AP Physics (the study of TOYS)                                                               

 Mrs. Elsa Clement                                                                                                                        

 

I have read and understand the classroom rules.

 

 

          Student:____________________________Parent:_______________________________

 

Classroom Rules

            1. Enter quietly, on time, and with all necessary materials.

            2. Be prepared to begin class when the bell rings, sitting in your assigned seat & stay on task.

            3. Use appropriate behavior and avoid using put-downs and verbal abuse.

            4. No food, drinks (except water), jackets or hats in the classroom.

            5. Respect private property.

            6. Leave the room at least as clean as you found it.

            7. Try to limit yourself to just one pass per quarter. Excess passes will cost points as if a tardy. (If you are not in your seat when the bell rings, you are tardy.)

            8. If you copy someone else’s work or let someone copy your work,

                                    you will receive a zero for that assignment.

            9. You are financially responsible for the replacement cost

                                                                                               of any damaged or missing equipment.

            10. You are to work safely and follow all safety procedures. This is a must!

Consequences

            Breaking classroom rules will result in consequences. These can include warnings, deduction of points, parental notification, detentions with cleanup duties, ISS, office referrals, Saturday school, etc.

Tardy Policy

You will receive a bonus of 5 points if you are never tardy & have not used extra pass(es).

            a. 1st tardy: lose 5 bonus points

            b. 2nd tardy: lose 5 points, 10 minute detention

            c. 3rd tardy: 20 minute detention, parent notification

            d. 4th tardy: 30 minute detention

            e. 5th tardy: referral to office for SaturdaySchool , according to school policy       

Make-up Work

            Make-up work is your responsibility! You have one day to make up your work for each day absent (excused). If it is not made up within this time it will be treated as a late assignment. Plan to do all make-up tests and labs after school. Unexcused absences result in a zero for any work that day, the loss of bonus points as with a tardy, and loss of the opportunity to complete any work that was due before the unexcused absence. You are responsible to make sure that legitimate absences have been excused so check on this right away! Grades are calculated with a point system so missing assignments can be very costly to your percent. The grading scale is posted in the classroom. Be sure to stay up with your current grades by checking the schools on-line grades.

Late Assignments

            Spot checks cannot be made up. Late assignments will be marked down one third. I will only accept assignments up to one week late. (Please see me if you are recovering from an illness or be in a situation that might require additional time.) If the assignment was marked during class time or has already been returned to others, check with me to see if it will be accepted. If you are assigned ISS, you are to get your assignment(s) in advance. Failure to do this means that you will do the regular assignment as well as the generic ISS assignment. When you know of an absence in advance, such as vacation, sporting event or field trip, you are required to get your work in advance. All of this work is due at the same time as the rest of the class.

Class Participation

            Extra points may be received for positive contributions and exceptionally good lab habits. Points are docked for wasting time, causing distractions, answering out of turn, working poorly during labs, wasting supplies, being unprepared for class, not being on task, not being in your assigned area, unexcused absence,  etc.

Questions?      eclement@mapsnet.org,

                        225-5427

 

Homework?   http://teacherweb.com/MI/MarquetteSeniorHighSchool/ElsaClement/

 

AP Physics: FUN, SAFE PHYSICS PROJECT

            You will be able to complete at least one optional fun, safe physics project this year. Don’t worry; it will not lower your grade if you do this project safely; it can only raise your grade. You will have a great deal of freedom in choosing this assignment. Remember, one of the goals of this project it that you have fun doing it so choose something that interests you. You may want to choice a project using this website:

http://www.sciencebuddies.org/science-fair-projects/recommender_register.php

Check with your parents and your instructor to get your idea approved before starting. You should complete a time card on your progress throughout the year which your parent or guardian will need to initial verifying their approval and the amount of time you spent on this project. The entire project must be completed by the end of the 3rd quarter with the final credit included in the 4th quarter grade. If you do this early you may choose to have the credit applied to an earlier quarter.

            Be safe.       Have fun.       Learn physics.      

