AP Physics Syllabus
Course Title
Advanced Placement Physics
Meeting Times
The course runs for 36 weeks and meets for 90 minutes every other day through
both the fall and
spring semesters. Laboratories for this class are
conducted during normal class times.
Experiments may require students to
work outside of normal class time; for example, they might
need time during
lunch time or after school. Lab exercises normally take 2 or 3 days to
complete. A formal lab report is required for each lab that will be recorded
in a notebook. The
formal lab report is included on the syllabus.
Course Description
This is an advanced placement course designed to prepare the student for the
AP Physics exam.
It is intended for students who have demonstrated a desire
to commit considerable time to
studying and completing assignments outside
of class.
AP Physics provides an orderly development of the fundamental concepts and
principles of
physics with an emphasis on inquiry and critical thinking
skills including: problem solving,
mathematical reasoning, and experimental
investigations. Topics of study include: Newtonian
mechanics, fluid
mechanics and thermal physics, waves optics, electricity and magnetism.
Laboratory work is an integral component of this course. Technology
including graphing
calculators, probe ware, graphing and data analysis
software, and physics apparatus is used
throughout this course.
Though our system has an open enrollment policy, students should understand
that this course is
designed to be a second year Physics course, and the
equivalent of a year long introductory,
college level general physics
course. The course requires a working knowledge of physics,
second-year
algebra and trigonometry.
Course Purpose and Goals
Philosophy: Scientific inquiry is the basis of this course. Scientific inquiry is defined as the
diverse ways in which scientists study the natural
world and propose explanations based on the
evidence derived from their
work. Scientific inquiry also refers to the activities through which
students develop knowledge and understanding of scientific ideas, as well as
an understanding of
how scientists study the natural world (NSTA, 2004).
This includes active use of the well-designed investigation in which
students:
1) Form testable questions and hypothesis.
2) Design and conduct appropriate investigative procedures, including
the
identification and control of appropriate variables.
3) Organize, display and critically analyze results.
4) Draw inferences, summarize results and develop conclusions.
5) Communicate their results for critique by others.
Based on the philosophy that scientific knowledge is best acquired through
inquiry, the course
uses a variety of techniques to promote inquiry in the
classroom (ex. multiple revisions, high
quality questioning, synthesis,
making conclusions based on evidence, etc).
Instruction is designed and sequenced to provide students with learning
opportunities in the
appropriate settings. They include laboratories,
classrooms, forms of technology, and field
studies. Teaching strategies
include in depth laboratory investigations, demonstrations,
collaborative
peer-to-peer discussions, and student hands-on experiences. Inquiry requires
adequate and timely access to the technology of scientific investigations
including computers,
internet and online resources, probe ware, graphing
calculators, databases, spreadsheets, word
processes and presentation
software, as well as the experimental apparatus of physics.
Goals
1. To understand the fundamental concepts and principles of physics through
the investigation of
physics phenomena, theories and experimental methods
2. To develop problem solving skills, and mathematical reasoning, through
the active asking and
answering of testable questions, and employing the
components of a well-designed experimental
investigation.
3. To foster
scientific habits of mind including curiosity, creativity, and objectivity.
4. To understand the interconnections of physics to the other sciences,
society, culture, and
technology.
Conceptual Organization:
The students are exposed to the equivalent of a college introductory physics course, meaning that
the content and level of depth of the material is
equivalent to a college level course. As with
university courses, it is
expected that students will be independent learners. Scientific inquiry is
an integral component of this course, the elements of the well-designed
investigation and the
nature of the scientific methods are taught within the
context of the topics, rather than treated as
a separate introductory unit.
As students investigate phenomena they extend their understanding of forming
testable questions
and hypotheses.
Laboratory techniques are learned in the direct application of their use,
rather than as a generic
exercise isolated from their setting of
application.
Methods to collect, organize and display data are taught within the authentic
use of real
experimental data. This approach of learning uses the
investigative skills within and throughout
the authentic need of using and applying the skills. The topics and
their order of sequence within
the course are provided to develop a strong
conceptual understanding of physics, and serve as a
conceptual framework for
the laboratories conducted throughout the course. The content and
level of
depth of the material is equivalent to a college level course. Studies begin
with the
larger, macroscopic view of physics concepts.
The course covers topics in Newtonian Mechanics (kinematics, Newton’s laws of
motion, work,
energy, power, systems of particles, linear momentum, circular
rotation, oscillations and
gravitation), Oscillations and gravitation
(simple harmonic motion, mass on spring, pendulum
and other oscillations,
Newton’s law of gravity, circular of planets and satellites), Fluid
mechanics and thermal physics (fluid mechanics, temperature and heat,
kinetic theory and
thermodynamics), Electricity and magnetism
(electrostatics, conductors and capacitors, electric
circuits, magnetic
fields, electromagnetism), Waves and optics (wave motion, physical optics,
geometric optics) and atomic and nuclear physics (atomic physics and quantum
effects, nuclear
physics)
Chapter Assessment: Throughout the unit students will be asked to demonstrate
mastery of the
concept and theory through written or oral formative
assessments.
Application Assessment: Throughout the unit several application (problem
solving) assessments
will be given. Application mastery involves the ability
to manipulate scientific concepts
mathematically to solve specific unit
questions.
Laboratory Experience
Laboratory investigations are an integral component of this course. These
investigations are
equivalent to those in a college level laboratory course.
The lab work in this course
supports, enhances and extends the concepts and
principles presented in the classroom. They
also provide students with the
opportunity to learn and apply new laboratory skills, foster
collaborative
relationships with others, and improve problem-solving skills.
The laboratory investigations are inquiry based, student-centered and are a
primary vehicle for
learning the fundamental concepts and principles of
chemistry. This includes active use of the
well-designed investigation in
which students 1) form testable questions and hypotheses, 2)
design and
conduct appropriate investigative procedures, including the identification and
control
of appropriate variables, 3) organize, display and critically
analyze results, and conduct error
analysis, 4) draw inferences, summarize
results and develop conclusions, and 5) communicate
their results for
critique by others. Laboratory investigations reflect a balance of structured,
guided and open-ended inquiry.
Students are required to maintain and keep a laboratory journal. Because
colleges often require
students to present their laboratory materials from
AP courses before granting college credit for
laboratory, students are
expected to retain their laboratory notebooks, reports, and other material
Lab Reports: Each unit will be supplemented with up to 1 laboratory
experiment. Experiments
will be conducted in teams of two. Experimental data
is the only thing that can be shared by the
group members. Submitted lab reports must be the students’ original work
with the exception of
shared data. This data must be incorporated into the
laboratory journal.
Lab
Introduction:
Labs are the basis for our understanding of the key
concepts in physics. Here are the guidelines
for success in writing a
quality lab report.
1.
All laboratory reports are to be typed on plain paper (type on one
side only).
2.
Your name (in bold type), and the names of all members of
your lab team and the date
the investigation was performed is to be written
in the upper corner of the first page of
each report.
3.
An
appropriate and descriptive title for the report should be placed in the center
of the
first page of the report.
4.
Each of the following sections
of the laboratory report should be practiced with the
section names.
Lab
format:
Purpose: (5 points)
This is a statement of the problem to be
investigated. It provides the overall direction for
laboratory investigation
and must be addressed in the conclusion.
Equipment (5 points)
-
A list of all laboratory equipment used in the investigation.
-
A detailed and labeled diagram to illustrate the configuration of the
apparatus.
Procedure (20 points)
-
Identify and name all experimental variables.
-Briefly describe how the independent variables are controlled.
Someone
who was not present during the lab should be able to understand how the
experiment
was performed and be able to reproduce the results by reading
your procedure.
Data (20 points)
-
Data measured directly from the experiment.
-
Derived values obtained by way of mathematical manipulations (for
example: average
values, or unit conversions) or interpretations of any kind should be
included in this
section of the report as well.
-
A sample calculation must appear describing the method of obtaining all
derived values.
-
The units for physical measurement in a data table should be specified
in column heading
only.
Data analysis (30 points)
-
Include all graphs, analysis of graphs, post laboratory calculations
and percent errors.
-
All graphs should have a title, labeled coordinate axis and units.
-Unusual results or trends should be noted and explained if possible.
-State the meaning of the slope and discuss the significance of the
y-intercept when
appropriate.
Conclusion (20 points)
-Discuss any questionable data or surprising
results.
-Explain the possible source of any error or questionable results.
-Suggest changes in experimental design which might test your explanations.
Laboratory Safety
1. The AP classroom will conform to federal, state, and local laws and
guidelines
as they pertain to the safety of students and instructors.
2.
The AP teacher will receive updated training for AP physics laboratory.
3.
Laboratory experiments and demonstrations will not be carried out by AP students
if they could expose the students to risks or hazards that are inappropriate
for
learning in the instructional sequence (e.g. experiments that do not
have any learning objective).
