Download Advanced Placement Physics C Curriculum and

2014-2015 Class Syllabus for AP Physics C
"It seemed that the next minute they would discover a solution. Yet it was clear to both of them that the end was still far, far off, and that the
hardest and most complicated part was only just beginning."
--Anton Chekhov
Course Overview:
Congratulations on success in your first year of physics. AP Physics C is a second-year physics course. Those of you who have succeeded in PreAP Physics are
already very well prepared for college physics. The AP Physics C course is designed to incorporate concepts and skills from the first year course and apply these
to deriving many of the theorems and laws used in the physical systems we studied in the first-year course. Differential and integral calculus will be applied as
both a conceptual tool and as a cudgel to manipulate problems and systems that would otherwise be incomprehensible. The curriculum blueprint from this course
indicates concurrent enrollment in Calculus as a prerequisite to this course. Calculus is not a necessity to succeed in this class, but it is strongly recommended
that students bear this qualification in mind when enrolling. In this course, we will spend a great deal of time problem solving, a modest amount of time in the
laboratory, and a minimal amount of time, especially as the year progresses, in lecture. You already know most of the concepts. Now we begin to both truly
apply them and see where they come from. However, this course is very difficult and will require significant independent study and diligent effort on the part of
every student if success is to be found.
This Class and the AP Exam:
You will be taking both Physics C: Mechanics and Physics C: Electromagnetic theory. Per Prosper ISD policy, you will take both AP exams in May.
Like most 1st year college physics courses, Physics C is broken into sections by semester: the first for mechanics and the second for electromagnetism. Per
district policy, students enrolled in this class will take both tests since this class is taught as a single unit. You will be scored separately on each section. Most
colleges will award one half-credit (one semester) of sophomore-level, calculus-based physics for a score of 4 or 5 on either section of the exam. You should
also maintain copies of your laboratory work, discussed below, as these may be necessary for placement at some schools. Unlike most college courses this class
does not delve into thermodynamics (barely touched on last year) and waves & optics (covered well in your first-year course).
As an added note: Some of your predecessors blew off the E&M part of the course after they discovered their university did not accept this AP exam. Bad idea.
Several of them ended up transferring to schools that did take the credit and ended up having to take freshman physics during their junior and senior years!
Furthermore, while the content we will study in E&M will initially seem very new and complicated, if you give it a chance you will find it to be quite easy and
meaningful.
Daily Required Materials:
Text: Halliday. Resnick and Walker. Fundamentals of Physics, John Wiley & Sons, Inc., 6th or 7th editions.
Writing Utensil
Straight Edge (a good protractor is recommended)
Graphing calculator (TI-83 or better)
WebAssign.com (more details to come), Remind101 and/or Twitter (more details to follow)
Supplementary materials (not required, but handy):
Drawing compass
Prep Outline: Students are STRONGLY encouraged to purchase an AP prep outline (Princeton Review is a favorite of mine) to assist with the course. Such a
review will become most useful during the course review following Spring Break, but will also be a good place to look for study resources for your unit tests.
Course Outline:
The following topics will be covered in the time frame given: The first semester will comprise the mechanics section of the course. The second semester will
comprise the E & M section of the course. Teachers will complete instruction on all course topics by spring break or shortly thereafter, depending on the specific
calendar. This will give students ample time for an organized and constructive review in the month leading up to the AP exam.
Grading in this Class:
 Formative Grades: 40% of student average, including
o Homework, online, weight = 1 per assignment, a unit’s HW grade may count for as many as 4 to 5 grades
o Labs, grade based on successful completion of labs AND in class participation during activity, weight = 1
o Quizzes, weight = 2
 Summative Grades: 60% of student average, including
o Full-length Examinations, weight = 2
o Half-length Examinations, weight = 1
o Projects, weight TBA (some projects may count as labs)
Exams:
Examinations will occur at the conclusion of each unit unless otherwise indicated in this course outline
Exam format:
Each test will include 10 – 25 multiple choice questions usually related directly to the content covered in that unit although a few review questions may be
included. 2 - 4 free response questions, often taken directly from past AP exams will comprise the remainder of each exam. Where available, the actual AP
scoring rubric for these questions will be used in assessing student work. Students may use a calculator and equation sheet on the free-response section, but not
on multiple-choice questions. Exams will be timed to reflect an AP testing atmosphere. 45 minutes will be allotted for the multiple choice and another 45
minutes will be provided for the free response questions. As the year progresses tests will become more lengthy and comprehensive, in reflections of the nature
of the AP exam. Most tests will be administered over the course of a whole block day. Some tests will allow for timed periods of student cooperation.
