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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