California State University, Northridge Summer Academic Enrichment Program

Physics AB A-G Subject Area Fulfillment: Meets two semesters of the (D) Lab Science graduation requirement. Course Overview: Physics AB is designed to give students a thorough understanding of the basic concepts of physics in all its aspects, from mechanics to modern physics. Problem-solving techniques and approaches are emphasized to give students a deeper understanding of the physics. Applications to everyday life will be applied throughout the course. Students must be strong in the area of algebra and trigonometry. Course Description: The student will demonstrate the following: 1. Restate and summarize the basic concepts, laws, and models of physics. 2. Examine and appreciate the historical perspectives regarding the study of laws and models of physics. 3. Apply physics concepts to other fields of science, as well as to “real-life everyday” situations. 4. Use sound scientific problem-solving techniques and apply physics concepts in problem-solving situations, understanding that mathematics is only a tool in this process. 5. Develop and utilize the fundamental and derived units of measurement to describe and compare the relationships among the quantities of physics. 6. Given a specific “problem” in physics, design a scientific experiment with the appropriate controls and scientific method to “solve” the problem. 7. Given data from an experiment in physics, use deductive and inductive reasoning to pose questions and generate solutions and conclusions. 8. Given data from an experiment in physics, express the data graphically, using the graphical information to analyze the relationships among the variables. Course Goals and Objectives Correlates with the California State Physics Standards Day 1: Unit 1: Introduction to Physics 1. Distinguish between a scientific theory and model. 2. Explain why experiments are important in the testing of a theory and the improvement of a model. 3. Design a simple experiment using the appropriate controls. 4. Explain why uncertainty is present in all measurements and state the uncertainty after taking a measurement. 5. Calculate the percent uncertainty in a measurement. 6. State the SI units of mass, length and time. 7. Convert English units to SI units and vice versa using the unit value/factor method in

problem solving. 8. Distinguish between basic quantities and derived quantities as well as basic units and derived units. 9. Express a number in scientific notation and use power-of-ten notation in problem solving. 10. Explain what is meant by an order-of-magnitude estimate and be able to use order-of-magnitude estimates in problems. Day 2: Unit 2: Motion-Kinematics in One-Dimension 1. State the meaning of and use in discussion the following key terms and phrases: displacement; distance; speed; average and instantaneous velocity and acceleration; uniformly accelerated motion; free fall; and gravitational acceleration. 2. Differentiate between a vector and scalar quantity and state which quantities used in kinematics are vector quantities and which are scalar quantities. 3. Write from memory the four KEY equations used in kinematics problem solving, involving uniformly accelerated motion. 4. Solve a kinematics physics problem, using CRANDALL’S problem-solving method. 5. Given information about the motion of a body, graph the distance vs. time, velocity vs. time, and the acceleration vs. time graphs on a coordinate graph. 6. Given the distance vs. time, velocity vs. time, and the acceleration vs. time graphs of a body in motion, interpret the graphs and describe the motion of the body quantitatively. Unit 3: Motion-Vectors/Projectile Motion 1. Represent the magnitude and direction of a vector by graphically drawing the vector with the corresponding length and orientation. 2. Use the graphical methods (parallelogram and head-to-tail) to determine the magnitude and direction of the resultant vector in problems involving addition or subtraction of two or more vector quantities. 3. Use the FOUR kinematic equations (in Units 2 & 3) along with the vector component method to solve problems involving the two-dimensional motion of projectiles. Day 3: Unit 4: Dynamics: Newton’s Laws of Motion 1. State Newton’s three Laws of Motion and give examples of each. 2. State the SI units of mass and force showing the components of the derived units of a Newton, dyne, and pound (lb). 3. Distinguish between describing the motion of an object from an inertial vs. a non-inertial frame of reference. 4. Determine the frictional force when two bodies slide over each other given the normal force and coefficient of static or kinetic friction. 5. Find the resultant force in problems where several forces are acting on one or more bodies and use Newton’s Laws of Motion to determine the resultant motion. Unit 5: Circular Motion and Gravitation 1. Calculate the centripetal acceleration of a point mass in uniform circular motion given the radius of the circle and either the linear speed or the period of the motion. 2. Identify the force that is the cause of the centripetal acceleration and determine the

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direction of the acceleration vector. Use Newton’s Laws of Motion and the concept of centripetal acceleration to solve word problems. Distinguish between centripetal and tangential acceleration. Write the equations for Newton’s Universal Law of Gravitation and explain the meaning of each symbol in the equation. Determine the magnitude and direction of the gravitational field strength g at a distance r from a body of mass m. Use Newton’s Second Law of Motion, the Universal Law of Gravitation, and the concept of centripetal acceleration to solve problems involving the orbit of satellites.

