Download AP Physics C- Electricity and Magnetism

AP Physics C- Electricity and Magnetism
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The primary textbook that will be used is Physics for Scientists and Engineers, Randall
D. Knight, copyright 2004 Pearson Education. I will also supplement the curriculum
with Physics, Serway and Faughn, copyright 2006, Holt et al. Laboratory Experiments
for Advance Placement Chemistry,second edition, Flinn Scientific ©2006, Vanderbrink.
Additional recommended text for each student to buy includes, Calculus Success by
Learning Express, AP Physics C 2010 by Princeton Review, and Physics for Engineering
and Science by Michael Browne.
Students will be required to supply their own TI 83, TI-84 or TI-89.
Course Objectives and Design
My goal is to expand on the topics associated with electricity that my students were
introduced to in Accelerated or General Physics. I will also expose the AP students to
laws and concepts of magnetism. Topics covered in this class will include electricity,
electric fields, forces and laws, circuits, capacitors and capacitance, comparison of
electric force to gravitational forces, magnets and magnetic fields. This course will be
calculus based. Students will be exposed to problem solving skills, formula
interpretation, extended out of class projects and laboratory experiments.
Hands on activities and demonstrations involving students will be used to introduce new
topics and/or close chapters by checking for student understanding by using guided
inquiry techniques such as paired discussion and AP review.
This course will include homework, hands on activities, extended projects, field trips,
formal laboratory experiments, quizzes and tests. All students will be encouraged to take
the AP Physics C: Electricity and Magnetism Exam at the end of this course.
Homework
Homework will be assigned on a daily basis. Problems will be used to enforce concepts
covered in “lecture.” I will use lecture to introduce topics. My teaching style uses
lecture about 15 percent of the time. Due to this class being a sequel (every student will
have already completed general or accelerated physics) I will spend most of our time
moving away from conceptual physics and towards applied physics. Assignments will
include qualitative, quantitative and inquiry type questions. Students will complete
problems from both the end of the chapter problem set as well as the student workbook
nightly per the quarterly list of assignments available on the schools curriculum drive
and/or student flash drive file. Problems will be discussed the following day using peer
instruction and demonstrations when appropriate.
Use of Laboratory Experiments, Extended Projects and Field Trips
My students will complete 9 formal experiments, 1 lab practical test and be required to
maintain a formal laboratory notebook.
Laboratory experiments and demonstrations will be used to support topics covered
throughout the semester. Several experiments incorporate more than one topic and will
be used at appropriate times. Experiments will be a mix of low tech and high tech.
Although we have PBL equipment, not all of our experiments will incorporate computer
analysis of data. I feel that student should be able to collect and organize data, create
proper graphs and do mathematical calculations as needed. Because I want to see my
students apply their knowledge to laboratory experiments, several experiments will be
open ended or inquiry based. I will achieve this by supplying them with a spring board
question and require them to come up with appropriate objectives, procedures, data sets,
error analysis and conclusions through their own inquiry. Within the error analysis, I will
be checking for percent error of quantitative data and also for reflection on skills and
techniques. Students should be able to identify variables in their own techniques that
skewed results and outcomes.
An extended project will be assigned. Students will be responsible for meeting outside of
class in small groups, ideally six to eight hours, to design a web-quest on a chosen topic.
These assignments will then be used throughout the semester to supplement class
activities. Students will be responsible for keeping a journal of time and topic, problems
encountered and solutions reached, and a final design.
During the month of March (?), student s will receive weekly internet assignments.
These assignments will require students to visit physics based websites and participate in
interactive opportunities or evaluate current physics issues. Examples of these websites
include but are not limited to http://www.edinformatics.com/il/il_physics.htm,
http://jersey.uoregon.edu/voltage/index.html, and
http://www.frontiernet.net/~jlkeefer/phys_labs.html.
One field trip will be conducted to reinforce the importance of physics in everyday
experiences. The field trip used will be one of the following: “Eiger Lab” or “Rock
Valley College Physics Lab.” These field trips are still pending approval from the sites
mentioned.
Tests and Quizzes
Test will be given following the schedule below. My test will be constructed in a style
similar to the AP style. Each test will include multiple choice questions, short essay style
questions, applied mathematics and graphing. The graphing section of the test will
mirror the laboratory experiments completed in class.
Quizzes will be given weekly to check for understanding of topics covered in class and
assigned readings. The length of quizzes will vary but will focus on Calculus based
questions and/or schematic drawings.
Grading
The students’ grade will be calculated according to the following break down:
Test 50%
Labs 25%
Homework 15%
Quizzes 10%
Topic
Electric Charges and Forces
-Review concepts of charge (mini-diagrams of atoms,
surface charge distribution) insulators and
conductors (microscopic view of the charge carriers
in each)
- Introduction to dipoles through induction (“pill shape
model” and effect on near test particles)
Lab: Insulators and Conductors. Goal is for students to
observe electrostatic phenomena using everyday
objects. Students will follow simple introductory
directions to make observations/hypothesis and then
be required to design and implement tests to check
hypothesis.
