APSI Physics C: Mechanics & EMag
Barbara C. Watson
Introduction and Objectives
Welcome!
●Name, school, size of school (approx.)
●Physics teaching experience, AP Physics teaching experience
●What is the background of your AP Physics students? What courses have they taken?
●What is you school’s schedule (how many minutes per period? Per week?)
●What are you teaching this year?
●What are you (planning on) teaching in the future that’s different from this year if anything?
●What is one thing you are looking for today?
AP Workshop Objectives
●Get familiar with the AP Physics Course, Audit and Exam
●Syllabus development: requirements, mechanics, online resources
●Go through units of AP Physics C via strategic labs and problems that deliver them.
●Review common misconceptions as well as specific review techniques.
●Leave with resources that are ready to use that you feel able to use
●Be comfortable preparing students to be successful on the AP Exam AND learn Physics
●Post Exam?
●A Solid College Physics Course
Check out:
NASA &
Wake Vortex Study at Wallops Island
Did you know that as long as you aren’t using the NASA logo, you are good to go with NASA photos? Here is Nasa's media usage information link:
Galileo's Chandelier
Bowling ball pendulum with burning candles stuck in holes, used as prop only.
What It Shows
Rumor has it that one day at the cathedral, Galileo watched the swinging of a chandelier after it had been displaced and lit. By using his own pulse as a timer, he noticed that the period of the swing remained constant despite the fact that its amplitude decreased. And thus was born an important discovery that was later used by Huygens in the invention of the astronomical and navigational clock.
High Road, Low Road
What it shows:
Horizontal and vertical motions are independent of each other.
How it works:
Two balls, starting with the same initial horizontal velocity, take two different paths: the one taking the high road is simply a straight horizontal path; the one taking the low road rolls down into a valley, follows a short straight horizontal stretch, and then back up again to the original height. The horizontal distance traveled by each is the same, but the low road is obviously a longer path.
Presented as a concept question (puzzler), students are asked to predict which ball wins the race. Most students will think the high road, because it's shorter. Students who already know about conservation of mechanical energy usually think it's a tie. The class is always surprised to see that the longer low road wins. Having explained the concepts to the class, the students are asked to predict what will happen with an even lower road which has no flat section at the bottom. Most fail to apply the concepts correctly to this situation and think that surely the high road will win this time. Wrong again! Indeed, a race between the two low roads shows that the lower of the two wins.
Daily Schedule
Registration/Breakfast 7:15 am - 8:00 am
APSI Sessions begin 8:00 am
Lunch 11:30 am-12:30 pm (Grp 1)
Sessions conclude 4:30 pm
Tuesday, July 28 – Thursday, July 30th, 2016
Registration/Breakfast 7:20 am- 8:00 am
APSI Sessions begin 8:00 am
Lunch 11:30 am-12:30 pm (Grp 1)
Sessions conclude 4:30 pm
Thursday, July 30, APSI Concludes at 4:30 pm
Participant lunch breaks:
Participants will have an hour for lunch each day. In an effort to alleviate the crowds at local eateries, we will have a staggered lunch hours and releases.
Group 1: 11:30 - Science classes and Art classes Group 2: 11:50 - A hallway (World Languages AP Psychology, Calculus, and Comp. Sciences) Group 3: 12:10 - Upper E hallway and the B and G hallway (English Lang, Lit, Histories)
Barbara C. Watson
AP Physics C: Mechanics & EMag
Email: barbaracraftwatson@gmail.com
Website: http://sites.google.com/site/fabphysicsonline
Location: J. J. Pearce High School, North Coit Road, Richardson, TX, United States
Phone: 214-315-9495
AP Physics C Monday, June 27th Agenda
Course Development, Delivery, and Initial Units:
Mechanics - Electricity and Magnetism
Overview:
• Welcome, Introductions, Agenda, Workshop Objectives
• AP Access & Equity Inclusivity –Classrooms and Halls, Form a Plan, AP Ambassadors,
• Will there be an AP C Redesign?
• AP C is new because of P1 and P2
• Establishing and maintaining and AP Program
• The Making of a Year’s Schedule: Milestones
• Have a Deep Bench, You do it first…..Always.
• Percent Sitting, Percent Passing
• Calculus: To be or not To be?
• AP Physics C: A Brief Overview- Study Guide, Reading notes, Homework, Practice Tests
• High School Students, College Course
• Video Analysis?
Kinematics/Dynamics – Introductory Electrostatics/Circuits Labs & Activities:
• AP Physics C Labs: The Run and Shoot vs The Whole Enchilada!
• AP Labs –Dueling Buggies/Impact Point of a Projectile/Projectile Targeting
• Pull-Back Car/ Hippy Hopper/Terminal Velocity
• AP C….. from P1
• AP Lab–Hands-On Circuits Activity
• AP Lab–Mystery Circuits
• AP Lab–Ohm’s Law