{"id":761,"date":"2017-02-15T07:19:59","date_gmt":"2017-02-15T12:19:59","guid":{"rendered":"http:\/\/aplusphysics.com\/flux\/?p=761"},"modified":"2017-02-15T07:19:59","modified_gmt":"2017-02-15T12:19:59","slug":"new-ap-physics-c-mechanics-book-release","status":"publish","type":"post","link":"https:\/\/aplusphysics.com\/flux\/aplusphysics\/new-ap-physics-c-mechanics-book-release\/","title":{"rendered":"New AP Physics C Mechanics Book Release"},"content":{"rendered":"

You may have noticed it\u2019s been a LONG time since I\u2019ve updated this physics education blog. \u00a0More likely you haven\u2019t noticed, because it\u2019s been a LONG time since I\u2019ve updated this blog. \u00a0This hasn\u2019t been due to a lack of topics to write about, but rather, it\u2019s been a conscious choice to plow full steam ahead on a project that began in June of 2013 and that\u00a0I’m thrilled to announce is now available, The AP Physics C Companion: Mechanics<\/a>. \u00a0But first, some background.<\/p>\n

Traditional AP Physics C<\/h3>\n

As a teacher of calculus based physics (AP Physics C – Mechanics and AP Physics C – Electricity and Magnetism), I\u2019m faced with a very unique challenge in those courses. \u00a0I typically enjoy classes of bright, motivated students who are preparing for careers in engineering, science, medicine, and other technically challenging fields. \u00a0And I love teaching the content of these courses \u2014 the level of technical challenge keeps me motivated, and I love the highly mathematical nature of the course.<\/p>\n

\"\"<\/a>In teaching the class, however, what I found is a very aggressive schedule to fit both courses into the school year, and my students are co-enrolled in calculus (which means they typically need to solve calculus problems in physics before they\u2019ve been introduced to the calculus in their mathematics classes). \u00a0Further, teaching in a traditional style, I found that most topics fit fairly well into our 42-minute periods. \u00a0Students come in to class, begin with a warm-up question tied to the previous day\u2019s topic, which we spend a few minutes reviewing, then I have time to present a single topic with an example or two each day. \u00a0If we don\u2019t take any breaks, and throw in a quiz or test every couple weeks, as well as some fairly straightforward lab activities, we JUST barely get through all of our material in time for the May AP exams.<\/p>\n

What I especially enjoy about this class and this method of teaching, however, is the face-to-face time with the kids during the daily lessons. \u00a0Class sizes for AP Physics C is typically small enough that we have a very informal style that is warm and inviting, yet challenging for all. \u00a0The students enjoy the class, taking notes from their seats each day, and doing book problems and old AP problems for homework in the evenings. \u00a0And our AP scores each year are solid.<\/p>\n

In September of 2011, however, I decided to try something different. \u00a0I wanted to get away from the teacher-centric model, as I realized that I was the hardest working person in the classroom. \u00a0This contrasted with the best teaching advice I ever received, when our assistant principal and my mentor explained that I should strive to \u201cLook like the laziest teacher in the building while the students are in the classroom, and the hardest working teacher in the building the moment they leave.\u201d \u00a0What he meant was students should be doing the work in the classroom, especially as I continuously espoused my belief that physics is something you do, not something you know. \u00a0Although the students were doing OK in their passive roles as notetakers, this was a credit to the strength of these students, not my teaching.<\/p>\n

A New AP Physics C Methodology<\/h3>\n

Instead, I began to imagine a classroom in which students directed their own learning, building lifelong learning skills that would serve them well outside the narrow discipline of future physics courses. \u00a0With the blessings of our administration, I undertook a giant experiment in the classroom. \u00a0We went through the year with the goal of having zero teacher lectures. \u00a0Instead, I completely \u201cflipped\u201d the classroom. \u00a0Students were expected to watch video mini-lessons on topics outside of class, as well as read the textbook and take notes, saving classroom time for group discussions and problem solving, hands-on lab activities, and deeper dives into topics of interest.<\/p>\n

I ended up going back to traditional lectures on two topics \u2014 Gauss\u2019s Law and the Biot-Savart Law, but for the most part the class ran independently. \u00a0I built up \u201cpackets\u201d of assignments, practice problems, labs and activities for each unit, and students worked at their own pace (within reason) through each unit. \u00a0Unit exams were given when students said they were ready, with multiple re-take opportunities. \u00a0This evolved into a self-paced course, and at the end of the year, I found AP scores were significantly higher than in past years, which in retrospect shouldn\u2019t have been surprising. \u00a0Teaching in this more hands-off manner is very uncomfortable, however. \u00a0I \u201cfeel\u201d like I\u2019m doing a great job when I\u2019m working hard, presenting great lectures, and interacting with the students. \u00a0Stepping back and watching the students work, only getting involved to ask the occasional question or provide some basic clarification and support is extremely challenging. \u00a0Given the results, though, I tried it again the following year. \u00a0Same result!<\/p>\n

\"\"<\/a>These classes were regularly polled for feedback on the course. \u00a0General observations were that many students felt more intimidated and lost at the beginning of the course. \u00a0As well, there were several points throughout the year in which the students felt quite frustrated. \u00a0Polls at the end of the year, however, indicated students felt very confident in their self-teaching abilities, their ability to work through challenges they initially thought impossible, and their comfort level with their preparation for future studies. \u00a0The most common opportunity they identified for improvement \u2014 learning how to read the textbook.<\/p>\n

