Physics and Chemistry

Scholar Year: 2018/2019 - 2S

Courses

Head Teacher Responsability José Miguel Freitas Head

Weekly workload Hours/week T TP P PL L TC E OT OT/PL TPL O S Type of classes Lectures Type Teacher Classes Hours Contact hours Totals 2 10,00 José Freitas   10,00

Teaching language

Portuguese

Intended learning outcomes (Knowledges, skills and competencies to be developed by the students)

Has scientific knowledge in the fields of physics and chemistry.
Uses hypothetical-deductive reasoning.
Recognizes and uses rigorously physics and chemistry concepts, laws and theories.
Identifies, collects and selects information recognizing the sources credibility.
Organizes, analyses and interprets information.
Uses information technology and communication tools.
Appropriately uses available electronic communication.
Develop of resources and time management skills.
Interacts in an efficient and organized fashion.
Recognizes the value and implications of teamwork.
Demonstrates the ability to question common sense and phenomenon interpretation.
Collects and analyses empirical data based on experimental research.
Interprets collected data and discusses implications.

Syllabus

PHYSICS
1. Fluids
Study of air (pressure, density, Archimedes' principle, ideal gas law, diffusion).
Water distribution system (hydrostatic, hydrodynamic).
2. Energy transfer - heat
Internal energy, temperature, chemical reactions, heat transfer mechanisms.
Thermal conductivity, heat capacity, Stefan Boltzmann law.
Microwave (electromagnetic spectrum, emission, absorption).
3. Physical state changes
States of mater, fusion, solidification, condensation, evaporation, boiling, sublimation, latent heat.
4. Light
Sunlight (reflection, refraction, dispersion, interference, nuclear reactions).
5. Electricity and Magnetism
Electrical charge, electrostatic forces, potential energy, Coulomb's law, electrical circuits.
Forces, poles and magnetic fields, electric current, Lenz's law.
Electricity Production.
CHEMISTRY
1. Atomic structure and chemical bond (atoms, molecules, interactions).
2. Soaps (superficial tension, dissolution, ionization, dissociation, hydrogen bond).
3. Pollution and environment (water and air pollution, greenhouse effect, acid rain).

Demonstration of the syllabus coherence with the UC intended learning outcomes

The requirement level of science education in primary education has increased over the past years, either by
governmental charges, whether by an increasing participation of civil society on issues related to science. The
syllabus of the curricular unit physics and chemistry aims at revising and expanding the knowledge and new
concepts acquisition that will enable future teachers and educators to understand the basic fundamentals of these
two branches of modern science in order to meet the challenges primary education puts them today.

Teaching methodologies

The study of simple physical or chemical systems, as well as their interactions, it is intended to promote a direct
contact with the scientific processes. The practice of correlation between scientific concepts and models with
phenomena and real-world objects is a constant in the development of the classroom work.
Science is presented as an active process of "inquiry", in which students can participate, and not just as a body of
knowledge. Activities will include: (a) planning and carrying out experimental activities (investigations); (b) data
gathering, analysis and interpretation; (c) reporting and communication of the investigation results.

Demonstration of the teaching methodologies coherence with the curricular unit's intended learning outcomes

The methodological component aims to create situations of student involvement in performing simple experiments
in order to arouse their curiosity and participation in the "construction" of the addressed concepts. In spite of this
curricular unit being essentially introductory, the students are equipped with the tools and basis that enable the
search and development of current and future issues related to physics and chemistry. Hence, the preferred inquiry
approach, aiming to provide students with an adequate conception of knowledge in its substantive, procedural and
epistemological dimensions.

Assessment methodologies and evidences

Assessment is continuous and focuses on the processes and products of students' work. The classification is
obtained by the following relative weights: 50% tests, reports 30% and 20% individual participation.
The tests have a minimal average score of 7.0.

Assement and Attendance registers

Bibliography

BLOOMFIELD, L. (1997). How Things Work – The Physics of Everyday Life. New York:
John Willey & Sons
CHANG, R. (1994). Química. Lisboa: MacGraw Hil de Portugal
DEUS, J. et al. (1992). Introdução à Física. Lisboa: McGraw – Hill.
LEMBO, A. (1980) - Química vol. 1, 2 e 3, São Paulo: Atica
MORETO, V. P. (1980). A eletricidade. São Paulo: Atica.
MORETO, V. P. (1980). Optica, Ondas, Çalor. São Paulo: Atica.
RUSSELL, J. (1982). Química Geral. São Paulo: McGraw-HW do Brasil
SNYDER, C. (1998). The Extraordinary Chemistry of Ordinary Things. New York: John
Willey & Sons.