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AP Physics B

Syllabus

“You can know the name of a bird in all the languages of the world, but when you're finished, you'll know absolutely
nothing whatever about the bird... So let's look at the bird and see what it's doing -- that's what counts. I learned
very early the difference between knowing the name of something and knowing something.”
Richard Feynman

Course Overview:

The AP Physics B experience spans three semesters under a block-schedule with periods of 77 minutes. Each semester is approximately
18-weeks long. Students planning on taking the AP exam are strongly encouraged to take all three semesters. Please refer to the
Curriculum Guide for more specific requirements (http://www.swsd.k12.pa.us/swhigh/administration/cs/index.html)

The first semester experience is Physics Honors, which focuses primarily on Classical Mechanics and learning to think “physics”. The
second semester is called AP-B Physics I, where the focus shifts to fluids, thermodynamics, and electricity. A third semester presents
magnetism, waves and optics, and atomic / quantum physics in a course titled AP-B Physics II. The Honors course is prerequisite for the
AP courses.

Most lab activities are designed to span two class periods and utilize modified versions of labs designed to utilize PASCO data-collection
and analysis probeware and software. Problem-Solving and critical thinking are emphasized in all three courses aligning with District
goals of reaching higher into Bloom’s Taxonomy, Webb’s Levels of Knowledge, and Dimensions of Learning. Mathematics is utilized as a
second language, communicating physical concepts concisely and accurately.

Instruction will include traditional forms such as dynamic lecture, including demonstrations, along with reading assignments and
prepared note-packets. Instruction will also include non-traditional forms such as group problem solving, inquiry activities as individuals
and as whole class, “Next-Time” questions, online textbook resources, and morning study sessions (optional). Assessments will be
largely formative and evaluation for grading purposes will be “time-flexible”. Self-assessment will become second nature to physics
students taking these courses as students learn to become more independent-learners prepared for the challenges that college
presents.

Every student participating in the Honors or AP science program is required to complete an empirically based research project –
commonly referred to as Science Fair. Students are required to design and implement a rigorous, unique, inquiry-based experiment in an
area related to course content. Complete details can be found at http://www.swsd.k12.pa.us/swhigh/science/sciencefair/downloads.html

Textbook:

Each student receives the following text to use during all three semesters:

TITLE: Physics, 6 th Edition


AUTHORS: John D. Cutnell & Kenneth W. Johnson
PUBLISHER: John Wiley & Sons, Inc.
COPYRIGHT: 2004

This text provides an outstanding structure for learning both the physics concepts and the problem-solving strategies needed to be
successful on an AP exam as well as in college. The online resources (http://www.wiley.com/college/cutnell) provide additional practice
and insight beyond the textbook. The supplemental resources, including a Student Study Guide, Student Solution Manual, and AP Prep
book may be checked out of the classroom resource library.

There are a multitude of other print and video resources available for reference, assistance, or pleasure reading. Copies of various
journals are cataloged and in the cabinets on the back-left side of the room. Book resources are in the front-left cabinets.
Course Requirements:

Homework: Physics not only requires students to learn new material but develop new skills as well, therefore the more time and practice
the student puts into the course the more successful that student will be. Students should solve homework problems to increase their
understanding of the particular concept as well as increase problem solving skills. Avoid trying to just “get it done” since this is a waste
of time; always self-assess how well you understand a section by your performance on the homework. If you experience frustration, then
seek assistance from fellow classmates. Develop a study group or homework hotline to work through the difficult problems. Seeing the
problems solved on the board in class will not contribute as greatly to your understanding as will working through them, even when the
solution seems impossible. All completed problem sets should be organized in a notebook of some type. All problem sets for a given
chapter must be completed prior to the exam for that chapter, in order for quiz corrections to “count”.

Quizzes: Quizzes will be given to assess the student’s as well as the class’s progress. When quizzes are returned, students will have
the opportunity to make corrections to their quizzes in order to improve their score — more importantly, students will be able to learn
from their mistakes. Quiz corrections must be turned in prior to the respective chapter exam. Corrections should be made on the back of
the quiz with each incorrect problem being reworked completely. Any student who does not make a valid attempt to complete the quiz
when originally given will forfeit the privilege of making corrections. Students will occasionally be asked to verbally explain corrections to
ensure proper thought was given to the corrections.

Exams: Exams will be the primary assessment of student learning during any given unit of study but only a part of the student’s overall
assessment for the course. All tests will follow a structure that will prepare the student for college and/or AP exams where problem
solving and critical thinking are emphasized along with specific content. Most exams will take the full period.

Labs: Lab skills will prove invaluable to students as they further their education and labs often help students understand certain material
better. We will be utilizing modified versions of computer-based labs from PASCO. Experimental design, data analysis and drawing
proper conclusions will be emphasized as well as the particular physics concept. A lab notebook must be maintained throughout all three
semesters. Students will apply lab concepts to semester-long Science Fair research projects.

Writings and Presentations: Throughout the course students will be asked to do research and compile their findings in written forms.
Occasionally, students will be asked to give oral presentations of certain material or assignments. Students must be able to effectively
communicate if they wish to be successful, regardless of their chosen field, and so effective communication of ideas and information will
be stressed.

