1. Welcome to PHYSICS. I hope you had a great summer, didn't forget too much of your algebra and trigonometry and that you will be learning and sharing much Physics this coming year. (At least concurrent Trigonometry is a prerequisite for this course.)
2. TEXT: Physics ; 5th Ed., Giancoli, Pearson Education (IB/AP) or Physics; Zitzewitz, McGraw-Hill (Regular)
3. Objectives: This course will introduce you to the various areas of Physics, sharpens your thinking and problem solving skills, and assist some students in preparation for the SAT-2 or the Advanced IB/AP Exams.
4. Class Attendance: It is expected that you will attend all classes; however, should an absence occur (excused or unexcused), you are responsible for seeking and making up all missed work for which you desire credit. If you intend to be absent for extra-curricular, extended vacations, sports events, concerts, etc., you should plan so you may complete most work BEFORE you leave. Work handed in late due to unplanned excused absence must be made up within a reasonable length of time (usually a few days). All homework, labs not made up are recorded as zero credit. Work handed in late (without an attached, valid, written excuse) will receive lower grades. You may have to skip sports practice or other activities to complete missed work. Zero credit for unexcused absence or tardy is automatic.
5. Study Time: If you intend to do well in Physics you should set aside a regular time for Physics study each day. This may be during "free periods" or evenings, but should be one or two blocks of time totaling about one full hour. Some assignments may take more/less than this time; however assignments will be given in advance to allow you to work ahead. You also should review regularly. If assignments are not challenging for you see the teacher for more challenging material.
6. Special Help: The teacher will be available for help by appointment after school, before school, during "resource periods." Students are encouraged to help each other. Our goal is understanding; the teacher and all students should work together so that each student understands the Physics being studied.
7. Copied work is unacceptable and will not be given credit. When there is evidence of copying homework or lab reports, both the original and the copy may receive zero credit. Working with another student (lab partner) and arriving at homework / lab solutions together is NOT considered copying as long as the brain work is shared.
8.3 Tests/Quizzes/Exams: Quizzes may be given at any time. Major tests and Exams will usually be announced in advance. Most will be closed book and will consist of
1) Recalling essential facts and principles, (especially for AP/IBH).
2) Application of principles,
3) Mathematical problem solving.
Semester exams will be comprehensive and cover everything normally studied in a one year Physics course.
9. Quarter grades will be assigned based on the following:
Tests; 40% (2 to 4 per quarter)
Homework and Quizzes; 20% (frequent)
Laboratory Work; 20% (average 1 lab report per week, some may be graded pass/fail)
Portfolio, participation (including attendance), contributions, projects, oral, group work, extras, homework; 20%
LAB grades include grades for preparation, actual lab work and lab reports. See below for criteria.
10. Lab Notebook: You must have a notebook in which all your lab reports are kept. IBH students must have paper copies of all their first year labs as well as their second year IBH labs to send to the IB office; students intending to take two years of Physics will save ALL their labs. When full, the notebook will be handed in. In March of the second year, IB students must have all their labs and their data notebook to send to the IB office.
= Keep a backup file (or two) of every disk or jump drive lab!!!!!
11. Portfolio: In the "information age," organization and presentation of information is an important skill. You must also have a notebook organized into sections where
notes, with unit titles and dates,
solutions to homework questions/problems, with chapter, page numbers and dates
extra labs, projects, photographs, book "reports," current newspaper and magazine clips and other things done to enhance your (and your classmates) understanding of Physics are kept.
You must bring this to class and hand it in and/or be prepared to discuss it with the teacher when requested.
12. Calculators: a scientific calculator with exponential notation and trig functions is required; graphing calculators are useful at times. Calculators may be used for all quizzes, tests and exams. They may not, however, be shared during tests and quizzes. Because students are careless with calculators, use an inexpensive one and WRITE YOUR NAME ON YOUR CALCULATOR.
