Advanced Placement Physics B
Course Expectations/Syllabus
David A. Young
1997-1998
Advanced Placement Physics B (APPB) is a College Level course in beginning physics.
Students who take this course would be expected to take the Advanced Placement (AP)
Examination in May so that they may earn college credit for their knowledge in physics.
Each college has their own policy on granting credit for AP courses and the student should
investigate this policy as they examine schools.
This course provides a systematic introduction to the main principles of physics and
emphasizes the development of problem-solving ability. It is assumed that the student is
familiar with algebra, and trigonometry (which they should be currently enrolled in or
have already taken); calculus is seldom used, although some theoretical developments may
use basic concepts of calculus. In most colleges, this is a one-year terminal course and
is not the usual preparation for more advanced physics and engineering courses. However,
the B course provides a foundation in physics for students in the life sciences,
pre-medicine, and some applied sciences, as well as other fields not directly related to
science.
Topics Covered and the level at which they are tested:
Newtonian Mechanics (33%)
Kinetic Theory and Thermodynamics (10%)
Electricity and Magnetism (25%)
Waves and Optics (15%)
Modern Physics (17%)
Format of the Examination:
The Physics B Examination is three hours long and is divided equally in time between a 70-question multiple-choice section and a free-response section. The two sections are weighted equally, and a single grade is reported for the B Examination.
The free-response section will normally contain 6 to 8 questions. Typical examples of its format are 6 questions, each taking about 15 minutes, or 4 questions of about 15 minutes each and 3 shorter questions of about 10 minutes each.
There were 18,664 APPB examinations given in 1996.
Goals of an AP Physics course:
Students should develop the abilities to:
1.Read, understand, and interpret physical information (verbal, mathematical, and graphical).
2.Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem; that is,
a. describe the idealized model to be used in the analysis, including simplifying assumptions where necessary,
b. state the principles or definitions that are applicable,
c. specify relevant limitations on applications of these principles,
d. carry out and describe the steps of the analysis, verbally or mathematically,
e. interpret the results or conclusions, including discussion of particular cases of special interest.
3.Use basic mathematical reasoning (arithmetic, algebraic, geometric, trigonometric, or calculus, where appropriate) in a physical situation or problem.
4.Perform experiments and interpret the results of observations, including making an
assessment of experimental uncertainties.
Achieving the Goals of the AP Physics Courses
Although an AP Physics course can take several forms, the strongly recommended format
is a second-year course following the usual introductory physics course. A first-year
course that permits students to explore concepts in the laboratory provides a richer
experience in the process of science and better prepares them for more analytical
approaches taken in AP courses. In some schools, AP Physics has been taught successfully
as a very intensive first-year course, but this format may make it difficult for
students to have enough time to develop thorough conceptual understandings or to have
sufficient enriching laboratory experiences (This is the status of APPB at FHS this year,
for most students.).
Laboratory experience a must part of the APPB:
Students should be able to:
observe and measure real phenomena,
organize, display, and critically analyze data,
determine uncertainties in measurement, and
draw inferences from observations and data.
Some questions or parts of questions on the AP Physics Examinations may distinguish between students who have had laboratory experience and those who have not. In addition, understanding gained in the laboratory may improve the students' test performance overall. The laboratory is important for both AP and college students. Students who have had laboratory experience in high school may be in a better position to validate their AP courses as equivalent to the corresponding college courses and to undertake the laboratory work in more advanced courses with greater confidence.
Most college placement policies assume that students have had laboratory experience,
and students should be prepared to show evidence of their laboratory work in case the
college asks for it. Such experience will be documented by the students' portfolio.
Presenting evidence of laboratory experience to the college they attend can be very useful
to students as an adjunct to their AP grades if they desire credit for or exemption from
an introductory college course that includes a laboratory. Although colleges can expect
that most entering AP students will have been exposed to many of the same laboratory
experiments performed by their own introductory students, individual consultation with
students can help determine the nature of their laboratory experience.
To learn more about APPB go to the following location:
http://www.collegeboard.org/ap/physics/html/cours002.html
What Technology will be used?:
Hardware:
TI-82, TI-83 and TI-92 Graphics Calculators; Graph Link; Trimble Explorer II GPS Unit; Kodak Digital Camera; Video Technology; Calculator Based Labs (CBL and EA-100) and Computer Based Labs.
Software:
Graph Link; Graphical Analysis; NetScape; Pegasus Mail; Windows 95 or 3.**; PathFinder
GPS software; and Microsoft Office.
