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12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
6 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
A.
Kinematics (including vectors, vector algebra, components of vectors, coordinate systems,
displacement, velocity, and acceleration)
1.
Motion in one dimension
2.
Motion in two dimensions, including projectile motion
Suggested Teaching Strategies:
Vectors: Have students construct a three-force equilibrium on a force table or similar device, and construct
graphical scale drawing showing how any two forces add vectorially to become the equilibrant of the third force (see
lab below). Be sure to expand the concept to the generalization that perpendicular vectors do not affect each other’s
size; this idea is important in force analysis, circular motion, etc.
Displacement: Use concept of “distance” when doing 1-dimensional motion lab and work; introduce
“displacement” concept with the introduction of vectors. Distinguish between the distance you run in a circle back
to your starting point (circumference) and your displacement (zero), etc. Stress that the various one-dimensional
motion equations are actually vector equations where “d” is displacement, and thus can be negative. This is
important in a variety of problems, including falling bodies and projectiles.
Velocity and Acceleration: Have students collect data on an object undergoing constant acceleration, and plot
distance vs. time and later speed vs. time graphs of the motion. A computer can help with the graphing and forming
best-fit lines and curves, and you can relate the graphs to the one-dimensional motion equations. (See Core Lab 1
below.) Help students associate the slope of the d vs. t and v vs. t graphs with their physical meanings. (See
Worksheet B below.) After inventing the two basic equations for average speed and the equation for acceleration,
have the students use algebra to invent the remaining equations. (See Worksheet C below.)
Falling Bodies: Demonstrate the concept directly. Examples range from the simple to the complex:
 drop a piece of paper and a small ball or rock and note their different rates of fall, have the students prompt
you to crumple the piece of paper into a ball and note how the rates of fall become quite similar
 use something like Pasco’s free-fall apparatus to time to the nearest thousandth of a second the fall time for
a ball dropped about 1.5 meters, and have the students calculate the acceleration rate; or use one of the
older types of free-fall apparatus (e.g. using photogates or spark paper) to find the acceleration
 arrange an ultrasonic motion detector underneath a protective grill and drop various objects; a connected
computer or calculator can show the acceleration, graph the motion, etc.
Discuss Galileo’s logical argument for constant free-fall acceleration. (Tie a feather to an anvil: if Aristotle were
right and heavier things fall faster, wouldn’t the heavier anvil fall faster than the feather and thus be retarded by the
slower feather? But then again, the feather and anvil combination are heavier than an anvil by itself, so wouldn’t
they fall faster than an anvil by itself? This logical paradox demonstrates the problem with the initial assumption
that heavier things fall faster.)
Projectiles: Pose the question: If one bullet was fired horizontally from a gun over a level field, and another bullet
was simultaneously dropped from the same height, which would land first? Have students argue the possibilities
and later demonstrate the answer is that they strike at the same time by using a Simultaneous Velocities Apparatus
(or simply two marbles, one dropped while another is flicked off a tabletop).
Pose the question: An object is fired straight upward from a cannon that is mounted on a train moving forward at a
steady velocity; where will the cannonball land? Have students argue the possibilities and later demonstrate the
answer is that the cannonball lands back in the cannon (neglecting air resistance and wind) by using a Ballistics
Cart.
Pose the question: If a banana is thrown at a monkey in a tree, but the frightened monkey lets go of a branch and
falls at the same instant the banana is thrown, where does the banana go relative to the monkey? Have students
argue the possibilities and later demonstrate that the banana strikes the monkey using a Monkey & Hunter
Apparatus.
Have students demonstrate their mastery of horizontal vs. vertical velocity graphs by acting out pre-set graphs you
give them (see Kinesthetic Graphs activity below).
Science Curriculum: December, 2003
Objectives: Page 1 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Objective (Local, State, National)
I.
Newtonian Mechanics
A.
Kinematics (including vectors, vector algebra, components of vectors, coordinate systems,
displacement, velocity, and acceleration)
1.
Motion in one dimension
2.