Day 4: Unit 6: Work and Energy 1. Write the definition of work in terms of force and displacement and calculate the work done by a constant force when the force and the displacement are at an angle. 2. Define each type of mechanical energy and give examples of types of energy which are not mechanical. 3. State the work-energy theorem and apply the theorem to solve problems. 4. Distinguish between conservative and non-conservative forces and give examples of each type of force. 5. State the law of conservation of energy and apply the law to solve problems involving mechanical energy. Day 5: Unit 7: Linear Momentum 1. Define linear momentum and write the formula for linear momentum from memory. 2. Distinguish between the unit of force and momentum. 3. Write Newton’s Second Law of Motion in terms of momentum. 4. State the law of conservation of momentum and write in vector form the law for a system of two or more point masses. 5. Apply the law of conservation of momentum and energy to problems involving collisions between two point masses. Day 6: Unit 8: Bodies in Equilibrium 1. Distinguish between static and dynamic equilibrium and state the two conditions for equilibrium. 2. Calculate the lever arm distance and determine the magnitude and direction of the torque vector if the magnitude and direction of the net force is given. 3. Distinguish between linear momentum and angular momentum. State and apply the law of conservation of angular momentum. 4. Distinguish between stress and strain and between tensile stress, compressive stress, and shear stress. Day 7: Unit 9: Vibrations/Wave Motion 1. State the conditions required to produce simple harmonic motion (SHM). 2. Calculate the velocity, acceleration, potential and kinetic energy at any point in the motion of an object undergoing simple harmonic motion (SHM). 3. Write the equations for displacement, velocity, and acceleration as sinusoidal functions of time for an object undergoing SHM if the amplitude and angular velocity

of the motion are known. Use these equations to solve problems. 4. Determine the period T of a simple pendulum of length l. 5. Calculate the speed of longitudinal waves traveling through liquids and solids and the speed of transverse waves in ropes and strings. 6. Explain how a standing wave can be produced in a string or rope. Day 8: Unit 10: Sound 1. Determine the speed of sound in air at one atmosphere of pressure at different temperatures. 2. Distinguish between the following terms: pitch, frequency, wavelength, sound intensity and loudness. 3. Determine the intensity level of sound in decibels (intensity given in W/m2). 4. Explain how a standing wave can be produced in a wind instrument open at both ends or closed at one end and calculate the frequencies produced by different harmonics of pipes of a given length. 5. Explain how an interference pattern can be produced by two sources of sound of the same wavelength separated by a distance d. 6. Solve for the frequency of the sound heard by a listener and the wavelength of the sound between a source and the listener when the frequency of the sound produced by the source and the velocity of both the source and listener are given. Day 9: Unit 11: The Wave Nature of Light 1. Use the wave model of light to explain reflection of light from mirrors and refraction of light as it passes from one medium into another. 2. Use the conditions for constructive and destructive interference of waves to explain the interference patterns observed in Young’s double-slit experiment, single-slit diffraction, diffraction grating, and thin film interference. 3. Solve problems involving a single-slit, a double-slit, and a diffraction grating for m, l, q, d, or D when the other quantities are given. 4. Explain how the Michelson interferometer can be used to determine the wavelength of a monochromatic light source and how this device can also measure the speed of light. 5. Use the wave model of light to explain plane polarization of light and polarization by reflection. 6. List the EM waves in the electromagnetic spectrum from long wavelength to short wavelength. ERMIOUXG-Ernie writes many IOU’s extra good! 7. List the colors of light in the optical (visible) spectrum from long to short wavelength. ROY G. BIV Day 10: Unit 12: Fluid Mechanics 1. Determine which direction a fluid exerts pressure on an object. 2. State the relationship between pressure and depth in a liquid. Use the formula to solve problems. 3. Describe the buoyant force on an object immersed in a liquid. 4. State Archimedes’ Principle and apply in problem solving. 5. State the difference between laminar flow and turbulent flow. State their characteristics.