The AP Physics laboratory class will
instill in each student a true, lifelong
safety sense that will ensure his
or her safe transition into more advanced
laboratory work in college.
Grading
Physics Learning Journal (per
chapter)
Concept / Theory mastery
Problem Solving Strategies and
practiceConcept demonstrations
Assessments:
200 points (key terms and
definitions)
200 points (problem sets)
200 points (Lab Reports)
Concept / Application assessments 200 points
Grading Scale:
800
points per Chapter
100 – 90
89 – 80
79 – 75
74 – 70
69 - 0
ABCDF
Classroom Expectations:
Academic Integrity: Students are expected to conduct themselves as
individuals of honesty,
integrity and character. Each student is expected to
produce and turn-in original work. Students
are required to properly cite
contributing authors or sources to their work when appropriate.
Students
will be informed when assignments are collaborative; otherwise all work is
expected to
be original. All acts of academic dishonesty including
plagiarism, and duplication of work will
be considered serious and handled
accordingly.
Academic Assignments: Each student will receive a semester
syllabus to highlighting key exam
LATE HOMEWORK WILL BE ACCEPTED UNLESS THEIR IS A EXCUSED ABSENCES IN WHICH CASE THE WORK MUST BE TURNED IN THE FOLLOWING MORNING NOT THE FOLLOWIN CLASS PERIOD.
and project dates for the semester. For actual day-to-day assignments
students will
be responsible for checking the assignment board for
particulars. The assignment
board will have a complete weeks worth of
activities with due dates. It is the sole
responsibility of each student to
stay current with all assignments. The
assignment board is the final
determiner of what and when assignments are to be
completed.
Academic Preparations: Each student is expected to come to class prepared for
that days work.
Each student is responsible for checking the planned
activities as outlined above.
This includes reading all assignments prior to
class, completing all homework
assignments, properly preparing for all exams
and completing all assignment by
their due dates. It is anticipated this
course will require 1 – 2 hours of outside
study each day to successfully
complete this course.
Academic Tutoring: I will provide tutoring when needed by the students.
Make-up Work: It is the sole responsibility of each student to find out what
they missed and
make the appropriate arrangements to make-up the work. Per
district guidelines a student will
have 24 hours for each excused absence
day to make up any work from the day they return.
ALL LATE WORK WILL NOT BE ACCEPTED.
Make-up tests will be
completed when a student sets a date with the teacher. Students with
excused
absences only will be allowed to make-up missed assignments, and exams. Work not
completed due to non-excused absences will be marked as a zero (0).
Alternative assignments
may be used in place of missed work at the
discretion of the teacher.
Behavior: Students are expected to be respectful of the rights of others.
These rights include the
right to learn and study in a non-hostile, or
intimidating environment, the right to express opinion
without ridicule or
judgment, and the right to be treated in a dignified and mature manner.
Students must be willing and able to work within a collaborative /
cooperative learning
environment. Any bad behavior will be handled
appropriately through the policies and
procedures outlined in the Student
Handbook.
Safety: This course requires that each student participate and successfully
complete the
laboratory portion of the class. Students will be held
accountable for their own actions and
behavior. Students must follow all
verbal and written instructions given by the teacher
including the items
listed in the Laboratory Safety Contract. Any behavior that deviates from
these instructions will not be tolerated. Students who violate any safety
rule will be asked to
leave the experimental area and will receive a zero
(0) for the assignment.
Food: Ongoing laboratory experiments will be the norm inside this
classroom. Thus no food of
any kind will be allowed in the classroom. Any
food item brought into the classroom will be
disposed of immediately.
Bottled water will be allowed, as long the bottle remains closed when
not
being consumed.
Textbook, Materials and Other Resources
Required Textbook:
· Giancoli, Douglas. Physics: Principles with Applications 5th ed. Prentice
Hall. 2002.
Other Resources:
· Giancoli’s: Physics AP Exam Study Guide
· Physics Principles with
Applications Study Guide
· Physics: A Laboratory Manual (Puri, Zober, &
Zober)
· TI 83+ graphing calculators
· Pasco probe ware and software
interfaces.
· Internet access and AP online resources.
Assessment:
Assessment and evaluation are essential to learning and teaching. Ongoing
assessment and
evaluation are significant in supporting student achievement,
motivating student performance
and providing the basis upon which teachers
make meaningful instructional decisions. All
aspects of progress in science
are measured using multiple methods such as authentic
assessments,
performance assessments, formative assessments, observational assessments, lab
reports, projects, research activities, reports, and conventional summative
assessments. Student
understanding is evaluated using an assessment cycle
that includes pre-test, formative
assessments and summative assessments.
Pre-tests are used to determine where the student
understanding level is, as
the unit is begun. The Pre-tests are used by the teacher to plan
instruction. Formative assessments are used to check student understanding
while learning is
occurring, and provide students and teachers with learning
progress information. Pre and
formative assessments are not used to
determine grades. Summative assessments, such as unit
and semester tests,
evaluate student achievement, and along with other measures such as
laboratory and project work are data points used to determine the level of
student performance.
Assessment Type Goal Description
Laboratory Journals To assess
understanding of
physics concepts,
principles, and application
of
skills and processes of
the laboratory.
To allow the student to
develop a learning plan to
which they collect
completed work to
demonstrate mastery of the
unit concepts and theories.
Students
develop a learning
plan to include key terms,
description of key
concepts
and theories.
The student will determine
which and how many
problems he/she needs to do
in order to master the
applications
(problem
solving requirements of the
concept unit.
The student will
include
their laboratory reports
within the journals for all
lab
work completed.
The lab report should
include lab notes, data,
graphs, responses to
questions, lab write-ups,
error analysis, and
further
questions.
Students are encouraged to
keep their lab
journals to
demonstrate lab activity in a
college AP review.
Unit
Assessments To assess understanding of
concepts, principles,
problem
solving skills, and
laboratory materials and
skills.
Tests
containing multiple-
choice items, problems to
solve, and brief
constructed
response items.
Semester Assessments To assess understanding
of
concepts, principles,
problem solving skills, and
laboratory
materials and
skills.
Exams containing multiple
choice items,
problems to
solve, and brief constructed
response items. This
semester exam will be
comprehensive of the entire
semester.
Table of Labs: As discussed on pages 3-5 of the syllabus, lab reports
will be written for all
laboratory investigations. All labs will include a
pre-lab (brainstorming period), laboratory
experiment, and post-lab
(reflection period). The following table lists the labs that will be
completed.
Lab Objective Lab Type Time
(min)
Determining the acceleration due to
gravity Open-ended,
hands on
90 - 120
Determining the initial speed
and direction of a projectile Open-ended,
hands on
90 – 120
Building
and testing a small scale catapult Open-ended,
hands on
90 – 120
Determining an unknown mass using a modified Atwood’s
machine
Open-ended,
hands on
90 – 120
Determining the coefficient of
static friction Open-ended,
hands on
90 – 120
Determining the mass
of an object in circular motion Open-ended,
hands on
90 – 120
Determining the force constant of a spring Open-ended,
hands on
90 –
120
Building and testing a small scale rollercoaster Open-ended,
hands
on
90 – 120
Determining the density of an unknown material Open-ended,
hands on
90 – 120
Mapping electric fields Open-ended,
hands on
90 – 120
Using electric circuits to verify Ohm’s Law Open-ended,
hands on
90 – 120
Determining the speed of sound Open-ended,
hands on
90 – 120
Determining the linear mass density of a string
Open-ended,
hands on
90 – 120
Determining the index of refraction
Open-ended,
hands on
90 – 120
Determining the focal length of a lens
Open-ended,
hands on
90 – 120
Investigating the relationship among
screen distance,
wavelength, and slit separation
Open-ended,
hands
on
90 - 120
Determining the wavelength of a laser using two-slit
interference Open-ended,
hands on
90 - 120
Determining Planck’s
constant Open-ended,
hands on
90 - 120
AP physics Objectives
I. Newtonian mechanics
Unit 1 Introduction
a.
Physics skills
b.
At the end of this unit the student should
be able to be proficient in:
-Scientific notation and significant figures
-Basic Trigonometric Functions
-Graphing Techniques: straight line
(direct variation), hyperbola (inverse variation),
and half-parabolas
(square variation)
-SI units and most common prefixes
-Unit conversion
Unit 2 Vectors and Equilibrium
a.
Vector Addition, Static and rotational
b.
Equilibrium
c.
At the end of the this unit the student should be able to:
-Distinguish
between vectors and scalars
-Add vectors using graphical and analytical
methods
-Distinguish between contact forces and field forces by identifying
the agent that
causes the force
-Demonstrate proficiency in accurately
drawing and labeling free body diagrams
-State and apply Newton’s first law
of motion for objects in static equilibrium
-Define and calculate the torque
of a given force about an axis of rotation
-State the two conditions of
equilibrium: translational and rotational;
apply them to solve for unknown
forces and/or distances in a variety of situations
Unit 3 Kinematics
a.
kinematics in one-dimension
b.
kinematics in two-dimensions
c.
