Advanced Placement Physics C Archie McHarg TEXT: Physics for Scientists and Engineers, 4th Ed., by Paul Tipler, 1997 COURSE D

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1 Advanced Placement Physics C Archie McHarg mcharga@ltisdschools.org TEXT: Physics for Scientists and Engineers, 4th Ed., by Paul Tipler, 1997 COURSE DESCRIPTION: AP Physics C is a two-semester course. During the first semester we will cover topics from classical mechanics, chapters These will be covered at the calculus-based level and use of calculus in problem-solving and derivations increases as the course progresses. Approximately one week will be spent on each chapter. The second semester will be devoted to the study of electromagnetic theory. Calculus is used freely in formulating principles and solving problems. This material will include chapters COURSE EVALUATION: In accordance with district guidelines, each nine weeks grade will be determined as follows: 60% tests and major quizzes. 30% homework assignments 10% laboratory reports The semester exam will count as 20% of the semester average. The first semester exam will cover only mechanics; the second semester exam will be limited to electromagnetism. Mechanics and E&M Outline

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3 Teaching Strategies Lecture and Question Answer Sessions Students view at-home video lectures prepared by me on each topic. For each video the students write down questions on what they do not understand well. The beginning of each class starts with addressing these concerns, but since they have already gone over a lot of the information, we have more in class time to do labs and conceptual understanding activities. We also have relevant demonstrations (toys[c5] are frequently used), and I introduce an assigned problem or set of problems related to the demonstration. The students are then guided in a discussion (whole class or small group) to develop solutions to the problem(s). During all of these activities, I encourage discussion, questions, hypotheses, and proposals to flow among the students themselves and in between the students and me. Demonstrations are chosen to give the students as many different looks at the application of a concept as possible, so an appreciation of the universality of physical concepts is developed. Live demonstrations with simple equipment, often done by the students themselves for the rest of the class, are preferred. Computer simulations and video demonstrations [C5] have their place when real equipment is not available. Whenever possible, I use the analogies, conceptual [C6] discoveries, and problem-solving techniques that helped my understanding when I was a student. 11 Problem Assignments At the beginning of each unit, I give students a list of assignments on Quest- an online homework [C6] system used by many universities. Quest generates 200 versions of each set of problems so that kids need to calculate their own work. This is supplemented by in class quizzes on the material that can be especially difficult. Providing these immediate feedback mechanisms informs the students about the work required to master the objectives of the unit. The problems are chosen to give students experience with a wide range of applications of the subject covered in the unit. When my textbook does not have a problem covering a particular application, I use one from another text or write one. I also make extensive use of Ranking Tasks that are designed to help students develop deep understanding of the concepts covered and to help erase misconceptions that often arise. When working problems or in question answer sessions, I always stress starting from a general principle and moving toward a specific application. Instead of spending class time on working a problem all the way through to the answer, we work on building a general-to-specific routine in solving problems. This is an important skill to develop for success in future course work in the long term and for success on the AP Exam in the short term, since most problems students encounter will not be of the specific type they have worked before. Lab Experiments More than 20 percent of class time is taken up by lab work. The experience gained by manipulating equipment, recording and organizing data, and drawing conclusions through data and error analysis should be a vital part of any physics course. A variety of styles of lab are used, both classical experiments and newer data-taking hi-tech labs. When the students set up the lab, the data is taken, necessary calculations are performed, and graphs are produced the students gain a

4 valuable learning opportunity. The newer style labs allow students to concentrate more on the concepts and ideas behind the experiment and less on repeated calculation. Depending on the lab, we use both. Lab experiments are, for the most part, written by me and chosen to provide students with experiences that reinforce concepts being covered in class. Many labs are informal in nature and concentrate on the process involved, but formal lab reports are required at least once a 9 weeks to provide the students with a chance to produce a large scale formal piece of scientific writing. This list is by no means exhaustive, but is a representative sampling of what we do in class. Mechanics Labs 1. 1-D and 2-D Video Analysis. Introduction to graphing techniques to derive an equation relating to experimental quantities. Students use Vernier Video Physics to analysis motion. 2. Super Ball 2D kinematics. Collisions, energy, and 2-D kinematics combine in this predictive competition lab. After the super ball drops and collides, they need to predict whether to place a cup to catch the super ball D Videos Analysis- Paper Airplane w/ Wind Resistance. Using the methods determined in the first lab, students use video analysis to find wind resistance on a paper airplane that they create. 4. Dart Gun w/ Wind Resistance. Students can choose between 4 different methods of finding the initial velocity of a dart gun and then use further analysis to find the wind resistance. 5. Forces and Ramps. A simple mass/pulley Atwood s Machine is used to measure the acceleration of the system and compare it with the theoretical acceleration found using Newton s laws. 6. Aluminum Foil Maximize Load Students revisit a Physics 12 lab about buoyancy and Use calculus to find a better answer than they could without calculus. 7. Egg Tower. Studying supports and structural integrity to re-visit a grade school activity with the knowledge of Calculus base physics. 8. Choose You Own Adventure Lab. Students are given a piece of scientific equipment and asked to use it to explore some part of physics not covered by the course. 9. Find the Angle. Students take data using the internal accelerometer in an ipad and use it to find the unknown angle of a ramp. 10. Collisions lab. Using a ballistic pendulum and toy crossbow, momentum and energy conversions are investigated. 11. Finding Unknown Moment of Inertia. Students determine their own method to find the I of a random object found in class. 12. The Torsional Pendulum. Compares the experimental and calculated period of a torsional pendulum.

