Course Detail
Course Detail
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSICS | İM2115788 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Mustafa ÇAĞLAR |
| Name of Lecturer(s) | Assist.Prof. Mustafa ÇAĞLAR |
| Assistant(s) | |
| Aim | This in-depth study, whose scope is general Physics, has two main objectives: These are to give the fundamentals and principles of physics to the student in a clear and logical way, and the feasibility of the fundamentals and concepts of physics in a broad perspective with simplified facts and interesting applications. |
| Course Content | This course contains; Physical Quantities measurement, unit systems and dimensional analysis.,Vectors and properties of vectors, scalar and vector operations. Basic concepts in motion in one dimension.,Derivation and application of kinematic equations by mathematical method.,Basic concepts in motion in two dimensions.,Shootings in constant acceleration motion in two dimensions. (Applications of oblique shooting and horizontal shooting movements, problem solutions.),Basic concepts of uniform circular motion and tangential and angular acceleration in a curvilinear trajectory.,Newton's first, second and third laws of motion. Some applications of Newton's laws.,Applications of Frictional Forces and Newton's 2nd Law of Motion to Uniform Circular Motion.,Work – energy theorem and applications to power. Law of conservation of energy.,Concept of Linear Momentum and Collisions. (elastic – inelastic),Electricity General properties of charges and Coulomb's Law for electric charges.,Definition of Electric Fields and electric field lines. Movement of Charged Particles in a Uniform Electric Field.,Definition of Electric Flux and Gauss's Law. Applications for Gauss's Law.,Concept of electrical potential and calculation of potential energies for point charges. Potential difference and electrical potential relationship.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the conservation of momentum in more than one dimension. | 12, 16, 4, 9 | A |
| Understands the basic concepts and makes kinematic programming for one- and two-dimensional moving objects. | 12, 16, 4, 9 | A |
| Solve problems for some systems by using the concepts of kinetic energy and potential energy and energy conservation. | 12, 16, 4, 9 | A |
| Calculates the electrical force exerted by point charges on each other using Coulomb's law, and solves problems related to Gauss's law for charges. | 12, 16, 4, 9 | A |
| Learns the concepts of electrical potential, electrical potential difference and electrical energy for point charge systems. | 12, 16, 4, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Physical Quantities measurement, unit systems and dimensional analysis. | Pre-Reading |
| 2 | Vectors and properties of vectors, scalar and vector operations. Basic concepts in motion in one dimension. | Pre-Reading |
| 3 | Derivation and application of kinematic equations by mathematical method. | Pre-Reading |
| 4 | Basic concepts in motion in two dimensions. | Pre-Reading |
| 5 | Shootings in constant acceleration motion in two dimensions. (Applications of oblique shooting and horizontal shooting movements, problem solutions.) | Pre-Reading |
| 6 | Basic concepts of uniform circular motion and tangential and angular acceleration in a curvilinear trajectory. | Pre-Reading |
| 7 | Newton's first, second and third laws of motion. Some applications of Newton's laws. | Pre-Reading |
| 8 | Applications of Frictional Forces and Newton's 2nd Law of Motion to Uniform Circular Motion. | Pre-Reading |
| 9 | Work – energy theorem and applications to power. Law of conservation of energy. | Pre-Reading |
| 10 | Concept of Linear Momentum and Collisions. (elastic – inelastic) | Pre-Reading |
| 11 | Electricity General properties of charges and Coulomb's Law for electric charges. | Pre-Reading |
| 12 | Definition of Electric Fields and electric field lines. Movement of Charged Particles in a Uniform Electric Field. | Pre-Reading |
| 13 | Definition of Electric Flux and Gauss's Law. Applications for Gauss's Law. | Pre-Reading |
| 14 | Concept of electrical potential and calculation of potential energies for point charges. Potential difference and electrical potential relationship. | Pre-Reading |
| Resources |
| "PHYSICS for Science and Engineering, Volumes I and II, SERWAY, Translation Editor: Kemal Çolakoğlu, PALME Publishing. |
