Physics J - Mr. Kutch

Introduction

This course is designed to prepare students for college level science courses. The course emphasizes general science skills and major physics principles. The topics in mechanics, electricity, magnetism, wave motion, and modern physics are integrated by the major physics concepts needed for their understanding.

Course Information

Room 4 Computer and Usage Agreement: This document describes the unique attributes of room 4 and describes the guidelines expected of students taught in this room. The letter was included with the syllabus on the first day of class.

Course Syllabus: The syllabus describes the course and its content, classroom rules and consequences, common procedures, and grading criteria. The syllabus was presented to all students on the first and second day's of class. The final page of syllabus must be signed by both a parent and the student and returned for a ten point grade.

Common Course Procedures: This describes how we will handle common classroom tasks, such as my expectations for fire drills, assignment headings, what to do if you are tardy or miss a day, etc. This was handed out on the first day for your reference.

NEW SCHOOL POLICIES:

• Any student who arrives to class more than 10 minutes late without a pass will be marked as cutting.
• Students will loose credit for course after 14 absences.

Why Pop Quizzes?: Follow this link for an explanation of the pop quizzes that will be given throughout the year. Remember, these quizzes are not intended as punishment, but solely a means of seeing what content is “sticking” and what might need more teaching!

Materials to Bring to Class: Here is a list of the items you'll need in class everyday. I've included some info on different calculators that might be helpful. If you have any questions or problems finding these things just let me know!

Notes on Differentiated Instruction: All schools, and in fact all teachers, are driven by a moral obligation to advance their students understanding of the world around them so that they can reach their fullest potential. However, no two students are exactly the same; we are all different! Perhaps, its not when we learned something, nor how we learned it, but rather that we did learn it! Its human nature to learn things differently than our neighbor, even though we both learn it in the end! Why should physics and engineering be any different? This year, in an effort to help all students learn, I am going to differentiate instruction. For more on this teaching model, see the link above.

Rubrics & Assignment Guidelines

Formal Lab Report Writing Guidelines
submit all labs to: kutch-physicsJ@hotmail.com

APA Style Exemplar for Labs

Physics Lab Rubric

Physics Blog Rubric

General Assignment Rubric

Homework Problems Assignment Expemplar

WebAssign Information & Guidelines

Physics J Blog

Our course blog can be found at:

http://kutchphysics0809.blogspot.com

You will be required to set-up a google username and password to view the blog, and accept an email invitation to join. I will describe this in class, more to come soon!

Rotating-Drop Information

• Physics J, section 001 is a period 7 class on the rotating drop schedule, meaning it will rotate in the afternoon. This class will have lab on Day 3, and will not meet on day 4. You will be expected to be in lab for the second half of your lunch period (last 22 minutes) on Day 3.
• Physics J, section 005 is a period 2 class on the rotating drop schedule, meaning it will rotate in the morning. This class will have lab on Day 4, and will not meet on day 3. You will be expected to be in lab for the first half of your lunch period (first 22 minutes) on Day 4.
• For Mr. Kutch's rotating-drop schedule click on the link below:

Mr. Kutch's Rotating-Drop Schedule

Unit Calander: Projectile Motion

List of Physical Quantities (updated to include all quantities through projectile motion)

Equation Sheet (updated to include all equations through projectile motion)

Week of October 13-17, 2008:
NJ Core Curriculum Standard:
STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Course Objectives:
65. Demonstrate that projectile motion as a direct superposition of horizontal and vertical motions
66. Understand and treat mathematically projectile motion as motion with constant acceleration; determine the range, maximum height, etc., for projectile motion
67. Describe projectile as motion under the action of gravity

Week of October 6-10, 2008:
NJ Core Curriculum Standard:
STANDARD 5.7 (Physics) All students will gain an understanding of natural laws as they apply to motion, forces, and energy transformations.
STANDARD 5.3 (Mathematical Applications) All students will integrate mathematics as a tool for problem-solving in science, and as a means of expressing and/or modeling scientific theories.

Course Objectives:
33. Define free-fall and describe free-fall graphically as a motion with constant acceleration
35. Use equations to predict the velocity and position of an object in uniform and uniformly accelerated motion.
36. Students will be able to apply the equations for uniform and uniformly accelerated motion to solving practical problems.
37. Determine mathematical models to “fit” experimental data
38. Recognize linear and quadratic relationships expressed graphically and algebraically

Unit Calendar: 1-D Kinematics