College Prep Physics SC 361 Fall Semester Mr
JCCHS AP Physics 1 Syllabus
2016-2017
Instructor: Ms. Christina Curtis
Email: ccurtis@jcss.us
Website:
Room C-9
Course Description: The AP Physics 1 course has been designed by the College Board as a course equivalent to the algebra-based college-level physics class. At the end of the course, students will take the AP Physics 1 Exam, which will test their knowledge of both the concepts taught in the classroom and their use of the correct formulas. This course will allow you to explore “classical” Physics concepts in more depth, and prepare you for the AP exam in the spring. We will apply algebra, trigonometry, and vectors to solve complicated problems and we will engage in challenging labs to gain first hand experience with the topics being studied. This course will be primarily lab and small group based.
You may access the standards for this course at
The content for the course is based on six big ideas:
Big Idea 1 – Objects and systems have properties such as mass and charge. Systems may have internal structure.
Big Idea 2 – Fields existing space can be used to explain interactions.
Big Idea 3 – The interactions of an object with other objects can be described by forces
Big Idea 4 – Interactions between systems can result in changes in those systems.
Big Idea 5 – Changes that occur as a result of interactions are constrained by conservation laws
Big Idea 6 – Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena.
Topics Covered
1. Kinematics (Big Idea 3) – 4 weeks
a. Vectors/Scalars
b. One Dimensional Motion (including graphing position, velocity, and acceleration)
c. Two Dimensional Motion
2. Dynamics (Big Ideas 1, 2, 3, and 4) – 3 weeks
a. Newton’s Laws of Motion and Forces
3. Universal Law of Gravitation (Big Ideas 1, 2, 3, and 4) 1 week
a. Circular Motion
4. Simple Harmonic Motion (Big Ideas 3 and 5) 1 week
a. Simple Pendulums
b. Mass-Spring Oscillations
5. Momentum (Big Ideas 3, 4, and 5) 3 weeks
a. Impulse and Momentum
b. The Law of Conservation of Momentum
6. Energy (Big Ideas 3, 4, and 5) 4 weeks
a. Work
b. Energy
c. Conservation of Energy
d. Power
7. Rotation (Big Ideas 3, 4, and 5) 1 week
a. Rotational Kinematics
b. Rotational Energy
c. Torque and Rotational Dynamics
d. Angular Momentum
e. Conservation of Angular Momentum
8. Electrostatics (Big Ideas 1, 3, and 5) 1 week
a. Electric Charge
b. The Law of Conservation of Electric Charge
c. Electrostatic Forces
9. Circuits (Big Ideas 1 and 5) 2 weeks
a. Ohm’s Law
b. Kirchhoff’s Laws
c. Simple DC Circuits
10. Mechanical Waves and Sound (Big Idea 6) 1 week
Grading Guidelines
|Content Area |Course Percentage |Unit Percentage |
|Unit 1 – Kinematics & Rotation |15% |19% |
|Unit 2 – Dynamics & Law of Gravitation |15% |19% |
|Unit 3 – Momentum and Energy |15% |19% |
|Unit 4 – Electrostatics and Circuits |15% |19% |
|Unit 5 – Waves, Sound, and SHM |15% |19% |
|Midterm |5% |5% |
|Final |20% | |
The syllabus may be updated as needed throughout the semester.
All of the course work including midterm counts 80% of your grade and the Final will count 20%.
The final is pulled from released AP exams. If you take the AP exam you will only have to take a regular test or project because you will have already prepared and taken a full length AP exam - the previous week. All others will be responsible for a 90 minute exam.
*Formative assessments include, but are not limited to homework, readings, article critiques, class work, quizzes, labs, and sections of projects/research papers, presentations.
*Summative assessments include, but are not limited to, unit tests, projects, final essays, final research papers, and final presentations.
Resources:
Textbook: Knight, Randall Dewey., Brian Jones, and Stuart Field. College Physics: A Strategic Approach. San Francisco: Pearson/Addison Wesley, 2007.
