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Syllabus-Physics Honors 12th

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					                 AGBU Vatche and Tamar Manoukian High School
                                     2010-2011 School Year

                               Physics Honors Course Syllabus
                                         12th Grade

Instructor:     Mr. Zareh Davidian

Textbook: Hewitt: Conceptual Physics, Pearson, 2009

Course Description:
This course covers the major topics of mechanics, heat, optics, electricity and atomic physics,
with an emphasis on conceptual approach. Conceptual Physics provides comprehensive content
and a three-step learning sequence that builds conceptual understanding and offers computational
reinforcement. The three steps are: (1) Exploration, (2) Concept Development, and (3)
Application. Through laboratory experiments students learn the procedures and skills necessary
to use laboratory equipment, make observations, record data, and interpret experimental results.
Students are required to work on individual science projects to enhance their skills in scientific
research.

Course Purpose:
Students will
      Solve problems that involve constant speed and average speed.
      Know that when forces are balanced, no acceleration occurs; thus an object continues to
       move at a constant speed or stays at rest (Newton's first law).
      Apply the law F=ma to solve one-dimensional motion problems that involve constant
       forces (Newton's second law).
      Know that when one object exerts a force on a second object, the second object always
       exerts a force of equal magnitude and in the opposite direction (Newton's third law).
      Know the relationship between the universal law of gravitation and the effect of gravity
       on an object at the surface of Earth.
      Know applying a force to an object perpendicular to the direction of its motion causes the
       object to change direction but not speed.
      Know circular motion requires the application of a constant force directed toward the
       center of the circle.
      Students know how to calculate kinetic energy by using the formula E= (1/2) mv2.
      Calculate changes in gravitational potential energy near Earth by using the formula
       (change in potential energy) =mgh.




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   Solve problems involving conservation of energy in simple systems, such as falling
    objects.
   Calculate momentum as the product mv.
   Know momentum is a separately conserved quantity different from energy.
   Know an unbalanced force on an object produces a change in its momentum.
   Solve problems involving elastic and inelastic collisions in one dimension by using the
    principles of conservation of momentum and energy.
   Know heat flow and work are two forms of energy transfer between systems.
   Know that the work done by a heat engine that is working in a cycle is the difference
    between the heat flow into the engine at high temperature and the heat flow out at a lower
    temperature (first law of thermodynamics) and that this is an example of the law of
    conservation of energy.
   Know the internal energy of an object includes the energy of random motion of the
    object's atoms and molecules, often referred to as thermal energy. The greater the
    temperature of the object, the greater the energy of motion of the atoms and molecules
    that make up the object.
   Know that most processes tend to decrease the order of a system over time and that
    energy levels are eventually distributed uniformly.
   Know that entropy is a quantity that measures the order or disorder of a system and that
    this quantity is larger for a more disordered system.
   Know waves carry energy from one place to another.
   Identify transverse and longitudinal waves in mechanical media, such as springs and
    ropes, and on the earth (seismic waves).
   Solve problems involving wavelength, frequency, and wave speed.
   Know sound is a longitudinal wave whose speed depends on the properties of the
    medium in which it propagates.
   Know radio waves, light, and X-rays are different wavelength bands in the spectrum of
    electromagnetic waves whose speed in a vacuum is approximately 3×108 m/s (186,000
    miles/second).
   Identify the characteristic properties of waves: interference (beats), diffraction, refraction,
    Doppler Effect, and polarization.
   Predict the voltage or current in simple direct current (DC) electric circuits constructed
    from batteries, wires, resistors, and capacitors.
   Solve problems involving Ohm's law.
   Know any resistive element in a DC circuit dissipates energy, which heats the resistor.
    Students can calculate the power (rate of energy dissipation) in any resistive circuit
    element by using the formula Power = IR (potential difference) × I (current) = I2R.



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      Know the properties of transistors and the role of transistors in electric circuits.
      Know charged particles are sources of electric fields and are subject to the forces of the
       electric fields from other charges.
      Know magnetic materials and electric currents (moving electric charges) are sources of
       magnetic fields and are subject to forces arising from the magnetic fields of other
       sources.
      Know how to determine the direction of a magnetic field produced by a current flowing
       in a straight wire or in a coil.
      Know changing magnetic fields produce electric fields, thereby inducing currents in
       nearby conductors.
      Know plasmas, the fourth state of matter, contain ions or free electrons or both and
       conduct electricity.


