FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SCIENCE AND ENGINEERING AP PHYSICS C: ELECTRICITY & MAGNETISM Grade Level: 12 Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 27, 2012 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS
Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Carl Accettola Mr. William Bruno Mrs. Elizabeth Canario Mrs. Kathie Lavin Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic Mr. Charles Sampson, Superintendent Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction Curriculum Writing Committee Mr. Joseph Santonacita Supervisors Ms. Denise Scanga
S&E AP Physics C Electricity & Magnetism - Introduction Introduction Course Philosophy The study of physics provides a systematic understanding of the fundamental laws that govern physical, chemical, biological, terrestrial and astronomic processes. The basic principles of physics are the foundation of most other sciences and of technological applications of science, specifically the foundation for all types of engineering. Physics is also a part of our culture and has had enormous impact on technological developments. Many issues of public concern, such as nuclear power, national defense, pollution and space exploration, involve physical principles that require some understanding for informed discussion of the issues. Comprehending physics is important for a rational, enlightened citizenry to participate responsibly in decisions on public policy regarding complex technological issues. Course Description Advanced Placement Physics C is qualitatively and quantitatively different from the Lab Physics or Lab Physics (H) courses. In this course, advanced level topics will be explored as well as the review of the fundamental topics but will be covered in greater depth and detail. Major conceptual areas to be covered include calculus-based kinematics, dynamics including work, energy, momentum, rotational dynamics, magnetism, and electromagnetic theory, electric and electrical potential fields, and circuits. Concepts and skills are introduced, refined and reinforced in a student centered, inquiry based learning environment. Laboratory experiences are central to developing ideas and the scientific process. Problem- solving and technical reading are two of the outside activities required for the successful development of these topics. Computers as well as PASCO Equipment and specialized software are emphasized for their value as research and investigative tools. Advanced Placement Physics C is intended for students of exceptional ability who are serious about broadening their understanding of the physical world. This course will provide excellent preparation for continued study of science at the college level and will fully prepare students for the Advanced Placement Physics C exam. SPECIAL NOTE This course is one part of a two-year sequence covering all of the Physics C Curriculum, most of the Physics B curriculum as well as other topics in physics (such as Special Relativity and Quantum Physics) normally left out of the typical high school program. All students in this program are REQUIRED to take both courses as a part of the learning center program.
Course Map and Proficiencies/Pacing Course Map Relevant Standards Enduring Understandings Essential Questions Assessments Diagnostic Formative Summative 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and communicate the outcomes. How is the scientific process utilized to develop ideas and answer scientific questions? What is the difference between a prediction and a hypothesis? What is physics and how does it relate to other sciences and the real world? How is quantitative data manipulated and interpreted to represent real world phenomena? How is reliable data collected and interpreted in an experiment? How are physical quantities represented and manipulated as vector or scalar quantities? Online diagnostic pre-assessment Anticipatory set class Discussion Student survey Research-based surveys Scientific investigation Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student Portfolios Context rich problems Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Scientific investigation Online diagnostic pre-assessment Student-centered labs Lab reports 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 Mathematics is a tool used to model objects, events, and relationships in the natural and designed world. How is quantitative data manipulated and interpreted to represent real world phenomena? How is reliable data collected and interpreted in an experiment? How are physical quantities represented and manipulated as vector or scalar quantities? Anticipatory set class Discussion Student survey Research-based surveys Modeling and data analysis Interactive white board Lab reports Student journals Student Portfolios Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Context rich problems
Scientific investigation 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 Technology is an application of scientific knowledge used to meet human needs and solve human problems. How is the scientific process utilized to develop ideas and answer scientific questions? What is the difference between a prediction and a hypothesis? What is physics and how does it relate to other sciences and the real world? Online diagnostic pre-assessment Anticipatory set class Discussion Student survey Research-based surveys Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Research Scientific investigation 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities. How is reliable data collected and interpreted in an experiment? Online diagnostic pre-assessment Anticipatory set class Discussion Student survey Research-based surveys Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Research
5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Charge is a fundamental property of matter, (there are two types of electrical charges, positive and negative.) How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? How can the motion of charged particles be modeled in a conductor and insulator? Research-based surveys Anticipatory set Class discussion Student survey Scientific investigation Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Post-test for research based surveys Research 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Electrical interactions are exerted between all objects with an excess of charge. How can charged particles, the electric fields they produce, and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? Research-based surveys Anticipatory Set Class discussion Student survey Scientific investigation Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Post-test for research based surveys Research
5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Charge can move freely inside certain materials (conductors) and can only redistribute slightly (insulators/dielectric). How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the motion of charged particles be modeled in a conductor and insulator? Research-based surveys Anticipatory set Class discussion Student survey Scientific investigation Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? Student-centered labs Modeling and data analysis Lab reports Performance assessment 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 An object that has an excess of charged particles will have a charge distribution over the surface of that object. How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the motion of charged particles be modeled in a conductor and insulator? Research-based surveys Anticipatory set Class discussion Student survey Interactive white board Lab reports Student journals Student portfolios Context rich problems Context rich problems Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research-based surveys Research
5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 An object with an excess of charged particles will affect the electrical properties of the surrounding space. What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate with an electric potential field? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? What is the role of a source object and test object within an electrical field? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys How does an electric field differentiate with an electric potential field? What is a capacitor and how does it function within an electrical circuit? 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 5.2.12.E.3-4 A capacitor is an electrical device that can store electrical energy. How is the structure and properties of matter determined by the strength of electrical charges and electric and potential field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate from an electric potential field? How does electric potential cause the movement of electrons in an electric circuit? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How is an excess of charge stored and used within a circuit? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?
