ap physics c: electricity & magnetism

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE & ENGINEERING LEARNING CENTER

AP Physics C: Electricity & Magnetism

COURSE DESCRIPTION

Grade Level: 12 Department: Science & Engineering

Learning Center

Course Title: AP Physics C: Electricity & Magnetism Credits: 5.0

Course Code: 172751

Board of Education adoption date: August 27, 2012

Board of Education

Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President

Mr. Carl Accettola Mr. William Bruno

Mrs. Elizabeth Canario Mrs. Kathie Lavin

Mr. Ronald G. Lawson Mr. Michael Messinger Ms. Maryanne Tomazic

Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and Instruction

Curriculum Writing Committee Mr. Joseph Santonacita

Supervisors

Ms. Denise Scanga

S&E AP Physics C Electricity & Magnetism - Introduction

Introduction

Course Philosophy

The study of physics provides a systematic understanding of the fundamental laws that govern physical, chemical, biological, terrestrial and

astronomic processes. The basic principles of physics are the foundation of most other sciences and of technological applications of science,

specifically the foundation for all types of engineering. Physics is also a part of our culture and has had enormous impact on technological

developments. Many issues of public concern, such as nuclear power, national defense, pollution and space exploration, involve physical

principles that require some understanding for informed discussion of the issues. Comprehending physics is important for a rational,

enlightened citizenry to participate responsibly in decisions on public policy regarding complex technological issues.

Course Description

Advanced Placement Physics C is qualitatively and quantitatively different from the Lab Physics or Lab Physics (H) courses. In this course,

advanced level topics will be explored as well as the review of the fundamental topics but will be covered in greater depth and detail. Major

conceptual areas to be covered include calculus-based kinematics, dynamics including work, energy, momentum, rotational dynamics,

magnetism, and electromagnetic theory, electric and electrical potential fields, and circuits.

Concepts and skills are introduced, refined and reinforced in a student centered, inquiry based learning environment. Laboratory experiences

are central to developing ideas and the scientific process. Problem- solving and technical reading are two of the outside activities required for

the successful development of these topics. Computers as well as PASCO Equipment and specialized software are emphasized for their value as

research and investigative tools. Advanced Placement Physics C is intended for students of exceptional ability who are serious about broadening

their understanding of the physical world. This course will provide excellent preparation for continued study of science at the college level and

will fully prepare students for the Advanced Placement Physics C exam.

SPECIAL NOTE

This course is one part of a two-year sequence covering all of the Physics C Curriculum, most of the Physics B curriculum as well as other topics

in physics (such as Special Relativity and Quantum Physics) normally left out of the typical high school program. All students in this program are

REQUIRED to take both courses as a part of the learning center program.

Course Map and Proficiencies/Pacing

Course Map

Relevant

Standards

Enduring

Understandings Essential Questions

Assessments

Diagnostic Formative Summative

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3

The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and communicate the outcomes.

How is the scientific process utilized to develop ideas and answer scientific questions? What is the difference between a prediction and a hypothesis? What is physics and how does it relate to other sciences and the real world? How is quantitative data manipulated and interpreted to represent real world phenomena? How is reliable data collected and interpreted in an experiment? How are physical quantities represented and manipulated as vector or scalar quantities?

Online diagnostic pre-assessment

Anticipatory set class

Discussion

Student survey

Research-based surveys

Scientific investigation

Student-centered labs

Modeling and data analysis

Interactive white board

Lab reports Student journals Student Portfolios

Context rich problems

Lab reports Performance assessment Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3

Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.

How is quantitative data manipulated and interpreted to represent real world phenomena? How is reliable data collected and interpreted in an experiment? How are physical quantities represented and manipulated as vector or scalar quantities?



Discussion

Student survey






Lab reports Student journals Student Portfolios



5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

Technology is an

application of

scientific knowledge

used to meet human

needs and solve

human problems.

How is the scientific process utilized to

develop ideas and answer scientific

questions?

What is the difference between a prediction

and a hypothesis?

What is physics and how does it relate to

other sciences and the real world?

Online diagnostic

pre-assessment

Anticipatory set

class

Discussion

Student survey

Research-based

surveys


Student-centered labs Modeling and data analysis


Lab reports Student journals

Student portfolios

Context rich problems Research

Lab reports

Performance

assessment

Marking period

project

Unit test with AP

Physics Electricity

and Magnetism C

free response

questions

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3

Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities.

How is reliable data collected and interpreted in an experiment?



Discussion

Student survey






Student portfolios



5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Charge is a fundamental property of matter, (there are two types of electrical charges, positive and negative.)

How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? How can the motion of charged particles be modeled in a conductor and insulator?

Research-based surveys Anticipatory set Class discussion Student survey

Scientific investigation Student-centered labs




Student portfolios


Research

Lab reports

Performance assessment

Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Post-test for research based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Electrical interactions are exerted between all objects with an excess of charge.

How can charged particles, the electric fields they produce, and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?

Research-based surveys Anticipatory Set Class discussion Student survey






Student portfolios


Lab reports


Marking period project Unit test with AP Physics Electricity and Magnetism C free response questions Post-test for research based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Charge can move freely inside certain materials (conductors) and can only redistribute slightly (insulators/dielectric).

How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the motion of charged particles be modeled in a conductor and insulator?







Student portfolios


Lab reports


Marking period project

Unit test with AP Physics C Electricity & Magnetism released multiple choice and free response questions

Post-test for research based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

An object that has an excess of charged particles will have a charge distribution over the surface of that object.

How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How can the motion of charged particles be modeled in a conductor and insulator?






Student portfolios

Context rich problems Context rich problems Research

Lab reports




Post-test for research-based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

An object with an excess of charged particles will affect the electrical properties of the surrounding space.

What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate with an electric potential field? How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce? How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically? What is the role of a source object and test object within an electrical field? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate with an electric potential field?






Student portfolios


Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 5.2.12.E.3-4

A capacitor is an electrical device that can store electrical energy.

What is a capacitor and how does it function within an electrical circuit? How is the structure and properties of matter determined by the strength of electrical charges and electric and potential field they produce? What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate from an electric potential field? How does electric potential cause the movement of electrons in an electric circuit? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How is an excess of charge stored and used within a circuit? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?






Student portfolios


Lab reports





5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.1-4

5.2.12.B.1

5.2.12.E.3-4

A potential difference

is required for an

electrical current.

What is the relationship between electrical field forces and the energy of charged particles moving within the electric field? How does an electric field differentiate with an electric potential field? How does electric potential cause the movement of electrons in an electric circuit? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components?

Research-based

surveys

Anticipatory set

Class discussion

Student survey

Student-centered

labs

Modeling and data

analysis

Interactive white

board

Lab reports

Student journals

Student portfolios

Context rich

problems

Research

Lab reports

Performance

assessment

Marking period

project

Unit test with AP

Physics C Electricity

& Magnetism

released multiple

choice and free

response questions

Post-test for

research based

surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Resistance impedes the flow of electrical charge.

How do the physical properties of a wire affect the resistivity? How does electric potential cause the movement of electrons in an electric circuit? How do basic circuit components produce heat, light and sound from electrical energy? How does the arrangement of basic circuit components in series and parallel affect the function of those components?

Research-based

surveys

Anticipatory set

Class discussion

Student survey





Student portfolios


Lab reports





5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.1-4

5.2.12.B.1

5.2.12.D.4

The change in

electrical potential

for a closed loop is

zero.

How do basic circuit components produce

heat, light and sound from electrical energy?

How does the arrangement of basic circuit

components in series and parallel affect the

function of those components?

How is an excess of charge stored and used

within a circuit?

How can the conservation of energy in a

system be represented verbally, physically,

graphically and mathematically?

Research-based

surveys

Anticipatory set

Class discussion

Student survey

Student-centered

labs

Modeling and data

analysis

Interactive white

board

Lab reports

Student journals

Student portfolios

Context rich

problems

Research

Lab reports

Performance

assessment

Marking period

project

Unit test with AP

Physics C Electricity

& Magnetism

released multiple

choice and free

response questions

Post-test for

research based

surveys

5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.A.1-4

5.2.12.B.1

5.2.12.D.4

The amount of

electrical current that

enters a junction is

the same that exits

the junction.

How do basic circuit components produce

heat, light and sound from electrical energy?

How is an excess of charge stored and used

within a circuit?

How does the arrangement of basic circuit

components in series and parallel affect the

function of those components?




Research-based

surveys

Anticipatory set

Class discussion

Student survey





Student portfolios


Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.D.4 5.2.12.E.3-4

Electrical circuits and their components provide a mechanism of transferring electrical energy.

How do basic circuit components produce heat, light and sound from electrical energy? How is an excess of charge stored and used within a circuit? How does the arrangement of basic circuit components in series and parallel affect the function of those components? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?






Student portfolios


Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Magnetism, in its many forms, results from the application of relativistic length contraction to moving charged particles magnetic fields.

What is the fundamental relationship among electric fields, magnetic fields, and light? How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically? How does the magnetic field of a current carrying wire exerted on other current carrying wires be quantified? How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically? What conditions are required in order to induce an electric current from a magnetic field, and vice versa






Student portfolios


Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.1-4 5.2.12.B.1 5.2.12.E.3-4

Magnetic fields are produced by changing electric fields, while electric fields are produced by changing magnetic fields.

What is the fundamental relationship among, electric fields, magnetic fields and light? How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically? How does the magnetic field of a current carrying wire exerted on other current carrying wires be quantified? How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically? What conditions are required in order to induce an electric current from a magnetic field, and vice versa? How does a loop of current in an external magnetic field respond and how can we calculate the resulting torque?

Research-based

surveys

Anticipatory set

Class discussion

Student survey


Modeling and data

analysis


Lab reports

Student journals

Student portfolios


Research

Lab reports

Performance

assessment

Marking period

project

Unit test with AP

Physics C Electricity &

Magnetism released

multiple choice and

free response

questions

Post-test for research

based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4

Electromagnetic waves do not need a medium to transfer energy.

What are the characteristics of light? How are electromagnetic waves different from mechanical waves? How is the dual (wave-particle) nature of light described? What happens as light reflects off various surfaces? What happens as light passes through various media? What happens as light interacts when it passes through small openings? How does light interfere with each other? How does light diffract around various barriers? What models of light have been used in the history of physics and what is the currently accepted model of light? What occurs as atoms absorb and release photons?

Research-based

surveys

Anticipatory set

Class discussion

Student survey


Modeling and data

analysis


Lab reports

Student journals

Student portfolios


Research

Lab reports

Performance

assessment

Marking period

project

Unit test with AP


Magnetism released

multiple choice and

free response

questions


based surveys

5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.D.4

Depending on the

observer, light can act as a

particle or a wave.

What are the characteristics of light?

How are electromagnetic waves different from

mechanical waves?

How is the dual (wave-particle) nature of light

described?

What happens as light passes through various media?

What happens as light interacts when it passes through

small openings?

How does light interfere with itself?

How does light diffract around various barriers?

What models of light have been used in the history of

physics and what is the currently accepted model of

light?

What occurs as atoms absorb and release photons?

Research-based

surveys

Anticipatory set

Class discussion

Student survey


Modeling and data

analysis


Lab reports

Student journals

Student portfolios


Research

Lab reports

Performance

assessment


Unit test with AP


Magnetism released

multiple choice and free

response questions


based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4

Light waves reflect, refract, diffract, and interfere.

What are the characteristics of light? How are electromagnetic waves different from mechanical waves? How is the dual (wave-particle) nature of light described? What happens as light passes through various media? What happens as light interacts when it passes through small openings? How does light interfere with each other? How does light diffract around various barriers? What models of light have been used in the history of physics and what is the currently accepted model of light? What occurs as atoms absorb and release photons?

Research-based

surveys

Anticipatory set

Class discussion

Student survey





Student portfolios


Lab reports

Performance

assessment


Unit test with AP


Magnetism released

multiple choice and free

response questions


based surveys

5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4

At velocities approaching the speed of light, the physical variables of Newtonian mechanics—time, length, velocity, mass and energy—must be modified to account for special relativity.

Why are the effects of special relativity usually unnoticed in our everyday lives? Under what physical conditions do the effects of special relativity become important? What commonly observed phenomena are, in fact, evidence of the effects of special relativity?




Interactive white board Lab reports

Student journals

Student portfolios



Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.A.4 5.2.12.D.3

Small amounts of matter can be converted to energy during nuclear interactions.

What is the difference between fission and fusion? What is the radioactive decay? What is the role of mass energy equivalence for nuclear interactions?




Interactive white board Lab reports

Student journals

Student portfolios



Lab reports performance Assessment




5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3 5.2.12.D.4

A mirror and lens are optical devices that can reflect and refract light to form images that differ in size and orientation when compared with the original object.

What are different types of optical devices and how do they produce an image? What is the difference between real and virtual images? How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically? How does the eye function and what problems can arise in its functioning?


Anticipatory set Class discussion Student survey

Scientific Investigation


Interactive white board Lab reports Student Journals

Student portfolios



Lab reports





5.1.12.A.1-3 5.1.12.B.1-4 5.1.12.C.1-3 5.1.12.D.1-3

Heating and cooling are transfers of energy on a microscopic level between a system and its surrounding environment.

How can the energy of an object be represented verbally, physically, graphically and mathematically? What is the first law of thermodynamics? How does the heating/cooling process occur? How does the heating process affect a system and the total energy of the system? How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically? How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically? How are pressure and temperature understood on the microscopic level and macroscopic level?

Research based surveys

Anticipatory set

Class discussion

Student survey




Student portfolios



Lab reports




Post test for research based surveys

5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.C.1-2

5.2.12.D.1,4

5.2.12.E.1-4

The total mass-

energy of a closed

system is conserved

at all times.

How can the energy of an object be

represented verbally, physically, graphically

and mathematically?

How does work done by and on a system

affect the total energy of the system?

What is the first law of thermodynamics?

How do the heating/cooling processes occur?

How does the heating process affect a

system and the total energy of the system?




How do you represent pressure, volume and

temperature of a number of gas particles

verbally, physically, graphically and

mathematically?

How do you determine the efficiency of a

closed system?

How are pressure and temperature

understood on the microscopic level and

macroscopic level?

Research based

surveys

Anticipatory set

Class discussion

Student survey




Student portfolios



Lab reports





5.1.12.A.1-3

5.1.12.B.1-4

5.1.12.C.1-3

5.1.12.D.1-3

5.2.12.C.1-2

5.2.12.D.1,4

5.2.12.E.1-4

Energy is the ability

to cause change

within a system.

How can the energy of an object be

represented verbally, physically, graphically

and mathematically?

How does work done by and on a system

affect the total energy of the system?


How does the heating/cooling process occur?

How does the heating process affect a

system and the total energy of the system?




How do you represent pressure, volume and

temperature of a number of gas particles

verbally, physically, graphically and

mathematically?

How do you determine the efficiency of a

closed system?

How are pressure and temperature

understood on the microscopic level and

macroscopic level?


Anticipatory set

Class discussion

Student survey




Student portfolios



Lab reports





Proficiencies and Pacing

Unit Title Unit Understanding(s) and Goal(s)

Recommended

Duration

All units - Scientific

processes, quantitative

and qualitative skills

The scientific process of experimental design allows students to develop ideas through observations, test possible

explanations, critically analyze data, and communicate the outcomes.


Technology is an application of scientific knowledge used to meet human needs and solve human problems.


At the conclusion of this unit, students will be able to:

1. Differentiate between a hypothesis and prediction.

2. Utilize the scientific process, observations, developing ideas, model building, model testing and analysis to

answer scientific questions.

3. Use scientific reasoning to answer real world questions.

4. Build mathematical models and identify the assumptions and limitations for each model.

5. Analyze data quantitatively and qualitatively via uncertainty analysis.

6. Interpret data and develop sense making abilities.

7. Apply a variety of mathematical skills, using algebra, calculus, linear algebra and vector operations to physical

systems.

Ongoing throughout

course

Unit 9 - Wave & Particle Properties of Light

Electromagnetic waves transfer energy through a medium.

Light behaves as an electromagnetic wave or a particle depending on the observer.

Light wave reflect, refract, diffract, and interfere.

At the conclusion of this unit, students will be able to: 1. Describe the characteristics and the dual (wave-particle) nature of light. 2. Represent a physical characteristic of electromagnetic waves verbally, physically, graphically and mathematically. 3. Qualitatively and quantitatively describe what happens as waves reflect, refract, diffract, and interfere. 4. Qualitatively and quantitatively describe interference patterns for single, double and diffraction gratings. 5. Explain how energy is transferred as light is absorbed and emitted by atoms.

2 weeks

Unit 10 - Light Optics

Light that interacts with lenses and mirrors can form images that are real and virtual. Optical devices are materials that transmit or reflect light to produce images of the object from which the light comes.

At the conclusion of this unit, students will be able to: 1. Differentiate between various optical devices (concave mirrors, convex mirrors, concave lenses and convex lenses). 2. For an optical system describe verbally, mathematically, visually and physically the location of the image, object and properties of the optical device. 3. Differentiate between real and virtual images formed by an optical device. 4. Describe how object can be magnified through an optical device. 5. Describe how the human eye functions and how it can be altered to cause sight problems.

2 weeks

Unit 11 - Special Relativity

Why are the effects of special relativity usually unnoticed in our everyday lives?

Under what physical conditions do the effects of special relativity become important?

What commonly observed phenomena are, in fact, evidence of the effects of Special Relativity?


1. To describe the observations and experiments that led to special relativity (i.e. Michelson interferometer,

Fitzgerald contraction)

2. To understand that the speed of light in a vacuum is the same for all observers.

3. To understand that the laws of physics, as we know them, are the same for observers in all inertial frames of

reference.

4. Differentiate between inertial and non-inertial frames of reference.

5. Apply relativistic transformations for time dilation, length contraction, relativistic velocity, mass expansion and

relativistic energy

2 weeks

Unit 12 - Nuclear Physics

What is the difference between fission and fusion?

What is the radioactive decay?

What is the role of mass energy equivalence for nuclear interactions?


1. Differentiate between fission and fusion.

2. Describe the various types of radioactive decay.

3. Determine the amount of mass that is converted to energy in nuclear interactions.

2 weeks

Unit 13 - DC Circuits

Electrical circuits and their components provide a mechanism of transferring electrical energy. The amount of electrical current that enters a junction is the same that exits the junction. The change in electrical potential for a closed loop is zero. Resistance impedes the flow of electrical charge. A capacitor is an electrical device that can store electrical energy.


1. Explain the function and operation of an electrochemical cell.

2. Use ammeters, voltmeters and galvanometers correctly in an electrical circuit.

3. Draw schematic diagrams for circuits

4. Determine the resistance of a resistor and wires.

5. Apply Ohm's Law to a variety of circuits.

6. Find the equivalent resistance for resistors in parallel and series.

7. Apply Kirchoff’s rules to a complete circuit.

8. Apply the junction rule to examine splits in current.

9. Determine the voltage across, current through and power dissipated by resistors in complex circuits.

10. Determine the voltage across, the charge and energy stored on capacitor.

3 weeks

Unit 14 - Electrostatic Forces and

Fields

Charge is a fundamental property of matter. Electrical interactions are exerted between all objects with an excess of charge. Charge can move freely inside certain materials and can only redistribute slightly. An object that has an excess of charged particles will have a charge distribution over the surface of that object and affect the electrical properties of the surrounding space. A potential difference is required for an electrical current. Gauss’s Law can be used to determine the electric field near a continuous charge distribution. A capacitor is an electrical device that can store electrical energy.


