AP PHYSICS B - Edison · AP PHYSICS B 3 STATEMENT OF PURPOSE The AP Physics course is intended to...

PUBLIC SCHOOLS OF EDISON TOWNSHIP DIVISION OF CURRICULUM AND INSTRUCTION

AP PHYSICS B Length of Course: Term

Elective/Required: Elective

Schools: High Schools

Student Eligibility: Grade 12 Credit Value: 7 Credits

Date Approved: August 23, 2011

AP PHYSICS B 2

TABLE OF CONTENTS

Statement of Purpose 3

Edison’s Essential Instructional Behaviors 4

Unit of Study: Unit 1 Measurement & Problem Solving 6

Unit of Study: Unit 2 Mechanics 8 Unit of Study: Unit 3 Fluid Mechanics and Thermal Physics 12 Unit of Study: Unit 4 Electricity and Magnetism 15 Unit of Study: Unit 5 Waves and Optics 19 Unit of Study: Unit 6 Atomic & Nuclear Physics 23

Modifications will be made to accommodate IEP mandates for classified students.

AP PHYSICS B 3

STATEMENT OF PURPOSE The AP Physics course is intended to be representative of courses commonly offered in colleges and universities, but they do not necessarily correspond precisely to courses at any particular institution. The aim of the AP secondary school course in physics should be to develop the students’ abilities to do the following: 1. Read, understand and interpret physical information — verbal, mathematical and

graphical 2. Describe and explain the sequence of steps in the analysis of a particular

physical phenomenon or problem; that is, a) describe the idealized model to be used in the analysis, including simplifying

assumptions where necessary; b) state the concepts or definitions that are applicable; c) specify relevant limitations on applications of these principles; d) carry out and describe the steps of the analysis, verbally or mathematically; and e) interpret the results or conclusions, including discussion of particular cases of

special interest 3. Use basic mathematical reasoning — arithmetic, algebraic, geometric,

trigonometric, or calculus, where appropriate — in a physical situation or problem 4. Perform experiments and interpret the results of observations, including making

an assessment of experimental uncertainties Teachers completed work on the AP Physics curriculum this summer to make minor adjustments to the guide as well as to familiarize themselves with the labs and complete their course audits. The curriculum guide was revised by: Kruti Patel and William McMullen

AP PHYSICS B 4

Public Schools of Edison Township Divisions of Curriculum and Instruction

Draft 14

Essential Instructional Behaviors

Edison’s Essential Instructional Behaviors are a collaboratively developed statement of effective teaching from pre-school through Grade 12. This statement of instructional expectations is intended as a framework and overall guide for teachers, supervisors, and administrators; its use as an observation checklist is inappropriate.

1. Planning which Sets the Stage for Learning and Assessment

Does the planning show evidence of: a. units and lessons directly related to learner needs, the written curriculum, the New Jersey Core

Content Curriculum Standards (NJCCCS), and the Cumulative Progress Indicators (CPI)? b. measurable objectives that are based on diagnosis of learner needs and readiness levels and

reflective of the written curriculum, the NJCCCS, and the CPI? c. lesson design sequenced to make meaningful connections to overarching concepts and essential

questions? d. provision for effective use of available materials, technology and outside resources? e. accurate knowledge of subject matter? f. multiple means of formative and summative assessment, including performance assessment, that

are authentic in nature and realistically measure learner understanding? g. differentiation of instructional content, processes and/or products reflecting differences in learner

interests, readiness levels, and learning styles? h. provision for classroom furniture and physical resources to be arranged in a way that supports

student interaction, lesson objectives, and learning activities?