Course Outline:

      About Science
          1. The Basic Science – Physics
          2. Mathematics – The Language of Science
          3. Scientific Methods
          4. The Scientific Attitude
          5. Scientific Hypotheses
          6. Science, Technology, and Society
          7. Science, Art, and Religion
          8. In Perspective

      Mechanics
         1. Mechanical Equilibrium
         2. Newton’s First Law of Motion – Inertia
         3. Linear Motion
         4. Projectile Motion
         5. Newton’s Second Law of Motion – Force and Acceleration
         6. Newton’s Third Law of Motion – Action and Reaction
         7. Momentum
         8. Energy
         9. Circular Motion
         10. Rotational Equilibrium
         11. Rotational Motion
         12. Universal Gravitation
         13. Satellite Motion
         14. Special Relativity – Space and time
         15. Relativity – Momentum, Mass, Energy, and Gravity



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      Properties of Matter
          1. The Atomic Nature of Matter
          2. Solids
          3. Liquids
          4. Gases

      Heat
          1.   Temperature, Heat, and Expansion
          2.   Heat Transfer
          3.   Change of Phase
          4.   Thermodynamics

      Sound and Light
          1. Vibrations and Waves
          2. Sound
          3. Light
          4. Color
          5. Reflection and Refraction
          6. Lenses
          7. Diffraction and Interference

      Electricity and Magnetism
          1. Electrostatics
          2. Electric Fields and Potential
          3. Electric Current
          4. Electric Circuits
          5. Magnetism
          6. Electromagnetic Induction

      Atomic and Nuclear Physics
          1. The Atom and Quantum
          2. The Atomic Nucleus and Radioactivity
          3. Nuclear Fission and Fusion


Key Assignments & Activities:

   1. More than 100 intriguing activities and experiments that allow students to explore,
      develop, and apply the concepts presented in the text. The labs support all three stages of
      the learning process: Explore, Develop, and Apply. The goals for activities and
      experiments, while similar, are in some ways different.
   2. 62 Activities. Most activities are designed to provide hands-on experience that relates to a
      specific concept. The chief goal of activities is to acquaint students with a particular
      physical phenomenon that they may or may not already know something about. The
      emphasis during an activity is on observing relationships, identifying variables, and
      developing tentative explanations of phenomena in a qualitative fashion. In some cases,


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      students are asked to design experiments or formulate models that lead to a deeper
      understanding.
   3. 43 Experiments. Experiments are usually designed to give practice using a particular
      piece of apparatus. Experiments are more quantitative in nature and generally involve
      acquiring data in a prescribed manner. Here, a greater emphasis is placed on learning hot
      to use a particular piece of equipment, making measurements, identifying and estimating
      errors, organizing data, and interpreting data.
   4. Applied concepts projects. Students will design and implement and apply physics project
      that will demonstrate a practical use of physics in the world. The project will include a
      20-minutes oral presentation, a 10-pages written report of findings, and a visual
      exhibition like power point, a short movie, etc. Some topics are:

                 Summarize and compare the benefits to society and the costs to society of
                  fossil fuel plants and nuclear fission plants.
                 Make a list comparing the kinds of pollution resulting from fossil-fuel power
                  plants and nuclear fission power plants.
                 Write a letter to a friend and explain that you’ve learned that radioactivity has
                  been a part of nature from the beginning of time. Explain its benefits and its
                  dangers, and how common sense can minimize radiation dangers.
                 Write a letter to your grandparents explaining how Einstein’s theories of
                  relativity concern the fast and the big—that relativity is not only “out there,”
                  but affects this world. Tell them how these ideas stimulate your quest for more
                  knowledge.
                 Gather a selection of canned foods. Predict which will roll faster down an
                  incline. Compare liquids (which slide or slosh rather than roll inside the can)
                  and solids. Roll the cans to test your predictions. Describe your results.
                 Place a small rubber ball on top of a basketball and drop them together. How
                  high does the smaller ball bounce? Can you reconcile this result with energy
                  conservation?
                 Calculate your personal “hang time,” the time your feet are off the ground
                  during a vertical jump.
                 Write a letter to your grandparents explaining what you’ve learned about a
                  moving Earth and how a person who might be unsure of it could be
                  convinced.
                 Write a letter to a friend who has not yet studied physics and tell what you’ve
                  learned about Galileo introducing the concepts of acceleration and inertia. Tell
                  of how Galileo was also familiar with forces, but didn’t see the connection
                  among these three concepts. Tell how Isaac Newton did see the connection,
                  revealed in his second law of motion. Explain with the second law why heavy
                  and light objects in free fall gain the same speed in the same time. In this
                  letter, it’s okay to use an equation or two, making it clear that you see
                  equations as a shorthand notation of explanations.


