Overview
This unit creates the foundations for an understanding of physics as it applies to our world around us, our bodies and our clinical environments. You will learn how to explain observed phenomena, predict changing behaviour and communicate using science conventions. You will apply problem-solving skills and knowledge of physics to find reasonable solutions to both word- and numerical-based situations.
Details
Pre-requisites or Co-requisites
There are no requisites for this unit.
Important note: Students enrolled in a subsequent unit who failed their pre-requisite unit, should drop the subsequent unit before the census date or within 10 working days of Fail grade notification. Students who do not drop the unit in this timeframe cannot later drop the unit without academic and financial liability. See details in the Assessment Policy and Procedure (Higher Education Coursework).
Offerings For Term 3 - 2017
Attendance Requirements
All on-campus students are expected to attend scheduled classes – in some units, these classes are identified as a mandatory (pass/fail) component and attendance is compulsory. International students, on a student visa, must maintain a full time study load and meet both attendance and academic progress requirements in each study period (satisfactory attendance for International students is defined as maintaining at least an 80% attendance record).
Recommended Student Time Commitment
Each 6-credit Undergraduate unit at CQUniversity requires an overall time commitment of an average of 12.5 hours of study per week, making a total of 150 hours for the unit.
Class Timetable
Assessment Overview
Assessment Grading
This is a graded unit: your overall grade will be calculated from the marks or grades for each assessment task, based on the relative weightings shown in the table above. You must obtain an overall mark for the unit of at least 50%, or an overall grade of ‘pass’ in order to pass the unit. If any ‘pass/fail’ tasks are shown in the table above they must also be completed successfully (‘pass’ grade). You must also meet any minimum mark requirements specified for a particular assessment task, as detailed in the ‘assessment task’ section (note that in some instances, the minimum mark for a task may be greater than 50%). Consult the University’s Grades and Results Policy for more details of interim results and final grades.
All University policies are available on the CQUniversity Policy site.
You may wish to view these policies:
- Grades and Results Policy
- Assessment Policy and Procedure (Higher Education Coursework)
- Review of Grade Procedure
- Student Academic Integrity Policy and Procedure
- Monitoring Academic Progress (MAP) Policy and Procedure – Domestic Students
- Monitoring Academic Progress (MAP) Policy and Procedure – International Students
- Student Refund and Credit Balance Policy and Procedure
- Student Feedback – Compliments and Complaints Policy and Procedure
- Information and Communications Technology Acceptable Use Policy and Procedure
This list is not an exhaustive list of all University policies. The full list of University policies are available on the CQUniversity Policy site.
Feedback, Recommendations and Responses
Every unit is reviewed for enhancement each year. At the most recent review, the following staff and student feedback items were identified and recommendations were made.
Feedback from Unit Coordinator
Number of assessment items
Maintain the use of 3 assessments as they contribute effectively towards gauging student performances and areas of improvements.
Feedback from Have your say evaluation Unit Coordinator
Length and content of lecture videos
Review the duration of the lecture videos and investigate possibility of including visuals related to explanation of key concepts within the lecture videos.
Feedback from Unit Coordinator
Face-to-face campus visits
Campus visits are not utilised effectively by the students and attendance is extremely poor. Recommend removal from future deliveries and incorporating targeted online Zoom sessions to encourage better student engagement.
Feedback from Have your say evaluation Unit Coordinator
ISL tutorial sessions
Student attendance in ISL tutorial sessions was extremely poor and impacted on student participation and engagement in the unit. Having multiple online Zoom sessions per week will be a better approach as it will enable students to work around their other commitments and attend at least one of the scheduled sessions.
Feedback from Have your say evaluation Unit Coordinator
Revision quizzes
Inclusion of formative self-study revision quizzes may be useful in helping students consolidate the key concepts and gauge their understanding of the content.
- Discuss fundamental concepts, theories and principles of classical mechanics, matter, heat, sound, electromagnetism, electromagnetic energy and the atom.
- Apply fundamental physics concepts, theories and principles to explain physical phenomena of everyday life and clinical situations and to predict outcomes under changing conditions.
- Use problem-solving and numeracy skills, knowledge of fundamental physics concepts, theories and principles, and standard conventions of science communication to present reasonable solutions to problems.
