Course Syllabus

Seward County Community College/Area Technical School

Course Prefix and Number: PS 1115
Course Title: Physical Science
Course Credit: 5 hours of college credit
Class Location: eCollege and Internet
Instructor: William Bryan
Office Hours: by appointment
Telephone: 620-417-1506
e-mail: william.bryan@sccc.edu
Course Requirements:
- Class home investigative kit
- Internet access
- Microsoft word
- eCollege CMS
Course Description: Physical Science is an overview of general topics in physics and chemistry. This
course will fit the laboratory science class requirements for an associates degree from Seward County
Community College/ Area Technical School. The topics covered through this course will provide a
student with the general knowledge associated with the fields of physics and chemistry. Students will
focus on acquiring knowledge as well as applying and evaluating the use of physical science concepts
within society. To this end the course will be divided into six general topics associated with physical
science. These topics will include: (1) Measurements, (2) Force and motion, (3) thermodynamics, (4)
Electromagnetic radiation, (5) Metals, and (6) Ionic Salts.
The course will utilize the eCollege classroom management system for delivery of course
content, threated discussion, assignment submission and online journals. Students enrolling in this
course will need to have available access to a computer, Internet, and Microsoft Word. Course modules,
announcements and general communication concerning the class will take place within the eCollege
system. Students should expect to spend a minimum of 10 hours a week on this course.
A calendar will be provided at the beginning of each module as well as in the eCollege system.
Students will need to check this for assignment due dates. Every student is responsible for being sure
that assignments are submitted on time and in the proper format.
Course Objectives: This course is part of the curricular framework for the liberal arts program of Seward
County Community College/Area Technical School. As such this class supports the goals and objectives
of the college by:
- Immersing students in literature related to physical science topics and to assist students in
critically analyzing what they read, and to apply knowledge gained to real life situations
- Providing environments and opportunities for students to communicate ideas clearly and
proficiently both orally and in writing, appropriately adjusting content and arrangement for
varying audiences, purposes, and situations.
- Providing real world opportunities for students to consistently and skillfully use critical
thinking through gathering facts, generating insight, analyzing data and evaluating
information.
- Providing scenarios for students to use scientific methodologies and models to select,
define, solve and evaluate problems independently and collaboratively.
- Developing students working knowledge of current technology relevant to science
applications.
- Providing exposure to diverse cultures, creeds and life styles of American and the world
community and the intricacies of working with diverse populations.
- To develop students ability to contribute to political, civic and community responsibilities as
a scientifically literate member of society
- To provide an environment for students to develop essential workplace skills including
wearing safety appropriate clothing, respect for others, teamwork competence,
attendance/punctuality, decision making, conflict resolution, truthfulness/honesty, positive
attitude, judgment, and responsibility.
Grading
Six modules worth 100 points will be completed during this course. The following scale will be used to
determine course grade:
A = 540 points or greater
B = 480 539 points
C = 420 479 points
D = 360 419 points
F = Below 360 points
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Modules and Student learning assessment
Module 1 Measurements and introduction
Introduction:
Being able to communicate date is an important part of science in general. Measurements in
early times were arbitrary. A tailor might measure fabric by the distance of an arm stretch. How
comparable would this have been between one tailor and another? Systematic systems of measure
began to develop with Galileo that would allow scientist to communicate from different countries about
their experiments and compare findings. This commonality allowed for greater leaps in science to take
place.
With the agreement of units, systems also were derived in which to measure them. With any
technology there is always limitations. The units measured can only be as precise as the instrument used
to measure them. This is a tedious process on coming up with both a unified system of measurement
and the technology to address the readings.
Learning outcomes:
- Describe historical systems of measurement
- Evaluate the difficulty in communicating the findings between different people
- Compare precision and accuracy
- Determine the percentage composition of a substance
- Evaluate information used to make inferences for unbiased approaches to the presentation
Task:
A. Each student will need to go to Voicethread.com to create an account and an introduction
of yourself to the classmates. After completion post you link in the discussion thread
provided in eCollege. After the original post, each student will need to comment on three
fellow students post.