| Lecture Notes Fundamentals of Physics, Volume II (Electricity), D. Holliday and R. Resnick." |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |
| ECTS / Workload Table | ||||||
| Activities | Number of | Duration(Hour) | Total Workload(Hour) | |||
| Course Hours | 14 | 3 | 42 | |||
| Guided Problem Solving | 0 | 0 | 0 | |||
| Resolution of Homework Problems and Submission as a Report | 5 | 2 | 10 | |||
| Term Project | 0 | 0 | 0 | |||
| Presentation of Project / Seminar | 0 | 0 | 0 | |||
| Quiz | 0 | 0 | 0 | |||
| Midterm Exam | 1 | 30 | 30 | |||
| General Exam | 1 | 30 | 30 | |||
| Performance Task, Maintenance Plan | 0 | 0 | 0 | |||
| Total Workload(Hour) | 112 | |||||
| Dersin AKTS Kredisi = Toplam İş Yükü (Saat)/30*=(112/30) | 4 | |||||
| ECTS of the course: 30 hours of work is counted as 1 ECTS credit. | ||||||
Detail Informations of the Course
Course Description
| Course | Code | Semester | T+P (Hour) | Credit | ECTS |
|---|---|---|---|---|---|
| PHYSICS | İM2115788 | Fall Semester | 3+0 | 3 | 4 |
| Course Program |
| Prerequisites Courses | |
| Recommended Elective Courses |
| Language of Course | Turkish |
| Course Level | First Cycle (Bachelor's Degree) |
| Course Type | Required |
| Course Coordinator | Assist.Prof. Mustafa ÇAĞLAR |
| Name of Lecturer(s) | Assist.Prof. Mustafa ÇAĞLAR |
| Assistant(s) | |
| Aim | This in-depth study, whose scope is general Physics, has two main objectives: These are to give the fundamentals and principles of physics to the student in a clear and logical way, and the feasibility of the fundamentals and concepts of physics in a broad perspective with simplified facts and interesting applications. |
| Course Content | This course contains; Physical Quantities measurement, unit systems and dimensional analysis.,Vectors and properties of vectors, scalar and vector operations. Basic concepts in motion in one dimension.,Derivation and application of kinematic equations by mathematical method.,Basic concepts in motion in two dimensions.,Shootings in constant acceleration motion in two dimensions. (Applications of oblique shooting and horizontal shooting movements, problem solutions.),Basic concepts of uniform circular motion and tangential and angular acceleration in a curvilinear trajectory.,Newton's first, second and third laws of motion. Some applications of Newton's laws.,Applications of Frictional Forces and Newton's 2nd Law of Motion to Uniform Circular Motion.,Work – energy theorem and applications to power. Law of conservation of energy.,Concept of Linear Momentum and Collisions. (elastic – inelastic),Electricity General properties of charges and Coulomb's Law for electric charges.,Definition of Electric Fields and electric field lines. Movement of Charged Particles in a Uniform Electric Field.,Definition of Electric Flux and Gauss's Law. Applications for Gauss's Law.,Concept of electrical potential and calculation of potential energies for point charges. Potential difference and electrical potential relationship.. |
| Course Learning Outcomes | Teaching Methods | Assessment Methods |
| Explains the conservation of momentum in more than one dimension. | 12, 16, 4, 9 | A |
| Understands the basic concepts and makes kinematic programming for one- and two-dimensional moving objects. | 12, 16, 4, 9 | A |
| Solve problems for some systems by using the concepts of kinetic energy and potential energy and energy conservation. | 12, 16, 4, 9 | A |
| Calculates the electrical force exerted by point charges on each other using Coulomb's law, and solves problems related to Gauss's law for charges. | 12, 16, 4, 9 | A |
| Learns the concepts of electrical potential, electrical potential difference and electrical energy for point charge systems. | 12, 16, 4, 9 | A |
| Teaching Methods: | 12: Problem Solving Method, 16: Question - Answer Technique, 4: Inquiry-Based Learning, 9: Lecture Method |
| Assessment Methods: | A: Traditional Written Exam |
Course Outline
| Order | Subjects | Preliminary Work |
|---|---|---|
| 1 | Physical Quantities measurement, unit systems and dimensional analysis. | Pre-Reading |
| 2 | Vectors and properties of vectors, scalar and vector operations. Basic concepts in motion in one dimension. | Pre-Reading |
| 3 | Derivation and application of kinematic equations by mathematical method. | Pre-Reading |
| 4 | Basic concepts in motion in two dimensions. | Pre-Reading |
