Perry High School



Perry High School 1919 E Queen Creek Rd

AP Physics 1 Gilbert, AZ 85297

2016-2017

Instructor: Ms. Kinsey Welsh

Room: F-213

Phone: 480-224-2983

Email: welsh.kinsey@

Office Hours: 2:15 – 3:15 Mondays & Wednesdays or by appointment

Prerequisites: Algebra I/Geometry and Freshman Science

Text: College Physics Sixth Edition, by Wilson, Buffa and Lou, Pearson Prentice Hall.

Course Materials:

➢ Scientific calculator (does not have to be graphing – you may NOT use your phone)

➢ Quad-Rule Composition Notebook

➢ 3-Ring Binder or Folder

➢ Several Pencils

➢ Black or Blue Pens

➢ Several Erasers

➢ Highlighter

➢ Red Pen

➢ USB flash drive* (not mandatory; good to use to save work)

Course Description: This two-semester course develops the content of classical physics. AP Physics 1 will develop the skills needed to succeed not only in physics, but also in the college classroom where a relentless pursuit of excellence and a confident understanding of subject matter are a must. Experimentation, at home and in the lab, will foster observations that will be supported via physical models that the student will become familiar with during the year. Topics of study in AP Physics 1 will be:

- Kinematics

- Newton's laws of motion

- Work, energy, and power

- Linear momentum

- Torque

- Rotational motion & angular momentum

- Gravitation & circular motion

- Oscillations, mechanical waves and sound

- DC circuits

My philosophy in teaching physics is that whenever possible I want my students to see physics in action. I use an inquiry based method of teaching where students investigate a phenomena or relationship with hands on manipulation; then we talk theory. My goal is to spend at least 20 to 30 percent of the time doing hands on work in the laboratory. A typical unit based on this cycle of learning will contain all of the following:

1. Launch lab- Students are guided by the instructor to develop a lab question based on the physics concept of interest. Students then design an experiment, collect data and develop a mathematical model based on their analysis of their data. Student interpretation of all relevant information is emphasized in order to answer the lab question and develop a meaningful conclusion.

2. Model Generalization- A guided class discussion draws further conclusions from the launch lab and seeks to develop a general mathematical model for the physics concepts of interest.

3. Application- Students must now apply this model to many different and new physical situations. Discussion, demonstration, simulations, hands-on labs, and calculations are all used to gain further, in-depth understanding of the physics and to develop analytical skills needed to approach a broad range of problems.

4. Evaluation-Students must apply their skills to new situations on tests, quizzes and the lab practicum in order to demonstrate mastery of the topic.

Laboratory: The year-long lab schedule is included in the course outline below and consists of 38 single or multiple day labs out of the approximately 152 class meeting days (totaling a minimum of 25% of class meeting time). Labs which occur at the introduction of a new topic are model-building labs, and those which occur at the end of a unit are lab practicum.

➢ Model-building: Emphasis is placed on student development of physics concepts based on student design, performance, and analysis of hands-on laboratory experiments. Students are expected to develop these ideas independently, and to present and defend their conclusions, and to keep both electronic and hard copies of all laboratory reports.

➢ Lab Practicum: Students are presented with a new, hands-on problem which may be solved by any method using the physical principles relevant to the unit, but also possibly including principles from previous units. Students must solve the problem independently, without aid from the instructor or other groups. This is considered to be a laboratory exam.

Projects: Throughout the school year we may complete various projects related to Physics and Engineering. The projects should not be confused for labs, which we will do as often as a unit allows.

Grading Policy: The grades in this class will be derived from the percentage of completed work (points earned) out of the percentage of total possible points given. Each assessment will be given a grade in fraction form. The numerator will be the total number of points earned, and the denominator will be the total number of points that assessment was worth. Dividing the top number by the bottom number tells you your percentage. Your letter grades will be based off of the following overall percentages:

A: 90% - 100% B: 80% - 89% C: 70% - 79% D: 60% - 69% F: 59% or less

Semester grades will be calculated based on an 80-20 formula. The combination of 1st and 2nd quarter will be 80% and the final exam will make up the remaining 20%.