13. An important part of most Physics courses is problem solving. Students often have difficulty because they focus on answers rather than solutions. The following check list will apply to quiz and test problems:
___ organization/neatness
___ diagram(s) of problem (if appropriate)
___ given information indicated
___ objective(s) indicated
___ correct formula(s) or principle shown
___ algebraic solution for unknown(s) when appropriate
___ substitution of values with units where appropriate
___ correct answer
___ correct units
___ correct significant figures
ELEMENTS OF A LAB REPORT
There is an art to communicating scientific findings. Besides being prepared in a concise, neat, grammatically correct and organized manner, a report must contain certain specific information. The goal is to communicate what you set out to do, why you set out to do it (besides the fact that it is required for this course!) and how you did it, what you found out and what conclusions you reached. Your report should include enough information so that a person with your level of knowledge of physics can understand what you did well enough to duplicate the experiment or repeat it with some modifications. A REPORT SHOULD NOT BE WORDY--it should be concise and to the point. But be sure that all the required information is included. The audience for your report consists of your fellow physics and advanced physics students and a physicist (teacher and/or IB examiner). Samples of formal reports are available for your examination. The following is an outline of your laboratory report.
1) TITLE
This should be at the top of the first page and should include the title of the experiment, your name, the names of the students with whom you worked, the date when you carried out the experiment and your instructor's name. (A separate title page is unnecessary.)
2) ABSTRACT (Purpose and Introduction)
In no more than 75 words, you should give a brief description of what you intend to accomplish in the experiment and what results you are about to present in the body of a report. The purpose of an abstract is to allow a reader to know at a glance whether the report is of interest to him/her. The abstract may include some of the theory behind the experiment, some elements of the objectives and of the experimental procedures, but should be concisely written. The abstract should be separated from the main body of the report.
For most experiments a simple statement of purpose will suffice.
3) PROCEDURES
While a scientific report should always contain a brief description of the procedure, these are generally described in the lab manual; these may be "cut and pasted" into your report. You need only add or modify the procedures section if you modified them in some way or you made some noteworthy attempts to increase accuracy. A labeled DIAGRAM of the experimental setup is frequently useful to help the reader understand your procedure.
4) DATA
All data should normally be collected together in one section. Data must be displayed in clearly labeled tables. Units and uncertainties should be included. The importance of organization and neatness cannot be overemphasized. Someone reading your report should not have to search to find your data, or to understand what they mean.
5) ANALYSIS AND RESULTS
Any manipulations of the data and any results should be placed in this section. This includes any calculation, graphical analysis or uncertainty analysis. You will be expected to include propagation of uncertainties, in your reports. Sample calculations should be included for the major calculations carried out. (Do not include samples of routine statistical calculations.) A sample calculation should give the formula used, the data substitution with the units and uncertainties, and the final result with units and uncertainties. If any algebraic manipulations are necessary, they should be carried out as much as possible before substituting the data. Graphs should be drawn carefully on graph paper or be computer generated. If possible, they should be in the appropriate location in the report. Uncertainty (error) bars should be included, and, when possible, calculations of the slope and / or intercept should be shown on or below the graph, with a clear indication of which coordinates were used in the calculations. Finally, all results along with their uncertainties should be clearly labeled and displayed neatly (in tabular form when appropriate.) All of these things can be done in a spreadsheet program such as Excel on the computer. Students who hand in their labs via computer must use Excel, MSWord or compatible program to record, manipulate and graph data. The spreadsheet may be embedded within the word processed report; properly done it will include all the formulas used so the algebraic manipulations need not be shown elsewhere. You may be asked to E-mail reports to the instructors on the Local VSD Physics network.
6) CONCLUSION
ANSWERS TO QUESTIONS AND DISCUSSIONS: In general, specific questions will be asked to guide you to a discussion of your results. In this section, you should be sure to comment on the following even if these questions are not specifically asked:
a) If the experiment was designed to test a theory, do the results agree with the theoretical predictions?
b) If the experiment was designed to measure a physical quantity, does your result agree with previous results?
c) If the answer to (a) or (b) is no, can you explain why? Whenever possible this should be answered quantitatively. You should look for additional sources of uncertainty or error in your data, describe them and estimate their sizes if possible. Then you should calculate and/or describe what effects these would have on your final results. Do these sources of uncertainty or error explain the discrepancies in your results?
d) Did the experiment fulfill the stated purpose?
e) Was the experiment worthwhile? Did it help to elucidate the physical principles?
f) Can you suggest any ways to improve the experiment so that it would better fulfill the purpose? Once again, a good report should include all of the above, and should be neat and CONCISE.
You will receive a printed lab book outlining most of the above for each experiment. You may also obtain computer files with of the experiments. In either case, you will be expected to cut and paste together a laboratory report for each experiment. Maximum credit for the written report will be awarded when the entire report in one computer document using Microsoft Word and Excel. AP/IB students will be required to submit most reports as a computer file.