2. Observed Learner Behavior that Leads to Student Achievement

Does the lesson show evidence of: a. learners actively engaged throughout the lesson in on-task learning activities? b. learners engaged in authentic learning activities that support reading such as read alouds, guided

reading, and independent reading utilizing active reading strategies to deepen comprehension (for example inferencing, predicting, analyzing, and critiquing)?

c. learners engaged in authentic learning activities that promote writing such as journals, learning logs, creative pieces, letters, charts, notes, graphic organizers and research reports that connect to and extend learning in the content area?

d. learners engaged in authentic learning activities that promote listening, speaking, viewing skills and strategies to understand and interpret audio and visual media?

e. learners engaged in a variety of grouping strategies including individual conferences with the teacher, learning partners, cooperative learning structures, and whole-class discussion?

f. learners actively processing the lesson content through closure activities throughout the lesson? g. learners connecting lesson content to their prior knowledge, interests, and personal lives? h. learners demonstrating increasingly complex levels of understanding as evidenced through their

growing perspective, empathy, and self-knowledge as they relate to the academic content? i. learners developing their own voice and increasing independence and responsibility for their

learning? j. learners receiving appropriate modifications and accommodations to support their learning?

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3. Reflective Teaching which Informs Instruction and Lesson Design

Does the instruction show evidence of: a. differentiation to meet the needs of all learners, including those with Individualized Education

Plans? b. modification of content, strategies, materials and assessment based on the interest and

immediate needs of students during the lesson? c. formative assessment of the learning before, during, and after the lesson, to provide timely

feedback to learners and adjust instruction accordingly? d. the use of formative assessment by both teacher and student to make decisions about what

actions to take to promote further learning? e. use of strategies for concept building including inductive learning, discovery-learning and inquiry

activities? f. use of prior knowledge to build background information through such strategies as anticipatory

set, K-W-L, and prediction brainstorms?

g. deliberate teacher modeling of effective thinking and learning strategies during the lesson? h. understanding of current research on how the brain takes in and processes information and how

that information can be used to enhance instruction? i. awareness of the preferred informational processing strategies of learners who are

technologically sophisticated and the use of appropriate strategies to engage them and assist their learning?

j. activities that address the visual, auditory, and kinesthetic learning modalities of learners? k. use of questioning strategies that promote discussion, problem solving, and higher levels of

thinking? l. use of graphic organizers and hands-on manipulatives? m. creation of an environment which is learner-centered, content rich, and reflective of learner efforts

in which children feel free to take risks and learn by trial and error? n. development of a climate of mutual respect in the classroom, one that is considerate of and

addresses differences in culture, race, gender, and readiness levels? o. transmission of proactive rules and routines which students have internalized and effective use of

relationship-preserving desists when students break rules or fail to follow procedures?

4. Responsibilities and Characteristics which Help Define the Profession

Does the teacher show evidence of: a. continuing the pursuit of knowledge of subject matter and current research on effective practices

in teaching and learning, particularly as they tie into changes in culture and technology? b. maintaining accurate records and completing forms/reports in a timely manner? c. communicating with parents about their child’s progress and the instructional process? d. treating learners with care, fairness, and respect? e. working collaboratively and cooperatively with colleagues and other school personnel? f. presenting a professional demeanor?

MQ/jlm 7/2009

AP PHYSICS B 6

Unit of Study: Unit 1 Measurement & Problem Solving Time: 2 weeks

Targeted State Standards: 5.1 Science Practices Unit Objectives/Enduring Understandings: (Students will be able to…..)

Master the conceptual, mathematical, physical and computational tools that need to be applied when constructing and evaluating claims pertaining to physics.

Essential Questions: How does physics serve to improve our understanding of physical systems? How do the principles of physics affect your daily life? Is

the degree of precision relevant to our lives? Why is math the “language” of physics? Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) TBD

Core Content

Instructional Actions

Cumulative Progress

Indicators

Concepts

What students will know.

Skills

What students will be able to do.