At the end of this unit the student should be able to
-Describe a
frame of reference
-Compare and contrast Aristotle and Galileo’s views of
motion
-Define and apply definitions of displacement, average velocity,
instantaneous
velocity, and average acceleration
-Demonstrate
proficiency in solving problems using kinematics equations including
problems involving free fall by using the value of the acceleration due to
gravity
-Analyze motion graphs qualitatively and quantitatively including
calculations of:
-the slope of the tangent of an x versus t graph
-the
slope of the v versus t graph
-the area under the v versus t graph
-the
area under the a versus t graph
-Describe the horizontal and vertical motion of a projectile
-Demonstrate proficiency and vertical motion of a projectile
-Demonstrate proficiency in solving problems of situations involving
projectiles fired
horizontally and at an angle
-Apply the concept of
vectors to solve problems involving relative velocity
Unit 4 Dynamics
a.
Newton’s Second and Third laws
b.
Friction
c.
Uniform
circular motion and gravitation
d.
At the end of this unit the student
should be able to:
-Distinguish between mass and weight and calculate weight
using the acceleration
due gravity
-Differentiate between static and
kinetic friction
-State and apply Newton’s second law of motion
-Demonstrate proficiency in solving problems that involve objects in motion
with
constant acceleration by analyzing the resultant force(s) in horizontal
surfaces,
inclined planes and pulley systems.
-State and apply Newton’s
third law of motion
-Explain the characteristics of uniform circular motion
-Derive the equation for centripetal acceleration of an object moving in a
circle at
constant speed
-Understand that centripetal force is not a new
type of force
-Understand that centrifugal force does not exist
-Demonstrate proficiency in solving problems involving banking angles, the
conical
pendulum and motion in a vertical circle
-State and apply
Newton’s law of universal gravitation
-Describe Cavendish’s experiment to
determine the value of the universal gravitation
constant
-Derive the
acceleration due to gravity at the surface of the earth or other planets
-Explain and apply the relationship between the speed and the orbital radius
of a
satellite
-Demonstrate proficiency in solving problems involving
apparent weightlessness in a
satellite and in a elevator
-State Kepler’s
three law’s of planetary motion
-Derive and apply Kepler’s third law of
planetary motion
Unit 5 Conservation Laws
a.
conservation of energy
b.
conservation of momentum
c.
At the end of this unit the student should be able to:
-Define and apply
the concepts of work done by a constant force, potential energy,
kinetic
energy and power
-Calculate the work from the area under the curve of a
force versus displacement
graph
-State and apply the principle of
conservation of mechanical energy
-Demonstrate proficiency in solving
problems by applying the work-energy theorem
to situations that involve
conservative and non-conservative forces
-Define and give examples of
impulse and momentum
-Restate Newton’s second law of motion in terms of
momentum
-Calculate the change in momentum from the area under the curve of
a force versus
time graph
-Derive a statement of the conservation of
momentum between two objects by
applying Newton’s third law
-Define and
recognize examples of elastic and inelastic collisions
-Explain which
conservation laws apply to each type of collisions
-Demonstrate proficiency
in solving problems involving conservation of momentum
in collisions in one
and two dimensions
Unit 6 Simple Harmonic Motion
a. Spring mass systems and simple pendulum
b. At the end of this unit the
student should be able to:
-Define and identify the following terms on a
displacement versus time graph:
equilibrium position, amplitude, period and
frequency
-Define simple harmonic motion
-Use the reference circle to
describe the displacement, velocity and
acceleration
-Describe and apply Hooke’s law and Newton’s second
law to determine the
acceleration as a function of displacement
-Apply
the principles of conservation of mechanical energy for an object
moving with simple with simple harmonic motion
-Derive and apply
the equation to obtain the period of a mass- spring system
-Derive and apply
the equation to obtain the period of a simple pendulum
-Demonstrate
proficiency in solving problems involving horizontal and
vertical mass-spring system
-Define resonant frequency and give
examples of resonance
II. Fluid Mechanics and Thermal Physics
Unit 7 Fluids
a.
Buoyancy, fluid flow continuity and Bernoulli’s equation
b.
At
the end of this unit the student should be able to:
-Define atmospheric
pressure, gauge pressure and absolute pressure and
relationship among these
terms
-Define and apply the concept of fluid pressure
-State and apply
Pascal’s principle in practical situations such as hydraulic lifts
-State
and apply Archimedes’ principle to calculate the buoyant force
-Demonstrate
proficiency in accurately drawing and labeling free-body
diagrams involving
buoyant force
-Demonstrate proficiency in accurately drawing and labeling
free-body diagrams
involving buoyant force and other forces
-State the
characteristics of an ideal fluid
-Apply the equation of continuity in
solving problems
-Understand the Bernoulli’s equation is a statement of
conservation
of energy
-Demonstrate proficiency in solving
problems involving changes in depth and/or
changes in pressure and/or
changes in velocity
Unit 8 Thermodynamics
a.
Temperature and kinetic theory, heat transfer
b.
Laws of
thermodynamics
c.
At the end of this unit the student should be able to:
-Understand and apply the mechanical equivalent of hear
-Describe the
condition for thermal equilibrium and define temperature
-Define the
coefficient of linear expansion and apply the equation to calculate linear
thermal expansion
-Explain the mechanisms of heat transfer: conduction,
radiation and convection
-Demonstrate proficiency in solving problems
involving thermal conductivity
-State and apply the gas laws: Boyle’s,
Charles, and Gay Lussac’s
-Apply the Ideal Gas law and the General Gas law
to the solution of problems
involving changes in volume, pressure and
temperature
-State the postulates of the kinetic theory
-Understand that
the average translational energy of molecules in a gas is directly
proportional to the absolute temperature
-State and apply the first law
of thermodynamics
-Define and illustrate the four thermodynamic processes:
isothermal, adiabatic,
isovolumetric, isobaric process
-Calculate the
work done on a PV diagram
-State and understand the implications of the
second law of thermodynamics
-Describe a typical heat engine and define the
efficiency of a heat engine
-Understand a Carnot engine and how its
efficiency is expressed in terms of the
Kelvin temperatures between which it
operates
-Demonstrate proficiency in solving problems related to
thermodynamic processes
III. Waves and Optics
Unit 9 Waves and Sound
a.
mechanical waves and sound
b.
boundary behavior and wave
phenomena
c.
At the end of this unit the student should be able to:
-Define and give characteristics and examples of longitudinal, transverse
and surface
waves
-Apply the equation for wave velocity in terms of its
frequency and wavelength
-Describe the relationship between wave energy and
its amplitude
-Describe the behavior of waves at a boundary: fixed-end,
free-end, boundary
between different media
-Demonstrate proficiency in
solving problems involving transverse waves in a string
-Distinguish between
constructive and destructive interference
-State and apply the principle of
superposition
-Describe the formation and characteristics of standing waves
-Describe the characteristics of sound and distinguish between
ultrasonic and
infrasonic sound waves
-Calculate the speed of sound in
air as a function of temperature
-Describe the origin of sound in musical
instruments
-Use boundary behavior characteristics to derive and apply
relationships for
calculating the characteristics frequencies for an open
pipe and for a closed pipe
-Explain the interference of sound waves and the
formation of beats
-Apply the Doppler Effect to predict the apparent change
in frequency
Unit 10 Geometric and Physical Optics
a.
Reflection
b.
Refraction
c.
Lens/mirror image
formation
d.
Interference and diffraction
e.
At the end of this
unit the student should be able to:
-Discuss the evidence supporting the ray
model of light
-State and apply the law of reflection
-Define the
following terms for spherical mirrors: principal axis, focal point, focal
length, center of curvature
-Demonstrate proficiency in the use of ray
diagrams to find the image of an object
using converging and a diverging
mirror
-Understand how mirrors form real and virtual images
-Demonstrate
proficiency in solving problems that use the mirror equation to
calculate
the focal length of a mirror, image distance, image height and the
magnification
-Explain what is meant by spherical aberration
-Define
the index of refraction and describe the behavior of refracted light
-Apply
Snell’s law to the solution of problems
-Explain the concepts of critical
angle and total internal reflection
-Demonstrate proficiency in the use of
ray diagrams to find the image of an object
using a converging and a
diverging lens and the combination of lenses
-Understand how lenses form
real and virtual images
-Demonstrate proficiency in solving problems that
use the lens equation to calculate
the focal length of a lens, image
distance, image height and the magnification
-Explain how electromagnetic
spectrum are produced
-Describe the electromagnetic spectrum and the
relationship between frequency,
wavelength and speed of electromagnetic
waves
-Describe Roemer and Michelson’s experiment to determine the speed of
light
-Explain the dispersion of light and the visible spectrum
-Describe the pattern observed by the use of a diffracting grating
-Demonstrate proficiency in solving problems involving the use of a single
slit, a
double slit and a diffraction grating
-Explain and apply the
characteristics of thin film interference using the concepts of
boundary
behavior
-Calculate the thickness of a thin film
IV. Electricity
and Magnetism
Unit 11 Electrostatics
a.
