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Helias Catholic High School /Dual Credit Lincoln University
Physics 101/101L
2016-17.
Mr. Tim Backes M.S. Ed.
Physics is a college-preparatory, writing intensive, laboratory course designed to help the student develop problem
solving and analytic thinking skills. The content of the course includes the qualitative and quantitative
interrelationships of force and motion, simple harmonic motion, mechanical waves, sound and light. Successful
completion of Geometry is highly recommended.
Mission Statement: Physics courses at Helias Catholic High School are vitally important in helping
students experience the richness and excitement of knowing about and understanding the natural world; use
appropriate scientific processes and principles in making personal decisions; engaging in public discourse
and debate about matters of moral, scientific and technological concern; and increasing their economic
productivity through the use of the knowledge, understanding, and skills of the scientifically literate person
in their careers.
Textbook: OpenStax College, College Physics for AP® Courses. OpenStax College. 12 August 2015.
<https://openstaxcollege.org/textbooks/college-physics-ap/get>
Supplemental text
Advanced Physics with Vernier. Kenneth Appel ISBN 978-1-929075-93-6
Recommended materials: Hand-held calculator with trigonometric functions, three ring binder, a bound notebook
to be used as journal for writing and laboratory entries.
Major units:
Kinematics
Vectors and Projectiles
Newton’s Laws & Momentum
Work, Power, & Energy
Circular Motion and Gravity
Simple Harmonic Motion, Waves, &
Sound
Electricity and Magnetism
Grading: Work will be weighted as
follows
- 56% exams
- 16% writing & laboratory reports
- 8% daily work (quizzes, homework)
- 20% final exam
Helias Catholic High School Grading Scale
A 93-100%
B 87-89%
C 80-81%
D 72-73%
B+ 90-92%
B- 85-86%
C- 77-79%
D- 70-71%
C+ 82-84%
D+ 74-76%
F 0-69%
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Collaborative Laboratory Groups
Students will work in heterogeneous groups during the class period to meet the goals and objectives of the
course. A few assignments will be completed as a group and the members of each group will share that
grade. It should be noted that by collaborative work we do not mean copying someone else’s work when
he/she has completed it. This would more appropriately called cheating. When you are working in a group
you are responsible for your own learning and accountable for your own work. Please refer to the student
handbook for procedures when students are involved in academic dishonesty.
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Laboratory Work
Students will participate in three main types of activities in the laboratory. These activities are
Exploration/elicitation, concept development/elaboration, and application. Grading on laboratory work is based
on either being correctly or completely finished or needs more work (Work In Progress). Work not correctly or
completely done will be returned to the student. No credit will be given for laboratory work until it meets the
criteria. Some short papers are assigned to students or groups. These papers are classified as laboratory work for the
purpose of grading and typically are equal in value to a laboratory report. Works in Progress will be discontinued
after the first quarter of the course. During the remainder of the course, lab reports and papers will be
scored according to the grading rubric.
Exploration/elicitation activities are used early in the unit to for students to focus on the phenomena to be
investigated in the unit. These activities generate discourse among students and teacher about the phenomena. The
class generates hypotheses about relationships and properties. Students become familiar with the equipment to use
in future investigations. Students will answer written questions or write short papers about the activities.
Concept development activities are used to test student hypotheses developed in the exploration/elicitation phase.
Students work to determine the relationship between/among variables under investigation. A major component of
physics is a mathematical description of the universe. In concept development activities, students determine these
relationships. Students will write a laboratory report for concept development activities. These activities allow
students to develop the main ideas associated with a specific area of physics.
Application activities are used to determine how well the main ideas and relationships developed can be applied in
other situations. A major purpose of these activities is to compare the results of the class work to the accepted
relationships and ideas of the scientific community. Students will write a laboratory report for application activities.
Projects
There will be one independent project assigned each semester. These assignments will be equal to one test score.
Projects may include independent physics investigations or research projects. These projects will be graded
according to a scoring guide distributed to students when the project is assigned.
Tests
Tests are given at the end of each unit. The tests will be a mixture of multiple choice, true false, and problems. Students will
have the opportunity to retake tests, provided all homework and labs are satisfactorily completed prior to the original tests.
Additional practice problems/questions may be assigned in order to help students prepare for the retake. Retakes will be
given approximately one week after the original test. If a student is absent on the day of the test, he/she will take the test
during class on the day he/she returns. This test may be different, but of equal difficulty. The teacher reserves the right to
assign a more difficult test to a student who is habitually absent on the day of the test. Please refer to the student handbook
for procedures when students are involved in academic dishonesty.
Daily Work
Several types of assignments are classified as daily work. Review questions in the textbook are based on the reading
material in the book and are assigned at the same time as the reading. These aid in the discussion of the ideas
presented in the text. Students are responsible for completing all daily work before the unit test. Problem sets are
used to practice using the relationships developed in the course. Daily work is practice and review. Feedback is
given to students about the daily work in many forms.
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Course Syllabus
Physics
Course Description:
For the student who wants a third (or fourth) year of science, this course provides a basic study of the
fundamentals of physics presented over two semesters. It is designed to be an investigational course,
combining theory and practical application through lectures, laboratories, and interactive
demonstrations. Topics include mechanics, states of matter, waves and lights, electricity and
magnetism, and modern physics. This course would be especially useful for those with an interest in
science or science-related fields other than physics and engineering.
Prerequisite: Biology, Chemistry, or dual enrollment in Chemistry and Physics.
Course Outcomes:
After completing this course, students will be able to:
 Explain basic concepts about the structure and properties of matter.
 Describe motion and the principles that explain it.
 Differentiate the kinds of forces that exist between objects and within atoms.
 Analyze and explain energy types, sources, and conversions and their relationship to heat and
temperature.
 Analyze and explain basic concepts related to waves.
 Analyze and explain basic concepts related to electricity and magnetism.
Course Assessments/Culminating Performances
 Unit tests
 Semester exams
 Feedback on daily work (discussion based on main ideas in chapters, assigned problems)
 Laboratory work (exploration/elicitation, concept development/elaboration, and application)
Unit 1 - Kinematics
Content/Subject Matter: Linear motion.
Unit Outcomes
By the end of this unit students will be able to:
 Explain the general relationships among position, velocity, and acceleration for the motion of a
particle along a straight line, including acceleration due to gravity.
 Describe the position, velocity and acceleration of an object in terms of 5 kinematics equations:
v  v0
x
1
2
2
 v 
, v f  v0  at , x  xo  v0 t  at 2 , v f  v0  2ax and v  f
.
t
2
2
Sample Assessments
 Laboratory work
 Written unit test
 TUG-K (Test of Understanding Graphs-Kinematics) pre and post tests
Suggested Strategies
 Laboratory Activities
 Representing Motion