Motion in two dimensions, including projectile motion
Aligned Resources:
Vectors:
Core Lab 2: Vectors
Vector Addition software at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: addvecs.ip and
vectcomp.ip
Displacement, Velocity, and Acceleration:
Core Lab 1: One-Dimensional Motion
Falling Bodies:
Videotape: The Mechanical Universe - Falling Bodies (especially the segment showing a penny and feather falling
in a vacuum, and the segment showing astronaut Dave Scott dropping a feather and a hammer on the moon)
Demo Equipment: Pasco Free-Fall Apparatus
Interactive Physics simulations at BHS website or Meador’s 2000 Inquiry Physics CD-ROM: falldown.ip and
fallup.ip
Projectiles:
Demonstration equipment: Simultaneous Velocities Apparatus, Ballistics Cart, Monkey & Hunter Apparatus
Lab equipment: Trajectory Apparatus (the trajectory of ball rolling off a ramp is shown on carbon paper or by
plotting of its motion)
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: Acapulco.ip,
airdrop.ip, projclif.ip, projecti.ip projgraf.ip
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 2 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
8 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
B.
Newton’s laws of motion (including friction and centripetal force)
1.
Static equilibrium (first law)
2.
Dynamics of a single particle (second law)
3.
Systems of two or more bodies (third law)
Suggested Teaching Strategies:
Use inertial balance to introduce mass concept; use airtracks or dynamics carts to illustrate force, mass, and
acceleration relationships; use various tricks to demonstrate law of inertia (see core labs).
Carefully define action and reaction as forces between two objects; demonstrate using two force probes pulling on
each other, with inverted graphs of F vs. t showing on computer monitor. Have students create free-body diagrams
for a donkey pulling a cart (7 significant action/reaction pairs) or a student sitting in a chair (illustrates confusion
between weight, normal force, and identification of the true reaction to weight: earth pulled up by object). Discuss
complexities and misconceptions in applying the third law to rocket propulsion (no need for atmosphere; action and
reaction can be vaguely defined as rocket pushing gas and vice versa or more precisely defined as exploding gas
particles pushing on combustion chamber walls, etc.).
Check student understanding of laws of motion concepts by having them identify and correct the errors in various
statements that contain a misconception or misstatement of one or more of the laws as applied to a situation (e.g. “A
ton of feathers on earth has the same inertia as a ton of feathers on the moon.”)
Friction: The core lab will bring out the essential components of the objective, but there will be discrepant data due
to the complex nature of friction phenomena. Students may have trouble with surface area concepts, reflecting the
confusion in science between apparent and actual contact area, etc.
Centripetal force: see objective I.E.
Aligned Resources:
Laws of Motion:
Core Lab 3: Forces and Acceleration
Core Lab 4: Inertial Balance
Core Lab 5: Mass and Acceleration
Core Lab 6: The Laws of Motion
Core Lab 7: Friction
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: atwoods.ip,
forcebal.ip, forcubal.ip, forceadd.ip, hangmass.ip, jetplane.ip
Case Study: Kansas City Hyatt Regency Hotel Disaster on Meador’s 2000 Inquiry Physics CD-ROM
Videotape: The Mechanical Universe – Inertia
Copy of Newton’s Principia from school library
Friction:
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: airdrag.ip,
carcurve.ip, h20drag.ip, h20vio.ip
Videotape: The Mechanical Universe – Friction
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 3 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
4 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
C.
Work, energy, power
1.
Work and work-energy theorem
2.
Conservative forces and potential energy
3.
Conservation of energy
4.
Power
Suggested Teaching Strategies:
Core lab will help invent the concept of work. Analysis of errors in the data can illustrate how simple machines
create extra work due to friction, leading to the concept of efficiency.
A fun power lab is to have students run stairs at the stadium and measure their horsepower output.
Do a concept web about the six forms of energy (mechanical, chemical, electrical, nuclear, radiant, thermal). A
good activity is to walk students through the energy transformations in an automobile using videotape from Ford
Motor Co.
Another interesting example is to calculate mass-to-energy conversions with E=mc2 and videotape of nuclear
bombs.
Aligned Resources:
Core Lab 10: Work
Core Lab 11: Power
Meador’s 2000 Inquiry Physics Curriculum: Unit 13 – Work, Power, and Energy including Lab B: Personal Power
Videotape: Mechanical Universe segment on work and energy
Videotape and worksheet: Energy Transformations in an Automobile from Ford Motor Co.
