Course Title - Mr. Stanley's Class



Honors Physics Course Syllabus

TITLE: Physics

COURSE NO: (H) 0394

OFFERED: 1st & 2nd Semesters

Teacher: Mr. Stanley

Classroom number: 2103

Contact information: email – stanleyd@

Extension – 5022 (e-mail is better)

Extra-help night Thursday

Course description: This is an introductory course in general physics. Topics covered will include kinematics, mechanics, rotation, mechanical waves, EM waves and basic electricity. Honors level students will be expected to master more of the material presented. Thus honors level tests will be more difficult and more physics problems will be assigned for grading. Class work will include lectures, group activities, demonstrations, and laboratory activities. Students are expected to demonstrate proficiency in critical thinking and problem solving.

Textbook: Holt Physics 2009

Course outline

I. Introduction

A. The nature of science (chapter 1)

B. Review of arithmetic, geometry and algebra

II. Simple mechanics

A. Kinematics & vector operations (chapters 2 & 3)

B. Forces & laws of motion (chapter 4)

III. Not-so-simple mechanics

A. Work, energy & momentum (chapters 5 & 6)

B. Gravity and rotational dynamics (chapter 7 & appendix)

C. Simple machines (chapter 7)

IV. Waves & light

A. Vibrations, waves and sound (chapters 11 & 12)

B. Light and electromagnetic radiation (chapters13, 14 & 15)

V. Electromagnetism

A. Electric fields, energy and current (chapters 16 & 17)

B. Series and parallel circuits (chapter 18)

VI. Additional Topics

As time permits:

A. Capacitance (chapter 17)

B. Complex circuits (Chapter 18)

C. Magnetism and electromagnetic induction (chapters 19 & 20)

D. Fluids (Chapter 8)

E. Thermodynamics (chapters 9 & 10)

Course information and policies

Literature: Readings in physics, and related fields, as well as current events related to the course. See bibliography at the end.

Supplies: For the class, you will need

• A well organized notebook or binder for handouts, lecture notes, homework and returned corrected work.

• College ruled notebook paper & graph paper (engineering paper can be used for both)

• A scientific calculator.

• Pencils, erasers and pens.

Labs & activities: Laboratory safety requires that you know what you are doing. Students should be able to produce a summary of procedures before each lab is started. In addition, warm-up questions may be assigned ahead of a lab. Each student is responsible for his or her own written work. My observations of your preparedness and work habits will be part of your lab grade.

Homework and class work: Chapter study guides with problems are handed out before each chapter begins. Students are expected to keep current with these assignments so expect some homework on most evenings. Many problems from the chapter guides will show up, somewhat modified, on tests and quizzes: it is in your interest to do a thorough job. Home study may include textbook readings & problems as well as lab preparation and report writing. Academic integrity is expected; students will do their own work, and will use efficiently any class time set aside for study. Working on other course work during physics class is forbidden without expressed permission from the instructor (me).

Grading: Quarter grades will be calculated as follows:

|Activity type |Points per assignment |Approx. % |

|Tests & Quizzes |10 to 100 |60% |

|Labs & Activities |20 to 50 |20% |

|Assigned Problems & |0 to 1 (attempted), 2 (correct) |15% |

|Text study questions | | |

| |1 to 5 (done), 0 (not done) | |

|Participation |0 to 5 | 5% |

The mid-term exam is worth 1 exam grade; the final exam is 10% of the final grade.

Make-up work: It is the student’s responsibility to make arrangements for missed assignments and tests; generally, time missed should be made up after school. One test retake is allowed per quarter, test corrections are allowed but particulars will be decided after each exam or quiz. In most cases, the test or quiz grade will be adjusted by adding partial points from the corrections. The habitual missing of exams (and class time) will result in increased scrutiny. This will involve contact with parents, guidance councilors and administrators as necessary. It is a matter of academic integrity that students do not attempt to gain unfair advantage over each other by “strategic” absences on test days.

Examinations: Tests and quizzes are based on readings, class notes, demonstrations and laboratory investigations. Tests are given at, or shortly after, the end of a unit or sub-unit. Open response questions and problems appear on all tests and most quizzes. Students are expected to lay out problems in an organized way and use the appropriate number of digits in their answers.