LAB REPORT GRADING CHECKLIST
1. Organization / Neatness/ Time
___ on time (maximum 50% if late)
___ follow directions / format / organized / neatness
___ title / date / partners names
___ abstract / objective
___ procedure
___ diagram of setup when appropriate
2. Data/Uncertainties
___ complete data charts - that are easy to read
___ accuracy - reads instruments to fractions of smallest scale
___ units for data/results
___ uncertainties / significant figures or formatted numbers in spreadsheet
*___ special techniques evident (to maximize accuracy)
3. Analysis/Results
___ Table/(spreadsheet) chart of results
___ sample calculations / accurate with units and sig. figs.or spreadsheet formulas
*___ uncertainties propagated to results - not just % error
___ graphs (titles/labels/curve/size/graph paper/error bars (computer graphs easily do all these except the error bars)
___ points visible/slopes/intercept, etc.)
4. Questions/conclusions
*___ interpretation of results (including graphs)
___ sources of error and amounts (indicated)
___ suggestions for improvement
5. Overall Impression
*___ beyond minimum requirements
___ too wordy
___ concise, to the point
The Ten Rules of Measurement
1. Before recording any measurement, always ask yourself "Does this value make any sense?"
2. Always read a measuring instrument as accurately as possible. This means to estimate to a fraction of the smallest division on the instrument.
3. In repeated measurements you must try to be unbiased. There is no correct value because there will always be some scatter (although in the best cases this may be very small).
4. Detect and correct all systematic errors.
5. Experimental values--both measurements and results calculated from these measurements - should always be quoted with only one uncertain figure. (i.e. use significant figures)
6. When calculating an experimental result by adding or subtracting experimental data, round off till only one uncertain figure remains in the result.
7. When calculating an experimental result by multiplying or dividing experimental data, round off the result so that it has only as many figures as the data value with the smallest number of significant figures.
8. In multiplying and dividing, the percent uncertainty in the result is found by adding the percent uncertainties in the data.
9. If a number is raised to the power n, the percent uncertainty is multiplied by n.
10. In adding and subtracting, the numerical uncertainty in the result equals the sum of the numerical (not percent) uncertainties in the data.
I. IB Laboratory Notebook grades will be assigned based on the following IB criteria:
INTERNATIONAL BACCALAUREATE CRITERIA FOR ASSIGNING GRADES
A. COMMUNICATION
10 - Given clear, concise(where appropriate) and considered accounts of the work carried out; has demonstrated the ability to understand fully instructions given and to communicate findings to others with clarity (both written and oral); has contributed fully to discussion of experimental work, and unsolicited material has been included where appropriate; some evaluation of, or comments on, conclusions and methods has been included.
9 - Presented clear, unambiguous accounts of the practical work, demonstrating a complete understanding of instructions given; has communicated those accounts and explanations to others in a lucid and logical manner, and has been prepared to include some observations and deductions that have not been a part of the instructions but which are relevant to the work.
8 - Produced clear and accurate descriptive accounts of the practical work carried out, with little guidance or assistance, orally or in writing; most of the significant points are included, and there are only minor errors of omission or ambiguity; there is evidence of care of presentation and appropriate choice of format.
7 - Generally presented an account of experimental work but only as a result of some guidance and support; the accounts are almost completely descriptive with very little evidence of discussion of the issues involved; many of the significant (factual) points are included; the candidate has been able to comprehend instructions on most occasions.
6 - Described the experiment with some degree of coherence, or stated relevant points of fact; has only been able to comprehend instructions given in oral or written form with considerable assistance.
5 or less - Abstract/Procedure not done; experiment handed in late; experiment not in notebook
B. INTERPRETATION
10 - Processed data effectively uninstructed and unaided; shown a good appreciation of error and limitations of experimental technique; shown a readiness to produce explanations or hypotheses for results obtained on most occasions; demonstrated the ability to evaluate own, and others', work critically; shown understanding of the context of the experimental work in the theoretical development of the topic.
9 - Processed data effectively, and largely unaided; has produced explanations for results obtained and generated hypotheses on a regular basis appropriate to the nature of the tasks set; has shown a developed awareness of error / uncertainties involved in practical work and an appreciation of the limitations placed on conclusions as a result of the methodology adopted; has included some evaluation or comment on own, and others', work.
8 - Processed data at a level that has some meaning in terms of relevance to the task set; has shown some awareness of experimental error or limitations on methodology, and has given some explanations of results (although these may not always be valid).