The Physics 500
4



Graphing Techniques
Interpreting Graphs
Conceptual Graphing


Reading assignments
Interactive demonstrations



In Time You Will See the Moving
Plot-Constant Velocity
Final Velocity vs. Displacement
Determination of the Value of “g’
Approximate Time
3 weeks
Major Resources
OpenStax College, College Physics for AP® Courses. OpenStax College. 12 August 2015.
<https://openstaxcollege.org/textbooks/college-physics-ap/get>
Advanced Physics with Vernier. Kenneth Appel ISBN 978-1-929075-93-6
Unit 2 – Newton’s Laws of Motion
Content/Subject Matter: Forces Acting on Objects
Unit Outcomes
By the end of this unit, students will be able to:
 Apply Newton’s three laws of motion.
 Solve mathematical problems involving Newton’s 2nd Law and Newton’s 3rd Law:
F
a  net and FA on B  - FB on A .

m
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems
Suggested Strategies
 Laboratory Activities/Interactive Demonstrations
 Newtons 2nd Law Lab
 Atwood’s Machine
 3rd Law Demonstration
Approximate Time
2 weeks
Unit 3 – Vectors
Content/Subject Matter: Forces and motion in 2 dimensions
Unit Outcomes
By the end of this unit, students will be able to:
 Use the Pythagorean theorem and basic trigonometric identities to solve problems involving two
or more vectors.
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Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems

Suggested Strategies
 Laboratory Activities/Interactive Demonstrations
o Tension Activity
o Vector Addition: Force Table
o Forces on an Incline

Approximate Time
2 weeks
Unit 4: Projectile Motion
Content/Subject Matter: Motion of projectiles launched horizontally and at an angle.
Unit Outcomes
By the end of this unit, students will be able to:
 Solve projectile problems using linear motion and vector equations presented in units one and
three.
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems

Suggested Strategies
 Laboratory Activities/Interactive Demonstrations
 Hit the can: horizontally launched projectile

Approximate Time
1.5 weeks
Unit 5 – Gravitation and Circular Motion
Content/Subject Matter: Gravitation, Uniform Circular Motion, Angular Momentum and its
Conservation, Torque and Rotational Statics
Unit Outcomes
By the end of this unit, students will be able to:
 State Newton’s aw of universal gravitation verbally and in the form of an equation:
m1m2
d2

Fg  G

Apply Newton’s law of universal gravitation to objects near the earth’s surface, as well as
celestial objects.
.
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
Use Newton’s law of universal gravitation to explain the motion of satellites in circular and
elliptical orbits.

Describe circular motion in terms of centripetal (not centrifugal) force, Fc  mv , and centripetal
2
r
acceleration, ac 
2
v
.
r
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems

Suggested Strategies
 Lecture/Discussion of application of Newton’s law of universal gravitation.
 Centripetal force lab.
 Rotational mechanics lab
Approximate Time
2 weeks
Unit 7 – Momentum and its Conservation
Content/Subject Matter: Impulse and momentum, conservation of linear momentum, collisions
Unit Outcomes
By the end of this unit, students will be able to:
 Describe the impulse-momentum equation as an extension of Newton’s 2nd law.
 Use the law of conservation of linear momentum to describe before/after scenarios of collisions
and explosions.
 Use the law of conservation of angular momentum to describe the changes in rotational inertia
and rotational velocity of spinning/rotating objects.

Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems
 FCI (Force Concept Inventory)
Suggested Strategies
 Laboratory activities/Interactive demonstrations
 Bouncing Darts
 Tailgated by a dart
 Rotational inertia
Approximate Time
2 weeks

Conservation
explosions
of
momentum
in
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Unit 8– Work, Power, Energy and Energy Conservation
Content/Subject Matter: Work and the work-energy theorem, forces and potential energy,
conservation of energy, and power. Optional content: temperature and heat, kinetic theory and laws of
thermodynamics
Unit Outcomes
By the end of this unit, students will be able to:
 Define work as the product of force and distance
 Define kinetic and potential energy
 Define power as the time rate of work or energy change
 Apply the work energy-theorem to conversions between potential and kinetic energy.
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems
Suggested Strategies
 Laboratory/interactive discussion
 Making the grade
 Energy conservation in a pendulum
 Energy conservation on an inclined plane
Approximate Time
2 weeks
Unit 9 – Simple Harmonic Motion, Waves and Sound
Content/Subject Matter: Simple harmonic motion, wave motion (including sound)
Unit Outcomes
By the end of this unit, students will be able to:
 Identify the parts of longitudinal and transverse waves
 Use the wave equation to relate velocity, frequency, and wavelength.
 Use the Doppler equation to describe the apparent change in frequency due to the motion of the
source or observer.
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework Problems
Suggested Strategies
 Laboratory/Interactive Demonstrations
o Transverse and longitudinal waves (Waves on a spring of Slinkytm)
o Resonance closed tubes
o Doppler effect (iPads and iPhones)
o Resonance on guitar strings
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o Interference and beats
Approximate Time
2 weeks
Unit 10 – Geometric Optics
Content/Subject Matter: nature of light, optics, interference and diffraction
Unit Outcomes
By the end of this unit, students will be able to:
 Describe the wave and particle properties of light
 Relate the velocity, frequency, and wavelength of light using the wave equation.
 Relate the physical nature of light to the effects on the observer.
 Explain the difference between color addition (light) and color subtraction (pigments)
 State and apply the law(s) of reflection
 State and apply the law(s) of refraction
 Describe interference and diffraction of light wave
 Apply equations for single and double slit diffraction
Sample Assessments
 Unit Tests
 Laboratory Reports
 Homework assignments
Suggested Strategies
 Labs and interactive demos
o Color addition
o Snell’s Law
o Law of Reflection
o Interference Lab
o Pouring Light
o Mirror Lab
o Lens Lab
Approximate Time
3 weeks
Unit 11 - Electrostatics
Content/Subject Matter: Charge, field and potential, Coulomb’s Law and Field and potential of point
charge, fields and potentials of other charge distributions.
Unit Outcomes
By the end of this unit, students will be able to:
 State and apply Coulomb’s laws of electrostatics
 Calculate electric field strength

