AP 1 & 2 Course Syllabus – Dr. Zook

Textbook: Giancoli, Douglas. Physics Principles and Applications. 6th Edition. New Jersey: Pearson Education, Inc., 2009.

About this course: The AP Physics 1 & 2 course will meet seven periods during the five day cycle. Each class period will meet for 42 minutes. The two lab periods will meet for 84 minutes each. Lab work is integral to the understanding of the concepts in this course. The AP Physics 1 & 2 course has been designed by the as a course equivalent to the algebra-based college level physics class. At the end of the course, students will take the AP Physics 1 Exam and AP Physics 2 Exam, which will test their knowledge of both the concepts taught in the classroom and their use of the correct formulas.

The content for the course is based on six Big Ideas found in the AP Physics 1 and 2 Curriculum Framework:  Big Idea 1 – Objects and systems have properties such as mass and charge. Systems may have internal structure.  Big Idea 2 – Fields existing in space can be used to explain interactions.  Big Idea 3 – The interactions of an object with other objects can be described by forces.  Big Idea 4 – Interactions between systems can result in changes in those systems.  Big Idea 5 – Changes that occur as a result of interactions are constrained by conservation laws.  Big Idea 6 – Waves can transfer and from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena.

Grading Criteria: All grades will be based on total points from the following categories:  Homework – consisting of conceptual questions to review the principles for each chapter.  Problem Sets – consisting of problems from each chapter designed to build and develop the skills required to solve complex physical scenarios.  Labs – consisting of student centered and inquiry-based, college level laboratory exercises to investigate and analyze physical principals and present results in a formal, written format.  Quizzes – consisting of multiple choice questions similar to those found on the AP Physics 1 and AP Physics 2 Exams.  Tests – consisting of free-response questions similar to those found on the AP Physics 1 and AP Physics 2 Exams.