Expectations:
Students in the course will be responsible for knowing and following the Fayetteville Computer and Network Use Policies that can be found at
http://fps.nwsc.k12.ar.us/admin/technology/plcy4202.html
as well as the guidelines in the FHS Student Handbook.
Grades:
These will come each nine-weeks from the student's APPB Portfolio that will consist of 7 items in the categories listed below:
Overarching Processes (1 item): From the 4 Overarching Processes (Reasoning and Problem Solving; Communication; Connecting or linking knowledge, skills and other understanding within and across disciplines to "real-life" situations; and Internalization or acting on the learning to make it meaningful and worthwhile.) an item that reflects the students involvement in that process. {10%}
Evidence of Your Ability to Test (1 item): An examination taken during the nine weeks that includes original work as well as corrections. Your Cover Instrument reflection should address the issue of showing what you know on a examination. {30%}
Image of You Working With Technology (1 item): Products, or other items that show your involvement in using technology. The level and context of your involvement should be addressed in your Cover Instrument reflection. {10%}
Lab Experience (1 item): An investigation that you were involved in during the nine weeks that you feel represents your understanding of physics. {10%}
Growth Example (1 item): Some indicator of your growth as a person learning physics. This could be an example of your best learning experience, some written communication relating to a particular investigation, in the context of growth, or other work. An explanation of how this item reflects growth should be included in your Cover Instrument reflection. {10%}
Free Choice (1 item): A web page that you have constructed that addresses one of the concepts in the APPB curriculum. The page should follow the guidelines to be presented later. This should be done for at least one 9 weeks, in other periods an item of work from the time period that you feel is grade worthy and that does not seem to fit in the other categories may be provided. {20%}
Journal (1 item): Responses to prompts given by me, and additional reflections
or thoughts you have as we progress through the term. Minimum of one writing per week and
all prompts from me must be addressed. Journal entries must be dated, and the restatement
of prompts is required with your response. This item also requires a Cover Instrument, and
the Journal should always contain all the writings from the start of the year. {10%}
Each item in the Portfolio will include a Cover Instrument (CI). The CI will include:
Identification: (Which item from the list of required Portfolio Items is this?)
Name:
Class Period:
Date: (The date that the attached item was completed.)
Time: (Approximate amount of time spent on the task attached, including time to prepare the Cover Instrument.)
Assistance: (Outside assistance information, who helped you on the attached item, in what way, and to what degree.)
Documentation: (What is the actual piece of work used for this item and where is it physically located?)
Reflection: (Why did you choose to use the attached work for this part of the
Portfolio?)
Fodder for the APPB Portfolio will come from the traditional homework, quizzes, examinations, labs and other class work.
When items are turned in, it is best if you make a back-up copy, and that you place the work in the hands of the instructor. Please note that the guidelines for late and make-up work.
Guidelines for late work: The student will lose 7% of the grade made on an assignment
for each school day the work is late, unless the work falls under the provisions of the
make up policy.
Dates:
September 22: Draft Portfolio due, with CIs.
October 10: Portfolio due for first 9-weeks.
November 10: Journal due, with CI.
December 12: Portfolio due for second 9-weeks.
December 15-19: Fall Final Examination
February 6: Draft Portfolio due, with CIs.
March 9: Portfolio due for third 9-weeks.
April 24: Journal due, with CI.
May 11: Portfolio due for fourth 9-weeks.
May 11-????: Spring Final Examination or AP Examination
Other Issues:
Students should have access to a graphing calculator (see your mathematics program) and will need to work on the school's computers.
Practice problems from past AP Examinations will be used through out the year and students should plan to spend "SOME" time outside of class working problems, hopefully as part of a study group.
If there are problems with "the mathematics," students are encouraged to seek extra help from the instructor, or others that "do" mathematics.
Laboratory experiences call for particular skills (working with others, safety, etc.).
Student who find themselves in need of help with these issues should seek it!
Office Hours:
My planning period is 5th Period at which time I will be in the FASST
Center. In addition I will meet with students by appointment. Feel free to contact me at
444-3042 or (mail to
:dayoung@ecs1.nwsc.k12.ar.us)
Advanced Placement Physics B
Course Expectations
Acknowledgment Form
Please fill out the form below, sign it and return to The Principal's Office as soon as
possible.
Student Information:
Name: ______________________________________Grade: ____________
Address: ______________________________________________________
City: _________________State: ______________Zip: ______________
Phone: ________________________________________________________
E-mail: _______________________________________________________
Parent/Guardian Name: ________________________________________
Phone: _______________________________________________________
I have read , and understand the Course Expectations outlined above.
Student Signature: _____________________________________________
Date: _____________________
Comments: