Alabama School of Fine Arts

Advanced Placement Physics C: Electricity and Magnetism “2015-2016” Syllabus

INSTRUCTOR: Walter Uhoya

TEXT: Physics for Scientists and Engineers, 6th Ed., by Paul Tipler, 2008 (published by W. H.

Freeman and Company).

SUPPLEMENTAL TEXT(S) BOOK: Fundamentals of Physics., by Halliday, Resnick, and Walker,

(published by John, Willey, and Sons).

COURSE DESCRIPTION: The purpose of this course is to enable students to develop a correct

conceptual understanding of fundamental concepts of physics, to develop analytical, problem

solving, computational, and experimental skills, and to prepare them for both the AP exam and

any entry level college physics course with integrated calculus. The expectations of this course

meet or exceed those standards established for “Physics for Scientists and Engineers” which

university students take in the first two years of college. High school students usually take this

course because they are interested in a career in STEM, that is Sciences (such as physics,

chemistry), Technology, Engineering, and Mathematics. During Spring 2016 semester we will

cover topics from electricity and Magnetism mechanics, chapters 21 to 30 of the main course

book (Paul A. Tipler, Physics for Scientist and Engineers, Vol 2, 6th ed (2008). These topics 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

first week will be dedicated to the review of Mechanics. The course outline with corresponding

unit and chapter references in the order that they will be covered is given shown below:

COURSE DESCRIPTION AND SEQUENCE:

Review of Mechanics (Unit 1 to Unit 7):

Unit 1, Measurements and Mathematical Tools – (Chapter 1)

Unit 2, Kinematics – Motion in one dimension (Chapter 2):

Unit 3, Newton’s Laws and Their Applications (Chapters 4 and 5):

Unit 4, Work, Energy and Power – (Chapter 6 and 7)

Unit 5, System of Particles and Linear Momentum (Chapter 8)

Unit 6, Circular Motion and Rotation – (Chapter 9)

Unit 7, Oscillations and Gravitation – (Chapter 11 and 14)

NOTE: We will revisit chapter 14: Simple harmonic motion (kinematics, dynamics and energy

relationships of mass on a spring), pendulum and other oscillations

Electricity and Magnetism (Unit 8 to 14)

Unit 8, Charge and Electric Field – Chapter 21: Electric Charge, Electric Forces, and Electric

Field

Electrostatic behavior of macroscopic objects, electrostatic devices, conductors, point charges,

Coulomb’s law, sketching electric field of arrangements of point charges

Unit 9, Gauss’s Law – Chapter 22, Gauss’s Law

Distributed charge (linear, areal, volume charge densities), electric flux, finding electric field of

symmetrical charge distributions using Gauss’s Law

Unit 10, Electric Potential – Chapter 23, Electric Potential; Chapter 23, Potential and Field

Electrostatic energy, work, potential and potential difference, equipotential maps

Unit 11, Capacitors –Chapter 24

Conductors and dielectrics, capacitors (parallel plate, spherical, cylindrical), networks of

capacitors

Unit 12, DC Circuits – Chapter 25, Current and Resistance; Chapter 25, Fundamentals of

Circuits

Current, resistance, power, Ohm’s law, circuits, networks of resistors, Kirchhoff’s rules, RC

circuits including transients, terminal voltage

Unit 13, Magnetostatics – Chapter 26 and 27, Magnetic Fields

Magnetic fields, forces on charges and wires in magnetic fields, Ampere’s Law, Biot-Savart Law

Unit 14, Induction and Maxwell’s Equation – Chapter 28, Electromagnetic Induction;

Chapter 29, Electromagnetic Fields and Waves; Chapter 30: Maxwell’s Equation

Magnetic flux, induction, Faraday’s and Lenz’s laws, inductance, LR and LC circuits, Maxwell’s

equations

REQUIRED MATERIALS – Bring starred (*) items to class each day.

• Binder with organized sections* - All handouts, tests, and quizzes should be in

here in chronological order.

• Graphing Calculator *

• Pen or Pencil and eraser*

• Highlighter

• Protractor and 30 cm rule or 15 cm rule.

• Separate composition notebook for labs.

• Notebook for class notes and homework solutions*

• Physics Coursebook by Tipler *(The book will be provided to you in class).

GRADING POLICY: Your overall grade per quarter will be determined as follows:

40 % Comprehensive Tests and Unit Test

30 % Homework assignments, class problems, clicker, and pop quizzes

10 % Participation, student notes, and binder

20 % Projects, laboratory investigations, and reports

TEST, FINAL EXAM, QUIZZES, HOMEWORK AND READING ASSIGNMENTS:

Expect two or three comprehensive tests, one comprehensive final exam, and, at least, five

quizzes per semester. Tests and final exam will always be announced. Unit tests will usually cover

two units outlined in the course sequence above, and will be worth 100 points. These unit tests

are cumulative and comprehensive, and any important material previously covered may be

included. If you have concerns about tests, it is a good idea to see me a few days BEFORE the

test. Quizzes (some announced, some unannounced) are often related to the previous week’s

homework problems, reading assignments and class room examples. For you do well, it is

recommended that you study and work out problems for at least 50 minutes for several nights

before a major test or exam. There will be a homework assignment for each chapter. A homework

assignment consisting of 5 to 12 problems will be assigned and turned in approximately once a

week. There will be required reading assignments daily. You will be assigned materials to read or

a short video to watch, make your own student notes and attempt some problem. The reading

assignments will be graded periodically for quality on a 10 point scale, 10 being the highest.

CLASSROOM ACTIVITIES, EXPECTATIONS, AND STUDY GUIDES: Before beginning each

unit a study guide will be given, and these will include reading and written assignments,

completion dates, and an approximate daily schedule for the unit. The objectives for each unit will

also be included on each study guide. These objectives are determined by the class syllabus and

College Board and will provide a basis for reviewing for the AP test. My class will more often be

student-centered; class time will be spent mostly in class discussions, group work, student

presentations, labs, and demonstration.

During Class Time, You are expected to:

• follow all school policies as described in the student handbook

• cooperate with the teacher and fellow students.

• be respectful of yourself and others.

• use class time only for activities related to class

• act in a way that promotes learning (both your own and others) whenever you

are involved in a class activity, both in the classroom and out

• accept responsibility for your own behavior

• to follow all rules described in the lab rules and safety contract

LABORATORY ASSIGNMENTS: Laboratory experiences are essential to study of physics. In this

course, hand on laboratory investigations will be conducted in class (about twelve labs per year

or one lab per topic). These labs are designed to prepare you to be able

develop a model for a physical problem and design experiments to test or verify the model;

observe and measure real phenomena;

organize, display and critically analyze data;

analyze sources of error and critically determine uncertainties in measurements;

draw inferences from observation and data; and

Communicate/present results, including suggested ways to improve experiments and

proposed questions for further study.

Most of the labs will be student driven, where the students will have to develop their own hypothesis and experiment, collect and analyze data, perform calculations, and then form conclusions from that data and their observations. The student will be expected to work collaboratively in groups to collect data for the labs. Once the data has been collected, every student is to analyze the data and write his or her own lab report individually. The report should include: a title, your name and names of your group members, statement of the problem, hypothesis or derivations model to be tested, a discussion or outline of the experimental procedure, the recorded raw data and observation, a discussion or outline of the data analysis and a conclusion including error analysis and topics for further study. Students are required to keep a portfolio with all of their raw data, graphs, and completed lab report. Each section of your lab report will be graded using a three point scale where 3 is maximum, and 0 is minimum as shown in the table below, and total score converted into percentage.

Lab Report Scoring Guide Name: Lab Title:

Levels

Task 3-Complete

and

Exceptional

2-Complete 1-Partial 0-Unsatisfactory

Format N/A Typed, double-spaced,

dated, partner names,

appropriate references to

“borrowed” materials.

N/A Sloppily done or

identifying

information

missing.

Introduction

Background

information

making

connections

with the

discipline or

historical info

Statement of purpose.