1. Apply the charge model to explain electrostatic phenomena

2. Differentiate between a conductor and insulator

3. Explain and predict electrical interactions in terms of forces, fields and energies, qualitatively and quantitatively.

4. Describe how electrical those interactions affect the surrounding space qualitatively and quantitatively.

5. Describe and determine the electric field that surrounds a source charge

6. Describe electrical potential energy for charged particles

7. Apply the conservation of energy to electrical interaction

8. Differentiate between electrical potential fields and electrical fields

9. Apply Gauss' Law to determine the electric field for a continuous charge distribution.

10. Determine the voltage across the charge and energy stored on capacitor.

2 weeks

Unit 15 - Magnetic

Force & Fields

Magnetism, in its many forms, results from the application of relativistic length contraction to moving

charged particles magnetic fields.

Magnetic fields are produced by changing electric fields, while electric fields are produced by changing

magnetic fields.


1. Represent the magnetic field verbally, physically, visually and mathematically.

2. Relate a current carrying wire to the magnetic field it produces.

3. Relate the motion of charged particles to the magnetic field it passes through and the resultant force

exerted on it.

4. Describe the direction of an induced current within a complete conducting loop that passes into and

out of a magnetic field.

5. Describe how a changing magnetic field within a closed conducting loop relates to the induced current

and magnetic field.

6. Describe the role of inductors and AC current in a circuit

2 weeks

Unit 16 - Heat &

Thermodynamics

Energy is a system's ability to do or change something.

Work is a transfer of energy into and out of a system.

Energy is conserved for a closed system of objects.

Heating and cooling are examples of transfer of energy into and out of a system.

The kinetic theory model can be used to describe the relationship between gas particles, pressure,

temperature, and volume.


1. Explain the process of heating and cooling.

2. Differentiate between thermal energy, heat and temperature.

3. Relate pressure, volume and temperature in the ideal gas model.

4. Apply conservation of energy to physical thermodynamic systems.

5. Apply the laws of thermodynamics to physical systems

6. Explain the concept of entropy.

2 weeks

Laboratory Outline

Laboratory Outline – Mechanics C

All labs are conducted in a student-centered lab and are of the following types: observational experiment, testing experiment or application experiment.

Lab Title Lab Hours

(approx.) Objectives

Reflection and Refraction 2 To derive and apply the reflection of light to a variety of situations

To derive and apply the refraction of light to a number of situations where light passes through different media

Interference 4

To develop an expression for light interference through a double slit

To apply an expression for light interference through a single slit

To apply an expression of light interference through a diffraction grating

To develop and apply an expression for thin film interference

Polarization 1 To polarize light various ways via reflection, selective absorption and scattering

Light Optics - Mirrors 3

To determine the focal length of a plane, concave and convex mirror

To measure the aperture of convex and concave mirrors

To determine the location of virtual images via parallax produced by a plane, concave and convex mirror

To determine the location of an image and its magnification utilizing a plane, concave and convex mirror

Light Optics - Lenses 3

To determine the focal length of a plane, concave and convex lens

To measure the aperture of convex and concave lenses

To determine the location of an image and its magnification utilizing a plane, concave and convex lens

To determine the location of an image and its magnification for multiple lenses.

Nuclear Physics 2

To measure the relative penetrating abilities of the alpha, beta and gamma particles

To measure the background radiation within the classroom

To measure the half-life of a short lived radioactive isotope

The Charge Model 2

To develop the charge model through a series of small experiments by via rubbing (and not rubbing) various objects (i.e. PVC pipe, glass

rods, fur, wool, etc.) together and making observations as these objects are brought near each other, students will reason about what is

going on a microscopic level

Electrostatic Deflection 1

To measure the effect of a uniform electric field on a moving beam of charged particles and to show that the force on a moving charged

particle is given by F = Eq

Electric Field and Electric

Potential Field 2

To determine the electric potential as a function of distance from a point (spherical) source

To determine the direction of greatest change in potential near a point (spherical) source

To calculate the electric field strength as a function of distance from a point (spherical) source

To relate the electric field strength to the greatest rate of change of the potential

DC Electrical Circuits 15

To differentiate the potential difference generated by an electrochemical cell related to the number of cells connected in series to those connected in parallel To demonstrate how a voltmeter is connected in an electrical circuit To demonstrate how an ammeter be used in an electrical circuit To examine how current changes through electrical junctions inside an electrical circuit, parallel and series parts To determine the relationship among the potential differences across each light bulb and the potential difference across the battery in a series circuit and in a parallel circuit To relate the current flow through a circuit related to the voltage applied and the resistance of the circuit element (Ohm’s Law) To relate the total resistance of resistors used in series and in parallel related to the separate resistances To determine the internal resistance of a battery To relate the resistance of a wire related to the length of the wire, to the cross section (The cross section of a wire is the circular area exposed when the wire is cut cleanly.) and to the temperature of the wire, and the resistivity of a material. To measure the resistance of an unknown resistance using a bridge circuit (Wheatstone bridge) To measure the power delivered to the load in a circuit, and determine the conditions will maximum power be delivered and under what conditions will the delivery of that power be most efficient To develop the relationship between the heat delivered by an electrical circuit, the amount of current supplied, the voltage supplied and the time (Joule’s law) To differentiate between the resistance of a diode, an active circuit element, from the resistance of resistor

Capacitors & Capacitance 2 To measure the capacitance of a parallel plate capacitor To determine the capacitance of two capacitors in parallel To determine the capacitance of two capacitors in series

Magnetic Field Strength 1 To measure the strength of a magnetic field as a function of distance from a current carrying wire through the use of a Hall Effect device

Magnetic Deflection 1 To measure the effect of a uniform magnetic field on a moving beam of charged particles and to show the magnetic force on a moving charged particle is given by the cross product of the magnetic field and velocity times the magnitude of the charge

Magnetic Force on a current carrying wire

1 To determine the direction and the magnitude of the magnetic force exerted on a current carrying wire while sitting in a uniform magnetic field

Magnetic Force between

Current Carrying wires 1

To determine the relationship between the magnetic field near a current carrying wire and the distance from that wire (i.e. to verify the Biot Savart Law and/or Ampere’s Law) To measure both the magnitude and direction of the magnetic force between two current carrying wires

Magnetic Inductance 1

To determine the self-inductance of a solenoid through its design To determine the self-inductance of a solenoid by measuring the resonant frequency To show that the EMF across a solenoid is 90° out of phase with the EMF across the source To show that the voltage drops across the individual circuit elements in a series RCL circuit add up geometrically to give the EMF across the source To measure the impedance of an RCL circuit

Thermodynamics 5

To measure the specific heat of a solid and/or liquid To measure the temperature of a cooling object as a function of time in terms of Newton's Law of cooling To measure absolute zero with a gas thermometer To measure the effect of temperature change and pressure change on the volume of an ideal gas To measure the rate of heat flow through a variety of metal object whose opposite sides are maintained at different but constant temperatures

S&E AP Physics C Electricity & Magnetism - All Units

Unit Plan

Enduring Understandings:

The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and

communicate the outcomes.


Technology is an application of scientific knowledge used to meet human needs and solve human problems.


Essential Questions:

How is the scientific process utilized to develop ideas and answer scientific questions?

What is the difference between a prediction and a hypothesis?

What is physics and how does it relate to other sciences and the real world?

How is quantitative data manipulated and interpreted to model or represent real world phenomena?

How is reliable data collected and interpreted in an experiment?

How are physical quantities represented and manipulated as vector or scalar quantities?

How is calculus applied to physical representations of the real world?

Unit Goals:

1. Differentiate between a hypothesis and prediction.

2. Utilize the scientific process, observations, developing ideas, model building, idea/model testing and analysis to answer scientific questions.

3. Use scientific reasoning to answer real world questions.

4. Build mathematical models, identifying the assumptions and limitations for each model.

5. Analyze data quantitatively and qualitatively via uncertainty analysis.

6. Interpret data and develop sense making abilities.

7. Apply a variety of mathematical skill, using algebra, calculus, linear algebra and vector operations to physical systems.

Recommendation Duration:

Implemented throughout the year

Guiding/Topical

Questions Content/Themes/Skills Resources and Materials

Suggested

Strategies

Suggested

Assessments

How is the scientific method used to answer questions and to solve problems?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Use observational experiments to develop ideas and help student create conceptual and mathematical relationships that represent physical phenomena. Develop testable ideas, hypotheses and mathematical models from observational experiment and student ideas. Locate, develop, summarize, organize, synthesize and evaluate information. Develop testing experiment where students can use their ideas, hypotheses, and mathematical models to make a prediction about the outcome of the experiment. Students will conduct the experiment to see if their ideas, hypotheses, and mathematical models were supported or disproved. Develop the assumptions of those ideas, hypotheses, and mathematical models that are supported in the testing experiments. Apply those ideas, hypotheses, and mathematical models to other real world phenomena.

Lab equipment: meter sticks, timers, scales, data collection interfaces of various sorts Web-based lab simulations Scientific calculators

Math reference for algebraic and calculus examples

Student editions of physics text approved by the district

Small group collaboration and discussion in the lab to examine the scientific process

Observational experiment where students collect qualitative and quantitative data to develop ideas, hypotheses and mathematical models.

Testing experiments where students make predictions based upon their ideas, hypotheses and mathematical models

Lab reports written in approved laboratory format

Activity on Scientific method such as a “thought” experiment where students justify their logical solution

Guided discussion based upon results from survey and questionnaire

Interactive whiteboard sessions allowing for free flow of discussion about labs

Student journals/blogs on the major ideas of labs

Class discussions of experimental results and consequences

Lab reports demonstrating completion of experiment and discussion of results

What is the difference between a prediction and a hypothesis?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Use observational experiments to develop ideas and help student create conceptual and mathematical relationships that represent physical phenomena. Develop testable ideas/hypotheses/mathematical models from observational experiment and student ideas Locate, develop, summarize, organize, synthesize and evaluate information. Develop testing experiment where students can use their ideas/hypotheses/mathematical models to make a prediction about the outcome of the experiment then students conduct the experiment to see if their ideas/hypotheses/mathematical models was supported or disproved. Develop the assumptions of those ideas/hypotheses/mathematical models that are supported in the testing experiments Apply those ideas/hypotheses/mathematical models to other real world phenomena





Observational experiment where students collect qualitative and quantitative data to develop ideas, hypotheses and mathematical models


Lab report written in approved laboratory format



Interactive whiteboard sessions differentiating hypothesis and prediction Student journals/blogs reflecting on their abilities to develop hypothesis and differentiate from a prediction

Lab reports with sections that differentiate hypotheses and predictions

Formal and informal lab reports

What constitutes valid evidence and when do you know you have enough and the right kind of evidence?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Develop testable ideas/hypotheses/mathematical models from observational experiment and student ideas Locate, develop, summarize, organize, synthesize and evaluate information. Develop testing experiment where students can use their ideas/hypotheses/mathematical models to make a prediction about the outcome of the experiment then students conduct the experiment to see if their ideas/hypotheses/mathematical models was supported or disproved. Develop the assumptions of those ideas/hypotheses/mathematical models that are supported in the testing experiments Apply those ideas/hypotheses/mathematical models to other real world phenomena





Observational experiment where students collect qualitative and quantitative data to develop ideas, hypotheses and mathematical models





Interactive whiteboard sessions justifying experimental evidence Student journals/blogs reflecting on experimental evidence Class discussions debating experimental evidence

How do you develop

a mathematical

model?

Use scientific inquiry to ask scientifically-oriented

questions, collect evidence, form explanations,

connect explanations to scientific knowledge and

theory, and communicate and justify explanations.

Develop testable ideas/hypotheses/mathematical

models from observational experiment and student

ideas

Locate, develop, summarize, organize, synthesize

and evaluate information.

Develop testing experiment where students can use

their ideas/hypotheses/mathematical models to

make a prediction about the outcome of the

experiment then students conduct the experiment

to see if their ideas/hypotheses/mathematical

models was supported or disproved.

Develop the assumptions of those

ideas/hypotheses/mathematical models that are

supported in the testing experiments

Apply those ideas/hypotheses/mathematical models

to other real world phenomena

Lab equipment: meter sticks, timers, scales, data collection interfaces of various sorts Web-based lab simulations

Spreadsheets Scientific calculators


Student editions of physics text

approved by the district

Small group

collaboration and

discussion in the

lab to examine

how to develop a

scientific model

Observational

experiment where

students collect

qualitative and

quantitative data

to develop ideas,

hypotheses and

mathematical

models

Testing

experiments

where students

make predictions

based upon their

ideas, hypotheses

and mathematical

models

Lab report written

in approved

laboratory format

Interactive whiteboard

sessions justifying

experimental evidence

Student journals/blogs

reflecting on


Class discussions debating


Formal and informal lab

reports

What is precision,

accuracy and

uncertainty

analysis?



Differentiate between instrumental and random

uncertainty.

Represent uncertainty with error bars and tolerance

ranges.






Small group

collaboration and

discussion in the

lab to examine the

uncertainty of an

instrument or the

random

uncertainty in an

experiment

Pre-test to determine

student knowledge base

of skills and how to

determine experimental

uncertainty

Lab reports including

implementation of

experimental uncertainty

in results

How can results be best justified and explained to others?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Locate, develop, summarize, organize, synthesize and evaluate information. Understand that the development of ideas is essential for building scientific knowledge.







Guided discussion based upon results from experiments

Justification of results and real world implications for labs

Student journals/blogs that develop ideas and arguments for and against ideas Class presentations on whiteboards in which students communicate, justify and support ideas to peers

Lab reports in which students demonstrate their abilities to communicate with scientific writing

Why is

communication

among the scientific

community essential

for presenting

findings?

Use scientific inquiry to ask scientifically-

oriented form explanations, connect explanations to

scientific knowledge and theory, and communicate

and justify explanations.



Understand that the development of ideas is

essential for building scientific knowledge.

Whiteboards



Whiteboard

sessions

Lab report written

in approved

laboratory format

Activity on

scientific method

such as a

“thought”

experiment where

students justify

their logical

solution

Guided discussion

based upon

results from

experiments in lab

Presentation of

material from lab

to peers and

critical analysis by

peers

Student journals/blogs in

which students develop

ideas and arguments for

and against ideas

Class presentations using

whiteboards in which

students communicate,

justify and support ideas

to peers

Lab reports in which

students demonstrate

their abilities to

communicate through

scientific writing

How do science and

technology

influence each

other?

Develop an understanding of the role that Physics

serves as a foundation for many career opportunities

in science and technology.

Lab equipment: meter sticks, timers, scales, data collection interfaces of various sorts

Guided discussion

based upon

equipment

utilized in the

classroom

Questionnaire about

careers in technology and

science and their impact

on our daily lives

How does scientific knowledge advance and build upon previous discoveries using the scientific method of problem solving?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Locate, develop, summarize, organize, synthesize and evaluate information. Understand that the development of ideas is essential for building scientific knowledge.



Activity on scientific method such as a “thought” experiment where students justify their logical solution

Guided discussion based upon results in the classroom and historical results from prior experiments

Questionnaire about careers in technology and science and their impact on our daily lives.

What is the role of physics in the world around us?

Use scientific inquiry to ask scientifically-oriented questions, collect evidence, form explanations, connect explanations to scientific knowledge and theory, and communicate and justify explanations. Develop an understanding of the role that Physics serves as a foundation for many career opportunities in science and technology.


Guided discussion based upon topic specific real world applications

Questionnaire about careers in technology and science and their impact on our daily lives

Why is it necessary for all scientists to use a common system of measurement?

Use metric system (kg-m-s), recognize metric prefix meanings and convert to base units.





Guided discussion based upon the students’ abilities to relate similar physical variables to different units

Class discussion about a uniform system of measurements

What practices and

habits will ensure

safety in the

classroom and

laboratory?

Properly and safely use technology and scientific

equipment to collect and analyze data to help form

scientific testable scientific hypotheses.



Mini-lab on lab

safety and

measurement

Guided discussion

based upon trends

that promote

safety

Safety quiz

Student journals/blogs on

safety

Class discussions about

the role of safe lab

practices

LA.11-12.RST Reading LA.11-12. Key Ideas and Details LA.11-12. Craft and Structure LA.11-12. Integration of Knowledge and Ideas LA.11-12. Range of Reading and Level of Text Complexity LA.11-12.WHST Writing LA.11-12. Text Types and Purposes LA.11-12. Production and Distribution of Writing LA.11-12. Research to Build and Present Knowledge LA.11-12. Range of Writing LA.11-12.RST.11-12.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or

inconsistencies in the account. LA.11-12.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but

still accurate terms. LA.11-12.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results

based on explanations in the text. LA.11-12.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to

grades 11-12 texts and topics. LA.11-12.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas. LA.11-12.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain

unresolved. LA.11-12.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a

question or solve a problem. LA.11-12.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions

with other sources of information. LA.11-12.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,

resolving conflicting information when possible. LA.11-12.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently. MA.9-12.HSA-SSE Seeing Structure in Expressions MA.9-12.HSA-SSE.B Write expressions in equivalent forms to solve problems MA.9-12.HSA-APR Arithmetic with Polynomials and Rational Expressions MA.9-12.HSA-APR.A Perform arithmetic operations on polynomials MA.9-12.HSA-APR.B Understand the relationship between zeros and factors of polynomials MA.9-12.HSA-APR.C Use polynomial identities to solve problems MA.9-12.HSA-CED Creating Equations MA.9-12.HSA-CED.A Create equations that describe numbers or relationships MA.9-12.HSA-REI Reasoning with Equations and Inequalities MA.9-12.HSA-REI.A Understand solving equations as a process of reasoning and explain the reasoning MA.9-12.HSA-REI.B Solve equations and inequalities in one variable MA.9-12.HSA-REI.4.a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)� = q that has the same solutions. Derive the

quadratic formula from this form.

MA.9-12.HSA-REI.4.b Solve quadratic equations by inspection (e.g., for x� = 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a � bi for real numbers a and b.

MA.9-12.HSA-REI.C Solve systems of equations MA.9-12.HSA-REI.D Represent and solve equations and inequalities graphically MA.9-12.HSM Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for

Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol. LA.11-12.WHST.11-12.1

Write arguments focused on discipline-specific content.

LA.11-12.WHST.11-12.2

Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

LA.11-12.WHST.11-12.3

(See note; not applicable as a separate requirement)

LA.11-12.WHST.11-12.4

Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

LA.11-12.WHST.11-12.5

Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

LA.11-12.WHST.11-12.6

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

LA.11-12.WHST.11-12.9

Draw evidence from informational texts to support analysis, reflection, and research.

LA.11-12.WHST.11-12.10

Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

SCI.9-12.5.1.12 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.

SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the natural and designed world.

SCI.9-12.5.1.12.B Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims. SCI.9-12.5.1.12.C Scientific knowledge builds on itself over time. SCI.9-12.5.1.12.D The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms. SCI.9-12.5.2.12 All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for

making sense of phenomena in physical, living, and Earth systems science. SCI.9-12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia. SCI.9-12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy. SCI.9-12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the

natural world can be explained and is predictable. SCI.9-12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another. SCI.9-12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces. MA.9-12. Expressions. MA.9-12. Connections to Functions and Modeling. MA.9-12. Equations and inequalities. MA.9-12. A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a

coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk works well enough for our purposes. Other situations-modeling a delivery route, a production schedule, or a comparison of loan amortizations-need more elaborate models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models, representing such models, and analyzing them is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.

MA.9-12. Modeling MA.9-12. Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate

mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical, economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology is valuable for varying assumptions, exploring consequences, and comparing predictions with data.