B. Students will be given a scenario and determine how to derive units that can be
communicated to someone in another country.
C. Students will access a website to evaluate authenticity of statements
D. A review will be done through Youtube videos on the use of significant digits and precision.
E. Students will finish the unit by ranking soft drinks according to experimentally determined
percentage of sugar content.
Assessment:
Voicethread:
Original post 10 points
Reply post (minimum three) 9 points
Scenario write-up 25 points
Authenticity evaluation 20 points
Soft drink comparison 36 points
Module total 100 points
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Module 2- Force and Motion
Introduction:
Galileo would be the first to apply the units of measurement to motion. He would contribute to
science methods to measure speed and time. Galileo also provided early concepts of motion of bodies.
These would be expanded on later by Isaac Newton is postulating his three laws of motion. These
concepts of motion would bring to the forefront now only common measures of distance and direction
but a common way of measuring time to travel for a set speed.
Motion is influenced by several factors. The first is a force being applied to an object to get it
into motion. Once in motion it can travel at a constant speed if no other force acts upon it. However,
this is usually not the case. Forces like friction, gravitational pull or electromagnetic pull act upon the
objects and influence motion of the object.
Learning outcomes:
- Compare scalar (distance, speed) and vector (displacement, velocity) variables
- Evaluate the distance, displacement and velocity of a moving object
- Demonstrate understanding of potential and kinetic energy
- Evaluate angle of firing to distance traveled to find complementary angles and maximum
distance in the absence of wind resistance.
Task:
A. Students will watch a video on linear and rotational motion
B. Students will log travel time over a days time and use this information to determine their
daily distance traveled, displacement, and average velocity. This assignment will be done in
Word and posted as an attachment in the assignment in eCollege.
C. Students will sign up for one of three times to access a synchronous computer simulation on
firing a canon. Compare the variance on distance traveled and angle of firing while
competing against another group.
Assessment:
Travel log 40 points
Computer simulation 60 points
Module total 100 points
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Module 3 Thermodynamics
Thermodynamics involves the exchange of energy between bodies. Most often this energy is in
the form of heat. We can describe this energy by the method of travel (conduction, convection, or
radiation). Think about how we heat food. Does the oven, barbeque grill and microwave all cook food
the same way?
The rate at which heat is exchanged is different for a variety of substances. In fact, we can often
use the heat exchange to identify a substance. We refer to the rate of exchange as the specific heat
capacity of the substance. Imagine the last time you were at the beach. The sand and water both were
heated by the same amount of radiation from the Sun. However, they did not feel the same. The sand is
hotter because it has a lower specific heat and is able to gain more heat because of this lower exchange
rate to become hotter quicker than the water which has a high specific heat.
Learning objectives:
- Compare convection, conduction, radiation
- Evaluate the heat exchange for various materials
- Prepare a community project proposal using knowledge gained
Task:
- Watch video over heat exchange
- Compare the heat exchange between different materials
- Use knowledge to work with you group to propose materials to be used for benches in the
local park that are in both shaded and sunny spots. Would you use the same type of
material or different based on location?
Assessment:
Community Project proposal 100 points
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Module 4 Electromagnetic radiation
Introduction:
The word radiation enlightens words of fear because of media hype in the last few years.
Radiation as we learned in the last module is a method of energy transfer. The electromagnetic
spectrum shows areas of radiation from short wavelengths to long. This areas include gamma rays, x-
rays, ultraviolet, visible, infrared, microwaves, radio and microwaves. How many of these do you think
you use each day?
Plank developed the concept of a quantum. We generally look at the transfer of energy as
occurring in these packets or quantized units. Think about the last x-ray you had. You were exposed to
short burst of radiation to get a visual image of bones or teeth. This energy was not harmful in this dose.