Peer grading of free response questions according to AP rubrics will be employed as the year progresses as it is an important part of the learning process.
Labs:
Approximately 25% of this course is spent in laboratory work. Some units have significantly more labs available and some have fewer. In general, during the
first semester of this class (Mechanics) there are more labs available to us in the high school environment and correspondingly more time will be spent on hands
on activities than in the later semester (Electromagnetic Theory) of the class. Laboratory goals are described in the teacher notes section of the outline below.
Laboratory assignments are coded in the course outline to indicate the format of the lab. The following key will provide a more detailed explanation. Most labs
will be performed in one 50-minute class period, although some will require additional time spent for either additional data collection and student analysis as
indicated.
All labs will require one of the following:
 Completion of a formal laboratory report that will be graded on a rubric specific to that lab exercise. (50% of all labs, labs to be formally written up
are indicated in the Curriculum and Resource Document, below)
 Completion of supplementary resources related to that laboratory exercise, usually accompanied by classroom discussion. (50% of all labs)
Miscellaneous Grading Notes:
 No late work will be accepted unless a student misses class with an excused absence.
 Additional extra credit may be assigned individually or to the class on an as needed basis.
 Tests may be curved at my discretion. All curves will be mathematically justifiable and applied uniformly.
 All homework is due the period after it is assigned unless otherwise stated on the student’s unit syllabus.
 Students may view their grades anytime except during class.
 While I have confidence that all students can achieve success in this course, A’s are difficult to come by based on these standards. Hard work is
often required to achieve success at this level, but remember that an A doesn’t mean that you have just worked hard, but rather it suggests that you
are “getting it right 90% of the time, every time.” This type of mastery requires that you be exceptionally diligent in your studying.
 Semester exam grades will be calculated based on the scoring standards an AP Physics C examination.
Absenteeism:
The student will be allowed one day for each excused absence to make up work. School field trips and activities will not count as absences. It is the student's
responsibility to get all missed assignments and communicate any problems with the teacher. Any work not turned in within the designated make up time period
will receive a grade of zero and no make up will be permitted.
The tutorial period is for tutoring and help with daily assignments. I am happy to help with work in any subject area. Any tests or labs will be made up during a
prearranged time outside school hours. If a student is unable to attend these make-up sessions due to another academic or athletic event, a note must be shown
from that instructor and another time will be scheduled. Any student who chooses not to attend the scheduled make up session will receive a zero for the missed
work. If students do not arrive in a timely manner for scheduled sessions, I may not be available and any missing work will receive a grade of zero.
In any AP course it is imperative that students attend every class and are present for each exam. If you have strenuous extracurricular activities that will
necessitate frequent absences then this class is probably not for you! Frequent absences on test days will be met with a serious response as an alternate exam
must be created for fairness. In an AP class this is a difficult task as there is a limited amount of material available from existing AP examinations. If you miss
any exam, your raw score will stand as your grade since there will be no mathematical basis for creating a curve.
Academic Honesty:
Students are expected to complete work individually with the exception of in-class labs and group projects. Any lab write-ups, homework, quizzes and tests
are considered individual assignments. Neither copying and "sharing," nor cheating of any kind will be tolerated. Any instances of academic dishonesty will
be reported immediately to the school administration and the student will receive and automatic grade of zero on the assignment. There will not be ANY
opportunity for make up. Cheating has become a profound problem in our schools today and it seriously undermines the integrity of the academic process.
In my lexicon, cheating is tantamount to stealing something that does not belong to you, namely the academic success of others. Further penalties include
my informing any coaches and/or club sponsors (including NHS) of the occurrence, as well as my rescinding of any letters of recommendation to any
colleges that I may have written for the offending student.