Alignment of Assessment Tasks to Learning Outcomes
| Assessment Tasks | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Written Assessment - 15% | |||
| 2 - Written Assessment - 25% | |||
| 3 - Examination - 60% | |||
Alignment of Graduate Attributes to Learning Outcomes
| Graduate Attributes | Learning Outcomes | ||
|---|---|---|---|
| 1 | 2 | 3 | |
| 1 - Communication | |||
| 2 - Problem Solving | |||
| 3 - Critical Thinking | |||
| 4 - Information Literacy | |||
| 5 - Team Work | |||
| 6 - Information Technology Competence | |||
| 7 - Cross Cultural Competence | |||
| 8 - Ethical practice | |||
| 9 - Social Innovation | |||
| 10 - Aboriginal and Torres Strait Islander Cultures | |||
Alignment of Assessment Tasks to Graduate Attributes
| Assessment Tasks | Graduate Attributes | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 | 9 | 10 | |
| 1 - Written Assessment - 15% | ||||||||||
| 2 - Written Assessment - 25% | ||||||||||
| 3 - Examination - 60% | ||||||||||
Textbooks
Conceptual Physics : Global Edition
Edition: 12th edn (2015)
Authors: Paul G Hewitt
Pearson
Harlow Harlow , Essex , England
ISBN: 9781292057132
Binding: Paperback
Additional Textbook Information
Students may use either the hard copy or e-book version of this text. Both provide access to hyperlinked multimedia learning resources that supplement the text. These online learning activities and resources will regularly be assigned as directed learning activities during the term. The e-book version of the text allows both online (web-based) and offline (downloaded copy) access to the book and has no expiry date. It is usable on both computers and tablets (specifically iPads and Android OS).
The hardcopy textbook is available through the University Bookshop at http://bookshop.cqu.edu.au/texts.asp. The e-book version of this text can be purchased at the publisher's webpage http://www.pearson.com.au/9781292057538.
IT Resources
- CQUniversity Student Email
- Internet
- Unit Website (Moodle)
All submissions for this unit must use the referencing style: Harvard (author-date)
For further information, see the Assessment Tasks.
c.falconi@cqu.edu.au
Module/Topic
Science Fundamentals
Kinematics
Using learning goals in your study
Chapter
Conceptual Physics 1, 3
'Chapter 1: Physics and the Life Sciences' from Physics for the Life Sciences 2nd ed. by Zinke-Allemang, Sills, Nejat, Galiano-Riveros.
Events and Submissions/Topic
Introductory tutorial
Module/Topic
Force and Energy
Chapter
Conceptual Physics 2, 4, 5, 6, 7
Events and Submissions/Topic
Tutorial on Week 1 content
Module/Topic
States of Matter, Pressure and Fluids
Chapter
Conceptual Physics 11 - 14
'Chapter 14: Fluid Dynamics of Non-Viscous Fluids' from Introduction to Biological Physics for the Health and Life Sciences by Franklin, Muir, Scott, Wilcocks & Yates
Events and Submissions/Topic
Tutorial on Week 2 content
Module/Topic
Pressure in Gases, Heat and Temperature
Fundamentals of Traveling Waves
Chapter
Conceptual Physics 14 - 16, 18, 19
Events and Submissions/Topic
Tutorial on Week 3 content
Module/Topic
Break week
Chapter
Events and Submissions/Topic
Module/Topic
Sound
Chapter
Conceptual Physics 19, 20 - 21
Events and Submissions/Topic
Tutorial on Week 4 content
Written Assignment 1 Due: Week 5 Thursday (14 Dec 2017) 4:00 pm AEST
Module/Topic
Electrostatics
Introduction to Electrodynamics
Chapter
Conceptual Physics 22 - 23
Events and Submissions/Topic
Tutorial on Week 5 content
Module/Topic
Applied Electrodynamics
Electrical Safety
Chapter
Conceptual Physics 23
(see also assigned reading from online resources)
Events and Submissions/Topic
Tutorial on Week 6 content
Module/Topic
Magnetism and Electromagnetism
Chapter
Conceptual Physics 24 - 25
Events and Submissions/Topic
Tutorial on Week 7 content
Module/Topic
Electromagnetic Energy
Chapter
Conceptual Physics 26, 30, 31
Events and Submissions/Topic
Tutorial on Week 8 content
Module/Topic
Light and Optics
Chapter
Conceptual Physics 26 - 30
Events and Submissions/Topic
Tutorial on Week 9 content
Written Assignment 2 Due: Week 10 Wednesday (24 Jan 2018) 4:00 pm AEST
Module/Topic
The Atom and Quanta, Ionising Radiation
Chapter
Conceptual Physics 32 - 33
Events and Submissions/Topic
Tutorial on Week 10 content
Module/Topic
Review and consolidation
Chapter
Events and Submissions/Topic
Tutorial on Week 11 content
Q&A review tutorials
Module/Topic
Chapter
Events and Submissions/Topic
Written exam during Exam Period
Module/Topic
Chapter
Events and Submissions/Topic
Students are expected to spend on average 10 - 12 hours of time each week in their study activities for this unit. A suggested time budget for weekly study is:
- 2 - 2 1/2 hours for watching recorded lectures and taking notes