7 - Demonstrated an ability to process data with some guidance; has shown some awareness of the relevance of the data to the method adopted, but has not produced explanations of the work.
6 - Has been able to process data at an elementary level but only with extensive guidance from others; has made very little attempt at explanation of observations or procedures carried out.
5 or less - No Conclusion; experiment handed in late; experiment not complete.
C. OBSERVATION
10 - Observed the specified occurrences and unsolicited observations of relevant events where appropriate; has presented all observations in a suitable form for further analysis and processing without omissions, inaccuracies or ambiguities.
9 - Observed specified occurrences and some unsolicited events; has presented the observations in a concise and effective form for further processing, including attention to accuracy and the avoidance of irrelevancies.
8 - Generally observed accurately, and in some detail, those occurrences that have been specified by instructions; has shown the ability to present observations in a form suitable for further processing and analysis with few omissions or ambiguities.
7 - Observed occurrences to which attention has been drawn; has reported (orally or in writing) most of those observations in a form suitable for further processing and analysis but with some significant omissions in detail.
6 - Has been able to observe only those occurrences to which attention has been drawn, and then has reported (orally or in writing) few, if any, of those observations with accuracy.
5 or less - Data not taken by student; experiment handed in late; experiment not in notebook.
D. ATTITUDES
10 - Shown a consistent enthusiasm for the experimental work; has cooperated effectively with others, has considered the needs of others and has demonstrated a totally responsible approach to work in the laboratory; has shown initiative and resourcefulness in the approach to solutions of practical problems.
9 - Shown interest in the work, cooperated willingly with others, persisted when problems arose, and has demonstrated a responsible attitude to others, and to material resources, in practical work.
8 - Cooperated with others in a positive manner and has generally made an effort to follow the work through to a conclusion; has generally been responsible in behavior and has shown conscientiousness.
7 - Relied on others to a significant extent to make decisions regarding the organization of the work, and for its implementation; has shown a tendency to become distracted easily although consideration for others and cooperation with others has been in evidence.
6 - Allowed others to take charge of, and to carry out, most of the work; has been unwilling to persist when presented with problems and has not demonstrated personal responsibility for work in the laboratory.
5 or less - Laboratory work not done.
E. PLANNING
10 - Consistently chosen apparatus and methods for stated or self-initiated purposes where appropriate; has been able to produce plans for problem solving that are capable of being followed by self and others, with a consideration of the major features of effective methodology and some attempt to evaluate the plan critically.
9 - Consistently chosen apparatus and methods appropriate for stated purposes; has regularly demonstrated the ability to produce a plan that has a fair chance of success in solving a problem, and for which there is evidence of an understanding of the major features of effective methodology (e.g. control of variables, need for replication, resources available).
8 - Consistently chosen apparatus and methods appropriate for stated purposes; has sometimes been able to demonstrate the ability to produce a plan for the solution of a problem as a result of outline guidance only, even though the plan may have faults.
7 - Chosen appropriate apparatus or methods for practical problems on a spasmodic basis and with some assistance from others; has shown occasional ability to present a plan to solve a practical problem, although much guidance has generally been required.
6 - Has rarely chosen appropriate apparatus or methods for tasks, or only with considerable help from others (including teacher).
5 or less - forgot to bring lab instructions; asked the instructor before reading.
F. MANIPULATION
10 - Consistently used standard apparatus and materials safely, correctly and methodically, both when instructed and on own initiative; has followed practical instructions totally effectively in terms of methodical approach to the practical work, and a systematic appraisal of manipulative techniques employed; has improvised and adapted standard apparatus for novel purposes where occasion and opportunity have required it.
9 - Frequently used standard apparatus and materials safely, correctly and methodically, both when instructed and on own initiative; has organized the practical arrangement of apparatus effectively on a regular basis; has followed experimental instructions completely in practice and has approached the practical work in a highly organized way.
8 - Generally used standard apparatus and materials safely, correctly and methodically, both when instructed and on own initiative; has shown an ability to organize apparatus effectively, and to follow quite extended sequences of experimental instructions involving multi-manipulative tasks.
7 - Used standard apparatus and materials safely and correctly under close supervision, and has experienced some difficulty in following all but short sequences of instructions for manipulative tasks.
6 - Used pieces of standard apparatus and materials correctly only occasionally, and then under strict supervision, with little regard for safety, or care of equipment.
5 or less - damaged the apparatus through carelessness.