Topics Covered:  Chapter 1 – Introduction, Measurement, and Estimating o Significant Figures o Vectors/Scalars . Chapter Review – 34-36,39,41,44,46,49,51  Chapter 2 – Describing Motion: in One Dimension (Big Idea 3) o One Dimensional Motion o Graphing Position, Velocity, and Acceleration . Chapter Review – 57,58,60-63,69,74 . Labs – position-time graphs, constant acceleration  Chapter 3 – Kinematics in Two Dimensions (Big Idea 3) o Projectile Motion o Relative Velocity . Chapter Review – 53,55,56,60,64,71,75 . Labs – vector addition, projectile motion  Chapter 4 – : Newton’s Laws of Motion (Big Ideas 1, 2, 3, and 4) o Newton’s Laws of Motion o Forces . Chapter Review – 67,68,70,72,82,83,85 . Labs – inertial and gravitational mass, coefficients of static and kinetic friction  Chapter 5 – ; Gravitation (Big Ideas 1, 2, 3, and 4) o Circular Motion o Universal Gravitation . Chapter Review – 66,68,70-73,76,79,82 . Lab – uniform circular motion  Chapter 6 – Work And Energy (Big Ideas 3, 4, and 5) o Work o Energy o Conservation of Energy o Power . Chapter Review – 72-74,77,79,84,91,93,94 . Lab – elastic potential energy  Chapter 7 – Linear Momentum (Big Ideas 3, 4, and 5) [Chapters 1-7 – 2 weeks] o Impulse and Momentum o The Law of Conservation of Momentum . Chapter Review – 65,67,69,70,73,77 . Labs – conservation of liner momentum, elastic and inelastic collisions  Chapter 8 – Rotational Motion (Big Ideas 3, 4, and 5) [1 week] o Rotational Kinematics o and Rotational Dynamics o Rotational Energy o Angular Momentum . Demonstrations – tangential velocity, disk & ring, cones & cylinder, balancing cork, tower of Pisa, center of , rotating platform, bicycle wheel, gyroscope . Labs – Atwood machine, moment of inertia, conservation of angular momentum . Chapter Review – Questions:2,3,6,11,13,19,20,22; Prob:3,5,7,11,12,18,21,24,26,29,30,34,37,44,48,53,54,58,59  Chapter 9 – Static Equilibrium (Big Ideas 3, 4, and 5) [1 week] o Conditions for Equilibrium o Elasticity and Fracture . Demonstrations – hammer and board, balancing bird . Lab – static equilibrium . Chapter Review – Questions:2-5,7-9,11,12; Prob:1,3,7,9,12,13,18,41-44,48-50  Chapter 10 – Fluids (Big Ideas 1, 3, and 5) [1 week] o Density and Pressure o Buoyancy o Fluids in Motion o Bernoulli’s Equation . Demonstrations – book pages, suspended balls, ping-pong ball (&funnel), chimney, can crush, Archimedes’s bucket & cylinder, floating paper clip . Labs – Archimedes principle and Hooke’s law, Torricelli’s Theorem . Chapter Review – Questions:1,2,7,10-12,14,16-18; Prob:2,3,5,7,9,11,12,14,20,24,36,38,42-44,50,53,54,59,60  Chapter 11 – Vibrations and Waves (Big Ideas 3 and 5) [1½ weeks] o o Simple Pendulums o Mass-Spring Oscillators o Mechanical (Longitudinal) and Transverse Waves o Principle of Superposition o Standing Waves . Demonstrations - superposition (o-scope), standing waves (power drill and motors), chilandi plates . Labs – simple pendulums, simple harmonic motion presentations, speed of wave on a string, standing waves . Chapter Review – Questions: 3,4,6,12,19-21; Prob:5,7,9,12,13,19,21-23,31,33,38,42,51-54  Chapter 12 – Sound (Big Idea 6) [1½ weeks] o Characteristics of Sound o Doppler Effect . Demonstrations - tuning forks, resonance (with laser),wine glasses, microphone and o-scope, deciblemeter, boom whackers, Doppler effect . Lab – speed of sound . Chapter Review – Questions:1,2,4,5,10,12,14,17; Prob:4,7,10,14,26,27,39,45,46,51,53,55  Chapter 13 – Temperature and Kinetic Theory (Big Ideas 1, 3, 4, 5, and 7) [1 week] o Atomic Theory of Matter o Ideal Gas Law . Demonstrations – thermal expansion, crushing can, fire piston . Lab – thermal expansion . Chapter Review – Questions:1,3-5,8,13,15,18,19,23,24,26; Prob:1-3,5,7,10,12,14,23,26,29,30,32,34,35,38,42,44,46-48,52  Chapter 14 – Heat (Big Idea 1, 3, 4, 5, and 7) [1½ weeks] o Internal Energy o Heat Transfer . Chapter Review – Questions: 1,3,5-8,12,13,16,18,24,26,30; Prob:1-3,7-9,12-14,18,21,23,25,30,32,33,37,39-41  Chapter 15 – (Big Idea 1, 3, 4, 5, and 7) [2 weeks] o Thermodynamic Processes o p-V Diagrams o First Law of Thermodynamics o Second Law of Thermodynamics . Lab – virtual lab . Chapter Review – Questions:1-5,9,12,16,19,20; Prob:1-11,15,18,20,24,27,32,34,36,37,39  Chapter 16 – Electric Charge and Electric Field (Big Ideas 1, 3, and 5) [1 week] o Electric Charge o The Law of Conservation of Electric Charge o Electrostatic Forces and Fields . Demonstrations – electrostatics, charge sensor, Faraday’s cage . Labs – electrostatics, Coulomb’s law . Chapter Review – Questions:3,5,9,10,17,18,21; Prob:6-8,16,17,27,31,32,34,36,44,45,47-49  Chapter 17 – Electric Potential (Big Ideas 1, 2, 3, 4, and 5) [1 week] o Potential Difference o Work on a Charge o Equipotential o Capacitance . Lab – equipotential surfaces . Chapter Review – Questions:3-6,9,11,14; Prob:4,9,10,12,13,16,19,22,33,36-38,43,45,49,51  Chapter 18 – Electric Current (Big Ideas 1, 4, and 5) [1½ weeks] o Ohm’s Law o Electrical Power . Labs – resistivity, Ohm’s law, capacitance . Chapter Review – Questions:1,2,4,6,11,15,17,19; Prob:7,8,11,14,19,21,29,32,35,36,39,42,43,45  Chapter 19 – DC Circuits (Big Ideas 1, 4, and 5) [1½ weeks] o Resistors in Series and Parallel o Kirchhoff’s Laws o Capacitors in Series and Parallel o RC Circuits . Labs – series and parallel resistors, RC circuits . Chapter Review – Questions: 3,6,10,16,17; Prob:2,9,11,13,14,16-18,20,23,27,28,37,38,45,49,50  Chapter 20 – Magnetism (Big Ideas 2, 3, and 4) [2 weeks] o Magnetic Fields o Forces on Moving Charges o Force on Current-Carrying Wire o Magnetic Field of Current-Carrying Wires . Demonstrations – B-fields and forces of current carrying wires, speakers, cathode ray tube, electromagnets, electric motors . Labs – B-field of the Earth, B-field of a solenoid, current balance . Chapter Review – Questions:7-10,13,21,30; Prob:4,6,12,14,17,19,23,26,32,36,41,43,49,59,61,62  Chapter 21 – Electromagnetic Induction (Big Ideas 2, 3, and 4) [1½ weeks] o Magnetic Flux o Induced EMF o Faraday’s Law and Lenz’s Law . Demonstrations – Blv, motor, generator, Eddy currents, , transformer, magnetic brake, jumping ring . Labs – virtual lab, transformers, back emf . Chapter Review – Questions:3,5,6,11,14,18; Prob:5,8,10,13,15,16,21,23,26,34,36,39-41  Chapter 22 – Electromagnetic Waves (Big Idea 6) [½ week] o Maxwell’s Equations o Electromagnetic Spectrum . Chapter Review – Questions:1-5,7,8; Prob:3,4,7-9,12,13,16