Microwaves cook food by heating with burst of microwave radiation.
Learning objectives:
- Describe the types of electromagnetic energy
- Evaluate a case study use electromagnetic energy
- Apply knowledge to a scenario
Task
- Watch informative video over types of electromagnetic waves
- Groups will take one type and search the Internet for information on the benefits and harms
of the chosen type of radiation. These will be posted on eCollege discussion board
- Individuals will reply to at least 2 of the group post on the discussion board.
Assessment:
Group paper 60 points
Includes introduction, applications, benefits, harms, and conclusion
Individual replies (2 min) 40 points

Module total 100 points
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Module 5 Metals
Metals are the largest group of chemical elements and provide items that we use every day. We
can have elemental metals (Zn, Cu, Fe, etc.) or metal alloys (steel, brass, bronze, etc.). Metal alloys are
mixtures of two or more elemental metals. Metals have been used for millenniums as a form of
currency. Early civilizations used metallic instruments and weapons. Modern civilization has used them
to build skyscrapers.
Knowledge of metals can also be used for creative expression. A sculpture might be made by
using a metal framework and then applying another material around the framework. An engraver can
etch a piece of metal through tools or chemical reactions to create a work of art.
Learning objectives:
- Identify metals used for currency
- Identify the elements that make up common alloys
- Apply metallic knowledge to future currency applications
- Design an original artistic piece.
Task
- View the document currency to look at what metals have been used for money by
countries from around the globe both past and present. Follow the links to learn more
about the metals
- Use the internet to identify what elements make up six common metallic alloys.
- Use the threaded discussion in eCollege to post your proposal for a metal to replace the US
cent.
- Reply to a minimum of 3 classmates post.
- Using etching solution in kit and brass disc create an original artistic piece. You will
introduce you piece through Voicethread. Post the link in the discussion thread provided in
eCollege
Assessment
- Replacement metal proposal- original post 30 points
- Metal proposal reply to classmates (3 min) 20 points
- Original metal piece 30 points
- Introduction of metal piece 20 points
Module total 100 points
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Module 6 Ionic Salts
In chemistry ionic salts are one of the larger group of chemicals. Ionic salts could be produced
through a neutralization reaction or an oxidation reduction reaction. In neutralization reactions an acid
and a base are reacted together. The cation of the base plus the anion of the acid will produce these
ionic salts. If the acid and base meet the Arrhenius definitions then water will also be produced. If meets
the Bronsted-Lowry definition, water could sometimes be a secondary product or the ionic salt could be
the only product. For example consider the reactions below:
HCl + NaOH HOH + NaCl
HCl + NH3 NH4Cl
The first example has an acid (HCl) reacting with a base (NaOH) to produce water and an ionic salt. The
second reaction shows an acid (HCl) reacting with a base (NH3) to produce just an ionic salt.
The second way ionic salts can be produced is through a oxidation-reduction reaction, also
called redox reactions. In redox reactions atoms are switched around resulting in new combinations. The
process could produce elements, ionic salts or other compounds.
Learning outcomes:
- Define classification characteristics of acids and bases
- Understand the parts of a neutralization reaction
- Describe the types of redox reactions
- Investigate properties of ionic salts
- Propose an investigative study of acidic environments
Tasks:
- Watch the instructional video on acids/bases
- Watch the webinar or plant and soil requirements
- Watch the instructional video on redox reactions
- Using supply kit and instructions to identify unknown ionic compounds. Results will be
turned in using assignment link in eCollege
- Arrange time to get with assigned group members and using information from the videos,
plan a community garden. You should include what additives you would add to the soil to
obtain proper pH for the plants you select.
- Set up time for live chat with instructor to discuss proposal
- Submit final proposal on eCollege assignment sheet
Assessment:
- Home lab investigation 30 points
- Synchronous video chat 20 points
- Investigative proposal 50 points
Module total 100 points