Duration
34h Th, 16h QA Sess.
Number of credits
| Bachelor in physiotherapy and rehabilitation | 5 crédits |
Lecturer
Language(s) of instruction
French language
Organisation and examination
Teaching in the first semester, review in January
Schedule
Units courses prerequisite and corequisite
Prerequisite or corequisite units are presented within each program
Learning unit contents
The lectures focus on mechanics. The main concepts covered are: the laws of motion, Newton's laws, statics, circular motion, energy, momentum and angular momentum.
Lectures are always supplemented by experimental demonstrations, mainly in the form of videos.
The exercise sessions focus on the same subjects as the theoretical classes. They also serve to illustrate these subjects through appropriate exercises in areas of interest to the student population concerned.
Learning outcomes of the learning unit
Physics describes the real world. Each topic will be dealt with through concrete observation and experimentation so as to lead students to the theoretical study of specific concepts and notions without ever emphasizing details. We shall focus on fundamental theoretical notions within the students. field of interest while providing them with the necessary prerequisite knowledge considering 2nd-year and 3rd-year requirements. Whenever possible, the theoretical notions from the different parts of the course will be illustrated with practical applications related to relevant practical courses.
The main learning objectives are:
- Define the main physical and mathematical concepts necessary courses such as biomechanics and hydrotherapy.
- Explain in your own words the influence of a physical law on a specific situation in biomechanics or hydrotherapy.
- Solve a simple exercise where physical data is linked to a practice in the section.
- Justify the choice of a calculation method or physical principle used in a situation.
- Evaluate the relevance of an item/question by demonstrating critical thinking.
- Apply theoretical physics concepts to concrete situations.
- Formulate a clear and structured answer to a scientific question.
- Create and interpret diagrams.
Prerequisite knowledge and skills
A good understanding of certain basic mathematical concepts covered in secondary education is necessary for an optimal approach to the course. These concepts are: the rule of three, first- and second-degree equations, systems of equations, logarithms, exponentials, trigonometry (sin, cos, tan, cotan, etc.), vectors and vector components, basic derivatives and basic integrals.Students who are not proficient in these subjects are strongly advised to take remedial mathematics classes. A test will be given at the beginning of the year to help them assess their knowledge of these concepts. Remedial mathematics classes will be organised at the beginning of the year to remind students of the basic concepts necessary for the theoretical courses and exercise sessions. These classes will thus bridge the gap between secondary and university education.
Planned learning activities and teaching methods
- All courses are taught in person. They can be classified into three categories: theory, practice and remediation.
- Theory sessions present the physical concepts relevant to the course. They are richly illustrated with examples that are as concrete as possible and relevant to the students' field of interest. At the end of each (major) chapter, students are given true/false questions and multiple-choice questions similar to those found in exams. They are asked to answer these questions and enter their answers via Wooclap. The questions are then answered by the teacher, who draws their attention to the mistakes that are commonly made. The aim is not only to develop critical thinking and the application of knowledge in new situations, but also to prepare students for various exams. The theoretical sessions are therefore partly transmissive and partly participatory.
- Exercise sessions, also known as rehearsals, are designed to illustrate the 'theoretical' lessons and apply them in practical situations. They also help develop skills such as interpreting and creating graphs, critical thinking, and clearly and precisely formulating a solution to a problem. In order to make them as effective as possible, students are advised to (re)read the theoretical concepts related to these lessons before each session. The exercises are taken from a booklet that summarises the theoretical concepts necessary for understanding the rehearsal. Exercises with complete solutions are also included in order to familiarise students with the required solution paths. At the end of each chapter, exam-style exercises are included. This allows students to prepare for the various assessments. During each session, the supervisor solves one or two exercises on the board in order to review the theoretical concepts useful for the revision and to show how to solve the type of exercises from the session. The supervisor then asks the students to solve other exercises of increasing difficulty (previously announced on eCampus) and helps them to solve them if necessary. The student is therefore a key player in the session. Once again, the idea is to get students to think in a situation similar to that which they will encounter in the exam session. Discussions between students are also encouraged. During the semester, students will be given an exercise similar to those in the exams. They will have to solve it and submit their answers to the assistant, who will correct and mark them. The papers will then be returned to the students and feedback will be given. The idea is to familiarise students with academic expectations (degree of precision, clarity of the paper, care taken with diagrams, etc.) in terms of problem solving and how it is marked.
- Physics remedial sessions are optional. They are intended for students experiencing particular difficulties (with theoretical concepts as well as exercises) and aim to resolve these difficulties. During these sessions, students are given exercises to try to solve. The supervisor is available to help them if necessary and to answer any questions. The teaching can therefore be described as participatory. Exams are also taken during remedial sessions.
- Remedial mathematics sessions are optional. Through various exercises, students review the mathematical concepts relevant to the course. These sessions are therefore mainly intended for students who have difficulties with certain mathematical concepts (see the prerequisites section).
Mode of delivery (face to face, distance learning, hybrid learning)
Face-to-face course
Further information:
Additional information:
- The face-to-face theoretical course (34 h) will be taught in the first term.
- 8 x 2 h of face-to-face exercices are planned
- Face-to-face optional remedial sessions (+/- 20)are included in the timetable.
- Remedial formative assessment workshops (+/-) will be organized in the second term for students who failed the test in January.
Course materials and recommended or required readings
Platform(s) used for course materials:
- eCampus
Further information:
Reference book (optional):
Physique expérimentale (Experimental Physics)
J. KANE & M. STERHEIM, Physique, Dunod, Paris, by P. Ghosez, M. Hoebeke, G. Llabrès.
Students are recommended to buy the book as it is used for both theoretical classes and practical sessions. It is available at Presses Universitaires de Liège (Sart-Tilman).
- PDF copies of course slides
- Exercise notes (mandatory)
Downloadable syllabus on eCampus web site.
- Mathematics notes (mandatory)
Downloadable syllabus on eCampus web site.
Exam(s) in session
Any session
- In-person
written exam ( multiple-choice questionnaire, open-ended questions )
Further information:
Additional information:
- Theory will be evaluated using MCQ, true/false (with justification) and open questions.
- Practice will be evaluated using open questions (exercices).
- Final quotation of PHYS0511-* course= 60% theory +40% exercices.
- The course will be credited if the final grade is 10 out of 20 or higher.
- There are no partial exemptions.
Work placement(s)
Organisational remarks and main changes to the course
Any absence in an interrogation or in an exam must be justified by medical certificate or official certificate of exceptional circumstances (a letter of the parents is not an official document) put back to the course or sent by mail to the secretariat of the professor. Name, first name and dates of absences will clearly be indicated on the back of the certificate in block capitals.
Contacts
Prof. Laurent DREESEN
Institut de Physique B5a, local 1.5
Phone: 04/3663036 ; email : Laurent.Dreesen@uliege.be
Secretary : Mrs C. Renson
Institut de Physique B5, local 1.45
email : christine.renson@uliege.be
Logistics : Mrs C. Prosperi
Institut de Physique B5a, local 1.44
email : christelle.prosperi@uliege.be
Association of one or more MOOCs
The MOOC entitled 'Physique- Mécanique : bien entamer l'enseignement supérieur (S2)' is associated with this course.
Additional information:
In addition to the remediation organised within the course, the Physics MOOC, developed at ULiège and dealing with mechanics, could constitute an interesting additional resource for students who have difficulties with this subject.
The MOOC is available throughout the academic year free of charge. However, it is necessary to register on the FUN platform in order to access it.
Link: https://www.fun-mooc.fr/fr/cours/physique-mecanique-bien-entamer-lenseignement-superieur/