AP PHYSICS 2
MR. SCOTT
COURSE INFORMATION
2015-2016
Physics is a science which helps us understand more about a wide variety of objects,
interactions, and events throughout the time and space of the universe. As a science, physics
calls for an approach to study the universe involving observation, reasoning, informationgathering, organization, communication, creativity, and sometimes research. Mathematics is
often used to express relationships in a short and concise way and to obtain quantitative answers
to questions. Models that represent aspects of the universe are developed to help us understand
the behaviors and interactions of objects. These models are then used to describe situations,
predict events and future discoveries, and gain insight into new situations.
In this class, my hope is that students will become more curious about the universe
around them and realize some of the ability they have to use scientific skills to discover
relationships between physical quantities, give well-reasoned answers to questions about the
relationships they discover, make predictions using the relationships they discover, and solve
related problems. Although memorization of facts plays some part in the learning of physics,
using scientific skills and learning to communicate well-reasoned answers and conclusions is
really at the core of learning physics. Because this is true, students should expect to be evaluated
based on their involvement in the scientific process and their progress in being able to reason,
answer questions, and solve problems related to the universe around them.
Evaluation: (Percentages are subject to announced changes.)
Evaluations of student Mastery will count for 70% of the students’ nine week grades.
Most Mastery evaluations will probably be mostly paper and pencil unit tests or quizzes given
every couple of weeks or so; occasional Mastery questions may be given to students between
tests or quizzes. Other evaluations may be used to assess abilities and progress not assessed on
the “traditional” tests. The Mastery component of grades is meant to be an indication of
students’ progress in understanding, doing, and applying physics.
Development will count for 20% of students’ nine week grades. Development grades
will be based on grades for some collected items, development questions, and some activities and
labs. The Development component of grades is meant to give some indication of a student’s
effort to try to develop an understanding of physics, in addition to measuring some level of
understanding.
Finally, Completion will count for 10% of students’ nine week grades. Completion
grades will be based simply on students completing assignments or tasks, without much regard
for accuracy (homework checks, some formative assessment questions checks, and perhaps other
items). This part of the grade is meant to give some indication of the effort put forth by a
students and to motivate them to at least complete important tasks.
Materials:
Pens, Pencils
Device for accessing important web resources (See page 3 of this document.)
Some notebook, section, or folder for physics papers
Scientific Calculator
Metric Ruler (provided for in-class work)
Protractor (provided for in-class work)
Maybe a dry erase marker (for white board use-we have some old ones still)
MAKE-UP WORK:
Tests:
If a student misses a test, he or she will take the same or a similar test as soon as
he or she returns or at a time agreed upon by Mr. Scott and the student.
Other:
Late homework will be accepted once per nine weeks only if students come in
before or after school to do the assignment. When students miss class, they are
responsible to make work up and have required assignments completed. Some
assignments must be shown to Mr. Scott to be checked. With certain labs and
assignments, students may just copy some of the information from other
students they trust (making sure they understand the material in the lab). In
some cases students should do the labs after school to gain full understanding.
In other cases, students will be required to make up labs after school.
Generally, students will have as many days as they were absent to make the work
up. Some work is difficult to make up (discussions, demonstrations, labs, and video
tapes). Absent students are still responsible for this information, so please do NOT
miss class.
EXTRA HELP:
I want to be available to help students who have been attentive in class with
Physics on a small group or an individual basis. I am usually at school for awhile
after the school day is over. If students talk with me after class, we can usually
arrange a time to get together individually or in a small group.
OTHER ITEMS OF CONCERN:
Behavior:
A student can earn detentions and other consequences for inappropriate
behavior. I will follow the Dublin Coffman High School discipline ladder.
This usually starts with detention with me for fifteen minutes or a half hour for
the first misbehavior, an hour detention for the second, then a discipline
referral to the office after that. I will also discuss problems with parents if
necessary. Inappropriate behaviors are behaviors which I feel interrupt the
flow of good teaching and learning and include: talking when your shouldn’t,
being disrespectful or rude to me or others, using language in class which I
consider inappropriate, talking about subjects in class which I consider
inappropriate, goofing off in class, and repeatedly sleeping or looking like
your sleeping in class.
Tardies:
I consider you to be tardy to class if your are not in class when the tone
sounds and on your way to your seat. If students are “jumping in the room”
at the last second, those students will be considered tardy. I will follow school
policy in providing consequences for being tardy.
NOTE: Students will be notified if any of this information changes.
Important Web Resources:
Teacher to Students and Parents–Webpage–especially link to Daily Summary:
My webpage is a source for general course information (like this document) and a
jumping off point for other resources and websites.
An especially important resource is the Daily Summary, which gives information about
what was done in class each day, along with important links for such things as homework
assignments, homework solution keys, worksheets and worksheet keys, and lab guidelines.
Videos of various kinds and links to other resources may also be made available through the
Daily Summary.
Teacher to Students–Shared Google Folders and Online Textbook with Resources:
I will make many electronic resources available to students through class, group, and
individual Google folders.
A link for the textbook and resources can be found on Mr. Scott’s web page.
Students to Teacher–Dropbox (in class) and Shared Google Folders:
During class, students will sometimes turn in labs, parts of labs, or other assignments by
placing them in a class “dropbox.” From anywhere, students may turn assignments in by
uploading them to shared Google Folders.
Students with Students–Wiki:
Students will post items on a class wiki. Students will comment on items posted by other
students. Students will work together on the wiki to create instructional resources that all can
use.
As technology changes, and as I learn more about the changes, web resources may be used
differently.