- ($10.50 for the year) will be used for students to gain real-time feedback while gaining experience with a platform similar to ones utilized in college and universities.
– website to free physics textbook (used in addition to textbook provided to each student).
Bodanis, David. Electric Universe. New York. Crown Publishers, 2005. (Provided by instructor.)
Supplies List:
• Webassign Account (Purchased online at . If this is a hardship, please email me.)
• Calculator (one used in math class is sufficient)
• 1 Ream of Copy Paper
• 1 Box of Kleenex
• 3-Ring Binder
• Pens/Pencils – blue or black ink
• Notebook & graph paper
• Sites and Apps
Students must download a free version of a QR Reader. At different times an app for Angle Finder, and Accelerometer apps on their phones due to the size of these apps – I would not recommend downloading until instructed to do so. However, the QR scanner app should be installed at the beginning of the year. Students may work in pairs so it is not essential that everyone have one, but the activity may be more engaging for them if they have their own.
We will also be using Phet a website developed by the University of Colorado. It requires Java. Each unit will have online simulations and interactive labs which will require this access. Computers are available in the library and students may come to my room during the first part of each lunch in order to access this simulation if they are unable to access it at home. However, they need to know ahead of time if they can access at home so they need to plan ahead to use school resources and not wait until the last minute. An email the night before stating they do not have access – is not a reasonable excuse for not turning in the work on time.
Daily requirements: students need to bring a notebook / graphing paper, pen or pencil, and scientific calculator to class EVERY DAY. After the bell rings, students will not be allowed to leave to go down to the math department to ask to borrow one. This is an AP class and students are expected to be prepared each day.
Homework:
Homework is assigned regularly. It is the student’s responsibility to do the homework and be prepared for quizzes (daily grades) and tests. Quizzes may not be announced, but the problems will be based on homework problems assigned in class. Please remember, if you do not do the homework, you will not do well in this class! There is only one formative and one assessment for each unit. If you are not reading, practicing, and reviewing your notes on a regular basis, your performance and therefore average will be impacted. This class relies heavily on team work. If you are not prepared, you are placing an unnecessary burden on your classmates.
Note: Not all sections (lessons) will have a Textbook HW or Webassigns. All sections (lessons) will have a Worksheet HW or problem sets. Quiz content usually includes items found in the worksheet assignment, but there are occasions where the quiz problems more closely resemble what is found in the textbook assignment. I cannot emphasize enough how important it is for you to keep up with the weekly homework. They are not for grades, but it will tell you what you need to come in for tutoring for to help you assess where you need to get help for a particular unit.
IN THE CASE OF ABSENCE, ALL MAKE-UP HOMEWORK IS TO BE PLACED IN THE APPROPRIATE BOX IN THE BACK OF MY ROOM. UNDER NO OTHER CIRCUMSTANCES WILL LATE HW BE ACCEPTED.
|Number of Problem Sets or other designated enrichment practice |Extra Benefit / semester |
|Successfully Completed | |
|5 |Drop 1 lowest quiz score |
|Up to 3 additional problem replacement sets |Drop 2 lowest quiz scores |
Helpful Hints to Making Textbook Homework “Work for You.”
• 1. Clearly label each Textbook HW with your name, period,
the Assignment Section Number, page(s) and problem numbers.
This info is worth 1 point .
2. Write (or paraphrase) out the directions for each group of problems.
3. Document the problems that you needed assistance with. That way you know to go back and look at them again before a test or quiz.
• What is written in bold above is a requirement.
• YOU MUST SHOW ALL NECESSARY WORK TO RECEIVE CREDIT FOR Problem sets and hw ASSIGNMENTS. Problems with unsupported answers will be treated as unattempted.
Help Sessions: Help sessions will be held as needed either as a group or individually during the first part of each lunch or after school. Please schedule these in advance. You may drop in, but students who have given me a heads up on what they want to review will be given priority.