Grade Breakdown:

|Activity |% of grade |Description |

|Homework |10 |Each homework assignment will be graded by Ms. Welsh for, correctness, completeness, and |

| | |timeliness. Late assignments will be accepted but the overall grade will be docked 25% for each |

| | |calendar day late. |

|Class Work |10 |Bell ringers, other classroom activities (excluding labs), and organizational skills (binder |

| | |checks) will be assessed by Ms. Welsh. Effort and correctness will be the primary concerns for |

| | |these items. |

|Labs |30 |Laboratories will comprise a significant portion of the students learning experience (~25 %). |

| | |Pre-lab activities, the data collection phase, and the analysis phase including the associated |

| | |write-up, will be assessed by Ms. Welsh. |

|Quizzes |15 |Quizzes will be comprised of AP-level questions that closely resemble questions from past AP |

| | |exams. Students will be provided with a formula sheet (including appropriate constants) during |

| | |the quizzes. |

|Exams |35 |Exams will be broken down into two parts. Part One will consist of 50 multiple choice questions.|

| | |Part Two will consist of 5 Free-Response questions. Students will be provided with a formula |

| | |sheet (including appropriate constants) during Part Two. |

Homework Expectations: Homework is the student’s opportunity to exercise concepts covered in the classroom and/or laboratory. So Ms. Welsh can effectively assess your understanding of the concepts please show all work. Homework feedback provided by Ms. Welsh and student follow-ups are critical components of homework.

On the homework due date (Day after it’s assigned):

- Homework should be pulled out at the start of class, and will be checked for completion/correctness.

- Make sure your name is on each piece of paper.

- If you have more than one piece of paper staple the pieces together.

- Correct your HW during in-class discussions.

- Study corrected HW in your binder/notebook.

Physics Behavior Policies:

➢ Please be on time. I have no tolerance for tardiness, and will follow the school policy on tardiness. This policy states that you will receive a referral after your 4th tardy, and an additional referral for every subsequent tardy.

➢ Come to class prepared. This means having your homework ready to turn in at the beginning of class.

➢ Come in to the classroom, sit down, and pull out your notebook and begin working on the warm-up the moment the bell rings.

➢ Submit work on time. You are responsible for keeping track of all your deadline dates. Late assignments will be accepted but the overall grade will be docked 25% for each calendar day late. You are given ample notice ahead of assignment due dates, so this should not be an issue.

➢ In the event of a short-term absence (one to two days), you are responsible for obtaining a copy of the notes and homework you missed during your absence. You may find missing work in the ‘While You Were out Folder’ and then talk to your lab partner(s) to get caught up. See me in the case that these circumstances are impossible. You are still responsible for turning in all of your work; the class policy on make-up work is: if you miss one day, you have one day to make-up the assignment, two days missed gives you two days to make-up work and so on. Please refer to the school policy on absences in your student handbook for further details. Additionally, your make up work must be done on your own time. Not coming in on your own time to make up missing or incomplete assignments will jeopardize your grade and success in this class. This policy is the same for any assessments missed.

➢ In the event of missing a test or quiz, students will have the equivalent amount of time from the absence date to make it up. Students may not allow more than one week of time to elapse before making up their assessment otherwise they will receive a zero for that assessment.

➢ Cheating of any form will not be tolerated. If you are caught cheating on any assignment, you will receive a zero, your parents will be notified, and the school policy on cheating will be followed. This also includes any form of plagiarism, cheating on tests, quizzes, or the like.