 Chapter 23 – Geometric (Big Idea 6) [1 week] o Reflection and Refraction o Images Formed by Mirrors o Images Formed by Lenses . Demonstrations – blackboard optics, total internal reflection . Labs – Snell’s law, lens combinations . Chapter Review – Questions:1,5,8,10,13,15,21,24; Prob:3,9,11,15,16,25,29,30,38,48,51,55,62,63  Chapter 24 – Wave Nature of Light (Big Idea 6) [1 week] o Huygens’ Principle o Diffraction . Demonstrations – Young’s double slit, diffraction gratings . Lab – diffraction . Chapter Review – Questions:3,5,12,17,19,23,27,31; Prob:3,5,6,10,19-21,28,29,32,37  Chapter 26 – Special Relativity (Big Ideas 1, 4, and 5) [1½ weeks] o Postulates of Special Relativity o Mass-Energy Equivalence o Relativistic Momentum . Chapter Review – Questions:1-5,8-12,17,19; Prob:1,2,4,6,7,9,11,12,15,17,18,20,22,24,25,33,37,43,45,47  Chapter 27 – Early Quantum Theory and Atomic Models (Big Ideas 1, 3, 4, 5, 6, and 7) [1½ weeks] o Discovery of the Electron o The Photoelectric Effect o Compton Scattering o Bohr Model of the Atom o Atomic Spectra o DeBroglie Wavelength . Lab – spectroscopy . Chapter Review – Questions:1,3,7,9,11-14,16,19,23; Prob:2,3,7,8,11,13,14,17,18,20,23,29,30,37,38,41,48,49,52,55  Chapter 28 – Quantum Mechanics (Big Ideas 1, 3, 4, 5, 6, and 7) [1 week] o Quantum Mechanics and the Wave Function o Heisenberg Uncertainty Principle . Chapter Review – Questions:1,2,4,6,9; Prob:1,3-5  Chapter 30 – ((Big Ideas 1, 3, 4, 5, 6, and 7) [1 week] o Atomic Number, Mass Number, and Atomic Mass o Radioactive Decay (Alpha, Beta, and Gamma) o Fission o Fusion . Lab – radioactive decay . Chapter Review – Questions:1-7,11; Prob:1,2,6,37,38,40,44-46

*All times are approximate. **Review for the AP Physics 1 and 2 Exams will be approximately 5½ weeks.

Laboratory Activities: A minimum of twenty five percent of the course will be lab work. The class will meet seven periods in a five day cycle resulting in two lab periods per week. Labs may take one to two lab periods to finish, and students may have to do work outside the class as well.

The labs incorporate a variety of skills and learning experiences for the students. The laboratory activities have two versions: one is a guided-inquiry, formative student exploration of the topic; the other is a traditional approach, which is summative in nature. For all the guided-inquiry labs, students will be required to present their data and calculations to the class and be prepared to defend their analysis and conclusions. Labs may need to be redesigned and re-run.

During the lab, the students will work in pairs or small groups, but they are required to turn in individual work.

Students will submit reports for each lab electronically. Students are required to keep a portfolio (hard copy or electronic) of their work. Generally, labs follow the following format:

 Objective: An objective is presented at the beginning of the laboratory period to communicate the goal of the lab to the students. For some labs, students are given equipment and asked to design an experiment to test a particular physical concept. For other labs, students collect data from a specified set of equipment.  Pre-Lab Open-Ended Questions: Students are required to demonstrate a basic understanding of the skills and physical concepts of the lab before engaging in any lab work.  Procedure: For student-designed labs, students are required to submit their procedure to the teacher for approval before doing the procedure. For pre-designed labs, students follow a given procedure.  Data: Each student is required to record their data set. Students are required to analyze their data qualitatively, graphically, statistically, or mathematically, depending on what the lab necessitates. Graphs may be done by hand on graph paper, or on a graphing program such as Excel. Statistical analysis may be done using a calculator or Excel. All work will be recorded in the student write-up.  Extension Questions: These are open-ended questions that require the student to think critically about the lab and to reflect on their real-world experiences.