Student-centered labs Lab reports What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? Modeling and data analysis Performance assessment 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 A potential difference is required for an electrical current. How does an electric field differentiate with an electric potential field? How does electric potential cause the movement of electrons in an electric circuit? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components? Research-based surveys Anticipatory set Class discussion Student survey Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Resistance impedes the flow of electrical charge. How do the physical properties of a wire affect the resistivity? How does electric potential cause the movement of electrons in an electric circuit? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys
Student-centered labs Lab reports How do basic circuit components produce heat, light and sound from electrical energy? Modeling and data analysis Performance assessment 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 The change in electrical potential for a closed loop is zero. How does the arrangement of basic circuit components in series and parallel affect the function of those components? How is an excess of charge stored and used within a circuit? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Research-based surveys Anticipatory set Class discussion Student survey Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 The amount of electrical current that enters a junction is the same that exits the junction. How do basic circuit components produce heat, light and sound from electrical energy? How is an excess of charge stored and used within a circuit? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys
Student-centered labs Lab reports How do basic circuit components produce heat, light and sound from electrical energy? Modeling and data analysis Performance assessment 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 5.2.12.E.3-4 Electrical circuits and their components provide a mechanism of transferring electrical energy. How is an excess of charge stored and used within a circuit? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Research-based surveys Anticipatory set Class discussion Student survey Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Magnetism, in its many forms, results from the application of relativistic length contraction to moving charged particles magnetic fields. What is the fundamental relationship among electric fields, magnetic fields, and light? How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically? How does the magnetic field of a current carrying wire exerted on other current carrying wires be quantified? How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions What conditions are required in order to induce an electric current from a magnetic field, and vice versa Context rich problems Research Post-test for research based surveys
What is the fundamental relationship among, electric fields, magnetic fields and light? Student-centered labs Lab reports 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4 Magnetic fields are produced by changing electric fields, while electric fields are produced by changing magnetic fields. How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically? How does the magnetic field of a current carrying wire exerted on other current carrying wires be quantified? How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically? What conditions are required in order to induce an electric current from a magnetic field, and vice versa? Research-based surveys Anticipatory set Class discussion Student survey Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions How does a loop of current in an external magnetic field respond and how can we calculate the resulting torque? Research Post-test for research based surveys What are the characteristics of light? 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4 Electromagnetic waves do not need a medium to transfer energy. How are electromagnetic waves different from mechanical waves? How is the dual (wave-particle) nature of light described? What happens as light reflects off various surfaces? What happens as light passes through various media? What happens as light interacts when it passes through small openings? How does light interfere with each other? How does light diffract around various barriers? What models of light have been used in the history of physics and what is the currently accepted model of light? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys What occurs as atoms absorb and release photons?
