2017 Spring Syllabus

Instructor: Mr. John Seo

Location: T-140
Meeting period: Period 4
Email: jdseo@email.arizona.edu
Conference Hours: To be Announced

Physics II (Spring Semester- Part II)

Prerequisite: Algebra I and Physics I (Taken in the Fall)
Grade level: 9th-12th

In this course of Physics II, we will be focusing the second half of the contents learned
in the Fall, Physics I. Through the rest of the year, we will be covering concepts of
physics and general introduction (energy, electricity, circular motion, and a topic of
students preference). Course includes laboratory experiments, lectures, problem-
solving, projects, reading, writing essays, and homework.
Course Description

Introduction
Hello students, and welcome to Physics II. You guys are all important, young individuals who will shape
and make considerable contributions to bring effective changes to the world.
This is a transitional course, continued from Physics I taken in the Fall semester. While physics require
heavy math, this is an algebra-based course. Higher level of math is not required for this level of the
course.
(On side note: Students may pursue higher levels of physics from Advanced Placement class
offered in High School to college level physics where higher, and advanced math is required)

Physics is a branch of science where every detail from the very beginning is utilized over and over again
throughout the chapters. Therefore, it is important to know prior concepts and knowledge from earlier
physics chapters.
Objective
In this class, rather than solving problems after problems, students will have the opportunity to visualize
and display physical representations to understand physics. There will be several lab procedures where

Page 1
students will be assigned in groups to play with experimental devices and even toys to extract results
needed.
Physics can be fun!!
(On side note: Physics will be boring and
difficult if students were to solve questions
over and over again!!!!)

Tentative Schedule for Spring 2017

o Circular Motion Modeling

o Introduction to Electricity Modeling

o Coulombs Law

o Electric Charges (positive, negative)

o Electric Potential

o Ohms Law

Expectations and Methods of Instruction

To engage students in understanding the physical world by constructing and using scientific
models to describe, to explain, to predict, to design and control physical phenomena.
To provide students with basic conceptual tools for modeling physical objects and processes,
especially mathematical, graphical and diagrammatic representations.
To familiarize students with a small set of basic models as the content core of physics.
To develop insight into the structure of scientific knowledge by examining how models fit into
theories.
To show how scientific knowledge is validated by engaging students in evaluating scientific
models through comparison with empirical data.
To develop skills in all aspects of modeling as the procedural core of scientific knowledge.
Instruction is organized into modeling cycles which engage students in all phases of model
development, evaluation and application in concrete situations thus promoting an integrated
understanding of modeling processes and acquisition of coordinated modeling skills.
The teacher sets the stage for student activities, typically with a demonstration and class
discussion to establish common understanding of a question to be asked of nature. Then, in
small groups, students collaborate in planning and conducting experiments to answer or clarify
the question.
Students are required to present and justify their conclusions in oral and/or written form. This
includes a formulation of models for the phenomena in question and evaluation of the models
by comparison with data.
Technical terms and representational tools are introduced by the teacher as they are needed to
sharpen models, facilitate modeling activities and improve the quality of discourse.
Page 2
Textbooks
In this course, we will not be using textbooks to learn. Rather, students will learn through interactive
feedbacks and visual representations by doing labs and presentations on board
Supplies
Notebook or binder with lined paper
Pen and Pencil
Scientific or Graphing Calculator

Grading Policy:

Grades are based on a weighted system using assessments (quizzes and tests), lab work (written reports
and lab worksheets), 3D animation projects,
assignments (in-class and homework), in-class
participation, and a semester final:

Tests/Quizzes: 40%
Lab Work: 25%
Projects: 10%
In-class/Homework: 15%
Final: 10%

A= 90-100%
B= 80-90% F= 0-60%
C= 70-80%
D= 60-70%
** Students can get As if they try !!

Page 3
Homework, lab work, and late work policy:
Expect to 1 hours of homework each week from this class in the form of worksheets, formal
lab reports and outside readings. If a student has an excused absence the day of a lab, he or she
can get the procedure and data from their group to write their own lab report or perform the lab
after school.
All assignments must be completed on the day they are due. Homework assignments are
reviewed in class so they are downgraded 50% if they are not completed at the beginning of the
period in which they are due. Lab reports are also downgraded 50% if they are turned in after
the day the report is due. Homework and lab reports must be turned in before the end of the
quarter in which they were due to receive credit. Only excused absences can delay the due dates
without penalty.

Revision policy:
Labs can be rewritten with a stamp and signature from a peer editor in the Writing Center and the
2 grades will be averaged. More details will be given in class with the lab report rubric.
Tests can be corrected to gain up to of the points lost. Corrections need to have not only the
correct answer but also a brief explanation of why the answer is correct that is supported by
evidence from the lab, lecture, and/or textbook.

Class Policies and Consequences

Rules:
Follow lab safety rules.
Listen attentively to others.
Use respectful language.
Come to class prepared to learn
Strive to be a productive member of the class.

Behavior/Consequences:
Positive
Get to silently
listen to music/read
a book/etc.
Have some time to
get a head start on
assigned homework
Negative
(Minor Infractions)
1st infraction: Seat change
2nd infraction: Seat change plus call to parents
3rd infraction: Referral
(Major Infractions)
Removal from class, Referral, Parent Conference
Academic Dishonesty
If any form of academic dishonesty occurs in this course, the following actions will be taken:

Individual assignments are to be your work only. Do not copy someone elses work and
do not let other people copy yours. Giving your efforts away to other people deprives
them of the opportunity to learn. Copying someone elses work tells me you do not
understand the material. In accordance with the Student Code of Academic Integrity, if I
determine that Individual assignments have been copied, ALL copies will receive a grade
of ZERO.
You may, however, discuss any assignment in general terms and help each other in
completing assignments. In such cases, I would expect work to be similar (but not
identical).
Team assignments are to be a collaborative effort by all members in your team and team
reports must not be copies of another teams report. Furthermore, team reports should
cite the work of others when appropriate so as to avoid plagiarism. Again, if I determine
that team assignments have been copied, ALL copies will receive a grade of ZERO.
Protect your intellectual property during exams and do not copy others. If I suspect two
exams to be too similar due to cheating, both will receive a ZERO on that exam.

A little bit about myself

Dear Parents, Guardians and Students,
My name is John Seo and I am your students physics teacher. I graduated last semester from
Rutgers, The State University of New Jersey, with a Bachelors of Science in Applied Physics. I
am currently undergoing my Masters in Education at the University of Arizona through the Teach
Arizona Program. I chose my profession in teaching mainly because I love to interact and share
my background knowledge of physics. I want students to realize how interesting physics really
is. It is my best intentions to guide students and to find curiosity and passion for physics. Physics
is a crucial content in the sciences. With a solid understanding of physics, it will be easier for
students to understand both biology and chemistry.
I am happy to work with your students and I hope that they, too, are all equally excited!!
I am here to provide all assistance as needed for students and to make sure that they are happy
with what they are learning throughout this course.
I look forward to a great semester in class with your sons and daughters. If you have any
questions, please do not hesitate to email me. My email address can be found in the beginning of
the syllabus.
John Seo