Electric force
b.
Field and potential
c.
At the end of
this unit the student should be able to:
-Define electrostatics and the
nature of an electric charge
-State the law of electrostatics and the law of
conservation of charge
-State Coulomb’s law and its equation to calculate
the electrostatic force between two
charges
-Define the permittivity of
free space
-Describe electric field lines as means to depict the electric
field
-Demonstrate proficiency in solving problems involving electric
charges by applying
appropriate vector addition methods
-Define and
apply the concepts of electric potential energy, electric potential and
electric potential difference
-Describe and apply the relationship of
the potential difference between two points to
the uniform electric field
existing between the points
-Understand that equipotential lines are
perpendicular to electric field lines
-Demonstrate proficiency in solving
problems involving the calculation of the work
required to move a known
charge from one point to another
-Apply a relationship between the electric
field and the potential difference in a
parallel plate configuration
-Explain the charging of an object by contact and by induction
-Distinguish between conductors and insulators
-Understand the
distribution of charge in a conductor
-Define capacitance and apply the
equation to calculate the total charge
-Understand and apply the fact that
the capacitance depends on the geometry of the
capacitor: area and
separation between the plates
-Calculate the equivalent capacitance of
capacitors connected in series and in parallel
capacitor
Unit 12
Electricity
a.
Electric current
b.
DC circuits
c.
Kirchhoff’s rules
d.
At the end of this unit the student should be able to:
-Define
electric current as the rate of flow of change
-Understand some reasons for
the conventional direction of electric current
-Explain the term emf
(electromotive force) and what is a source of emf
-Define resistance and the
factors affecting the resistance of a conductor
-State and apply Ohm’s law
-Understand and apply the equation of electric power as the rate of energy
transferred
in the form of heat
-Draw schematic diagrams of circuits
including measuring devices such as ammeters
and voltmeters
-Analyze series and parallel circuits and demonstrate proficiency in
calculations of
equivalent resistance, current and voltage drop
-Calculate the terminal voltage taking into account the internal resistance
of a battery
-State and apply Kirchhoff’s laws to solve complex networks
-Analyze circuits with resistors and capacitors (steady state) and
demonstrate
proficiency in calculations of equivalent resistance current and
voltage drop
Unit 13 Magnetism
a.
Magnetic force and field
b.
Electromagnetic Induction
c.
At the end of this unit the student should be able to:
-Describe the
magnetic fields created by magnets
-Calculate the magnetic force exerted on
a moving charge and determine the
direction of the magnetic field, the
velocity of the charge and the magnetic
force by using a right-hand rule
-Determine the magnitude and direction of the magnetic force between two
parallel wires
-State Faraday’s law of induction and Lentz’s law
-Demonstrate proficiency in solving problems involving an induced emf in
cases where the magnetic flux density changes and in cases where the
area
of a loop of wire is changed
-Apply Lenz’s law to determine the
direction of the induced current in a
variety of situations including
motional emf
V. Atomic and nuclear physics
Unit 14 Modern physics
a.
Quantum
theory and photoelectric effect
b.
Atomic energy levels
c.
Nuclear physics and nuclear energy
d.
At the end of this unit the
student should be able to:
-Describe Thomson and Millikan’s experiments
related to the electron
-Discuss the basics of Planck’s hypothesis
-Define a photon and relate its energy to its frequency and or wavelength
-Convert energy units: joules to electron volts and vice versa
-Demonstrate proficiency in solving problems involving the energy of a
photon and
the conservation of momentum in photon interactions
-Explain
the characteristics of the photoelectric effect and define the terms
work,
function, and threshold frequency
-Given a graph of energy versus frequency
understand the meaning of the slope, the
x-intercept and the y-intercept
-Demonstrate proficiency in solving problems involving the calculation
of the maximum kinetic energy of photoelectrons
-Understand the nature
and production of X-rays
-Describe the results of the collision of an X-ray
photon with an electron (Compton
Effect) and the results of the scattering
of X-rays from a crystal
(Davisson-Germer experiment)
-Understand
the dual nature of light and matter and apply the de Broglie’s equation to
calculate the wavelength of a particle
-Describe how atomic spectra are
produced
-Demonstrate proficiency in drawing and interpreting energy level
diagrams
-Calculate the energy absorbed or emitted by an atom when an
electron moves to a
higher or lower energy level
-Describe the structure
and properties of the nucleus
-Apply Einstein’s equation of mass-energy
equivalence
-Calculate the mass defect and the total binding energy of the
nucleus
-Understand the origin of the strong and weak nuclear forces
-Describe three types of radiation emitted in radioactivity: alpha decay,
beta radiation and gamma radiation
-Understand how nuclear reactions are
produced
-Define the terms: threshold energy, chain reaction and critical
mass
-Explain the process of nuclear fission and the basic operation of a
nuclear reactor
-Describe how a chain reaction works
-Explain the
process of nuclear fission and how magnetic and inertial confinements
can
provide thermonuclear power
AP Physics Content Outline
I. Newtonian Mechanics (35%) 10 weeks
A. Kinematics – including vectors,
vector, algebra and components, coordinate systems,
displacement, velocity,
and acceleration
1. Motion in one dimension
2. Motion in two dimensions,
projectile motion
B. Newton’s Laws of Motion (9%)
1. Static equilibrium
(first law)
2. Dynamics of a single particle (second law)
3. Systems of
two or more bodies (third law)
C. Work, Energy, & Power (5%)
1. Work
and work-energy theorem
2. Conservative forces and potential energy
3.
Conservation of energy
4. Power
D. Systems of Particles, Linear Momentum
(4%)
1. Center of mass
2. Impulse and momentum
3. Conservation of
linear momentum, collisions
E. Circular Motion and Rotation
1.
Uniform circular motion
2. Torque and rotational statics
F. Oscillations
and Gravitation (6%)
1. Simple harmonic motion (dynamics and energy
relationships)
2. Mass on spring
3. Pendulum and other oscillations
4. Newton’s law of gravity
5. Orbits of planets and satellites
a.
Circular
II. Fluid Mechanics and Thermal Physics (15%) (4 weeks)
A.
Fluid Mechanics (6%)
1. Hydrostatic pressure
2. Buoyancy
3. Fluid
flow continuity
4. Bernoulli’s equation
B. Temperature and Heat (2%)
1. Mechanical equivalent of heat
2. Heat transfer and thermal expression
C. Kinetic Theory and Thermodynamics (7%)
1. Ideal Gas Law
a.
Kinetic model
b. Ideal gas law
2. Laws of Thermodynamics
a. First
law (including processes on pV diagrams)
b. Second law (including heat
engines)
III. Electricity and Magnetism (25%) (8 weeks)
A.
Electrostatics (5%)
1. Charge, field, and potential
2. Coulomb’s law and
field and potential of point charges
3. Fields and potentials of other
charge distributions
B. Conductors and capacitors (4%)
1. Electrostatics
with conductors
2. Capacitors
a. Parallel plate
C. Electric Circuits
(7%)
1. Current, resistance, power
2. Steady-state direct current
circuits
3. Capacitors in circuits
D. Magnetic Fields (4%)
1. Forces
on moving charges in magnetic fields
2. Forces on current-carrying wires in
magnetic fields
3. Fields of long current-carrying wires
E.
Electromagnetism (5%)
1. Electromagnetic induction (including Faraday’s law
and Lenz’s law)
IV. Waves and Optics (15%)
A. Wave Motion (including
sound) (5%)
1. Properties of traveling waves
2. Properties of standing
waves
3. Doppler Effect
4. Superposition
B. Physical Optics (5%)
1. Interference and diffraction
2. Dispersion of light and the
electromagnetic spectrum
C. Geometric Optics (5%)
1. Reflections and
refraction
2. Mirrors
3. Lenses
V. Atomic and Nuclear Physics (10%)
(2 weeks)
A. Atomic Physics and Quantum Effects (7%)
1. Photons, the
photoelectric effect, Compton scattering, x-rays
2. Atomic energy levels
3. Wave-particle duality
B. Nuclear Physics (3%)
1. Nuclear
reactions
2. Mass-energy equivalence
PREPARING FOR AP EXAM 2 WEEKS
Exam preparation strategies: multiple choice and free response
AP Physics
reviews: Links to chapter reviews with solved examples
Physics Concepts:
Compilation of over 100 physics concepts
Course Title
Advanced Placement Physics
Meeting Times
The course runs for 36 weeks and meets for 90 minutes every other day through
both the fall and
spring semesters. Laboratories for this class are
conducted during normal class times.
