AP® Physics 2 – The Class You Are Taking Clayton High School Instructor: David Schuster, PhD

Overview: AP® Physics 2 is a one-year science course, designed to replicate the first semester of an algebra/trigonometry based course of the type traditionally known as “college physics.” The course includes topics in fluid mechanics, thermodynamics, electrostatics, DC circuits, magnetism, optics, quantum physics, atomic physics, and nuclear physics. Additional topics addressed may include special relativity, general relativity, and AC circuits.

The design of the course is based on a teaching methodology known as modeling, in which students learn physics by constructing scientific models that underlie each unit specifically, and physics in general. Where possible, each unit begins with an experiment in which students begin to flesh out one or more physical relationships that serve as a basis for a scientific model. After analyzing one or more experiments, student lab groups present their findings to the class, leading to class discussion to begin formal development of the model. These models are often expressed verbally, graphically, mathematically, and diagrammatically.

Most students enter the course with this methodology well understood, having practiced it through the Freshman Physics or Honors Freshman Physics course developed during the 9th grade. In this preliminary course students have already developed models to represent uniform motion, uniformly accelerated motion, forces, energy, and electric circuits, and have developed a laboratory portfolio that documents the initial development of each model. The AP® Physics 1 course makes liberal use of the foundation built during the previous course.

As described in the AP Physics Curriculum Framework document, “the key concepts and related content that define the AP Physics 2: Algebra-based course and exam are organized around seven underlying principles called the big ideas, which encompass the core scientific principles, theories and processes of physics that cut across traditional content boundaries and provide students a broad way of thinking about the physical world. For each big idea, enduring understandings, which incorporate the core concepts that students should retain from the learning experience, are also identified. Each core concept is developed through laboratory experimentation and concept development consistent with the modeling method initially developed at Arizona State University.

The course meets daily for 47 or 74 minutes for a 36-week year.

The last page of this document includes an index of the AP Physics 2 Curricular Requirements.

Textbook (CR1): College Physics, AP Edition Eugenia Etkina, Michael Gentile, Alan van Heuvelen Pearson ©2014

AP® Physics 2 Syllabus-2018/19 1 David Schuster, PhD, Clayton High School Evaluation: Quarter grades are assigned based on the following breakdown Exams-40% Laboratory-30% Quizzes-20% Homework-10%

Semester grades are assigned based on Exams-32% Laboratory-24% Quizzes-16% Homework-8% Final Exam-20%

Exams: Each major unit will be followed by a 90-minute exam. The exams are broken into two parts, approximately half multiple choice and half free response, to simulate the structure of the AP® Physics 2 Exam that will be taken in May. The AP® Physics 2 Exam has two sections, multiple- choice and free-response, which are weighted equally. The multiple-choice section contains 50 questions for which 90 minutes are allowed. The free-response section has 3 or 4 questions for which an additional 90 minutes are allowed.

Each unit test for the course will therefore typically contain approximately 25 multiple-choice questions, and 2 free-response questions to be completed in a 90-minute session. The nature of the multiple-choice and free-response questions is intended to replicate the style and difficulty of the questions that appear on the AP® Physics 2 Exam. Since calculators and equations allowed for both sections of the exam, students will be supplied with a reproduction of the Advanced Placement Physics 2 Equations and Table of Information, each printed on card stock for appropriate use on the exam. Students should not edit or append anything on the sheet.

Field Trip (CR3): Each spring, students in AP Physics 2 attend an all day field trip to attend Physics Day at Six Flags St. Louis amusement park. Students are expected to collect and analyze data for multiple rides. This experience provides the opportunity for students to apply multiple enduring understandings in a real world setting. These include but are not limited to 3.A.1.1, 3.A.2.1, 3.A.3.3, 3.B.1.1, 3.B.1.2, 3.B.1.3, 3.C.1.1, 3.C.1.2, 4.A.2.2, 4.A.3.1, 5.B.3.1, and 5.B.4.2.

