Physics for Chemical Sciences (PHYS2037)

1. Administrative Information
Program(s): Chemical Engineering, Chemical Engineering Technology,
Chemical Engineering Environmental, Civil Technology, Chemical Lab
Technician, Environmental Lab Technician.
Course duration: 42.0 hours (3 h/wk x 14)
Credit value: 3.0
Pre-requisite(s): None
Co-requisite(s): None
Course Effective From: Fall/2016
Professor: Sarkar Begum
Contact: Phone: Tel. 000 000 0000. Ext. 000
Email: sbegum.2015cttp@gmail.com

2. Course Details
2.1. Course Descriptions
This course is designed for the first year of Engineering/Technology students.
It emphasizes physical concepts as applied to technical fields and focuses on
common applications to improve the physics and mathematics competence
of the student. In the mechanics component, students study addition and
resolution of vectors, Newton's laws of motion, force, gravitation, friction,
work, conservation of energy, momentum, and rotational motion. In the
optics component, students examine wave motion with an emphasis on light
waves by contrasting the wave & particle characteristics of light. Students
explore the phenomena of electromagnetic radiation including reflection,
refraction, and diffraction as well as the properties of prisms, lenses, and
mirrors. Mathematics review and problem solving strategies are added to
prepare the students to be competent with the entire course.
2.2. Course outcomes
Upon successful completion of the course, students will demonstrate the
ability to:
1. Analyze the motion of objects in horizontal, vertical, and
inclined planes involving the speed, velocity and acceleration
of the objects in linear, projectile, and circular motion.

Distinguish among speed, velocity, and acceleration.

Analyze the motion of an object in free fall.

Solve two-dimensional motion problems.

Calculate the range of projectile motion.

Evaluation tool:
Students will demonstrate competence by
Designing and conducting a projectile motion experiment in an open ended
lab using the background information on projectile motion that they learned
in class.
Performance will be successful when:

Response theoretically shows a list of all laboratory equipment used

during the experiment with detailed & labeled diagram explaining the
setup of the experiment.

Report articulates the step-by-step procedure carefully explained in a

numbered sequence. Identifying all experimental variables and
named. Transitory description of how the independent variables are
controlled.
Report includes necessary graphs, analysis of graphs, laboratory
calculations, and percent errors.
Report discusses any questionable data or surprising results with
reasonable explanation of the possible source of any error or
questionable results. Suggest changes in experimental design that
might test students explanations.

2. Utilize displacement vectors to solve acceleration, range of

projectile motion, and two dimensional motion problems.

Add vectors graphically.

Identify vectors in standard position.
Find the components of a vector.
Apply the basic concepts of right-triangle trigonometry.
Use vectors to solve velocity and acceleration problems

Evaluation tool:
Students will demonstrate competence by:
Designing and presenting a poster demonstrating their mastery in two
dimensional motion.
Performance will be successful when:

Student theoretically shows the ability to perform basic vector

operations and resolution, trigonometry principles to analyze physical
states involving vectors.

Student graphically resolves vectors into components and to use the

component method in order to add two or more non-perpendicular
vectors in order to determine the resultant.

Student logically explains perpendicular components of motion to solve

relative velocity problems.
Student shows conceptual understanding of projectile motion using
kinematic equations to solve projectile motion.

3. Apply Newtons Laws of Motion using free body diagram &

static equilibrium to measure mass, gravity, and force.

Relate force and the law of inertia.

Apply the law of acceleration.
Identify the components of friction.
Describe forces in one dimension.
Distinguish among weigh, mass, and gravity.
Explain Newtons 3rd law of motion.

Evaluation tool:
Students will demonstrate competence:
By participating in this case study by group. Each group will be assigned a
different case study to solve problems using Newtons laws of motion
considering friction using free body diagram and static equilibrium to
measure mass, gravity, and force.
Performance will be successful when:

Case study response theoretically shows the relation between force

and law of inertia with real life example.

Case study response mathematically represents force in terms of mass

and acceleration.

Case study response mathematically solves friction problems by using

basic equation considering its components.

Case study response uses net force mathematically with supportive

drawings indicating forces as vectors.

Case study response theoretically differentiates among weigh, mass,

and gravity using basic equation of force.

Case study response theoretically identifies action-reaction force pairs

and then draw the forces considering the law.

4. Analyze the application of work, energy momentum, and the

laws of conservation of energy for objects showing them in
qualitative and quantitative terms.

Define common and technical work.

Analyze how power is used in technical application.
Relate kinetic and potential energy to the law of conservation of
mechanical energy.
State the law of conservation of momentum.
Apply momentum to physical problem.
State the vector nature of momentum.
Analyze elastic and inelastic collisions of two objects.

Evaluation tool:
Students will demonstrate competence by
Using maple software for simulation of physical phenomena to solve
problems.
Performance will be successful when:

Response shows simulation of a roller coaster.