Note: Details about daily and weekly assignments will be provided bi-weekly in the form of the
TWS (Two-Week Study Guide).


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Grading Policy:
Each quarter’s grade will be determined as follows:

       Tests                                 40%
       Quizzes                               20%
       Class work/Projects                   20%
       Homework                              10%
       Notebook/ Participation and effort    10%

Each semester’s grade will be determined as follows:
       Two Quarter grades (40% each)        80%
       One Final Exam grade                 20%

The letter grade corresponding to the average points received by the student will be as follows:
A+ = 100-99%                 A= 98-94%               A- = 93-90%
B+ = 89-87%                  B= 86-84%               B- = 83-80%
C+ = 79-77%                  C= 76-74%               C- = 73-70%
D+ = 69-67%                  D= 66-64%               D- = 63-60%
F= 59-0%

Work Habits and Citizenship grade:
O= Outstanding: Student has exemplary behavior and has turned at the most one assignment
late, has maximum participation points, and always has materials ready for class.
S= Satisfactory: Student has occasionally broken classroom rules and has turned in at the most
two assignments late, has more than average participation points, and has not brought materials
for class only once or twice.
N= Needs Improvement: Student has broken classroom and school rules and has turned in at
most three assignments late or has failed to turn in one assignment, has average participation
points, and not brought materials for class three or four times.
U= Unsatisfactory: Student frequently breaks classroom and school rules and has turned in
more than three assignments late or has failed to turn in two or more assignments, has below
average participation points, and not brought materials for class more than four times.

Class Behavioral Expectations:
Students are expected to arrive to each class on time and be in their seat ready to begin work
when the bell rings. Students who arrive to class after the bell will be marked tardy. In class
tardy consequences are as follows:
First:                Warning
Second and third:     Parent notification by the teacher
Fourth:               Referral to office and office assigned consequences




                                                6
Classroom Rules:
1) Listen when others are talking
2) Follow directions
3) Keep hands, feet, and objects to yourself
4) Work quietly and do not disturb others
5) Show respect for school and personal property

If you choose to break a rule:
First time:          Name on board: Warning.
Second time:         One check: 5 minutes after school on Thursday.
Third time:          Two checks: 10 minutes after school on Thursday.
Fourth time:         Three checks: 15 minutes after school on Thursday. Parents called.
Fifth time:          Four checks: 20 minutes after school on Thursday.
                     Referral written and student sent to the office.
Severe disruption:   Student sent immediately to the office.
* Names and checks will be erased each Thursday afternoon.

Rewards:
Praise (daily)
Positive notes sent home (random)
Various other positive perks and incentives (random)
The joy of learning (everyday)

Homework Policy:
Homework will be assigned everyday and will be due at the beginning of the class period the
next day. The very last chance to turn in your homework will be by Friday each week. Late
assignments will automatically lose 10% of the total grade. The student will receive a grade
of “0” if he/she does not turn the homework assignment. My policy for turning homework after
an absence is the student will receive two days after returning to complete and turn in the
assignment without penalty. For long absences a sufficient time will be given based on the
circumstances. Students are encouraged to develop study buddies and exchange phone numbers
with each other to get assignments when they are absent or to have a source of assistance when
doing an assignment.

Extra Credit:
Extra credit will be given for different extra activities done by a student throughout the year
including but not limited to:
1) Sit in the front rows of the classroom
2) Participate in Enrichment Sessions
3) Make a poster or bulletin board about a topic covered by a lesson
4) Bring in research or newspaper articles about a topic we are covering

Communication:
The method I use to notify parents of a problem will be:
1) Phone call to home/cell/work
2) Email



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I can be reached by calling the school at (626) 794-0363 or zdavidian@agbumhs.org. Please feel
free to contact me if you have any question or would like to meet to discuss your child’s
progress. I hope this information will be helpful to you and your child and I am looking forward
for a wonderful year!




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posted:12/15/2011
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