What are the characteristics of light? How are electromagnetic waves different from mechanical waves? Student-centered labs Lab reports 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4 Depending on the observer, light can act as a particle or a wave. How is the dual (wave-particle) nature of light described? What happens as light passes through various media? What happens as light interacts when it passes through small openings? How does light interfere with itself? How does light diffract around various barriers? What models of light have been used in the history of physics and what is the currently accepted model of light? Research-based surveys Anticipatory set Class discussion Student survey Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys What occurs as atoms absorb and release photons? 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4 Light waves reflect, refract, diffract, and interfere. What are the characteristics of light? How are electromagnetic waves different from mechanical waves? How is the dual (wave-particle) nature of light described? What happens as light passes through various media? What happens as light interacts when it passes through small openings? How does light interfere with each other? How does light diffract around various barriers? What models of light have been used in the history of physics and what is the currently accepted model of light? What occurs as atoms absorb and release photons? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Context rich problems Research Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys
Scientific investigation 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4 At velocities approaching the speed of light, the physical variables of Newtonian mechanics time, length, velocity, mass and energy must be modified to account for special relativity. Why are the effects of special relativity usually unnoticed in our everyday lives? Under what physical conditions do the effects of special relativity become important? What commonly observed phenomena are, in fact, evidence of the effects of special relativity? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Context rich problems Research-based surveys Post-test for research based surveys Scientific investigation 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.4 5.2.12.D.3 Small amounts of matter can be converted to energy during nuclear interactions. What is the difference between fission and fusion? What is the radioactive decay? What is the role of mass energy equivalence for nuclear interactions? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student journals Student portfolios Lab reports performance Assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Context rich problems Post-test for research based surveys Research-based surveys
Scientific Investigation Lab reports 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4 A mirror and lens are optical devices that can reflect and refract light to form images that differ in size and orientation when compared with the original object. What are different types of optical devices and how do they produce an image? What is the difference between real and virtual images? How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically? How does the eye function and what problems can arise in its functioning? How can the energy of an object be represented verbally, physically, graphically and mathematically? Research-based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student Journals Student portfolios Context rich problems Research-based surveys Scientific Investigation Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post-test for research based surveys Lab reports 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 Heating and cooling are transfers of energy on a microscopic level between a system and its surrounding environment. What is the first law of thermodynamics? How does the heating/cooling process occur? How does the heating process affect a system and the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How are pressure and temperature understood on the microscopic level and macroscopic level? Research based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student Journals Student portfolios Context rich problems Research based surveys Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post test for research based surveys
How can the energy of an object be represented verbally, physically, graphically and mathematically? How does work done by and on a system affect the total energy of the system? What is the first law of thermodynamics? How do the heating/cooling processes occur? Scientific Investigation 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.C.1-2 5.2.12.D.1,4 5.2.12.E.1-4 The total massenergy of a closed system is conserved at all times. How does the heating process affect a system and the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How do you determine the efficiency of a closed system? Research based surveys Anticipatory set Class discussion Student survey Student-centered labs Modeling and data analysis Interactive white board Lab reports Student Journals Student portfolios Context rich problems Research based surveys Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions Post test for research based surveys How are pressure and temperature understood on the microscopic level and macroscopic level?
How can the energy of an object be represented verbally, physically, graphically and mathematically? 5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.C.1-2 5.2.12.D.1,4 5.2.12.E.1-4 Energy is the ability to cause change within a system. How does work done by and on a system affect the total energy of the system? What is the first law of thermodynamics? How does the heating/cooling process occur? How does the heating process affect a system and the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? Research based surveys Anticipatory set Class discussion Student survey Scientific Investigation Student-centered labs Modeling and data analysis Interactive white board Lab reports Student Journals Student portfolios Lab reports Performance assessment Marking period project Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How do you determine the efficiency of a closed system? How are pressure and temperature understood on the microscopic level and macroscopic level? Context rich problems Research based surveys Post test for research based surveys
