SYLLABUS FORM
WESTCHESTER COMMUNITY COLLEGE
Valhalla, NY lO595
l. Course #:
2. NAME OF ORIGINATOR /REVISOR:
PHYSC 120
Laurel Senft and Paul Robinson
NAME OF COURSE
Physical Science Explorations
3. CURRENT DATE:
Please indicate whether this is a NEW COURSE or a REVISION:
3/27/10
New Course
DATE OF PRIOR REVISION
/NA
4. NUMBER OF CREDITS
5. NUMBER OF CONTACT HOURS PER WEEK:
3
3
6. APPROXIMATE FREQUENCY OF OFFERING THIS COURSE
Every Semester
7. PREREQUISITES OR ENTRY LEVEL SKILLS
College-level math (a passing grade in "Beginning Algebra" or placement test score)
8. COREQUISITES
None
9. PLACE OF THIS COURSE IN CURRICULUM:
___ Required for Curriculum (name) ___________
___ College Core X Elective
___ Part of Required/Recommended Sequence with (Number of Course) __________________
10. IS THIS COURSE DESIGNED FOR TRANSFER TOWARD A SPECIFIC MAJOR?
MAJOR(S) General Liberal Arts, Non-science majors
X Yes
No
11. COURSE OUTCOMES:
List the course’s learning outcomes and describe how each outcome will be measured.
Outcome - Upon successful completion, the student will be
able to:
Demonstrate an understanding of what science is and
how it works. Be able to distinguish between real science
and pseudoscience.
Use the methods of scientific thinking to evaluate
arguments, including identifying logical fallacies.
Describe how scientists develop and evaluate their ideas,
including the peer review process and experimental
methods. Distinguish between a "hypothesis" and a
scientific "theory".
Qualitatively describe the basic ideas of physics –
including Newton’s Laws, gravity, energy, waves, and
light. Be able to use these ideas to explain natural
phenomenon (e.g. Why do a feather and a rock fall at the
same time in a vacuum? Why is the sky blue?)
Qualitatively describe the basic ideas of geology –
including plate tectonics, the structure, age, and origin of
Earth. Understand the evidence behind these ideas.
Qualitatively describe the basic ideas of planetary science
– using the Nebular Hypothesis to understand the
This outcome will be measured by one or more of the
following:
Homework assignments, in-class group activities,
and course exams.
Homework assignments, in-class group activities,
and course exams.
Homework assignments, in-class group activities,
and course exams.
Homework assignments, in-class group activities,
and course exams.
Homework assignments, in-class group activities,
and course exams.
Homework assignments, in-class group activities,
and course exams.
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formation of the solar system, including the Sun,
terrestrial and jovian planets, comets, and asteroids.
Discuss the societal impact of science, especially as it
pertains to current events (e.g. understand the scientific
evidence behind global warming and intelligently discuss
the implications).
Homework assignments, in-class group activities,
and course exams.
12. COURSE GRADE
Based on the above measures, how will the final course grade be calculated?
Class Participation (attendance, completion of group activities) - 15% of final grade
Course Exams (4 exams) – 30% of final grade
Weekly Homeworks – 25% of final grade
Final Exam – 30% of final grade
13. INSTRUCTIONAL METHODS: List the different instructional methods you might use, in the course of the
semester. List supplementary learning options, if any
Weekly homework assignments
In-class group activities to reinforce lecturing, including those from the text's practice book
Course readings from the textbook, supplemental articles and selected readings from the internet
Selected film and video clips
In-class demonstrations
14. CROSS-CURRICULAR OPPORTUNITIES:
A. General Education Enrichment:
Does this course provide opportunities to draw upon examples or concepts from outside the main objectives of this area
of study? If yes, please briefly describe the content, activities or assignments.
B. Information Management:
Does this course provide opportunities to teach and/or require the students to apply information management skills? If
yes, please briefly describe the content, activities or assignments.
C. Critical Thinking:
Are there components of this course which teach and/or require students to demonstrate Critical Thinking? If yes,
please briefly describe the content, activities or assignments.
D. Student Engagement:
Does this course provide opportunities for students to participate in individual or group presentations or interactions? If
yes, please briefly describe the content, activities or assignments.