Videotape: The Physics of Roller Coasters (and older NOVA videotape on same)
Videotape: Trinity – The Atomic Bomb Movie
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 4 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
1.5 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
D.
Systems of particles, linear momentum
1.
Impulse and momentum
2.
Conservation of linear momentum, collisions
Suggested Teaching Strategies:
Use airtracks or dynamics carts with built-in push springs to demonstrate conservation of momentum (see core lab).
Use Velcro on air gliders or dynamics carts to illustrate inelastic coupled collisions.
Demonstrate difference between elastic and inelastic collisions with “happy” and “sad” rubber balls made of
different compounds.
Demonstrate more complex collisions using pucks on an air table.
Aligned Resources:
Core Lab 8: Linear Momentum
Demonstration equipment: “Happy” and “Sad” rubber balls, air table with pucks
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: 2delastc.ip,
2dinlstc.ip, colision.ip, momexamp.ip
Videotape: The Mechanical Universe – Conservation of Momentum
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 5 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
3 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
E.
Circular motion and rotation
1.
Uniform circular motion
2.
Torque and rotational statics
Suggested Teaching Strategies:
Data-gathering on centripetal force can pose safety hazards, so core lab substitutes careful thought about an
apparatus and a later geometric proof of the equation. For safety reasons, core lab also calls for a demonstration of
released circular motion using a puck on an air table, rather than having students release circling stoppers.
Emphasize that centrifugal force is fictitious and used to explain inertial effects; in an inertial frame of reference,
there is only centripetal force and acceleration. Illustrate the inward acceleration using an accelerometer: put a
fishing bob in a jar or flask of water; the bob always moves in the direction of the acceleration due to the water’s
greater mass and inertia; spin holding the accelerometer to see the bob swing inward.
Illustrate the distinction between angular and linear speed using a phonograph.
Illustrate vertical circles using a cup of water spun on a string-mounted platform; use this to lead into critical speed
calculation and segue later into orbital velocity.
For torque, do a lab where students place weights on a meterstick with fulcrum. Have them discover the
relationships between force and distance so that the stick balances, and use their formula to predict placement of a
weight to restore balance.
Aligned Resources:
Core Lab 9: Circular Motion
Rotation Lab
Interactive Physics simulations at BHS website or on Meador’s 2000 Inquiry Physics CD-ROM: circle.ip, circvert.ip
Videotape: The Mechanical Universe – Circular Motion
Demonstration equipment: accelerometer, vertical circle cup and platform, air table and puck
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 6 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
1.5 weeks
Objective (Local, State, National)
I.
Newtonian Mechanics
F.
Oscillations and gravitation
1.
Simple harmonic motion (dynamics and energy relationships)
2.
Mass on a spring
3.
Pendulum and other oscillations
4.
Newton’s law of gravity
5.
Circular orbits of planets and satellites
Suggested Teaching Strategies:
The planetary gravitation concept does not lend itself to experiments or physical demonstrations, but the story of
how Western models of the solar system progressed is one of the most compelling in the history of science.
Emphasize historical development of solar system conceptions from the Greek geocentric to the Copernican
heliocentric, followed by Galilean evidence, Kepler’s Three Laws of Planetary Motion, Newton’s Universal
Gravitation equation, Cavendish’s measurement of the Universal Gravitation Constant, and Einstein’s reconception
of gravity as a warp in space-time.
Oscillations are best covered when studying energy – elastic potential energy for simple harmonic motion, transfer
between gravitational potential and kinetic for pendula, etc.
Aligned Resources:
Software at the BHS website or on Meador’s 2000 Inquiry Physics CD-ROM:
Gravity – simple solar system simulator
STSPLUS – orbital tracking software for satellites, shuttles, space station (or online J-Track from NASA)
Epicycle – simulates use of epicycles to explain retrograde planetary motion in geocentric systems
Videotape: The Day the Universe Changed with James Burke – Infinitely Reasonable
NASA warped space simulation movies on Meador’s 2000 Inquiry Physics CD-ROM to illustrate Einstein’s
reconception
Seasons and Phases of the Moon Powerpoint Presentation on Meador’s 2000 Inquiry Physics CD-ROM
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 7 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
3 hours of night lectures
Objective (Local, State, National)
II.