Discussion of lab answers

the question: “Why this lab?”

Includes development of the

model and/or discussion of

the theoretical background

and predictions/hypothesis.

Introductio

n

incomplet

e, or

inaccurate

.

Not present.

Experimental

Procedure/Met

hods and

Materials

N/A All items listed, named

correctly, used

appropriately. A brief

description of the method.

Some

items

misnamed

or unlisted,

method

unclear

Not present, or

some items used

inappropriately.

Apparatus

Diagram

Very well done

original work.

Diagram clearly illustrates

equipment, setup, and

variables measured.

Diagram is

unclear or,

incomplet

e,

Not present,

inaccurate, or

does not identify

variables

Observations

and Raw Data

Lists a

reasonable

uncertainty for

each type of

measurement

and explains

how

determined.

Presents all raw data in an

appropriate (usually tabular)

format, with correct units,

graphs of raw data with

labels, best-fit (may be

sketched graphs). Enough

data is presented to make

conclusions.

Data

incorrect

or missing

units or

other

informatio

n.

Insufficient

data

presented.

Incomplete.

Data Analysis

and Processed

Data with Error

Analysis

(if applicable)

Processed data

shows special

insight.

Sample calculations showed

(one of each type),

processed data presented in

an appropriate (usually

tabular) format, with correct

units.

Sample

calculation

s

incomplet

e, unclear,

or

incorrectly

done.

Not present, but

you did need to

process data.

Presentation of

Data

(final models –

graphs;

equations)

All models were

written in

physics terms,

with a brief

explanation of

derivation

process.

Variables on appropriate

axes with units, reasonable

best-fit shown,

mathematical

model/equation for each

best-fit, all graphs linear,

reasonable interpretation of

slope, intercept and area

(where appropriate), brief

quality analysis.

Poorly

labeled,

unclear,

non-linear,

poorly

interpreted

.

Incomplete, not

present.

Conclusion Exceptionally

well-written or

shows unusual

insight.

In paragraph form:

identifies new terms and

concepts, explains the

model(s), compare results

with predictions/hypothesis,

discusses quality of results,

suggests a mechanism that

explains results, makes

recommendations for

improvements or additional

study

Incomplet

e or

inaccurate

.

Not present.

These labs must be neat and orderly, and the student’s own work. Up to 10 will be deducted from your total scores if you misuse lab equipment or if you fail to participate equally in group work or if your work is untidy. Virtual interactive lab experience using PhET Simulations during which students observe and manipulate computer-generated objects, data, or phenomena will be used in some cases to supplement laboratory experience.

LATE WORK: It is the responsibility of the student to turn in work on time. Any work not handed

in on time will lose 25% credit for each class day late up to a maximum penalty of 75%. Late work

will not be accepted after 5 days past the due date.

ABSENCE AND TARDY: ASFA Absence and Tardy policy outlined in ASFA student handbook

will be enforced. A tardy in my class is defined as not being in class when the class begins. You

must stay in class all the time during my class time except for an emergency; therefore, visit the

restroom before coming to class. Note that it is a school policy that several tardy and/or class

absence will lead to a student being placed on probation.

CHEATING AND PLAGIARISM: You are expected to present your honest work. If you cheat or

plagiarizes any persons work, you will receive a zero for the assignment or test and will be referred

to the school administrator for disciplinary action.

APPOINTMENTS FOR STUDENT HELP/TUTORING: My goal is for you to succeed and I shall

always be available to help you with class related problems during school hours, before school,

after school, and during my lunch period but you must make an e-mail appointment.

INDISCIPLINE AND CELL PHONES: Any kind of indiscipline will not be tolerated in my class. In

addition, you must not use cell phones in my class at times other than those designated by me.

Those designated are times when students may use their cell phones for online based

investigations and simulations, calculators, compasses, etc. A discipline referral will be submitted

if you use your phone without my permission.

COMMUNICATING WITH STUDENTS AND PARENTS: I believe that communication between

parents and teachers is extremely helpful for students to succeed. Email is the preferable method

of communication between me, students and parents.