 03 4

Kinematics of projectile and circular motion: Ch(3) Relative Motion: Ch(3)

Mar. 10 5

Dynamics of motion of a single particle and multiple objects in one and two dimensions and Newton’s Laws: Ch (4) Various types of mechanical forces: Ch(4) & (5)

Free body diagrams: Ch (4) Application on the use of Newton’s Laws: Ch(4) & (5)

Mar. 17

6

Application on the use of Newton’s Laws: Ch(4) & (5) Mar. 24 7 Midterm Exam (1): Covering Kinematics of Translational Motion( Ch(1) to Ch( 3) ) Mar. 30 7

Mid Spring Vacation Mar. 31 8 Work and energy: Ch (7) Conservative systems and the concept of potential energy: Ch (7) & Ch (8) Conservation of mechanical energy: Ch (7) & Ch (8)

Apr. 0 7 9

Conservation of mechanical energy: Ch (7) & Ch (8)

Apr. 14 10

System of particles : Ch (9) Linear momentum and Conservation of linear momentum : Ch (9) collisions; Elastic and Inelastic collisions; Center of mass: Ch (9)

Apr. 21 11

Kinematics and Dynamics of rotational motion: Ch (10) Torque and Moment of inertia: Ch (10) Applications on Rotational Motion : Ch (10)

Apr. 28 12

Angular momentum: Ch (11) Static equilibrium of rigid bodies: Ch (12)

May. 05 13

Midterm Exam (2): Covering Dynamics of Translational Motion and Momentum ( Ch(4) to Ch( 5) & Ch(7) to Ch(9))

May. 11 13

Elasticity and concepts of stress and strain: Ch (12) May. 12 14 Last day to submit the Term Paper May. 16 14

Phases of matter : Ch (13) Pressure and density: Ch (13) Static fluid : Pascal’s, and Archimedes’ Principles Dynamic fluid :Continuity and Bernoulli’s equations: Ch (13)

May. 19 15

Last day of classes of Spring 2013 May. 23 16 Start of final exams of Spring 2013 May. 26 17

Final Exam: Comprehensive As Scheduled


(6) Course Format and Activity

(6.1) General Course Format and Activity

Physics is very challenging demanding accumulating science .thus, en route for learning physics, at any level, various teaching

strategies and learning activities should be invoked and interspersed throughout the sessions. For teaching this course I integrate

the following learning activities:

Regular class meeting. Generally the class will cover one chapter a week with the exception of the first and second chapters.

During the week there will be three contact hours of lectures followed by one contact hour of problem discussion session.

Providing lecture notes with blank to fill in during classes.

In and out- whole class discussions opportunities.

If students time permit workshops grounded on brainstorming methodology will be assigned each 2-3 weeks.

Assigning reading material before and after we take it up in class.

Writing down the most significant physical concepts learned for the day.

There will be semiweekly quizzes.

There will be two closed book and closed notes in-class midterm exams and a comprehensive final exam.

Engaging students in solving problems via homework.

Encouraging small-group discussions on homework problems.

Engaging students in preparing the course portfolios.

Engrossing students in preparing and writing technical papers or projects.

(6.2) Homework Assignments

You will have four types of frequent homework assignments with regard to the course material; specifically, skimming each

chapter before we take it up in class, reading your text book and reviewing your notes after every class, and performing your

homework.

The first three tasks will serve to keep your attention and interest up whilst the last task will help you to powerfully comprehend

the material and build up your problem solving techniques.

In fact working through problems is crucial to your understanding of a physics course and corresponding passing grade. It is the

only way to learn most of physics, so please take the homework very seriously. You will be present with a sheet on the topic “How

to do physics problems?”

Performance of homework problems is subjected to the following guidelines and rules:

Students may encounter three types of homework; namely team problems, non-team problems and online problem through

Mastering Physics.

Team problems, must be worked as team .In this case only one written copy of the solution is required per team but put all

the team member’s names on the sheet. The submitted solution sheet should be written in mutual manner.

For the non-team problems, I expect you to write up your solutions individually. I encourage you to meet together in-groups

to study, discuss and argue on the homework. However your write-up should show your insights of the problems.

For non-team problems, before involving in group discussions I suggest that you initially attempt to solve the problems by

yourselves, as this will help you to explore honestly your weaknesses.

Selected problem will be graded and included in the final grade determination.