Fluid Mechanics and Thermal Physics
A.
Fluid Mechanics
1.
Hydrostatic pressure
2.
Buoyancy
3.
Fluid flow continuity
4.
Bernoulli’s equation
B.
Temperature and heat
1.
Mechanical equivalence of heat
2.
Heat transfer and thermal expansion
B.
Kinetic theory and thermodynamics
1.
Ideal gases
a.
Kinetic model
b.
Ideal gas law
2.
Laws of thermodynamics
a.
First law (including processes on pV diagrams)
b.
Second law (including heat engines)
Suggested Teaching Strategies:
Demonstrate buoyancy principles using double-pan balance and water-filled beakers and by putting one Solo cup of
water into another; demonstrate Bernoulli by picking up hole punch leavings with Whirlytube and by floating a ball
in stream of air from airtrack air source.
Cover thermodynamics in optional night lectures for AP test-takers; that topics are part of the in-class Chemistry II
AP curriculum. Note that specific and latent heat deleted from topic list.
Thermal expansion can be demonstrated using linear expansion apparatus, while simulations can illustrate pV
diagrams (which can be explained using a syringe as a piston model).
Aligned Resources:
Whirlytube
Linear expansion apparatus
Halliday and Resnick Java Simulations CD-ROM
Physics by Pictures software to show pV diagrams and processes
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 8 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
3 or 4 weeks
Objective (Local, State, National)
III.
Electricity and Magnetism
A.
Electrostatics
1.
Charge, field, and potential
2.
Coulomb’s law and field and potential of point charges
3.
Fields and potentials of planar charge distributions
Suggested Teaching Strategies:
Have students in groups use electroscopes (e.g. pith ball, vane, leaf) and friction rods (e.g. plastic rod with silk, hard
rubber rod with fur) to illustrate basic charge rules, charge separation, and conduction. Demonstrate Faraday
cylinder to illustrate how charge remains on the exterior of a conductor with applications for electric shielding (e.g.
cars in lightning storms, metal cages around computer chips).
Have students examine induction with electrophori, and illustrate concept with old-style and dissectible Leyden jars.
Use van de Graaff and Wimhurst generators to illustrate charge redistribution and related effects.
Compare Coulomb’s Law to Newton’s Law of Universal Gravitation and have students practice vector math with
simple geometrical charge distributions and resultant forces.
Computer simulations can illustrate electric field lines of force – actual demonstrations with grass seed & mineral oil
or fibrils on overhead are often unimpressive. Be sure to cover quantitative vector analysis of electric fields as well
as basic voltage concepts.
Aligned Resources:
Available student lab equipment includes: pith ball, leaf, and vane electroscopes; hard rubber and plastic friction
rods (glass available but not recommended); silk, flannel, and fur friction pads; electrophori.
Demonstration equipment includes: Faraday cylinder, larger higher-quality instructor electrophorus, old-style and
dissectible Leyden jars. Wimhurst generator can produce significant sparks when Leyden jars engaged; observe
safety precautions. Three different van de Graaff generators available, with separate electrode sphere or wand,
electric whirls, Volta’s chamber, insulating stool, etc. Do NOT allow students with heart conditions to participate in
such demonstrations. Portable Tesla coil also available in chemistry department.
Videotape: Raging Planet – Lightning (or older NOVA special on Lightning)
Videotape segment of 1,000,000 V Tesla Coil, Faraday Cage, and “Human Light Bulb” on one of Clint Sprott’s
Wonders of Physics demonstration tapes
Simulations of electric fields on textbook CD-ROM’s and Physics by Pictures software.
Available demonstration equipment: Electric fields apparatus for overhead projector, with electrodes to connect to
high-voltage power supply and fibrils to spread around electrodes.
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 9 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
2 days
Objective (Local, State, National)
III.
Electricity and Magnetism
B.
Conductors, capacitors, dielectrics
1.
Electrostatics with conductors
2.
Parallel plate capacitors
Suggested Teaching Strategies:
To prevent electrostatics unit from becoming overwhelming, I choose to cover capacitors later after students know
about circuits.