Advanced Placement Physics C Curriculum and Resource Document
Key to Reference Laboratory Type:
Trad: A traditional, student led, hands-on physics lab utilizing analog and/or primitive instrumentation for data collection (i.e., ruler, metric balance, stopwatch,
graph paper, etc…)
CAL: Computer-Aided Lab. A traditional, student led lab exercise which utilizes the use of digital sensors and computer data collection and analysis. PC’s
with Vernier‘s LoggerPro 3.x will be utilized along with the LabPro data interface and various digital sensors (motion, force, acceleration, charge, current,
voltage, magnetic field, etc.).
Online: Lab to be performed using a JAVA applet or other online resource.
Inquiry: An open-ended lab in which the student must devise a procedure/choose materials to analyze a given topic.
Demo: Teacher led demonstration w/ discussion.
Unit/Topic
Unit 1: Linear
Motion
Objectives
o
o
o
o
o
o
o
o
o
Unit 2: Vectors
(Test with unit 3)
o
o
o
o
o
o
Unit 3: Projectiles
and 2D motion
o
o
o
o
o
Unit 4: Forces I
(Test with unit 5)
o
o
o
Motion
Position and Displacement
Avg Velocity and Avg Speed
Instantaneous Velocity and Speed
Acceleration
Constant Acceleration – a special
case
Freefall
Graphical Interpretations
Linearization of data w/ graphing
for non-linear functional
relationships
Time
Approx.
12 daily
classes
Notes
Includes time spent on learning
elementary linear calculus techniques
for analysis of motion equations.
Calculus techniques will be learned
over a period of approx. 2 days and
reinforced when relevant throughout
the course.
Lab Goals:
The labs selected for this unit are
traditionally employed in many firstyear college physics courses. Goals
include guiding students to the
relationships between kinematics
variables via hands-on demonstration
and critical thinking.
Vectors and scalars
Components of Vectors
Vector Addition
Dot Product
Cross Product
Vectors applied to Physics
Projectile Launched horizontally
Projectiles Launched at an Angle
Range w/out time
Uniform Circular Motion again
Relative Motion
Approx.
4 daily
classes
Newton’s 1st Law – static
equilibrium
Force
Mass
Approx.
4 daily
classes
Approx.
10 daily
classes
Lab Goals:
The projectile lab that accompanies
this unit provides an opportunity for
hands-on analysis of the systems
covered in lecture.
Lab Goals: The selected labs will
provide hands-on experiences related
to the topics/titles. The Newton’s 2nd
Assignments
Labs:
 Walking Graphs (CAL, 80
minutes)
 Acceleration on an inclined
plane (CAL, 60 minutes,
FORMAL REPORT)
 Acceleration under the
influence of gravity (CAL,
photogates, 50 minutes)
Labs: Horizontal Projectile (Trad,
50 minutes)
Labs:
 Hooke’s Law (Trad,
o
o
Newton’s 2nd Law – d;ynamics of
a single particle
Newton’s 3rd Law
Applying Newton’s Laws
o
o
o
o
Friction
Properties of Friction
Drag Force and Terminal Speed
Centripetal Force
o
Unit 5: Forces II
Unit 6: Work
(Test with unit
7)***
Unit 7: Energy
9 daily
classes
o
o
o
o
o
o
Kinetic Energy
Work
Work and Energy
Work done by Gravity
Work done by a spring
Work done by a varying force
3 daily
classes
o
Work and Potential Energy
8 daily
Law lab is largely conceptual in
nature, whereas the Hooke’s Law lab
is inquiry-oriented and requires
students to do a comprehensive
analysis including the design of a
procedure and the use of graphical
analysis techniques.
Students will set-up differential
equations to describe situations with
non-constant and resistive forces.
Students will learn to solve these
functions later in the year.
Lab Goals:
The friction lab enumerated here has
students compute (via experimental
data and graphical analysis) the
coefficient of friction for the Pasco
Dynamics system and assess whether
these lab tools are truly appropriate to
use as a “frictionless environment” in
earlier kinematics experiments.
Emphasize the use of integration
techniques for solving problems
involving work done by non-constant
forces (esp. the spring force)
This is the first time students in this
course will have to employ real
techniques of integration (definite
integrals) as opposed to simple Power
Rule differentiation with functional
answers.
Lab Goals:
The non-constant force/work lab
utilizes student data collected during
the Hooke’s Law experiment (above).
