Physics Program > Student Learning Goals
Student Learning Goals
Fundamental Goals and Objectives
- Understand the role of empirical data in establishing scientific
knowledge.
- Participate in laboratory work.
- Determine if the measurements of an experiment
are accurate enough to conclude that the experiment
successfully measured what it was suppose to
measure.
- Critique experimental design and procedure.
- Identify how improvements in accuracy and
precision could be obtained with the same or
similar equipment using a different procedure
or approach.
- Participate in laboratory work.
- Understand that, in addition to empirical
evidence, science involves skepticism and rational
arguments; that it is not opinion but is rather
a reasoned consensus among informed experts
which improves over time.
- Demonstrate
(on
at
least
a
small
scale)
the critical thinking, skepticism
and
logical
deduction inherent in the
practice
of
the
scientific
process
- Identify
examples
where
scientific
knowledge has progressed over time
as the result of better empirical
data
and improved rational arguments.
- Demonstrate
(on
at
least
a
small
scale)
the critical thinking, skepticism
and
logical
deduction inherent in the
practice
of
the
scientific
process
- Understand several paradigm examples of
the fundamental conceptual models in Physics
which underlie our current understanding of
the physical world. Examples of paradigm models
in physics are given below.
- Define the components
of a specific conceptual
model. [Instrumental/Procedural/Declarative
Knowledge (define
concepts, state facts,
perform procedures
correctly, state
steps of procedures)]*
- Explain
how a conceptual
scheme encompasses
the empirical data
presented in a
paradigm case. [Conceptual/Relational/Schematic
Knowledge (give examples;
identify properties/characteristics;
compare/contrast
with other concepts, explain
procedures, justify
procedures, create new
procedures)]*
- Analyze
a paradigm physical
situation (described
in words and/or
pictures) in terms
of a fundamental
concept and apply
the relevant
concept in a quantitative
way (when appropriate)
to predict or
explain the behavior
of the system being
examined. [Reasoning/Problem
Solving/Strategic
Knowledge (observe,
classify, infer,
predict, analyze,
hypothesize,
define variables,
design investigations)]*
* The items in brackets define three different cognitive levels of the depth of student understanding.
- Define the components
of a specific conceptual
model. [Instrumental/Procedural/Declarative
Knowledge (define
concepts, state facts,
perform procedures
correctly, state
steps of procedures)]*
Paradigm Concepts in Physics
Content is introduced in our physics courses as concepts which demonstrate paradigm examples of how science is done and as examples of the current state of knowledge. The following is a list of the seven most important concepts presented in our courses. Each content concept is followed by specific examples which are discussed in class (obviously, to varying degrees of quantitative and qualitative detail depending on the course).
- The world is made of atoms and atoms are
made
of protons, electrons and neutrons. [density,
mass, volume, units of measurement, pressure,
buoyancy (Archimedes principle), viscosity,
phases of matter, mixtures, suspensions,
aerosols, why planes
fly (Bernoulli's principle), chemical behavior
of the elements]
- The motion of ordinary physical
objects can
be completely explained with simple concepts.[kinematics
(how
things move), dynamics (why things move),
Newton's
laws, rotational motion, motion graphs,
vectors]
- A complete explanation of the physical
world requires both a particle like description
and a wave like description (and in some cases
both descriptions are needed simultaneously).
[mechanical waves, electromagnetic waves, diffraction,
iridescence, reflection, dispersion (prisms
and fiber optic cables), scattering (why the
sky is blue), quantum mechanics, electron microscopes,
atomic structure, photo cells, digital cameras,
electromagnetic forces along with quantum mechanical
effects hold solid matter together together]
- There are conserved quantities in the physical
world:
- Energy/mass [mechanical energy, first
law of thermodynamics, heat transfer,
work, energy conservation in closed
systems, special relativity]
- Momentum
[why bullets kill but a recoiling gun
does not, why cars have seat belts
and head rests, how a rocket works in
space]
- Angular momentum [why the earth's
pole points to the North Star, why
tops stay upright, how communication
satellites can stay oriented]
- A finite
number of other quantities are conserved
[e.g. charge]
- The behavior of systems with large
numbers
of objects can be precisely described
using statistical methods.
- Kinetic theory [evaporation, definition
of temperature, heat flow by conduction,
internal energy, specific heat, latent
heat, phase changes, expansion, diffusion]
- Entropy [disorder, the second law
of thermodynamics, efficiency, why
heat engines and refrigerators have
limited efficiency (why gasoline
engines can only be 30% efficient)]
- Kinetic theory [evaporation, definition
of temperature, heat flow by conduction,
internal energy, specific heat, latent
heat, phase changes, expansion, diffusion]
- There are four fundamental forces:
- Gravity [falling objects, planetary
motion, structure of the universe,
General Relativity]
- Electricity and magnetism (see
7. below)
- Weak nuclear [beta decay]
- Strong nuclear [fission, fusion,
radioactive decay, radioactive dating,
nuclear reactors, radon]
- Gravity [falling objects, planetary
motion, structure of the universe,
General Relativity]
- Electromagnetic forces are the basis
of modern technology:
- Charges have electric fields and
electric
fields cause charges to move [static
electricity, current flow, electrical
circuits, Ohm's law, electrical potential
(voltage), receiving antennas]
- Moving charge (i.e. current) creates
magnetic field [magnets, electromagnets,
transmission antennas, recording
on magnetic media]
- Changing magnetic fields can cause
electrical potential [generators,
credit card detection, metal detectors,
traffic sensors, reading magnetic
media]
- Charges moving in a magnetic field
experience a force [electric motors,
the aurora Borealis]
- Electromagnetic waves travel without a medium [visible light, x-ray, gamma, radio, microwave, infrared, ultraviolet, refraction (bending of em waves in a medium), optics]
- Charges have electric fields and
electric
fields cause charges to move [static
electricity, current flow, electrical
circuits, Ohm's law, electrical potential
(voltage), receiving antennas]
- Energy/mass [mechanical energy, first
law of thermodynamics, heat transfer,
work, energy conservation in closed
systems, special relativity]