          AP Physics B

(submitted audit information)

Course Overview

 

The school day has been extended for next year to included seven periods. Science classes will meet

five 48 minute periods per week. The additional period during the day will allow more of our students to take both Physics and AP Physics during their high school career. The additional period can also be used for receiving help on assignments or labs. Students take advantage of my availability at lunch and after school for additional assistance.  [C7]

Texts

Walker, James S. Physics: AP Edition, Addison Welsey. ISBN # 0-13-700734-5; 2010 edition

Additional textbooks, supplements and study guides used: Giancoli, Douglas C.; Hewitt, Paul G.; Eisenkraft, Arthur; and Wilson, Buffa and Lou.

Each student is also given Princeton Review Cracking the AP Advanced Placement Physics B and C Exams.

Supplemental Materials

 

AP Central for updates and previous AP exams

 

Hewitt, Conceptual Physics (for concept development sheets and concept questions)

 

Computer programs: Mastering Physics, Crocodile Clips, Interactive Physics, Holt Interactive Tutor, Saunder’s Physics, Interactive Journeys, etc.

 

Visual: Hewitt Conceptual Physics including next time questions, United Streaming, Youtube, etc.

 

After careful textbook review our district adopted our new textbook. It is aligned with the AP Physics B program so that students know exactly what will be required of them. It includes numerous connections to real life examples, includes questions ranked by difficulty, and has excellent supplemental which will allow online support and clicker quizzes using a simple power point method. The labs are chosen to reach the AP standards and to correlate with the AP curriculum. Many labs incorporate guided inquiry and we use student-centered learning to foster the development of critical thinking skills. By introducing a seventh period into our school day, more students will be able to take both Physics and AP Physics. So even though it has shortened our period, more students typically take Physics and then AP Physics, increasing exposure to the concepts. Seniors who are unable to fit both courses into their schedule are not denied admission and their high math skills have provided them with success in this course advanced placement course.

 

Course Outline and Syllabus Evidence of Curricular Requirement

 

The following is a course content outline with a flexible time line. One week represents five days of class. The percentages listed are from the AP Physics Course Description for coverage on the AP Exam. These percentages are used as a guide and allow the student to know the relative weight given to various topics. Quizzes are given to determine student understanding within each unit. Tests for each unit follow the AP format with multiple choice and free response. Students are given the opportunity to make up half the missing points on the multiple choice section by making corrections which explain the student’s original thinking, the concepts involved and the correct calculations for solving the specific problem. Their correction must show complete understanding of the reasoning behind their corrected solution. The review for the AP Exam generally consists of released AP Exams supplemented by lectures and discussion to refresh the students’ memories. Extended review times for the AP Exam are provided after school and during Saturday sessions and these are well attended. The 2009-2010 school year will see several improvement for students, in addition to the newly purchased an online tutoring program, we will be utilizing on-line quizzes and classroom clickers and have purchased a textbook which is aligned with the AP Physics curriculum.

 

Introduction Vector Introduction Walker chapter.section 3.1 - 3.3 3 days

 

I. Newtonian Mechanics [C - Evidence of Curricular Requirement: Newtonian Mechanics] 35%

 

A. Kinematics Walker Chapter 2 - 4 and Cracking the AP Physic Exam Chapter 2                         4 weeks

 

1. Motion in one dimension — Walker Chapter 2.1 - 2.4, 3.5 - 3.6

 

2. Motion in two dimensions — Walker Chapter 4.1

 

a) Projectile motion — Walker Chapter 4.2 - 4.5

 

B. Newton’s Laws of Motion — Walker Chpt 5 & 6, Cracking the AP Physics Exam Chapter 2; 4 weeks

 

1. 1st law Walker Chapter 5.2

 

2. 2nd law Walker Chapter 5.3

 

3. 3rd law Walker Chapter 5.4

 

4. Weight; Normal Force; Friction; Pulleys; Inclined Planes  Walker Chpt 5.1, 5.6 – 5.7, 6.1 – 6.4

 

5. Uniform circular motion — Walker Chapter 6.5, Cracking the AP Physics Exam Chapter 3

 

C. Work, energy and power — Walker Chapter 6, 7, 10;      2 weeks

 

1. Work and the work-energy theorem Walker Chapter 4.2 - 4.5

 

2. Conservative forces and potential energy Walker Chapter 7.1, 8.1, 8.2, 8.4

 