JCCHS Academic Honesty Policy
Academic dishonesty is inexcusable conduct, and will not be tolerated. Students at Jackson County High School are expected to submit work for evaluation that has been completed solely by that student, unless group assignments have been so designated. Students are expected to maintain academic integrity at all times. A student who chooses to cheat will receive a zero for the assignment, the teacher will contact the parents, and the student will be referred to the administration. For first time offenders, teachers will work with the student to establish a timeline to make up / retake the assignment; however, the highest grade they will be able to receive will be a 70. For any subsequent cheating infractions, a zero will be received for the assignment without the option to re-submit. The JCCHS Academic Honesty Policy in its entirety is available in the student handbook.
Bottom Line: . Do your own work. Do not copy from another student or give another student your work. Homework is designed to improve and assess your level of mastery – if you copy or allow another student to copy – their learning process is hindered and will be masked from the teacher until the day of the exam. COPYING HOMEWORK IS CONSIDERED CHEATING! YES – EVEN IF IT IS ONLY A FORMATIVE GRADE or NO grade at all!
Programming answers in to your calculator (prior to the test) is also a form of cheating.
Computer Usage: Students may bring laptops to class as per school policy, but usage is restricted to instruction, data analysis, research, and compiling lab write-ups/graphs. Classroom desktop computers are to be used only with permission and for the reasons listed above.
Class Website: My website is an important resource for this class. I will post the presentations from class there, copies of the assignments we do in class, links to sites we will use in class, due dates and extra practice. You may access my website curtisphysics. from the JCCHS website or the link above. I will do my best to keep it up to date, but if you have questions please feel free to email me. This website MAY transition to a google website later this semester. I will post and send this link out at that time.
Contacting Me: If a student or their parent(s)/ guardians have questions or concerns, please feel free to contact me. Email is the best way to reach me (ccurtis@jcss.us) You may also call me at 706-367-5003. I also use Remind so that you may receive reminders and text me through it. Please keep in mind that I may not be able to instantly respond to any remind texts or to email. However, I do respond within 24 hours during the week (weekend correspondence will be followed up on Monday.)
Progress Reports: We encourage parent involvement which is why I will be updating student grades online. If you have any questions, you are more than welcome to contact me at school through phone (706-367-5003) or email (ccurtis@jcss.us).
Classroom Procedures:
1. Be in your seat and get started on your warm-up when the bell rings. If you are standing when the bell rings, you will be counted tardy. If you are not in the room when the bell rings – you will be asked to go get a tardy pass (per school policy).
2. Pay attention, be alert, and follow directions the first time they are given.
3. Be RESPECTFUL at all times to the instructor and your classmates.
4. Follow all school and classroom procedures.
5. Your entire group is accountable for breaking down your lab and cleaning your area – EVERY day.
5. Turn in all work on time. (See school late policy in this year’s student handbook.)
Consequences:
1. Verbal warning.
2. Student/Teacher Conference
3. Parent Contact (Phone, Email, or in Person)
4. Teacher Detention – You have 1 week to complete this before or after school once given.
5. Administrative Referral
Misbehavior or unsafe behavior in the laboratory will result in the students being dismissed from lab and an alternate written or book assignment will be required. Destruction or tampering with lab equipment will result in an automatic referral.
Cell Phone Policy:
Cell phones will not be allowed during class time EXCEPT when using them with teacher permission for instructional research purposes. The phone should be in a bookbag or purse if they are not being used at that time. If the teacher observes your cell phone when you are not allowed to be using it, the teacher will take it up and keep it for the remainder of the day and call the parent. On the third offense and thereafter, it will be taken and kept for the day, with detention. Habitual students will receive referrals and may result in the removal of BYOT privileges. (Please note: I have afternoon bus duty for the year. You are not allowed to interrupt a class to retrieve your phone – so the earliest you can pick up your phone would be after the last bus has left. (Yes, this means if you ride the bus – you cannot pick it up until the next day.) If this is inconvenient – ADHERE to the cell phone policy.