Experiments may require students to
work outside of normal class time; for example, they might
need time during
lunch time or after school. Lab exercises normally take 2 or 3 days to
complete. A formal lab report is required for each lab that will be recorded
in a notebook. The
formal lab report is included on the syllabus.
Course Description
This is an advanced placement course designed to prepare the student for the
AP Physics exam.
It is intended for students who have demonstrated a desire
to commit considerable time to
studying and completing assignments outside
of class.
AP Physics provides an orderly development of the fundamental concepts and
principles of
physics with an emphasis on inquiry and critical thinking
skills including: problem solving,
mathematical reasoning, and experimental
investigations. Topics of study include: Newtonian
mechanics, fluid
mechanics and thermal physics, waves optics, electricity and magnetism.
Laboratory work is an integral component of this course. Technology
including graphing
calculators, probe ware, graphing and data analysis
software, and physics apparatus is used
throughout this course.
Though our system has an open enrollment policy, students should understand
that this course is
designed to be a second year Physics course, and the
equivalent of a year long introductory,
college level general physics
course. The course requires a working knowledge of physics,
second-year
algebra and trigonometry.
Course Purpose and Goals
Philosophy: Scientific inquiry is the basis of this course. Scientific inquiry is defined as the
diverse ways in which scientists study the natural
world and propose explanations based on the
evidence derived from their
work. Scientific inquiry also refers to the activities through which
students develop knowledge and understanding of scientific ideas, as well as
an understanding of
how scientists study the natural world (NSTA, 2004).
This includes active use of the well-designed investigation in which
students:
1) Form testable questions and hypothesis.
2) Design and conduct appropriate investigative procedures, including
the
identification and control of appropriate variables.
3) Organize, display and critically analyze results.
4) Draw inferences, summarize results and develop conclusions.
5) Communicate their results for critique by others.
Based on the philosophy that scientific knowledge is best acquired through
inquiry, the course
uses a variety of techniques to promote inquiry in the
classroom (ex. multiple revisions, high
quality questioning, synthesis,
making conclusions based on evidence, etc).
Instruction is designed and sequenced to provide students with learning
opportunities in the
appropriate settings. They include laboratories,
classrooms, forms of technology, and field
studies. Teaching strategies
include in depth laboratory investigations, demonstrations,
collaborative
peer-to-peer discussions, and student hands-on experiences. Inquiry requires
adequate and timely access to the technology of scientific investigations
including computers,
internet and online resources, probe ware, graphing
calculators, databases, spreadsheets, word
processes and presentation
software, as well as the experimental apparatus of physics.
Goals
1. To understand the fundamental concepts and principles of physics through
the investigation of
physics phenomena, theories and experimental methods
2. To develop problem solving skills, and mathematical reasoning, through
the active asking and
answering of testable questions, and employing the
components of a well-designed experimental
investigation.
3. To foster
scientific habits of mind including curiosity, creativity, and objectivity.
4. To understand the interconnections of physics to the other sciences,
society, culture, and
technology.
Conceptual Organization:
The students are exposed to the equivalent of a college introductory physics course, meaning that
the content and level of depth of the material is
equivalent to a college level course. As with
university courses, it is
expected that students will be independent learners. Scientific inquiry is
an integral component of this course, the elements of the well-designed
investigation and the
nature of the scientific methods are taught within the
context of the topics, rather than treated as
a separate introductory unit.
As students investigate phenomena they extend their understanding of forming
testable questions
and hypotheses.
Laboratory techniques are learned in the direct application of their use,
rather than as a generic
exercise isolated from their setting of
application.
Methods to collect, organize and display data are taught within the authentic
use of real
experimental data. This approach of learning uses the
investigative skills within and throughout
the authentic need of using and applying the skills. The topics and
their order of sequence within
the course are provided to develop a strong
conceptual understanding of physics, and serve as a
conceptual framework for
the laboratories conducted throughout the course. The content and
level of
depth of the material is equivalent to a college level course. Studies begin
with the
larger, macroscopic view of physics concepts.
The course covers topics in Newtonian Mechanics (kinematics, Newton’s laws of
motion, work,
energy, power, systems of particles, linear momentum, circular
rotation, oscillations and
gravitation), Oscillations and gravitation
(simple harmonic motion, mass on spring, pendulum
and other oscillations,
Newton’s law of gravity, circular of planets and satellites), Fluid
mechanics and thermal physics (fluid mechanics, temperature and heat,
kinetic theory and
thermodynamics), Electricity and magnetism
(electrostatics, conductors and capacitors, electric
circuits, magnetic
fields, electromagnetism), Waves and optics (wave motion, physical optics,
geometric optics) and atomic and nuclear physics (atomic physics and quantum
effects, nuclear
physics)
Chapter Assessment: Throughout the unit students will be asked to demonstrate
mastery of the
concept and theory through written or oral formative
assessments.
Application Assessment: Throughout the unit several application (problem
solving) assessments
will be given. Application mastery involves the ability
to manipulate scientific concepts
mathematically to solve specific unit
questions.
Laboratory Experience
Laboratory investigations are an integral component of this course. These
investigations are
equivalent to those in a college level laboratory course.
The lab work in this course
supports, enhances and extends the concepts and
principles presented in the classroom. They
also provide students with the
opportunity to learn and apply new laboratory skills, foster
collaborative
relationships with others, and improve problem-solving skills.
The laboratory investigations are inquiry based, student-centered and are a
primary vehicle for
learning the fundamental concepts and principles of
chemistry. This includes active use of the
well-designed investigation in
which students 1) form testable questions and hypotheses, 2)
design and
conduct appropriate investigative procedures, including the identification and
control
of appropriate variables, 3) organize, display and critically
analyze results, and conduct error
analysis, 4) draw inferences, summarize
results and develop conclusions, and 5) communicate
their results for
critique by others. Laboratory investigations reflect a balance of structured,
guided and open-ended inquiry.
Students are required to maintain and keep a laboratory journal. Because
colleges often require
students to present their laboratory materials from
AP courses before granting college credit for
laboratory, students are
expected to retain their laboratory notebooks, reports, and other material
Lab Reports: Each unit will be supplemented with up to 1 laboratory
experiment. Experiments
will be conducted in teams of two. Experimental data
is the only thing that can be shared by the
group members. Submitted lab reports must be the students’ original work
with the exception of
shared data. This data must be incorporated into the
laboratory journal.
Lab
Introduction:
Labs are the basis for our understanding of the key
concepts in physics. Here are the guidelines
for success in writing a
quality lab report.
1.
All laboratory reports are to be typed on plain paper (type on one
side only).
2.
Your name (in bold type), and the names of all members of
your lab team and the date
the investigation was performed is to be written
in the upper corner of the first page of
each report.
3.
An
appropriate and descriptive title for the report should be placed in the center
of the
first page of the report.
4.
Each of the following sections
of the laboratory report should be practiced with the
section names.
Lab
format:
Purpose: (5 points)
This is a statement of the problem to be
investigated. It provides the overall direction for
laboratory investigation
and must be addressed in the conclusion.
Equipment (5 points)
-
A list of all laboratory equipment used in the investigation.
-
A detailed and labeled diagram to illustrate the configuration of the
apparatus.
Procedure (20 points)
-
Identify and name all experimental variables.
-Briefly describe how the independent variables are controlled.
Someone
who was not present during the lab should be able to understand how the
experiment
was performed and be able to reproduce the results by reading
your procedure.
Data (20 points)
-
Data measured directly from the experiment.
-
Derived values obtained by way of mathematical manipulations (for
example: average
values, or unit conversions) or interpretations of any kind should be
included in this
section of the report as well.
-
A sample calculation must appear describing the method of obtaining all
derived values.
-
The units for physical measurement in a data table should be specified
in column heading
only.
Data analysis (30 points)
-
Include all graphs, analysis of graphs, post laboratory calculations
and percent errors.
-
All graphs should have a title, labeled coordinate axis and units.
-Unusual results or trends should be noted and explained if possible.
-State the meaning of the slope and discuss the significance of the
y-intercept when
appropriate.
Conclusion (20 points)
-Discuss any questionable data or surprising
results.
-Explain the possible source of any error or questionable results.
-Suggest changes in experimental design which might test your explanations.
Laboratory Safety
1. The AP classroom will conform to federal, state, and local laws and
guidelines
as they pertain to the safety of students and instructors.
2.
The AP teacher will receive updated training for AP physics laboratory.
3.
Laboratory experiments and demonstrations will not be carried out by AP students
if they could expose the students to risks or hazards that are inappropriate
for
learning in the instructional sequence (e.g. experiments that do not
have any learning objective).