Response explains the effects of gravity and friction in the context of
the roller coaster design.
Response use the principle of conservation of energy to explain the
layout of the roller coaster.
Identify points in a roller coaster track where maximum kinetic energy
and maximum potential energy can be found.
Response mathematically proved the conservation of mechanical
energy at each specified point.
Indicate the points in the simulation where a car accelerates and
decelerates.

5. Assemble the properties of light waves by contrasting particle

characteristics of light.

Describe the nature of light.

Solve problems involving the speed of light.

Contrast the wave and particle characteristics of light.

Describe images formed by plane, convex, and concave mirrors.
Apply the mirror formula to image formation.
Describe the law of reflection, refraction and total internal
reflection.
Apply principles of photometry to technical problems.

Evaluation tool:
Students will demonstrate competence by
Performing presentation using any Tech tool on industrial application of principles of
photometry.
Performance will be successful when:

Presentation shows appropriate use of tech tool.

Presentation shows supportive animation for the equipment using
photometry principle.
Presentation mathematically shows the relation among reflection,
refraction, and total internal reflection.

6. Analyze the wave model of electromagnetic radiation in terms

of diffraction patterns, interference, and polarization.

Employ diffraction, polarization and universal wave equation.

Utilize concepts and units related to the wave nature of light.
Describe how electromagnetic radiation works in technical
application.
Define polarization and universal wave equation.
Distinguish double-slit interference, single-slit diffraction, and
interference effects.

Evaluation tool:
Students will demonstrate competence by
Creating physics interactive using simulation.

Performance will be successful when:

Simulation demonstrates the effects of changes in variables on the

simulation.

Simulation demonstrates the physical phenomena of interference and

diffraction.

Student will mathematically define wave equation with corresponding

applications.

Student will manipulate the environment to show the difference

between polarization and diffraction.

Student will clearly justify own perception on the activity sheet.

3. Course Outline
Wee
k
1, 2

3, 4

Outcomes

Objectives

Evaluation Tool

1. Analyze
the
motion of objects
in
horizontal,
vertical,
and
inclined
planes
involving
the
speed,
velocity
and acceleration
of the objects in
linear, projectile,
and
circular
motion.

Evaluation Tool 1.

Calculate the range of

projectile motion.

2. Utilize
displacement
vectors to solve
acceleration,
range
of
projectile motion,
and
two
dimensional
motion problems.

Add vectors graphically.

Identify vectors in
standard position.
Find the components of
a vector.
Apply the basic
concepts of righttriangle trigonometry.
Use vectors to solve
velocity and
acceleration problems

Distinguish among
speed, velocity, and
acceleration.
Analyze the motion of
an object in free fall.
Solve two-dimensional
motion problems.

Lab Experiment and

report writing

Marks (%)

Experiment:
10
Lab report: 5
Total = 15

Evaluation Tool 2.
Designing a poster

Poster
presentation :
10

5, 6

3. Apply Newtons L
aws of Motion
using free body
diagram & static
equilibrium
to
measure
mass,
gravity,
and
force.

7, 9

4. Analyze the
application of
work, energy
momentum, and
the laws of
conservation of
energy for
objects showing
them in
qualitative and
quantitative
terms.

8
10,
11

Relate force and the

law of inertia.
Apply
the
law
of
acceleration.
Identify
the
components of friction.
Describe forces in one
dimension.
Distinguish
among
weigh,
mass,
and
gravity.
Explain
Newtons
3rd law of motion.

Case Study 1.

Define common and

technical work.
Analyze how power is
used in technical
application.
Relate kinetic and
potential energy to the
law of conservation of
mechanical energy.
State the law of
conservation of
momentum.
Apply momentum to
physical problem.
State the vector nature
of momentum.
Analyze elastic and
inelastic collisions of
two objects.

Evaluation Tool 3.

Solving problems.

Case study: 10

Simulation: 10

Simulation- 1

INTERSESSION
5. Assemble the
properties of
light waves by
contrasting
particle
characteristics of
light.

Describe the nature of

light.
Solve problems
involving the speed of
light.
Contrast the wave and
particle characteristics
of light.
Describe images
formed by plane,
convex, and concave
mirrors.
Apply the mirror
formula to image
formation.
Describe the law of

Evaluation Tool 4.
Presentation using
Tech tool.

Presentation :
10

12,
13

6. Analyze the wave

model of
electromagnetic
radiation in
terms of
diffraction patter
ns, interference,
and polarization.

reflection, refraction
and total internal
reflection.
Apply principles of
photometry to
technical problems.
Employ diffraction,
polarization and
universal wave
equation.
Utilize concepts and
units related to the
wave nature of light.
Describe how
electromagnetic
radiation works in
technical application.
Define polarization and
universal wave
equation.
Distinguish double-slit
interference, single-slit
diffraction, and
interference effects.

