CSU_Physics_Phys31 Page 1 of 9

Phone: (+63 85) 342-0326

Email address: cas@carsu.edu.ph

PHYS 31 – UNIVERSITY PHYSICS II

Course Syllabus
A.Y. 2019-2020
PART I: VISION, MISSION, GOALS and OBJECTIVES

University Vision University Mission

A globally-engaged University excelling in Science, Engineering Caraga State University endeavors to produce globally-competitive and socially
and the Arts. responsible human capital towards the sustainable and inclusive development of Caraga

General Mandate Core Values

Caraga State University shall primarily provide advanced education, Competen

higher technological, professional instruction and training in the
fields of agriculture and environmental studies, fishery, ce
engineering, forestry, industrial technology, education, law, Service; and
medicine and other health related programs, information Uprightness
technology, arts and sciences and other related courses. It shall
undertake research and extension services, and provide progressive
leadership in its areas of specialization.

PART II: COURSE DETAILS

Course Name University Physics II
Course Code Phys 31
No. of Units 4 (3 units lecture, 1 unit laboratory)
Course Description This course is designed specifically for education major students to help them develop deeper understanding of general Physics problems and
concepts, and build problem-solving skills. Moreover, this course covers areas in waves, thermodynamics and optics such as oscillation, sound, heat,
temperature, laws of thermodynamics, light, image formation by plane and curved mirrors, image formation by thin lenses and other related fields.

Phys31_Syllabus
_Aug_05_2019
 PART II: COURSE DETAILS
relating waves, thermodynamics and optics to everyday situations will be used to illustrate physical principles. Finally, the unifying aspect of physical laws
in waves, thermodynamics and optics, and the basic simplicity of nature form the underlying theme of this course.
Pre-requisite University Physics I
Co-requisite
Total contact hours 108 hours (54 hours lecture, 54 hours laboratory)

Program Intended Learning Outcomes (PILO)

Specific to BS Physics Program
Grasp basic knowledge of mathematics, classical mechanics, electrodynamics, quantum mechanics and statistical mechanics (physics related cognitive abilities and competencies).
Apply scientific reasoning, mathematical, computational and experimental methods in solving physics problems (practical skills).
Design solutions responsive to community needs.
Recognize recent developments in Physics and
Act as effective transmitters of Physics.