6. State and apply the equation of continuity. 7. State Bernoulli’s principle and apply Bernoulli’s equation to word problems. Day 11: Review for Final: Units 1-12. Day 12: Final Exam for Semester 1 Unit 13: Heat Text 1. Convert units from joules to calories and vice versa. 2. Distinguish between the concepts of heat and temperature. 3. Explain what is meant by latent heat of fusion, specific heat, and latent heat of vaporization. 4. Apply the law of conservation of energy to problems involving calorimetry. 5. Distinguish between the three ways that heat transfer occurs: conduction, convection, and radiation. Day 13: Unit 14: Temperature and Kinetic Energy 1. Convert a temperature given in degrees Fahrenheit to degrees Celsius and/or degrees Kelvin and vice versa. 2. State the factors which cause the volume of a solid or liquid to change or the length of a solid to change. Solve word problems and determine final length or volume. 3. Write the mathematical relationships which summarize Boyle’s Law, Charles’ Law, Gay-Lussac’s Law, and the ideal gas equation. Use these equations to solve word problems. 4. State in your own words Avogadro’s hypothesis. State from memory the modern value of Avogadro’s number. 5. State the postulates of the kinetic theory of gases. 6. Rewrite the ideal gas equation in terms of the motion of molecules of an ideal gas. 7. Explain what is meant by rms velocity. 8. Explain what is meant by Van der Waal’s forces. 9. Given a phase diagram for water, determine the range of temperature and pressure at which water is a solid, liquid, or gas. Describe what is meant by the triple point of water. 10. Explain why evaporation from a liquid is related to the temperature of the liquid and the average kinetic energy of the molecules in the liquid. 11. Explain what is meant by sublimation and use a phase diagram to determine the range of temperature of the liquid and the boiling point of the liquid. 12. Explain what is meant by vapor pressure and explain why vapor pressure is related to the temperature of the liquid and the boiling point of the liquid. 13. Explain what is meant by diffusion and why diffusion is slower through a liquid than through a gas. Day 14: Unit 15: First and Second Laws of Thermodynamics 1. Explain what is meant by a physical system and distinguish between an open and closed system. 2. State the first law of thermodynamics and use this law to solve problems. 3. Distinguish between an isothermal, isobaric, and adiabatic process and draw a PV

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diagram for each. Calculate the work done by a gas from a PV diagram. Use the equations for an ideal gas and for the internal energy of a gas to calculate the change in the internal energy of a gas and the heat added or removed during a thermodynamic process. Calculate the amount of heat which must be added or removed to change the temperature of a gas held in a closed container under the conditions of constant temperature or pressure. Use the first and second laws of thermodynamics to solve problems involving a Carnot engine. Distinguish between a reversible and an irreversible process. Give examples of each. Determine the change in entropy for a system in which the thermodynamic process is either reversible or irreversible.

Day 15: Unit 16: Electric Charge and Electric Field 1. State from memory the magnitude and sign of the charge on the electron and proton and also the mass of each particle. 2. Apply Coulomb’s Law to determine the magnitude of the electrical force between point charges separated by a distance r and state whether the force will be one of attraction or repulsion. 3. State the Law of Conservation of Charge. 4. Distinguish between an insulator, a conductor, and a semiconductor and give examples of each. 5. Explain the concept of electrical field and determine the resultant electric field at a point some distance from two or more point charges. 6. Determine the magnitude and direction of the electrical force on a charged particle placed in an electrical field. 7. Sketch the electrical field pattern in the region between charged objects. Day 16: Unit 17: Electric Potential and Electrical Energy 1. Write from memory the definitions of electrical potential and electrical potential difference. 2. Distinguish between electric potential, electric potential energy and electrical potential difference. 3. Draw the electrical field pattern and equipotential line pattern which exists between charged objects. 4. Determine the magnitude of the potential at a point a known distance from a point charge or an arrangement of point charges. 5. State the relationship between electric potential and electric field and determine the potential difference between two points a fixed distance apart in a region where the electric field is uniform. 6. Determine the kinetic energy in both joules and electron volts of a charged particle which is accelerated through a given potential difference. Day 17: Unit 18: Electric Currents 1. Explain how a simple battery can produce an electric current. 2. Define current, ampere, voltage, resistance, resistivity, and temperature coefficient of