For team and non-team problems, if you cannot solve a problem try to write down why you are having difficulties.

For team and non-team problems, just writing down a numerical answer for a problem will give you a zero point for that

problem.

You will receive written solutions when problem sets are collected/submitted.

For team and non-team problems, homework will be due in class next week of issue.


For the online problem, the homework will be done online, using the Mastering Physics software. You need to log on to the

system sited at http://www.masteringphysics.com with the following course ID :

Session Course ID on Mastering Physics L51- 21972 MPALKUWARI86278 L52-23176 MPALKUWARI16566

do the practice session to make sure you know how to use the software. Of course before that you need to register for the

Mastering Physics website http://www.masteringphysics.com. Click on” New student “and fellow the registration instructions.

During registration for the given course ID you will be asked to enter your student access code coming with your textbook.

Any question concerning the homework can be directed to me in the office hours.

For all types of homework, these are not acceptable:

handing your homework to your friends;

copying your friend’s homework;

Copying previous year homework.

Late assignments will be penalized by 5% deduction of the earned score for each working day beyond the deadline. However

valid and verifiable excuse will be considered (refer to section (8)).

(6.3) Quizzes

It is critical to constantly measure the follow-up of the students regarding the class material. Thus I use quiz strategy. Besides it will help

students to do not fall behind, quizzes will help the instructor to recognize early the student’s weakness points. Approximately 6-7

sudden quizzes shall be given during the semester. Generally speaking you will have one quiz every two weeks. The following points,

display the guidelines for taking and grading quizzes:

Quizzes are composed of 1-6 conceptual problems.

Quizzes will count towards your final grade.

Quizzes are open text book and open notes.

We will utilize peer-to-peer learning methodology in solving the quizzes. The method is based on brainstorming with your next fellow.

The setup for each step must be shown on quizzes. Answer with no effort to show how you get it constitutes a zero.

(6.4) Blackboard

Blackboard (Bb) is the on-line course support software (courseware) used to support teaching and learning in Qatar University. Bb

software, now used by over 10 million students.

Using Bb can enhance the essential components of the strategies of teaching and learning. The course has a course shell set up

built into Bb that can be at a minimum used to:

Present the course calendar.

Post announcements containing reminders and other important course information and updates.

Post documents such as: course syllabus, lecture notes, assignments, Solution for assignments, exams, and quizzes.

Keep an online grade book.

Provide discussion board through which students can communicate asynchronously about the course contents and

issues.

(6.5) Term paper

Preparing and presenting a term paper is aimed to improve the students communication skills, introduce students to the realistic

application of class material, motivate students to learn more about multimedia facilities. Organization of your term paper must be

subjected to the following rules:

The term paper must be on a topic relevant to the material we cover; it should explain the applications of the studied theoretical

http://www.masteringphysics.com/

http://www.masteringphysics.com/


physical concepts to a particular technologist issue or natural phenomenon.

Term papers must be composed of contents, introduction, main body (theory, application …), conclusion, and references. During

lectures, I will elaborate further on the topic “How to write a scientific report?”

No more than two students should be shared in the same project.

Some suggestions pertaining to the topics of the term papers will be passed to you.

We will set up the two-person groups in the first weeks of classes.

In preparing his/her term paper students should make use of multi sources of references e.g. text books, published Journal paper,

and web resources. A single, one type –reference term paper will not be accepted.

An extra credit will be given to the student/group who will suggest or will find a new problem or give an illustration of the

application of a particular theoretical principle in other sciences, e.g. chemistry, biology, or every-day life employing the presented

,in class, physical concepts

An extra credit will be given to the student/group that will besides the hard and electronic copy of his/her/their term paper will

translate it into a poster.

All term papers will be a minimum of five pages long plus a bibliography, typed, double-spaced, 12-pitch, with 1-inch margins all

around.

Presenting your work to the class will be included in the final grade for the term paper.

Term papers will be due on the last week of classes.

Last day to submit the term paper is : Thursday , May, 16, 2013

(6.6) Workshops

Student’s problem solving skill can be enhanced through the organization of brainstorming discussion sessions. In such workshops the

class will be broken up into small working groups whose goal will be to solve challenging very real-life problems. Attendance of

workshops is optional; however extra 2 points shall be given for regular attendance and participation.