Course Intended Learning Outcomes (CILO) Correspondence to Program Intended Learning Outcomes
After completion of the course, the student must be able to: PILO1 PILO2 PILO3 PILO4 PILO5
1. Describe the relationship between oscillations and waves; ID
2. Enumerate the thermal properties of matter; I
3. Conceptualize the laws of thermodynamics; I
4. Identify the properties of heat engines and refrigerators and their applications; I
5. Identify the applications involving sound and light; IP
6. Apply the law of reflection and refraction to an actual set-up; IP
7. Appreciate the importance of optical phenomenon to explain rainbows and why the sky is blue; PD
8. Familiarize with the basic functions of optical instruments; PD
9. Differentiate interference and diffraction; IP
10. Use mathematics to solve waves, thermodynamics and optics problems; IPD
11. Apply the learned concepts in waves, thermodynamics and optics in peer teaching and learning sessions; PD
12. Relate the learned concepts to real-life examples and recent developments involving waves, P P
thermodynamics and optics.
I - Introduced concepts/principles; P - Practiced with supervision; D - Demonstrated across different setting with minimal supervision
COURSE OUTLINE
Course Allocati
Intended Learning Teaching and Assessme
Wee Topic Outco Resources on
k Outcome Learning nt Tasks Time
me
(ILO) Activities (TLA) (AT) (hrs)
Orientation
a. Discussion on how the course
relates to the university’s
VGMO
b. Discussion and giving of
the course syllabus
c. Discussion on the course
requirements and
1. classroom policies and
Periodic Motion • Describe oscillation using
a. Describing Oscillation real- life examples • Lecture
1- b. Simple Harmonic Motion • Solve problems • Simulations/ 9.0
2 c. Energy in Simple involving simple Interactive learning
• PowerPoi
Harmonic Motion harmonic motion • Inquiry-based approach nt • Seatwork
d. Applications of • Cite examples of SHM in • Problem-solving Presentati
• CILO / Board
Simple Harmonic real life • Experiment/ on
1, 10, work
Motion • Calculate the period Group Activity: 11, 12 • Simulation Program
and/or frequency of a • Laborat
e. The Simple Pendulum 1. Simple Harmonic • Books / E-books
simple and physical ory
f. The Physical Pendulum Motion • Activity Sheets Activity
g. Damped Oscillations pendulum and Hooke’s Law
h. Forced Oscillations • Identify the types of 2. Simple Pendulum
and Resonance damped oscillations 3. Damped
2. Mechanical Waves
a. Types of Mechanical Waves • Differentiate the types
b. Periodic Waves of mechanical waves
• Lecture
c. Mathematical Description • Familiarize with the • Seatwork
• Simulations/
of a Wave properties of periodic / Board
Interactive learning • PowerPoi
waves work
d. Speed of a Transverse Wave • Inquiry-based approach • CILO nt
2- • Solve for the energy in Presentati • Laborat 9.0
e. Energy in Wave Motion • Problem-solving 1, 10,
3 wave motion on ory
f. Wave Interference, • Experiment/ Group 11, 12
• Describe a wave Activity
Boundary Conditions, and Activity: Standing • Simulation Program
using mathematics
Superposition Waves on a String • Books / E-books
• Calculate the normal mode
g. Standing Waves on a String • Activity Sheets
frequencies and
h. Normal Modes of a String wavelengths of standing
COURSE OUTLINE
Course Allocati
Intended Learning Teaching and Assessme
Wee Topic Outco Resources on
k Outcome Learning nt Tasks Time
me
(ILO) Activities (TLA) (AT) (hrs)
3. Sound and Hearing • Differentiate sound
a. Sound Waves waves from other • Lecture
b. Speed of Sound Waves waves