- 1 - 1 1/2 hours for completing assigned reading
- 1/2 - 1 hour for completing other posted learning activities
- 2 - 2 1/2 hours for creating study notes to meet weekly learning goals using lectures and readings
- 1/2 hour for adding week-specific content to your exam 'cheat sheet'
- 1 - 1 1/2 hours for applying weekly content using posted end-of-chapter questions
- 1/2 hour for working on posted tutorial questions in preparation for tutorial
- 1 hour for participation in online tutorial
- 1 - 2 hours for assignment preparation and/or revision for final examination
Tutorials are interactive sessions where your participation enables you to check your understanding of and your ability to apply the week's concepts and for you to build your skills in responding to test questions. Your regular participation strongly supports your success in the unit. While online tutorials will be recorded, these recordings are not intended to replace your active participation in live sessions.
1 Written Assessment
The intent of this assessment is for you to demonstrate your ability to do three things:
- select principles, concepts and facts that are relevant to a situation,
- apply the concepts logically to solve a problem,
- communicate your reasoning using terminology and science conventions correctly.
This assignment consists of short and long answer questions focusing on topics from Weeks 1 - 3 of unit content as detailed in the posted weekly learning goals. Each question will require you to apply the concepts and factual knowledge from the unit topics to a given situation. You may be asked to explain why the situation has occurred, what would happen if the situation were altered in a specific way, how to achieve a specific outcome in altering the situation and/or what outcome would logically follow the occurrence of the situation. Some questions will involve solving numerical problems.
You should be able to answer these questions using your learning from watching the unit lecture videos, reading the assigned text and other assigned learning activities. There is no expectation that you will need to research additional material in order to complete the assessment. Weekly tutorials will provide practice in analysing assessment questions and structuring logical and thorough responses.
You should use the number of marks indicated for the question as a guide to the depth of response and number of main points expected. There is no target word count for the assignment or for any individual question. However, a guidance statement for each question will indicate a typical number of paragraphs that would be sufficient to address the question. The completed assignment must be word-processed and in either Word or pdf file format. Further details on the questions, marking rubric and formatting of the assessment will be provided on the unit Moodle site.
Week 5 Thursday (14 Dec 2017) 4:00 pm AEST
General feedback will be provided within 2 weeks. Individualised feedback will be provided within 3 weeks.
Each question on the assignment instruction page will indicate the number of marks per segment. Responses are scored based on:
- correct use of terminology
- factual correctness of presented material
- correct use of science conventions
- relevance of stated content to the question asked
- application of foundation concepts to the question asked
- clarity, thoroughness and completeness of explanations
- logic of problem-solving
- application of an explicit step-by-step approach to solving numerical problems
- correct and complete citing of information sources
- execution of assignment instructions
More details can be found in the Assessment Instruction page and the marking rubric/scoring guide posted on the unit Moodle site.
- Discuss fundamental concepts, theories and principles of classical mechanics, matter, heat, sound, electromagnetism, electromagnetic energy and the atom.
- Apply fundamental physics concepts, theories and principles to explain physical phenomena of everyday life and clinical situations and to predict outcomes under changing conditions.
- Use problem-solving and numeracy skills, knowledge of fundamental physics concepts, theories and principles, and standard conventions of science communication to present reasonable solutions to problems.
- Communication
- Problem Solving
- Information Literacy
2 Written Assessment
The intent of this assessment is for you to demonstrate your ability to do three things:
- select principles, concepts and facts that are relevant to a situation,
- apply the concepts logically to solve a problem,
- communicate your reasoning using terminology and science conventions correctly.