Proficiencies and Pacing Unit Title Unit Understanding(s) and Goal(s) Recommended Duration The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and communicate the outcomes. Mathematics is a tool used to model objects, events, and relationships in the natural and designed world. Technology is an application of scientific knowledge used to meet human needs and solve human problems. All units - Scientific processes, quantitative and qualitative skills Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities. At the conclusion of this unit, students will be able to: 1. Differentiate between a hypothesis and prediction. 2. Utilize the scientific process, observations, developing ideas, model building, model testing and analysis to answer scientific questions. 3. Use scientific reasoning to answer real world questions. 4. Build mathematical models and identify the assumptions and limitations for each model. 5. Analyze data quantitatively and qualitatively via uncertainty analysis. 6. Interpret data and develop sense making abilities. 7. Apply a variety of mathematical skills, using algebra, calculus, linear algebra and vector operations to physical systems. Ongoing throughout course Unit 9 - Wave & Particle Properties of Light Electromagnetic waves transfer energy through a medium. Light behaves as an electromagnetic wave or a particle depending on the observer. Light wave reflect, refract, diffract, and interfere. At the conclusion of this unit, students will be able to: 1. Describe the characteristics and the dual (wave-particle) nature of light. 2. Represent a physical characteristic of electromagnetic waves verbally, physically, graphically and mathematically. 3. Qualitatively and quantitatively describe what happens as waves reflect, refract, diffract, and interfere. 4. Qualitatively and quantitatively describe interference patterns for single, double and diffraction gratings. 5. Explain how energy is transferred as light is absorbed and emitted by atoms. 2 weeks
Light that interacts with lenses and mirrors can form images that are real and virtual. Optical devices are materials that transmit or reflect light to produce images of the object from which the light comes. Unit 10 - Light Optics At the conclusion of this unit, students will be able to: 1. Differentiate between various optical devices (concave mirrors, convex mirrors, concave lenses and convex lenses). 2. For an optical system describe verbally, mathematically, visually and physically the location of the image, object and properties of the optical device. 3. Differentiate between real and virtual images formed by an optical device. 4. Describe how object can be magnified through an optical device. 5. Describe how the human eye functions and how it can be altered to cause sight problems. Why are the effects of special relativity usually unnoticed in our everyday lives? 2 weeks Under what physical conditions do the effects of special relativity become important? What commonly observed phenomena are, in fact, evidence of the effects of Special Relativity? Unit 11 - Special Relativity At the conclusion of this unit, students will be able to: 1. To describe the observations and experiments that led to special relativity (i.e. Michelson interferometer, Fitzgerald contraction) 2. To understand that the speed of light in a vacuum is the same for all observers. 3. To understand that the laws of physics, as we know them, are the same for observers in all inertial frames of reference. 4. Differentiate between inertial and non-inertial frames of reference. 5. Apply relativistic transformations for time dilation, length contraction, relativistic velocity, mass expansion and relativistic energy What is the difference between fission and fusion? 2 weeks What is the radioactive decay? Unit 12 - Nuclear Physics What is the role of mass energy equivalence for nuclear interactions? At the conclusion of this unit, students will be able to: 1. Differentiate between fission and fusion. 2. Describe the various types of radioactive decay. 3. Determine the amount of mass that is converted to energy in nuclear interactions. 2 weeks
Electrical circuits and their components provide a mechanism of transferring electrical energy. The amount of electrical current that enters a junction is the same that exits the junction. The change in electrical potential for a closed loop is zero. Resistance impedes the flow of electrical charge. A capacitor is an electrical device that can store electrical energy. Unit 13 - DC Circuits At the conclusion of this unit, students will be able to: 1. Explain the function and operation of an electrochemical cell. 2. Use ammeters, voltmeters and galvanometers correctly in an electrical circuit. 3. Draw schematic diagrams for circuits 4. Determine the resistance of a resistor and wires. 5. Apply Ohm's Law to a variety of circuits. 6. Find the equivalent resistance for resistors in parallel and series. 7. Apply Kirchoff s rules to a complete circuit. 8. Apply the junction rule to examine splits in current. 9. Determine the voltage across, current through and power dissipated by resistors in complex circuits. 10. Determine the voltage across, the charge and energy stored on capacitor. 3 weeks Charge is a fundamental property of matter. Electrical interactions are exerted between all objects with an excess of charge. Charge can move freely inside certain materials and can only redistribute slightly. An object that has an excess of charged particles will have a charge distribution over the surface of that object and affect the electrical properties of the surrounding space. A potential difference is required for an electrical current. Gauss s Law can be used to determine the electric field near a continuous charge distribution. Unit 14 - Electrostatic Forces and Fields A capacitor is an electrical device that can store electrical energy. At the conclusion of this unit, students will be able to: 1. Apply the charge model to explain electrostatic phenomena 2. Differentiate between a conductor and insulator 3. Explain and predict electrical interactions in terms of forces, fields and energies, qualitatively and quantitatively. 4. Describe how electrical those interactions affect the surrounding space qualitatively and quantitatively. 5. Describe and determine the electric field that surrounds a source charge 6. Describe electrical potential energy for charged particles 7. Apply the conservation of energy to electrical interaction 8. Differentiate between electrical potential fields and electrical fields 9. Apply Gauss' Law to determine the electric field for a continuous charge distribution. 10. Determine the voltage across the charge and energy stored on capacitor. 2 weeks
Magnetism, in its many forms, results from the application of relativistic length contraction to moving charged particles magnetic fields. Magnetic fields are produced by changing electric fields, while electric fields are produced by changing magnetic fields. Unit 15 - Magnetic Force & Fields At the conclusion of this unit, students will be able to: 1. Represent the magnetic field verbally, physically, visually and mathematically. 2. Relate a current carrying wire to the magnetic field it produces. 3. Relate the motion of charged particles to the magnetic field it passes through and the resultant force exerted on it. 4. Describe the direction of an induced current within a complete conducting loop that passes into and out of a magnetic field. 5. Describe how a changing magnetic field within a closed conducting loop relates to the induced current and magnetic field. 6. Describe the role of inductors and AC current in a circuit Energy is a system's ability to do or change something. 2 weeks Work is a transfer of energy into and out of a system. Energy is conserved for a closed system of objects. Heating and cooling are examples of transfer of energy into and out of a system. Unit 16 - Heat & Thermodynamics The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume. 2 weeks At the conclusion of this unit, students will be able to: 1. Explain the process of heating and cooling. 2. Differentiate between thermal energy, heat and temperature. 3. Relate pressure, volume and temperature in the ideal gas model. 4. Apply conservation of energy to physical thermodynamic systems. 5. Apply the laws of thermodynamics to physical systems 6. Explain the concept of entropy.