(6.7) Student Portfolio

The student portfolio is a collection of student notes, ideas, questions, and perspectives of the course material. The main purpose of

the portfolio is to allow students to demonstrate what they have learned in class and to identify and assess his/her personal scientific

growth in the subject. Further, preparation of the portfolio will help students to gain experiences in keeping record of the material

covered in class in an organized manner. Encouraging students to reproduce and organize the class material can be served as an

instrument to improve dramatically their study procedure and consequently complete their preparation for quizzes and exams. Finally, I

believe that the major objective of having the portfolio is to document that all of the above learning outcomes have been met.

Each student is required to design and keep a student portfolio in a two-ring binder. The portfolio should be neatly organized and kept

up to date. The portfolio should include the following entries:

Table of contents.

All in-class handouts.

Class notes.

Homework assignments.

Quizzes.

Exams.

General media articles relevant to the course topics

Term paper.

Description of each chapter .Each description should contain :

1. Summary of the main concepts.

2. Illustration of the main concepts using videos and pictures out of hard or media articles.

3. Application of those concepts in real life situations.


4. Student reflections regarding the chapter content, class activities, and the obstacles that he/she has faced in studying

the material.

Challenging problems pertaining to the material we have covered.

All in-class conceptual problems.

Self-assessment statement.

All laboratory reports.(optional)

Students are welcome at any time to talk about progress on their portfolios and to address any questions regarding the portfolio items.

Portfolios shall be checked for completeness periodically during the semester and at the end of the semester. Student will be graded on

the accessibility, readability, and intelligibility of his/her portfolio as well as the comprehension of the contents .The portfolios will be

returned to students during the final week of class.

(6.8) Exam Rules

Exam is a vital evenhanded learning instrument to gauge students, qualitatively and quantitatively, on the course foremost

theoretical concepts. The regulations regarding arrangements, attendance, and conduct, of examinations are summarized in the

following points:

There will be three two-hour exams during the semester. All exams are closed book closed notes. The final exam is

comprehensive but will emphasize the material covered after the second exam.

Prior to each exam, special review sessions will be arranged.

A single equation sheet may be brought to the exam. However a sheet of useful equations will be provided at the time of the

exam. Bring to mind, having equations available does not guarantee success-understanding is the key.

There will be no makeup exams and no grade will be dropped,

If an exam is missed verifiable circumstances will be considered.

Two exams on one day is not a sensible reason to postpone an exam; if you have three or more exams on the same day you

must notify the instructor prior to the exam.

Date changes of a midsmester exam is possible provided that:

No date-change discussion inside the class.

The new date must be within one week of the assigned date.

A paper with the new date must be signed by all students and submitted to me.

During the exams no outside material is allowed. Anyone caught cheating during an exam will be given failing grade for the

entire course. Students turned in exam papers with obvious traces of cheating will be given zero point for the exam. In all

cheating cases the names of the involved students will be forward to the Associate Dean for Student Affairs of College of Arts

&Sciences. For further information regarding academic honesty on conduct of examination refer to Student Handbook at:

http://www.qu.edu.qa/students/handbook.php


(7) Marking Scheme

The grading policy for the course will have pliability; many alternatives are permissible within the following bounds:

Learning Activity Bounded Grade Weight

Midterm Exams 1 and 2 35% to 40%

Homework 10% to 15%

Quizzes 10% to 15%

Student Portfolio (disabled) 0%

Term Paper 5% to 10%

Final Exam 35% to 40%

Extraordinary effort such as :

Effective participation in class meetings

Presenting solutions to some noticeable challenging problems

Demonstrating experiment to study a particular educational

learning outcome of the course

Translating term paper it into an effective and powerful PPT.

2 % to 5% Extra

The final grade weight for the first and second exams for each student will be computed by adding up

the grades of the two exams in a relative way such that the best performance takes a higher percentage

QU dress code will be put in action and Violators will be subject to appropriate disciplinary measures including grade reduction.

Refer to http://www.qu.edu.qa/students/handbook.php

(8) General Course Regulations

I. Academic Integrity

QU Standards for Academic Integrity are described in QU Student Handbook. Violation of code items relating to the particular

requirements of this course will result in disciplinary actions. Examples of violations include but are not limited to the following:

Intentional and non-intentional plagiarism. Some form of plagiarism is copying /semi copying the ideas/concepts of others

without proper citation.

Getting improper assistance on homework, quizzes, and/or exams.

Cheating

Using Cell phones, Blackberries, iPods, PDAs, Laptops or any other electronic devices during classes.