• Simulations/
c. Sound Intensity • Familiarize the trend in
Interactive learning • PowerPoi
d. Standing Sound Waves the speed of sound in • Seatwork
• Inquiry-based approach • CILO nt
4- and Normal Modes different materials / Board 9.0
• Problem-solving 5, 10, Presentati
5 e. Resonance and Sound • Calculate the sound work
• Experiment/ Group 11, 12 on
f. Interference of Waves intensity and intensity • Laborat
Activity: Standing • Simulation Program
g. Beats level ory
Sound Waves and • Books / E-books
h. Doppler Effect • Demonstrate resonance Activity
in sound Resonance • Activity Sheets
i. Shock Waves*
5 • Solve problems Preliminary Examination 3.0
• Differentiate temperature • Lecture
from heat • Simulations/
4. Temperature and Heat
• Identify the Interactive learning
a. Temperature & different
Thermal Equilibrium • Inquiry-based approach
temperature • PowerPoi
b. Thermometers • Problem-solving • Seatwork
scales • CILO nt
6 and • Explain the concept of • Experiment/ / Board 6.0
Group Activity: 10, 11, Presentati
Temperature thermal expansion work
12 on
Scale • Solve for the quantity of 1. Linear Thermal • Labo
Expansion • Simulation Program
c. Thermal Expansion heat needed to change the rat ory
temperature of materials 2. Quantity of Heat • Books / E-books Activity
d. Quantity of Heat
• Solve calorimetry problems 3. Mechanical • Activity Sheets
e. Calorimetry and Phase
Changes • Discuss the mechanisms Equivalent of Heat
• Illustrate the equation
5. Thermal Properties of of state of a system and the
Matter • Lecture
kinetic molecular model of • PowerPoi
a. Equations of State an ideal gas • Simulations/ • Seatwork
• CILO nt
7 b. Molecular Properties of • Discuss the heat Interactive learning / Board 6.0
2, 10, Presentati
Matter capacities and its • Inquiry-based approach work
11, 12 on
c. Kinetic-Molecular Model relationship to • Problem-solving • Labo
• Simulation Program
of an Ideal Gas specific heat rat ory
• Books / E-books Activity
d. Heat Capacities • Determine the phases
• Activity Sheets
COURSE OUTLINE
Course Allocati
Intended Learning Teaching and Assessme
Wee Topic Outco Resources on
k Outcome Learning nt Tasks Time
me
(ILO) Activities (TLA) (AT) (hrs)
6. First Law of
• Explain the concept
Thermodynami
of a thermodynamic
cs
system
a. Thermodynamic Systems • Determine the work
b. Work Done During done during volume • Lecture
Volume Changes changes • PowerPoi
• Simulations/ • Seatwork
c. Paths Between • Discuss the 1st law • CILO 3, nt
8- Interactive learning / Board 9.0
Thermodynamic States of 4, Presentati
9 • Inquiry-based approach work
d. Internal Energy and the thermodynamics 10, 11, 12 on
• Problem-solving • Labo
First Law of • Explain the different kinds • Simulation Program
rat ory
Thermodynamics of thermodynamic • Books / E-books
Activity
e. Thermodynamic Processes processes • Activity Sheets
f. Internal Energy of an Ideal • Define the internal
Gas energy of an ideal gas
• Solve for the heat
g. Heat Capacities of an Ideal • Illustrate the concept
7. Second Law of
Thermodynami of heat engine and its
cs application to
internal combustion
a. Directions of • Lecture
engines • PowerPoi
Thermodynamic Processes • Simulations/ • Seatwork
• Explain the concept • CILO 3, nt
9- b. Heat Engines of a refrigerator and its Interactive learning / Board 9.0
4, Presentati
10 c. Internal Combustion Engines difference from a heat • Inquiry-based approach work
10, 11, 12 on
d. Refrigerators engine • Problem-solving • Labo
• Simulation Program
e. The Second Law • Explain with the rat ory
• Books / E-books