Activities/Strategies

Technology Implementation/ Interdisciplinary Connections

Assessment Check Points

5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data and evaluated evidence to

The standard units of measure Dimensional Analysis Significant Figures Logically designed investigations are needed in order to generate the evidence required to build and refine models and explanations. Mathematical tools and technology are used to gather, analyze and communicate results. Scientific reasoning is used to

Read, understand and interpret information – verbal, mathematical and graphical. State the principles or definitions that are applicable. Specify relevant limitations on applications of these principles. Carry out and describe the steps of the analysis, verbally or mathematically. Interpret the results or conclusions, including discussion of particular cases.

Textbook Chapters: Ch. 1 Measurement & Problem Solving.

Formative Assessments: Diagnostic pre- and post- assessments. Class Discussions Worksheets with teacher feedback Drafts of lab reports with teacher feedback. Summative Assessments: Quizzes

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determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

evaluated and interpret data patterns and scientific conclusions.

Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties. Use basic mathematical reasoning – arithmetic, algebraic, geometric, or trigonometric where appropriate in a physical situation or problem.

Tests Performance Assessments /Laboratory Investigations Research / Lab Reports

Resources: Essential Materials, Supplementary Materials, Links to Best Practices

Wilson, Jerry, et. al. College Physics, Upper Saddle River: Pearson Prentice Hall, 2007

Instructional Adjustments: Modifications, student

difficulties, possible misunderstandings

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Unit of Study: Unit 2 Mechanics Time: 10 weeks

Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science, 5.4 Earth Systems Science

Unit Objectives/Enduring Understandings: (Students will be able to understand that…..)

Knowing the characteristics of familiar forms of energy is useful in coming to the understanding that the natural world can be explained and is predictable. The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. It takes energy to change the motion of objects. The energy change is understood in terms of forces. Gravity governs the universe’s expansion, organizational patterns and movement of celestial bodies.

Essential Questions: How can understanding various physical properties about motion be useful in understanding everyday occurrences? How do you know

something has energy? In what ways do we witness the effects of something having energy? Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) See Laboratory Investigations

Core Content


Cumulative Progress

Indicators

Concepts


Skills





5.2.12.D.1 Model the relationship between the height of an object and its potential energy. 5.2.12.D.4 Measure quantitatively the energy transferred between objects during a collision. 5.2.12.E.1 Compare the calculated and measured speed, average speed and acceleration of an object in motion, and account for differences that may exist between calculated and measured values. 5.2.12.E.2 Compare the translational and rotational

Kinematics: 1-Dimensional Motion 2-Dimensional Motion Projectile motion

Dynamics, Newton’s Laws & Gravity:

Static Equilibrium (first law)

Dynamics of a single particle (second law)

Systems of two or more bodies (third law)

Work, Energy & Power:

Work and Work-Energy

Define distance and calculate speed, and explain what is meant by a scalar quantity. Define displacement and calculate velocity and explain the difference between scalar and vector quantities. Explain the relationship between velocity and acceleration, and perform graphical analyses of acceleration. Explain the kinematic equations of constant acceleration and apply them to physical situations.

Laboratory Investigations: 1. Motion in One Dimension 2. Vector Addition 3. Projectile Motion 4. Atwood’s Machine 5. Frictional Forces 6. Conservation of

Mechanical Energy 7. Conservation of Linear

Momentum 8. Centripetal Force 9. Potential Energy

Investigation: Spring & Gravitational

10. Kepler’s Laws

Formative Assessments: Diagnostic pre- and post- assessments. Class Discussions Worksheets with teacher feedback Drafts of lab reports with teacher feedback. Summative Assessments:

AP PHYSICS B 9

motions of a thrown object and potential application of this understanding. 5.2.12.E.3 Create simple models to demonstrate the benefits of seatbelts using Newton’s first law of motion. 5.2.12.E.4 Measure and describe the relationship between the force acting on an object and the resulting acceleration. 5.4.8.A.3 Predict how the gravitational force between two bodies would differ for bodies of different masses or bodies that are different distances apart. 5.4.8.A.4 Analyze data regarding the motion of comets, planets and moons to find general patterns of orbital motion. 5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data

theorem Forces and potential

energy Conservation of energy Power

Systems of Particles, Linear Momentum

Impulse and momentum Conservation of linear

momentum. Collisions in one and

two dimensions. Circular Motion and Rotation:

Uniform circular motion. Torque and rotational

statics. Oscillations and Gravitation:

Simple harmonic motion Mass on a spring Pendulum and other

oscillations Newton’s laws of

gravity. Kepler’s Laws of

Planetary Motion. Orbits of planets and

satellites. (Circular)

Analyze motion in terms of its components and apply kinematic equations to components of motion. Add and subtract vectors graphically and analytically and use vectors to describe motion in two dimensions. Analyze projectile motion to find position, time of flight and range. Determine relative velocities. To relate force and motion, and explain what is meant by a net force. Apply Newton’s laws in analyzing various situations using free-body diagrams and understand the concepts of translational equilibrium. Explain the causes of friction and how friction is described by using coefficients of friction. Define mechanical work and compute the work done in various situations. Study the work-energy theorem and apply it in solving problems. Define potential energy and learn about gravitational potential energy. Explain the law of conservation of mechanical energy. Define power and describe mechanical efficiency. Define and compute linear momentum and the components of momentum.

Textbook Chapters: Ch. 2 Kinematics: Description of Motion Ch. 3 Motion in Two Dimensions Ch. 4 Forces and Motion Ch. 5 Work and Energy Ch. 6 Momentum and Collisions Ch. 7 Circular Motion and Gravitation Ch. 8 Rotational Motion and Equilibrium

Quizzes Tests Performance Assessments /Laboratory Investigations Research / Lab Reports

AP PHYSICS B 10

and evaluated evidence to determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.C.1 Reflect on and revise understandings a new evidence emerges. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence based arguments. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept

Relate impulse and momentum, and kinetic energy and momentum. Explain the conditions for the conservation of linear momentum and apply them to physical situations. Describe the conditions on kinetic energy and momentum in elastic and inelastic collisions. Define units of angular measure and show how angular measure is related to circular arc length. Describe and compute angular speed and velocity and explain their relationship to tangential speed. Explain the causes of and calculate centripetal acceleration. To define torque, apply the conditions for mechanical equilibrium and describe the relationship between the location of the center of gravity and stability. Describe simple harmonic motion and describe how energy and speed vary in such motion. Describe Newton’s law of gravitation and how it relates to the acceleration due to gravity, and investigate how the law applies to gravitational potential energy. State and explain Kepler’s laws of planetary motion and describe the orbits and motions of satellites.

AP PHYSICS B 11

maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.


Wilson, Jerry, et. al. College Physics, Upper Saddle River: Pearson Prentice Hall, 2007.



AP PHYSICS B 12

Unit of Study: Fluid Mechanics and Thermal Physics Time: 4 Weeks

Targeted State Standards: 5.1 Science Practices, 5.2 Physical Science


Fluids under pressure have the ability to transfer energy. Our perception of hot or cold is related to differences in temperature (average kinetic energy) but also the capacity of substances to absorb energy in

rotations, internal vibrations and bond stretching (specific heat capacity). Temperature and thermal properties are explained by considering the atomic and molecular behavior of substances.

Essential Questions: Why is the knowledge of fluids essential for efficient travel by ground, sea and air? Why can our perception of temperature be

subjective? Why is heat and thermal balance so crucial for all living things? How can heat be harnessed and converted to perform useful work? Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) See Laboratory Investigations

Core Content


Cumulative Progress

Indicators

Concepts


Skills





5.2.12.C.1 Use the kinetic molecular theory to describe and explain the properties of solids, liquids and gases.