AP® Physics 2 Syllabus-2018/19 2 David Schuster, PhD, Clayton High School Laboratory: Where possible, each major unit begins with one or more laboratory investigations, designed to build a physical foundation for the scientific model building process. Students will be engaged in laboratory work, integrated throughout the course, which accounts for at 25% of the course (CR5). These investigations are open-ended, with no hint as to expected outcomes. They typically begin with a class discussion about a particular system, leading to an experimental design and specification of which variables and relationships should be investigated. Formal experimental procedure handouts are avoided, although, in the interest of time, parameters for variables are typically suggested. Each guided inquiry investigation includes a session in which students prepare a whiteboard to present and discuss their results with the class. In these whiteboard sessions, students are expected to use the principles of scientific argumentation (claims, evidence, and questioning). Limitations to the model are also discussed during this scientific argumentation session. This process leads to the development of the model and various ways that it might be represented. (CR8)

In addition to such investigations, experiments are often performed with the primary purpose of applying concepts or “deploying models” that have been developed in the unit. These can take the form of small group experiments, or individual, small group, or whole class lab practicums. In such experiments, nature is the judge as to student success in the application of models.

A high percentage of both types of laboratory activities make use of computer based data collection technology including photogates, motion detectors, force probes, force plates, temperature probes, pressure sensors, computer-connected balances, magnetic field sensors, microphones, light sensors, and spectrometers, most connected to the computer through an appropriate computer interface. Other standard physics laboratory equipment is also used throughout the course, with experience with “low-tech” techniques provided where appropriate.

Students who start the class having completed the 9th grade Honors Freshman Physics course enter with a bound lab portfolio containing their reports of over 2 dozen investigations in motion, forces, electric circuits and waves, performed during that course. In addition students have performed over 2-dozen activities while studying models of electric circuits using the first six units of the CASTLE (Capacitor Aided System for Teaching and Learning Electricity) program.

The specific laboratory activities that are part of each unit are specified in the section of this document that describes those units in more detail.

Quizzes: In most units one or more quizzes of varying types are given. Quizzes are sometimes given after a reading assignment. They are also used to assess student progress in applying concepts and quantitative problem solving at various stages of a unit. The lab practicum is used to assess student understanding of the model being developed in a unit, and often counts as a quiz grade.

Homework: Beyond the work done outside of class in preparing lab reports and reading assignments, students are frequently engaged in homework assignments that require conceptual explanation and/or quantitative problem solving. This work comes from a variety of sources including worksheets from the Modeling Program at Arizona State University, selected problems from the Etkina textbook, old AP Physics B free response questions with particular emphasis on the current unit of study, teacher produced worksheets and problem sets, and a variety of other possible sources.

AP® Physics 2 Syllabus-2018/19 3 David Schuster, PhD, Clayton High School Course Outline and Objectives: The remainder of this document focuses on more specific aspects of each unit, including specific content in each unit with correlations to the AP Physics 1 Learning Objectives and the corresponding laboratory work with correlation to the AP Physics 1 Science Practices. Laboratory descriptions that are preceded by an (*) indicate investigations that were performed during the freshman physics course. Students review the documentation for that experiment from their freshman physics lab portfolios. Investigations without the (*) are performed as part of the AP Physics course. Each investigation will require the preparation of a laboratory report that includes an introduction, a data section, analysis of data and a conclusion which provides practice in written scientific argumentation (CR8). Those results will be compiled into a bound AP Physics laboratory portfolio (CR7) to be submitted at the end of the course. Laboratory components labeled LI are designed as inquiry based laboratory investigations for the development of physical models. Laboratory components labeled LA are designed to allow students to apply/deploy the models developed through laboratory investigations and class discussion. Laboratory components labeled as LP are lab practica, designed to assess the ability of individuals, small groups, or the whole class to apply models to make correct predictions of the behaviors of physical systems. To be consistent with the AP Physics 1 system, the components labeled LI will be followed with the designation (GI) (CR6b) to indicate that they are of a “guided inquiry” nature in accordance with curricular requirement 6b.

Some units from AP Physics 1 are included so that they might be reviewed as needed.

