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SCP613U: AP Phys C (2014-2015)

CURRICULUM PROGRAM: Advanced Placement
COURSE TITLE: AP Physics C
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 11-12
CODE: SCP613U
TYPE: REG
CREDITS: 1.00
COURSE LENGTH: 36 weeks

About the Program:
AP Physics C provides an in-depth development of the physics concepts and principles of mechanics, electricity and magnetism, with an emphasis on inquiry and critical thinking skills, including problem solving, deep mathematical reasoning, and experimental investigations. This course uses technology, such as graphing calculators, probe ware, graphing and data analysis software, and physics apparatus. 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 two separate semester long, calculus-based college-level physics course. The course requires a working knowledge of physics and introductory differential and integral calculus. 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 physical sciences and engineering. AP Physics C provides a more intensive and analytic approach than AP Physics B. Students are expected to take the AP Physics C Exam(s): Mechanic and/or Electricity and Magnetism at the end of this course.

Laboratory Requirement: Students who take this course spend a minimum of 30% of their time engaged in hands-on laboratory exercises.

Major Concepts/Content: The Physics C course is a college-level course that differs from a high school Physics course in terms of depth of coverage, the type of laboratory work and time commitments for study. The subject matter of the Physics C course is principally mechanics, and electricity and magnetism, with approximately equal emphasis on these two areas. The sequence is more intensive and analytic than that of the AP Physics Part 1 & 2: Algebra-based course sequence. Strong emphasis is placed on solving a variety of challenging problems requiring algebra, trigonometry and concepts of calculus. Topics in Physics C are detailed in the Physics C course description, which is available on AP Central at http://apcentral.collegeboard.com. This course will utilize guided inquiry and student-centered learning to develop critical thinking skills and communication of complex problem solving. Couse content includes mechanics and electricity and magnetism. Mechanics should provide instruction in each of the following six content areas: kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Electricity and Magnetism should provide instruction in each of the following five content areas: electrostatics; conductors, capacitors and dielectrics; electric circuits; magnetic fields; and electromagnetism.

Major Instructional Activities: Each Physics C course should also include a hands-on laboratory component. Students should spend a minimum of 30 percent of instructional time engaged in hands-on laboratory work. Each student should complete a lab notebook or portfolio of lab reports. The basis of this course is scientific inquiry, which 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 (e.g., multiple revisions, high quality, and questioning). Instruction is designed and sequenced to provide students with learning opportunities in appropriate settings, including 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, probe ware, graphing calculators, databases, spreadsheets, word processes and presentation software, and the physics experimental apparatus.

Major Evaluative Techniques: Evaluation will center on appropriate tools to assess knowledge of the course content and science practices. Teachers are expected to devote a minimum of 30 percent of instructional time to lab investigations. Research-based reports and teacher-developed assessments will also be used to evaluate learning.

Course Objectives: • Understand the fundamental concepts and principles of physics through the investigation of physical phenomena, theories and experimental methods. • Develop problem-solving skills and mathematical reasoning through the active asking and answering of testable questions and employing the components of a well-designed experimental investigation. • Foster scientific habits of mind, such as curiosity, creativity, and objectivity. • To understand the interconnections of physics to the other sciences, society, culture, and technology

Course 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,

Instruction is designed and sequenced to provide students with learning opportunities in 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, probe ware, graphing calculators, databases, spreadsheets, word processes and presentation software, as well as the experimental apparatus of physics.

Course Notes: (Unweighted - Did Not Take AP Exam)