# AP Physics B Syllabus 2013 2014 Mrs. Kelly Burke About the AP Physics B Course:

Mechanics

Oct 24, 2013 (4 years and 6 months ago)

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AP Physics B

Syllabus 20
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Mrs. Kelly Burke

About the AP Physics B Course:

This course is Algebra
-
based and takes place 5 days per week for 55 minutes each day for the entire school
year. The topics presented during the course closely follow those delineated by The College Board. This course
mirrors an introductory level universi
ty physics course. The goal of the course is for students to master the
concepts and principles of physics from two approaches: mastery of concepts and proficient use of formulae to
solve problems. Hands
-
on, inquiry base investigations will also be include
d to discover principles and
strengthen understanding.

Text:
College Physics: A strategic Approach 2
nd

Edition

Cost
to replace lost/damaged textbook: \$115.00

5 Steps to a 5 in AP Physic
s (Recommended)

The Princeto
n Review:
Cracking the AP Physics

Exam
, 2005
-
2006.

Outline of Topics

I. Mechanics

(Semester 1)

A.
One Dimensional Kinematics (3 weeks)

B. Vectors &
Two
-
Dimensional

Motion (2 weeks)

C
. Newton’s Laws of Motion

(3 weeks)

D
. Work, Energy, and Power

(2 weeks)

E
.
Momentum and Collisions (2 weeks)

F. Circular Motion, Rotation, and Gravity (1 week)

G. Oscillations (1 week)

II. Fluid mechanics and Thermal Physics

(
Semester 1
)

A.

Fluid Mechanics

(
2

weeks)

B.

First Law of Thermodynamics (2 weeks)

III.
Electricity and Magnetism

(
Semester 2
)

A. Electrostatics

(2 weeks)

B.
Electric Circuits (1 week
)

C
. Magnetic Fields

(
2

weeks)

IV. Waves and Optics

(
Semester 2
)

A. Wave Motion
, Sound (.5 week)

B.

Geometric Optics (2 weeks)

C
.
Physical Optics (2 weeks)

D
. Interference

/ Diffraction (1.5 weeks)

V. Atomic and Nuclear Physics

(
Semester 2
)

A. Atomic Physics and Quantum Effects

(1 week)

B. Nuclear Physics

(2 weeks)

Teaching Philosophy:

Students should be assessed and graded in several different ways

The class should have clear objectives, procedures and evaluations

The class
should be structured but still allow for flexibility when needed

The students are responsible for giving their best effort and for acting in a way that will help all students
reach a level of success.

The following Category Weights are use
d to calculate a student’s numerical average.

Tests

50%

Quizzes/Free Responses/Labs

20%

Homework

15%

Semester Exam

15%

Within the categories, I also weight various assignments depending on the length and difficulty level.

I am a

and return assignments quickly.

Late Work:

Late homework is not accepted. Class assignments missed due to an absence must be made up
promptly, see Ms Burke to schedule the makeup.

Attendance:

Teacher student interaction is vital to success. If a stude
nt is absent for any reason, it is the students
responsibility to inquire about missed assignments.

Cell Phones:

There are times when students are permitted to access their cell phones for internet research, calculators,
compasses, applets, etc. Students
may not have out/access their cell phones at times other than those designated
by Ms Burke. Discipline referrals will be submitted for this offense.

Cheating and Plagiarism
:

Cheating or plagiarism of any kind is not tolerated. The student that cheats or

plagiarizes will receive a zero f
or
the assignment or test, the

parent/guardian will be contacted, and the student will be referred to their

What I Really Think:

AP Physics B is a brutal course in terms of pace an
d rigor. Many students with an excellent academic history
will initially struggle in the course as they adjust and learn to think critically and develop problem solving
strategies for complex problems. However, this task is doable. Please be patient and un
derstanding with your
child/student, encourage them to form small study groups, to come see me early in the mornings, and/or skype
with classmates in the evenings. With consistent effort, students will succeed and take many valuable academic
skills away wi
th them.

I will tell the students on day one that this course is best tackled with some help. Students need to raise their
hands in class, ask questions, discuss problems with each other at lunch, etc. One analogy: as the AP coach, I
will call the plays for a succe
ssful offense. The students have to practice the plays and then execute on game
day. And if their work and effort has been sufficient, they will win.

In closing, I LOVE teaching and I LOVE physics and I want your students to enjoy this
taking this
class
as
much as I enjoy teaching it.