5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific

Fluid Mechanics Hydrostatic Pressure Buoyancy Fluid flow continuity Bernoulli’s Equation

Temperature and Heat

Mechanical equivalent of heat

Heat transfer Thermal Expansion

Kinetic Theory and Thermodynamics

Ideal gases Kinetic model

Describe a model of a liquid at the molecular level. Explain the pressure-depth relationship. State Pascal’s principle and describe how it is used in practical applications. Relate the buoyant force to Archimedes’ principle and tell whether an object will float on the basis of relative densities. Use the continuity equation and

Laboratory Investigations: 1. Archimedes’ Principle 2. Torricelli’s Theorem 3. Coefficient of Linear

Expansion 4. Ideal Gas Law

Textbook Chapters: Ch. 9 Solids and Fluids Ch. 10 Temperature and Kinetic Theory Ch. 11 Heat


AP PHYSICS B 13

principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data and evaluated evidence to determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.C.1 Reflect on and revise understandings a new evidence emerges. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence based arguments. 5.1.12.D.1 Engage in multiple forms of discussion in order to

Idea gas law Laws of Thermodynamics

First Law (including processes on pV diagrams)

Second Law (including heat engines)

Bernoulli’s equation to explain common effects of ideal fluid flow. Distinguish between temperature and heat. Explain how a temperature scale is constructed and convert temperatures from one scale to another. Define the mechanical equivalent of heat. Define specific heat and explain how the specific heats of materials are measured using the technique of calorimetry. Compare and contrast the common phases of matter and relate latent heat to phase changes. Describe the mechanisms of heat transfer and give practical applications of each. Describe the ideal gas law, explain how it is used to determine absolute zero and understand the Kelvin temperature scale. Understand and be able to calculate the thermal expansion of solids and liquids. Relate kinetic theory and

Ch. 12 Theromdynamics


AP PHYSICS B 14

process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

temperature and explain the process of diffusion. Explain the relationship among internal energy, heat and work as expressed by the first law of thermodynamics and calculate work done by gases. Describe and understand the four fundamental thermodynamic processes using an ideal gas. Analyze the work done, heat flow and change in internal energy that occurs during each of these processes. State and explain the second law of thermodynamics in several forms and explain the concept of entropy. Explain the concept of a heat engine and compute thermal efficiency and explain the concept of a thermal pump and compute the coefficient of performance.





AP PHYSICS B 15

Unit of Study: Unit 4 Electricity and Magnetism Time: 8 weeks



Electricity is a form of energy that can be transformed by moving electric charges doing work in various devices Electric fields provide the force that moves charged particles. A potential difference has to be maintained in order to move charges between two points. Magnetic fields are produced around moving charges. A changing magnetic field can induce a current in a closed conductor.

Essential Questions: What are the practical applications of understanding fundamental electrical concepts? Do electric companies really sell “electricity”? What are the graphical models and physical models that are used to represent the transport or storage of electric charge and electric energy? How is electric force related to magnetic force? Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) See Laboratory Investigations

Core Content


Cumulative Progress

Indicators

Concepts


Skills





5.2.D Energy Transfer and Conservation – no specific CPI for this unit.

5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific

Electrostatics: Charge and Coulomb’s law Electric field and electric

potential (including point charges)

Conductors & Capacitors:

Electrostatics with conductors Capacitors

o Capacitance o Parallel Plate

Electric Circuits:

Current, resistance, power Steady-state direct current

Distinguish between the two types of electric charge. State the charge-force law that operates between charged objects, and understand and use the law of charge conservation. Distinguish between conductors and insulators, explain the operation of the electroscope and distinguish among charging by friction, conduction, induction and polarization. Understand Coulomb’s law and use it to calculate the electric

Laboratory Investigations: 1. Coulomb’s Law 2. Equipotential Lines and

Electric Fields 3. Static Electricity

Investigation 4. Series & Parallel Circuits 5. Magnetic Field

Investigation 6. Electromagnetic

Induction Textbook Chapters: Ch. 15 Electric Charge, Forces & Fields

Formative Assessments: Diagnostic pre- and post- assessments. Class Discussions Worksheets with teacher feedback Drafts of lab reports with teacher feedback.