Sample Assessments
 Unit tests
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

Laboratory reports
Homework assignments
Suggested Strategies
 Labs and interactive demos
o Van de Graf Generator
o Electroscopes
Approximate Time
2 weeks
Unit 12 – Electric circuits
Content/Subject Matter: Current, resistance, power, steady-state direct current circuits with batteries
and resistors only, capacitors in circuits
Unit Outcomes
By the end of this unit, students will be able to:
 State and apply Ohm’s law
 Solve problems involving resistance, voltage, current and capacitors in circuits
Sample Assessments
Unit tests
Laboratory Reports
Homework assignments
Suggested Strategies
 Labs and Interactive demos
o Resistances in circuits
o Voltage in circuits
o Current in circuits
o Capacitors in circuits
Approximate Time
2 weeks
Unit 11 – Magnetostatics and Electromagnetism
Content/Subject Matter: Forces on moving charges in magnetic fields, forces on current-carrying
wires in magnetic fields, fields of long current-carrying wires, electromagnetic induction
Unit Outcomes
By the end of this unit, students will be able to:
 Describe the magnetic field around magnetic objects
 Describe magnetic force in terms of magnetic poles and distance
 Calculate forces on moving charges and current carrying wires
 Describe the magnetic field around moving charges and current carrying wires
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
Describe the interaction between magnetic and electric fields
Sample Assessments
Unit tests
Laboratory reports
Homework problems
Suggested Strategies
Approximate Time
2 weeks
Attendance
Students are expected to attend all lectures, seminars, laboratories and field work for each registered class and to
complete all work assigned by the instructor. Due to the relationship between class attendance and final course
grades, total absences ideally should not exceed twice the number of time a class meets per week.
Examples:
Courses meeting three times/week: maximum of six absences acceptable
Courses meeting one time/week: maximum of two absences acceptable
If a student exceeds the maximum number of acceptable absences for a course, the course instructor may choose
to lower the student’s grade by one letter, provided the policy is clearly stated in the syllabus at the beginning of
the course. In addition, course instructors will determine the following and will post it in all syllabi:
Consequences for coming late and leaving class early
Make-up policies for course work, quizzes and exams
Academic Integrity
Lincoln University holds its students to high standards of academic integrity and will not tolerate acts of
falsification, misrepresentation or deception. Such acts of intellectual dishonesty include, but are not limited to,
cheating or copying, fabricating data or citations, stealing examinations, taking an exam for another student or
having another student take an exam intended for oneself, tampering with the academic work of another student,
submitting another’s work as one’s own, facilitating other students’ acts of academic dishonesty, using internet
sources without citation and plagiarizing.
Any student guilty of cheating will be reported in writing to the department head and the dean of the college of
the course involved and to the department head and the dean of the college in the student’s major.
Any student found guilty of cheating may receive, at the discretion of the instructor, a failing grade in the course.
Disciplinary action for cheating may include suspension for one or more semesters, exclusion from selected
programs of study or permanent expulsion from the University.
Title IX
Lincoln University prohibits discrimination on the basis of sex, including sexual harassment, in education
programs and activities. Title IX protects individuals from harassment connected to any of the academic,
educational, extracurricular, athletic and other programs, activities or employment of schools, regardless of the
location. Title IX protects all individuals from sexual harassment by any school employee, student, and a nonemployee third party. This policy applies equally to all students and employees regardless of the sex, gender,
sexual orientation, gender identity, or gender expression of any of the individuals involved. No officer, employee,
or agent of the institution participating in any program under this title shall retaliate, intimidate, threaten, coerce,
or otherwise discriminate against any individual for exercising their rights or responsibilities under any provision
of this policy.
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Services for Students with Disabilities
Students are hereby notified that Lincoln University does not discriminate on the basis of race, color, national
origin, sex, age, or disability in admission or access to its programs and activities. Questions that may arise in
regard to the University's compliance with Section 504 of the Rehabilitation Act and the Americans with
Disabilities Act should be directed to the Coordinator for Access & Ability Services, 304 Founders Hall,
Lincoln University, Jefferson City, Missouri 65102-0029. For more information, contact the Coordinator of
Access & Ability Services at: 304 Founders Hall; 573-681-5162, email: [email protected].
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