MA.9-12. Some examples of such situations might include: MA.9-12. In situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most

need to understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by the limitations of our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world

situations. MA.9-12. One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different

situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive growth of the exponential function.

MA.9-12. The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2) formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.

MA.9-12. In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model- for example, graphs of global temperature and atmospheric CO2 over time.

MA.9-12. Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool for analyzing such problems.

MA.9-12. Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical phenomena (e.g., the behavior of polynomials) as well as physical phenomena.

MA.9-12. Modeling Standards MA.9-12. Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for

Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (Black Star). TEC.9-12.8.1 All students will use computer applications to gather and organize information and to solve problems. TEC.9-12.8.1.12 A Basic Computer Tools and Skills TEC.9-12.8.1.12 B Application of Productivity Tools TEC.9-12.8.2 All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the

individual, society, and the environment. TEC.9-12.8.2.12 A Nature and Impact of Technology TEC.9-12.8.2.12 B Design Process and Impact Assessment TEC.9-12. Social Aspects TEC.9-12. Information Access and Research TEC.9-12. Problem-Solving and Decision Making WORK.9-12.9.1.12 All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse

ethnic and organizational cultures. WORK.9-12.9.1.12.C Collaboration, Teamwork and Leadership

Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students.

Provide opportunities for advanced calculations and conversions for advanced students.

Draw and label diagrams, such as force diagrams and energy bar charts, to represent some of the data for visual learners.

Provide choice to students for group selections and roles within the groups.

Provide modeling.

Provide real-life or cross-curricular connections to the material.

Provide time for revision of work when students show need.

Provide multiple representations for students to access concepts and mathematics.

Technology

Internet resources

Simulations

Data collection interface equipment and corresponding data analysis software

Video labs

References

Wikis, blogs, and virtual whiteboards

College and Workplace Readiness

By developing the understanding and practice of scientific method and scientific process within students, they will be acquiring necessary

problem solving skills and critical thinking skills. These include synthesis, analysis and application in a collaborative environment that are

found throughout various fields of the workplace. Using computers and data collection interface equipment, students will familiarize

themselves with programs that may be used in the workplace. Students will learn how to analyze data, develop mathematical models

and account for uncertainty in experimentation while utilizing spreadsheet and graphical analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 09: Wave & Particle

Models of Light

Unit Plan


Electromagnetic waves transfer energy through a medium.

Light behaves as an electromagnetic wave or a particle depending on the observer.

Light waves reflect, refract, diffract, and interfere.


What are the characteristics of light?

How are electromagnetic waves different from mechanical waves?

How is the dual (wave-particle) nature of light described?

What happens as light reflects off various surfaces?

What happens as light passes through various media?

What happens as light interacts when it passes through small openings?

How does light interfere with itself?

How does light diffract around various barriers?

What models of light have been used in the history of physics and what is the currently accepted model of light?

What occurs as atoms absorb and release photons?

Unit Goals:

1. Describe the characteristics and the dual (wave-particle) nature of light

2. Represent the physical characteristics of electromagnetic waves verbally, physically, graphically and mathematically.

3. Qualitatively and quantitatively describe what happens as waves reflect, refract, diffract, and interfere

4. Qualitatively and quantitatively describe interference patterns for single, double and diffraction gratings.

5. Explain how energy is transferred as light is absorbed and emitted by atoms.

Recommended Duration: 3 weeks

Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments

What causes light and

how is it

characterized?

Recognize that light is caused by

accelerating charged particles.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long slinkies, ropes (about 3-5 meters worth), wave tables/ripple tanks (or teacher demonstration projector wave table) with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.

Teacher and student editions of text approved by the district, including a math book for calculus or algebraic reference and example problems for conversions

Online wave simulations, streaming video, to watch frame by frame or regular speed

Teacher modeling and multimedia presentation

on how light created by accelerating charged

particles causes all types of light: visible, infrared,

microwaves, radio waves, ultraviolet, x-rays,

gamma radiation

Students collaborate in small groups to discuss

the history, discovery and applications of types of

light.

Quizzes on the characteristics of light.

Formative assessment tasks: problem-solving and board

work, evaluate the solution, homework

Weekly (or daily) journal writing (reflection of lessons and

learning)

What is the law of reflection?

Relate angle of incidence and angles of reflection for Law of Reflection.

Describe reflection, refraction, diffraction, and interference.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes (about 3-5 meters worth), wave tables/ripple tanks (or teacher demonstration projector wave table) with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Teacher modeling and multimedia presentation on the law of reflection

Demo: Observe beam of light interacting with different materials (reflective surfaces- smooth and textured, translucent and transparent, obstacles and apertures) using optics bench.

Observational Experiment: Observe angles of incidence for different materials. Plot the sine of the angles and add trend line. Find the pattern where the angle of incidence is equal to the angle of reflection.

Apply the law of reflection and show how images appear in various types of mirrors.


Class presentation

Lab write-up on reflection

Quizzes on reflection

Formative assessment tasks: problem solving, board work, evaluate the solution, homework

Weekly (or daily) journal writing (reflection of lessons and learning)

What is the law of refraction?

Relate angle of incidence and angles of reflection for Law of Refraction and Snell's Law

Apply reflection and refraction to a variety of situations.

Relate the speed of light to the speed of light in a specific medium through the index of refraction.

Describe how the wavelength changes as the light changes media

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes, wave tables/ripple tanks, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Teacher modeling and multimedia presentation on the index of refraction and the law of refraction

Relate speed of light in vacuum ratio to speed of light in material to index of refraction.

Observational Experiments: Observe beams of light interacting with different materials (reflective surfaces- smooth and textured, translucent and transparent, obstacles and apertures) using optics bench. Observe angles of incidence and angles of refraction for different materials. Plot the sine of the angles and add trend line. Calculate the slope and determine the index of refraction. Derive mathematical expression for Snell's Law: nisinθi = nrsinθr. Apply Snell's Law to a variety of situations where light travels through a variety of media and dispersion.


Class presentation

Lab write-up on refraction

Quizzes on refraction, the index of refraction and Snell's Law

Formative assessment tasks: problem-solving and board work, evaluate the solution, homework


What is the critical angle?

Relate angle of incidence and the critical angle in Snell's Law.

Apply reflection and refraction to a variety of situations.




Teacher modeling and multimedia presentation on the index of refraction and the critical angle Observational Experiments: Observe beam of light interacting with different materials (reflective surfaces- smooth and textured, translucent and transparent, obstacles and apertures) using optics bench. Observe angles of incidence and the critical angle of refraction for different materials. Derive mathematical expression for Snell's Law: nisinθi = nrsinθr, where θr = 90º.

Apply Snell's Law to total internal reflection for fiber optic cables, prisms and aquariums.


Class presentation

Lab write up on refraction and the critical angle

Quizzes on refraction, the index of refraction, Snell's Law and the critical angle

Formative assessment tasks: Problem-solving and board work, equation Jeopardy, evaluate the solution, homework


What affects the observed color of an object?

Determine what colors make up white light. Recognize how additive colors affect the color of light. Recognize how pigments affect the color of reflected light.



Online wave/light simulations, streaming video, to watch frame by frame or at regular speed

Teacher modeling/multimedia presentation on the observed color and how we perceive color

View a beam of incandescent light from source, prism, colored gels (or stained glass) of red, green and blue. Use ray of light to enter into clear prism. Make observations of colors that exit the prism. Take colored light and put back into prism and observe light that exits second prism. Allow light to pass through colored glass and describe how light is affected as it passes through.

Closure- compare and contrast pigment primary colors and light primary colors Quiz-color mixing and reversibility Practice Homework

What is polarization?

Explain how linearly polarized light is formed and detected. Determine the plane of oscillation for the reflected light called "glare.”

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes (about 3-5 meters worth), wave tables/ripple tanks (or teacher demonstration projector wave table) with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables etc.


Online wave/light simulations, streaming video, to watch frame by frame or regular speed

Multimedia presentation / teacher modeling on polarization

Students will differentiate between linear polarization when x and y components are out of phase and circular polarization when the x and y components are 90º out of phase.

Observational Experiment: Observe light through polarizing filters (one at a time). Rotate one filter and describe the observations. Observe light through 3 polarizing filters (where first and third perpendicular and the middle is 45 degrees). Explain the presence of light. Use filters to determine what light sources or light transmitters are polarized.

Students will collaborate in small groups to apply the variety of polarizers and how light is polarized.

Lab reports/optics bench activities questions Homework

Practice Closure- Which direction of polarization corresponds with "glare"?


What characteristics of light are supported by the wave and particle model?

Describe how light waves interfere with each other to produce bright and dark fringes. Identify the conditions required for interference to occur. Describe how light diffracts around obstacles and produce bright and dark fringes. Explain how Newton's used the particle model of light to explain shadows.

Differentiate between single slit, double slit and diffraction gratings.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes, wave tables/ripple tanks with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Multimedia presentation / teacher modeling on the dual nature of light.

Observational and Testing Experiment: Young's Double Slit experiment- Predict and test the wavelength of laser used, calculate the width of human hair, predict separation of maximums using different wavelength laser. Review experiments and evidence of particle theory of light.

In small collaborative groups, students will derive an expression d sinθ = nλ.

Application Experiment: Determine the spacing between slits on the DVD or CD using a laser. Compare and contrast the picture of photons passing through double slit to pattern observed in Young's Double Slit experiment


Class presentation and lab write up on single slit, double slit and diffraction gratings

Quizzes on refraction, the wave nature of light, single slit, double slit and diffraction gratings



How is interference and diffraction of light represented?

Describe how light waves interfere with each other to produce bright and dark fringes. Identify the conditions required for interference to occur. Describe how light diffracts around obstacles and produce bright and dark fringes. Explain how Newton's used the particle model of light to explain shadows.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes , wave tables/ripple tanks with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Multimedia presentation /teacher modeling on interference and diffraction of light for single slit, double slit, diffraction grating and thin film interference.

Observational Experiments: Young's Double Slit experiment - Predict and test the wavelength of laser used, calculate the width of human hair, predict separation of maximums using different wavelength laser. Students will derive the expression nλ = d(sinθ).

Thin film interference - observe and explain the rings on an oil film on top of water and derive an expression to relate the phase changes to the thickness of the film.

Students will collaborate in small groups to apply the expressions for interference to single slit, double slit, thin film and diffraction gratings.


Class presentation and lab write up on single slit, double slit, diffraction gratings and thin film interference

Quizzes on refraction, the wave nature of light, single slit, double slit, diffraction gratings and thin film interference.



What are the different models of the atom?

Describe the different atomic models from Ancient Greek to Electron Cloud models.

Explain atomic spectra using Bohr’s model of the atom.

Recognize that each element has a unique emission and absorption spectrum.




Observational experiment: PhET simulations: observing models of the Hydrogen atom, students can observe what happens for each model and how each model interacts with photons. Students can observe the absorption, subsequent excitation and emission of electrons in the Bohr Model and after. Class discussion on the evolution of the atomic model and the failures/successes of each modification. Building atomic models: Students work in groups on different models. Each group becomes an “expert” on their model and presents to class (or write a report) Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists, atomic models. Problem solving sessions involving the atoms interaction with photons

Lab write-ups of possible explanations and conducted experiments

Interactive whiteboard presentation of data and subsequent discussion

Data collection and analysis

Quizzes on the model of the atom

Homework (collected, checked, and reviewed in class)

Closure-“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem-solving and board work, represent and reason, write your own physics problem for the model of the atom

What are quanta?

Define and explain “quanta” as packets of energy that can have both wave and particle characteristics.

Relate the wavelength of the quanta to its energy and momentum.

Describe the de Broglie wavelength.

Relate the wavelength of a monochromatic source to a specific wavelength and power.

Interpret and energy level diagram.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes, wave tables/ripple tanks with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists, surround the idea of quanta

Students can observe the absorption, subsequent excitation and emission of electrons from atoms and how the electrons are treated as a wave "orbiting" the nucleus at a specific frequency. Class discussion on quanta, energy levels and how particles are excited to high and lower energy levels and energy level diagrams Problem solving sessions: De Broglie wavelength for a moving particle, reading an energy level diagram, applying energy level diagrams to the photoelectric effect


Presentation of data and subsequent discussion;

Data Collection and analysis

Quizzes on the quanta

Homework (collected, checked, gone over in class)


Problem-solving and board work, represent and reason, write your own physics problem for the quanta

What is the photoelectric effect?

Relate conservation of energy and momentum to the collisions of photons with atoms.

Examine how the absorption, reflection and emission relate to energy conservation.

Sketch and identify the threshold frequency, work function and approximate value of h/e for a electric potential vs. frequency graph.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes (about 3-5 meters worth), wave tables/ripple tanks (or teacher demonstration projector wave table) with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, etc.



Observational experiment: Observe the photoelectric effect and observe light interacting with various atomic models relates to light interacting with metals in a vacuum. Observational experiment: Atomic absorption, subsequent excitation and emission of electrons from collisions with photons

Class discussion on the relationship between photoelectric effect, stopping potential, work function and kinetic energy of an electron

Apply conservation of energy and the slope of the graph to determine the work function, the initial kinetic energy and stopping potential Teacher modeling / lecture on the historical timeline of modern physics and major modern physicists on the photoelectric effect Problem solving sessions involving the photoelectric effect

Formative assessment tasks




Quizzes on the photoelectric effect



Problem-solving and board work, represent and reason, write your own physics problem for the photoelectric effect

What is Compton scattering?

Describe Compton's experiment.

Explain the increase in photon wavelength.

Explain the significance of the Compton wavelength.

Explain X-ray production as a function of the photoelectric effect.




Teacher lecture/modeling on the Compton scatter experiment and how electromagnetic wave theory cannot explain the change in frequency of the X-ray upon scatter, however the photon model can. Class discussion on the significance of the Compton experiment.

Formative assessment tasks:


White board presentation of data and subsequent discussion


Quizzes on the Compton scattering



Problem-solving and board work, represent and reason, write your own physics problem for the Compton scattering

What is the de Broglie

wavelength?

Recognize the dual nature for all

particles - that an object can

either be a wave or a particle.

Relate the de Broglie

wavelength to the momentum

of a particle.

Explain the evidence of the

wave nature of electrons.

Variety of lab equipment that may be used

throughout the year. Including but not

limited to meter sticks, timers, extra-long

Slinkies, ropes ,wave tables/ripple tanks

with accessories for reflection, refraction,

diffraction, interference, lasers, glass plates,

oil, single slit openings, double slit openings,

diffraction gratings, polarized lenses,

prisms-triangular and rectangular, wave

tables, etc.

Teacher and student editions of text approved by the district, including a math book for calculus or algebraic reference and example problems for conversions.

Online wave/light simulations, streaming

video, to watch frame by frame or regular

speed

Teacher modeling / lecture on the historical

timeline of modern physics and major modern

physicists, surround the idea of quanta

Observational experiment :

Using PhET simulations: Viewing models of the

Hydrogen atom, students can observe what

happens for each model, specifically the de

Broglie model and how each model interacts with

photons.

Students can observe the absorption, subsequent

excitation and emission of electrons from atoms

and how the electrons are treated as a wave

"orbiting" the nucleus at a specific frequency.

Class discussion on quanta, energy levels and

how particles are excited to high and lower

energy levels and energy level diagrams. The

momentum of the de Broglie wavelength is λ =

h/p

Problem solving sessions, de Broglie wavelength

for a moving particle, reading an energy level

diagram. Applying energy level diagrams to the

photoelectric effect


Lab write-ups of possible explanations and conducted

experiments

Interactive whiteboard presentation of data and

subsequent discussion


Quizzes on the de Broglie wavelength


Closure-“What have I learned today and why do I believe

it?”; “How does this relate to...?”

Problem-solving and board work, represent and reason,

write your own physics problem for the de Broglie

wavelength

What conditions are necessary for an atom’s spectra to be observed?

Relate spectral lines to each element.

Explain blackbody radiation.

Differentiate between absorption lines and emission lines.

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes , wave tables/ripple tanks with accessories for reflection, refraction, diffraction, interference, lasers, glass plates, oil, single slit openings, double slit openings, diffraction gratings, polarized lenses, prisms-triangular and rectangular, wave tables, gas tubes, etc.



Teacher modeling / lecture on atomic absorption and emission

Application experiment: Students observe spectra lines for different (unknown) elements and compare to spectra lines of known elements. Students identify the different unknowns.

Students use absorption lines to categorize stars using their spectra.





Quizzes on the absorption and emission spectra



Problem-solving and board work, represent and reason, write your own physics problem for the absorption and emission spectra

Differentiation

Facilitate group discussions to assess understanding among varying ability levels of students. Provide more opportunities for advanced calculations and conversions for advanced students. Draw and label diagrams, such as graphs, reflection, refraction and interference diagrams to represent some of the data for visual learners. Provide choice to students for group selections and roles in the group. Provide modeling, where possible. Provide real-life or cross-curricular connections to the material. Provide time for revision of work when students show need. Provide multiple representations for students to access concepts and mathematics.

Technology

Internet resources: for simulations, video labs and references PASCO and Vernier probes, computer interfaces and corresponding data analysis software Wikis, blogs, and virtual whiteboards


By developing the scientific method within students, they will be acquiring the necessary problem solving and critical thinking skills, such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace. Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.

Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet software and graphical analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 10: Light Optics

Unit Plan


A mirror and lens are optical devices that can reflect and refract light to form images that differ in size and orientation when compared with the original

object.


What are different types of optical devices and how do they produce an image?

What is the difference between real and virtual images?

How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically?

How does the eye function and what problems can arise in its functioning?

Unit Goals:

1. Differentiate between various optical devices-concave mirrors, convex mirrors, concave lenses and convex lenses.

2. For an optical system describe verbally, mathematically, visually and physically the location of the image, object and properties of the optical device.

3. Differentiate between real and virtual images formed by an optical device.

4. Describe how object can be magnified through an optical device.

5. Describe how the human eye functions and how it can be altered to cause sight problems.


Guiding/Topical


What is a ray diagram and how is it used to analyze light interactions with optical devices?

Identify the parts of a ray diagram including the principal axis.

Identify the various types of mirrors: plane, concave (diverging) and convex (converging).

Identify the various types of lenses: concave (converging) and convex (diverging).

Variety of lab equipment that may be used throughout the year. Including but not limited to meter sticks, timers, extra-long Slinkies, ropes, wave tables/ripple tanks with accessories for reflection, refraction, concave mirrors, convex mirrors, concave lenses, convex lenses, plane mirrors, optic tables, lasers, adjustable apertures

Online optical simulations and streaming video

Multimedia presentation/teacher modeling on various types of mirrors and lenses, along with the terminology for ray diagrams and how light travels relative to the principal axis and reflect off each mirror


Class presentation on mirrors and lenses

Quizzes on ray diagrams, mirrors and lenses


What are the various types of mirrors and how are they used to reflect light?

Identify and apply the various types of mirrors: plane, concave (converging) and convex (diverging).

Identify the parts of a ray diagram including the principal axis.

Apply the law of reflection to mirrors.



Multimedia presentation/teacher modeling on various types of mirrors: plane, concave (diverging) and convex (converging) and how light travels relative to the principal axis and reflect off each mirror

Observational Experiment: Utilizing each mirror examine how rays parallel to the principal axis of the mirror reflect for a plane, concave (converging) and convex (diverging) mirror. Utilizing each mirror examine how rays travel from the object and reflect at the vertex of the mirror for a plane, concave (converging) and convex (diverging) mirror.

Utilizing each mirror examine how rays travel from the object through (or as if they were going to go through the focal length and then reflect off the mirror parallel to the principal axis concave (diverging) and convex (converging) mirror. In small groups students will collaborate with these types of mirrors to conduct these observational experiments and discuss how the law of reflection played a role.