The AP Physics laboratory class will
instill in each student a true, lifelong
safety sense that will ensure his
or her safe transition into more advanced
laboratory work in college.
Grading
Physics Learning Journal (per
chapter)
Concept / Theory mastery
Problem Solving Strategies and
practiceConcept demonstrations
Assessments:
200 points (key terms and
definitions)
200 points (problem sets)
200 points (Lab Reports)
Concept / Application assessments 200 points
Grading Scale:
800
points per Chapter
100 – 90
89 – 80
79 – 75
74 – 70
69 - 0
ABCDF
Classroom Expectations:
Academic Integrity: Students are expected to conduct themselves as
individuals of honesty,
integrity and character. Each student is expected to
produce and turn-in original work. Students
are required to properly cite
contributing authors or sources to their work when appropriate.
Students
will be informed when assignments are collaborative; otherwise all work is
expected to
be original. All acts of academic dishonesty including
plagiarism, and duplication of work will
be considered serious and handled
accordingly.
Academic Assignments: Each student will receive a semester
syllabus to highlighting key exam
LATE HOMEWORK WILL BE ACCEPTED UNLESS THEIR IS A EXCUSED ABSENCES IN WHICH CASE THE WORK MUST BE TURNED IN THE FOLLOWING MORNING NOT THE FOLLOWIN CLASS PERIOD.
and project dates for the semester. For actual day-to-day assignments
students will
be responsible for checking the assignment board for
particulars. The assignment
board will have a complete weeks worth of
activities with due dates. It is the sole
responsibility of each student to
stay current with all assignments. The
assignment board is the final
determiner of what and when assignments are to be
completed.
Academic Preparations: Each student is expected to come to class prepared for
that days work.
Each student is responsible for checking the planned
activities as outlined above.
This includes reading all assignments prior to
class, completing all homework
assignments, properly preparing for all exams
and completing all assignment by
their due dates. It is anticipated this
course will require 1 – 2 hours of outside
study each day to successfully
complete this course.
Academic Tutoring: I will provide tutoring when needed by the students.
Make-up Work: It is the sole responsibility of each student to find out what
they missed and
make the appropriate arrangements to make-up the work. Per
district guidelines a student will
have 24 hours for each excused absence
day to make up any work from the day they return.
ALL LATE WORK WILL NOT BE ACCEPTED.
Make-up tests will be
completed when a student sets a date with the teacher. Students with
excused
absences only will be allowed to make-up missed assignments, and exams. Work not
completed due to non-excused absences will be marked as a zero (0).
Alternative assignments
may be used in place of missed work at the
discretion of the teacher.
Behavior: Students are expected to be respectful of the rights of others.
These rights include the
right to learn and study in a non-hostile, or
intimidating environment, the right to express opinion
without ridicule or
judgment, and the right to be treated in a dignified and mature manner.
Students must be willing and able to work within a collaborative /
cooperative learning
environment. Any bad behavior will be handled
appropriately through the policies and
procedures outlined in the Student
Handbook.
Safety: This course requires that each student participate and successfully
complete the
laboratory portion of the class. Students will be held
accountable for their own actions and
behavior. Students must follow all
verbal and written instructions given by the teacher
including the items
listed in the Laboratory Safety Contract. Any behavior that deviates from
these instructions will not be tolerated. Students who violate any safety
rule will be asked to
leave the experimental area and will receive a zero
(0) for the assignment.
Food: Ongoing laboratory experiments will be the norm inside this
classroom. Thus no food of
any kind will be allowed in the classroom. Any
food item brought into the classroom will be
disposed of immediately.
Bottled water will be allowed, as long the bottle remains closed when
not
being consumed.
Textbook, Materials and Other Resources
Required Textbook:
· Giancoli, Douglas. Physics: Principles with Applications 5th ed. Prentice
Hall. 2002.
Other Resources:
· Giancoli’s: Physics AP Exam Study Guide
· Physics Principles with
Applications Study Guide
· Physics: A Laboratory Manual (Puri, Zober, &
Zober)
· TI 83+ graphing calculators
· Pasco probe ware and software
interfaces.
· Internet access and AP online resources.
Assessment:
Assessment and evaluation are essential to learning and teaching. Ongoing
assessment and
evaluation are significant in supporting student achievement,
motivating student performance
and providing the basis upon which teachers
make meaningful instructional decisions. All
aspects of progress in science
are measured using multiple methods such as authentic
assessments,
performance assessments, formative assessments, observational assessments, lab
reports, projects, research activities, reports, and conventional summative
assessments. Student
understanding is evaluated using an assessment cycle
that includes pre-test, formative
assessments and summative assessments.
Pre-tests are used to determine where the student
understanding level is, as
the unit is begun. The Pre-tests are used by the teacher to plan
instruction. Formative assessments are used to check student understanding
while learning is
occurring, and provide students and teachers with learning
progress information. Pre and
formative assessments are not used to
determine grades. Summative assessments, such as unit
and semester tests,
evaluate student achievement, and along with other measures such as
laboratory and project work are data points used to determine the level of
student performance.
Assessment Type Goal Description
Laboratory Journals To assess
understanding of
physics concepts,
principles, and application
of
skills and processes of
the laboratory.
To allow the student to
develop a learning plan to
which they collect
completed work to
demonstrate mastery of the
unit concepts and theories.
Students
develop a learning
plan to include key terms,
description of key
concepts
and theories.
The student will determine
which and how many
problems he/she needs to do
in order to master the
applications
(problem
solving requirements of the
concept unit.
The student will
include
their laboratory reports
within the journals for all
lab
work completed.
The lab report should
include lab notes, data,
graphs, responses to
questions, lab write-ups,
error analysis, and
further
questions.
Students are encouraged to
keep their lab
journals to
demonstrate lab activity in a
college AP review.
Unit
Assessments To assess understanding of
concepts, principles,
problem
solving skills, and
laboratory materials and
skills.
Tests
containing multiple-
choice items, problems to
solve, and brief
constructed
response items.
Semester Assessments To assess understanding
of
concepts, principles,
problem solving skills, and
laboratory
materials and
skills.
Exams containing multiple
choice items,
problems to
solve, and brief constructed
response items. This
semester exam will be
comprehensive of the entire
semester.
Table of Labs: As discussed on pages 3-5 of the syllabus, lab reports
will be written for all
laboratory investigations. All labs will include a
pre-lab (brainstorming period), laboratory
experiment, and post-lab
(reflection period). The following table lists the labs that will be
completed.
Lab Objective Lab Type Time
(min)
Determining the acceleration due to
gravity Open-ended,
hands on
90 - 120
Determining the initial speed
and direction of a projectile Open-ended,
hands on
90 – 120
Building
and testing a small scale catapult Open-ended,
hands on
90 – 120
Determining an unknown mass using a modified Atwood’s
machine
Open-ended,
hands on
90 – 120
Determining the coefficient of
static friction Open-ended,
hands on
90 – 120
Determining the mass
of an object in circular motion Open-ended,
hands on
90 – 120
Determining the force constant of a spring Open-ended,
hands on
90 –
120
Building and testing a small scale rollercoaster Open-ended,
hands
on
90 – 120
Determining the density of an unknown material Open-ended,
hands on
90 – 120
Mapping electric fields Open-ended,
hands on
90 – 120
Using electric circuits to verify Ohm’s Law Open-ended,
hands on
90 – 120
Determining the speed of sound Open-ended,
hands on
90 – 120
Determining the linear mass density of a string
Open-ended,
hands on
90 – 120
Determining the index of refraction
Open-ended,
hands on
90 – 120
Determining the focal length of a lens
Open-ended,
hands on
90 – 120
Investigating the relationship among
screen distance,
wavelength, and slit separation
Open-ended,
hands
on
90 - 120
Determining the wavelength of a laser using two-slit
interference Open-ended,
hands on
90 - 120
Determining Planck’s
constant Open-ended,
hands on
90 - 120
AP physics Objectives
I. Newtonian mechanics
Unit 1 Introduction
a.
Physics skills
b.
At the end of this unit the student should
be able to be proficient in:
-Scientific notation and significant figures
-Basic Trigonometric Functions
-Graphing Techniques: straight line
(direct variation), hyperbola (inverse variation),
and half-parabolas
(square variation)
-SI units and most common prefixes
-Unit conversion
Unit 2 Vectors and Equilibrium
a.
Vector Addition, Static and rotational
b.
Equilibrium
c.
At the end of the this unit the student should be able to:
-Distinguish
between vectors and scalars
-Add vectors using graphical and analytical
methods
-Distinguish between contact forces and field forces by identifying
the agent that
causes the force
-Demonstrate proficiency in accurately
drawing and labeling free body diagrams
-State and apply Newton’s first law
of motion for objects in static equilibrium
-Define and calculate the torque
of a given force about an axis of rotation
-State the two conditions of
equilibrium: translational and rotational;
apply them to solve for unknown
forces and/or distances in a variety of situations
Unit 3 Kinematics
a.
kinematics in one-dimension
b.
kinematics in two-dimensions
c.