The previously stated content Big Ideas are combined with inquiry and reasoning skills described by the Science Practices for the course found in the AP Physics 1 and 2 Curriculum Framework. The Science Practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena.

 Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems.  Science Practice 2: The student can use mathematics appropriately.  Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course.  Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question.  Science Practice 5: The student can perform data analysis and evaluation of evidence.  Science Practice 6: The student can work with scientific explanations and theories.  Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains.

The laboratory activities are listed in the following table. The guided inquiry labs are noted in the first column.

Name Short Description Science Practices Position-Time Graphs Determine the proper placement of a dynamics track, cart, and 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) motion sensor to produce motion that matches a given set of position and velocity versus time graphs. Constant Acceleration Determine the acceleration due to gravity provided with an 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) inclined dynamics track, cart, motion sensor, and photogates. Vector Addition Determine the range of an aircraft using aeronautical charts, a 1, 2, 4, 5, and 6 hypothetical flight plan, and weather conditions. Projectile Motion Using a projectile launcher, place a cup where the projectile will 1, 2, 4, 5, and 6 be determined to land. Inertial and Determine the difference (if any) between inertial mass and 1, 2, 3, 4, 5, 6, and 7 Gravitational Mass gravitational mass. (Guided Inquiry) Coefficients of Static Determine the coefficients of static and kinetic friction given an 1, 2, 3, 4, 5, 6, and 7 and Kinetic Friction inclined plane and wooden block with no way to measure the (Guided Inquiry) forces. Uniform Circular Using the PhET simulation “My Solar System”, construct a 1, 2, 4, 5, and 6 Motion planetary system consisting of a sun a single planet, varying the radius to achieve uniform circular motion. Elastic Potential Energy Determine the elastic potential energy and spring constant of a 1, 2, 4, 5, and 6 compressed spring using a dynamics track, cart, and force sensor. Conservation of Linear Determine the change in momentum through the impulse- 1, 2, 3, 4, 5, 6, and 7 Momentum (Guided momentum theorem using a dynamics track, cars, and force Inquiry) sensor Elastic and Inelastic Using a dynamics track, cars, and motion sensors, verify the 1, 2, 4, 5, and 6 Collisions conservation of linear momentum. Atwood Machine Determine the translational acceleration of the masses in an 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) Atwood Machine using a rotational motion sensor. Moment of Inertia Using a rotary motion kit and rotary motion kit, determine the 1, 2, 4, 5, and 6 moment of inertia for various mass distributions. Conservation of Determine and compare the initial and final moments of inertia 1, 2, 3, 4, 5, 6, and 7 Angular Momentum for a rotating system using a rotary motion sensor. (Guided Inquiry) Static Equilibrium Design and explain to the class an example illustrating static 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) equilibrium using miscellaneous equipment found in the classroom. Archimedes’ Principle Determine the spring constant of a spring by measuring the 1, 2, 4, 5, and 6 and Hooke’s Law displacement of a suspended mass in a beaker of water. Torricelli’s Theorem Determine the exit velocity of a liquid and predict the range 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) attained with holes at varying heights using a clear 2 L plastic bottle. Simple Pendulums Design an experiment to determine the acceleration due to 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) gravity using a simple pendulum. Simple Harmonic Investigate applications of simple harmonic motion not found in 1, 2, 3, 4, 5, 6, and 7 Motion Presentations the textbook. Groups of two to three students will prepare and (Guided Inquiry & Real present a demonstration(s) of SHM. The groups will design World Application) methods of data collection to illustrate the mathematical principles behind their demonstration. A summary of the physical principles involved with analyzed data from the demonstration(s) will also be part of the presentation to the class. The presentations will be peer critiqued and/or questioned. Groups will answer the questions with supporting evidence. Speed of a Wave on a Determine how tension affects standing waves produced by a 1, 2, 4, 5, and 6 String wave driver. Standing Waves Determine how amplitude affects standing waves produced by a 1, 2, 3, 4, 5, 6, and 7 (Guided inquiry) wave driver. Speed of Sound Design an experiment using resonance tubes and tuning forks to 1, 2, 3, 4, 5, 6, and 7 (Guided inquiry) measure the speed of sound in air. Thermal Expansion Determine the coefficient of linear expansion of various metal 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) rods using a thermal expansion apparatus. Thermodynamics Investigate the laws of thermodynamics using various virtual 1, 2, 4, 5, and 6 demonstrations and investigations. Electrostatics Investigate electrostatic charge using charge sensors and the 1, 2, 4, 5, and 6 Vernier electrostatics kit. Coulomb’s Law Determine graphically the relationship of the force as a function 1, 2, 4, 5, and 6 of separation distance for two charged objects using Vernier LoggerPro and Video Analysis of a premade video clip. Equipotential Surfaces Determine the shape of an electric field for two point charges 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) and two parallel plates by mapping equipotential lines on conducting paper. Resistivity (Guided Investigate how geometry affects the resistance of an ionic 1, 2, 3, 4, 5, 6, and 7 Inquiry) conductor using Play-DohTM. Ohm’s Law Determine the resistance of a circuit by measuring several 1, 2, 4, 5, and 6 voltages and currents for a single resistor. Capacitance (Guided Investigate the effect of a dielectric by constructing a parallel 1, 2, 3, 4, 5, 6, and 7 Inquiry) plate capacitor using aluminum foil and different thicknesses of paper as dielectrics. Series and Parallel Investigate the characteristics of resistors connected in either 1, 2, 4, 5, and 6 Resistors series or parallel combinations. RC Circuit Determine the time constant for a simple RC circuit. 1, 2, 4, 5, and 6 Magnetic Field of the Determine the horizontal component of the Earth’s magnetic 1, 2, 3, 4, 5, 6, and 7 Earth (Guided Inquiry) field using a solenoid and a compass. Magnetic Field of a Determine the magnetic field of a solenoid using Vernier 1, 2, 4, 5, and 6 Solenoid magnetic field sensor. Current Balance Determine the force on a current carrying wire in a magnetic 1, 2, 4, 5, and 6 field using a current balance apparatus. Electromagnetic Investigate the electromagnetic induction using various virtual 1, 2, 4, 5, and 6 Induction demonstrations and investigations. Transformers (Guided Determine how the ratio between the number of coils for two 1, 2, 3, 4, 5, 6, and 7 Inquiry) separate coils affects the voltage and current in each coil. Back EMF (Guided Investigate back emf and internal resistance effects with a small 1, 2, 3, 4, 5, 6, and 7 Inquiry) DC motor. Snell’s Law Determine the index of refraction for a Lucite block by graphing 1, 2, 4, 5, and 6 data for the angles of incidence and refraction. Lens Combinations Determine which lens combination will produce the best 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) telescope(s) in terms of magnification and length given a variety of types of lenses. Diffraction (Guided Determine the wavelength of a HeNe laser using a diffraction 1, 2, 3, 4, 5, 6, and 7 Inquiry) grating.

