• To design and conduct empirical investigations to answer scientific questions

• To identify and reconcile inconsistencies between the student’s understanding and observations

• To develop, implement, test, and revise models of physical phenomena

• To develop and learn to work within a framework of theoretical principles

Although the objectives listed in the previous section can be met through a thorough study of many different areas of physics, some commonality among programs is clearly desirable, especially when advanced programs serve as substitutes for physics courses in college. Given the central role of Newtonian mechanics in physics, both historically and conceptually, the panel recommends that any advanced study of physics include Newtonian mechanics. Mechanics provides an ideal framework for achieving the objectives cited above. At the same time, familiarity with mechanics is universally expected of students entering college who have completed an advanced high school physics program.

Because the study of Newtonian mechanics serves as the foundation of any good program of advanced physics study, the panel recommends that the set of topics addressed be standardized as much as possible across the nation. While the exact details of such a nationwide mechanics syllabus can be agreed upon at a future time, the panel makes the following two recommendations:

• The syllabus should include the study of rotational dynamics. It is important for students to learn to apply the laws of mechanics to extended bodies, not just point particles. Not only is the physics content important, but the study of rotational dynamics also presents substantial intellectual challenges that help prepare students for the challenges of their future higher education.

• There should be no distinction made between the study of mechanics with and without calculus. Whether or not the mathematical background of the students includes calculus, the concepts necessary for physics (e.g., ) can and should be introduced.

The primary goal of the study of Newtonian mechanics is to develop conceptual understanding, rather than the ability to perform complex mathematical manipulations. For example, it is not necessary for advanced high school students to learn how to calculate the

Front Matter (R1-R2)

1. Introduction (1-2)

2. Recommended Practices for Advanced Physics Instruction (3-19)

3. Extent to Which the AP and IB Programs Implement Recommended Practices (20-46)

4. Teaching and Learing in Advanced Physics Programs (47-62)

5. Changing Emphases in Physics and Their Impact on Advanced Physics Instruction (63-71)

6. Connecting Advanced High School Physics Programs with College Physics Programs (72-75)

7. Main Findings and Overall Recommendations (76-81)

References (82-85)

Appendix A: Charge to the Content Panels from the Parent Committee (86-88)

Appendix B: Biographical Sketches of Physics Content Panel Members (89-92)