Class presentation and lab write-up on ray diagrams for concave (converging) and convex (diverging) mirror.

Quizzes on ray diagrams for concave (diverging) and convex (converging) mirror


What are the various types of lenses and how are they used to refract light?

Identify and apply the various types of lenses: concave (diverging) and convex (converging).

Apply Snell's Law to lenses. Recognize that transparent materials can come in different shapes and that the shape will affect the transmission of light the image produced.



Multimedia presentation/teacher modeling on various types of lenses: concave (diverging) and convex (converging) lenses and how light travels relative to the principal axis and reflect off each lens

Observational experiment: Utilizing each lens, examine how rays parallel to the principal axis of the lenses reflect for a concave (diverging) and convex (converging) lenses.

Utilizing each lens, examine how rays travel from the object and reflect at the vertex of the lens for a concave (diverging) and convex (converging) lenses.

Utilizing each lens ,examine how rays travel from the object through (or as if they were going to go through the focal length and then reflect off the lens parallel to the principal axis concave (diverging) and convex (converging) lenses.

In small groups, students will collaborate with these types of lens to conduct these observational experiments and discuss how the law of refraction played a role.


Class presentation and lab write-up on ray diagrams for concave (diverging) and convex (converging) lenses

Quizzes on ray diagrams for concave (diverging) and convex (converging) mirror


What is an image and how does it differ from an object/source of light?

Differentiate between images and object. Determine the conditions necessary for an image to be formed. Describe and predict an image based on its comparison to the object based on size, orientation, location and type, real or virtual. Use the thin lens equation to predict location and magnification. Recognize the difference between real and virtual images depend on whether the light ray or the extension of the ray is used by the eye to produce an image.



Teacher modeling and multimedia presentation on how real and virtual images form and are identified

Draw ray diagrams for different optical devices such as lenses, mirrors. Testing Experiment: Predict the location of a real image. Students are provided with a mirror or a lens that can produce a real image, knowing the focal length and the object's distance students can predict and project a real image produced by the optical device. They can represent the device with mathematics, a ray diagram and project the image in space so they understand where it forms.

In small groups students will collaborate with these types of mirrors to analyze the images formed via the mirror and magnification expressions to determine the type of image: real or virtual.


Class presentation and lab write-up on mirrors and lenses and the real and virtual images produced

Quizzes on mirrors and lenses


How do the object distance, image distance and focal length of an optical device compare?

Define a mirror and how it directs light by reflection. Apply the law of reflection to mirrors. Describe the nature of images formed by flat mirrors. Compare and contrast the images formed by flat mirrors and those formed from a plane of transparent glass. Recognize that reflective surfaces can come in different shapes and that the shape will affect the image produced. Draw ray diagrams to predict the size, orientation, location and type of image.



Observe an object and image in a plane mirror. Describe image and compare to object. Use two plane mirrors at angles with each other and count number of images produced. Derive mathematical expression for predicting the number of images formed by mirrors at angles. Observe images produced by spherical mirrors. Use parallel rays from distant source to determine characteristics of different shapes of mirrors. Locate center of curvature, object and image and focal points based on thin lens equation. Draw ray diagrams to predict image location, size, orientation and type.

Interactive whiteboard Class presentation and lab write-up on mirrors and lenses

What is a focal point and how can it be found physically and mathematically?

Identify which direction light will bend when it passes from one medium to another or which direction light will reflect from a surface. Define and locate the focal point using ray diagrams and the thin lens equation.


Online optical simulations and streaming video.

Teacher modeling and multimedia presentation on the lens maker equation

Look through different optical devices, describe observations

Application Experiment: Determine the focal length of a lens in two different independent ways. In small groups students will collaborate by to determine the focal length of a lens.

Closure and reflection Quiz on the thin lens equation Homework and practice Project- Build an optical device (such as kaleidoscope, telescope, microscope, etc.)

How can images be found and described when light interacts with mirrors?

Draw ray diagrams to predict the size, orientation, location and type of image. Predict the image location and height for an object using the mirror equation.




Teacher modeling and multimedia presentation on how to analyze the image location for mirrors, flat, concave (converging) and convex (diverging) mirrors. In small groups, students will collaborate by drawing ray diagrams for different optical devices such as mirrors. Utilizing geometry, students will derive then apply the expression 1/do + 1/di = 1/f to relate the object distance, image distance and focal length. Students can also relate how magnification M=hi/ho = -di/do relates the image and object's height to the image and object's distance.

Students will draw ray diagrams for object located in front convex and concave mirrors, specifically when the object is located between focal length and lens, at the focal length, in between the focal length and center of curvature and beyond the center of curvature. Observational Experiments: Observe object and image in a plane mirror. Describe the image and compare to object. Use two plane mirrors at angles with each other and count number of images produced. Derive mathematical expression for predicting the number of images formed by mirrors at angles. Observe images produced by spherical mirrors. Use parallel rays from distant source to determine characteristics of different shapes of mirrors. Predict the location of a real image. Students are provided with a concave mirror that can produce a real image, knowing the focal length and the object's distance students can predict and project a real image produced by the optical device. They can represent the device with mathematics, a ray diagram and project the image in space so they understand where it forms.

In small groups, students will collaborate with these types of mirrors to analyze the images formed via the mirror and magnification expressions to determine the type of image: real or virtual.

White board

Class presentation and lab write-up on mirrors and lenses

Quizzes on mirrors and lenses

Formative assessment tasks: Problem-solving and board work, evaluate the solution, homework

How can images be found and described when light interacts with lens?

Draw ray diagrams to predict the size, orientation, location and type of image. Predict the image location and height for an object using the lens equation.


Compare and contrast the differences between the mirror and lens equation.



Teacher modeling and multimedia presentation on how to analyze the image location for lenses concave (diverging) and convex (converging) lenses. In small groups students will collaborate by drawing ray diagrams for different optical devices such as lenses. Utilizing geometry, students will derive then apply the expression 1/do + 1/di = 1/f to relate the object distance, image distance and focal length. Students can also relate the magnification to the image and object's height and to the image and object's distance, M = hi/ho = -di/do. Students will compare and contrast the 1/do + 1/di = 1/f for mirrors and lenses.

Students will draw ray diagrams for an object located in front convex and concave lenses, specifically when the object is located :between focal length and lens; at the focal length; in between the focal length; and center of curvature and beyond the center of curvature.

Observational Experiments: Observe images produced by spherical lenses. Use parallel rays from distant source to determine characteristics of different shapes of lenses. Predict the location of a real image. When provided with convex lenses that can produce a real image, and knowing the focal length and the object's distance, students can predict and project a real image produced by the optical device. They can represent the device with mathematics, a ray diagram and project the image in space so they understand where it forms.

In small groups, students will utilize a variety of lenses to analyze the images formed via the lens and magnification expressions to determine the type of image: real or virtual.

Testing Experiment: Students are given a convex lens, and asked to design an experiment to determine the focal length.

Closure- “How tall does a full length mirror have to be?” Quiz on describing an image Homework and practice

What role does the aperture play in forming images?

Determine the aperture of an optical device.

Describe the role an aperture plays in forming an image.



Teacher modeling and multimedia presentation on the role of the aperture. The aperture is determined by taking the focal length/the diameter

Observational Experiment: Use a large demonstration spherical mirror and parabolic mirror to show the difference and distortions.


Class presentation and lab write-up on apertures

How can we apply ray optics to human vision?

Compare the human eye to a lens.

Differentiate between rods and cones.

Differentiate between myopia, hyperopia, presbyopia and astigmatism.



Teacher modeling and multimedia presentation on a human vision system with a variable focal lens

Discuss vision problems that commonly occur: nearsightedness, farsightedness, "old eyes," and astigmatism.

Application experiments: Have students determine the type of lens that would be needed to fix myopia and hyperopia.


Class presentation and lab write-up on the human eye


Differentiation


Provide more opportunities for advanced calculations and conversions for advanced students.

Draw and label ray diagrams, for concave mirrors, convex mirrors, concave lenses and convex lenses.

Provide choice to students for group selections and roles in the group.

Provide modeling, where possible.




Technology

Internet resources: for simulations, video labs and references

PASCO and Vernier probes, computer interfaces and corresponding data analysis software



By developing the scientific method within students, they will be acquiring the necessary problem solving skills and critical thinking skills, such as synthesis, analysis and

application in a collaborative environment that are found throughout all fields of the workplace.

Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.

Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet software and graphical

analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 11: Special Relativity

Unit Plan


At velocities approaching the speed of light, the physical variables of Newtonian Mechanics—time, length, velocity, mass and energy—must be modified to

account for Special Relativity.


Why are the effects of special relativity usually unnoticed in our everyday lives?

Under what physical conditions do the effects of Special Relativity become important?

What commonly observed phenomena are, in fact, evidence of the effects of Special Relativity?

Unit Goals:

1. To describe the observations and experiments that led to special relativity (i.e. Michelson interferometer, Fitzgerald contraction)

2. To understand that the speed of light in a vacuum is the same for all observers.

3. To understand that the laws of physics, as we know them, are the same for observers in all inertial frames of reference.

4. Differentiate between inertial and non-inertial frames of reference.

5. Apply relativistic transformations, for time dilation, length contraction, relativistic velocity, mass expansion and relativistic energy


Guiding/Topical


What contradictions

in the physical laws

of the universe led

to the development

of the special theory

of relativity?

Discuss the historical

evidence that ultimately lead

to the development of the

Special Theory of Relativity.

Differentiate between

inertial and non-inertial

reference frames.

Show how Galilean

transformations lead to

relativistic transformations.

Online motion simulations

Streaming video

Teacher and student

editions of text approved by

the district.

A math book for calculus or

algebraic reference and

example problems for

conversions.

Teacher modeling /multimedia presentation

on: introduction and derivation of

relativistic length, time, velocity, mass &

energy from

fundamental classical mechanics.

Apply Galilean transformations for inertial

and non-inertial reference frames.

Apply Relativistic transformation to

determine time dilation, length contraction,

mass expansion, relativistic velocity and

relativistic energy.

Students will discuss time dilation with

respect to the concept of simultaneity, the

twin paradox, half-lives of energy,

secondary cosmic rays, the GPS system and

high speed computing. They will also be

able to determine mathematically the

relative time for a moving observer T=To√(1-

v2/c2).

In small groups students will discuss length

contraction in relation to linear accelerators

and the existence of magnetism. They will

be able to calculate the changes in length

via L=Lo√(1-v2/c2). Relativistic mass,

m=mo/[√(1-v2/c2)] will be explored in terms

of high energy accelerators such as

cyclotrons, spaceflight of humans around

the universe and the measurement of

speeds near the speed of light.

Class participation – using Socratic

dialogue methods, investigate student

understanding of: the foundations of the

special relativity theory.

What observable

phenomenon is

responsible for the

special theory of

relativity?

Examine the Michelson

interferometer and describe its role

in relativity.

State the postulates upon which the

special theory of relativity is based.


Streaming video

Teacher and student editions of

text approved by the district,

including a math book for calculus

or algebraic reference and example

problems for conversions

Teacher modeling /multimedia presentation on the

Michelson interferometer and how it leads to the idea

that the speed of light is independent from the

motions of the source as well as the observer and

examine the Fitzgerald contraction

Discuss how these led to the postulates on the special

theory of relativity.

Class participation in discussion investigating

student understanding of the foundations of the

special relativity theory, the nature of special

relativity and its implications for the concept of

simultaneity, and problem-solving techniques for

relativistic velocity transformations

What observable phenomenon alters our perceptions of length, time and mass?

Determine when the effects of special relativity need to be taken into account.


Streaming video Teacher and student editions of text approved by the district

Teacher modeling /multimedia presentation on real world examples of the implications of special relativity

Quizzes and tests – evaluate the student’s ability to solve problems involving: relativistic time, length and velocity; relativistic mass and energy.

Class participation in discussion investigating student understanding of the foundations of the special relativity theory, the nature of special relativity and its implications for the concept of simultaneity

How can we determine

the actual length, mass

and time in a relativistic

time frame?

Calculate the effects of special

relativity on the measurement of:

length, time, mass, velocity, &

energy.


Streaming video

Teacher and student editions of

text approved by the district,

including a math book for calculus

or algebraic reference and example

problems for conversions

Teacher modeling /multimedia presentation on special

relativity

Apply relativistic transformation: x = K(Vt' + x'), x' = K(x

- Vt) and K = 1/√(1-v2/c

2) to determine time dilation,

length contraction, mass expansion, relativistic velocity

and relativistic energy.

Students will discuss time dilation with respect to the

concept of simultaneity, the twin paradox, half-lives of

energy, secondary cosmic rays, the GPS system and

high speed computing. They will also be able to

determine mathematically the relative time for a

moving observer T=To√(1-v2/c

2).

In small groups, students will discuss length

contraction in relation to linear accelerators and the

existence of magnetism. They will be able to calculate

the changes in length via L=Lo√(1-v2/c

2). Relativistic

mass, m=mo/[√(1-v2/c

2)] will be explored in terms of

high energy accelerators such as cyclotrons, spaceflight

of humans around the universe and the measurement

of speeds near the speed of light.

Problem-solving techniques for relativistic velocity

transformations

Quizzes and tests on problem-solving techniques

for relativistic velocity transformations

What are the

complications of

single events in

two frames of

reference?

Explain the relativistic

implications of the “Twin

Paradox.”


Streaming video

Teacher and student

editions of text approved

by the district, including a

math book for calculus or



conversions

Teacher modeling /multimedia

presentation on the nature of special

relativity and its implications for the

concept of simultaneity.

Quiz and test on the nature of

special relativity and its implications

for the concept of simultaneity

Problem-solving techniques for

relativistic velocity transformations

What things remain constant when systems are moving at relativistic speeds?

Explain the nature of simultaneity as it occurs with respect to special relativity.


Streaming video Teacher and student editions of text approved by the district, including a math book for calculus or algebraic reference and example problems for conversions

Teacher modeling /multimedia presentation on the nature of special relativity and its implications for the concept of simultaneity.

Students will examine the relativistic velocity for objects traveling near the speed of light v=(V+v')/(1+Vv'/c2).

Quiz and test on the nature of Special relativity and its implications for the concept of simultaneity

Problem-solving techniques for relativistic velocity transformations

Differentiation



Draw and label diagrams.






Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem solving skills and critical thinking skills, such as

synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace.

Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.

Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet

software and graphical analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 12: Nuclear Physics

Unit Plan


Small amounts of matter can be converted to energy during nuclear interactions.


What is the difference between fission and fusion?

What is the radioactive decay?

What is the role of mass energy equivalence for nuclear interactions?

Unit Goals:

Differentiate between fission and fusion.

Describe the various types of radioactive decay.

Determine the amount of mass that is converted to energy in nuclear interactions.

Recommended Duration: 2 week

Guiding/Topical

Questions Content/Themes/Skills

Resources and

Materials Suggested Strategies Suggested Assessments

What is the atomic number, mass number, nucleon and isotopes?

Describe what happens when an atom decays.

Predict the result of an atom’s decay.

Find an isotope’s half-life.

Online nuclear simulations

Streaming video

Teacher and student editions of text approved by the district, and possibly a math book for calculus or algebraic reference and example problems for conversions

Teacher lecture/modeling on carbon dating and how to determine properties of various isotopes on the periodic table.

Class discussion on isotope- what are they, how do they differ from ions. Discuss the physiological effects of ionizing radiation.


What is the

"standard

model"?

Describe the "standard

model."

Describe the makeup of

subatomic particles.

Describe the nuclear

mass defect.

Online

nuclear simulations

Streaming video

Teacher and student

editions of text

approved by the

district, and possibly

a math book for

calculus or algebraic

reference and

example problems

for conversions

Teacher modeling / multimedia presentation on the standard

model: Describe the elementary particles quarks, fermions,

boson, baryons, leptons, mesons and gluons. The nuclear mass

defect is a nuclear stability as a compromise between the

electrostatic repulsive force and the nuclear attractive force.

Students will calculate the total mass of the sum of the

separate particles that make up an atom and the mass from a

table of isotopes. The mass defect is the difference between

those two quantities. Students will determine the energy using

E=mc2and calculate the binding energy per nucleon by dividing

the energy equivalence of the mass defect by the number of

nucleons present within the atom.

Read Einstein's paper on special relativity.

Class discussion on mass - energy equivalence and how

Einstein came about this relationship

Teacher modeling on mass - energy equivalence and how

Einstein came about this relationship qualitatively,

quantitatively and mathematically

Homework (collected,

checked, gone over in

class)

What is radioactive decay?

Differentiate between alpha, beta and gamma decay.

Describe what happens when an atom decays.

Predict the result of an atom’s decay.

Find an isotope’s half-life.


Streaming video


Teacher modeling on expressing the various forms of decay and half-life qualitatively, quantitatively and mathematically.

Class discussion on alpha, beta and gamma decay and how they differ from each other. Alpha decay is the emission of a Helium nucleus plus energy and is caused by the wave-particle nature of matter.

Observation labs: PhET simulations where student examine what occurs during alpha, beta and gamma decay.

Formative assessment tasks: lab write-ups of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data collection and analysis

Quizzes on the radioactive decay



Problem-solving and board work, represent and reason, jeopardy questions, write your own physics problem for radioactive decay

What is the

difference between

fission and fusion?

Differentiate between fusion and fission.

Explain fusion and the requirements for fusion to occur.

Identify pros and cons for nuclear reactors.


Streaming video


Teacher modeling on expressing nuclear interactions fusion and fission qualitatively, quantitatively and mathematically.

Observation labs: PhET simulations where student examine what occurs during nuclear fission. Class discussion on nuclear fission and fusion and how they differ from each other. Examine how chain reactions for critical mass are needed to maintain the critical mass. In sub-critical mass, the number of atoms decreases and super-critical mass is where the number of atoms increases. The ideal shape for chain reactions is spherical. Other factors that are important for the critical mass are the concentration and nature of fissionable nature of isotopes and the neutron emission per fission.

Examine the Chernobyl disaster and the nuclear weapons and the fallout from their usage.

Students will discuss nuclear fusion which is the combination of two lighter atoms to form a single larger atom. Magnetic confinement is required to maintain plasma, the fully ionized deuterium and/or tritium nuclei. Magnetic fields are used to confine the plasma to a limited volume. The advantages are that there is an unlimited supply of fuel but it is difficult to maintain the Lawson criteria and initiating fusion reactions. The Lawson criteria are dependent on confinement time, ion density, temperature deuterium-tritium fusion, and tritium-tritium fusion.

Lab write-ups of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data Collection and analysis

Quizzes on fusion and fission



Problem-solving and board work, represent and reason, Jeopardy questions, write your own physics problem for fusion and fission

What is the

mass-energy

relationship?

Describe the

relationship between

mass and energy.

Online

nuclear simulations

Streaming video

Teacher and

student editions of

text approved by

the district, and

possibly a math

book for calculus or

algebraic reference

and example

problems for

conversions

Read Einstein's paper on special relativity

Class discussion mass - energy equivalence and how

Einstein came about this relationship

Teacher modeling on mass - energy equivalence and how

Einstein came about this relationship qualitatively,

quantitatively and mathematically


Quizzes on mass energy equivalence



Problem-solving and board work, represent and reason, jeopardy questions, write your own physics problem for mass energy equivalence

Differentiation



Draw and label diagrams, such as energy level diagrams and graphs to represent some of the data for visual learners.





Provide multiple representations for students to access concepts and mathematics

Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem solving skills and critical thinking skills,

such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace. Using the

computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.

Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing

spreadsheet software and graphical analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 13: DC Circuits

Unit Plan


Electrical circuits and their components provide a mechanism of transferring electrical energy.

The amount of electrical current that enters a junction is the same that exits the junction.

The change in electrical potential for a closed loop is zero.

Resistance impedes the flow of electrical charge.


What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?

How does an electric field differentiate with an electric potential field?

How do the physical properties of a wire affect the resistivity?

How does electric potential cause the movement of electrons in an electric circuit?

How does the arrangement of basic circuit components in series and parallel affect the function of those components?

How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?

How do basic circuit components produce heat, light and sound from electrical energy?

How is an excess of charge stored and used within a circuit?



Unit Goals:

1. Explain the function and operation of an electrochemical cell.

2. Use ammeters, voltmeters and galvanometers correctly on an electrical circuit.

3. Draw schematic diagrams for circuits

4. Determine the resistance of a resistor and wires.

5. Apply Ohm's Law to a variety of circuits.

6. Find the equivalent resistance for resistors in parallel and series.

7. Apply Kirchhoff’s rules to a complete circuit.

8. Apply the junction rule to examine splits in current.

9. Determine the voltage across, current through and power dissipated by resistors in complex circuits.


Guiding/Topical


Resources and


What is the difference between voltage and change in voltage (potential difference)?

Differentiate between voltage and potential difference.

Understand that the voltage on a battery is the potential difference between both the positive and negative side of the battery.

Name sources of potential differences.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, glassware, batteries (or source), wires with clips, resistors (of different resistance), multimeters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires, neon light, capacitors, etc.

PASCO equipment

Scientific calculators

Online motion simulations Streaming video Teacher and student editions of text approved by the district, including a math book for calculus or algebraic reference and example problems for conversions

Teacher modeling/multimedia presentation on a battery and its components Observational experiment: Observe light bulbs in various series and parallels. The experiments are designed to have students construct the ideas behind how current and electrical potential change with the configuration of the circuit elements. Class discussion on the difference between the potential difference at two specific points in space and the voltage which are the units for potential difference. Discuss why it has become everyday language to refer to this as "voltage" Problem-solving sessions involving the circuit-water analogy

Formative assessment tasks: homework, problem-solving and board work, represent and reason

Lab write-ups of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data collection and analysis

Quizzes on voltage and potential difference


Write your own physics problem for voltage and potential difference

What is electrical current?

Describe the basic properties of electric current.

Differentiate between direct current and alternating current.

Solve problems relating current, charge, and time.

Understand that the ampere is an SI base unit.


PASCO equipment



Through a series of observational labs, students develop the idea of current. Charge one electroscope with a foam tube and fur, then take a metal wire and touch another electroscope. Have students observe what happens and draw specific conclusions. Charge one electroscope with a foam tube and fur, and then touch it with a neon light, have students observe the flash of light, have students observe what happens and draw specific conclusions about the experiment.

Using a Wimshurst generator and a neon light bulb, place the bulb in between the arms of the generator and spin the generator, observe what happens, have students observe what happens and draw specific conclusions about the experiment.

Students must develop a water analogy to a circuit. This analogy will help students associate the flow of water with the current. Class discussion on the aforementioned experiments and how the idea of current was developed Teacher modeling/multimedia presentation on current the concept of current, the rate of change of charge over a time interval, its unit the ampere, the history of AC and DC current (Thomas Edison vs. Westinghouse) I = ΔQ/Δt Problem-solving sessions on current and the water-analogy for current, Ohm's law and simple circuits


Quizzes on voltage and potential difference and current



Problem-solving and board work, represent and reason, write your own physics problem for voltage, potential difference and current

What are the factors that affect resistance?

Recognize and understand what factors affect resistance: wire's length; cross sectional area; resistivity of a material.

Identify the type of relationship between each of these factors and the wire's resistance.

Identify that the SI unit for resistance is an Ohm.


PASCO equipment



Teacher modeling/multimedia presentation on resistance, resistivity, Ohmic vs. Non-Ohmic resistors and the SI base unit Ohm Resistivity experiment: measure and compare the resistance of various lengths and cross sections of nichrome wire and various semiconductors. Observe wires of different materials and length, light up light bulbs, and observe how the physical properties affect the resistivity.

Class discussion on the results of the resistivity experiments

Students must develop a water analogy to a circuit. This analogy will help students associate the size of the pipes with the resistivity and recall fluid dynamics to relate to electrical current/resistance.

Small group, problem-solving sessions, resistances of various types of electrical components


Formative assessment tasks for voltage, potential difference, current, resistance.

Homework, problem-solving and board work, represent and reason, ranking task problems

Quizzes on voltage and potential difference

When is a circuit complete?

Recognize that circuit element for a direct current circuit must complete an entire conducting loop. Identify circuits as open or closed.


PASCO equipment



Teacher modeling/multimedia presentation on closed vs. open loop For the battery, light bulb, wire experiment, show/diagram the complete conducting loop and show how a light bulb (traditional) is constructed. Individual work, think, pair share opportunities Observational experiments: Give students a battery, wire and light bulb and have students light up the light bulb. Place a 9V battery on steel wool. Students should observe the steel wool burn.


Quizzes on voltage, potential difference, current, resistance and a closed loop



Problem-solving and board work, represent and reason, write your own physics problem for voltage, potential difference, current, resistance

How can you represent a circuit and its elements?

Recognize the symbols for a battery, resistor and wire and draw a complete closed circuit with the appropriate symbols.

Interpret and construct circuit diagrams.


PASCO equipment



Drawing of circuits both pictorially and schematically Class discussion on what each symbol means Multimedia presentation/teacher modeling on circuit symbols Problem-solving sessions involving circuit diagrams

Quizzes on physical representations of a circuit


Problem-solving and board work, represent and reason, write your own physics problem for circuits

What is conventional current and how does it differ from electron flow?

Interpret the actual direction of charged particles in a circuit. Understand the reason for convention.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multimeters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires, nichrome wire, aluminum wire, copper wire, neon light, capacitors, ammeter, voltmeter, etc.

PASCO equipment



Multimedia presentation/teacher modeling on the historical importance of current as positive charge movement (instead of negative electron flow) Class discussion - Student determine the direction of the charged particles in a closed circuit knowing the signs of the battery terminals. Observational lab: Students can use a PhET simulation to either observe the direction of the electrons or predict which way they should move.

Problem-solving and board work, represent and reason


Quizzes on physical representations of a circuit


What is Ohm’s Law?

Relate current and resistance.

Relate voltage and resistance.

Calculate resistance, current, and potential difference using the definition of resistance.

Distinguish between Ohmic and non-Ohmic materials.


PASCO equipment



Teacher modeling/multimedia presentation on Ohm's Law, the difference between Ohmic and non-Ohmic resistors

Discovering Ohm’s Law: Students plot data and find relationships between current, resistance and voltage.

Testing experiment: Students make predictions using Ohm’s Law and set up circuit (applet or actual). Students measure the current through wire for different voltages and resistance and make conclusions based on results.

Application experiment: Students will be provided with a variety of resistors and they must determine which ones do not follow Ohm's law and why. Students can examine simple electrical devices used in real life and examine how each circuit functions. Utilize multiple methods to determine physical variable across electrical elements using a voltmeter-ammeter, Wheatstone bridge, multimeter and color-code.

Class discussion on the relationship between voltage and resistance, and current and resistance, the difference between an Ohmic and non-Ohmic resistors Problem-solving sessions Ohm's law and circuit diagrams Graphing relationship between current and resistance, current and voltage

Lab write-ups of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data collection and analysis Formative assessment tasks for voltage, potential difference, current, resistance Homework, problem-solving and board work, represent and reason, ranking task problems

What is the junction rule?

Apply Ohm’s law to determine the potential difference and current through resistors in series and parallel. Determine how the configuration of circuit elements affects the current through each junction.


PASCO equipment



Teacher modeling/multimedia presentation on resistors in series and parallel. Observational experiment: Using online simulations for resistors in parallel and series, students will manipulate the configuration of elements and the resistance to examine how the current splits and combines at a junction. For series circuit there is one current through all elements, for parallel circuit elements the ΣIin = ΣIout of every junction. Application experiment: Class discussion on how the water analogy applies to electrical components in series and parallel, students must also discuss how the current and voltage are affected with configurations in parallel and series.

Determine the current and potential difference of electrical elements for a complex circuit in series and parallel. Graphing relationship between current and resistance, current and voltage for a series circuit.


Quizzes on voltage, potential difference, current, resistance in series and parallel


What is the difference between components in parallel and components in series?

Differentiate between net resistance for resistors in parallel and series.

Differentiate between resulting current for resistors in parallel and series.

Calculate the equivalent resistance for a circuit of resistors in series, and find the current in and potential difference across each resistor in the circuit.

Calculate the equivalent resistance for a circuit of resistors in parallel, and find the current in and potential difference across each resistor in the circuit.

Apply Ohm’s law to determine the potential difference and current through resistors in series and parallel.


PASCO equipment



Teacher modeling/multimedia presentation on resistors and capacitors in series and parallel Students will examine the potential difference for elements in parallel is the same for each element, while it is additive for the entire circuit branch for those in series. Observational experiments: Students will line up two light bulbs in series and measure the current and voltage across each electrical element in the configuration, and a light bulb and repeat up to 5 light bulbs. Students will then repeat for circuits in parallel. Students will mine the data and look for patterns for series and parallel. The potential difference for those elements in series are the summation of the potential difference of that circuit branch/or circuit. The potential difference for those elements in parallel is the same throughout each branch. Application experiment: Students can examine simple electrical devices used in real life and examine how each circuit functions. Utilize multiple methods to determine physical variable across electrical elements using a voltmeter-ammeter, Wheatstone bridge, multimeter and color-code. Small group collaboration for problem-solving sessions circuits in parallel and series: Students can apply the Ohm's law to derive the equivalent resistance for those resistors in series and parallel.

Formative assessment tasks: homework, problem-solving, board work, represent and reason, write your own physics problem for voltage, potential difference, current, resistance, in series and parallel

Lab write-ups of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis

Quizzes on voltage, potential difference, current, resistance in series and parallel

What are Kirchhoff’s rules and how do they apply?

Understand that the change voltage for a closed loop in each section of a circuit is zero. Understand that the sum of the currents going into a junction is the same as the sum of the currents leaving a junction. Analyze a section of and also entire complex circuits. Determine the voltage, current and resistance in various complex circuits


PASCO equipment



Teacher modeling/multimedia presentation on Kirchhoff's rules applied to complex circuits Problem-solving sessions involving Kirchhoff's rules applied to complex circuits Observational experiment: Students will examine the voltage across a closed loop in a circuit and add all the voltages up to discover that they sum of the voltages is equal to zero. Students can repeat the experiment with resistors in parallel and ammeters to determine how current travels into and out of a junction. Application experiment: Apply Kirchhoff's rule to jump a dead battery in car. Students will examine how energy is transferred such that the car with the dead battery can start.


Formative assessment tasks: homework, problem-solving and board work, represent and reason, write your own physics problem for voltage, potential difference, current, resistance, in series and parallel, and Kirchhoff's rules

Quizzes on applying complex circuits to Kirchhoff's rules

What is the total potential difference when using multiple sources?

Determine the net voltage and resulting current of batteries in series. Determine the net voltage and resulting current of batteries in parallel.


PASCO equipment



Teacher modeling/multimedia presentation on batteries in series and parallel, how chemical batteries work, various types of EMF sources and how each has an internal resistance Observational experiment: Using a voltmeter and batteries in series, determine the potential difference across the batteries then the current through the resulting circuit. Students will then repeat for batteries in parallel.

Class discussion the results of the experiment and differentiate batteries in series and parallel

Application experiment: Students can examine simple electrical devices used in real life and examine how each circuit functions. Utilize multiple methods to determine physical variable across electrical elements using a voltmeter-ammeter, Wheatstone bridge, multimeter and color-code.


Formative assessment tasks: homework, problem-solving and board work, represent and reason, write your own physics problem for voltage, potential difference, current, resistance, in series and parallel, and Kirchhoff's rules

Quizzes on applying complex circuits to Kirchhoff's rules

What is the difference between the EMF and terminal voltage of a battery?

Explain and compute the internal resistance of a battery. Explain what happens during a short circuit.


PASCO equipment



Application experiment: Measure the internal resistance of a battery by comparing the open circuit voltage to the short circuit current.

Teacher modeling/multimedia presentation the on internal resistance of a battery Examine what happens during a short circuit when the maximum current flow through an EMF source when the output terminals are connected with a low resistance wire. Problem-solving sessions and small group collaboration on the internal resistance of a battery in a simple circuit.


What is the difference between a voltmeter and ammeter?

Explain the role of a galvanometer. Recognize ammeters measure current and are connected in series with the circuit element. Recognize voltmeters measure voltage across a circuit and are connected in parallel with the circuit element.


PASCO equipment



Teacher modeling/multimedia presentation on how to use voltmeters, galvanometer and ammeters Discuss how each meter is designed, the correct and incorrect uses, along with the unintended side effects of ammeters and voltmeters within circuits. Class discussion on why voltmeters are in parallel and ammeters are in series Problem-solving sessions involving the application of ammeters and voltmeters. Application experiment: Determine the internal circuit structure of a voltmeter and ammeter.


What is electric power?

Relate power to current and voltage. Relate electric power to the rate at which electrical energy is converted to other forms of energy.

Calculate electric power.

Given a power rating determine the resistance of the electrical element.


PASCO equipment



Teacher modeling/multimedia presentation will discuss the expression for power using electrical potential energy, time, voltage and current Students will derive an expression for power using electrical potential energy, time, voltage and current, P = IV = I2R = V2/R. The expressions can be manipulated to determine the charge transferred Q = I2Rt. Problem-solving sessions on electrical power and circuits. Application experiment: Given light bulbs is series instead of parallel predict the power output and relate it to the brightness of the bulb.


Formative assessment tasks: homework, problem-solving and board work, represent and reason, potential difference, current, resistance, in series and parallel, and Kirchhoff's rules to electrical power used by circuit elements

Quizzes on applying electrical power to household electrical appliances

What are the characteristic of a semiconductor?

Differentiate between p-type and n-type junctions Relate doping, holes, biasing, junction, diode, electron and hole diffusion to semiconductors.


PASCO equipment



Teacher modeling/multimedia presentation Discuss semiconductor characteristics. N-type semiconductors are doping of a pure silicon crystal with impurities whose nuclei contain one extra proton in the nucleus leaving an unfilled "hole". P-type semiconductors are doping of a pure silicon crystal with impurities whose nuclei contain one fewer proton in the nucleus leaving an extra, unbonded electron. Discuss p-n junction characteristics, diffusion across the junction of holes and free electrons, induced electric field across the junction; forward bias-favors processes resulting in low resistance and reverse bias-opposing the diffusion process resulting in high resistance. In small group discussions, examine circuits with NPN and PNP junction transistors. Explore complex circuit analysis with double loop closed circuits and simultaneous circuit solutions. Students qualitatively observe the effects in an electrical circuit.

Lab write-ups of possible

explanations and conducted

experiments; white board

presentation of data and

subsequent discussion; data

collection and analysis

Differentiation



Draw and label diagrams, such force diagrams, electric field diagrams and electrical potential field diagrams representing how source particles influence space.






Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills, such as


Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the

workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing


S&E AP Physics C Electricity & Magnetism - Unit 14: Electrostatic

Forces & Fields

Unit Plan


Charge is a fundamental property of matter.

Electrical interactions are exerted between all objects with an excess of charge.

A charge can move freely inside certain materials (conductors) and can only redistribute slightly (insulators/dielectric).

An object that has an excess of charged particles will have a charge distribution over the surface of that object.

An object with an excess of charged particles will affect the electrical properties of the surrounding space.

A potential difference is required for an electrical current.

Gauss’s law can be used to determine the electric field near a continuous charge distribution.

A capacitor is an electrical device that can store electrical energy.


How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically?

How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?

How can the motion of charged particles be modeled in a conductor and insulator?

What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?

How does an electric field differentiate with an electric potential field?

What is the role of a source object and test object within an electrical field?



How is Gauss' law implemented to determine the electric field for a continuous charge distribution?

What is a capacitor and how does it function within an electrical circuit?



How is an excess of charge stored and used within a circuit?

Unit Goals:


1. Apply the charge model to explain electrostatic phenomena

2. Differentiate between a conductor and insulator

3. Explain and predict electrical interactions in terms of forces, fields and energies, qualitatively and quantitatively.

4. Describe how electrical those interactions affect the surrounding space qualitatively and quantitatively.

5. Describe and determine the electric field that surrounds a source charge

6. Describe electrical potential energy for charged particles

7. Apply the conservation of energy to electrical interaction

8. Differentiate between electrical potential fields and electrical fields

9. Apply Gauss' Law to determine the electric field for a continuous charge distribution.

10. Determine the voltage across the charge and energy stored on capacitor.


Guiding/Topical


Resources and


What are the different interactions that can occur between objects with charge?

Understand the basic types of electrical interactions or attraction and repulsion. Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator

Online simulations, streaming video for electrical interactions, to watch frame by frame or regular speed

Teacher and student editions of text approved by the district, including a math book for calculus and algebraic reference and example problems for conversions

Observation labs: Observations of materials (PVC, plastic, glass) rubbed with different materials (fur, silk, wool, foam) reacting with other materials rubbed with similar materials, different materials and the material used to rub. Students will record their observations and note the attracting objects and repelling objects. Demo: Transparent tape can be pulled off other tape, pulled off table, and their reactions to each other can be observed.

Students will discover that similar objects rubbed with similar materials will repel and different rubbed objects will attract. Multimedia presentation /teacher modeling on how there are two different types of electrical interactions, attraction and repulsion and that objects that are similar will repel while objects that are different will attract

Research on the historical importance of charges (why we focus on positive charges), Benjamin Franklin and inventions

Class discussion on the results of the observational labs


Quizzes on electrostatic relationships



Formative assessment tasks: problem-solving and board work, represent and reason, write your own physics problem for electrostatic interactions

How many types of charges are there and what are the subatomic particles are associated with each charge?

Understand the basic properties of electric charge and the subatomic particles associated with them. Differentiate between protons, neutrons and electrons. Dispel the idea that charges are magnetic.




Testing experiment: Are charges magnetic poles? Use rubbed objects to see if it attracts and repels the ends of magnets. Use magnets to see if it attracts and repels other magnets. Followed by a class discussion on the results of the experiments.

Class discussion on reasoning through the observational labs made with the materials (PVC, plastic, glass) rubbed with different materials (fur, silk, wool, foam) reacting with other materials rubbed with similar materials, different materials and the material used to rub: students will use prior knowledge from chemistry about the atom and the subatomic particles to reason about the types of charges involved. Discuss models of atoms to figure out the “positive and negative” charged parts and the micro and macroscopic views of objects with charges and how the charge can move within the material. Multimedia presentation/teacher modeling on the fundamental charges and their carriers


Quizzes on electrostatic relationships


Closure-

“What have I learned today and why do I believe it?”; “How does this relate to...?”

Problem-solving and board work, represent and reason, write your own physics problem for electrostatic interactions

How is charge transferred?

Understand that rubbing certain objects can create a separation of charge and interactions with other rubbed objects. The mechanism of transfer for charge is done via rubbing or touching. Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions.