of concept of entropy of a Activity
Thermodynamic system • Activity Sheets
s • Explain the 2nd Law of
Peer Teaching
(3.0)
for Midterm
11 Topics
Midterm Examination 6.0
 8. Nature and Propagation • Lecture
of Light • Explain the laws of • Simulations/ • CILO 5,
• PowerPoi • Seatwork
12- a. The Nature of Light reflection and refraction Interactive learning 6, 9.0
nt / Board
13 b. Reflection and Refraction • Visualize total • Inquiry-based approach 7, 10, 11,
Presentati work
c. Total Internal Reflection internal reflection 12
on
in glass
COURSE OUTLINE
Course Allocati
Intended Learning Teaching and Assessme
Wee Topic Outco Resources on
k Outcome Learning nt Tasks Time
me
(ILO) Activities (TLA) (AT) (hrs)
d. Dispersion • Appreciate the • Problem-solving • Books / E-books
e. Polarization phenomena responsible • Demonstration: • Activity Sheets
f. Scattering of Light for rainbows and blue 1. Refraction
g. Huygen’s Principle* skies 2. Total Internal
• Solve problems involving Reflection
9. Geometric Optics TIR and polarization 3. Polarization
and Optical • Describe reflection • Lecture
Instruments and refraction in
• Simulations
a. Reflection and Refraction plane and spherical
surfaces • Problem-solving
at a Plane Surface
• Use ray tracing method for • Experiment/ • PowerPoi • Seatwork
b. Reflection at a Group Activity:
the image formation in • CILO 5, nt / Board
13- Spherical Surface 12.0
mirrors and lenses 1. Law of Reflection 6, Presentati work
15 c. Refraction at a 2. Finding the on
Spherical Surface • Solve problems in mirrors 7, 8, 10, • Laborat
and lenses using the Index of 11, 12 • Simulation Program ory
d. Thin Lenses Refraction
object-image relationship • Books / E-books Activity
e. Cameras equations 3. Image • Activity Sheets
f. The Eye • Familiarize with how the Formation in
g. The Magnifier eye, cameras, Spherical
10. Interference
• Identify the differences or • Lecture
a. Interference and
similarity between
Coherent Sources • Simulations/
monochromatic and • PowerPoi
b. Two-Source Interference Interactive learning nt
coherent light sources • Seatwork
of Light • Inquiry-based approach Presentati / Board
15- • Familiarize with Young’s • CILO 9.0
16 c. Intensity in double-slit experiment • Problem-solving 9, 10, on work
Interference Patterns • Experiment/ • Simulation Program
• Visualize interference 11, 12 • Laborat
d. Interference in Thin Films* Group Activity: • Books / E-books ory
patterns produced by two-
e. The slit interference Double-slit • Activity Sheets Activity
Michelson experiment
 11. Diffraction • Differentiate Fresnel • Lecture • PowerPoi
a. Fresnel and nt • Seatwork
vs. Fraunhofer • Simulations/
Fraunhofer • CILO Presentati / Board
17 diffraction Interactive learning 6.0
Diffraction 9, 10, on work
b. Diffraction from a Single Slit • Identify the similarity or • Inquiry-based approach
11, 12 • Laborat
difference between • Problem-solving • Simulation Program
c. Intensity in the Single ory
interference and • Books / E-books
Slit Pattern Activity
COURSE OUTLINE
Course Allocati
Intended Learning Teaching and Assessme
Wee Topic Outco Resources on
k Outcome Learning nt Tasks Time
me
(ILO) Activities (TLA) (AT) (hrs)
d. Multiple Slits • Visualize the • Experiment/
e. The Diffraction Grating diffraction pattern Group Activity:
f. X-Ray Diffraction for a single slit 1. Single-slit
g. Circular Apertures • Picture out the Diffraction
and Resolving diffraction pattern of a 2. Diffraction Grating
Power* grating
• Peer Teaching for
(3.0)
Finals topics
18 Final Examination 6.0
TOTAL 108.0