-Coulomb’s Law
-Point charges in electric fields using field models to
calculate the Σ of the forces on particles in fields
(through student drawn diagrams and virtual applets)
-comparison of electric fields strength to gravitational
field strengths
Lab: Coulomb’s Law. Goal is for students to design a
lab (given a list of materials) and calculate the charge
on each pith ball using data collected and Coulomb’s
Law. Students will be graded on both quantitative
and qualitative data.(Lab from
http://www.frontiernet.net/~jlkeefer/q_charge.htm
Test Chapters 26
Electrostatic Fields and Gauss’s Law
-electric fields of a dipole (continuous review) and
multiple point charges and the principle of
superposition
- Charge density
-Uniform electric fields on rods, rings, disks, planes
and spheres (through diagrams and quantitative
problems)
-Motions if charges particles in capacitors (students
will complete a short research project with leader
questions, such as “What is a capacitor? Who
invented the capacitor? What are common uses of
capacitors? etc.” ) (acceleration and non-deflection of
particles through capacitor will be taught through
diagrams, qualitative and quantitative problem)
-Introduction to electric flux and symmetry (through
qualitative diagrams)
-Using Gauss’s Law to calculate fields on different
Chapter
26
27
28.1-28.3
shaped objects in a constant electric field (evaluate
and calculate surface intragrals)
Using Gauss’s Law to calculate the charge
distribution on conductors
Lab: Electrostatics. Goal is for students to design a set of
mini experiments to test the use of electroscopes.
Students will map and calculate the amount and type
of charged particles present. Students will also
predict and draw conclusions about the type of
material best suited for a capacitor.(model of lab
found in Holt pg 588-591)
Test Chapters 27-28
Electric Potential
29-30
-Potential energy (of point charges, in an electric field,
connection between mechanics and charge)
- Conservation of electrical energy inside of a
capacitor (use conservation of energy formulas as
applied to point charges inside of a uniform electric
field, escape velocities)
-Calculate potential difference in capacitors
- Establish a clear understanding between “electric
potential” and “potential difference”
-Interpreting graphical representations of potential
capacitors (use V vs. distance graphs and contour line
diagrams to reinforce the concept of electric potential
inside a capacitor) (students will draw, interpret and
analysis graphics, they will use calculus integrals for
finding area under curves)
Ohm’s Law and Direct Current
-Electron current and creating current
-Ideal batteries and EMF
- Capacitors with dielectrics (students will calculate
capacitance with and without dielectrics in
capacitors and look make connections between
voltage, charge, electric field and capacitance)
-Kirchhoff’s Loop Law (students will show
understanding of loss of electric potential as the
charge moves through simple DC circuits through
diagrams and quantitative calculations)
- Kirchhoff’s Junction Law (students will show
understanding of conservation of current through
qualitative and simple quantitative problems)
Lab: Students will draw a card of accepted everyday
appliances and be required to draw a proper
schematic (includes direction of current, identifies
loads and areas of voltage drops, etc.) and build a
representative circuit for the appliance from the given
materials table. Students will then present their
completed product to the class for peer evaluation.
-Ohms Law , Resistance and Conductivity
-Sketching and analyzing RC circuits (include a
review of resistors and capacitors in series and
parallel)
Lab: RC Circuits. Goal is for students to construct
circuits and use Ohms Law to support voltage,
resistance and capacity. (Holt pg 634-635)
Lab: Electric Fields. Goal is for students to use an
electric field apparatus (made or bought) to
understand to significance of dielectrics and
insulators. Students will test several different shaped
electrodes as well as several different insulting
materials. Instruction will be a variation of the lab
found at
http://www.practicalphysics.org/go/Experiment_302.
html
Test Chapter 30-32
32
Magnetic Forces and Fields
33
-Effects of current on compasses
-Magnetic field of a current (students will learn to use
the right hand rule in order to support their math
calculations)
- Ampere’s Law
-Magnetic force on a moving charge
Electromagnetic Induction
34
- Faraday’s Law 9after completing lab from Holt page
746-747, students will present their interpretation of
Faraday’s Law as seen in lab. (students
understanding of terms such as induction, flux,
current, field will be check via a rubric of oral
presentation, Q and A will be included)
Lab: Electromagnetic Induction: Goal is for students to
test the strength of an electromagnetic using a
galvanometer, primary coil and secondary coil set,
iron core. (Holt 746-747)
Field trip to near by Junior College to participate in a lab
experiment. ALTERNATIVE: Mapping Magnetic
Field Lines. Students will use bar magnets and
horseshoe magnets to establish and understanding of
magnetic B lines around magnets. Students will use
qualitative sketches to show understanding and mapping
skills OR “Electro Chemical Cells” lab from Laboratory
Experiments for AP Chemistry page 305-312.
- motion emf
- Lenz’s Law
-LC circuits (through reading and applets, student will
learn the connection between LC circuits and
potential energy)
Lab: Electromagnet. Goal is for students to construct
their own electromagnetic in order to discover the
relationship between strength and the number of turns
in the copper wire. Students will research topic and
find on the internet a procedure to follow in order to
reach this goal.
Test Chapters 33-34
Lab Practical Test: Electrolysis. Goal is for students to
show their understanding of electricity and its real
world application through this practical. Students
will be given a set of pre-test questions, two days to
complete the assigned lab in a small group setting,
and overnight for data analysis and conclusions. (
Lab from Laboratory Experiments for AP Chemistry,
page 321-327)