Observation labs: Observations of materials (PVC, plastic, glass) rubbed with different materials (fur, silk, wool, foam) reacting with other materials rubbed with similar materials, different materials and the material used to rub: students will record their observations and note the attracting objects and repelling objects, followed by a class discussion as to how those object became "charged." Students collectively should develop a mechanism, such as rubbing or touching, that explain how charged particles are transferred from one object to another. Students should account for the particles and actually transfer and the ones that do not through prior knowledge and reasoning. Lecture/teacher modeling on how to represent an excess of charge before and after two objects are rubbed together.

Lab write-ups of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data Collection and analysis

Quizzes on the charge model, transfer of charge and electrostatic interactions



What does it mean if an object is neutral or charged?

A neutral object has an equal number of positive and negative charges. A charged object has an excess of one type of charge relative to the other. Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, packing peanuts, soda can, plastic water bottle (both empty)



Class discussion on how to represent an excess of charge or a balance of charge within an object Multimedia presentation/teacher modeling on visual and mathematical representation of charge and charge transfer.

Problem-solving sessions involving charges and transfer of charges.


Quizzes on the charge model, transfer of charge and electrostatic interactions

Homework (collected, checked, reviewed in class)

What is a conductor and how is the charge distribution different from an insulator?

Differentiate between conductors and insulators. Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, empty bottle of water and empty can of soda.



Observation labs: PVC is rubbed with different materials fur and both objects are held closely to an unrubbed plastic water bottle and a soda can. In both cases the water bottle and can are attracted to the PVC. However, the water bottle takes significantly longer to react and doesn't move as quickly to the PVC can as the soda can does. Students will record their observations and note these observations and must then devise a mechanism as to how the charges move inside on object compare to another. Observational experiment Balloons & Static Electricity available Students can rub a balloon on the shirt which demonstrates the mechanism for charge transfer, and then hold the balloon to the wall. Students will observe the negative charges pivoting around the positive charges and can discuss why those charges only pivot and why they do not jump off the wall when the balloon is rubbed to it. This further develops the idea of an insulator as an object that prevents charge from being transferred. Testing experiment: Students will hold a charged PVC pipe up to a packing peanut tied to a light string that hangs down. The packing peanut is initially neutral. Students will predict using the charge model, develop what happens. Students will repeat for a piece of aluminum foil.

Lecture/teacher modeling on the charge model and multiple representations of how the charge model is applied to insulators and conductors

Class discussion on all the experiments conducted and how they relate to the charge model, insulators and conductors

Problem solving sessions involving reasoning about insulators and conductors and the charge model, specifically how the ideas of an insulator and conductor are developed and how they are applied


Quizzes on the charge model, transfer of charge, electrostatic interactions, insulators and conductors



Formative assessment tasks: problem-solving and board work, represent and reason, write your own physics problem for electrostatic interactions

What is an electroscope and how is it utilized?

Distinguish between charging by contact and charging by polarization/induction. Use words, pictures and mathematics to represent charges distributed in conductors, insulators and during interactions. Distinguish between charging by contact and charging by polarization/induction. Explain how charging by induction works.




Multimedia presentation/teacher modeling on the parts of an electroscope. Observational experiments: Students must use the charge model and multiple representations to explain their observations of what is occurring on a microscopic level. Students will then conduct a specific experiment where a charged PVC or foam tube is held near (but NOT touching) and the electroscope is touched with one's finger, both are then removed then students must explain what happened. The experiment is then repeated with latex gloves. They must rectify each experiment with the charge model and explain what occurred using various representations.

Class discussion on how the charge model applied to the electroscope and how it can be used to charge an object without actually touching a charged object to it (induction)

Problem-solving sessions involving the charge model and reasoning


Quizzes on the charge model applied to the electroscope


What factors affect electrostatic interactions?

Identify the factors of electrical interactions, such as charged objects and the distance between them.

Compare gravitational force that is attractive only, whereas electrical interactions could be attractive or repulsive.

Calculate electrostatic force using Coulomb’s law.


Online simulations

Streaming video for electrical interactions, (internet, DVD and VHS accessible) to watch frame by frame or regular speed


Multimedia presentation/teacher modeling on the physical variable that affects electrical interactions Class discussion on from the observations made in previous experiment students can discuss what physical variable might affect electrical interactions and how. Students will discuss how force is exerted over a distance. Examine the field theory that the charge influences the nature and structure of the space surrounding it. Gauge theory examine charged particles exchange "force carrying" particle known as pi (Π) mesons. They can develop the idea that two objects with excess charge a set distance away is the basis for these interactions and that the charges might be proportional to the magnitude of the interaction while the distance is inversely proportional to the magnitude of the interaction.

Problem-solving sessions involving Coulomb’s law and proportional reasoning


Quizzes on Newton's second law and electrostatic interactions


Formative assessment tasks: ranking tasks, problem-solving and board work, represent and reason, write your own physics problem for electrostatic interactions

How the electric force is calculated using Coulomb’s Law?

Identify the four properties associated with a conductor in electrostatic equilibrium. Use force diagrams and Newton's Second law to analyze the net electrostatic force exerted on a charged object. Apply the superposition principle to find the resultant force on a charge and to find the position at which the net force on a charge is zero.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator.



Observational experiment: Students will examine a data table the excess of charge on two objects, the distance between the two objects and the magnitude of the force exerted between these objects. They must use the data to develop specific proportionalities between the charged object and the force exerted between objects, and the inverse of the distance between the two objects and the force exerted. Multimedia presentation/teacher modeling on Coulomb's law and its application to Newton's Laws.

Class discussion on how Coulomb’s law is applied to Newton's Law, the inverse square proportional reasoning, and the parallels between gravitational interactions and electrical interactions

Problem-solving sessions involving various applications of Newton's Law involving electrostatic interactions in one and two dimensions

Quizzes on the electrostatic interactions applied to Newton's Second law


Problem-solving and board work, represent and reason, write your own physics problem for electrostatic interactions applied to Newton's second law

What is the operational definition for an electrical field?

Explain the role of a test charge and source charge

Explain the "at a distance" interaction

Discriminate between types of interactions based on charges and how these differ from those based upon mass.


PASCO equipment


Online motion simulations Streaming video Teacher and student editions of text approved by the district, including a math book for calculus and algebraic reference and example problems for conversions

Teacher modeling, class discussion, collaborative group work on electrical fields

Drawing pictures to represent scenario (pictures, E-field diagrams, force diagrams vectors), describe interactions using words and numbers.

Small group problem solving session, where students apply the problem solving methods of identifying and isolating a system, draw a force diagram, electric field diagrams at a point in space by one or more source charges

Observational experiments: Students must bring a charged object to an electroscope and develop a mechanism for how electrical interactions work without objects touching. This can be repeated for a number of experiments in the utilized in the previous unit. A class discussion must follow about how a charged object can influence the surrounding space, such that it has a notable effect on the charges within that space. During this discussion students must examine how there is a source of this influence and the objects affected are in the region of influence. Students can then draw comparisons from the meaning of g=F/mo and develop E = F/qo for electrical interactions. By examining an interaction between two charged particles students can develop the idea that a field must exist to for each to exert a force without touching each other.

Formative assessment tasks: homework, problem solving and board work, evaluate the solution

Lab write-up

Collaborative group work, whiteboard presentation of data, discussion of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis

Open-ended assessments on electric fields


How are electrical fields represented?

Represent electrical fields visually, graphically, mathematically and in words. Draw and interpret electric field lines. Calculate the net electric field at various locations from a source or a number of source objects.


PASCO equipment



Teacher modeling, class discussion, collaborative group work on representing electrical fields


Small group problem-solving session: Students apply the problem solving methods of identifying and isolating a system, draw a force diagram, electric field diagrams at a point in space by one or more source charges. Students will also interpret E-field lines and examine how forces are exerted on electrically charged objects. Students will also represent physical scenarios with mathematical, visual and graphical representations of E-fields. Teacher modeling Students must identify the source and point in space where they want to determine the electric field. They must place a small positive test charge then use the operational definition to determine the magnitude of the E-field and draw an E-field vector in the same direction as the electrostatic force would be exerted on the small positive test charge. Class discussion on how a number of E-field vectors change into E-field lines how the lines are representations of the vectors in space

Formative assessment tasks: homework, problem solving, board work, evaluate the solution

Lab write-up



How are electrical fields based on continuous charge distributions determined?

Determine the electrical field for a continuous source in one, two and three dimensions. Use integration to determine the electric field for a continuous source. "dq" the small section of charge used for integration.


PASCO equipment



Teacher modeling, class discussion, collaborative group work on electrical field for a continuous charge distribution: develop E = ∫k/r2 dq for continuous charge distribution.

Examine how charge is distributed over a linear (1D) source, linear charge density λ = q/L, planar (2D) source, linear charge density dq = σ dA, and a (3D) source dq = ρ dV.


Small group problem-solving session, where students apply the problem solving methods of identifying the type of distribution and using integration to determine the electric field


Lab write-up Collaborative group work, whiteboard presentation of data, discussion of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data collection and analysis



How does Gauss' Law determine an electric field of a continuous charged distribution?

Identify and apply the appropriate Gaussian surface for each charge distribution. Apply Gauss' Law to determine the electric field for a continuous charge distribution. Represent electrical fields visually, graphically, mathematically and in words. Draw and interpret electric field lines.


PASCO equipment Scientific calculators


Teacher modeling, class discussion, collaborative group work on electrical field for applications of Gauss' Law

Develop the calculus based model, ∫E dA = 4Πkqenclosed for continuous charge distribution. Identify the appropriate Guassian surface to be analyzed. That surface should contain the following characteristics (1) the magnitude of the electric field should be constant at all points around the surface and (2) the direction of the electric field should be perpendicular to the Guassian surface at all points.

Examine each scenario and how the enclosed charge (qenclosed) is distrimined over a linear (1D) source, qenclosed = λL, a planar (2D) source, qenclosed = σA, and a (3D) qenclosed = ρV; where λ=q/Length, σ q/Area, ρ = q/Vol


Small group problem-solving session, where students apply the problem-solving methods of identifying the type of distribution and using integration to determine the electric field


Lab write-up Collaborative group work, whiteboard presentation of data, discussion of possible explanations and conducted experiments; white board presentation of data and subsequent discussion; data collection and analysis


Weekly (or daily) Journal Writing (reflection of lessons and learning)

How can you calculate the electric forces exerted on an object in an electric field?

Represent electrical fields visually, graphically, mathematically and in words. Draw and interpret electric field lines. Calculate the net electric field at various locations from a source or a number of source objects.

PASCO equipment



Teacher modeling, class discussion, collaborative group work on applying the operational definition to determine the force exerted on a charged object in an E-field


Small group problem solving session, involving the operational definition of the E-field to determine the force exerted on the object, then applying it to Newton's Law


Lab write-up



How do you determine the electric field for a number of electrical charges?

Represent electrical fields visually, graphically, mathematically and in words for various charge distributions. Draw and interpret electric field lines for various charge distributions. Calculate the net electric field at various locations from a source or a number of source objects for various charge distributions. Apply the charge model with electric fields lines to show how shielding can occur.


PASCO equipment



Teacher modeling, class discussion, collaborative group work on representing charge distributions and how they relate to E-field vectors and lines


Class discussion on how a number of E-field vectors and E-field lines are utilized for specific charge distribution: Students will be given a variety of situations where they must determine the resulting electric field by reasoning with E-field vectors and lines for a specific charge distribution. Students will be able to reason that a charged object held near a metal box or container will create a net E=0 inside when reasoning with the charge model and field model together. Testing experiment: Students can use half of a soda can placed over an electroscope to test their prediction. Use a metal can or chicken wire (an electrostatic bucket) to demonstrate electrostatic shielding.

Formative assessment tasks: homework, problem-solving and board work, evaluate the solution

Lab write-up Collaborative group work, whiteboard presentation of data, discussion of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis


Weekly (or daily) Journal Writing (reflection of lessons and learning)

What is electric potential energy?

Define electrical potential energy.

Compute the electrical potential energy for various charge distributions.

Compare electrical potential energy to gravitational potential energy.

Apply electrical potential energy to the conservation of energy.




Multimedia presentation/teacher modeling on electrical potential energy and how it fits with conservation of energy, the proportionality of the product of the charges and the inverse proportionality of the distance between them to the electrical energy of the two object Class discussion on using energy bar charts to discuss the changes in electrical potential energy and kinetic energy of a charged cart-charged metal sphere system: What will happen to the potential of the system as is travels closer together or further apart? Students must consider both scenarios of charges that are similar and charge that are different. Comparisons between universal gravitational interactions and electrical interaction must be drawn.

Problem-solving sessions involving conservation of energy and electrical potential energy

Formative assessment tasks: apply energy bar charts to electrical systems

Quizzes on electrical potential energy



Problem-solving and board work, represent and reason, write your own physics problem for electrostatic energy systems

What are the differences between the electrical potential energy of a system containing similar charges to a system with opposite charges?

Examine the interaction between charges of similar charges that will repel each other. Examine the interactions between charges of opposite charges that will attract each other. Apply electrical potential energy to the conservation of energy.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator PASCO equipment Scientific calculators


Multimedia presentation/teacher modeling on negative potential energies and energy conservation. Class discussion on different charges and the energies involved in that system: For different charges students must reason through using work-energy bar charts that while the change in kinetic energy is positive, the change in electrical potential energy must be negative. This will help students understand why the negative is important mathematically, because in order for energy to be conserved, while there is an increase in kinetic energy (with no work) there must be a decrease in electrical potential energy. Problem-solving sessions involving conservation of energy and electrical potential energy

Formative assessment tasks: apply energy bar charts to electrical systems

Quizzes on electrical potential energy



Problem-solving and board work, represent and reason, write your own physics problem for electrostatic energy systems

How is an electric potential field represented and how does it relate to an electric field?

Relate electrical potential fields and electrical fields together using multiple representations.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales or various sorts, and glassware; especially, batteries (or source), wires with clips, resistors (of different resistance), multimeters, circuit boards, light bulbs (mini or holiday lights), diodes, various types of wires, Nichrome wire, aluminum wire, copper wire, neon light, capacitors, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator, foil, capacitors of various types, disposable camera, old keyboard

PASCO equipment



Teacher modeling, class discussion, collaborative group work on representing mathematical, physically and graphically the E-field and V-field for various charge distributions

Utilizing calculus students can relate the potential field can be expressed as a function of position by examining the integral of an electric field for a source charge ΔV = -∫kq/r2dr = -kq/r evaluated between the initial and final positions. For a cyclindrical field, ΔV = -∫kq/r2dr = 2kλ ln(B/A).

Students will relate the electrical and potential field mathematically and graphically. Graphically students will draw and compare a V vs. x graph and an E vs. x graph for a charged particle and represent each with a mathematical expression. The two expressions will be combined into a single expression that relates the V field to the E field, E = -ΔV/Δx. The electric field can be expressed as the derivative of the electrostatic potential E = -dV/dx. Students will discuss how electric potential fields should be represented and apply the situations to forces and energies. Students differentiate between potential difference, voltage and electrical potential energy. Problem-solving sessions involving multiple representations of V-fields, E-fields, forces and energies mathematical, visual and graphical Drawing pictures to represent scenario (pictures, E-field, V-field and force diagrams vectors), describe interactions using words and numbers.

Formative assessment tasks: homework, problem-solving and board work, evaluate the solution

Lab write-up Collaborative group work, whiteboard presentation of data, discussion of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis

Open-ended assessments on electric fields and potential fields representations

Closure - “What have I learned today and why do I believe it?”; “How does this relate to...?”

How can you calculate

the electric potential

energy of a charged

object?

Distinguish between electrical

potential energy, voltage, and

potential difference.

Compute the electric potential

and electrical potential energy for

various charge distributions.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales of various sorts, rods of different materials (wood, metal, plastic, glass, foam insulating tubes), different fabrics (plastic, silk, wool/felt, fur), electroscopes, Wimshurst machine, Van de Graaff generator PASCO equipment Scientific calculators Online motion simulations Streaming video Teacher and student editions of text approved by the district, including a math book for calculus and algebraic reference and example problems for conversions

Class discussion on applying V-fields to the conservation of energy and

how charges traveling through potential fields change energy: Each of

these scenarios will be represented mathematically, visually, with a bar

chart and in words.

Individual work, think, pair, share opportunities

Problem-solving sessions involving multiple representations of V-fields E-

fields, energy bar charts, and Newton's 2nd law, mathematical, visual and

graphical

Formative assessment tasks: homework,

problem-solving and board work, evaluate

the solution

Lab write-up

Collaborative group work, whiteboard

presentation of data, discussion of possible

explanations and conducted experiments;

whiteboard presentation of data and

subsequent discussion; data collection and

analysis


and potential fields representations

Closure - “What have I learned today and

why do I believe it?”; “How does this relate

to...?”

What is a capacitor and why is it used?

Describe the electric field that occurs between two parallel oppositely charged plates. Describe where a capacitor can be used.


PASCO equipment



Teacher modeling/multimedia presentation on capacitors and their structure and function Observational lab: Connect an RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor and throw the switch. Record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Afterwards replace the battery with a light and discharge the capacitor. Student discussion on how a capacitor works, what it does and its purpose Demonstrations of a capacitor in an old disposable camera and old keyboard

Students build their own capacitor using plastic cups, aluminum foil and a source of charge (comb through hair). When students complete the circuit, they will get small shock.

Formative assessment tasks: homework problem solving and board work, represent and reason

Lab write-ups of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis on RC circuits

Quizzes on RC circuits


How can you calculate the value of an object’s capacitance?

Relate the stored charge, voltage and capacitance.

Solve problems relating the capacitance of a capacitor to the applied potential difference.

Explain how the dimensions and plates separation affect capacitance.

Explain how dielectrics affect capacitance.


PASCO Equipment



Teacher modeling/multimedia presentation on capacitors and their structure, function and associated physical values. Student will discuss and explore how capacitance is the ability to store charge and it is the ratio of the charge stored on either plate of the capacitor and the potential difference between two plates, C=Q/V; where capacitance is measure in Farads = Coulomb/Volt. Students will examine the various physical variables associated with capacitors and the role of a dielectric that is inserted in-between plates to change the capacitance of the capacitor. Capacitor Lab: students can explore the dimensions of a capacitor, how dielectrics affect the capacitor, and how they are related quantitatively. Application experiment: explore the charging of a flash bulb on a disposable camera. Student collaboration and problem-solving sessions on capacitance, stored charge, voltage, electric field and dielectric constant.

Formative assessment tasks: homework problem-solving and board work, represent and reason



How can various arrangements of capacitors change the overall capacitance?

Capacitors arranged in parallel and series have differing equivalent capacitance.

Solve problems relating the capacitance of a capacitor to the applied potential difference.


PASCO equipment



Teacher modeling/multimedia presentation on capacitors and their structure, function and associated physical values Student will discuss and explore how the arrangement of capacitors will determine the equivalent capacitance of the system. For capacitors in parallel Ceq = C1 + C2 + C3 + ..., for series 1/Ceq = 1/C1 + 1/C2 + 1/C3 + ... Capacitor lab: students can explore the dimensions of a capacitor, how dielectrics affect the capacitor, and how they are related quantitatively. Application experiment: the charging of a flash bulb on a disposable camera Student collaboration and problem-solving sessions on capacitance, stored charge, voltage, electric field and dielectric constant

Formative assessment tasks: homework problem-solving and board work, represent and reason



How can you calculate the amount of energy stored in a capacitor?

Relate capacitance to the storage of electrical potential energy in the form of separated charges.


PASCO equipment



Teacher modeling/lecture on how capacitance relates to stored electrical potential energy and how it stays stored Capacitor Lab: Students can explore the dimensions of a capacitor, how dielectrics affect the capacitor, and how they are related quantitatively, specifically determine the energy stored on a capacitor U = 1/2CV

2.