Required Materials: 3 ring, loose-leaf notebook for class notes and handouts
Scientific Calculator (must have trig functions)
Homework notebook (or separate section in binder)
Lab notebook -- provided
Physics textbook -- bring to class each day.

Preparation for AP Exam:

The curriculum and instruction are closely aligned to the extensive list of “Learning Objectives” published by the College Board. Where
deviations occur, it is always in excess of the expectations listed in that document.

The proportion of the exam, from each area of physics studied, is as follows:

Mechanics 35% (Physics Honors)


Fluids & Thermodynamics 15% (AP-B Physics I)
Electricity & Magnetism 25% (AP-B Physics I & AP-B Physics II)
Waves & Optics 15% (AP-B Physics II)
Atomic & Nuclear 10% (AP-B Physics II)

Correspondingly, the time spent on each of these areas will follow a similar proportion. Historically, AP students become much more
efficient at the study of physics as they reach the later material and so more objectives are achieved in less time.

Structured review for the AP Exam is conducted before school, during Advisory Period, and on occasional Saturdays as the exam
approaches.
Semester One: Physics Honors

Objectives: (for complete curriculum, visit: http://www.swsd.k12.pa.us/curriculum/science/physicshonors.pdf *textbook has changed since ’04)

1. Students will know and apply scientific methods while utilizing inquiry methods and multiple systems of measurement
2. Students will explain and calculate motion using both equations of kinematics and principles of dynamics
3. Students will explain and calculate motion using principles of mechanical work, energy, and power
4. Students will explain and calculate multiple body interactions, including both elastic and inelastic collisions, using principles of linear
momentum and impulse
5. Students will explain and calculate the motion of objects moving in a circular path using both equations of angular kinematics, principles of
centripetal force, and angular dynamics
6. Students will apply torque and angular momentum under both equilibrium and non-equilibrium conditions in order to determine how
objects of various shapes will rotate about a fixed axis or roll with translational velocity
7. Students will describe current scientific theory on the origin of the universe with a primary focus on the evidence, technology, and human
endeavor associated with the theory of the Big Bang

Core Concepts:

1. Inquiry and the scientific method ~Text Alternative Sources


2. Systems and methods of measurement ~Chp 1
3. Kinematics of linear motion ~Chp 2 & Chp 3
4. Dynamics and Newton’s Laws ~Chp 4
5. Work, power, and energy ~Chp 6
6. Linear momentum and impulse ~Chp 7
7. Uniform circular motion, including rotational kinematics and dynamics ~Chp 8 & Chp 5
8. Torque and rotational statics ~Chp 9
9. Angular momentum ~Chp 9
10. Composition and structure of the universe ~Text Alternative Sources

Lab Experiences:

Most labs will be completed, over 2 periods, in partners at one of the eight lab stations in the room. Most labs experiences will consist of
a pre-lab activity, experimentation, analysis, and post-lab assessment. It is critical that each student keep a lab notebook (separate from
Science Fair research notebook). Use the same protocols for notebook format as explained in the Science Fair Handbook.

Each G5 iMac is labeled A through H and has a corresponding bundle of probes and equipment located in the cabinets beneath the
computer. Please return all equipment to its proper location and notify Mr. […] of any damaged or missing equipment.

• Graphing by Hand – Motion Data Collected “Old School” Style (no computer)
• Motion in One Dimension – Matching Graphs
• Position, Velocity, and Acceleration – Equations of Kinematics Visualized
• Free Fall and Acceleration on Inclined Plane
• Bouncing Ball Kinematics
• Projectile Motion (Table Top Launchers – no computers)
• Newton’s Second Law – Cart Pull
• Newton’s Third Law – Collisions with Force Sensor
• Atwood’s Machine – Smart Pulley
• Speed Squared (historical lab – no computers)
• Work-Energy Theorem – Cart Pull revisited
• Conservation of Energy
• The Effects of Friction – Inclined Plane revisited
• Impulse-Momentum Theorem – Collisions with Force Sensor revisited
• Basics of Collisions (qualitative focus on conclusion vs inference – no computers)
• Conservation of Linear Momentum: Elastic & Inelastic Collisions (computer-based simulation: created using Interactive Physics)
• Rotational Motion (only 2 stations)
• Torque – Equal Arm Balance Apparatus (no computer)
Semester Two: AP-B Physics I

Objectives: (for complete curriculum, visit: http://www.swsd.k12.pa.us/curriculum/science/APphysicsI.pdf *textbook has changed since ’04)