Students must integrate their force
function (F(x)) and compare their
calculation against theoretical values
for their chosen spring.
Students will understand conservative

Inquiry, 50 minutes,
FORMAL REPORT)
Newton’s Second Law
(Trad, 50 minutes)
Labs:
 Friction on an inclined plane
(CAL, 50 minutes)
 Centripetal Force (Trad, 50
minutes, FORMAL
REPORT)
Labs:
 Work done by a non-constant
force (Trad, 90 minutes,
FORMAL REPORT)
o
o
o
Unit 8:
Momentum
o
o
o
o
o
o
o
o
o
Unit 9: Rotational
Motion (Test with
Angular
momentum)
o
Unit 10 : Angular
Momentum
o
o
o
o
o
o
o
Conservative Forces
Conservation of Mechanical
Energy
Work done by an External Force
classes
Center of Mass
Newton’s 2nd law for a system of
particles
Linear Momentum
Linear Momentum for a system of
particles
Collision and Impulse
Conservation of Linear
Momentum
Momentum and K.E. in collisions
Inelastic Collisions(one and two
dimensions)
Elastic Collisions(one and two
dimensions)
10 daily
classes
Rotation with Constant Angular
Acceleration
Relate Linear and Angular
Variables
Kinetic Energy of Rotation
Rotational Inertia
Torque
Newton’s 2nd law for rotation
(Static Equilibrium)
Work and Rotational K.E.
Rolling as Translation and
4 daily
classes
8 daily
classes
vs. non-conservative forces and their
relation to conservation of energy.
Lab Goals:
In this lab students must collect data
(either bounce height or velocity)
from a bouncing or basketball and use
this information to determine the
energy transferred from the ball by
each bounce. The solution will be an
equation fitted to the student’s data
and will be different for each student.
This lab is a great opportunity not
only for inquiry-based learning, but
also for student use of either graphing
calculators or spreadsheet software
for data analysis.
Students will use integration to find
impulse where appropriate. Students
will also analyze motion functions
(usually of velocity) with
differentiation and integration to
determine relevant information with
regard to the impulse-momentum
theorem.
Lab Goals:
Students will perform and compare
the results of two experiments in an
effort to test the validity of the
impulse/momentum theorem. A
statistical analysis of the similarities
of the end results will be performed.
Lab Goals:
Students will assess how the angle of
an applied force affects the torque
needed to keep a meter stick in
balance. In their data analysis,
students must connect their results to
the sine element in the torque/force
equation.
Lab Goals/ Notes:
 A rotating chair, disk weight
Labs: Conservation of Energy
(Inquiry, CAL, 90 minutes,
FORMAL REPORT)
Labs:
 Conservation of Momentum In
Collisions (Demo, Pasco
dynamics carts, 15 minutes)
 Impulse/Momentum (CAL,
motion detector combined w/
force sensor, 90 minutes)
Labs:
 Torque, balancing and nonright angles (CAL/Trad, Force
Probe or Spring Scale, 50
minutes)
Labs:
o
o
o
o
Unit 11: Gravity
& Oscillations
Rotation
Kinetic Energy of Rolling
Angular Momentum
Angular Momentum of a system
of particles
Angular Momentum of a rigid
body
o
The gyroscope
o
o
Newton’s Law of Gravitation
Gravitation and the law of
superposition
Gravity near earth’s surface
Gravity inside earth
Gravitational potential energy
Planet and satellites
Kepler’s laws
Satellites: orbits and energy
o
o
o
o
o
o
o
o
Simple Harmonic Motion
Force Law for simple harmonic
motion
o Energy in SHM
o Angular SHM oscillator
o Pendulums
o SHM and Uniform circular
motion
Unit 12:
Electrostatics
o
o
o
o
Electric Charge
Coulomb’s Law
Simple E-Fields
Static and Dynamic behavior of
charges in an E-field.
o
Electric fields of continuous
charge distribution

plates and a bicycle wheel will
be used to provide students with
concrete examples of
conversation of angular
momentum in real systems.
A demonstration similar to the
“projectile lab” indicated above
will be employed as a
demonstration during our study
of rotational energy with the
intent to demonstrate rotational
inertia & energy as a component
missing from our analysis of a
projectile as a multi-directional
(i.e., x & y) linear, kinematic
system. Data will be collected as
a class and analyzed
individually.