AP PHYSICS B 16

principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data and evaluated evidence to determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.C.1 Reflect on and revise understandings a new evidence emerges. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence based

circuits with batteries and resistors only.

Capacitors in Circuits o Steady state

Magnetic Fields

Forces on moving charges in magnetic fields.

Forces on current-carrying wires in magnetic fields.

Fields of long current-carrying wires.

Electromagnetism:

Electromagnetic induction (including Faraday’s law and Lenz’s law).

force between charged particles. Describe the electric field near the surface and in the interior of a conductor, determine where charge accumulates and on a charged conductor and sketch the electric field line outside a charged conductor. Understand the concept of electric potential difference (voltage) and its relationship to electric potential energy and calculate electric potential differences. Define capacitance and explain what it means physically and calculate the charge, voltage electric field and energy storage for parallel-plate capacitors. Find the equivalent capacitance of capacitors in series and in parallel, calculate the charge, voltage and energy storage of individual capacitors in series and parallel configurations. Induce the properties of a battery, explain how a battery produces a direct current in a circuit and learn various circuit symbols for sketching schematic circuit diagrams. Define electrical current, electrical resistance, explain and calculate factors that determine resistance in series and parallel circuits. Understand and apply the physical principles that underlie

Ch. 16 Electric Potential, Energy and Capacitance Ch. 17 Electric Current & Resistance Ch. 18 Basic Electric Circuits Ch. 19 Magnetism Ch. 20 Electromagnetic Induction & Waves

Summative Assessments: Quizzes Tests Performance Assessments /Laboratory Investigations Research / Lab Reports

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arguments. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Kirchhoff’s circuit rules. Define magnetic field strength and determine the magnetic force exerted by a magnetic filed on a moving charged particle. Calculate the magnetic force on a current-carrying wire and the torque on a current-carrying loop. Explain the operation of various instruments whose functions depend on electromagnetic interactions between current fields and magnetic fields. Understand the production of a magnetic field by electric currents, calculate the strength and determine the direction of the magnetic field. To define magnetic flux, explain how an induced (motational) emf is created and determine induced emfs and currents. Define and apply Faraday’s Law of Induction and Lenz’s Law. Understand the operation of electrical generators and calculate the emf produced by an AC generator. Explain the nature, origin and propagation of electromagnetic waves as well as describe the properties and uses of the different types of waves.

AP PHYSICS B 18





AP PHYSICS B 19

Unit of Study: Unit 5 Waves and Optics Time: 4 weeks



Waves are related to vibrations or oscillations and fundamental to such motions are restoring forces or torques.. Waves transfer energy. Knowledge of the behavior of vibrations and waves is essential to the understanding of resonance. Light acts as a wave in its propagation and as a particle when it interacts with matter.

Essential Questions: How do you know that waves carry energy? How does the knowledge of waves help us understand our world better and improve the

quality of our lives? How do the properties of EM waves determine their uses? Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) See Laboratory Investigations

Core Content


Cumulative Progress

Indicators

Concepts


Skills





5.2.C Forms of Energy – no specific CPI for this unit. 5.2.D Energy Transfer and Conservation – no specific CPI for this unit.

5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories.

Description and characteristics of waves. Standing waves and harmonics

Waves on a string Waves in a tube

Doppler Effect Sound intensity, power and relative sound intensity Musical applications Physical Optics

The electromagnetic spectrum.

Define and give characteristics and examples of longitudinal, transverse and surface waves. Apply the equation for wave velocity in terms of its frequency and wavelength. Describe the relationship between energy of a wave and its amplitude. Describe the behavior of waves at a boundary: fixed-end, free-end, boundary between different media. Demonstrate proficiency in solving problems involving transverse waves in a string.