Discuss principles of capacitance and demonstrate using large dissectible capacitor (charge plates, move them close
and far and insert dielectrics and observe behavior of attached electroscope).
Discuss Leyden jar and remind students of their use in the Wimhurst generator device.
Illustrate the charging and discharging of a capacitor: hook 1-farad capacitor to source and large demo multimeter.
Aligned Resources:
Dissectible capacitor
Old-style and modern dissectible Leyden jars
Board of commercial capacitors, with one dissected
One-farad capacitor and large multimeter for demo
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 10 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
3 weeks
Objective (Local, State, National)
III.
Electricity and Magnetism
C.
Electric circuits
1.
Current, resistance, power
2.
Steady-state direct current circuits with batteries and resistors only
3.
Capacitors in steady state circuits
Suggested Teaching Strategies:
The core labs have students construct simple circuits and make measurements of voltage and current, discover
Ohm’s Law, etc. They use dry cells and small light bulbs or high power resistors to eliminate problems of electric
shock.
Complex circuits are namely series-parallel combinations of sources and users. Kirchoff’s Laws are only briefly
introduced, with students instead concentrating on simplifying a series-parallel combination as needed.
After resistor circuits, I then introduce capacitors for the first time and include their circuit behaviors.
Aligned Resources:
Core Lab 12: Ammeter and Voltmeters; Ohm’s Law Lab
Core Lab 13: Resistors and Series Circuits
Core Lab 14: Parallel Circuits Properties
Board with commercial resistors
Variable resistors for demonstration and pass-around
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 11 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
5 weeks
Objective (Local, State, National)
III.
Electricity and Magnetism
D.
Magnetostatics
1.
Forces on moving charges in magnetic fields
2.
Forces on current-carrying wires in magnetic fields
3.
Fields of long current-carrying wires
E.
Electromagnetic induction
Suggested Teaching Strategies:
Illustrate magnetic fields by sprinkling iron filings around various magnets under transparencies on the overhead
projector. Pass around 3D model to emphasize true field shape.
Electromagnetic induction core lab will show how coil field resembles that of a bar magnet. Also use large batterypowered electromagnet to illustrate how it can be quite strong, turned on and off, etc.
Teach the students the various Ampere hand rules (including straight wire and coil rules). Illustrate field around a
wire using a compass.
Teach Ampere’s motor and generator rules. Apply the motor rule to speakers and show students a dissected
speaker. Then show how a microphone is similar, and that a microphone can become a speaker and vice versa.
Next use the motor rule to show how an analog meter works, using demonstration model and the large analog
multimeter. Extend the meter behavior to how a motor works and show students how a motor is constructed and
have them build one in their groups. (Sargent-Welch sells a nice cheap motor kit where students build field coil,
armature, and commutator and run motor off a 1.5 V dry cell.)
Then show how a generator is conceptually a motor used backwards and demonstrate concept with Genecon
motor/generator. Discuss large-scale electricity generation and distribution, introducing transformers at that point.
Demonstrate transformers by hooking up two coils with a common magnet, connecting one coil to large analog
multimeter and other to battery with a hacksaw blade contact.
Illustrate how a commercial generator avoids commutators and outputs AC for transformers. Demonstrate AC using
party light demonstrator.
Science Curriculum: December, 2003
Objectives: Page 12 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Objective (Local, State, National)
III.
Electricity and Magnetism
D.
Magnetostatics
1.
Forces on moving charges in magnetic fields
2.
Forces on current-carrying wires in magnetic fields
3.
Fields of long current-carrying wires
E.