Remind Policy:
Our class will have a Remind that will be used by the teacher to remind the class of important assignments or due dates. A conscious effort will be taken to remind students of all important due dates, but it is the student’s responsibility to make sure those assignments are getting done, regardless of whether a Remind is sent out. You may join my Remind by texting the code @curtisAP to 81010.
Tardy Policy:
Per school policy – the classroom door closes at the bell and you will need to report to the tardy table in the cafeteria.
1st – 5th Cumulative Tardies – Warning
6th Tardy – 1 lunch detention and parent call
7th Tardy – 2 lunch detentions and parent call
8th Tardy – 1 day ISS and loss of parking privileges for 2 days
9th Tardy – parental suspension and loss of parking privileges for 5 days
Make-Up Work: “Your grade, your work, your responsibility!”
It is your responsibility to keep up with your work. This is a college course. It is not my job to remind you. Make sure you take time to review JCCHS policy on make-up work. If you are absent, check the calendar on the website and download any materials you missed. Look in the red hanging folders under the appropriate day for any hard copies. If you do not see anything online or in the red folders - ask for make-up work. Make-up work may be done before or after class, not during class. While most daily work and homework can be completed at home, all quizzes, tests, and labs must be made up during remediation / 1st part of each lunch (NOT the second part of each lunch – we have meetings scheduled during this time) or after school. You must make an appointment during these times. I have bus duty and meetings that may conflict with the day you choose. You may make an appointment in person by signing the red journal or by email 24 hours in advance. It is the student’s responsibility to arrange transportation to or from school to complete their make-up work. No exceptions will be made.
Laboratory Activities:
25% of the course will be lab work. Labs may take several in-class days to finish and students may have to do work outside of class as well. We do have a time schedule to keep pace with so if your group falls behind you may need to come during remediation (1st part of lunch) to complete your lab.
Please be aware when scheduling appointments outside of school that if you are missing labs – you may need to make them up on your own or have a group of students willing to conduct the lab with you during the first part of lunch.
Students are expected to keep a lab notebook where they will maintain a record of their laboratory work.
(See instructor if you are unable to obtain one. One can be provided upon request.)
Lab reports will consist of the following components:
- Title
- Objective/Problem
- Design (if applicable): What is being observe, manipulated, and measured? If the lab has no set procedure, what is to be done? Why are you doing it this way?
- Data: All data gathered in the lab will go here
- Calculations/Graphs: Calculations are done here. Any graphs that need to be made go here.
- Conclusion: Data analysis occurs here, and a statement can be made about what was learned in the lab. Error analysis also occurs here. Evaluation of the lab occurs here as well.
Every major unit will have an inquiry-based lab, and inquiry-based labs will make up no less than half of the laboratory work. Collectively, laboratory work will engage students in all seven science practices.
Prospective laboratory activities (not all inclusive) and simulations in this class are included in the following table. The inquiry-based labs are noted in the second column.