Using Calculators on other electronic devices. Make sure to bring a standard calculator with you to class.

II. QU Dress Code

QU dress code will be put in action and violators are not allowed to enter to my lectures and their names will be reported to QU

disciplinary committee. Refer to Student Handbook at: http://www.qu.edu.qa/students/handbook.php

III. Attendance to lecture and Class Activities:

Students are expected to attend all classes, and any class activity designated for this course. According to QU Class attendance

protocol, it is compulsory to attend at least 75% of the scheduled classes .A student Who will not maintain the required

attendance percentage, will be deemed not to have met the requirements of the course and will receive a final not pass grade (F).

Excused documented absences (scheduled absences, emergency absences,...) will be accepted provided that the number of







excused absences will not exceed the number of absences permitted in the course. When excused absences are accepted, a

procedure will be invoked for making up missed assignments, quizzes and midterm exams.

IV. Assignments

As it has mentioned above, two types of homework will be given; namely team problems and non-team problems. Team problems,

must be worked as team , but only one written copy of the solution is required per team with all the team member’s names on the

sheet. The task to write up the final draft of a team problem set must be distributed, throughout the course, evenly among all

team members. For the non-team problems, we expect you to write up your solutions individually. Selected problems will be

graded and included in the final grade determination. Late assignments will be penalized by 5% deduction of the earned score for

each working day beyond the deadline. However valid and verifiable excuse will be considered.

V. Grading System

You should take the responsibility for your grade by completing all the required course work in time. Further, you must be

informed that no scores will be dropped. Any questions, grievance or complaints on grades must be brought to the instructor

attention within one day of the grade submission.

VI. Students with Disabilities

If you have a Psychological and/or Physical disability or disabling medical conditions that could affect your performance in this

course, Please see me privately at my office for a discussion of your disability-related academic needs and accordingly I can make

the appropriate arrangements and actions. Also those students that have medical conditions (asthma, diabetes ...) are welcome if

they wish to share with me any emergency medical information.

(9) Student Learning Strategies

Teaching and learning are mutual, integrated, simultaneous, action. To raise students learning abilities of physics, we teachers

strive to infuse the basic concepts and fundamental laws of physics in the minds of the potential scientist, and engineers. The

occurrence of learning is not solely a teaching-dependent action. A great effort must be done by students to improve their

conceptual and analytical understanding of physics. Physics is very fascinating science but due to the sophisticated mathematics

behind every physics concept and law, physics emerges as a very challenging and demanding subject. Moreover, because of its

accumulative nature, as always new ideas will be building upon the older ones, physics seems a bit overwhelming.

Students play a cardinal role in the teaching-learning process. Students feedback through students evaluation can improve and

effective teaching methodology, while the effort exerted by students to utilizing and improving the accessible learning strategies

would lead to a complete comprehension of a physics course.

In the following I will draw the best “in my view” students learning strategies for studying physics. Mentoring students toward

adopting a broad spectrum of learning strategies will make huge difference to the performance of students. The student learning

strategies drawn below are sort of suggestions on how to dramatically students are able to improve their understanding of and

therefore their grade in a physics course. The proposed studying guidelines are relevant only for physics courses taken by students

majoring in physics, or any science disciplines and engineering.

It is important that students come to class prepared, so they should skim the new material before take it up in class.

During lectures students must record the main concepts, arguments, and results.

Making a neat copy of the lecture notes.

Students must spend time after the class to read through his/her notes and text book.

Asking questions when something is not clear.

Effort must be made to understand the new concepts and to apply them to problems.


It is vital that students sit down and work out the course problems.

It is useful for each student to prepare a concise summary of the material presented in lecture.

It is critical to have a good foundation in mathematics at the level of calculus (1) prior to taking any physics course.

A conscientious student who does not have a strong background in physics and/or math should plan to spend at least 12 hours

a week reading the text book, reviewing the notes, and working homework problems.

A student who does have a good background in physics and/or math should plan to spend at least 6-8 hours a week reading

the text book, reviewing the notes, and working homework problems.

Group discussions must be motivated on all course components e.g. introduced concepts, student portfolio, project, solved

examples, homework, etc.

Physics is a highly visual subject and many physics concepts are best conveyed by taking the advantages of the web resources.

Finally Remember that

The syllabus is not a contract, but plan of action .It may be subjected to alteration during the semester by

the instructor as the learning environment requires.