➢ Keeping the Perry High School classrooms places of rigor and relevance creates the need for an electronic/entertainment devices policy. Due to the increase in classroom interruptions, incidents of academic dishonesty, and reported thefts, the following items are NOT allowed on campus:

• Paging Devices

• MP3 Players

• Laser Pointers

• iPods

• Portable DVD Players

• Headsets

• Personal Laptops

• Cameras and Video Recorders

• Any Game-Playing Device

• CD Players or Any Electronic or Digital Music Devices

These items, which are unnecessary to our educational process and deemed potentially disruptive, will not be allowed at school AT ALL. The only exception to this policy shall be items brought to the classroom for instruction-related activities that are supervised by the classroom teacher. If I see a student with an unauthorized electronic device, I reserve the right to confiscate that item until the end of the day. At the end of the day, the student may collect their electronic device from the main office.

➢ I understand that cell phones are valuable tools for student security and parental contact for emergencies; however, their use during class time is disruptive to the educational process. The policy in my classroom is that CELL PHONES MAY NOT BE SEEN, HEARD, OR USED DURING ANY CLASS PERIOD. Use is interpreted as using any cell phone function or feature, not just the sending or receiving of calls. Even a phone ringing during class (i.e., not on "silent” mode) may be considered disruptive. Students will receive one warning about this policy. If any cell phone sounds off in the middle of class (as a ‘chirp’, tone, rings, etc.) or if I see your cell phone, I reserve the right to confiscate it until the end of the day. At the end of the day, the student may collect it from the main office. The only exception to this policy shall be items brought to the classroom for instruction-related activities that are supervised by the classroom teacher.

➢ Every student shall be respectful towards one another and the teacher. There shall be no rude or derogatory comments or actions tolerated inside this classroom. This classroom will be a positive learning environment for all students. I will maintain a safe and orderly environment for all of my students to learn in and will not allow any student to jeopardize the positive experiences of anyone in my classroom. This includes getting up and moving around at inappropriate times, writing on the desks, leaving food or drink in the room, throwing things, and/or distracting your peers from learning.

➢ If you or your parents have any questions regarding any of the above policies, please do not hesitate to contact me.

Problem Solving Skills and Showing Work:

You will be responsible for properly showing all work in AP Physics if you wish to receive full credit.

On all assignments and the AP exam you must:

1. List your known variables (with units)

2. Convert to proper units using dimensional analysis. (if necessary)

3. Draw a force diagram for the situation.

4. Write the fundamental equation(s).

5. Solve algebraically for the unknown (You may want to analyze units to be sure you have the correct answer).

6. Substitute numbers (and units).

7. Arrive at the correct answer with correct units, and box this answer!

You have several jobs to do with your problem solving:

A. Make it easy on the teacher/grader.

B. Look at problem solving as technical communication. 

C. Provide solutions that need no additional explanation; either by the student or by the teacher/grader.

Statement Regarding Students with Disabilities: Students with disabilities are required to register for services in the Disability Resources and Services (DRS) office in the Student Center at the beginning of the semester. Do not wait to visit the DRS office if you want support with any CGCC classes. The DRS office will meet with you to determine accommodations based on appropriate documentation. Therefore, faculty members are not authorized to provide or approve any accommodations for students in this class without written instructions from the DRS office. This must be on file before any accommodation will be provided. You can contact the DRS office at (480) 857-5188.

Statement Concerning Plagiarism: Plagiarism is defined as presenting the work of another as one’s own. More than four consecutive words from a source other than the writer constitute plagiarism when the source is not clearly identified in appropriate documentation format. From the CGCC Student Handbook: “Plagiarism includes, but is not limited to, the use of paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgement. It also includes the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials.”