resistance. 3. Write the symbols used for electric current, resistivity, temperature coefficient of resistance and power and state the unit associated with each quantity. 4. Distinguish between: a) conventional current and electron current; and b) alternating current and direct current. 5. Know the symbols used to represent a battery, resistor, voltmeter, and ammeter and how to interpret a simple circuit diagram. 6. Given the length, cross-sectional area, resistivity, and temperature coefficient of resistance determine a wire’s resistance at room temperature and some higher or lower temperature. 7. Solve simple dc circuit problems using Ohm’s Law. 8. Use the equations for electric power to determine the power and energy dissipated in a resistor and calculate the cost of this energy to the consumer. Day 18: Unit 19: DC Currents and Instruments 1. Determine the equivalent resistance of resistors arranged in series or in parallel or the equivalent resistance of a series-parallel combination. 2. Use Ohm’s Law and Kirchhoff’s rules to determine the current through each resistor and the voltage drop across each resistor in a single loop or multi-loop dc circuit. 3. Distinguish between the emf and the terminal voltage of a battery and calculate the terminal voltage given the emf internal resistance of the battery and external resistance in the circuit. 4. Determine the equivalent capacitance of capacitors arranged in series or in a parallel or the equivalent capacitance of a series-parallel combination. 5. Determine the charge on each capacitor and the voltage drop across each capacitor in a circuit where capacitors are arranged in series, parallel or a series-parallel combination. 6. Describe the basic operation of a galvanometer and describe how the resistance must be added to convert a galvanometer into an ammeter or a voltmeter.

Day 19: Unit 20: Magnetism 1. Draw the magnetic field pattern produced by iron filings sprinkled on paper and placed over different arrangements of bar magnets. 2. Determine the magnitude of the magnetic field produced by both a long straight current-carrying wire and a current loop. Use the right-hand rule to determine the direction of the magnetic field produced by the current. 3. State the conventions adopted to represent the direction of a magnetic field, the current in a current-carrying wire and the direction of motion of a charged particle moving through a magnetic field. 4. Apply the right-hand rule to determine the direction of the force on either a charged particle traveling through a magnetic field or a current-carrying wire place in magnetic field. 5. Determine the magnitude and direction of the force on a current-carrying wire place in a magnetic field and a charged particle traveling through a magnetic field.

Day 20: Unit 21: Electromagnetic Induction 1. Determine the magnitude of the magnetic field flux through a surface of known area given the strength of the magnetic field and the angle between the direction of the magnetic field and the surface. 2. Write a statement of Faraday’s Law in terms of changing magnetic flux. Use Faraday’s Law to determine the magnitude of the induced emf in a closed loop due to a change in the magnetic flux through the loop. 3. Use Faraday’s Law to determine the magnitude of the induced emf in a straight wire moving through a magnetic field. 4. State Lenz’s Law and use Ohm’s Law and Lenz’s Law to determine the magnitude and direction of the induced current. 5. Explain the basic principles of a simple generator. Determine the magnitude of the maximum value of the induced emf in a loop which is rotating at a constant rate in a uniform magnetic field. Day 21: Unit 22: Electromagnetic Waves and Light: Geometric Optics 1. Describe how electromagnetic waves are produced. 2. State the names given to the different segments of the electromagnetic spectrum. 3. State the approximate range of wavelengths associated with each segment of the em spectrum. 4. State the equation which relates the speed of an electromagnetic wave to the frequency and wavelength and use this equation in problem solving. 5. Draw a ray diagram and locate the position of the image produced by an object placed a specified distance from a plane mirror. 6. Distinguish between a convex and concave mirror. 7. Draw ray diagrams and locate the position of the image produced by an object placed at a specific distance from a concave or convex mirror. 8. Use the mirror equations and the sign conventions to determine the position, magnification and size of the image produced by an object placed at a specified distance from a spherical mirror. 9. Draw ray diagrams and locate the position of an image produced by an object placed at a specified distance from either type of thin lens. State the characteristics of the image. 10. Explain what is meant by total internal reflection. Use Snell’s Law to determine the critical angle as light travels from a medium of higher index of refraction into a medium of lower index of refraction. Day 22: Unit 23: Special Theory of Relativity 1. Describe the Michelson-Morley experiment and explain its significance. 2. State in your own words the postulates of the special theory of relativity. 3. Explain what is meant by frame of reference and distinguish between an inertial and a non-inertial frame of reference. 4. Explain what is meant by the principle of simultaneity and explain in your own words the “thought” experiment. 5. Explain what is meant by proper length and relativistic length and solve problems involving length contraction.