AP1 Unit 6: Circular Motion and Universal Gravitation (CR2c) Big Ideas: 1, 2, 3, and 4 Learning Objectives: 1.C.3.1, 2.B.2.1, 2.B.2.2, 3.B.1.1, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.1.1, 3.C.1.2, 4.A.2.2

Using student understanding of the effects of a net force on a system of constant mass developed during the Newton’s Laws unit, students extend the model to deal with systems that are centrally bound and exhibit circular motion. Introduce Newton’s Law of Universal Gravitation with application of the circular motion model to motions of satellites and planets. • Circular Motion • Determine the effect of changing mass, radius, or speed on the net radial force required to keep an object in uniform circular motion. • Develop concept of centripetal acceleration as radial component of the acceleration of an object moving in a circular path, and corresponding mathematical model. • Use force diagrams (free-body diagrams) to determine unknown forces on objects moving in circular paths • Apply centrally bound force model to systems moving in horizontal circles • Apply centrally bound force model to systems moving in vertical circles • Newton’s Law of Universal Gravitation • Using Newton’s Law of Universal Gravitation along with circular motion to predict behavior of satellite/planetary systems • Kepler’s Laws

Laboratory work (CR6a): • LI – Uniform Circular Motion (Use wireless force probes and photogates to determine relationship between net radial force and speed, net radial force and mass, and net radial force and radius for a system undergoing uniform circular motion) (GI) (CR6b)

AP® Physics 2 Syllabus-2018/19 4 David Schuster, PhD, Clayton High School Science Practices: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4 • LP – Flying Helicopter/Cow/Pig Lab Practicum Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4 • LP – Washers on Rotating Turntable Practicum Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 2.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

AP1 Unit 7: Impulse, Linear Momentum and Center of Mass (CR2e) Big Ideas: 1, 3, 4, and 5 Learning Objectives: 1.A.5.1, 3.D.1.1, 3.D.2.1, 3.D.2.2, 3.D.2.3, 3.D.2.4, 4.A.1.1, 4.A.3.1, 4.A.3.2, 4.B.1.1, 4.B.1.2, 4.B.2.1, 4.B.2.2, 5.A.2.1, 5.D.1.1, 5.D.1.2, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1, 5.D.2.2, 5.D.2.3, 5.D.2.4, 5.D.2.5, 5.D.3.1

Introduce concepts of center of mass, impulse and linear momentum, and develop relationship between impulse and momentum via Newton’s 2nd Law. Apply Law of Conservation of Linear Momentum in one and two dimensions. • Develop concept of center of mass and how it is determined. • Develop concept of linear momentum and its vector nature • Develop concept of impulse and its vector nature • Explore quantitative relationship between impulse and momentum • Understand impulse as the area under a force vs. time graph • Conservation of linear momentum • Application of conservation of linear momentum in one dimension • Application of conservation of linear momentum in two dimensions • Energy considerations during sticking and bouncing collisions and explosions

Laboratory work (CR6a): • LI – Collisions and Explosions (Use photogates and gliders with flags on a level air track to explore effect on total linear momentum and kinetic energy of systems of objects with varying masses and velocities undergoing sticking and bouncing collisions and explosions. Develop concept of Conservation of Linear Momentum, and elastic and inelastic collisions in one dimension) (GI) (CR6b) Science Practices: 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 7.2 • LA – Collisions in 2 dimensions (Use projectile launcher to collide two steel balls at an angle. Note landing positions of both balls and use conservation of momentum in 2 dimensions to predict landing position of ball in launcher if collision doesn’t occur.) Science Practices: 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 7.2 • LP – Ballistic Pendulum Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4 • LP – Exploding Soda Cans Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4 • LP – Exploding Soda Cans Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4 • LA – Bouncing vs. Sticking Darts (Predict/explain the behavior of a wooden block when struck by identical darts, one of which sticks to and the other of which bounces from the block. Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4

AP® Physics 2 Syllabus-2018/19 5 David Schuster, PhD, Clayton High School • LP – Exploding Carts/Frame Practicum (Given two dynamics carts with in a rectangular frame, predict how far the frame will move after an explosion between the two carts.) Science Practices: 1.1, 1.2, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4

AP1 Unit 8: Rotational Motion and Statics (CR2g) Big Ideas: 1, 3, 4, and 5 Learning Objectives: 1.A.5.1, 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4, 3.F.1.5, 3.F.2.1, 3.F.2.2, 3.F.3.1, 3.F.3.2, 3.F.3.3, 4.D.1.1, 4.D.1.2, 4.D.2.1, 4.D.2.2, 4.D.3.1, 4.D.3.2, 5.E.1.1, 5.E.1.2, 5.E.2.1