Conservation of Angular
Momentum (Demo, 20
minutes)
Demonstration of rotational
kinetic energy as a factor in
a rolling/translating system.
(Demo, 40 minutes,
FORMAL REPORT based
on data collected as a class)
9 - 12
daily
classes
(depends
on
semester
time
window)
Approx.
11 daily
classes
Many of the objectives in this unit are
a review and addition to topics
addressed in Physics I. Most class
time will be spent on using calculus to
define the electric fields of various
objects. Emphasis will be placed on
the use of Gauss’ Law of understand
Labs:
o The Van de Graaf Generator
and the behavior of static
charges (Trad, CAL,
Demo, approx. 50 minutes)
o
o
o
o
o
o
Unit 14:
Capacitance
Charged, isolated
conductor
Cylindrical symmetry
Planar symmetry
Spherical symmetry
o
o
Vectors and scalars
Electric Potential Energy
o
o
o
Electric Potential
Equipotential Surfaces
Potential from charge
distributions (points, dipole,
line, others)
Potential of a charged, isolated
conductor
o
o
o
o
o
o
symmetric distributions as this topic
is critical to student’s understanding
of later topics in E&M. Some
problems involving Gauss’ Law will
include scenarios with a non-uniform
distribution of charge that varies in
one direction (ordinarily spherical or
cylindrical symmetry where the
concentration of charge varies with r,
the distance from the center, but not
with the θ or φ coordinates). In all
cases, electric fields will always be
analyzed as superposition functions
and thus will require will include the
solving of definite and indefinite
integrals.
Electric Flux
Gauss’ Law and symmetric
distributions
o
Unit 13: Electric
Potential
(Test with unit
14)***
point, dipole, line,
disk, other shapes
Capacitors and Capacitance
Type of Capacitors
Capacitors in Series and Parallel
Finding the E-field inside a
capacitor
Energy Stored in the Electric Field
Approx.
4 daily
classes
Approx.
6 daily
classes
Lab Goals:
See Assignments column.
Students will employ the skills
learned in unit 12 to find electric field
intensities and relate this information
to the electric potential. Use of
integral calculus will be employed in
this process to assist with spatial
analysis of various charge
densities/symmetries.
Lab Goals: Students will
experimentally define electric fields
via the right-angle relationship
between the field and multiple,
measured equipotential lines. In this
lab students will qualitatively
determine field intensity by means of
the density of field lines.
Analysis of changes in the electric
field inside a capacitor will be
stressed on both a qualitative and
quantitative level where Gauss’s Law
and appropriate integrals for electric
potential will be used to determine
o Electric Field Mapping
(CAL, approx. 90 minutes)
Lab Goals:
 Students will understand the
construction and use of the
Van de Graaf Generator via
inspection and
experimentation.
 Students will qualitatively
observe the behavior of
static charge in a strong
electric field.
 Students will understand
electric field topography
based on equipotential
surfaces.
Labs:
o Electric Field Mapping
(Finding Equipotential
Surfaces using voltmeters),
(Trad, 50 minutes, can also
be done with digital sensors)
Labs:
o Capacitors and Dielectrics
w/ the Van de Graff
Unit 15: Electric
Current,
Resistance and
Circuits
o
Dielectrics (conceptual)
o
o
o
o
o
o
o
Moving charges and currents
Current density
Resistance and Resistivity
Ohm’s Law
Power in Electric Circuits
Work, Energy and the EMF.
Circuits (Kirchoff’s Rules)
o Single Loop
o Multi-loop
o RC circuits
Approx.
12 daily
classes
characteristics of capacitors including
generator, digital charge
charge stored, E-field, potential
sensors, Lyden jar
difference and capacitance.
(Demo/CAL, 20 minutes)
Dielectrics will be discussed on a
conceptual basis, although students
will be asked to identify how the
presence (or removal) of a dielectric
creates a change in a capacitor or
circuit.
Lab Goals: This demonstration will
use a simple Lyden Jar apparatus with
different dielectricmaterials to
differentiate both qualitatively (the
intensity of the arc when discharged)
and quantitatively (using digital
charge sensors) the effect of a
dielectric material on capacitance.
