Download AP Physics II

AP Physics II
Canterbury Episcopal School
Dr. Ronnie J. (Doc) Hastings
Text: Giancoli, Douglas C., PHYSICS, Principles with Applications, Pearson/PrenticeHall, 2005.
This is a continuation course of Physics I designed to dovetail seamlessly with its
prerequisite and to prepare the student, after these two courses – Physics I and AP
Physics II, for succeeding in the of taking any of the AP Physics Tests they desire.
Formulas are presented in derivative and integral form when necessary, utilizing the
assumption the students are at least concurrently enrolled in calculus. Taking the AP
exams is optional for all students, so the emphasis in this course is to parallel the
excellent AP Physics curriculum instead of “teaching to the exam.”
Each school year is different because each brings a new set of students into the
classroom; the Physics I course does not end at the exact same place each year,
depending upon the rate of learning that fits each individual student set. Therefore, AP
Physics II picks up wherever Physics I the prior year ended. AP Physics II could begin
with any of the following initial sequenced topics and continue from there. If a topic is
covered in Physics I, problems are assigned from the Physics I text. Any topic covered in
Physics II is accompanied by assignments from Giancoli. Perpetual emphasis is placed
upon problem solving skills and techniques, and turned-in solved problems are required
to meet or exceed the standards of the AP exams’ “free-response” physics problems.
Exams in this course are entirely in the “free-response” format, usually replete with
multi-part problems similar to the “free-response” questions of the AP Physics exams.
Exclusive to AP Physics II is the “three-column” curriculum, which is listed below as
three separate columns. It takes advantage of the fact that the major physics areas of
mechanics, electrostatics and electricity, and magnetism share a plethora of analogous
concepts, such that, when a student learns a concept in one area, it is a small and easy
intellectual step to learn the same concept in the other two areas; only the formulas differ.
The result, as I have found from trying this in the classroom, is that more topics are
covered in less time; it “feels” as if one is covering three chapters of the text at once.
However, problems are assigned “unmixed,” so that a separate mechanics assignment is
followed by a separate electrostatic assignment, followed by a separate magnetism
assignment, etc.
Labs are limited by tight budget restraints not allowing relatively expensive equipment
associated with advanced high school physics labs. Nonetheless, with frugal
substitutions and simulations, along with demonstrations and every-day examples, a few
labs are performed using the college-level hand-out/write-up format students are expected
to utilize at the collegiate level.
2
Grading for each report period: 70% exams, tests, and quizzes
30% homework, assignments, lab write-ups
In the curriculum outlined below analogous concepts are repeated in multi-column
situations for clarity and emphasis. Symbols for vector quantities are printed in bold.
Pressure
Fluids (The Three Principles – Archimedes, Pascal, Bernoulli)
Heat (macroscopic and microscopic)
Laws of Thermodynamics
Calculus-based equations of Simple Harmonic Motion (SHM) applied to mass-on-spring
and to the simple pendulum
Mechanics of Waves
Properties of Waves applied to sound waves and to electromagnetic waves
(Reflection, Refraction, Diffraction, Interference, Resonance, Standing Waves)
Specific properties of light and all electromagnetic radiation
Index of Refraction
Snell’s Law
Optics
Mirror Equation
Lens Equation
Magnification Equation
Single Slit and Multi-Slit Diffraction
Charge
Conservation of charge
Transfer of Charge
Mechanical
Electric
Magnetic
Field source: mass m
Field source: charge q
Field source:
Charge-velocity qv
Current-distance Il
or Ir
Field from qv or Il: B
Field from m: g
Field from q: E
“Coulomb’s Law” for masses
(Universal Law of Gravitation)
Coulomb’s Law for charges
“Coulomb” for qv’s
Il’s
(Biot-Savart Law)
Force due to g: Fg
Force due to E: FE
Force due to B: FB
Right-hand rules for
Magnetism
3
Forces between
Conductors with I’s
Calculation of |g| = g
(Gauss’ Law for g)
Calculation of |E| = E
(Gauss’ Law for E)
Potential and Potential Energy
in g
Potential and PE
in E
Voltage V
Calculation of |B| = B
(No Gauss’ Law for B)
(Ampere’s Law for B)
Potential and PE
in B
Solenoids
Hall Effect
Electron-Volt, eV
Conservation of Mech. Energy
Mechanical Torque
Mechanical Dipole
Electric Torque
Electric Dipole
Electric
Charged m moving
with v in a B
(Cyclotron motion)
Mass Spectrometer
Magnetic Torque
Magnetic Dipole
Magnetic
Capacitance C
Dielectrics
Stored energy in Capacitors
Parallel and Series Wiring
Ferromagnetism, paramagnetism, diamagnetism
Hysteresis
Capacitors in Circuits
Resistors and Resistance R
Magnetic Flux
Faraday’s Law of Induction
Power and Voltage in Circuits
Ohm’s Law
Resistors in Parallel and Series
DC and AC Circuitry
Equivalent Resistances
Kirchoff’s Circuit Laws
Solving Circuit Problems
RC Circuits
Lenz’s Law
Principle of the Electric Motor
Mutual Inductance
Calculating Inductance L
Electromagnetic Waves (Combining E and B)
Electromagnetic
LR Circuits
Reactance in AC circuits
LRC Circuits
Circuit resonance
4
The “dance” of E and B: Maxwell’s Equations
Introduction to vector calculus (gradient, divergence, and curl)
Differential form of Maxwell’s Equations
Introduction to Green’s and Stokes’ Theorems
Integral form of Maxwell’s Equations