Rubrics: Rubrics vary with the assignment or open response item. For involved open response items, such as descriptions of devices which illustrate physics content, points are awarded for each element correctly addressed.

Test Problems:

For problems on a test, partial credit is awarded when answers have:

• Meaningful diagrams (up to 1 point)

• Lists of variables (up to 1 point)

• And all relevant equations correctly expressed (up to 2 points)

Penalties accrue for:

• Lack of algebra (– 3 points) or mistakes in its use (– 1 point for each)

• Using incorrect units (– ½ point)

• And the incorrect number of significant digits (– ½ point)

Problems and text study questions assigned in the course are worth 15% of the quarter grade. Points for the problems are apportioned as follows;

• ½ point for relevant drawing

• ½ point for correct equations and proper algebra

• Correct answer is 1 additional point

• 2 point total for each problem

• ½ point penalty each for incorrect significant digits or units

Laboratory activities and demonstrations are worth 20% of the quarter grade. Grades are apportioned as follows but percentages within each subcategory vary with the laboratory experience. Not all of the subcategories, or every part of each subcategory, are used in every lab or demonstration.

• Participation: execution of procedure, working apparatus, sketch of apparatus.

• Introduction: summary of applicable theory, hypotheses, pre-lab and preliminary questions.

• Data: filled in data tables and graphs with any calculations.

• Analysis & Conclusion: answers to questions from lab, discussion of lab objectives, comparison of data with theory and discussion of error.

Bibliography

Primary textbook:

Serway, R. A. & Faughn, J. S. (2008). Holt physics. Austin: Holt, Rinehart and Winston.

Other textbook resources:

Knight, R. D. & Andrews, J. H. (2007). College physics: a strategic approach. San Francisco: Pearson, Addison Wesley.

Serway, R. A. & Faughn, J. S. (2009). Holt physics. Austin: Holt, Rinehart and Winston.

Appel, K., Gastineau, J. E., Bakken, C., Vernier, D. L. & Sorensen, R. (2003). Physics with computers: physics experiments using Vernier sensors (3rd ed.). Boyle, G., Everett, B. & Ramage, J. (2003). Energy systems and sustainability: power for a sustainable future. Oxford: Oxford University Press.

Beaverton, OR: Vernier Software & Technology.

Zitzewitz, P. (1999). Glencoe physics: principles and problems. New York: Glencoe, McGraw-Hill.

Orear, J. (1979). Physics. New York: Macmillan Publishing Co., Inc.

Ahner, W. L. (1949). Reviewing physics. New York: Amsco School Publications, Inc.

Other book references:

Epstein, L. C. (2002). Thinking physics: understandable, practical reality (3rd ed.). San Francisco: Insight Press.

Born, M. (1962). Einstein’s theory of relativity (revised ed.). New York: Dover Publications, Inc.

Einstein, A. & Infield, L. (1938 rev. forward, 1960). The evolution of physics: from early concepts to relativity and quanta. New York: Simon & Schuster.

Internet resources:

Nave, C. R. (2006). HyperPhysics. State University of Georgia, Department of Physics and Astronomy. The following site was operational as of August 29th, 2010:

Index page:

Academic Expectations from the Mission Statement

• Select educational pathways consistent with interests, abilities, and goals.

• Assume responsibility for academic achievement.

• Acquire, interpret, analyze, integrate, and apply information in a discerning manner.

• Demonstrate the ability to use technology appropriate to the subject area.

• Exhibit the ability to read, write, communicate, and compute.

Student Responsibilities from the Statement of Core Values and Beliefs

• Learn to interpret, evaluate, and synthesize information.

• Communicate effectively through oral, verbal, nonverbal, and artistic forms.

• Use media and technology appropriately to both gather and share information.

• Demonstrate the ability to contribute responsibly and respectfully to the community.

• Accept accountability for successes and failures.

• Demonstrate responsible decision making in an honest, ethical, and respectful manner.

• Display tolerance and understanding in our multi-cultural world.

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