Emphasis will be on laboratory
Labs:
exercises in circuitry. Resistor only
o Ammeters and Voltmeters: a
circuits will be mainly review from
study of the operations of
Physics I. RC circuits will be
circuit analysis
discussed in detail and problems in
instrumentation. (CAL, 50
circuits will deal mostly with these.
minutes)
The equations governing the functions
o Ohm’s Law (CAL, 50
q(t), i(t) and v(t) for an RC will be
minutes),
derived using Kirchoff’s Rules and
o Advanced Series and Parallel
analysis of the resulting differential
Circuits (CAL, Inquiry, 90
equations. Students will demonstrate
minutes),
the capacity to derive the equations
from scratch.
o RC Circuits (Demo, 20
minutes)
Lab Goals:
 Students will learn, via trial and
error inquiry, the correct use of
ammeters and voltmeters in
circuit analysis. (Review from
Physics I)
 Students will analyze the
relationship between voltage
and current in a simple circuit
(Ohm’s Law—a review from
Physics I) and study the
Unit 16: Magnetic
Fields (tested with
unit 17 at
instructors
discretion)
o
o
o
o
o
o
o
Magnetic Materials
Magnetic Fields
Fields due to charges
Gauss’ Law for B-fields
B-Fields due to currents
Ampere’s Law
Magnetic force on a currentcarrying wire (torque on a loop)
Approx.
9 daily
classes
mathematical differences
inherent when a non-ohmic
resistor (light bulb) is employed
in the same circuit. The nonohmic resistor provides an
opportunity for students to
linearize (by graphing),
inherently non-linear data.
 Students will devise a process to
study the relationships between
current, resistance and voltage
in series and parallel circuits as
well as in combination circuits
in an inquiry-based lab.
 Students will observe the
behavior of a simple RC circuit
by employing an oscilloscope
and a square-wave signal
generator.
Students will find B-fields for various
circumstances (wires, loops,
solenoids, etc) using Ampere’s Law
and integral calculus. The BiotSavart Law will be introduced, but
encouraged only as a tool in
geometries where Ampere’s Law may
not be appropriate. Specific examples
covered will include the magnetic
field at the center of a circular arc. In
this case, students may be asked to
integrate to find the field intensity for
a particular radian measure of angle.
Lab Goals:
 Students will witness the effect
of permanent and
electromagnets on the screen of
a CRT. Students will also
witness the effect of changes in
current on the patterns observed
in the CRT screen. Students will
be asked to discuss the nature of
Labs:
o Magnetic field effects from
permanent and electromagnets
on a CRT (Demo, 10 minutes)
o B-fields due to currents (CAL,
50 minutes)
Unit 17:
Electromagnetism
Faraday/Lenz’s Laws
Self-induction and RL circuits
The use of Ohm’s Law to
determine the induced emf in a
circuit.
o Energy Stored in a magnetic field
As Time Permits:
o RLC circuits
o Maxwell’s Equations
o The displacement current
o
o
o
5 daily
classes
the changes and the reasons for
any patterns witnessed. This is
a qualitative lab.
 The magnetic fields due to
currents lab relies on the
student’s use of a B-field sensor
to measure the intensity of a Bfield at increasing radial
distances from a wire carrying a
high current. The student will
graph this data and compare to
solutions from Ampere’s Law
and Biot-Savart’s equation.
Since the B-field sensors are
highly directional and
susceptible to the Earth’s Bfield, the results for this lab are
dubious and difficult to obtain.
There are also safety concerns
regarding the use of significant
currents. I am currently seeking
a replacement for this
experiment in our curriculum.
Magnetic induction will be studied
both qualitatively (using the righthand-rule) and quantitatively using
the differential form of
Faraday/Lenz’s Law. Problems
involving magnetic induction caused
by both changes in area as well as
changes in B-field intensity will be
analyzed. In the case of a changing
area, the differential form of a given,
constant velocity function (dx/dt) will
be used to determine a change in the
magnetic flux. Induced currents due
to area changes involving nonconstant velocities/accelerations will
be discussed (using appropriate
differential equations from the
Mechanics part of the course), but not
applied, except for an occasional
Labs:
o Induced currents and the
Galvanometer
o Magnet falling through a
copper pipe and solenoid
(Demo, 20 minutes)
o RL circuits (Demo, 15
minutes, time permitting)
homework problem. Induced currents
due to changes in the B-field intensity
will be approached from two
perspectives:
1) Changes in the current
creating the field
2) Changes in the spatial
distance from the field source.