Spectroscopy (Guided Investigate atomic spectra using a quantitative analysis 1, 2, 3, 4, 5, 6, and 7 Inquiry) spectroscope to analyze various spectrum tubes. Radioactive Decay Investigate radioactive decay through a simulation to determine 1, 2, 3, 4, 5, 6, and 7 (Guided Inquiry) the half-life of a hypothetical isotope.

During the time period after the AP Exam and the end of the school year, students will participate in a roller coaster investigation activity. Working in groups of three, students design a simple roller coaster using provided materials to test whether the total energy of a marble-Earth system is conserved if there are no external forces exerted on it by other objects. Students include multiple representations of energy to provide evidence for their claims. Students use a bar chart, the mathematical expression of conservation of energy represented by the graph, and the corresponding calculations to evaluate whether the outcome of the experiment supports the idea of energy conservation. This activity is designed to allow students to apply the following Learning Objectives from the AP Physics 1 and 2 Curriculum Framework:

Learning Objective 5.B.3.1. The student is able to describe and make qualitative and/or quantitative predictions about everyday examples of systems with internal potential energy. Learning Objective 5.B.3.2. The student is able to make quantitative calculations of the internal potential energy of a system from a description or diagram of that system. Learning Objective 5.B.3.3. The student is able to apply mathematical reasoning to create a description of the internal potential energy of a system from a description or diagram of the objects and interactions in that system. Learning Objective 5.B.4.2. The student is able to calculate changes in kinetic energy and potential energy of a system, using information from representations of that system. Learning Objective 4.C.1.1. The student is able to calculate the total energy of a system and justify the mathematical routines used in the calculation of component types of energy within the system whose sum is the total energy. Learning Objective 4.C.1.2. The student is able to predict changes in the total energy of a system due to changes in position and speed of objects or frictional interactions within the system.