Using what students know about translational systems, develop rotational analogs to each of the kinematic, dynamic, and energy quantities of translation. Use concept of torque to develop the second condition for equilibrium, and analyze rigid body systems accordingly. Develop concept of centripetal acceleration as radial component of the acceleration of an object moving in a circular path, and corresponding mathematical model. • Develop rotational analogs to position, velocity, acceleration, mass, force, kinetic energy and linear momentum—angular position, angular velocity, angular acceleration (rotational kinematics), moment of inertia, torque (rotational dynamics), rotational kinetic energy, and conservation of angular momentum • Use concepts of force torque to analyze systems in static equilibrium

Laboratory work (CR6a): • LA-Torque and the Human Arm. Design and build an apparatus that replicates the forearm and biceps muscle system to determine the biceps tensions when holding an object in lifted position. (CR4) Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 6.4, 7.1, 7.2 • LI-Rotational Inertia. Determine a rotational analog to Newton’s Second Law by attempting to find relationships between the following pairs of variables: angular acceleration and torque, angular acceleration and mass, angular acceleration and radius, moment of inertia and mass, and moment of inertia and radius. (GI) (CR6b) Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2 • LI-Conservation of Angular Momentum. Investigate how the angular momentum of a rotation system responds to changes in the rotational inertia. (GI) (CR6b) Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2 • LI-Rotational Kinetic Energy. Use the Law of Conservation of energy to determine how moment of inertia and angular velocity affect the rotational kinetic energy of a system. (GI) (CR6b) Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2 • LP-Rotational Inertia Practicum. Given a complex body consisting of disks, rods and point masses connected to rotate about a single axis, with a falling weight used to produce a constant torque about that axis, determine the time required for the falling weight to fall a known distance. Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2

AP1 Unit 9: Electrostatics (CR2h) Big Ideas: 1, 2, 3, and 5 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 3.C.2.1, 3.C.2.2, 3.C.4.1, 3.C.4.2, 3.G.1.1, 5.A.2.1

Develop major concepts in electrostatics including

AP® Physics 2 Syllabus-2018/19 6 David Schuster, PhD, Clayton High School • Electric Charge • Conductors vs. insulators • Methods of charging-polarization, conduction, induction • Conservation of Electric Charge • Electric Force (Coulomb’s Law)

Laboratory work (CR6a): • LI – Qualitative investigation of electrostatics (based on Robert Morse electrostatics activities) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.3, 1.4, 3.1, 4.1, 4.3, 5.1, 6.1, 6.2, 6.3, 6.4, 6.5 • LI – Coulombs Law-Investigation of effect of changing charge separation on electrostatic force using charged pith balls. Science Practices: 1.1, 1.2, 1.3, 1.4, 2.1, 2.2, 2.3, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.4 (GI) (CR6b)

AP® Physics 2 Syllabus-2018/19 7 David Schuster, PhD, Clayton High School AP1 Unit 10: Electric Circuits (CR2i) Big Ideas: 1 and 5 Learning Objectives: 1.B.1.2, 1.E.2.1, 5.B.9.1, 5.B.9.2, 5.B.9.3, 5.C.3.1, 5.C.3.2, 5.C.3.3

Develop major concepts involving direct current electric circuits including • Current • Resistance and resistivity • Electric potential difference • Steady state direct current in systems with batteries and resistors • Ohm’s Law • Series and Parallel Circuits • Equivalent Resistance • Kirchoff’s Laws • Power dissipation in resistive circuits

Laboratory work (CR6a): • *LI – CASTLE units 1-4 (Conductors and insulators, batteries and bulbs, current, resistance, potential difference) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.4, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.3, 6.4, 6.5 • LI – CASTLE unit 5 (Capacitors in circuits, transient and steady state) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.4, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.3, 6.4, 6.5 • LI – CASTLE unit 6 (Current, Resistance, and Electric Potential Difference in series and parallel circuits with light bulbs) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4 • LI – Ohm's Law (Potential difference vs. current for different constant resistors, Current vs. Resistance for variable resistance, constant potential difference) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4 • LI – Non-ohmic devices (Potential difference vs. current for light bulbs) (GI) (CR6b) Science Practices: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4 • LI--Series and Parallel Circuits (Currents and potential difference for combinations of three resistors in series or parallel—three equal resistors and then three different resistors) Science Practices: 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3, 6.4, 6. 5, 7.1, 7.2

