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_______________________________________________________________________________________________________________ AP Physics C: Mechanics Text Physics for Scientists and Engineers, 5th ed., by Serway & Beichner, 2000, Brooks/Cole, Thompson Learning. Lab Manuals: Physics A Laboratory Manual Puri, Zober & Zober, 2001 Pearson Investigations, Foundation of Physics, by Hsu, Tom, 2004 CPO Science My Engineering Design Assignment sheets Course Description This course is equivalent to a first-year college physics class and is designed to prepare students for the AP® Physics C Mechanics and Electricity & Magnetism Exam given in May. This course follows the syllabus for that examination, and students passing the exam may receive college credit. The course requires and employs a basic understanding of calculus (differentiation and integration), and also requires a prior course, Physics. The prerequisite calculus course may be taken concurrently. Typically, three classes per week will be devoted to class work and lecture, and two classes per week will be laboratory/design work. In this course, we will focus on two major activities • Discovery of concepts via scientific inquiry, engineering design and critical thinking skills - Much of the teaching you will do for yourself and for each other. I will provide you with lecture introduction and background. Then I will assign to you a task, design, problem, or question (perhaps more than one at a time). You will work individually or in groups, with hands-on equipment and materials, to complete the task/design. You will be asked to present your designs and solutions to the class and/or to critique or verify the designs and solutions of others. My hope is that you will see that there can be more than one way to solve the same problem, whether you are working with numbers or materials. • Laboratory application of physics knowledge through engineering design (described below). This course includes a physical and engineering design based laboratory component comparable to a two semester long college-level physics laboratory. Students spend a minimum of 20% of instructional time engaged in hands-on laboratory research and include pre-lab, and post-lab discussions. Engineering Design/Laboratory Students will work as partners to design and build engineering projects. These inquiry-based hands on activities require students to investigate appropriate physics concepts and apply those concepts in a real-world application of physics. Student designs must conform to design constraints, be produced on schedule, and meet testing criteria. The course is after all, a course for future scientists and engineers. Students will work in small groups to perform weekly student-conducted, mostly hands-on design or laboratory assignments, but each student must write his or her own report. Students are to keep a portfolio of all laboratory investigations, designs and reports. Tasks are included in the schedule below. Most labs begin as a design challenge for which the students must propose and develop their own solution. They then conduct research, create preliminary design, experiment to test their ideas, make observations, take measurements and complete with a working apparatus . Finally, they form conclusions based on their collected measurements and observations and participate in a peer challenge test of their finished products.
Weeks 1-4Topic: Forces, Torque and Newton’s Laws of Motion Engineering Design Lab: Toothpick Towers—Students ask the question “how do forces support structures?” They research, design, build, test, measure and compete against their peers. They build a device that can support ten bricks. Lab: Scientific Method—Students duplicate and “rediscover” Galileo’s proof of equal acceleration of all falling bodies. Use Atwood machine to demonstrate and verify Newton’s First Law. Evaluate friction on an incline with “Slow as you go Challenge” Weeks 5-7Topic: Kinematics in 1D; Kinematics in 2D Students integrate Force–Displacement graph and determine work Engineering Design Lab: Ballistic Devices—Students ask the question “Why do rockets fly?” They research, design, build, measure and test ping pong ball launchers and air rockets. Lab: Students use a launcher to study projectile motion, range, and “hang time”. They show derivative/integral relationships between position, velocity and acceleration Use a Loop Track to launch a projectile at a predicted range target. They also use calculus to explore the stories kinematic motion graphs can tell. Weeks 8-10Topic: Work and Energy Engineering Design Labs Rube Goldberg—Students ask question “How can I control the work done by energy?” They follow expected procedures and build a device that measures the work done by energy transfer from one form to another and explore conservation of energy. Lab: Investigate the transfer of potential to kinetic energy using a look track, a straight track and steel ball. Students demonstrate Hooke’s Law and perform “student power” lab using stairs. Weeks 11-12 Topic: Momentum and Collisions Engineering Design Labs: Domino Rally—Students ask the question “How much force is needed to knock over a domino?” They follow expected procedures and build a system that will test the maximum distance between dominoes that will support continuous movement while changing directions in 3 dimensions. Lab: Verify conservation of momentum with a ramp, stationary and moving marbles. Weeks 13-16 Topic: Rotation, Circular and Rolling Motion Engineering Design Labs: Trebuchet Catapults—Students ask the question “How can torque and moment of inertia aid in the destruction of a castle tower?” They follow procedures and build a device that will measure the relationship between rotation, torque and moment arm to improve precision and accuracy. Lab: Use Atwood machine pulley and weight to investigate moment of inertia and conservation of angular momentum Investigate rotational inertia and angular momentum using a ramp, hoop, disk, cylinder, sphere and rotating washers on a string. Weeks 17-18Topic: Simple Harmonic Motion and Oscillation Engineering Design Labs: Ten-Minute Clocks—Students ask the question “What can a clock teach us about gravity and simple harmonic motion?” They follow expected procedures and build a working clock that will match oscillation rates to an accurate time scale. Lab: Bungee Jump Barbie--Use spring–mass system to study oscillations with a motion detector and Elastic potential energy. Use motion detector to model oscillations. Weeks 19-20Topic: Gravitation Engineering Design Labs: Solar System Computer Modeling—Students ask the question “How does universal gravitation control our Solar System?” They follow expected procedures and create a model to investigate little g and the force due to gravity and create elliptical orbits that use semi-major and minor axes to determine orbital periods? Labs: Students will do simple pendulum lab to determine g. Students will use software in the lab to model elliptical orbits and use calculus to prove that Kepler’s Second Law is equivalent to the law of conservation of angular momentum.
