Course Syllabus: AP Physics B

Meeting Times:

This course runs for 36 weeks. Students engage in the online class according to the same academic calendar of their schools. Additionally, they can expect to spend additional time on student activities such as reading, writing, researching and completing assignments.

Course Description:

AP Physics B provides an orderly development of the fundamental concepts and principles of physics with an emphasis on inquiry and critical thinking skills including: problem solving, mathematical reasoning, and experimental investigations. Topics of study from classical and modern physics include: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics. Laboratory work is an integral component of this course. Technology including graphing calculators, probeware, graphing and data analysis software, and physics apparatus is used throughout this course.

Though our system has an open enrollment policy, students should understand that this course is designed to be a second year physics course, and the equivalent of a yearlong introductory, algebra-based, college level physics course. The course requires a working knowledge of physics, algebra and basic trigonometry. The breadth, pace and depth of material covered exceeds the standard high school Physics course, as does the college-level textbook, laboratory work, and time and effort required of students. This course provides the physics foundations for college majors in the life sciences, pre-medicine, applied sciences, and non-science fields. AP Physics B provides a more conceptual understanding and approach than AP Physics C. Students are expected to take the AP Physics B Exam at the end of this course.

Course Purpose and Goals:

Philosophy

Scientific inquiry is the basis of this course. Scientific inquiry is defined as the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Scientific inquiry also refers to the activities through which students develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world (NSTA, 2004). This includes active use of the well-designed investigation in which students: 1) form testable questions and hypotheses, 2) design and conduct appropriate investigative procedures, including the identification and control of appropriate variables, 3) organize, display and critically analyze results, 4) draw inferences, summarize results and develop conclusions, and 5) communicate their results for critique by others. Based on the philosophy that scientific knowledge is best acquired through inquiry, the course uses a variety of techniques to promote inquiry in the classroom (ex. multiple revisions, high quality questioning, synthesis, making conclusions based on evidence, etc).

Instruction is designed and sequenced to provide students with learning opportunities in the appropriate settings. They include laboratories, classrooms, forms of technology, and field studies. Teaching strategies include in depth laboratory investigations, demonstrations, collaborative peer-to-peer discussions, and student hands-on experiences. Inquiry requires adequate and timely access to the technology of scientific investigations including computers, internet and online resources, probeware, graphing calculators, databases, spreadsheets, word processes and presentation software, as well as the experimental apparatus of physics.

Goals

The course is designed in accordance with the College Board AP Physics B Course Description, May 2006, May 2007. This instructor has read this document and incorporates its principals into instruction.

Conceptual Organization

In this course, the students are exposed to the equivalent of a college introductory physics course, meaning that the content and level of depth of the material is equivalent to a college level course. As with university courses, it is expected that students will be independent learners. Scientific inquiry is an integral component of this course, the elements of the well-designed investigation and the nature of the scientific methods are taught within the context of the topics, rather than treated as a separate introductory unit. As students investigate phenomena they extend their understanding of forming testable questions and hypotheses. Laboratory techniques are learned in the direct application of their use, rather than as a generic exercise isolated from their setting of application. Methods to collect, organize and display data are taught within the authentic use of real experimental data. This approach of learning uses the investigative skills within and throughout the authentic need of using and applying the skills.

The content and level of depth of the material is equivalent to a college level course. Topics within the course are developed in the historical and complexity developments of physics. Topics in mechanics precede Newton’s laws, since the concepts of velocity and acceleration are fundamental to understanding force, work, energy and power. Impulse and momentum are covered before circular motion and rotation to provide appropriate understandings before investigating torque and harmonic motion. This work supports the study of kinetic theory and thermodynamics. Studies in electricity and magnetism precede topics in waves and optics in order to provide sequential understanding to the electromagnetic spectrum and atomic and nuclear physics.

The order of topics within the course, not only provides a logical and systemic study to physics, but also accommodates the frequent transfer of students within the schools of the system, so that transfer students can maintain a consistent flow of learning.

Course Format and Policies:

The online courses have the same level of rigor and adhere to the same standards set forth by the school system and the College Board. To access all courses, students need access to a computer and the Internet via a web browser. All classes are offered via the Blackboard Learning Management System.

There is a lab component to the course is dedicated to a hands-on experience for students. Approximately twenty-five percent of the instructional time is devoted to the laboratory experience. Students will maintain a laboratory journal in this course to verify completion of labs and to prepare for the AP Exam. (See also Laboratory Experience below.)

Laboratory Experience

Laboratory investigations are an integral component of this course, making up 20% of the course grade. These investigations are equivalent to those in a college level laboratory course. The lab work in this course supports, enhances and extends the concepts and principles presented in the classroom. They also provide students with the opportunity to learn and apply new laboratory skills, foster collaborative relationships with others, and improve problem-solving skills.