6. Explain what is meant by proper time and relativistic time and solve problems involving time dilation. 7. Explain what is meant by proper mass and relativistic mass and solve problems related to mass of a moving object as measured by an observer at rest relative to the object. 8. Use the principle of special relativity to determine the relative velocity of an object as measured by an observer moving with respect to the object. 9. Explain what is meant by rest energy and total energy and solve problems involving Einstein’s mass-energy equation. Day 23: Review for Final: Units 13-23 Day 24: Final for Semester 2 Laboratory Activities: Students will keep a lab notebook which contains all lab reports. Students must include proper lab write up which includes: 1. Introduction 2. Purpose 3. List of materials (diagram of set up) 4. Procedures 5. Organized data 6. Written summary of data 7. Conclusion Pendulum Lab Determine the factors that affect the period of a pendulum. Time: 80 minutes Graph Matching Analyze the motion of a student walking across the room. Predict, sketch, and test distance vs. time and velocity vs. time kinematics graphs. Physics with Computers. Time: 60 minutes Modern Galileo Experiment Use a motion detector to measure the speed of a ball down an incline. Determine if Galileo’s assumption of uniform acceleration is valid. Analyze the kinematic graphs for a ball on an incline. Model uniformly accelerated motion with algebraic equations. Physics with Computers. Time: 60 minutes Picket Fence Free Fall Measure the acceleration of a freely falling body (g) to better than 0.5% precision using a Picket Fence and a Photogate. Physics with Computers. Time: 45 min

Ball Toss Collect distance, velocity, and acceleration data as a ball travels straight up and down. Analyze the distance vs. time, velocity vs. time, and acceleration vs. time graphs. Determine the best fit equations for the distance vs. time and velocity vs. time graphs. Determine the mean acceleration from the acceleration vs. time graph. Physics with Computers. Time: 45 minutes Projectile Motion Measure the velocity of a ball using two Photogates and computer software for timing. Apply concepts from two-dimensional kinematics to predict the impact point of a ball in projectile motion. Take into account trial-to-trial variations in the velocity measurement when calculating the impact point. Physics with Computers. Time: 80 minutes Newton’s Second Law Collect force and acceleration data for a cart as it moves back and forth. Compare force vs. time and acceleration vs. time graphs. Analyze a graph of force vs. acceleration. Determine the relationship between force, mass, and acceleration. Physics with Computers. Time: 80 minutes Energy of a Tossed Ball Measure the change in the kinetic and potential energies as a ball moves in free fall. See how the total energy of the ball changes during the free fall. Physics with Computers. Time: 45 minutes Egg Drop With limited resources (Styrofoam cups and toothpicks), construct a devise to hold a raw egg so that it survives a 5 meter fall. Time: 80 minutes Hooke’s Law Lab Measure k for the spring in the apparatus. Find T, the period of oscillation, for at least two mass combinations using a stopwatch. Find T theoretically using the formula. Show that T is independent of amplitude. Time: 45 minutes Resonance Lab Measure the wavelength of sound in a closed tube. Time: 30 minutes Sound Waves and Beats Measure the frequency and period of sound waves from tuning forks. Measure the amplitude of sound waves from tuning forks. Observe beats between the sounds of two tuning forks.

Physics with Computers. Time: 60 minutes Speed of Sound Measure how long it takes sound to travel down and back in a long tube. Determine the speed of sound. Compare the speed of sound in air to the accepted value. Physics with Computers. Time: 45 minutes Sink or Float Introduce Archimede’s Principle and the Principle of Flotation. Time: 45 minutes Light Bulb Circuits Determine the factors that affect the brightness of a bulb. Using wires, light bulbs, and an energy source, setup a variety of series and parallel circuits. Time: 80 minutes Ohm’s Law Determine the mathematical relationship between current, potential difference, and resistance in a simple circuit. Compare the potential vs. current behavior of a resistor to that of a light bulb. Physics with Computers. Time: 45 minutes Series and Parallel Circuits To study current flow in series and parallel circuits. To study voltages in series and parallel circuits. Use Ohm’s Law to calculate equivalent resistance of series and parallel circuits. Physics with Computers. Time: 80 minutes The Magnetic Field in a Slinky Determine the relationship between magnetic field and the current in a solenoid. Determine the relationship between magnetic field and the number of turns per meter in a solenoid. Study how the field πvaries inside and outside a solenoid. Determine the value of 0, the permeability constant. Physics with Computers. Time: 80 min Optics Lab Use concave and convex mirrors and lenses to produce virtual and real images. Determine the radius of curvature and find the focal point of lenses and mirrors. Time: 80 minutes Various Projectile Labs Using model rockets, water balloons, and/or balls, students will solve kinematic problems. Time: 45 – 80 minutes