3. Conservation of energy Walker Chapter 7.2, 8.3, revisited in 10.6

 

4. Power Walker Chapter 7.4

 

D. Linear Momentum — Walker Chapter 9;              2 weeks

 

1.       Impulse and momentum Walker Chapter 9.1 - 9.3

 

2. Conservation of linear momentum, collisions Walker Chapter 9.4 – 9.6

 

E. Rotational Motion — Walker Chapter 6, 10 and 11;         2 weeks

 

1. Torque and Rotational statics — Walker Chapter 6.5, 11.1, 11.3

 

2. Angular momentum and its conservation — Walker Chapter 10.5, 10.6

 

F. Newton’s Law of Gravitation — Walker Chapter 12;       1 week

 

1. Kepler’s Laws — Walker Chapter 12.3

 

2. Newton’s law of gravity — Walker 12.1, 12.2

 

3. Gravitational potential energy — Walker Chapter 12.4

 

4. Extended Body Gravitation — Walker Chapter 12.4 and Cracking the AP Physics Exam Chpt 7

 

G. Oscillations — Walker Chapter 13;           2 weeks

 

1. Simple harmonic motion — Walker Chapter 13.1 – 13.3

 

2. Mass on a spring — Walker Chapter 13.4

 

3. Pendulum and other oscillations — Walker Chapter 13.5, 13.6

 

II. Thermal Physics [C2  Evidence of Curricular Requirement: Fluid Mechanics and Thermal Physics] 15 %

 

A. Temperature and heat — Walker Chapter 16.1 – 16.2;     1 week

 

1. Mechanical equivalent of heat — Walker Chapter 16.4

 

2. Specific and latent heat — Walker Chapter 16.4

 

3. Heat transfer and thermal expansion — Walker Chapter 16.3

 

B. Kinetic Theory and Thermodynamics — Walker Chapter 17 and 18;       1 week

 

1. Ideal gases: Kinetic model, Ideal gas law — Walker Chapter 17.1, 17.2, 17.6

 

2. Laws of thermodynamics — Walker Chapter 18.1, 18.3, 18.5, 18.10

 

a) First law (PV diagrams) — Cracking the AP Chapter 9

 

b) Second Law (heat engines) — Cracking the AP Chapter 9

 

C. Fluid Mechanics— Cracking Walker Chapter 15; Students do over break. One day to discuss and demonstrate.

 

            1. Density and Pressure— Walker Chapter 15.1 – 15.3

 

2.       Buoyancy— Walker Chapter 15.4, 15.5

 

3.       Flow Rate and the Continuity Equation— Walker Chapter 15.6

 

4.       Bernoulli Equation— Walker Chapter 15.7, 15.8

 

III. Electricity & Magnetism [C3  Evidence of Curricular Requirement: Electricity & Magnetism] 25%

 

A. Electrostatics — Walker Chapter 19, 20;              1 week

 

1. Charge, field, and potential — Walker Chapter 19.1, 19.3, 19.4, 20.1, 20.2

 

2. Coulomb’s law, point charge field & potential — Walker Chapter 19.3, 20.3

 

B. Conductors and capacitors — Walker Chapter 19, 20;                 1 week

 

1. Electrostatics with conductors — Walker Chapter 19.2,

 

2. Capacitors — Parallel plates — Walker Chapter 20.5, 20.6

 

C. Electric circuits — Walker Chapter 21;                 2 weeks

 

1. Current, resistance, power — Walker Chapter 21.1 – 21.3

 

2. Direct current circuits — Walker Chapter 21.4 - 21.8

 

D. Magnetic Forces and Fields —Walker Chapter 22;           1 week

 

1. Forces on moving charges in magnetic fields — Walker Chapter 22.1 – 22.2

 

2. Forces on current carrying wires in magnetic fields — Walker Chapter 22.3

 

3. Fields of long current carrying wires — Walker Chapter 22.4

 

E. Electromagnetic induction— Walker Chapter 22, 23;       1 week

 

     1. Motional EMF— Walker Chapter 22.5

 

    2. Electromagnetic Induction — Walker Chapter 23.1, 23.5, 23.4

 

    3. Magnetic Flux — Walker Chapter 23.2

 