Evaluation Tool 5.
Simulation

Simulation:
10

Exam Review using Game

14

Mid-term Exam (includes modules from week 1-6)

10

Final Exam (includes modules from week 9-13)

25

Total

100%

Rationale
Course Description:
Physics for chemical science is one of the essential courses for the first year of
Engineering/Technology students. This course focuses on common applications to improve the
physics and mathematics competence of the student. A knowledge of wave motion and optics
will prepare the students for the better understanding of the chemical instrumentation used in
analytical laboratories and many engineering concepts. Mathematics review and problem-solving
strategies are added to prepare the students to be competent with the entire course. This course
will help the students to make the foundation on physical concepts that can be applied to the
technical field. Once the students are in their co-op or internship, they need to apply these
concepts in the workplace to be competent. In this course, student will find a balance
combination of physics, chemistry, and math.

This course is designed for Chemical Engineering Technology, Environmental Technology,

Chemical Laboratory Technician, Environmental Technician, Civil Technology, Construction,
and Industrial Engineering. This course can be offered in Seneca, Sheridan, Centennial, Durham
and Humber College or else who has the faculty of Technology. Each class can be occupied up to
30 students. There will be 2 classes each week. Every alternate week there will be arranged lab
work or physics interactive class.
There will be group activities (3/5 members in a group) to engage the students or allow them to
share their ideas and knowledge considering active learning strategies like case studies, jigsaw,
videos, games (kahoot, jeopardy, etc). The teacher will follow the multiple means of presentation
like arrange lesson handouts, showing slides while speaking, and if necessary writing on the
board as well. For any project like poster presentation or roller coaster simulation, the student
will work as a group of 3 using own choice of technology following the guidance of the
instructor.

Rationale for Outcomes, objectives, Evaluation Tool:

Outcomes are the foundation of this course that students will achieve and will be able to reliably
demonstrate at the end of the course. Each outcome has 3 components it begins with an action
verb followed by Blooms Taxonomy that asks the learners to apply or demonstrate something, it
includes the statement of what the learners will apply, and the last one goes by the criteria by
which they will be assessed (Outcomes-based learning workshop, GBC). Objectives can be
recognized as the broken pieces from the outcome that can be assessed formative. Outcomes are
measured summatively when the learners put all the small pieces together (Outcomes Based
Learning, GBC). Outcomes explain the major skills whereas objectives describe the supporting
skills (CDHE, Learning objectives PowerPoint).
Learning outcomes describe the final destination... objectives provide the stepping stones to
reach the destination!
(http://www.rrc.ca/LearningOutcomeSupport/modules.asp?module=2&type=0&page=4)
Assessment is the way that implies on how the instructor will know, and how the students will
come to know that they can demonstrate the outcome. So, the assessment tools must be chosen
carefully that can authentically measure the outcome.
James Foran et al (1992) in their text Effective Curriculum Planning: Performances, Outcomes
and Standards offer guidelines for planning performance assessments. This list is a reflection on
their work.

Assessments should align directly with learning outcomes.

Assessments should require students to use their knowledge base, think critically and
solve problems and emphasize knowledge construction, troubleshooting, elaboration and
evaluation.
Performances should be leveled

During courseapplied exercises for monitoring development

End of unit of learning/coursedemonstration of achievement of course learning
outcome
End of programdemonstration of program level learning outcomes
Where possible performances should be linked to "real world" experiences.

(http://gototheexchange.ca/index.php/curriculum-at-course-level/assessing-the-achievements-oflearning)

Reference
Retrieved Mar 20, 2016 http://www.rrc.ca/LearningOutcomeSupport/modules.asp?
module=2&type=0&page=4
http://gototheexchange.ca/index.php/curriculum-at-course-level/assessing-the-achievements-oflearning
http://apcentral.collegeboard.com/apc/members/courses/teachers_corner/30
850.html
Sheridan College: Physics for Chemical Sciences PHYS19554
https://ulysses.sheridanc.on.ca/coutline/coutlineview.jsp?
appver=ba&subjectCode=PHYC&courseCode=21C3&version=2.0&sec=0&reload=true
http://www.senecacollege.ca/ssos/find/PHY198/current/ce

https://www.teachengineering.org/view_lesson.php?
url=collection/duk_/lessons/duk_rollercoaster_music_less/duk_rollercoaster_music_less.xml
Blooms Taxonomy - UCF Faculty Center for Teaching and Learning. (n.d.).

Retrieved Mar 20, 2016 from

http://www.fctl.ucf.edu/TeachingAndLearningResources/CourseDesign/Blooms
Taxonomy/
Retrieved Feb 15, 2015
http://www.physicsclassroom.com/Physics-Interactives/About-the-Physics-Interactives