Running Acceleration Students will sprint and lab partners will time them at equal distance intervals. Using data, calculate student velocity and acceleration. Use graphical analysis to analyze data. Time: 45 minutes Course Materials: Giancoli, Douglas C. Physics: Principles with Applications, Sixth Edition. Pearson Education, Inc. 2005. Student Study Guide Giancoli, Douglas C. Physics: Principles with Applications, Fifth Edition. 1998. Instructor Resource Center Giancoli, Douglas C. Physics: Giancoli Powerpoints and Other Resources, Sixth Edition. 2005. Appel, Gastineau, Bakken, Vernier. Physics with Vernier. Vernier Software and Technology. 2007. Robinson, Paul. Conceptual Physics Lab Manual, Tenth Edition. Pearson-Addison Wesley. 2006. Hewitt, Paul G. Conceptual Physics Alive! Videos. Addison-Wesley. Logger Pro 3.3 Computer Software and Graphical Analysis. Interactive Physics Computer Software. MSC Software Corporation. 1999. ESPN Sports Figures Video Series. ESPN, INC. 1999. The Mechanical Universe Video Series Physics: Cinema Classics. A Project of the American Association of Physics Teachers. 1992. Course Grading 1. Unit Outcomes - Students will be given a set of student outcomes each chapter/unit. At the beginning of each unit, students will be asked to submit a written outline of notes, formulas, and concepts which apply to each student outcome, based on their reading of the textbook. 2. Textbook problems a. Students will be assigned a set of problems (10 to 20) at the beginning of each chapter/unit. b. Students will be asked to use a specific problem-solving technique and submit these problems in written form. 3. Student Presentation - Students will periodically (individually or cooperatively) present orally and visually problem solving methods. 4. Homework Quizzes – Students will be asked to show understanding of homework problems and concepts discussed in class. 5. Unit Test - Tests will specifically cover student outcomes, and problems.

Academic Integrity Plagiarism: Plagiarism: “1. the unauthorized use or close imitation of the language and thoughts of another author and the representation of them as one's own original work.” ("Plagiarism." Dictionary.com Unabridged (v 1.1). Random House, Inc. 20 Feb. 2009. .)

Access to technology makes it easier to copy the work of others. Students will learn what constitutes plagiarism and how to steer clear of it. As a rule, if there are three words in a row that someone else can claim, cite it. Plagiarism is stealing and cheating and will not be tolerated. Plagiarism is against the law. The first time a student is caught plagiarizing, there will be a teacher/student conference, a phone call home, no credit given for the assignment, and notification given to the SAEP office. Copying from a fellow classmate is also unacceptable on homework assignments and individual assessments. The consequences are the same as above. Teacherease.com: Parents and students can access grades and attendance through a web-based grade program at teacherease.com. By the end of the first week, parents will be e-mailed the password to access the program. If you do not receive your password via e-mail, please contact the office staff at [email protected] and request the password to be re-sent. It is beneficial for you to refer often to the website to check your child's progress and attendance in class. If you have any questions, please feel free to e-mail me. Classroom Behavior: The student is expected to demonstrate mature, polite behavior and extend courtesy to everyone at all times: 1. Actively participate, and respectful verbal and nonverbal interaction with all opinions must be shown at all times. 2. Since differing views will be expressed, the teacher and the student(s) will mutually maintain a safe environment for courteous dialogue. 3. Respect is to be shown for all CSUN property. 4. No food or beverages will be permitted in the classroom. Snacks must be eaten outside between the designated breaks. 5. Warnings for behavior / discipline problems will be given once. Any further problems will result in a phone call to the parent(s) or guardian(s) and possible dismissal from the program.

SAEP Electronics Policy Cell phones, music players and headphones are not permitted to be used during class hours. a. Please put your cell phone on silent (NOT vibrate). b. No texting is allowed during class. You will be given one verbal warning if the above is not followed. Should a second warning be necessary, your cell phone, music player and/or headphones will be confiscated and held by the teacher until after class. If a third time occurs, your cell phone, music player and/or headphones will be confiscated and held in the SAEP office and MUST BE PICKED UP BY A PARENT.

Physics AB ~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~ After reading through the syllabus, please sign and date and have your student return it to class. The signature constitutes your commitment to the class as we partner to make the next five weeks a life-long educational experience for your student. Student/Parent Agreement: Please bring this signed and dated Physics AB syllabus agreement to class tomorrow. If you do not understand any portion of this syllabus, or if you have any questions regarding this class, please do not hesitate to email the teacher. We have read and understand the contents of this syllabus. Student name ______________________________________________________

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