|Name |Inquiry? |Short Description |Science Practices |
|Distracted Driving Introduction Lab |N |Relating the study of motion to the |1.1,1.4, 2.1, 2.2, 2.3, 3.3, 4.1, |
| | |real world. Students will select the|4.3, 4.4, 5.1, 5.2, 6.1 |
| | |most common task that distracts them | |
| | |while driving. They will simulate | |
| | |the task in the classroom and time | |
| | |how long their partner’s eyes are off| |
| | |the road. Students will determine | |
| | |the time elapsed at three given | |
| | |speeds and determine the distance the| |
| | |car travels while their eyes are off | |
| | |the road. Students will then mark | |
| | |these locations throughout the main | |
| | |hallway and develop signs displaying | |
| | |pic/equation and data. | |
|#1 Go Go Kart |N |Students will determine the velocity |1.1,1.4, 2.1, 2.2, 2.3, 3.3, 4.1, |
| | |of a constant velocity cart. |4.3, 4.4, 5.1, 5.2, 6.1 |
|#2 Ball Drop |Y |Students will design an experiment to|1.4, 2.1, 2.2, 2.3, 3.1, 3.3, 4.1, |
| | |determine the acceleration of a |4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, |
| | |dropped ball. |6.2, 6.3, 6.4 |
|#3 CD rolling on Incline Plane |Y |Students will design an experiment to|1.1, 1.4, 2.1, 2.2, 2.3, 3.3, 4.1, |
| | |determine the acceleration of a |4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, |
| | |dropped ball. |6.2, 6.4 |
|#4 Marble in a Cup |N |Students will determine where a paper|1.4, 2.1, 2.2, 2.3, 4.3 |
|Evel Knievel Jump | |cup needs to be placed on the floor | |
| | |so that a marble rolled off the edge | |
| | |of a table will land in it. | |
| | | | |
|#5 Projectile Motion Challenges |Y |Using a projectile launcher, students|1.4, 2.1, 2.2, 4.1, 4.2, 4.3 |
| | |will be given a series of challenges | |
| | |such as placing a ring stand at the | |
| | |maximum height, or placing a cup at a| |
| | |point where the marble will land and | |
| | |water balloon launch on field. | |
|#6 Newton’s 2nd Law Lab |Y |What is the relationship between the |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |mass of a system and the acceleration|4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
| | |of the system | |
|#7 Pendulum Lab |Y |What factor(s) control the period of |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |a simple pendulum? |4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
|#8 Conservation of Linear Momentum |Y |Using a track and collision carts, |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
|Lab | |students will observe different |4.3, 4.4, 5.1, 6.1, 6.2, 6.4, 7.2 |
| | |collisions and make conclusions about| |
| | |momentum conservation in real life | |
| | |situations | |
|#9 Two Car Collision Simulation |N |Students will observe a simulation of|1.1, 1.4, 2.2, 4.3, 6.1 |
| | |two identical cars crashing. The | |
| | |elasticity of the collision can be | |
| | |varied. | |
|#10 Introductory Circular Motion Lab |Y |When velocity is kept constant, what |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |is the relationship between the |4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
| | |radius of circular motion and the | |
| | |period of circular motion? The | |
| | |speed? The acceleration? | |
|#11 Centripetal Force Lab |Y |Using a spinning rubber stopper to |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |lift masses, students will determine |4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
| | |the relationship between the | |
| | |acceleration of the stopper and the | |
| | |centripetal force | |
|#12 Conservation of Angular Momentum |Y |What is the relationship between the |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |moment of inertia of a system and the|4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
| | |angular momentum of a system | |
|#13 Coulomb’s Law Lab |Y |What is the charge stored on a pair |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |of charged balloons that are |4.3, 4.4, 5.1, 6.1, 6.2, 6.4 |
| | |repelling each other? | |
|#14 Series and Parallel Lab |Y |Using a number of resistors, explore |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, |
| | |current and voltage in resistors |4.3, 4.4, 5.1 6.1, 6.2, 6.4 |
| | |hooked up to a power supply when | |
| | |resistors are wired in series with | |
| | |one another and when they are wired | |
| | |in parallel with one another | |
|#15 Standing Sound Waves in a Tube |N |Students will vary the frequency of |1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.4, |
|Lab | |sound coming from tuning forks of |5.1, 6.1, 6.2, 6.4 |
| | |different frequency to create sound | |
| | |waves in a tube to determine the | |
| | |speed of sound in the classroom | |
Outside Classroom and Real World Physics Activities
In addition to classroom labs, students will be involved in doing laboratory experiences outside the classroom to illustrate the scientific literacy in the real world. Activities will include:
- Mentorship / partnership engineering project (Ga. Tech, UGA, Ga aquarium and other local businesses) students engage in authentic research geared to solve a real world problem or innovate / create a new product.
- Science Literacy – combining history, literature and science through classroom discussions and associated labs related to the reading of the Electric Universe.
AFTER REVIEWING THE SYLLABUS AND SAFETY CONTRACT – PLEASE COMPLETE THE GOOGLE FORM - LOCATED AT:
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