RESOURCES DETAILS
Equipment and Materials Used: Laptop, LCD projector/LED TV, whiteboard and marker, paper, pen, drawing tools, Videos, PhET simulations

Textbook references:
1.Giancoli, D., PHYSICS, 6th edition , Pearson Education South Asia Pte Ltd., Philippines, 2003
Young, Hugh D. & Freedman, Roger A., UNIVERSITY PHYSICS, 10th edition, Addison Wesley Publishing Company, Inc., USA, 2000
Serway, Raymond A. & Faughn, Jerry S., COLLEGE PHYSICS, 6th edition, Thomson Learning Asia, Singapore, 2003
Urone, Paul Peter, PHYSICS With Health Science Applications, John Wiley and Sons (ASIA), Pte. Ltd. Wesley Publishing Company, Inc., USA, 2000
Tipler P.A. and Mosca G., PHYSICS FOR SCIENTEST AND ENGINEERS, 5th edition, Addison Wesley Publishing Company, Inc., USA, 2012

Other References:

PART III. COURSE REQUIREMENTS and CLASS POLICIES

Rubrics as Evaluation Measure:
Criteria Exempla Accepta Developi Beginni No
ry ble ng ng Output
4 3 2 1 0
Effective Answers to questions Answers to questions Answers to questions are Correct understanding of Failure to explain and justify
Communicatio are correct, reasonable, are correct, but some correct, but some the problem, but was the chemical theory behind
n/ Concept and relevant to the justifications provided justifications provided are unable to explain the the topic being discussed.
Understanding topic being discussed. are weak. irrelevant. theory behind
The justifications
Includes: provided are sound.
 Criteria Exempla Accepta Developi Beginni No
ry ble ng ng Output
4 3 2 1 0
-Board work
-Essay writing
-Oral recitation
Examinati Obtaining a general Obtaining a general Obtaining a general Obtaining a general Failure to obtain a general average
on average of at least average of at least 77% average of at least 61% up average of at least 50% of at least 50% of all the major
Results 88% of all the major up to 87% of all the to 76% of all the major up to 60% of all the examinations.
(Major exams examinations. major examinations. examinations. major examinations. Failure to take one two of three
– prelim, major examinations.
midterm,
Laborator Obtaining a general Obtaining a general Obtaining a general Obtaining a general Failure to obtain at least 50% of
y Moving average of at least average of at least 77% average of at least 61% up average of at least 50% the lab written exam.
Examinati 88% of the written up to 87% of the written to 76% of the written up to 60% of the written Failure to take one of the two
on exam. moving exams
exam. exam. exam.
Laborator Obtaining a general Obtaining a general Obtaining a general Obtaining a general Failure to obtain at least 50% of
y average of at least average of at least 77% average of at least 61% up average of at least 50% the lab practical exam.
Practical 88% of the practical up to 87% of the to 76% of the practical up to 60% of the Failure to take one of the two
Examinati exam. practical exam. exam. practical exam. lab exams (written and practical)
on
Laborat Obtaining a general Obtaining a general Obtaining a general Obtaining a general Failure to obtain a general average
ory average of at least average of at least 77% average of at least 61% up average of at least 50% of at least 50% of all the activity
Activity 88% of all the activity up to 87% of all the to 76% of all the activity up to 60% of all the worksheets.
Worksh worksheets. activity worksheets. worksheets. activity worksheets.
eet

GRADING SYSTEM
Lecture
(75%) 25%
Midterm 25% The instructor has the freedom to change the percentage distribution. In lecture part, the major exam should not be
less than 20% each and in laboratory, the activities should not be less than 10%. The final grades corresponding to the
Exam 25% students’ general percentages are given in the table to the right. A grade of INC (Incomplete) will be given on a case to
Finals Exam case basis.
Other performance tasks 10%
Laboratory (25%) 15%
Total 100%
Passing 50%
 CLASS POLICIES

a. A student with 3 consecutive absences will be DROPPED from the class.

b. Academic dishonesty will not be tolerated. Any student proven to have committed academic dishonesty shall be subjected to appropriate sanctions based on prevailing
policies and guidelines provided by the Student Handbook. The State Institute’s Code of Conduct prohibits students from committing the following acts of academic
dishonesty: academic fraud, copying or allowing one’s work to be copied, fabrication/falsification, sabotage of other’s work, substitution (ex. Taking an exam for someone else)
among others.
c. EXAMS. This course requires two major exams which will be scheduled during midterm and final examination weeks. The exams will be departmental in nature in the event
that there are more than one course offerings of this subject in a particular semester. Schedule of the said exams will be announced one-week before the scheduled date. In
addition, there will be an individual tasks assessment such as moving exam, portfolio, demonstration and other related task assessment which will be scheduled a week before
the Midterm and Final exams.
d. ASSIGNMENTS / ATTENDANCE/BOARD WORKS/ORAL RECITATION. Quizzes will be given as one of the assessment tasks of this course. It is the instructor's
discretion if his/her quizzes are announced or unannounced and that would include topics that are recently discussed in class. No make-up exams for missed quizzes /

The final grade corresponding to the student’s general percentage is given in the table below:

GENERAL PERCENTAGE FINAL GRADE REMARKS GENERAL PERCENTAGE FINAL GRADE REMARKS
90.00 - 100.00 1.00 Excellent 65.00 - 69.99 2.25 Good
85.00 - 89.99 1.25 Excellent 60.00 - 64.99 2.50 Satisfactory
80.00 - 84.99 1.50 Very Good 55.00 – 59.99 2.75 Satisfactory
75.00 - 79.99 1.75 Very Good 50.00 – 54.99 3.00 Passed
70.00 - 74.99 2.00 Good 0.00 - 49.99 5.00 Failed

Prepared by: Revised by: Noted by: Approved by:

JONATHAN P. MANIGO, Ph.D. JONATHAN P. MANIGO, Ph.D. JESSA MAE T. LAZARTE ESAMEL M. PALUGA, Ph.D.
Chair, Department of Natural Dean, CAS
Date Created: August 5,, 2019 Date Revised: n/a Sciences Date Signed: Date Signed:
Number of Revision: n/a