This assignment consists of short and long answer questions focusing on topics from Weeks 4 - 8 of unit content as detailed in the posted weekly learning goals. (You will likely need to apply some knowledge and/or skill from your study in Weeks 1 - 3 in order to complete the assignment, but the emphasis is on topics from Weeks 4 - 8.)
Each question will require you to apply the concepts and factual knowledge from the unit topics to a given situation. You may be asked to explain why the situation has occurred, what would happen if the situation were altered in a specific way, how to achieve a specific outcome in altering the situation and/or what outcome would logically follow the occurrence of the situation. Some questions will involve solving numerical problems.
You should be able to answer these questions using your learning from watching the unit lecture videos, reading the assigned text and other assigned learning activities. There is no expectation that you will need to research additional material in order to complete the assessment. Weekly tutorials will provide practice in analysing assessment questions and structuring logical and thorough responses. You are expected to apply your experience and feedback from Assignment 1 to your completion of this assignment. Accordingly, this Assignment 2 has more questions to complete and has a higher weight toward the final grade.
You should use the number of marks indicated for the question as a guide
to the depth of response and number of main points expected. There is
no target word count for the assignment or for any individual question.
However, a guidance statement for each question will indicate a typical
number of paragraphs that would be sufficient to address the question.
The completed assignment must be word-processed and in either Word or pdf file format. Further details on the questions, marking rubric and formatting of the assessment will be provided on the unit Moodle site.
Week 10 Wednesday (24 Jan 2018) 4:00 pm AEST
General feedback will be provided within 2 weeks. Individualised feedback will be provided within 3 weeks.
Each question on the assignment instruction page will indicate the number of marks per segment. Responses are scored based on:
- correct use of terminology
- factual correctness of presented material
- correct use of science conventions
- relevance of stated content to the question asked
- application of foundation concepts to the question asked
- clarity, thoroughness and completeness of explanations
- logic of problem-solving
- application of an explicit step-by-step approach to solving numerical problems
- correct and complete citing of information sources
- execution of assignment instructions
More details can be found in the Assessment Instruction page and the marking rubric/scoring guide posted on the unit Moodle site.
- Discuss fundamental concepts, theories and principles of classical mechanics, matter, heat, sound, electromagnetism, electromagnetic energy and the atom.
- Apply fundamental physics concepts, theories and principles to explain physical phenomena of everyday life and clinical situations and to predict outcomes under changing conditions.
- Use problem-solving and numeracy skills, knowledge of fundamental physics concepts, theories and principles, and standard conventions of science communication to present reasonable solutions to problems.
- Communication
- Problem Solving
- Information Literacy
Examination
Calculator - non-programmable, no text retrieval, silent only
As a CQUniversity student you are expected to act honestly in all aspects of your academic work.
Any assessable work undertaken or submitted for review or assessment must be your own work. Assessable work is any type of work you do to meet the assessment requirements in the unit, including draft work submitted for review and feedback and final work to be assessed.
When you use the ideas, words or data of others in your assessment, you must thoroughly and clearly acknowledge the source of this information by using the correct referencing style for your unit. Using others’ work without proper acknowledgement may be considered a form of intellectual dishonesty.
Participating honestly, respectfully, responsibly, and fairly in your university study ensures the CQUniversity qualification you earn will be valued as a true indication of your individual academic achievement and will continue to receive the respect and recognition it deserves.
As a student, you are responsible for reading and following CQUniversity’s policies, including the Student Academic Integrity Policy and Procedure. This policy sets out CQUniversity’s expectations of you to act with integrity, examples of academic integrity breaches to avoid, the processes used to address alleged breaches of academic integrity, and potential penalties.
What is a breach of academic integrity?
A breach of academic integrity includes but is not limited to plagiarism, self-plagiarism, collusion, cheating, contract cheating, and academic misconduct. The Student Academic Integrity Policy and Procedure defines what these terms mean and gives examples.
Why is academic integrity important?
A breach of academic integrity may result in one or more penalties, including suspension or even expulsion from the University. It can also have negative implications for student visas and future enrolment at CQUniversity or elsewhere. Students who engage in contract cheating also risk being blackmailed by contract cheating services.
Where can I get assistance?
For academic advice and guidance, the Academic Learning Centre (ALC) can support you in becoming confident in completing assessments with integrity and of high standard.
What can you do to act with integrity?