IV. Waves and Optics [C4 Evidence of Curricular Requirement: Waves and Optics] 15%

 

A. Wave motion and sound— Walker Chpt 14, 15, 25, 28, Cracking the AP Physics Chpt15;        2 weeks

 

1. Properties of waves — Walker Chapter 14.1, 14.2, 25.3

 

2. Transverse Traveling Waves & Superposition — Walker Chapter 14.7, 14.9

 

3. Standing waves and Resonance — Walker Chapter 14.8

 

4. Sound Waves — Walker Chapter 14.4, 14.5, 14.8

 

5. Doppler effect — Walker Chapter 14.6, 25.2

 

6. Electromagnetic Spectrum — Walker Chapter 25.3

 

7. Interference and diffraction — Walker Chapter 28.1, 28.3

 

5. Dispersion of light and the electromagnetic spectrum — Walker Chapter 26.8

 

B. Geometric optics — Walker Chapter 26, Cracking the AP Physics Exam Chapter 16;                2 weeks

 

1. Reflection and refraction — Walker Chapter 26.1, 26.2 – 26.6

 

2. Mirrors — Walker Chapter 26.3

 

3. Lenses — Walker Chapter 26.6

 

V. Atomic and Nuclear Physics C5 - Evidence of Curricular Requirement: Atomic and nuclear physics 10%

 

A. Atomic physics and quantum effects Walker Chapter 30 - 32;                 1 week

 

1. Alpha particle scattering and Rutherford model — Walker Chapter 31.2; Cracking Chapter 17

 

2. Photons and the photoelectric effect — Walker Chapter 30.2, 30.3, 30.5; Cracking Chapter 17

 

3. Bohr model — Walker Chapter 31.2

 

4. Wave particle duality — Cracking the AP Physics Exam Chapter 17

 

B. Nuclear physics — Walker Chapter 32; Cracking Chapter 17;                  1 week

 

1. Radioactivity and half-life — Cracking the AP Physics Exam Chapter 17

 

2. Nuclear reactions — Walker Chapter 32.1, 32.2, 32.4, 32.6

 

3. Mass and energy effects — Walker Chapter 32.1

 

VI. Study for AP Exam                    any remaining time

 

            Review generally consists of released AP Exams. Extended review times for the AP Exam are provided after school and during Saturday sessions. These are well attended. My students have also set up study sessions for student groups run by peer tutors. A Mastering Physics tutoring program is to be offered on Tuesdays and Thursdays at lunch and after school. These sessions setup to be student monitored and are done on-line.

 

VII. Extension Labs              after the AP test

 

            Students are allowed to develop labs and/or projects after the AP exam based on their interests. Students are given the opportunity to build rockets, bridges, robots, computer simulations and/or planes.

 

 

 

 

AP Physics Laboratory

 

List of labs with introduction C7 - Evidence of Curricular Requirement: The course includes a laboratory component comparable to college-level physics laboratories, with a minimum of 12 student-conducted laboratory investigations representing a variety of topics covered in the course. A hands-on laboratory component is required. Each student should complete a lab notebook or portfolio of lab reports.

 

Our students perform an interesting array of labs which are placed throughout the instructional year to best support the curriculum. This connection is apparent by reading the students’ conclusions of the lab in which they are required to relate the lab to the concepts being learned in class. Only a few labs use computers; the majority use hands-on equipment. Some experiments are designed or modified by the students so that they can create and test their hypothesis. These labs may be introduced though class discussion before a lab or handled as discovery labs.  Methods of gathering accurate data, calculations, graphing and developing conclusions for their results are required within the labs. Creativity is encouraged. Several labs allow the student to create extensions for the lab by using graphing calculators and an interactive physics program. The experiments are written up and organized into a lab notebook for each marking period with the students creating a table of contents for the labs. This table requires a brief summary of concepts for each lab and thereby refreshes their memories about the concepts involved.

 

This list of labs is typically done in our AP Physics Course. It is a rather lengthy list; I think that for student to really understand physics they must be able to experiment. These experiments may follow a traditional format but many are inquiry based. Labs average one per week or 20% of the course time allotment. A few labs may not require a formal write-up and instead may be presented to the rest of the class. Presentations are done the following day. Unless specified as a virtual lab, all labs are hands-on (wet labs). In addition to labs, inquiry methods are employed within classroom discussions when students suggest testing their ideas.

