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Transcript
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