APPENDICES

To objectively and subjectively assess the course Portfolio, term paper, and term paper presentation three rubrics (rating

scales) for the evaluation procedures are designed. The rubrics contain a set of assessment criteria that specifies the required

characteristics for each level of quality of the items of the graded activities. The rubrics would serve as a systematic guide for

providing learners with the necessary feedback on the components of the course activities.

APPENDIX A. Rubric to Assess Course Portfolio

Assessment Dimensions

100%

Grading Scale/Indicators

Exemplary 810

Satisfactory 6Lass than 8

Unsatisfactory 4Less than 6

C

om

ple

ten

ess

3

0%

All required materials are included. Contains a remarkable number of additional

related materials. All issues raised in class are addressed,

discussed, and outlined.

All required materials are included. Contains a number of additional

related materials. Some of the issues raised in class

are addressed, discussed, and outlined.

Some required materials are not included.

C

on

ten

t& O

rga

niz

ati

on

3

0%

Sections are well organized and clearly presented.

Sections are creatively and logically ordered, with clear transition sentences.

Resources for extra items are clearly and correctly listed and cited.

Presentation of the portfolio elements shows an accurate and through understanding of the presented in class physics concept and its applications, and therefore illustrate the achievement of all expected student learning outcomes.

Reveals the student ability to powerfully use Technology in preparing written document.

Sections are organized and clearly presented.

Sections are logically ordered. Some of the used resources for

extra items are listed and cited. Presentation of the portfolio

shows an understanding of the presented in class physics concept and its applications, and therefore the achievement of the most of the expected student learning outcomes.

Reveals the student ability to use Technology in preparing written document.

Sections are poorly organized Sections are illogically ordered. Presentation of the portfolio

demonstrates that student has gained the minimum expected learning outcomes.

Provides no evidence for familiarity with using Technology in preparing written document.

Stu

de

nt

Re

fle

ctio

n

25

%

Demonstrates the student skill in deeply analyzing and critiquing scientific work.

Indicates student ability to effectively propose and come up with new ideas to improve course contents and teaching strategies.

Demonstrates the student skill in analyzing and critiquing scientific work.

Indicates the student ability to propose and come up with new ideas to improve course contents and teaching strategies.

Demonstrates the student skill in analyzing scientific work.

Ov

era

ll

La

yo

ut

15

% Gives clear evidence of the excellent

effort put in preparing the portfolio. Has attractive visual appeal.

Gives evidence of the effort put in preparing the portfolio.

Has reasonable visual appeal.

Shows no evidence for the effort put in preparing the portfolio.


APPENDIX B. Rubric to Assess Term Paper


100%


Exemplary 810



Aim

&

Pu

rpo

se

10

%

Covers a significant contemporary topic

that is much related to the course

outcomes.

Employs an original approach to study

the selected topic.

Covers a topic that is much related

to the course outcomes.

Employs a logical approach to study

the selected topic.

Purpose of term paper is not

clear.

A poor approach is used to study

the selected topic.

Co

mp

lete

ne

ss

30

%

All required elements and components of

term paper (Abstract, Introduction, Main

Body, Conclusions, and Resources) are

evidently addressed and included.

All issues related to the topic are

noticeably addressed, and outlined.

All required elements and

components of term paper

(Abstract, Introduction, Main

Body, Conclusions, and

Resources) are included.

All issues related to the topic are

discussed.

Some required elements are

missing.

Not all issues related to the

topic are discussed.

Co

nte

nt

& O

rga

niz

ati

on

2

5%

Sections are well organized and clearly

presented.

Sections and sequenced concepts are

creatively and logically ordered, with

clear transition sentences.

Presentation of the term paper elements

shows an accurate and through

understanding of all aspects of the chosen

topic.

Reveals the student ability to powerfully

use Technology in preparing written

document.

Sections are organized and

clearly presented.

Sections are logically ordered.

Presentation of the elements of

term paper shows an

understanding of all aspects of

the chosen topic.

Reveals the student ability to

use Technology in preparing

written document.

Sections are poorly organized

Sections are illogically

ordered.

Presentation of the elements

of term paper shows that

student has gained the

minimum understanding of

the basic aspects of the

selected topic

Provides no evidence for

familiarity with using

Technology in preparing

written document.