Laboratory Investigations: 7. Standing Waves in a

String. 8. Interference 9. Index of Refraction 10. Mirrors & Lenses

Textbook Chapters: Ch. 13 Vibrations and Waves Ch. 14 Sound Ch. 22 Reflection and Refraction of Light. Ch. 23 Mirrors and Lenses


AP PHYSICS B 20

5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data and evaluated evidence to determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.C.1 Reflect on and revise understandings a new evidence emerges. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence based arguments.

Interference and path difference

Interference effects Geometric Optics

Reflection, Refraction and Snell’s Law

Images formed by mirrors

Images formed by lenses

Ray Diagrams and the thin lens/mirror equation.

Distinguish between constructive and destructive interferences. State and apply the principle of superposition. Describe the formation and characteristics of standing waves. Describe the characteristics of sound and distinguish between ultrasonic and infrasonic sound waves. Calculate the speed of sound in air as a function of temperature. Describe the origin of sound in musical instruments. Use boundary behavior characteristics to derive and apply relationships for calculating the characteristic frequencies for an open pipe and for a closed pipe. Explain the interference of sound waves and the formation of beats. Apply the Doppler effect to predict the apparent change in sound frequency. Explain how electromagnetic waves are produced. Describe the electromagnetic spectrum and the relationship between frequency, wavelength, and speed of electromagnetic waves. Describe Roemer and Michelson’s experiment to determine the speed of light.

Ch. 24 Physical Optics: The Wave Nature of Light. Ch. 25 Vision and Optical Instruments.


AP PHYSICS B 21

5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Explain the dispersion of light and the visible spectrum. State the conditions for constructive interference and destructive interference. Describe Young’s double-slit experiment and apply the results of the experiment to predict the location of bright and dark fringes. Describe the pattern observed by the use of a diffraction grating. Demonstrate proficiency in solving problems involving the use of a single slit, a double slit and diffraction grating. Explain and apply the characteristics of thin-film interference using the concepts of boundary behavior. Calculate the thickness of a film. Discuss the evidence supporting the ray model of light. State and apply the law of reflection. Define the following terms for spherical mirrors: principal axis, focal point, and focal length. Demonstrate proficiency in the use of ray diagrams to find the image of an object using a converging and diverging mirror. Understand how mirrors form real and virtual images. Demonstrate proficiency in solving problems that use the mirror equation to calculate the focal length

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of a mirror, image distance, image height and the magnification. Explain what is meant by spherical aberration. Define the index of refraction and describe the behavior of refracted light. Apply Snell’s law to the solution of problems. Explain the concepts of critical angle and total internal reflection. Demonstrate proficiency in the use of ray diagrams to find the image of an object using a converging and a diverging lens and a combination of lenses. Understand how lenses for real and virtual images. Demonstrate proficiency in solving problems that use the lens equation to calculate the focal length of a lens, image distance, image height and the magnification.





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Unit of Study: Unit 6 Atomic & Nuclear Physics Time: 2 weeks



Particles often exhibit wave properties and that waves frequently behave as particles. Small particles of matter behave like waves and are subject to diffraction and interference. The quantum theory led to the modern atomic model. Calculations in the realm of the quantum theory must deal with probabilities rather than in precisely determined values as associated with classical theory.

Essential Questions: On what do we base our current understanding of the structure of the atom? Why is it important to understand atomic structure? How

prevalent is natural radioactivity on earth? What misconceptions does the general public have about nuclear power?

Unit Assessment: (What is the authentic evidence that students have achieved the targeted standards/unit objectives?) See Laboratory Investigations

Core Content


Cumulative Progress

Indicators

Concepts


Skills





5.2.12.A.1 Use atomic models to predict the behaviors of atoms in interactions. 5.2.12.A.4 Explain how the properties of isotopes, including half lives, decay modes and nuclear resonances, lead to useful applications of isotopes. 5.2.12.B.3 Balance chemical equations by applying the law of conservation of mass. 5.2.12.D.3 Describe the products and potential applications of fission and fusion reactions.

Atomic Physics & Quantum Effects

Photons and the Photoelectric effect.