Tentative AP Physics 1 Syllabus

|Dates: |Units: |Labs: |Text |

| | | |Chapter: |

|7/25 – 8/5 |Intro. to AP Physics One And your Math |Determining Pi |1 |

| |Toolbox |Vector Lab | |

| | | | |

| |2 Weeks | | |

|8/8 – 9/14 |2. 1-Dimensional and 2-Dimensional |Graphical Analysis of Motion with motion detectors |2 -3 |

| |Motion |Acceleration of Gravity 1 & 2 - Picket fence, ball drop | |

| | |Shoot the Target | |

| |5 - 6 Weeks |Car Collision | |

|9/15 – 9/30 |3. Forces and Newton’s Laws |Atwood Machine Lab |4 |

| | |Acceleration Down an Inclined Plane | |

| |2 - 3 Weeks |Coefficient of Friction on Inclined Plane | |

|HAVE A GREAT FALL BREAK! |

|10/19 – 11/9 |4. Uniform Circular Motion and |Whirligig Lab |7 |

| |Gravitation | | |

| |3 Weeks | | |

|11/10 – 11/30 |5. Work, Energy and Power |Elastic Energy |5 |

| | |Roller Coaster Investigation | |

| |3 Weeks |Energy and Non-conservative Forces | |

|12/1 – 12/22 |6. Impulse and Momentum |Impulse and Change in Momentum |6 |

| | |Elastic and Inelastic Collisions | |

| |3 Weeks |Exploding Carts | |

|HAVE A GREAT WINTER BREAK!!! |

|1/10 – 2/6 |7. Rotational Motion and Dynamics |Torque |8 |

| |4 Weeks |Rotational Inertia | |

| | |Conservation of Angular Momentum | |

|2/7 – 2/24 |8. Simple Harmonic Motion |Finding Spring Constant |13 |

| | |Graphs of an Oscillating System | |

| |3 Weeks |Simple Pendulums | |

|2/27 – 3/10 |9. Waves and Sound |Mechanical Waves |14 |

| |2 Weeks |Speed of Sound | |

|HAVE A GREAT SPRING BREAK!!! |

|3/22 – 4/1 |10. Electric Forces and Electric Fields|Static Electricity Interactions |15 – 17 |

| |2 Weeks |Coulomb’s Law | |

|4/4 – 4/22 |11. DC Circuits |Voltage vs. Current |18 |

| | |Resistance and Resistivity | |

| | |Series and Parallel Circuits | |

| |3Weeks | | |

|4/25 – 5/2 |Review for AP Exam! |

|4/30 |Review for AP Exam?! |

|5/3 |AP Physics 1 Exam at Noon! |

|5/4 – 5/25 |AP Physics 1 End of the Year Project |

AP PHYSICS 1 – PERSONAL GOALS CONTRACT

Guiding Questions

Are you prepared to come to class every day with a positive “I am going to work hard today” attitude?  Yes  No

Are you prepared to spend every class period actively involved in coursework for the

duration of the period?  Yes  No

Are you prepared to spend an average of one hour a day (Monday-Friday) outside class studying

and working on physics assignments?  Yes  No

Are you prepared to spend an average of two hours every weekend studying and working

on physics assignments?  Yes  No

Are you prepared to work with all the other students in the class as a team to everyone’s mutual benefit?  Yes  No

Are you prepared to seek help when you first need it rather than wait until the day before the test?  Yes  No

Are you prepared to complete all assignments to the best of your ability and submit them on time?  Yes  No

Are you prepared to work on assignments continually and not wait until the last minute to do them?  Yes  No

Review your answers to the above questions and ask yourself the following. Can I make this level of commitment to one course? What about my other commitments and priorities in life? Is this course important enough to me personally to make this level of commitment?

By signing below you acknowledge that you have read, understand and accept the policies for the class outlined in this document.

Student Name (print): ____________________________________________________________

Student E-mail: ___________________________________________________________________

Student Signature: _________________________________________ Date: ________________

Parent Name (print): ______________________________________________________________

Parent E-mail: _____________________________________________________________________

Parent Signature: _________________________________________ Date: _________________

-----------------------

Do you plan to take the AP Physics 1 exam in May? m Yes m No

What is the minimum score you will be working towards?

1 2 3 4 5

Do you plan to take this course for dual enrollment credit? m Yes m No

 Yes  No

What is the minimum score you will be working towards?

1 2 3 4 5

Do you plan to take this course for dual enrollment credit?  Yes  No

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