Application experiment: the charging of a flash bulb on a disposable camera Student problem-solving sessions on capacitance, stored charge, voltage, electric field and dielectric constant

Formative assessment tasks: homework problem-solving and board work, represent and reason, on capacitor and RC circuits

Lab write-ups of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; Data collection and analysis on RC circuits


How does a capacitor function in a steady state circuit?

Determine the equivalent capacitance for series and parallel capacitors.

Determine how charge is divided between capacitors in parallel and explain why the voltage is the same.

Determine the ratio of voltages for capacitors in series and explain why the charge is the same.


PASCO equipment



Observational lab: Connect and RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor, throw the switch and record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Have students determine the amount of stored charge, voltage and charge on a capacitor. From the lab, students can derive expressions for the current, and charge as a function of time as capacitors discharge. The current exponentially I = Ioe

-t/tc, where the discharge is V = Q/C = -IR = ΔQ/ΔtR. The solution for this

expression is in the form of a separable differential equation Q/C = -ΔQ/ΔtR, and can be rearranged to ΔtR/C = -ΔQ/Q. The solution of this is Q = Qoe

-t/tc, where tc = 1/RC when divided by the time interval yields I = Ioe

-t/tc

; where Io is the initial current to or from the capacitor and tc is the time it takes to change to 1/e of the original current Io Capacitor lab: students examine how circuit rules relate to capacitors in parallel and series. RC Circuits measure the capacitance of a large value, parallel plate capacitor by discharging the capacitor through a known load resistance. Teacher modeling/multimedia presentation on the junction rule and loop rule applied to steady state RC circuits Class discussion as to why the charge remains the same in series while the voltage is split between each capacitor in series and why the voltage stays the same in parallel while the charge splits up to each capacitor depending on the value Student problem-solving on the junction rule and loop rule applied to steady state RC circuits




What is an RC circuit and what is the role of time?

Examine the charge/discharge of a capacitor in an RC circuit.

Examine the charge and voltage of a capacitor in a steady state circuit.


PASCO equipment



Teacher modeling/multimedia presentation on the mathematical model for the charging and discharging of a capacitor Observational lab: Connect and RC circuit to a battery with an ammeter and a voltmeter in parallel with the capacitor, throw the switch and record as the capacitor charges. Have students use multiple representations of current vs. time, voltage vs. time and pictures to describe what happens to the capacitor. Afterwards replace the battery with a light and discharge the capacitor Student discussion on how a capacitor works, what it does and its purpose Demonstrations of a capacitor in an old disposable camera and old keyboard


Lab write-ups of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; Data collection and analysis on RC circuits


Differentiation



Draw and label diagrams, such force diagrams, electric field diagrams and electrical potential field diagrams representing how source particles influence

space.





Provide multiple representations for students to access concepts and mathematics

Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills, such as


Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the

workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing


S&E AP Physics C Electricity & Magnetism - Unit 15: Magnetic Forces,

Fields & Induction

Unit Plan


Magnetism, in its many forms, results from the application of relativistic length contraction to moving charged particles.

Magnetic fields are produced by changing electric fields, while electric fields are produced by changing magnetic fields.


What is the fundamental relationship among, electric fields, magnetic fields and light?

How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically?

How does the magnetic field of a current carrying wire exerted on other current carrying wires interact and how can it be quantified?

How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically?

What conditions are required in order to induce an electric current from a magnetic field, and vice versa?

How does a loop of current in an external magnetic field respond and how can we calculate the resulting torque?

Unit Goals:

1. Represent the magnetic field verbally, physically, visually and mathematically.

2. Relate a current carrying wire to the magnetic field it produces.

3. Relate the motion of charged particles to the magnetic field it passes through and the resultant force exerted on it.

4. Describe the direction of an induced current within a complete conducting loop that passes into and out of a magnetic field.

5. Describe how a changing magnetic field within a closed conducting loop relates to the induced current and magnetic field.


Guiding/Topical

Questions Content/Themes/Skills Resources and Materials Suggested Strategies

Suggested

Assessments

What is a magnetic field?

For given situations, predict whether magnets will repel or attract each other.

Describe the forces exerted between two magnetic poles.

Apply and be able to explain magnetic field lines that represent a magnetic field.

Describe and draw the Earth’s magnetic field relative to the geographical poles.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales or various sorts, and glassware, magnets (horseshoe, ceramic, neodymium, bar, lodestones), materials with magnetic properties, compasses, plastic swivel (or string to allow magnet to spin freely), magnetic field viewer (iron filings or other) galvanometer, hand crank generator




Magnets and Compass, Faraday's Electromagnetic Lab, Faraday's Law, Magnets and Electromagnets, Generator

Multimedia presentation and teacher modeling on magnetic fields

Observations of magnets interacting with other magnets (horseshoe, bar, neodymium, lodestones, ceramic, circular, fridge magnets)

Using a magnetic field line, describe the poles of a magnet. Collaborative group work and problem-solving sessions on magnetic field representations



Quizzes on magnetic fields


What are the

characteristics

and differences

between

ferromagnetic,

paramagnetic

and diamagnetic

materials?

Describe and draw the

magnetic field for a

permanent magnet.

Explain why some

materials are magnetic

and some are not.

Discuss the role of

magnetic moment.





Teacher modeling/multimedia presentation on

magnetic field representations in matter.

Discussion on the theoretical basis of magnetism and

how the spin of an electron combined with its angular

momentum results in a magnetic dipole moment and

creates a magnetic field

Quizzes on

magnetic fields

Problem-solving

and board work,

represent and

reason, write

your own physics

problem for

magnetic fields

What is the

relationship

between a

current carrying

wire and the

strength of the

magnetic field?

Determine the

relationship between the

current carrying wire and

the magnetic field that

surrounds it.

Relate the direction of

the magnetic field to the

direction of the current

carrying wire.

Determine the magnetic

field for a current

carrying wire using

integration and the Biot-

Savart Law and Ampere's

Law.





Teacher modeling/multimedia presentation the

magnetic field that surrounds the current carrying

wire, the quantitative expression and qualitatively the

direction of the magnetic field

Experimentally, students can use a magnetic field

sensor and a Hall effect sensor, to determine the

strength of the magnetic field.

The students can derive the expression for the

magnetic field, B = (μI)/ (2πr), where r is the distance

from the center of the current carrying wire, I is the

current, and μ is the permeability of free space, 4π x

10-7 Tm/A. The permeability of free space of the

vacuum is the passage of a magnetic field and one of

the major fundamental constants in physics.

Quizzes on

magnetic fields

Problem-solving

and board work,

represent and

reason, write

your own physics

problem for

magnetic fields

How is integration used to determine the strength of the magnetic field?

Relate the direction of the magnetic field to the direction of the current carrying wire.

Determine the magnetic field for a current carrying wire using integration and the Biot-Savart Law and Ampere's Law

Apply the Biot-Savart Law and Ampere's Law to a long straight current carrying wire.





Teacher modeling/multimedia presentation on using integration to determine the magnetic field for a current carrying wire, using Biot-Savart Law and Ampere’s Law

Apply the Biot Savart Law, dB = [(μI)/(4πr2)]dl x r to a current carrying wire to determine the magnetic field. I is the current that flows through the wire, dl is the "little piece" of the current carrying wire, r is the vector distance between the "little piece" of the current carrying wire dl and the point in space P. dB is the "little piece" of the magnetic field due to the "little piece of the current carrying wire."

Apply the Biot Savart Law to a long current carrying wire B = (μ/4π)∫(I/r2)dl x r, where the limits of integrations are from -∞ to +∞. The cross product between dl and r means to multiply the sinθ = R/r, where R is the perpendicular distance between the wire and point P, r becomes r = √(x2 + R2), dl becomes dx since the wire is parallel to the x-axis.

The resulting solution is B = (μ/4π)∫(I/r2)dl(sinθ) B = (μ/4π)∫(I/r2)dl(R/r) = (μ/4π)∫(I/r2)dl(R/r3)dx = (μ/4π)∫(I/r2)dl(R/√(x2 + R2)3)dx = (μI)/(2πr)

Apply the Biot Savart Law to a current carrying circular loop; the limits of integrations are from 0 to 2π. The cross product between dl and r = 1 since all the parts of the current carrying wire are perpendicular to the vector r directed towards point P at the center of the current carrying loop. All the pieces of the current carrying wire, dl, are at the same distance from point P at the center of the current carrying loop and the distance R pulls out of the integration. The remaining integral ∫dl = 2πR. The vector distance, r, between each little piece of the current carrying wire dl, becomes the radius of the loop R.

The resulting solution is B = (μ/4π)∫(I/r2)dl x r B = (μI/4πr2)∫dl = (μ/4π)∫(I/r2)dl(R/r3)dx = (μI/4πR2)(2πr) = (μI)/(2πr)

Apply the Ampere's Law to integrate around a closed path where the magnetic ∫B•dl = μIenclosed, where the magnetic field B is equal around all points along a closed path and parallel to the closed path of integration at all points. The dot product between B and dl is equal to one since θ = 0° thus cosθ = 1. Therefore ∫B•dl = B∫dl, the result always becomes ∫B•dA = Bl where l is the length of the selected integrated path.

Quizzes on

magnetic fields

Problem-solving

and board work,

represent and

reason, write

your own physics

problem for

magnetic fields

What happens to a charged particle traveling in a magnetic field?

Demonstrate knowledge of magnetic fields, their generations, orientation and effect upon charged, moving particles.

Use the right-hand rule (for positive charged particle, left for negative) to find the direction of the force on a charge moving through a magnetic field.

Apply the magnetic force exerted on a charged particle in a uniform magnetic field and examine the resultant circular motion.

Apply the magnetic force exerted on a charged particle in a uniform magnetic field and electric field and examine the resultant motion.





Teacher modeling/multimedia presentation on charged particles moving in a magnetic field Observational experiment: Students will use a cathode ray tube(oscilloscope) to show a beam of electrons. Students will then use a bar magnet to deflect the stream of electrons. Students will observe the deflection of electrons and devise a rule between the charged particle, direction of the magnetic field and the force exerted on the particle.

Class discussion on three dimensional nature of the relationship between the charge, magnetic field and the direction of the velocity: Discuss the differences between a positive and negatively charged particle and how the electromagnetic force is exerted. The magnetic force exerted on a charged particle moving in a magnetic field is F = q(v X B).

Problem solving sessions on applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to circular motion and centripetal acceleration, applications through an uniform electric field (i.e. q(v X B) = Eq; E/B = v) which is the basis for a "mass spectrometer.”

Formative assessment tasks: homework, problem solving and board work, represent and reason


Quizzes on charged particles moving in a magnetic field

Closure - “What have I learned today and why do I believe it?”; “How does this relate to...?”

What is the relationship between a current carrying wire and the strength of the magnetic field?

Determine the relationship between magnetic field, current carrying wire and force exerted on the wire. Determine direction and magnitude of the force exerted on a wire carrying current in a magnetic field. Relate the expression for a current carrying wire to a charge particle moving in a magnetic field. Determine the direction of the forces exerted between two current carrying wires (i.e. right hand rule).

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales or various sorts, and glassware, magnets (horseshoe, ceramic, neodymium, bar, lodestones), materials with magnetic properties, compasses, plastic swivel (or string to allow magnet to spin freely), magnetic field viewer (iron filings or other) galvanometer, hand crank generator.

PASCO equipment




Teacher modeling/multimedia presentation on right (left) hand rule, application of forces exerted by magnetic fields on charged particles Observations for Faraday’s Law: place current carrying wire near compass and observe effects of wire on compass. Switch the direction of the current and make observations

Observations for right hand rule: place a wire inside horseshoe magnet and observe direction of force (wire “jumps”) when current is allowed to flow through wire.

Lab activities: Magnetic field due to current carrying wires predicts the magnetic field around as a function of distance around a current carrying wire. Measure the forces exerted between two current carrying wires.

Derivation of the mathematical expression of a the force exerted on an current carrying wire in a magnetic field, from the expression of the force of a charged particle traveling in a magnetic field, followed by a rectification of the directions, positive charge direction vs. negative

Problem solving sessions on applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to other current carrying wires




How is the magnetic

torque determined

on a current carrying

loop?

Relate the expression for a

current carrying wire to a

charged particle moving in a

magnetic field.

Determine the magnitude and

direction of the torque exerted

on a current carrying loop. (i.e.

right hand rule).


PASCO equipment




Teacher modeling/multimedia presentation on right (left) hand rule, application of torques and forces exerted by magnetic fields on current carrying loops.

Derivation of the mathematical expression for the net torque exerted on a current carrying

Problem solving sessions applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to other current carrying loops




What is the magnetic field around a solenoid?

Use the right hand rule to describe the magnetic field around a solenoid.

Apply the Ampere's Law to a long thin solenoid.


PASCO equipment




Students will work together to determine the magnetic field of a solenoid and how it will affect charged particles that pass it. Application experiments: Apply solenoids to real world applications.

Teacher presentation on application of Ampere's Law to determine the magnetic field around a solenoid.

Problem solving sessions on applying Newton's laws to the force exerted on a moving charged particle, application of the right hand (and left hand) rule, applications to other current carrying wires




What is flux?

Describe what a cross sectional

area is.

Differentiate between various

changes in magnetic fields or

cross sectional areas.

Describe magnetic flux and

how it can change.


PASCO equipment




Teacher modeling/multimedia presentation on how to determine

the magnetic flux quantitatively and qualitatively

Observational Experiments: students will examine what happens

to changes in magnetic flux for electrical components.

Small group work and class discussion on the concept of flux and

how the magnetic field changes the amount of flux, students must

differentiate between flux and changes in flux

Problem-solving sessions involving flux and changes in flux

Formative

assessment

tasks: homework,

problem-solving and

board work,

represent and reason

Quizzes on magnetic

flux

Homework

(collected, checked,

gone over in class)

Closure-“What have I

learned today and

why do I believe it?”;

“How does this relate

to...?”

What is Lenz's

law?

Understand and apply

Lenz’s law to determine

the direction of an

induced current.

Variety of lab equipment

that may be used

throughout the year,

including but not limited

to meter sticks, timers,

scales or various sorts,

and glassware, magnets

(horseshoe, ceramic,

neodymium, bar,

lodestones), materials

with magnetic properties,

compasses, plastic swivel

(or string to allow magnet

to spin freely), magnetic

field viewer (iron filings or

other) galvanometer,

hand crank generator

PASCO equipment



Streaming video

Teacher and student






conversions

Teacher modeling/multimedia presentation on Lenz’s

Law and Faraday's law

Students will explore what happens when the

magnetic flux within a closed conducting path is

changing as a function of time, a current will flow

within that closed conducting path so as to generate a

magnetic field that opposes that change.

Observational experiments for induced current

Formative

assessment

tasks: homework,

problem-solving

and board work,

represent and

reason

Quizzes

Homework

(collected,

checked, gone

over in class)

Closure-“What

have I learned

today and why

do I believe it?”;

“How does this

relate to...?”

What is Faraday's

law?


Faraday’s law to

electromagnets.



the direction of an

induced current.

Relate Lenz's law to

Faraday's law.

Describe the conditions

necessary for a current to

be induced in a wire.

Explain how a magnetic

field can produce an

electric current.

Explain motional EMF.

Variety of lab equipment

that may be used

throughout the year,

including but not limited

to meter sticks, timers,

scales or various sorts,

and glassware, magnets

(horseshoe, ceramic,

neodymium, bar,

lodestones), materials

with magnetic properties,

compasses, plastic swivel

(or string to allow magnet

to spin freely), magnetic

field viewer (iron filings or

other) galvanometer,

hand crank generator

PASCO equipment



Streaming video

Teacher and student






conversions

Teacher modeling/multimedia presentation on Lenz's

law and Faraday's law

Observational experiments for induced currents

Formative

assessment

tasks: homework,

problem-solving

and board work,

represent and

reason

Quizzes

Homework

(collected,

checked, gone

over in class)

Closure-“What

have I learned

today and why

do I believe it?”;

“How does this

relate to...?”

What is the

relationship

between a

change in flux

and a closed

conducting path?


Faraday’s law to

electromagnets.



the direction of an

induced current.

Relate Lenz's law to

Faraday's law.

Describe the conditions

necessary for a current to

be induced in a wire.

Explain how a magnetic

field can produce an

electric current.

Determine the induced

EMF in a conducting bar.


PASCO equipment




Teacher modeling/multimedia presentation on Lenz’s law and Faraday's law.

Observations for induced current

Collaborative group work and problem-solving sessions involving Faraday's law to Lenz's laws, the induced current in a conducting bar

Formative assessment tasks: homework, problem solving and board work, represent and reason, write your own physics problem on electromagnetic induction


Quizzes on electromagnetic induction


What is an electromagnet and how is it made?

Examine how a solenoid and magnetic object can create an electromagnet.





Small group activity/real world application: students will design an electromagnet using a solenoid, iron nail and battery.


What is the

electromotive

force?

Explain what an

electromotive force is

and associate it with

potential difference.

Explain the potential

difference of a

conducting bar traveling

through a magnetic field.





Teacher modeling/multimedia presentation on Lenz's

law and Faraday's law and how it applies to Newton's

laws

Small group collaboration: students will explain why

and determine the potential difference induced on a

conducting bar through a magnetic field and apply

knowledge of Newton's laws and electromagnetism to

explain it.

Problem-solving sessions involving Faraday's law to

Lenz's law.

Formative

assessment

tasks:

homework,

problem-solving

and board work,

represent and

reason, Jeopardy

questions, write

your own physics

problem on

induction

Lab write-ups of

possible

explanations and

conducted

experiments;

whiteboard

presentation of

data and

subsequent

discussion; data

collection and

analysis

Quizzes on

electromagnetic

induction

What is the difference between a motor and a generator and how do they work?

Describe how an electric motor and electric generators work as well as how electromagnetic induction works for devices such as doorbells and galvanometers.

Describe how an ammeter and voltmeter work.


PASCO equipment




Application experiment: Students build a simple motor using battery, small coil of wire, and magnet. Students relate parts of simple motor to more complex electric motor and generators. Students answer questions on motors.


Lab write-up of possible explanations and conducted experiments; whiteboard presentation of data and subsequent discussion; data collection and analysis

Differentiation

Facilitate group discussions to assess understanding among varying ability of students.


Draw and label diagrams, such as flux graphs and vector diagrams






Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills,

such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace.

Using the computers, PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the

workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while

utilizing spreadsheet software and graphical analysis software.

S&E AP Physics C Electricity & Magnetism - Unit 16: Thermodynamics

Unit Plan


Energy is a system's ability to do or change something.

Work is a transfer of energy into and out of a system.

Energy is conserved for a closed system of objects.

Heating (cooling) is a transfer of energy into and out of a system.

The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.


How can the energy of an object be represented verbally, physically, graphically and mathematically?

How does work done by and on a system affect the total energy of the system?


How does the heating/cooling process occur?

How does the heating process affect on a system affect the total energy of the system?


How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically?

How do you determine the efficiency of a closed system?

How are pressure and temperature understood on the microscopic level and macroscopic level?

Unit Goals:

1. Explain the process of heating and cooling.

2. Differentiate between thermal energy, heat and temperature.

3. Relate pressure, volume and temperature in the ideal gas model.

4. Apply conservation of energy to physical thermodynamic systems.

5. Apply the laws of thermodynamics to physical systems.

6. Explain the concept of entropy.


Guiding/Topical


Resources and


What is the model

for an ideal gas?

Understand and state the

assumptions of the

kinetic theory model of

an ideal gas.