Laboratory Outline Laboratory Outline Mechanics C All labs are conducted in a student-centered lab and are of the following types: observational experiment, testing experiment or application experiment. Lab Title Lab Hours (approx.) Objectives Reflection and Refraction 2 Interference 4 To derive and apply the reflection of light to a variety of situations To derive and apply the refraction of light to a number of situations where light passes through different media To develop an expression for light interference through a double slit To apply an expression for light interference through a single slit To apply an expression of light interference through a diffraction grating To develop and apply an expression for thin film interference Polarization 1 To polarize light various ways via reflection, selective absorption and scattering Light Optics - Mirrors 3 Light Optics - Lenses 3 Nuclear Physics 2 To determine the focal length of a plane, concave and convex mirror To measure the aperture of convex and concave mirrors To determine the location of virtual images via parallax produced by a plane, concave and convex mirror To determine the location of an image and its magnification utilizing a plane, concave and convex mirror To determine the focal length of a plane, concave and convex lens To measure the aperture of convex and concave lenses To determine the location of an image and its magnification utilizing a plane, concave and convex lens To determine the location of an image and its magnification for multiple lenses. To measure the relative penetrating abilities of the alpha, beta and gamma particles To measure the background radiation within the classroom To measure the half-life of a short lived radioactive isotope The Charge Model 2 To develop the charge model through a series of small experiments by via rubbing (and not rubbing) various objects (i.e. PVC pipe, glass rods, fur, wool, etc.) together and making observations as these objects are brought near each other, students will reason about what is going on a microscopic level Electrostatic Deflection Electric Field and Electric Potential Field 1 2 To measure the effect of a uniform electric field on a moving beam of charged particles and to show that the force on a moving charged particle is given by F = Eq To determine the electric potential as a function of distance from a point (spherical) source To determine the direction of greatest change in potential near a point (spherical) source To calculate the electric field strength as a function of distance from a point (spherical) source To relate the electric field strength to the greatest rate of change of the potential
DC Electrical Circuits 15 Capacitors & Capacitance 2 To differentiate the potential difference generated by an electrochemical cell related to the number of cells connected in series to those connected in parallel To demonstrate how a voltmeter is connected in an electrical circuit To demonstrate how an ammeter be used in an electrical circuit To examine how current changes through electrical junctions inside an electrical circuit, parallel and series parts To determine the relationship among the potential differences across each light bulb and the potential difference across the battery in a series circuit and in a parallel circuit To relate the current flow through a circuit related to the voltage applied and the resistance of the circuit element (Ohm s Law) To relate the total resistance of resistors used in series and in parallel related to the separate resistances To determine the internal resistance of a battery To relate the resistance of a wire related to the length of the wire, to the cross section (The cross section of a wire is the circular area exposed when the wire is cut cleanly.) and to the temperature of the wire, and the resistivity of a material. To measure the resistance of an unknown resistance using a bridge circuit (Wheatstone bridge) To measure the power delivered to the load in a circuit, and determine the conditions will maximum power be delivered and under what conditions will the delivery of that power be most efficient To develop the relationship between the heat delivered by an electrical circuit, the amount of current supplied, the voltage supplied and the time (Joule s law) To differentiate between the resistance of a diode, an active circuit element, from the resistance of resistor To measure the capacitance of a parallel plate capacitor To determine the capacitance of two capacitors in parallel To determine the capacitance of two capacitors in series Magnetic Field Strength 1 To measure the strength of a magnetic field as a function of distance from a current carrying wire through the use of a Hall Effect device Magnetic Deflection 1 Magnetic Force on a current carrying wire Magnetic Force between Current Carrying wires Magnetic Inductance 1 Thermodynamics 5 1 1 To measure the effect of a uniform magnetic field on a moving beam of charged particles and to show the magnetic force on a moving charged particle is given by the cross product of the magnetic field and