LABS: At appropriate points in the course, each of the above laboratory investigations will be presented to the students in the form of a problem. Very often a demonstration of a physical phenomenon will be presented to the class and an explanation of the event will be requested. Students will be encouraged to discuss, confer, and debate about possible solutions to the problem – to form hypotheses. In the course of this discussion, they are to identify the variables that are at work in the phenomenon and then to decide how those variables may be manipulated given the available equipment and time. They are then to develop ways of isolating and manipulating these variables so as to test their hypotheses – to design an experiment. Groups of students may be formed to test different variables. Observations and, whenever possible, measured data will be taken from these tests. Results will be presented to the class and judgments will be made as to what conclusions can be drawn from the data, including possible experimental errors and how the experiment could be improved or expanded. Lastly, the students will be presented with the modern, “accepted” explanation or “expected” result. The students are then to discuss possible reasons for their variation from the expected result (error analysis). Students will produce a formal report summarizing the following: Problem/question Hypothesis Experimental procedure Data/observations Calculations Conclusion and error analysis
AP Exam Review Review Books and practice AP Post Exam Special Projects (Physics Video, Zip Zap Cars) About 4 weeks of review for AP exam. Cracking the AP Physics C Exam HW: Study E&M formulas. Do E&M MC84 E&M formula quiz! HW: Do E&M MC88 1. Review E&M problem types and methods Pick E&M problems to review 2. E&M MC Test (Week One: April) HW: Study Mech. formulas. Do Mech. MC84 3. Mech. formula quiz! HW: Do Mech. MC88 4. Review Mech. problem types 5. Mech. MC Test (Week Two: April) HW: Pick Mech. problems to review 6. Review Mech. problem types and methods 7. Mech. Free Response test (Week Three: April) 8. Review E&M problem types and methods Pick E&M problems to review 9. Review E&M Problems E&M Free Response Test (Week Four: April) 10. General Review: Two class periods 70 days in 2nd semester before AP Exam: 12:15 Monday afternoon, Second week of May
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AP Physics C: Electricity & Magnetism A. Benjamin amanni@aol.com Text Physics for Scientists and Engineers, 5th ed., by Serway & Beichner, 2000, Brooks/Cole, Thompson Learning. Lab Manuals: Physics A Laboratory Manual Puri, Zober & Zober, 2001 Pearson Investigations, Foundation of Physics, by Hsu, Tom, 2004 CPO Science My Engineering Design Assignment sheets Course Description This course is equivalent to a first-year college physics class and is designed to prepare students for the AP® Physics C Mechanics and Electricity & Magnetism Exam given in May. This course follows the syllabus for that examination, and students passing the exam may receive college credit. The course requires and employs a basic understanding of calculus (differentiation and integration), and also requires a prior course, Physics. The prerequisite calculus course may be taken concurrently. Typically, three classes per week will be devoted to class work and lecture, and two classes per week will be laboratory/design work. In this course, we will focus on two major activities • Discovery of concepts via scientific inquiry, engineering design and critical thinking skills - Much of the teaching you will do for yourself and for each other. I will provide you with lecture introduction and background. Then I will assign to you a task, design, problem, or question (perhaps more than one at a time). You will work individually or in groups, with hands-on equipment and materials, to complete the task/design. You will be asked to present your designs and solutions to the class and/or to critique or verify the designs and solutions of others. My hope is that you will see that there can be more than one way to solve the same problem, whether you are working with numbers or materials. • Laboratory application of physics knowledge through engineering design (described below). This course includes a physical and engineering design based laboratory component comparable to a two semester long college-level physics laboratory. Students spend a minimum of 20% of instructional time engaged in hands-on laboratory research and include pre-lab, and post-lab discussions. Engineering Design/Laboratory Students will work as partners to design and build engineering projects. These inquiry-based hands on activities require students to investigate appropriate physics concepts and apply those concepts in a real-world application of physics. Student designs must conform to design constraints, be produced on schedule, and meet testing criteria. The course is after all, a course for future scientists and engineers. Students will work in small groups to perform weekly student-conducted, mostly hands-on design or laboratory assignments, but each student must write his or her own report. Students are to keep a portfolio of all laboratory investigations, designs and reports. Tasks are included in the schedule below. Most labs begin as a design challenge for which the students must propose and develop their own solution. They then conduct research, create preliminary design, experiment to test their ideas, make observations, take measurements and complete with a working apparatus . Finally, they form conclusions based on their collected measurements and observations and participate in a peer challenge test of their finished products.