Apply the kinetic theory

model of an ideal gas and

quantitatively connect

the model to the pressure

of an ideal gas in a

container.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to

meter sticks, timers,

scales, glassware,

rocks, pebbles, sand,

water, food coloring,

rubbing alcohol, ice,

hotplates, balloons,

vacuum, freezer,

ice, Bunsen burners,

thermometers,

graduated cylinders.

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Multimedia presentation/teacher modeling on

assumptions for the kinetic theory model of an

ideal gas

Kinetic theory of ideal gas lab activities:

Students watch rubbing alcohol disappear and

devise possible explanations as to why it may have

disappeared. Students then must test their ideas

by designing experiments for each possible

explanation. They will develop the idea that

particles are small and randomly moving in all

directions.

Students will use the ideas developed to predict

what will happen in the following testing

experiments

Demonstrations: What will happen to perfume

sprayed in front of room, using the ideas

previously developed?

Demonstrations: What will happen to a drop of

food coloring in water, using the ideas previously

developed?

Use water at different temperatures to show how

rate of motion depends on energy (temperature)


Lab write-ups of possible explanations

and conducted experiments

Whiteboard presentation of data and

subsequent discussion


Quizzes on kinetic theory and ideal gases

Homework (collected, checked, gone

over in class)

Closure-“What have I learned today and

why do I believe it?”; “How does this

relate to...?”

Problem-solving and board work,

represent and reason, write your own

physics problem for an ideal gas

What is pressure

(microscopically

and

macroscopically)?

Understand and explain

how pressure is exerted

on a container.

Quantitatively and

qualitatively explain

pressure on a

macroscopic and

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,


Observational experiment:

Take a balloon and predict what will happen to it

when it is placed in a freezer, at higher altitude, in

a warm setting and in a vacuum. Students will

relate to kinetic theory and pressure outside the

balloon.

Class discussion on pressure and what occurs

Whiteboard presentation of derivation

and subsequent discussion of

observational experiments

Quizzes on making on qualitative and

quantitative analysis on pressure.

Formative assessment tasks: multiple

microscopic level. water, food coloring,



vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

microscopically and how it is represented

macroscopically.

Demonstrations: “Bed of Nails”

Students see how a bed nails can increase the

surface area over which force is exerted.

Quantitative analysis of pressure problems,

discussion of the unit Pascal (N/m2)

representations of ideal gas processes

and pressure, qualitatively, visually and

quantitatively


over in class)

Check students’ use of vocabulary and

explanations throughout lessons



relate to...?”

What is the

relationship

between

temperature and

the average kinetic

energy of a particle

in an ideal gas?

For an ideal gas,

quantitatively and

qualitatively relate

temperature and the

average kinetic energy of

a particle in an ideal gas.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,


Multimedia presentation / teacher modeling on

how temperature and average kinetic energy of a

particle of ideal gas are related, KE = 3/2kT where

k is "Boltzmann constant" k = 1.38 x 10-23 J/K and T

is the absolute temperature in Kelvin.

Derivation:


and subsequent discussion


Quizzes on making on graphing,

qualitative and quantitative analysis on

pressure, average kinetic energy, and

Compare and contrast

the idea of average

kinetic energy for a

particle in an ideal gas

and temperature.




vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Examine a particle traveling in a cube shaped

container making an elastic collision with the wall.

Students will use the concepts of pressure,

impulse momentum, a pressure vs. temperature

graph to derive an expression that relates the

kinetic energy of one particle to the temperature

of the ideal gas.

Class discussion on the significance of temperature

being a measure of average kinetic energy for a

particle in an ideal gas

temperature.


over in class)



Closure- “What have I learned today and


relate to...?”

What is the

relationship

between thermal

energy,

temperature, and

the number of

atoms in an ideal

gas?

For an ideal gas,

quantitatively and

qualitatively relate

temperature and the

thermal energy of a

number of particles in an

ideal gas

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,


Derivation:

Examine a particle traveling in a cube shaped

container making an elastic collision with the wall.

Students will use the concepts of pressure,

impulse momentum, a pressure vs. temperature

graph to derive an expression that relates the

kinetic energy of one particle to the temperature






pressure, average kinetic energy,

Compare and contrast

temperature and thermal

energy.




vacuum, freezer,


thermometers,

graduated cylinders.

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems.

of the ideal gas.

Students will utilize Avogadro's number to draw

the connection between temperature and thermal

energy for a number of gas particles.

Class discussion on temperature, average kinetic

energy, Avogadro's number and thermal energy

are related

Lecture/teacher modeling on relating the number

of particles N, to the thermal energy Uint, Uint = 3/2NkT

Class discussion on the significance of the

differences between thermal energy, kinetic

energy and temperature

Small group problem-solving session using the

thermodynamics expressions to determine the

temperature, kinetic energy of a particle and

thermal energy for a given ideal gas

temperature, and thermal energy


multiple representations of ideal gas

processes, graphically, qualitatively,

visually and quantitatively


over in class)





relate to...?”



physics problem for temperature,

thermal energy and average kinetic

energy of an ideal gas

What is specific

heat and heat

capacity?

Using specific heat

determine how much

energy is needed to

change the substance's

temperature.


heat of fusion and heat of

vaporization.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

Multimedia presentation/teacher modeling on the

specific heat, the amount of energy transferred

into/out of a system during a thermodynamics

process via the heating/cooling mechanism that

can increase or decrease 1.0 gram of substance by

1 degree Celsius/Kelvin

In small collaborative groups, student can predict

the amount of energy transferred into or out of a

system using the expression ΔQ=mcΔT, where ΔQ

is the amount of energy transferred during the

heating/cooling process, m is the mass of the

substance, c is the specific heat and ΔT is the

change in temperature. The will apply the specific

heat expression energy conservation.



Data collection and analysis for

calorimeter lab.


multiple representations of energy

conservation and specific heat.



physics problem for energy transferred

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Application experiment:

“Bomb Calorimeter Lab”

Students can predict the equilibrium temperature.

using the specific heat of a substance.

What is thermal

expansion?

Examine the expansion of

solid materials due to the

heating and cooling

process.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Multimedia presentation/teacher modeling on

how materials expand and contract by the amount

of energy transferred into/out of a system during

a thermodynamics process via the heating/cooling

Observation experiment: “Ball and Ring”

Students will have a ball the does not fit through a

ring until the ring is heated up, one heated the ball

fits through thus demonstrating the concept of

expansion.

In small collaborative groups, student can predict

the amount of linear expansion using the

expression ΔL=αLoΔT, where ΔL is the change in

length, L is the initial length α is the coefficient of

linear expansion and ΔT is the change in

temperature. For the volume of an object, the

expansion is given by the expression ΔV=βVoΔT,

where ΔV is the change in length, V is the initial

area β is the coefficient of thermal area expansion

and ΔT is the change in temperature.

Application experiment:

Determine the expansion of a bridge due to linear

expansion.


multiple representations of energy

conservation and expansion



physics problem for expansion.

What is thermal Differentiate between Variety of lab Multimedia presentation/teacher modeling on Formative assessment tasks:

transfer? convection, radiation and

conduction.

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

how energy is transferred into/out of a system

during convection, radiation and conduction

Students will examine how the energy is

transferred via the process of convection where

the flow of a fluid to transmit heat energy from

one place to another. It requires a fluid (medium)

that is capable of absorbing thermal energy from

one system to another.

In small groups, students will collaborate and

apply convection, conduction and radiation to a

variety of real world situations.

Multiple representations of energy

conservation and expansion

Problem-solving, board work, represent

and reason, Jeopardy questions, write

your own physics problem for expansion

What is the

relationship

between pressure,

volume and

temperature?

Quantitatively and qualitatively relate the pressure, volume and temperature, for an ideal gas.

Qualitatively understand the mechanism for how pressure and temperature function.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


Derivation: examine a particle traveling in a cube shaped container making an elastic collision with the wall. Students will use the concepts of pressure, impulse momentum, a pressure vs. temperature graph to derive an expression that relates the kinetic energy of one particle to the temperature of the ideal gas. Students will utilize Avagadro's number to draw the connection between temperature and thermal energy for a number of gas particles. Students will then use the macroscopic versions to relate pressure, volume and temperature. Qualitatively and quantitatively relate the motion of the particles, the average kinetic energy, temperature and thermal energy together for a given thermodynamics process.

Formative assessment tasks: Multiple representations of ideal gas processes, graphically, qualitatively, visually and quantitatively.


Whiteboard Presentation of Data and subsequent discussion


Quizzes on making on graphing, qualitative and quantitative analysis on pressure, volume, temperature, thermal

thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Apply this relationship quantitatively and graphically to pressure vs. volume, volume vs. temperature, and pressure vs. temperature graphs.

Class discussion on temperature, average kinetic energy, Avogadro's number and thermal energy are related.

Lecture/teacher modeling on deriving PV=nRT

Individual work

Think, pair, share opportunities

Class discussion on the how to derive the ideal gas law from be the pressure of a particle exerted on the side of a cube container

Differentiating between the microscopic worlds of each particle colliding with the wall of the cube to the macroscopic world of measuring the collective result

Small group problem-solving session applying PV=nRT to ideal gas processes

energy.



Problem-solving and board work, represent and reason, write your own physics problem for pressure volume and temperature

What is the

heating/cooling

process?

Recognize that the

heating/cooling process is

a transfer of energy into

or out of a system.

Understand the process

of heating/cooling on a

microscopic and

macroscopic level.

Apply the heating/cooling

process to conservation

of energy.


Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

Observational experiment:

Cap a test tube with a rubber stopper and place it

over a Bunsen burner until the cap shoots off.

Students will observe and attempt to explain in

terms of energy, specifically a transfer of energy.

Using the explanation students will place a cold

cup of lemonade into a hot tub of water and

describe what will happen in terms of energies

and temperatures. From these observational

experiments students will devise the idea of the

heating and cooling process as a transfer of energy

between systems that occurs at the microscopic

level with particles of one temperature colliding

with those of another temperature.

Lab write-ups of possible explanations

and conducted experiments

Whiteboard presentation of data and

subsequent discussion of the

heating/cooling process


Qualitative quizzes the heating/cooling

process.


over in class)

heat, temperature and

thermal energy.

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Lecture/teacher modeling on the process of

heating and how it relates to energy

Individual work


Class discussion on the difference and similarities

between the heating process and the work

process. Discussion of the word "heat", how

"heating/cooling" is more appropriate in terms of

language, and how heating and thermal energy

are different

Small group problem-solving session applying the

language of thermal energy, heating/cooling, and

temperature are different physical quantities that

are different measures





relate to...?”


represent and reason write your own

physics problem for the heating and

cooling process

What is the role of

work in the

thermodynamics

process?

Recognize that a system

can absorb or give up

energy by heating in

order for work to be done

on or by the system, and

that work done on or by a

system can result in

energy transfer by

heating.

Compute the amount of

work done during a

thermodynamic process.

Determine the work done

on a Pressure vs. Volume

graph.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

graduated cylinders

A math book for

Teacher modeling/multimedia presentation on the

meaning of work "done by", work "done on" and

sign notation with the first law of

thermodynamics, followed by a class discussion of

the importance of having a well-defined system to

clarify language that can be confusing.

Students will represent various processes with

diagrams of the container of the ideal gas.

Students must recognize the container expands

and contracts according the pressures of the gas

inside the container (typically the system) and

outside the system (environment). From here

they can apply the idea of work as a force exerted

over a distance (the expansion or contraction) of

the container to identify if the gas inside did work

or the environment, by simply identifying the


multiple representations the pressure,

volume and work, quantitatively,

qualitatively, graphically and visually.

Whiteboard presentation of diagrams





pressure, volume, and temperature,

thermal energy, work and

heating/cooling.


algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

system and the external forces exerted on it.

Apply the idea of work to a pressure vs. volume

graph and have students identify during what

processes work might be done on or by the

system. Students will then apply the idea of area

under a curve to find out the W = PΔV.

over in class)





relate to...?”

What is the first law

of thermodynamics

and how does it

relate to energy

conservation?

Illustrate how the first

law of thermodynamics is

a statement of energy

conservation.

Calculate heat, work, and

the change in internal

energy by applying the

first law of

thermodynamics.

Apply the first law of

thermodynamics to

describe cyclic processes.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Multimedia presentation/teacher modeling on the

first law of thermodynamics W+Q=ΔUintand PV, VT

and PT diagrams

Relate work and heating/cooling to the law of

conservation of energy as a transfer of energy in

between the system and the surrounding

environment. Apply the first law of

thermodynamics to a series of simple experiments

where objects fall and collide with others, then

apply to situations where students are examining

an ideal gas.

Using graphical representations student will relate

the first law of thermodynamics W+Q=ΔUint to

the graphs.

Students will use multiple representations,

qualitative, quantitative, visual, bar chart, and

graphical to relate each concept to each other.

Class discussion on the how the first law of

thermodynamics relates to thermal energy,

temperature, the ideal gas law, heating/cooling

and work

Small group problem-solving session on the first

law of thermodynamics relates to thermal energy,

temperature, the ideal gas law, heating/cooling


multiple representations of ideal gas

processes and the first law of

thermodynamics, graphically,

qualitatively, visually and quantitatively

Quizzes on applications of the first law

of thermodynamics


over in class)





relate to...?”

Problem-solving and board 2ork,


physics problem for the first law of

thermodynamics

and work

What are the differences between volumetric, isothermic, and adiabatic processes?

Distinguish between volumetric, isothermal, and adiabatic thermodynamic processes. Apply is volumetric, isothermal, and adiabatic thermodynamic processes to plot on Pressure vs. Volume, Volume vs. Temperature and pressure vs. temperature graphs. Graphically determine the work done during is volumetric, isothermal, and adiabatic thermodynamic processes.

Variety of lab

equipment that may

be used throughout

the year, including

but not limited to


scales, glassware,





vacuum, freezer,


thermometers,

graduated cylinders

A math book for

algebraic reference

and example

problems and a

chemistry book to

reference

thermodynamics and

ideal gas law

problems

Relate work and heating/cooling to the law of conservation of energy as a transfer of energy in between the system and the surrounding environment. Apply the first law of thermodynamics to a series of simple experiments where objects fall and collide with others, then apply to situations where students are examining an ideal gas. Using graphical representations student will relate the first law of thermodynamics W+Q=ΔUint to the graphs.

Students will use multiple representations, qualitative, quantitative, visual, bar chart, and graphical to relate each concept to each other. Examine an isobaric (constant pressure) to a variety of real world situations.

Discussion of P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics

Examine a volumetric (constant volume, W=0 ) to a variety of real world situations.

Discussion of P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics

Examine an adiabatic (Heating/Cooling Q = 0) to a variety of real world situations. Discussion of P vs. V, P vs. T and V vs. T graphs along with first law of thermodynamics.

Lecture/Teacher Modeling on the first law of thermodynamics W+Q=ΔUint and PV, VT and PT diagrams and how they relate to the isobaric, is volumetric and adiabatic processes

Individual work


Class discussion on each process isobaric, volumetric and adiabatic

Small group problem-solving session on the first law of thermodynamics relates to thermal energy, temperature, the ideal gas law, heating/cooling

Formative assessment tasks: multiple representations of ideal gas processes and the first law of thermodynamics to isobaric, volumetric and adiabatic processes.

Quizzes on applications of the first law of thermodynamics to isobaric, volumetric and adiabatic processes


Problem-solving and board work, represent and reason, write your own physics problem for isobaric, is volumetric and adiabatic processes

and work and how they relate to each process isobaric is volumetric and adiabatic

What is the second law of thermodynamics?

Learn that there is a hierarchy for desirable types of energy in terms of their usefulness for doing work qualitatively determine the change in entropy.

Recognize why the second law of thermodynamics requires two bodies at different temperatures for work to be done.

Distinguish between entropy changes within systems and the entropy change for the universe as a whole.

Variety of lab equipment that may be used throughout the year, including but not limited to meter sticks, timers, scales, glassware, rocks, pebbles, sand, water, food coloring, rubbing alcohol, ice, hotplates, balloons, vacuum, freezer, ice, Bunsen burners, thermometers, graduated cylinders

A math book for algebraic reference and example problems and a chemistry book to reference thermodynamics and ideal gas law problems

Multimedia presentation/teacher modeling on the organization of energy and its subsequent ability to perform work that is useful

Class discussion on interactions of objects and their likelihood of being reversed. (i.e. a car crashing into a wall and two marbles colliding together) Certain interactions will degrade the utility of energies involved in a system

Introduce entropy as a concept of order-disorder scale of energy organization. Discuss what happens to the as two different systems of different temperature move toward thermal equilibrium, specifically what happens to each system.

Class discussion on entropy, energy organization and reversible/irreversible processes

Check students’ use of vocabulary and explanations throughout lessons

Formative assessment tasks: multiple representations of energy-transfer diagrams

Quizzes on applications of the first and second law of thermodynamics to entropy and efficiency


What is a heat engine and how does it work?

Understand the concept of a reservoir for a heat engine.

Differentiate between a hot and cold reservoir.

Relate the engine to the laws of thermodynamics,



Multimedia presentation / teacher modeling on energy-transfer diagrams and how they relate to the laws of thermodynamics, the significance of hot-cold reservoirs, a breakdown of the Carnot cycle and its application to efficiency Demonstration: used a model of an engine position to discussion the first and second law of thermodynamics, along with an energy-transfer diagram and "warm" and "cold" reservoirs. Lecture: Use energy-transfer diagrams to represent the transfer of energy between "warm" and "cold" reservoirs.

Class discussion: Relate energy-transfer diagrams to the laws of thermodynamics. Students can break down the Carnot cycle using multiple representations and determine the efficiency.

Class discussion on the application of energy-transfer diagrams, the significance of temperature determining ideal efficiency and energy used in computing actual efficiency

Small group problem-solving session using the first law of thermodynamics and energy-transfer diagrams to compute actual efficiency and ideal efficiency




What is efficiency?

Use the temperature difference between the reservoirs to determine the maximum possible efficiency for a heat engine. Use the laws of thermodynamics to compute the actual efficiency of a heat engine.



Demonstration: Use a model of an engine position to discussion the first and second law of thermodynamics, along with an energy-transfer diagram and "warm" and "cold" reservoirs. Lecture: Use energy-transfer diagrams to represent the transfer of energy between "warm" and "cold" reservoirs. Determining actual and ideal efficiency. Class discussion: Relate energy-transfer diagrams and the laws of thermodynamics to efficiency Applications: Attempt to have students determine the efficiencies of actual engines.




Problem-solving and board work, represent and reason, write your own physics problem for energy transfer diagrams

What is entropy?

Learn that there is a hierarchy for desirable types of energy in terms of their usefulness for doing work.

Relate the disorder of a system to its ability to do work or transfer energy by heating. Define and apply the concept of entropy Relate entropy the reversible and non-reversible processes.

Identify systems with high and low entropy.



Class discussion on interactions of objects and their likelihood of being reversed. (i.e. a car crashing into a wall and two marbles colliding together) Introduce entropy as a concept of order-disorder scale of energy organization. Discuss what happens to the as two different systems of different temperature move toward thermal equilibrium, specifically what happens to each system. Lecture/Teacher Modeling on the organization of energy and its subsequent ability to perform work that is useful.

Individual work


Class discussion on entropy, energy organization and reversible/irreversible processes.



Homework (collected, checked, gone over in class

Differentiation



Draw and label diagrams, such as PV graphs, force diagrams, work-energy bar charts and pictures.






Technology





By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills,

such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace. Using the computers

and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace. Student will also

learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet software and

graphical analysis software.

ap physics c: electricity & magnetism

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