In an effort to address this, I\u2019ve implemented a variety of changes in my classroom. \u00a0First off, we take some time at the beginning of the year and again after mid-terms to talk about and practice strategies for reading a technical text. \u00a0We also take some time to talk about how to actively use the video lessons and example problems so that study time is efficient and productive.<\/p>\n

The AP Physics C Companion: Mechanics<\/h3>\n

\"AP<\/a><\/p>\n

Finally, I started work on a \u201ccompanion\u201d text to the AP Physics C curriculum, focused on distilling down the key points from the text and illustrating them with a variety of applications. \u00a0Not really a review book (though it could be used in that sense), but rather a cleaned-up version of instructor notes for the course that could be applicable to any calculus-based mechanics course. \u00a0A large focus of the book is trading off technical complexity for illustrated application of concepts, including justifications for problem solving steps in the problems themselves, and well-documented problem solutions.<\/p>\n

I\u2019ve been using the notes and draft chapters of this book for several years in my classes, which has allowed me a \u201ctest run\u201d of various sections and the opportunity to see what works with students, and what needs further revision. \u00a0The final result, I\u2019m excited to say, is now available as\u00a0\u201cThe AP Physics C Companion: Mechanics<\/a>.\u201d \u00a0It will first be available in black and white print editions from APlusPhysics.com<\/a> and Amazon<\/a>, as well as a full-color PDF edition<\/a> on APlusPhysics.com. \u00a0Shortly thereafter, print editions (both color and black and white) will be available from any retailer, including Amazon and Barnes and Noble. \u00a0Finally, bulk purchases will be available directly from sales@sillybeagle.com<\/a> (Silly Beagle Productions) at substantial discounts.<\/p>\n

Where’s the E&M Book?<\/h2>\n

I\u2019ve already been asked repeatedly if there\u2019s an E&M version planned. \u00a0The answer is rather convoluted, however. \u00a0The E&M version is half done \u2014 the draft is complete as part of my class work and has been for more than a year. \u00a0I haven\u2019t typeset it yet, however (probably a 6-12 month project), or worked on the graphics for a few reasons. \u00a0First, it is a huge investment of time to do so, which puts other projects on the back burner. \u00a0Second, the market for such a book could be pretty small. \u00a0As only 27,000 students took the AP Physics C: E&M exam last year, that\u2019s a very limited\u00a0market to cater to. \u00a0Though the book would be appropriate for an introductory calculus-based E&M course, a very significant portion of students taking the E&M exam would have to purchase and use the book in order to recuperate the costs involved in putting out the book (which are substantial). \u00a0As most any science author will tell you, there\u2019s not much profit to be made in writing these types of books, and margins are mighty slim. \u00a0It\u2019s a labor of love because you want to help students (yours and others). \u00a0I\u2019m already pushing the limits of \u2018wise decisions\u2019 in marketing a book to the AP-C Mechanics market (53K test takers last year), and hoping it at least breaks even.<\/p>\n

\"\"<\/a>Before making any commitments to an E&M version, I want to obtain feedback from the mechanics version \u2014 are students and instructors finding it helpful, what is a reasonable percentage of the market to anticipate, would it at least break even, and how is the new format received (fewer pages, larger format and type, color vs. B&W, etc.) \u00a0Given all that, I imagine it\u2019s probably likely at some point I\u2019ll get to work on it (after every book I tend to think I\u2019m done, then eventually change my mind and start on another one). \u00a0However, it feels good to \u201cfool myself\u201d for awhile and pretend I\u2019m done while I work on updating the APlusPhysics site, continue work on instructional videos, and\u00a0perhaps get to bed a little earlier\u00a0in the evenings.<\/p>\n

For now, however, I\u2019m excited to announce the release of The AP Physics C Companion: Mechanics<\/a>. \u00a0Hope you enjoy it as much as I enjoyed putting it together!<\/p>\n

*AP and Advanced Placement Program are registered trademarks of the College Board, which does not sponsor or endorse this product.<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

You may have noticed it\u2019s been a LONG time since I\u2019ve updated this physics education blog. \u00a0More likely you haven\u2019t noticed, because it\u2019s been a LONG time since I\u2019ve updated this blog. \u00a0This hasn\u2019t been due to a lack of Continue reading New AP Physics C Mechanics Book Release<\/span>→<\/span><\/a><\/p>\n","protected":false},"author":1,"featured_media":760,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[4,113,159,14,216],"tags":[119,98,352,199,360,359],"class_list":["post-761","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-aplusphysics","category-college-board","category-events","category-physics-news","category-teaching","tag-ap-physics","tag-ap-physics-c","tag-aplusphysics","tag-book","tag-mechanics","tag-silly-beagle-productions"],"_links":{"self":[{"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/posts\/761","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/comments?post=761"}],"version-history":[{"count":6,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/posts\/761\/revisions"}],"predecessor-version":[{"id":774,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/posts\/761\/revisions\/774"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/media\/760"}],"wp:attachment":[{"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/media?parent=761"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/categories?post=761"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/aplusphysics.com\/flux\/wp-json\/wp\/v2\/tags?post=761"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}