Wri

tin

g

Qu

ali

ty

15

%

Almost entirely free of spelling,

punctuation, and grammatical errors.

Sections are well written with strong

sentence structure.

Ideas and concepts are presented in a

coherent and clear manner.

A few spelling, punctuation, and

grammatical errors are detected.

Sections are clearly written with

good sentence structure.

Ideas and concepts are presented

in a clear manner.

Several spelling, punctuation,

and grammatical errors are

detected.

Sections are unclearly written

with weak sentence structure.

Re

sou

rce

s 1

0%

Good quality significant recourses are

effectively utilized in writing the Term

Paper.

Resources are clearly and correctly listed

and cited.

Some of the recourses utilized in

writing the Term Paper are

significant.

Resources are clearly and

correctly listed and cited.

Most of the recourses utilized

in writing the Term Paper are

insignificant.

Resources are incorrectly listed

and cited.

Ov

era

ll L

ay

ou

t 1

0%

Gives clear evidence of the excellent effort

put in preparing the Term Paper.

Reveals the writer ability to powerfully use

Technology in preparing written document.

Has attractive visual appeal.

Gives evidence of the effort put in

preparing the Term Paper.

Reveals the writer ability to use

Technology in preparing written

document.

Shows no evidence for the

effort put in preparing the

Term Paper.

Provides no evidence for

familiarity with using

Technology in preparing

written document.


APPENDIX C. Rubric to Assess Term Paper Presentation


100%


Exemplary 810



De

liv

ery

& Q

ua

lity

50

%

Eye Contact

10%

Presenter:

Maintains eye-contact with audience all

OR most of the presentation time.

Presenter:

Keeps irregular eye-contact with

audience, and frequently goes

back to notes.

Presenter:

Keeps very limited eye-contact

with audience, and reads

mostly from notes OR makes

no eye-contact with audience

and only reads from notes.

Verbal Quality

10%

Presenter:

All OR most of the time speaks using

very clearly understood language.

Employs variation of voice tones, and

volumes.

Speech is almost entirely free of spelling,

punctuation, and grammatical errors.

Presenter:

Speaks using semi-clearly

language.

Sometimes uses different voice

tones.

Speech has some spelling,

punctuation, and grammatical

errors.

Presenter:

Often mumbles and cannot be

understood.

Projected voice mostly is not

easily to be heard

Has low rate tone.

Speech has many spelling,

punctuation, and grammatical

errors.

Visual Aids 10%

Presenter:

Makes use of attractive and effective

visual aids to emphasize the major points

and maintain audience’s interest.

Makes use of visual aids to explain

some of the important points of the

presentation topic.

Integrates superficial visual

aids OR no visual aids are

used during the presentation.

Slide Quality

10%

Slides

Are well organized and creatively and

logically ordered.

Contains appropriate information.

Slides

Are semi-organized and logically

ordered.

Contains adequate information.

Slides

Are poorly organized and

illogically ordered.

Contains insufficient minimal

information.

Kn

ow

led

ge

15

%

Presenter:

Shows a good and accurate grasp of the

presented material.

Answers all /most of audiences questions

accurately and perfectly.

Presenter:

Shows a good grasp of the

presented material.

Answers correctly some

questions of audience.

Presenter:

Does not have the required

background.

Is unable to answer correctly

audiences’ questions.

Co

nte

nt

&

Org

an

iza

tio

n

25

%

All required elements and components

of the presentation (Introduction, Main

Body, Conclusions, and Resources) are

evidently addressed and included.

All of issues related to the topic are

noticeably addressed, and outlined.

The presenter is able to complete the

presentation in the assigned time

period.

All required elements and

components of the presentation

(Introduction, Main Body,

Conclusions, and Resources) are

included.

Most of issues related to the topic

are addressed.

Presentation is ended slightly

before OR after its assigned end

period.

Some required elements are

missing.

Not all issues related to the

topic are discussed.

Presentation is completed

much before OR very beyond

its scheduled time

Te

am

Wo

rk

10

%

Harmonic transition between speakers.

Speakers participate equally in the

presentation.

Speakers do not interrupt each other

during presentation.

Speakers participate almost equally

in the presentation.

Some Interruptions occurs during

presentation.

Speakers participate unequally

in the presentation.

Speakers frequently interrupt

each other during presentation.

General Physics For Engineering I (PHYS 191) , (L51- 21972 ... syllabi... · Physics for Scientists...

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