At the end of this unit the student should be able to
-Describe a
frame of reference
-Compare and contrast Aristotle and Galileo’s views of
motion
-Define and apply definitions of displacement, average velocity,
instantaneous
velocity, and average acceleration
-Demonstrate
proficiency in solving problems using kinematics equations including
problems involving free fall by using the value of the acceleration due to
gravity
-Analyze motion graphs qualitatively and quantitatively including
calculations of:
-the slope of the tangent of an x versus t graph
-the
slope of the v versus t graph
-the area under the v versus t graph
-the
area under the a versus t graph
-Describe the horizontal and vertical motion of a projectile
-Demonstrate proficiency and vertical motion of a projectile
-Demonstrate proficiency in solving problems of situations involving
projectiles fired
horizontally and at an angle
-Apply the concept of
vectors to solve problems involving relative velocity
Unit 4 Dynamics
a.
Newton’s Second and Third laws
b.
Friction
c.
Uniform
circular motion and gravitation
d.
At the end of this unit the student
should be able to:
-Distinguish between mass and weight and calculate weight
using the acceleration
due gravity
-Differentiate between static and
kinetic friction
-State and apply Newton’s second law of motion
-Demonstrate proficiency in solving problems that involve objects in motion
with
constant acceleration by analyzing the resultant force(s) in horizontal
surfaces,
inclined planes and pulley systems.
-State and apply Newton’s
third law of motion
-Explain the characteristics of uniform circular motion
-Derive the equation for centripetal acceleration of an object moving in a
circle at
constant speed
-Understand that centripetal force is not a new
type of force
-Understand that centrifugal force does not exist
-Demonstrate proficiency in solving problems involving banking angles, the
conical
pendulum and motion in a vertical circle
-State and apply
Newton’s law of universal gravitation
-Describe Cavendish’s experiment to
determine the value of the universal gravitation
constant
-Derive the
acceleration due to gravity at the surface of the earth or other planets
-Explain and apply the relationship between the speed and the orbital radius
of a
satellite
-Demonstrate proficiency in solving problems involving
apparent weightlessness in a
satellite and in a elevator
-State Kepler’s
three law’s of planetary motion
-Derive and apply Kepler’s third law of
planetary motion
Unit 5 Conservation Laws
a.
conservation of energy
b.
conservation of momentum
c.
At the end of this unit the student should be able to:
-Define and apply
the concepts of work done by a constant force, potential energy,
kinetic
energy and power
-Calculate the work from the area under the curve of a
force versus displacement
graph
-State and apply the principle of
conservation of mechanical energy
-Demonstrate proficiency in solving
problems by applying the work-energy theorem
to situations that involve
conservative and non-conservative forces
-Define and give examples of
impulse and momentum
-Restate Newton’s second law of motion in terms of
momentum
-Calculate the change in momentum from the area under the curve of
a force versus
time graph
-Derive a statement of the conservation of
momentum between two objects by
applying Newton’s third law
-Define and
recognize examples of elastic and inelastic collisions
-Explain which
conservation laws apply to each type of collisions
-Demonstrate proficiency
in solving problems involving conservation of momentum
in collisions in one
and two dimensions
Unit 6 Simple Harmonic Motion
a. Spring mass systems and simple pendulum
b. At the end of this unit the
student should be able to:
-Define and identify the following terms on a
displacement versus time graph:
equilibrium position, amplitude, period and
frequency
-Define simple harmonic motion
-Use the reference circle to
describe the displacement, velocity and
acceleration
-Describe and apply Hooke’s law and Newton’s second
law to determine the
acceleration as a function of displacement
-Apply
the principles of conservation of mechanical energy for an object
moving with simple with simple harmonic motion
-Derive and apply
the equation to obtain the period of a mass- spring system
-Derive and apply
the equation to obtain the period of a simple pendulum
-Demonstrate
proficiency in solving problems involving horizontal and
vertical mass-spring system
-Define resonant frequency and give
examples of resonance
II. Fluid Mechanics and Thermal Physics
Unit 7 Fluids
a.
Buoyancy, fluid flow continuity and Bernoulli’s equation
b.
At
the end of this unit the student should be able to:
-Define atmospheric
pressure, gauge pressure and absolute pressure and
relationship among these
terms
-Define and apply the concept of fluid pressure
-State and apply
Pascal’s principle in practical situations such as hydraulic lifts
-State
and apply Archimedes’ principle to calculate the buoyant force
-Demonstrate
proficiency in accurately drawing and labeling free-body
diagrams involving
buoyant force
-Demonstrate proficiency in accurately drawing and labeling
free-body diagrams
involving buoyant force and other forces
-State the
characteristics of an ideal fluid
-Apply the equation of continuity in
solving problems
-Understand the Bernoulli’s equation is a statement of
conservation
of energy
-Demonstrate proficiency in solving
problems involving changes in depth and/or
changes in pressure and/or
changes in velocity
Unit 8 Thermodynamics
a.
Temperature and kinetic theory, heat transfer
b.
Laws of
thermodynamics
c.
At the end of this unit the student should be able to:
-Understand and apply the mechanical equivalent of hear
-Describe the
condition for thermal equilibrium and define temperature
-Define the
coefficient of linear expansion and apply the equation to calculate linear
thermal expansion
-Explain the mechanisms of heat transfer: conduction,
radiation and convection
-Demonstrate proficiency in solving problems
involving thermal conductivity
-State and apply the gas laws: Boyle’s,
Charles, and Gay Lussac’s
-Apply the Ideal Gas law and the General Gas law
to the solution of problems
involving changes in volume, pressure and
temperature
-State the postulates of the kinetic theory
-Understand that
the average translational energy of molecules in a gas is directly
proportional to the absolute temperature
-State and apply the first law
of thermodynamics
-Define and illustrate the four thermodynamic processes:
isothermal, adiabatic,
isovolumetric, isobaric process
-Calculate the
work done on a PV diagram
-State and understand the implications of the
second law of thermodynamics
-Describe a typical heat engine and define the
efficiency of a heat engine
-Understand a Carnot engine and how its
efficiency is expressed in terms of the
Kelvin temperatures between which it
operates
-Demonstrate proficiency in solving problems related to
thermodynamic processes
III. Waves and Optics
Unit 9 Waves and Sound
a.
mechanical waves and sound
b.
boundary behavior and wave
phenomena
c.
At the end of this unit the student should be able to:
-Define and give characteristics and examples of longitudinal, transverse
and surface
waves
-Apply the equation for wave velocity in terms of its
frequency and wavelength
-Describe the relationship between wave energy and
its amplitude
-Describe the behavior of waves at a boundary: fixed-end,
free-end, boundary
between different media
-Demonstrate proficiency in
solving problems involving transverse waves in a string
-Distinguish between
constructive and destructive interference
-State and apply the principle of
superposition
-Describe the formation and characteristics of standing waves
-Describe the characteristics of sound and distinguish between
ultrasonic and
infrasonic sound waves
-Calculate the speed of sound in
air as a function of temperature
-Describe the origin of sound in musical
instruments
-Use boundary behavior characteristics to derive and apply
relationships for
calculating the characteristics frequencies for an open
pipe and for a closed pipe
-Explain the interference of sound waves and the
formation of beats
-Apply the Doppler Effect to predict the apparent change
in frequency
Unit 10 Geometric and Physical Optics
a.
Reflection
b.
Refraction
c.
Lens/mirror image
formation
d.
Interference and diffraction
e.
At the end of this
unit the student should be able to:
-Discuss the evidence supporting the ray
model of light
-State and apply the law of reflection
-Define the
following terms for spherical mirrors: principal axis, focal point, focal
length, center of curvature
-Demonstrate proficiency in the use of ray
diagrams to find the image of an object
using converging and a diverging
mirror
-Understand how mirrors form real and virtual images
-Demonstrate
proficiency in solving problems that use the mirror equation to
calculate
the focal length of a mirror, image distance, image height and the
magnification
-Explain what is meant by spherical aberration
-Define
the index of refraction and describe the behavior of refracted light
-Apply
Snell’s law to the solution of problems
-Explain the concepts of critical
angle and total internal reflection
-Demonstrate proficiency in the use of
ray diagrams to find the image of an object
using a converging and a
diverging lens and the combination of lenses
-Understand how lenses form
real and virtual images
-Demonstrate proficiency in solving problems that
use the lens equation to calculate
the focal length of a lens, image
distance, image height and the magnification
-Explain how electromagnetic
spectrum are produced
-Describe the electromagnetic spectrum and the
relationship between frequency,
wavelength and speed of electromagnetic
waves
-Describe Roemer and Michelson’s experiment to determine the speed of
light
-Explain the dispersion of light and the visible spectrum
-Describe the pattern observed by the use of a diffracting grating
-Demonstrate proficiency in solving problems involving the use of a single
slit, a
double slit and a diffraction grating
-Explain and apply the
characteristics of thin film interference using the concepts of
boundary
behavior
-Calculate the thickness of a thin film
IV. Electricity
and Magnetism
Unit 11 Electrostatics
a.