UNIT 1. ELECTROSTATICS [CR2c] • Electric force • Electric field • Electric potential Big Ideas 1, 2, 3, 4, 5 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.2, 1.B.2.3, 1.B.3.1, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.2.1, 3.A.3.2, 3.A.3.3, 3.A.3.4, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.B.1.3, 3.B.1.4, 3.B.2.1, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 3.G.2.1, 3.G.3.1, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5, 5.A.2.1

AP® Physics 2 Syllabus-2018/19 8 David Schuster, PhD, Clayton High School

UNIT 2. ELECTRIC CIRCUITS [CR2d] • Electric resistance • Ohm’s Law • DC circuits with resistors only • Kirchhoff’s Laws • Series, parallel, and series-parallel circuits • Capacitance • DC circuits with resistors and capacitors Big Ideas 1, 4, 5 Learning Objectives: 1.E.2.1, 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C.3.7

UNIT 3. MAGNETISM AND ELECTROMAGNETIC INDUCTION [CR2e] • Magnetic field • Magnetic force on a charged particle • Magnetic force on a current-carrying wire • Magnetic flux • Electromagnetic induction: Faraday’s Law • Lenz’s Law • Motional emf Big Ideas 1, 2, 3, 4 Learning Objectives: 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.A.2.1, 3.A.3.2, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.C.3.1, 3.C.3.2, 4.E.1.1, 4.E.2.1

UNIT 4. THERMODYNAMICS [CR2a] • Kinetic theory • Ideal gases • First law of thermodynamics • Thermodynamic processes and PV diagrams • Heat engines • Carnot cycle • Efficiency • Second law of thermodynamics: entropy Big Ideas 1, 4, 5, 7 Learning Objectives: 1.E.3.1, 4.C.3.1, 5.A.2.1, 5.B.4.1, 5.B.4.2, 5.B.5.4, 5.B.5.5, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B.2.1 UNIT 5. FLUIDS [CR2b] • Density • Pressure: atmospheric and fluid pressure • Pascal’s principle • Buoyant force • Archimedes’ principle • Flow rate • Continuity equation • Bernoulli’s principle Big Ideas 1, 3, 5 Learning Objectives: 1.E.1.1, 1.E.1.2, 3.C.4.1, 3.C.4.2, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.F.1.1

UNITS 6 and 7. GEOMETRIC AND PHYSICAL OPTICS [CR2f] • Reflection

AP® Physics 2 Syllabus-2018/19 9 David Schuster, PhD, Clayton High School • Image formation by flat and curved mirrors • Refraction and Snell’s Law • Image formation by thin lenses • Interference and diffraction • Double slit, single slit, and diffraction grating interference • Thin film interference Big Idea 6 Learning Objectives: 6.A.1.2, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F.2.1

UNIT 8. QUANTUM PHYSICS, ATOMIC AND NUCLEAR PHYSICS [CR2g] • Atoms, atomic mass, mass number, and isotopes • Atomic energy levels • Absorption and emission spectra • Models of light: wave and particle • Photoelectric effect • DeBroglie wavelength • Wave function graphs • Mass-energy equivalence • Radioactive decay: alpha, beta and gamma decay • Half life • Conservation of nucleon number: fission and fusion Big Ideas 1, 3, 4, 5, 6, 7 Learning Objectives: 1.A.2.1, 1.A.4.1, 1.C.4.1, 1.D.1.1, 1.D.3.1, 4.C.4.1, 5.B.8.1, 5.B.11.1, 5.C.1.1, 5.D.1.6, 5.D.1.7, 5.D.2.5, 5.D.2.6, 5.D.3.2, 5.D.3.3, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C.4.1

AP® Physics 2 Syllabus-2018/19 10 David Schuster, PhD, Clayton High School