Winter Term: Electricity and MagnetismWeeks 1-3Topic: Electric Fields, Gauss’s Law, Electric Potential, Conductors, Capacitance & Dielectrics Engineering Design Labs: Leyden Jars and Electroscopes—Students ask the question “How can we reveal the magic of electricity?” They follow expected procedures and build working devices that will measure and store charge. Lab: Use balloons to study Coulomb’s Law and electric fields. Use conductivity testers to evaluate electric fields. Investigate the storage of charge using capacitors and dielectrics. Electric Cars—Students ask the question “How do electric cars work? They follow expected procedures and build working electric battery powered cars for our hallway race. Weeks 4-6Topic: Electric Current, Circuits, Ohm’s Law, RC circuits, Kirchoff’s Laws Engineering Design Labs: Electric House—Students ask the question “How can a house reduce its environmental impact?” They follow expected procedures and build working electric powered houses where voltage, current, resistance and power can be measured, calculated and controlled. Lab: Build electric circuits using batteries, bulbs, wires, and capacitors and gain a deep understanding of how circuits work (microscopic and macroscopic views). An emphasis is placed on the initial transient behavior of circuits, providing an understanding of how and why electrons move within circuits. Investigate Ohm’s Law and RC circuits. Weeks 7-10Topic: Magnetic Fields and Forces, Biot-Savart and Ampere’s Law Engineering Design Labs: Magnetic Levitation Devices—Students ask the question “How can magnetism act as a force field?” They follow expected procedures and build working devices that will measure the magnetic field and examine magnetic induction. Labs: Examine the force on moving charges and on current-carrying wires. Build and test electromagnets and electric motors. Explore magnetic fields generated around current carrying wires Weeks 11-13 Topic: Gauss’s, Faraday and Lenz’s Laws and induction, EM and Maxwell’s Equations Engineering Design Labs: Electric Motors and Generators—Students ask the question “Why is induction critical to how motors work?” They follow expected procedures and build working electric motors and generators where voltage, current, resistance and power can be measured, calculated and controlled. Students examine the role of magnetic induction. Lab: Utilize understanding of electric and magnetic fields to study Faraday’s and Lenz’s law using measurement of EMF generated by loop rotating in a magnetic field. Build and analyze oscillating circuits – RC, RL, LC, and RLC circuits are studied along with mechanical oscillations and motion with air resistance. This puts all of the differential equations within the course together and leads into Maxwell’s equations.
LABS: At appropriate points in the course, each of the above laboratory investigations will be presented to the students in the form of a problem. Very often a demonstration of a physical phenomenon will be presented to the class and an explanation of the event will be requested. Students will be encouraged to discuss, confer, and debate about possible solutions to the problem – to form hypotheses. In the course of this discussion, they are to identify the variables that are at work in the phenomenon and then to decide how those variables may be manipulated given the available equipment and time. They are then to develop ways of isolating and manipulating these variables so as to test their hypotheses – to design an experiment. Groups of students may be formed to test different variables. Observations and, whenever possible, measured data will be taken from these tests. Results will be presented to the class and judgments will be made as to what conclusions can be drawn from the data, including possible experimental errors and how the experiment could be improved or expanded. Lastly, the students will be presented with the modern, “accepted” explanation or “expected” result. The students are then to discuss possible reasons for their variation from the expected result (error analysis). Students will produce a formal report summarizing the following: Problem/question Hypothesis Experimental procedure Data/observations Calculations Conclusion and error analysis
AP Exam Review Review Books and practice AP Post Exam Special Projects (Physics Video, Zip Zap Cars) About 4 weeks of review for AP exam. Cracking the AP Physics C Exam HW: Study E&M formulas. Do E&M MC84 E&M formula quiz! HW: Do E&M MC88 1. Review E&M problem types and methods Pick E&M problems to review 2. E&M MC Test (Week One: April) HW: Study Mech. formulas. Do Mech. MC84 3. Mech. formula quiz! HW: Do Mech. MC88 4. Review Mech. problem types 5. Mech. MC Test (Week Two: April) HW: Pick Mech. problems to review 6. Review Mech. problem types and methods 7. Mech. Free Response test (Week Three: April) 8. Review E&M problem types and methods Pick E&M problems to review 9. Review E&M Problems E&M Free Response Test (Week Four: April) 10. General Review: Two class periods 70 days in 2nd semester before AP Exam: 12:15 Monday afternoon, Second week of May
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