Electromagnetic induction
Aligned Resources:
Core Lab 15: Magnetism
Core Lab 16: Electromagnetic Induction
Available magnetism demonstration equipment includes:
Bar and horseshoe magnets
Iron filings
3D magnet model (transparent container with mineral oil and iron filings; small bar magnet slides into it)
Large battery-powered electromagnet (will hold several hundred pounds)
Videotapes: Mechanical Universe: Magnetism (high school and college versions)
Available electromagnetic demonstration equipment includes:
Large and small speakers, intact and dissected
Walkman radio with microphone in headphone jack
Large demonstration meter with exposed coil, removable horseshoe magnet, and battery connections
Large DC motor for 6V power supply
AC/DC motor/generator
AC/DC “Party Light” apparatus showing how a filament around a magnet behaves when AC vs. DC
flows
Genecon motor/generator (with optional 1 farad capacitor)
Gilkey coils, hacksaw blade, batteries, wires, and large analog meter for transformer demo
PowerPoint Presentation or Audio Slideshow: Electrical Power Generation (tour of Oologah power plant)
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 13 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
6 hours of night lectures
Objective (Local, State, National)
IV.
Waves and Optics
A.
Wave motion (including sound)
1.
Properties of traveling waves
2.
Properties of standing waves
3.
Doppler effect
4.
Superposition
B.
Physical optics
1.
Interference and diffraction
2.
Dispersion of light and the electromagnetic spectrum
C.
Geometric optics
1.
Reflection and refraction
2.
Mirrors
3.
Lenses
Suggested Teaching Strategies:
A few students may have seen wave topics elsewhere, such as 10th grade Physical Science or chemistry. We have
had to drop much of this material from the regular class due to time constraints, but there are labs and handouts
available should the topics be treated in class and not night lectures for AP test-takers.
For waves, demonstrate wave types with a slinky stretched out on the floor. It can show reflection and also standing
waves. If done in class, set up lab groups with ripple tanks to see various wave properties.
Doppler effect is easily demonstrated by twirling a tuning fork on a string.
Superposition can be illustrated with Halliday & Resnick Java simulations, with beats demonstrated using 880 and
883 Hz tuning forks and Vernier microphone probe attached to computer.
Demonstrate light diffraction using laser beam and diffraction grating – have students predict maxima locations.
Show standing waves in pipes using tuning fork above double-tube with water so that pipe length can be easily
changed to show and later predict harmonic locations.
Geometric optics best demonstrated using large lenses, etc. from Blackboard Optics kits, with students following
along in constructing ray diagrams. If done in class, use Rive ray boxes and matching mirrors and lenses to study
those concepts. Also use large concave and convex mirrors, and hand out boxed lens sets to study lens types.
Aligned Resources:
Slinky, wave springs, microphone probe and Vernier LoggerPro software, ripple tanks, overhead projector ripple
tank, tuning forks, clear acrylic pipe set, singing tubes.
Laser, diffraction grating,
Halliday and Resnick Java Simulation software
Physics By Pictures software
Blackboard Optics Kit
Seven Rive ray boxes with mirrors and lenses
Old-fashioned meterstick optic benches with lens and mirror holders, etc.
Large mirrors, boxed lens sets
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 14 of 15
AP Physics B
12th Grade Physics AP B Objectives
December, 2003 Revision
Course/Level
P.A.S.S. Strand:
Time Range
AP Physics B
Not applicable; College Board-driven
6 hours of night lectures
Objective (Local, State, National)
V.
Atomic and Nuclear Physics
A.
Atomic physics and quantum effects
1.
Photons and the photoelectric effect
2
Atomic energy levels
3.
Wave-particle duality
B.
Nuclear physics
1.
Nuclear reactions (including conservation of mass number and charge)
2.
Mass-energy equivalence
Suggested Teaching Strategies:
Cover this topic in optional night lectures for AP test-takers; these topics are part of the in-class Chemistry I and
Chemistry II AP curriculum.
Alpha particle scattering and Bohr model removed from topics list, but they and the still-present photoelectric effect
can be demonstrated using Physics By Pictures and other simulation software.
Demonstrate atomic energy levels by demonstrating and calculating spectrum of hydrogen.
Demonstrate radioactivity using radioactive samples and Geiger counter, including demonstration of shielding to
give some interest to the nuclear reactions topic.
Aligned Resources:
Borrow hydrogen spectrum tubes and spectroscopes from chemistry
Physics By Pictures software
Halliday and Resnick Java Simulations CD-ROM
Radioactive samples, Geiger counter, etc.
Videotape: Clint Sprott Wonders of Physics demo of photoelectric effect
Assessment Sample Format
Science Curriculum: December, 2003
Objectives: Page 15 of 15
AP Physics B