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     PHILOSOPHY OF EDUCATION 
     
     
     AP CHEMISTRY AND AP PHYSICS
     
    Physics and chemistry at the AP level can be extremely challenging. It requires the student to use a variety of problem solving skills. The students must learn how to analyze and solve problems based on current understandings. They must then use what they have learned to make experimentally based calculations, decisions and predictions.

    My teaching philosophy regarding education has been developed from my various life experiences and continues to evolve. I base my philosophy on recent educational research findings, teaching experience, lab work experience and observations of students. Of the many aspects of teaching philosophy, I will in particular address the issues regarding; my beliefs about how students learn to become proficient problem solvers, my preferences regarding teaching styles and an effective classroom environment.

    I believe students learn best by being active participants in the process. Students must be able to see how the lessons will apply to them and to their current and long term goals. Interesting and intriguing applications drawn from the world around them will enable them to become more engaged in the learning. AP Physics B and AP Chemistry are both college level courses and the students will be asked to perform tasks that require them to use skills necessary to be successful at that level. In AP Physics applications and problem solving activities will include such things as; toy cars, pogo sticks, power output of the human, operation of a CD and a DVD, lasers, lenses, mirrors, heat engines,buoyancy, school sports, prisms, rainbows, analyzing a traffic accident, music, space exploration, particle accelerators, and electronic equipment. In AP chemistry students will learn to use correct laboratory techniques for using chemistry glassware and equipment.

    Student possess different learning styles and it becomes essential to address this as much as possible. Activity based and student centered learning will be stressed. It is important that the student takes an active part in all aspects of the process. This includes active participation in class activities and labs and also the completion of all class and homework assignments.

    Based on my beliefs on how students learn, my teaching style will necessarily include a variety of cooperative and contextual learning strategies. I will incorporate the use of launch activities so that the students will be engaged and on task as much as possible. Power point and Smart Board presentations with numerous animated examples will help with visualizing important concepts. Hands on activities and labs will include the use of standard equipment but we will also experiment with common household supplies to increase motivation and understanding. The use of technology is becoming an increasingly important component for instruction. The students will be using computer sensors and probes. Data analysis will be done both manually and through computer programs such as the vernier logger-pro program currently being used in many colleges.

    The classroom environment is an essential component for student learning. Learning is a social activity and the environment must allow for this. Students must feel comfortable in the classroom and have great respect for what is to be accomplished with our time together. I will have posted essential questions and posted agendas. Clear expectation and prompt feedback will help the students know what is expected of them.

    Taking AP science classes help students to become experienced problem solvers. The various strategies that they will use in class can later be applied to new and different life situations. One of the main goals of the class will be to inspire an interest and appreciation of science that will last a lifetime. Another main goal is to prepare them for their next step, be it to go to college or directly into their careers.

     
     
     

     

     GRADING POLICY

                Grades are based on the following Assessments

                 Each assessment will be given a point value and then weighted as shown below.


                1.  Class work assignments

                2.  Lab activities

                3.  Tests and Quizzes


         Marking Period Average        Tests and Quizzes                     60%               

                                                   Labs                                          25%   

                                                   Class work assignments           15%


    Final Grade

     The final  course grade is determined as follows;


                                2 (Semester 1) + 2 (Semester 2) + Regents or Final Exam Grade

                                                                5

     


    Progress reports, to be signed by both the student and parent,

     are sent home after 5 weeks of each marking period.


    Make-up time for absences is equal to the number of days absent.  

    Each student is responsible for making up all labs, assignments, and tests.  

    You must make arrangements with me.

                      Being absent the day before a test does not excuse the student from taking the test