X-ray production Electron energy levels Compton scattering Wave nature of matter

Nuclear Physics

Atomic mass, mass number, atomic number

Mass defect and nuclear binding energy

Nuclear Process o Modes of radioactive

decay (alpha, beta,

Describe Thompson and Millikan’s experiments related to the electron. Discuss the basics of Planck’s hypothesis. Define a proton and relate its energy to its frequency and/or wavelength. Convert energy units: joules to electronvolts and vice versa. Demonstrate proficiency in solving problems involving the energy of a photon and the conservation of momentum in photon interactions. Explain the characteristics of the

Laboratory Investigations: 11. Photoelectric Effect

Textbook Chapters: Ch. 27 Quantum Physics Ch. 28 Quantum Mechanics and Atomic Physics Ch. 29 The Nucleus Ch. 30 Nuclear Reactions and Elementary Particles


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5.1.12.A.1 Refine interrelationships among concepts and patterns of evidence found in different central scientific explanations. 5.1.12.A.2 Develop and use mathematical, physical and computational tools to build evidence-based models and to pose theories. 5.1.12.A.3 Use scientific principles and theories to build and refine standards for data collection, posing controls and presenting evidence. 5.1.12.B.1 Design investigations, collect evidence, analyze data and evaluated evidence to determine measures of central tendencies, causal/correlational relationships and anomalous data. 5.1.12.B.2 Build, refine and represent evidence-based models using mathematical, physical and computational tools. 5.1.12.B.3 Revise predictions and explanations using evidence, and connect explanations/arguments to establish scientific knowledge, models and theories. 5.1.12.B.4 Develop quality controls to examine data sets and to examine evidence as a means of generating and reviewing explanations. 5.1.12.C.1 Reflect on and revise understandings a new evidence

gamma) o Fission o Fusion

Mass-Energy Equivalence and Conservation of Mass and Energy

photoelectric effect and define the terms “work function” and “threshold frequency”. Given a graph of energy versus frequency, understand the meaning of the slope, the x-intercept and the y-intercept. Demonstrate proficiency in solving problems involving the calculation of the maximum kinetic energy of photoelectrons. Understand the nature and production of X-rays. Describe the results of the collision of an X-ray photon with an electron (Compton effect) and the results of the scattering of X-rays from a crystal (Davisson-Germer experiment). Understand the dual nature of light and matter, and apply de Broglie’s equation to calculate the wavelength of a particle. Describe how atomic spectra are produced. Demonstrate proficiency in drawing and interpreting energy-level diagrams. Calculate the energy absorbed or emitted by an atom when an electron moves to a higher or lower energy level. Describe the structure and properties of the nucleus. Apply Einstein’s equation of mass energy equivalence.


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emerges. 5.1.12.C.2 Use data representations and new models to revise predictions and explanations. 5.1.12.C.3 Consider alternative theories to interpret and evaluate evidence based arguments. 5.1.12.D.1 Engage in multiple forms of discussion in order to process, make sense of, and learn from others’ ideas, observations, and experiences. 5.1.12.D.2 Represent ideas using literal representations, such as graphs, tables, journals, concept maps, and diagrams. 5.1.12.D.3 Demonstrate how to use scientific tools and instruments and knowledge of how to handle animals with respect for their safety and welfare.

Calculate the mass defect and the total binding energy of the nucleus. Understand the origin of the strong and weak nuclear forces. Describe three types of radiation emitted in radioactivity: alpha decay, beta radiation and gamma radiation. Understand how nuclear reactions are produced. Define the following terms: threshold energy, chain reaction and critical mass. Explain the process of nuclear fission and the basic operation of a nuclear reactor. Describe a chain reaction. Explain the process of nuclear fusion and how magnetic and inertial confinements can provide thermonuclear power.





AP PHYSICS B - Edison · AP PHYSICS B 3 STATEMENT OF PURPOSE The AP Physics course is intended to...

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