These problems will require both the
application of integration (finding a
function that describes a spatially
dependent magnetic flux) as well as
differentiation (finding the induced
emf and current in a wire loop in this
scenario).
Lab Goals:
These demonstrations are intended to
provide a dynamic, visible application
of concepts discussed in lecture
emphasizing the resistive force on a
magnet created by self-induction and
the inductance current generated by a
changing magnetic field. The use of a
solenoid in the latter demonstration
serves as a springboard for a
conceptual discussion of the modern
electric generator. Further
applications of electromagnetism,
such as power transformers, are
discussed as time permits.
Course Review
As time permits before the AP
examination, the instructor will lead
in-class reviews based on annual
student feedback. Areas of
particular interest (especially where
the concurrent calculus curriculum
at our school does not align with
Physics C) are noted at the right.
Variable
by
calendar
year.
Topics of Emphasis For Guided Review:
o The analysis of motion
graphs/functions using calculus
(differentiation and integration)
o Linearization of data w/
graphing for non-linear
functional relationships
o Examples will be
brought from both
mechanics topics and
E&M.
o Solving the differential equation
set up for a resistive/nonconstant force scenario
o The use of centripetal force in
problem solving and free-body
diagrams
Cont’d in next colum
o
o
o
o
o
o
Torque and Angular momentum
(general, but including the
derivation of center of mass and
moment of inertia—application of
integral calculus)
Appropriate use of Kepler’s Laws
Gauss’ Laws for Electricity and
Magnetism
o Review the major
symmetries
o Solving the integral
Ampere’s Law
o Solving the integral
Faraday/Lenz
RC Circuits
Parent Acknowledgement of Class Policies
Dear Parents,
Your son or daughter is taking Calculus-based AP Physics. Congratulations (and apologies) are in order!
Congratulations!
This is college-level physics and is very difficult. Your child is to be commended for successfully completing the coursework necessary to come this far
academically. This class will advance your child far beyond the education and understanding in science that most people in this country, or indeed in the
world, ever achieve! Colleges typically award up to 8 credit hours for success on the AP Physics C exams.
Apologies!
This is college-level physics and is very difficult. Your child will have homework every night! Students should be prepared to complete between four
and ten problems of varying difficulty in between each class. That means that in order for a student to achieve academic success, they must stay current
with the material. I cannot, save in extraordinary circumstances, accept late work. Maximum success in this class will entail that your children give a
minimum of one hour every day, sometimes more, over to study and homework for this class.
About the class:
This course is broken up by topic units based on the material covered. The primary purpose of an AP Physics course is to present students with a course
that is equivalent in scope to what students could expect in the first year of college. Generally calculus-based general physics is a “sophomore” or 2000level course taken by freshmen physics, mathematics, chemistry and engineering majors. Students in a pre-medical program typically take this same
course as juniors and many advanced business and law programs also require similar coursework due to the emphasis on mathematics and logic in
problem solving. Per PISD policy, every student is required to take the AP Physics exam that is given in May.
I plan to have completed the teaching of all course material by the first week of April. The remainder of April and the 1st week of May will be spent in
review. I will be holding extra review sessions outside of school as we close with the AP exam.
Recent surveys by the College Board consider this class to be one of the most challenging courses offered at most high schools! Because of the rigor,
this curriculum has been lauded as a model of what AP courses should represent. Because of the scope and pace of the material some students will find
themselves lost and frustrated, especially if they do not quickly establish a daily routine for dealing with the coursework. Please encourage your children
to seek me for assistance when they encounter problems.
Please take time to review the detailed syllabus your son or daughter has been given. If you have any questions, comments or concerns, please feel free
to contact me at any time. Email is the absolute best method to ensure a prompt and complete response to any issues that may arise. You may also leave
me a message through the front office.
Sincerely,
John C. Boehringer
___________________________
Parent/Guardian Name (Printed)
Parent/Guardian Email and Phone
email: [email protected], Office Phone: (469)219-2180
___________________________
Parent/Guardian Signature