 

1. Graphing Introduction (This lab allows the students to see what information is expected to be included on their graphs, reviews the calculation of slope and directs students to see graphical relationships.)
2. Measurement of Length and Significant Digit Calculations (Uses traditional measuring devices and introduces the student to the Vernier caliper. Proper calculation methods are reviewed including percent difference and percent error.)
3. Introduction to Motion (This lab uses calculators with motion detector to introduce the concept of one-dimensional motion.)
4. Simulation labs for velocity and acceleration (This lab allows for students to create computer graphs to mimic specific motion using a virtual lab format.)
5. Graphing of back and forth motion (The students use motion sensors for graphing the motion of objects so that they can do an analysis and comparison of many graphs. Students are challenged to become comfortable with making predictions and testing them.)
6. Projectile Motion Lab (In this lab the calculations are done for muzzle velocity and range for horizontal and angled shots. Making predictions for a teacher chosen height and angle adds interest to the lab.)
7. Centripetal Motion Labs (1. An object is twirled in a circle and data of force, period, frequency, angular velocity are calculated and compared to theoretical values. Students can choose which variable to change and organize their results to relate to the classroom topic. 2. Free body diagrams for several circular motion examples.)
8. Equilibrium Lab (This lab develops the concept of torque for the students as they set-up several balanced situations using a meter stick and fulcrum. It also allows students to create a set-up to mimic the biceps of the arm and a hanging scaffold. The extension requires students to connect the concept to other real life applications and foster critical thinking.) 
9. Solving for Kinetic and Static Friction (Free body diagrams are the key to solving these calculations with an air track off and then turned on for comparison. Students are required to solve the static friction coefficients using two methods which they are to design.)
10. Hooke’s Law and the Period of a Spring (Masses are added to a spring to calculate its spring constant; the period is recorded and used to calculate the spring constant. A percent difference is included in the write-up.)
11. Conservation of Energy Lab (A variety of setups are available for this lab. A student group works together to develop a conservation of energy equation for their setup. They experiment to get their data and then present their results and rational to the rest of the class.)
12. Conservation of Momentum and Energy with a Ballistic Pendulum (This lab connects the two conservation concepts into one standard, but interesting, lab.)
13. Spring/Dynamic Carts (These carts are used to understand that conservation of momentum will apply to all types of collisions and separations. The students plan the different collisions and the collection of data which is presented to the rest of the class in an informal discussion.)
14. Forces Table Lab (This lab enhances the students’ proficiency with analytical and graphical calculations for vector and forces.)
15. Machine Efficiency with pulleys, inclined planes and levers (This lab compares “work in” to “work out” and develops the idea of efficiency for several different situations. Students are then challenged to lift an object with a minimal amount of force and to lift an object with high efficiency).
16. Sine Wave for Sound Waves (Sound waves are graphed on computer and the resulting wave is analyzed so that students can understand the equations and the use of radian for these equations.)
17. Specific Heat Labs (This is a station lab where the students work with items including calorimeters, container with BBs, electrical power and specific heat. They choose three of the six available labs to include in their write-up.)
18. Creating Circuits on Computers (This lab lets the students check their class circuit calculations by making the circuits with the crocodile clips program. Students also learn how to attach volt and amp meters for later labs. This is a virtual/dry lab.)
19. Mapping Electric Field Lines and Potential Lines (Voltmeters and conductivity paper make it possible for students to find lines of equal electric potential and thereby map electric field lines. Headphones and a salt solution make the understanding of electrical work apparent.)
20. Circuit Labs (This is an introductory lab for lights and circuits. This short lab has students lighting bulbs with a battery and creating series, parallel and combination circuits of their choice, making general observations.)
21. Series, Parallel and Combination Circuits on Bredboards (In this lab students build circuits using resistors instead of bulbs, use a multi-meter to record current, voltage and resistance. These values are compared to theoretical values.)
22. Electromagnetic Discovery Lab (This lab allows students to discover the workings of doorbell, speakers, solenoids, electric motors and electric generators, as well as, measure magnetic fields and magnetic filed lines. This relates the many concepts that we have been learning about in class to real applications.)
23. Speed of Sound and Standing Waves (The speed of sound is calculated using this traditional lab. Students can choose from two set-ups that use water to create a tube closed at one end. The follow-up for this lab uses a variable sound generator to create standing waves in tubes that are open at each end.)
24. Light Boxes for Mirrors and Lenses (This lab is used to introduce mirror and lenses, showing why they are converging or diverging. Student will be able to calculate the index of refraction for a substance. A wave tank is later used to help understand the concept.)
25. Optics Bench Lab (In this lab the students get to see real images, discover that virtual images do not appear on the screening, use their thin lens equations and setup an extension using multiple lenses.)
26. Planck’s Constant, Young’s Diffraction and Bohr’s Energy Levels Optic Lab (This is an interesting lab because it brings to so many concepts and only require a hydrogen spectral tube, diffraction grating and a meter stick.)
27. Extension Labs (After the AP exam, students are given the opportunity to do additional labs of interest. Some possible choices are electronic circuits, hovercrafts, rocketry, interference, building structures, robotics, RC racecars or a gas powered airplane.)

