ACCELERATED PHYSICS COURSE DESCRIPTION

Physics is the study of motion and energy in the universe. The traditional language of physics is mathematics. Topics include motion, force, momentum, energy and heat, nuclear reactions, gravity, relativity and space, electricity and magnetism, waves, sound, and light.

Accelerated Physics is a trig-based, introductory physics course. The course is fast paced and in-depth. The focus is on mathematical and verbal understanding of physics concepts with an emphasis on problem solving. Class consists of lecture and demonstrations, activities, labs, projects, and mathematical problem solving. Projects are usually done outside of class. Homework generally includes 8 pages of reading and 8 to 12 problems which cover the day's lesson. Plan to spend about 45 minutes per day on physics homework.

You will come away from this course well prepared for college or Advanced Placement physics. I normally see great student advancement in problem solving, logical thinking, and use of laboratory tools, as well as a good understanding of physics concepts. Most students find themselves thinking about the world in a different way after they have taken physics. It is not unusual for a student to exclaim that she thought about physics principles the whole time she was skiing, for example!

GENERAL OR ACCELERATED PHYSICS: WHICH IS FOR YOU

Accelerated Physics is a pre-requisite for Advanced Placement Physics. Click here to go to Advanced Placement Physics

	TAKE GENERAL PHYSICS IF...	TAKE ACCELERATED PHYSICS IF...
You plan to attend...	...college, the military or a technical school or if you want to take a science elective.	...college (see list of majors below), military college, a pre-med program, or a prestigeous college (any major).
You plan to major in...	...elementary education, journalism, business, philosophy, english, humanities, etc.	...engineering, science, pre-med/biology, computer science, or architecture.
Pre-requisites	Geometry or Integrated 2. If math is very difficult for you, take Algebra II with or before General Physics.	Algebra III (B or better recommended). Must be enrolled in (or have taken) functions. *(See below)
Other Information	General Physics IS NOT a pre-requisite for Accelerated Physics. If you intend to take Accelerated Physics but feel your math or science skills are weak, it is fine to take General Physics first and then Accelerated Physics the following year. There is some overlap, but the content and math levels are sufficiently different enough to eliminate most repetition.
What about Chemistry?	It is not necessary to take Chemistry before General Physics. Many students have said that taking General Physics first will help you understand Chemistry, but Chemistry will also help you understand Physics! It is really your choice.	As in General Physics, some basic Chemistry is needed to understand nuclear topics and electricity, but we cover the basics in class. Generally, if you have time in your schedule, it is better to take Chemistry with or before Accelerated Physics.
What will be learned?	Click here for info on General Physics	Click here for info on Accelerated Physics

*If you enroll for Functions with Accelerated Physics, the computer will automatically schedule your Functions class for 1st semester. Let instructor or counselor know if this does not happen.

ACCELERATED PHYSICS COURSE CONTENT

QUARTERS 1 & 3

UNIT 1: Math & Motion - The math portion consists of significant digits, dimensional analysis, error in measurements, metrics, powers of 10, and algebra review. In Motion, you will calculate and graphically represent displacement, velocity and acceleration of 1 dimensional motion. You will experimentally determine the acceleration of a car. You will also calculate the motion of projectiles (launched objects) and may have the chance to hit the teacher with a water balloon.

UNIT 2: Circular Motion and Gravity - Why don't satellites need engines to keep going? How is the force of gravity calculated? Use circular motion concepts (period, frequency, angular velocity) and Kepler's laws to describe planetary motion. What are Newton's laws?

UNIT 3: Newton's Laws and Centripetal Force - What is the relationship between force and changes in motion? What is inertia? On a bus ride you will learn the answer to some of these questions. Find out why we distinguish between mass and weight. Apply Newton's laws to circular motion and design a roller coaster ride. See projects for more info on this one.

UNIT 4: Conservation of Energy - Use potential energy and kinetic energy concepts to examine behavior of satellites, spring systems, and roller coasters.

UNIT 5: Momentum Conservation - Why is follow through so important in sports? In this very short unit you will learn the difference between momentum and inertia. You will use momentum and impulse concepts to determine the speed of your pitch. Use momentum principles, along with conservation of energy, to solve complex physics problems involving vectors and motion.

QUARTERS 2 & 4

UNIT 6: Vectors, Torque and Equilibrium - Use vectors - an important mathematical tool - to solve problems involving force and torque. Find out about Atwood's machine! Trigonometry will find heavy use in this unit. UNIT 7: Electricity and Magnetism - What is electricity and how is it related to magnetism? How is electricity produced, stored, and transmitted? What is Ohm's law? What are volts, amps, ohms, and farads? During this unit you will build simple electrical circuits and play with the VandeGraff generator (spark maker). A Rube Goldberg energy transfer project may be assigned during this unit.

UNIT 8: Waves and Sound - How can wave theory explain why musical instrucments each sound different and also explain how CD players work and why the Tacoma Narrows bridge collapsed? What is a decibel and how many decibels hurt my ears?

UNIT 9: Gravity, Relativity, and Light - How do we know nothing can exceed the speed of light? What are Einstein's relativity theories about time travel? What is a black hole and why can't light escape? How big and how old is the universe and why don't we know for sure?

PROJECTS IN ACCELERATED PHYSICS

ASKING FOR OUTSIDE HELP ON A PROJECT: Click here for rules on outside help.
This is a list of projects which we typically do in Accelerated Physics.

PROJECT	DETAILS	PICTURE?
ROLLER COASTER	Students work individually to design a roller coaster which varies between zero and 5 g's. This project involves calculations using equations we have developed in class. A simple scale model is made by bending wire. The model is used to measure radii of curves and distances traveled. Use of a spreadsheet makes this project easier - your instructor will be glad to teach you how to use a spreadsheet if you do not yet know how.
HOW THINGS WORK	Students work individually or in groups to investigate how an electromechanical device works. Students should dig to the smallest detail, finding out how the motors, switches electronics, and gears work. Students are encouraged to use written sources as well as mentors to help them in their investigation. Your instructor will help you find a mentor if you need one. Some example devices include a tape player, hair dryer, smoke detector, camera, thermostat and furnace, fuel-injectors.
RUBE GOLDBERG	Students work in groups of up to 3 to make a complex energy transfer device which does a simple task. In the past tasks have included buttering toast, making a smile, extinguishing a candle, and making juice. Each device must include 5 forms of stored energy and 12 action transfers. Students actually build the device and display it on the due date. Parents are invited to attend the showing. Students may receive help from adults (engineers, etc.) as long as the students work with the adult and do not merely watch. Names of helpful individuals are available.
DURACELL INVENTION COMPETITION (Replaces any other project)	Students work alone or in pairs to invent and build a device which runs on Duracell batteries. This device will be entered into the Duracell Invention Competition in mid-January. 1st prize is a $20,000 US savings bond. Many cash prizes are awarded. (In 1998, Nicole Jabaily won $500 fourth place in this competition!) Students must do their own work (and sign a paper saying they did), but mentors are encouraged to help students learn what they need and to make suggestions.