5 Electricity and Magnetism Labs 1. Mapping Electric Field. An Overbeck Electric Field Apparatus is used to allow stuents to map out electric fields and potentials for various conductors. 2. Electric Field Hockey. Using a Phet simulation students will explore electric field created by point charges in trying to navigate an obstacle course with the fewest umber of charges 3. Exploring Capacitors. Using insulation with metallic sheets on both side students will come to a understanding of what factors determine the capacitance. Including the use of dielectrics. 4. Electric Potential Graphing. Students use clay to create a 3d model of electric potential. Height is modeled as potential and questions are asked requiring students to find electric field/force from their model. 5. Charging/Discharging Capacitors. Exploration lab where students graph the charging and discharging of a capacitor and match it to the curve it describes. 6. Charging/Discharging Inductors. Exploration lab where students graph the charging and discharging of an inductor and match it to the curve it describes. 7. RC/RL/LC Circuits. Given a bunch of resistors capacitors and inductors, students explore the relationships in real world circuits. 8. Choose You Own Adventure Lab (magnetism edition). Students are given a magnetic field indicator and asked to use it to explore some part of physics not covered by the course. 9. Electric Motors. Students will create their own electric motor and explore how changing various aspects of it change the performance. 10. Motion using Magnetism. Students will create a project that uses magnetism to create motion of some sort. Examples are railguns, motors, coil guns. 11. Arduino Project. Students will create a project that uses an Arduino and simple circuit construction to create a more advanced circuit design. Evaluation Tests are given approximately at the end of each unit. The tests are purposely similar in construction to the AP Exam. Each consists of 25 multiple-choice questions and 3 multipart freeresponse questions. Students can use the AP constant sheet on both parts and the formula sheet for the free response. While going through the course material, the stress is on developing concepts and problem-solving strategies, not on memorization. The multiple-choice questions come from many sources, such as AP Released Exams, AP Exam review books, and questions I have written. The free-response questions have the same format as those on the AP Exam, and most are modified AP Exam questions. All are constructed to test current material and material previously covered. For example, an energy free-response question might require a free-body diagram and have a part involving a trajectory. On one test a semester, students score their own papers using a rubric similar to those used to score the free-response questions on the AP Exam. The solution is projected on a screen,

6 showing where points are to be given. Before students begin scoring papers, each section of the solution is carefully explained. This requires them to go through the solution carefully, perhaps recognizing their own mistakes. Immediately prior to the AP Exam students complete a full practice test to find last minutes weaknesses. In class we perform a large scale diagnostic of the test helping them to identify their strengths and possible areas where they need to improve. Homework Homework is assigned through the use of an on-line student learning managements system- Schoology, which students are helped to understand during the course of the first unit. Students must keep current with assignments online and if absent must check for themselves to see what was missed. All due date and grades are kept on schoology and Copies of formula sheets, lab report formats, etc. are all kept in schoology. AP Exam Review Formal review begins a month before the beginning of the AP Exam administration. Each student is required to create a flipchart detailing all the major topics of the class. On the front of each card are the major formulas and ideas of a topic and on the back of the card above students write the tricky parts of whatever topic they are detailing- the major problems or things to watch for. As we fill these charts out together in class, we go over a free response question that best typifies that topic. The students are left with a detailed example problem for each topic and a quick reference guide to solving that type of problem. As we work through more and more problems the students are encouraged to add to the flipchart and every student s chart ends up being unique to them, as each student has different problems with the various types of question.

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