| 5 | Shootings in constant acceleration motion in two dimensions. (Applications of oblique shooting and horizontal shooting movements, problem solutions.) | Pre-Reading |
| 6 | Basic concepts of uniform circular motion and tangential and angular acceleration in a curvilinear trajectory. | Pre-Reading |
| 7 | Newton's first, second and third laws of motion. Some applications of Newton's laws. | Pre-Reading |
| 8 | Applications of Frictional Forces and Newton's 2nd Law of Motion to Uniform Circular Motion. | Pre-Reading |
| 9 | Work – energy theorem and applications to power. Law of conservation of energy. | Pre-Reading |
| 10 | Concept of Linear Momentum and Collisions. (elastic – inelastic) | Pre-Reading |
| 11 | Electricity General properties of charges and Coulomb's Law for electric charges. | Pre-Reading |
| 12 | Definition of Electric Fields and electric field lines. Movement of Charged Particles in a Uniform Electric Field. | Pre-Reading |
| 13 | Definition of Electric Flux and Gauss's Law. Applications for Gauss's Law. | Pre-Reading |
| 14 | Concept of electrical potential and calculation of potential energies for point charges. Potential difference and electrical potential relationship. | Pre-Reading |
| Resources |
| "PHYSICS for Science and Engineering, Volumes I and II, SERWAY, Translation Editor: Kemal Çolakoğlu, PALME Publishing. |
| Lecture Notes Fundamentals of Physics, Volume II (Electricity), D. Holliday and R. Resnick." |
Course Contribution to Program Qualifications
| Course Contribution to Program Qualifications | |||||||
| No | Program Qualification | Contribution Level | |||||
| 1 | 2 | 3 | 4 | 5 | |||
| 1 | It compares the fundamental theoretical frameworks in the field of elementary mathematics education (constructivism, cognitive development theories, models of mathematical thinking) along with their strengths and weaknesses. | X | |||||
| 2 | It compares the national mathematics curriculum (MEB) with international frameworks (NCTM, PISA, TIMSS) in terms of learning objectives and content areas. | ||||||
| 3 | Explains the principles of assessment and evaluation, research methods, and ethical guidelines relevant to their profession, as well as their practical applications. | X | |||||
| 4 | Applies appropriate pedagogical interventions in connection with the training received regarding the instructional situations and challenges encountered in the field of elementary mathematics education. | ||||||
| 5 | By analyzing students' misconceptions and learning difficulties in mathematics, they design appropriate teaching strategies and materials to address them. | X | |||||
| 6 | Solves professional problems related to mathematics education independently using scientific methods. | X | |||||
| 7 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 8 | By formulating a research question on a professional topic, they plan the appropriate research method. | ||||||
| 9 | Distinguishes between situations that fall within the scope of their professional duties and responsibilities and those that do not. | ||||||
| 10 | Monitors the instructional activities and implementation process aimed at the development of the students under their supervision. | ||||||
| 11 | Guides the professional development process by integrating this information in line with national and international developments and research findings in mathematics education. | X | |||||
| 12 | By interpreting the results of their own teaching practices, they develop recommendations for professional development. | X | |||||
| 13 | Explains proposed solutions to professional challenges to both expert and non-expert stakeholders, supported by quantitative and qualitative data. | ||||||
| 14 | Ensures compliance with research ethics, professional ethics for teachers, and national education regulations in their professional practice. | ||||||
| 15 | In the math classroom, we plan for an equitable and inclusive learning environment, activities that support each student’s mathematical potential, and the necessary safety measures regarding workplace safety. | X | |||||
| 16 | In mathematics instruction, they use dynamic software (GeoGebra, Desmos, etc.), learning management systems, and other information and communication technologies at a level equivalent to at least the ECDL Advanced Level. | ||||||
Assessment Methods
| Contribution Level | Absolute Evaluation | |
| Rate of Midterm Exam to Success | 40 | |
| Rate of Final Exam to Success | 60 | |
| Total | 100 | |