1. Students will be able to apply the principles of simple harmonic motion in various applications, including mass-spring systems and simple
pendulums
2. Students will be able to use Newton’s Law of Universal Gravitation and Kepler’s Laws of Planetary Motion to describe and predict the
motion of objects in various orbits
3. Students will be able to explain and predict the behavior of fluids under both static and laminar flow conditions, including the affects of
buoyancy on the behavior of an object in a fluid
4. Students will be able to qualitatively and quantitatively describe and apply concepts of thermal physics, such as heat and temperature to
physical systems like the expansion of a substance or the behavior of an ideal gas
5. Students will be able to apply concepts of heat, internal energy, and heat transfer to systems where both specific heat and latent heat
must be considered
6. Students will be able to qualitatively and quantitatively describe and apply the laws of thermodynamics to physical systems, including
adiabatic, isothermal, isobaric, and isovolumetric processes and cycles
7. Students will be able to qualitatively and quantitatively describe and apply concepts of electrostatics, including properties of electric
charges, electric force and electric field, and the behavior of capacitors
8. Students will be able to qualitatively and quantitatively describe and apply concepts of electric current to simple circuits, which include
resistors and capacitors

Core Concepts:
1. Simple harmonic motion ~Chp 10
2. Gravity and satellite motion ~Chp 4, Chp 5, & Chp 9
3. Fluid dynamics ~Chp 11
4. Heat and thermodynamics ~Chp 12 - 15
5. Electrostatics ~Chp 18 & Chp 19
6. Current and simple circuits ~Chp 20 +CASTLE Curriculum Resources

Lab Experiences:

Most labs will be completed, in 2 periods, in groups of three. Most labs experiences will consist of a pre-lab activity, experimentation,
analysis, and post-lab assessment. It is critical that each student keep a lab notebook (separate from Science Fair research notebook).
Use the same protocols for notebook format as explained in the Science Fair Handbook.

Each G5 iMac is labeled A through H and has a corresponding bundle of probes and equipment located in the cabinets beneath the
computer. Please return all equipment to its proper location and notify Mr. […] of any damaged or missing equipment.

Equipment for thermo labs and electricity labs are not stored under the computers. Stations will be set up for those labs.

• Hooke’s Law – (done “old school” – no computer)


• Simple Harmonic Motion – Mass on a Spring & Simple Pendulum
• Satellite Motion (computer simulation – Interactive Physics)
• Buoyant Force
• Boat Design Competition
• Specific Heat & Calorimeters
• Identification of Unknown Metal
• Ideal Gas Law – Syringe
• Small Piston Heat Engine (single station – class lab)
• Electrostatics – qualitative lab (stations rotation)
• Ohm’s Law and Thermocouples
• Series Wiring – CASTLE Curriculum Lab Kits (no computer)
• Parallel Wiring – CASTLE Curriculum Lab Kits (no computer)
• RC Circuit – CASTLE Curriculum Lab Kits (no computer)
Semester Three: AP-B Physics II

Objectives: (for complete curriculum, visit: http://www.swsd.k12.pa.us/curriculum/science/APphysicsII.pdf *textbook has changed since ’04)

1. Students will be able to determine the forces on and subsequent motion of point charges and current carrying wires in the presence of
an external magnetic field
2. Students will be able to qualitatively and quantitatively describe emf’s and currents induced by magnetic fields
3. Students will be able to analyze the motion of waves in various mediums, including strings
4. Students will be able to describe the principles associated with sound generation and propagation, including standing waves in air
columns and the Doppler shift
5. Students will be able to qualitatively and quantitatively describe the nature of light and its dual nature by examining systems that produce
interference, diffraction, reflection, and refraction
6. Students will be able to qualitatively and quantitatively describe the effects of refractive materials, mirrors, lenses or lens systems on the
image formed by an object
7. Students will be able to describe the fundamental aspects of quantum mechanics as related to the behavior of light, electrons, and the
hydrogen atom, including wave-particle duality and energy levels
8. Students will be able to apply principles of conservation of matter, energy, and charge along with mass-energy conversion to the decay
of atomic nuclei

Core Concepts:
1. Magnetism ~Chp 21 & Chp 22
2. Wave mechanics ~Chp 16 & Chp 17
3. Sound ~Chp 16
4. Light and optics ~Chp 24 - 27
5. Atomic physics and quantum effects ~Chp 29 & 30
6. Nuclear physics ~Chp 31 & 32

Lab Experiences:

Most labs will be completed in groups of three and take varying amounts of time. Most labs experiences will consist of a pre-lab activity,
experimentation, analysis, and post-lab assessment. It is critical that each student keep a lab notebook (separate from Science Fair
research notebook). Use the same protocols for notebook format as explained in the Science Fair Handbook.

Equipment for these labs are not stored under the computers.

• Magnetic Field Around a Wire (historical lab – no computer)


• Faraday’s Law
• Lentz’s Law
• Charged Particle Hockey (computer simulation – software run on OS 9 Mac station)
• Slinky Lab
• Interference Patterns – Waveport Software
• Resonance Tube
• Reflection & Refraction (no computer)
• Diffraction – Slits, Gratings, and Screens (no computer)
• Pin-Hole Camera (no computer)
• Optics Bench (no computer)
o Telescope
o Microscope
• Quantum Levels – (computer simulations – software fun on OS 9 Mac station)
• Spectrum Analysis – Flame Test Chemistry Lab w/ Gas Discharge Tubes
• Nuclear Decay Simulation Game (no computer)

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