Opportunities
General Education
Information Management
Critical Thinking
Activities or Assignments
This course will provide non-science students with a firm background of
what science is and a familiarity with the main ideas of several scientific
disciplines (e.g. Physics, Geology and Planetary Science). Students will
learn how to critically evaluate arguments and question the world around
them: skills which are useful in any endeavor. Where applicable, historical
perspectives will be utilized to understand the development of scientific
ideas (e.g. the structure of the atom and the theory of plate tectonics). All
of these concepts will be presented in lecture and in the
textbook/supplementary readings.
Students will be studying the basic ideas of several different physical
science disciplines, including physics, geology and planetary science. To
succeed they must be able to synthesize and understand this wide range of
information.
Development of critical thinking skills is a primary goal of this course.
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Student Engagement
Part of the course will focus on learning how to analyze arguments (as good
or bad) and identify logical fallacies. Students will also learn how to
question information that is given to them and in that way to sort real
science from pseudoscience. These goals will be accomplished through
lecture, in-class activities, homeworks, and exams.
Active learning is one of the main teaching strategies of this course.
Students will work in small groups on a daily basis to complete in-class
activities, including those from the text's practice book.
15. TOPIC OUTLINE
See attached outline.
16. UNIQUE ASPECTS OF COURSE (such as equipment, specified software, space requirements, etc.)
This course provides a cohesive background into the major ideas of several physical science disciplines at a level that
the non-science student can appreciate and understand. Also, this is a 3-credit science class that has no lab
requirement.
APPENDIX I: REQUIRED TEXTS AND/OR MATERIALS REQUIRED BY THE STUDENT (Include
Supplementary Readings)
P. Hewitt, J. Suchocki, and L.A. Hewitt. Conceptual Physical Science Explorations, second edition. Pearson
Addison-Wesley. San Francisco, CA (2010).
P. Hewitt, J. Suchocki, and L.A. Hewitt. Practice Book for Conceptual Physical Science Explorations, second
edition. Pearson Addison-Wesley. San Francisco, CA (2010).
APPENDIX II: - CATALOG DESCRIPTION:
(Approximately 65 words or less)
An introduction to the physical sciences geared towards the non-science student. This class is an introduction to
critical thinking and a survey of modern science wrapped into one package. Students will learn what science
really is and how to survey the world through the lens of scientific scrutiny. A foundation in the ideas of physics,
geology, and planetary science will be provided. While the course is largely conceptual, basic mathematical
skills will be used. Class: 3 Hours. Offered every semester, including summer.
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Physical Science Explorations: Topic Outline Week 1 -­‐ Introduction -­‐introduction to the course -­‐review of scientific notation READING: the syllabus Week 2 – What is science and how does it work? -­‐what is science -­‐the scientific method READING: chapter 1 Weeks 3 and 4 – Newton’s Laws and Gravity -­‐descriptions of motion -­‐Newton’s 1st, 2nd, and (briefly) 3rd Laws -­‐gravity READING: portions of chapters 2,3, and 7 Week 5 -­‐ Energy -­‐types of energy -­‐energy conversions -­‐conservation of energy READING: portions of chapter 6 Week 6 – Waves and Sound, The Atom -­‐what is a wave -­‐wave properties using sound waves as an example -­‐the history and structure of the atom READING: portions of chapters 12 and 15 Week 7 -­‐ Light -­‐what is light (the electromagnetic spectrum) -­‐color -­‐wave/particle duality READING: portions of chapters 13 and 14 Weeks 8 and 9 – Critical Thinking -­‐what is an argument, what makes a good argument -­‐logical fallacies -­‐pseudoscience READING: TBD Week 10 – How the Earth Works -­‐the rock cycle -­‐continental drift -­‐plate tectonics READING: chapter 27 Week 11 – The Structure of the Earth -­‐earthquakes -­‐how to study the Earth’s interior -­‐layers of the Earth READING: TBD Week 12 – The Age of the Earth -­‐radiometric dating READING: portions of chapters 16 and 29 2-7
Week 13 – Current Topics in Earth Science -­‐global warming -­‐energy resources READING: TBD Week 14 – Planetary Science -­‐origin of the Earth and Solar System -­‐a tour of the solar system READING: Chapter 32 Week 15 – Wrap-­‐up 2-7