Electric force
b.
Field and potential
c.
At the end of
this unit the student should be able to:
-Define electrostatics and the
nature of an electric charge
-State the law of electrostatics and the law of
conservation of charge
-State Coulomb’s law and its equation to calculate
the electrostatic force between two
charges
-Define the permittivity of
free space
-Describe electric field lines as means to depict the electric
field
-Demonstrate proficiency in solving problems involving electric
charges by applying
appropriate vector addition methods
-Define and
apply the concepts of electric potential energy, electric potential and
electric potential difference
-Describe and apply the relationship of
the potential difference between two points to
the uniform electric field
existing between the points
-Understand that equipotential lines are
perpendicular to electric field lines
-Demonstrate proficiency in solving
problems involving the calculation of the work
required to move a known
charge from one point to another
-Apply a relationship between the electric
field and the potential difference in a
parallel plate configuration
-Explain the charging of an object by contact and by induction
-Distinguish between conductors and insulators
-Understand the
distribution of charge in a conductor
-Define capacitance and apply the
equation to calculate the total charge
-Understand and apply the fact that
the capacitance depends on the geometry of the
capacitor: area and
separation between the plates
-Calculate the equivalent capacitance of
capacitors connected in series and in parallel
capacitor
Unit 12
Electricity
a.
Electric current
b.
DC circuits
c.
Kirchhoff’s rules
d.
At the end of this unit the student should be able to:
-Define
electric current as the rate of flow of change
-Understand some reasons for
the conventional direction of electric current
-Explain the term emf
(electromotive force) and what is a source of emf
-Define resistance and the
factors affecting the resistance of a conductor
-State and apply Ohm’s law
-Understand and apply the equation of electric power as the rate of energy
transferred
in the form of heat
-Draw schematic diagrams of circuits
including measuring devices such as ammeters
and voltmeters
-Analyze series and parallel circuits and demonstrate proficiency in
calculations of
equivalent resistance, current and voltage drop
-Calculate the terminal voltage taking into account the internal resistance
of a battery
-State and apply Kirchhoff’s laws to solve complex networks
-Analyze circuits with resistors and capacitors (steady state) and
demonstrate
proficiency in calculations of equivalent resistance current and
voltage drop
Unit 13 Magnetism
a.
Magnetic force and field
b.
Electromagnetic Induction
c.
At the end of this unit the student should be able to:
-Describe the
magnetic fields created by magnets
-Calculate the magnetic force exerted on
a moving charge and determine the
direction of the magnetic field, the
velocity of the charge and the magnetic
force by using a right-hand rule
-Determine the magnitude and direction of the magnetic force between two
parallel wires
-State Faraday’s law of induction and Lentz’s law
-Demonstrate proficiency in solving problems involving an induced emf in
cases where the magnetic flux density changes and in cases where the
area
of a loop of wire is changed
-Apply Lenz’s law to determine the
direction of the induced current in a
variety of situations including
motional emf
V. Atomic and nuclear physics
Unit 14 Modern physics
a.
Quantum
theory and photoelectric effect
b.
Atomic energy levels
c.
Nuclear physics and nuclear energy
d.
At the end of this unit the
student should be able to:
-Describe Thomson and Millikan’s experiments
related to the electron
-Discuss the basics of Planck’s hypothesis
-Define a photon and relate its energy to its frequency and or wavelength
-Convert energy units: joules to electron volts and vice versa
-Demonstrate proficiency in solving problems involving the energy of a
photon and
the conservation of momentum in photon interactions
-Explain
the characteristics of the photoelectric effect and define the terms
work,
function, and threshold frequency
-Given a graph of energy versus frequency
understand the meaning of the slope, the
x-intercept and the y-intercept
-Demonstrate proficiency in solving problems involving the calculation
of the maximum kinetic energy of photoelectrons
-Understand the nature
and production of X-rays
-Describe the results of the collision of an X-ray
photon with an electron (Compton
Effect) and the results of the scattering
of X-rays from a crystal
(Davisson-Germer experiment)
-Understand
the dual nature of light and matter and apply the de Broglie’s equation to
calculate the wavelength of a particle
-Describe how atomic spectra are
produced
-Demonstrate proficiency in drawing and interpreting energy level
diagrams
-Calculate the energy absorbed or emitted by an atom when an
electron moves to a
higher or lower energy level
-Describe the structure
and properties of the nucleus
-Apply Einstein’s equation of mass-energy
equivalence
-Calculate the mass defect and the total binding energy of the
nucleus
-Understand the origin of the strong and weak nuclear forces
-Describe three types of radiation emitted in radioactivity: alpha decay,
beta radiation and gamma radiation
-Understand how nuclear reactions are
produced
-Define the terms: threshold energy, chain reaction and critical
mass
-Explain the process of nuclear fission and the basic operation of a
nuclear reactor
-Describe how a chain reaction works
-Explain the
process of nuclear fission and how magnetic and inertial confinements
can
provide thermonuclear power
AP Physics Content Outline
I. Newtonian Mechanics (35%) 10 weeks
A. Kinematics – including vectors,
vector, algebra and components, coordinate systems,
displacement, velocity,
and acceleration
1. Motion in one dimension
2. Motion in two dimensions,
projectile motion
B. Newton’s Laws of Motion (9%)
1. Static equilibrium
(first law)
2. Dynamics of a single particle (second law)
3. Systems of
two or more bodies (third law)
C. Work, Energy, & Power (5%)
1. Work
and work-energy theorem
2. Conservative forces and potential energy
3.
Conservation of energy
4. Power
D. Systems of Particles, Linear Momentum
(4%)
1. Center of mass
2. Impulse and momentum
3. Conservation of
linear momentum, collisions
E. Circular Motion and Rotation
1.
Uniform circular motion
2. Torque and rotational statics
F. Oscillations
and Gravitation (6%)
1. Simple harmonic motion (dynamics and energy
relationships)
2. Mass on spring
3. Pendulum and other oscillations
4. Newton’s law of gravity
5. Orbits of planets and satellites
a.
Circular
II. Fluid Mechanics and Thermal Physics (15%) (4 weeks)
A.
Fluid Mechanics (6%)
1. Hydrostatic pressure
2. Buoyancy
3. Fluid
flow continuity
4. Bernoulli’s equation
B. Temperature and Heat (2%)
1. Mechanical equivalent of heat
2. Heat transfer and thermal expression
C. Kinetic Theory and Thermodynamics (7%)
1. Ideal Gas Law
a.
Kinetic model
b. Ideal gas law
2. Laws of Thermodynamics
a. First
law (including processes on pV diagrams)
b. Second law (including heat
engines)
III. Electricity and Magnetism (25%) (8 weeks)
A.
Electrostatics (5%)
1. Charge, field, and potential
2. Coulomb’s law and
field and potential of point charges
3. Fields and potentials of other
charge distributions
B. Conductors and capacitors (4%)
1. Electrostatics
with conductors
2. Capacitors
a. Parallel plate
C. Electric Circuits
(7%)
1. Current, resistance, power
2. Steady-state direct current
circuits
3. Capacitors in circuits
D. Magnetic Fields (4%)
1. Forces
on moving charges in magnetic fields
2. Forces on current-carrying wires in
magnetic fields
3. Fields of long current-carrying wires
E.
Electromagnetism (5%)
1. Electromagnetic induction (including Faraday’s law
and Lenz’s law)
IV. Waves and Optics (15%)
A. Wave Motion (including
sound) (5%)
1. Properties of traveling waves
2. Properties of standing
waves
3. Doppler Effect
4. Superposition
B. Physical Optics (5%)
1. Interference and diffraction
2. Dispersion of light and the
electromagnetic spectrum
C. Geometric Optics (5%)
1. Reflections and
refraction
2. Mirrors
3. Lenses
V. Atomic and Nuclear Physics (10%)
(2 weeks)
A. Atomic Physics and Quantum Effects (7%)
1. Photons, the
photoelectric effect, Compton scattering, x-rays
2. Atomic energy levels
3. Wave-particle duality
B. Nuclear Physics (3%)
1. Nuclear
reactions
2. Mass-energy equivalence
PREPARING FOR AP EXAM 2 WEEKS
Exam preparation strategies: multiple choice and free response
AP Physics
reviews: Links to chapter reviews with solved examples
Physics Concepts:
Compilation of over 100 physics concepts