velocity times the magnitude of the charge To determine the direction and the magnitude of the magnetic force exerted on a current carrying wire while sitting in a uniform magnetic field To determine the relationship between the magnetic field near a current carrying wire and the distance from that wire (i.e. to verify the Biot Savart Law and/or Ampere s Law) To measure both the magnitude and direction of the magnetic force between two current carrying wires To determine the self-inductance of a solenoid through its design To determine the self-inductance of a solenoid by measuring the resonant frequency To show that the EMF across a solenoid is 90 out of phase with the EMF across the source To show that the voltage drops across the individual circuit elements in a series RCL circuit add up geometrically to give the EMF across the source To measure the impedance of an RCL circuit To measure the specific heat of a solid and/or liquid To measure the temperature of a cooling object as a function of time in terms of Newton's Law of cooling To measure absolute zero with a gas thermometer To measure the effect of temperature change and pressure change on the volume of an ideal gas To measure the rate of heat flow through a variety of metal object whose opposite sides are maintained at different but constant temperatures
S&E AP Physics C Electricity & Magnetism - All Units Unit Plan Enduring Understandings: The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and communicate the outcomes. Mathematics is a tool used to model objects, events, and relationships in the natural and designed world. Technology is an application of scientific knowledge used to meet human needs and solve human problems. Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities. Essential Questions: How is the scientific process utilized to develop ideas and answer scientific questions? What is the difference between a prediction and a hypothesis? What is physics and how does it relate to other sciences and the real world? How is quantitative data manipulated and interpreted to model or represent real world phenomena? How is reliable data collected and interpreted in an experiment? How are physical quantities represented and manipulated as vector or scalar quantities? How is calculus applied to physical representations of the real world? Unit Goals: 1. Differentiate between a hypothesis and prediction. 2. Utilize the scientific process, observations, developing ideas, model building, idea/model testing and analysis to answer scientific questions. 3. Use scientific reasoning to answer real world questions. 4. Build mathematical models, identifying the assumptions and limitations for each model. 5. Analyze data quantitatively and qualitatively via uncertainty analysis. 6. Interpret data and develop sense making abilities. 7. Apply a variety of mathematical skill, using algebra, calculus, linear algebra and vector operations to physical systems. Recommendation Duration: Implemented throughout the year
Guiding/Topical Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments Small group collaboration and discussion in the lab to examine the scientific process How is the scientific method used to answer questions and to solve problems? Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Use observational experiments to develop ideas and help student create conceptual and mathematical relationships that represent physical phenomena. Develop testable ideas, hypotheses and mathematical models from observational experiment and student ideas. Locate, develop, summarize, organize, synthesize and evaluate information. Develop testing experiment where students can use their ideas, hypotheses, and mathematical models to make a prediction about the outcome of the experiment. Students will conduct the experiment to see if their ideas, hypotheses, and mathematical models were supported or disproved. Develop the assumptions of those ideas, hypotheses, and mathematical models that are supported in the testing experiments. Apply those ideas, hypotheses, and mathematical models to other real world phenomena. Lab equipment: meter sticks, timers, scales, data collection interfaces of various sorts Web-based lab simulations Scientific calculators Math reference for algebraic and calculus examples Student editions of physics text approved by the district Observational experiment where students collect qualitative and quantitative data to develop ideas, hypotheses and mathematical models. Testing experiments where students make predictions based upon their ideas, hypotheses and mathematical models Lab reports written in approved laboratory format Activity on Scientific method such as a thought experiment where students justify their logical solution Guided discussion based upon results from survey and questionnaire Interactive whiteboard sessions allowing for free flow of discussion about labs Student journals/blogs on the major ideas of labs Class discussions of experimental results and consequences Lab reports demonstrating completion of experiment and discussion of results