 

 

Classes

 

 

[C6 - Evidence of Curricular Requirement: The course utilizes guided inquiry and student-centered learning to foster the development of critical thinking skills.]

 

The classes are small enough that the lectures typically include discussion. Discussions are encouraged and simulated by the many demonstrations and real-life applications that are included. Students are prodded to think critically about a situation. An effective method to get students thinking at this level has been to ask an open ended question and have the student discuss it briefly with those around him/her before having to explain their thoughts on the matter. When introducing Newton’s Laws, we used an electronic voting system (clickers) that allowed students to record what they thought the answers to the questions. This was done early in the year and allowed students to put me on the spot to show how Newton’s Laws can be applied to everyday situations and leads to lively discussion with demonstrations on the many concepts.

 

Although some topics are introduced through a discovery-type lab, students typically begin new topics by completing a reading assignment supported by questions and preliminary level problems. This prepares them for the next day with the background to understand the lecture, make meaningful contributions to the discussion and ask specific questions on the problems. The follow-up unit work involves more challenging problems. I occasionally provide answers so that they will have an idea of whether they are getting the work done correctly. An orderly problem-solving process is stressed to enable students to find solutions to all problems they may encounter. Physics lends itself to critical thinking and real-life applications which I am sure to include within their assignments. I expect students to work on their assignments at home and be ready to ask any questions that they have regarding the work the next day in class. This allows questions to be student-driven and I have equipment on hand to demonstrate the concepts that come up during their discussions. This organization for the class and the willingness of students to do homework not only allow for productive classroom discussions, but also allow time to do many labs. I strongly support the effort by the AP program to encourage guided inquiry and student-centered learning and agree that these methods help to develop needed critical thinking skills in our students. I therefore stress this approach and you will find it imbedded in all aspects of this course: laboratory setup, homework, classroom discussions, computer simulations, demonstrations, experiments. Further evidence of my effort to develop these important student skills is located in the course syllabus and the lab listing. The frequency of this approach to teaching is daily. Problems given to students come from the textbook, review book, released AP Exams, and worksheets designed by the instructor. The AP materials are particularly good at integrating concepts learned earlier with those in a current unit. Most days, I am available to provide my students with individual help during class, at lunch an/or after school.

 

 

 

 

Evaluation

 

Students are tested at the end of every unit with some quizzes given in between. Tests consist of multiple-choice questions for part one and AP free-response questions for part two. Students are sometimes allowed to use AP reference tables and calculators on the free response portion, but they are not allowed calculators on multiple choice questions unless the question requires very precise answers. For the multiple choice portions of the tests, students are expected to make corrections. These corrections must explain what they were thinking when they originally answered the question, what they should have been considering and the calculation that leads to the correct answer. Tests often include items from earlier units with a cumulative exam are at the end of each semester.

 

Grading

 

This course is grading using a total percent. The general breakdown for quarter grades is 50 % tests and quizzes, 30% homework and 20 % labs. The semester exams are then added in at 20 % of the semester grade. Seniors can earn exemption from their final senior exam but maintaining a high enough course average.