The laboratory investigations, which make up approximately 25% of instructional time are inquiry based, student-centered and are a primary vehicle for learning the fundamental concepts and principles of physics.

This includes active use of the well-designed investigation in which students

  1. Form testable questions and hypotheses;
  2. Design and conduct appropriate investigative procedures, including the identification and control of appropriate variables;
  3. Organize, display and critically analyze results, and conduct error analysis;
  4. Draw inferences, summarize results and develop conclusions; and
  5. Communicate their results for critique by others. Laboratory investigations reflect a balance of structured, guided and open-ended inquiry. Students are expected to develop explicit laboratory reports.

Students are required to maintain and keep a laboratory journal. Because colleges often require students to present their laboratory materials from AP courses before granting college credit for laboratory, students are expected to retain their laboratory notebooks, reports, and other materials.

Students are expected to complete lab activities using lab materials available at their school in a supervised situation with a local science teacher or school facilitator. Students should coordinate with the distance learning teacher if necessary equipment is not locally available.

Homework in the form of assignments is the primary means for students to develop their competence in the physics concepts being studied. As such, homework completion is vital to course success. Late work is accepted up to the deadline for the submission of grades to schools. Feedback will be provided for all assignments through Blackboard. Additional tutoring is available from the teacher via email or phone conversations. Student tutoring will also be available via Discussion Board groups in the online course.

Grading:

Quarterly grades are based on completion of assignments and tests according to the following formula:

All AP courses carry weighted grading potential. To receive the weighted grade the student must take the AP exam.

Unweighted Scale A=4 Weighted Scale A=5
Unweighted Scale B=3 Weighted Scale B=4
Unweighted Scale C=2 Weighted Scale C=3
Unweighted Scale D=1 Weighted Scale D=2
Unweighted Scale F=0 Weighted Scale F=0

Official system-wide Grading Scale DoDEA

90-100         =         A
80-89           =         B
70-79           =         C
60-69           =         D
59 or below   =         F

Textbook, Materials and Other Resources:

Required Textbook

Giancoli, Douglas C. 2003. Physics Principles with Applications, 5th edition, Upper Saddle River, N.J.: Prentice Hall/Pearson Education.

Supplemental Materials

Christian, Wolfgang & Belloni, Mario. 2004, Physlet Physics: Interactive Illustrations, Explorations, and Problems for Introductory Physics, Upper Saddle River, New Jersey: Pearson Education, Inc.

Loyd, David. 1998, Physics Laboratory Manual, 2nd edition, Stamford, CT: Thomson and Brooks/Cole Publishers.

Serway, Raymond A & Faughn, Jerry S. 2003, College Physics, 6th edition, Vol. 1, Stamford, CT: Thomson Learning and Brooks/Cole Publishers.

California Institute of Technology and Intelecom.1985, The Mechanical Universe and Beyond, Vol.1-52, Washington, D.C. Annenberg Media.

Other Resources

Laboratory classroom includes the space, facilities and equipment to conduct
hands-on, inquiry-based investigations in a supervised environment by a local science teacher or school facilitator.

Lab equipment contained should include items such as carts, force tables and scales for Newtonian mechanics. The lab should also contain equipment for studies in light and electricity such as hand held generators, electrostatic equipment, wave tanks and light benches.

Data gathering, graphing, analysis and presentation software include databases, spreadsheets and probeware interfaces such as temperature probe, dual range force sensor, photo gates, current/voltage probes, microphones and smart pulleys may also be used.

Graphing calculators: TI 86

Laptop computers

Desktop computers

Internet access and online resources such as

Assessment:

Assessment and evaluation are essential to learning and teaching. Ongoing assessment and evaluation are significant in supporting student achievement, motivating student performance and providing the basis upon which teachers make meaningful instructional decisions. All aspects of progress in science are measured using multiple methods such as authentic assessments, performance assessments, formative assessments, observational assessments, lab reports, projects, research activities, reports, and conventional summative assessments.

Student understanding is evaluated using an assessment cycle that includes pre-test, formative assessments and summative assessments. Pre-tests are used to determine the students’ level of understanding prior to beginning a unit of instruction. The pre-tests are used by the teacher to plan instruction. Formative assessments are used to check student understanding while learning is occurring, and provide students and teachers with learning progress information. Pre and formative assessments are not used to determine grades. Summative assessments, such as unit and semester tests, evaluate student achievement, and along with other measures such as laboratory and project work are data points used to determine the level of student performance.

Supporting Services

To help students maintain successful participation, each student has a designated local facilitator who serves as the liaison between the teacher, the student, parents and school administrators.

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