AP Physics 1 & Physics 2: Course Syllabus
Binghamton High School
Prepared by:
Chris Taylor
Jon Nale
Course Descriptions for BHS Course Guide
AP Physics 1 (Year 1)
2 Semesters
1 Credits
Grade Level: 10, 11, 12
Prerequisite: Successful completion of Geometry or concurrent enrollment in Geometry Enriched, or
consent of the instructor.
Have you ever asked seeming impossible to answer “HOW COME” questions? Things like: Why’s the
sky blue (except before sunset when it’s red)? If Earth’s spinning us around the equator at 1,034 mph,
why isn’t there a ferocious wind in our face and why aren’t we terribly dizzy? How come it looks like
there’s water on a hot roadway in the summer? Why does time go a little slower on the Sun, and faster
on the moon? A wet towel snaps in midair, and creates a sonic boom … how come? Discover the
answers to many of your “how come” questions, as we gain an understanding of nature, the universe,
and technology at the most fundamental scientific level….Physics!
AP Physics 1 is designed to be equivalent to the first semester of an introductory college-level algebrabased physics course. This course is useful for potential engineering, pre-med, science and computer
science majors as well as anyone interested in Physics. It is also a fantastic college preparatory course.
As AP Physics 1 is taught over a full school year, there is time for thorough, in-depth, student centered
inquiry activities allowing students to carry out careful experiments and design laboratory practical
work to answer real world questions.
The first year is dedicated to the study of Classical Mechanics which includes: Kinematics, Projectile
Motion, Newton’s Laws, Circular Motion, Gravitation & Kepler’s Laws, Work & Energy, Momentum &
Impulse and Torque & Rotational Dynamics. Additionally students will study Electrostatics & basic DC
Circuits, Simple Harmonic Motion and Mechanical Waves.
The first year will culminate with the AP Physics 1 examination in May. After the exam, students will
prepare for the NYS Physical Setting: Physics exam (Regents exam), given in June. Students enrolled in
the AP Physics year 1 course and challenging the AP Physics 1 exam will earn a 1.15 course weighting.
Students completing this course will be eligible to take AP Physics 2 the following year. This 2nd year
is the equivalent to the second semester of an introductory college-level algebra-based physics course.
Topics involved in year 2 include: Thermal Physics and Thermodynamics, Fluid Mechanics, Electricity
& Magnetism, Optics, Atomic & Nuclear Physics and Quantum effects.
2
**THIS COURSE TO BE OFFERED BEGININNG IN FALL 2015 as a follow up to AP Physics 1. The
description below subject to modification during the 2014/2015 academic year prior to
implementation at BHS.
AP Physics 2 (Year 2)
2 Semesters
1 Credit
Grade Level: 11, 12
Prerequisite: Successful completion of AP Physics 1, previous completion of or concurrent enrollment
in Algebra II Trig or IB Math, or consent of the instructor.
Have you ever asked seeming impossible to answer “HOW COME” questions? Things like: Why’s the
sky blue (except before sunset when it’s red)? If Earth’s spinning us around the equator at 1,034 mph,
why isn’t there a ferocious wind in our face and why aren’t we terribly dizzy? How come it looks like
there’s water on a hot roadway in the summer? Why does time go a little slower on the Sun, and faster
on the moon? A wet towel snaps in midair, and creates a sonic boom … how come? Discover the
answers to many of your “how come” questions, as we gain an understanding of nature, the universe,
and technology at the most fundamental scientific level….Physics!
AP Physics 2 is designed to be equivalent to the second semester of an introductory college-level
algebra-based physics course. This course is useful for potential engineering, pre-med, science and
computer science majors as well as anyone interested in Physics. It is also a fantastic college
preparatory course. As AP Physics 2 is taught over a full school year, there is time for thorough, indepth, student centered inquiry activities allowing students to carry out careful experiments and
design laboratory practical work to answer real world questions.
The second year of AP physics is dedicated to the study of Fluid Mechanics, Thermal Physics &
Thermodynamics, Electrostatic Potential & electric Fields, advanced DC Circuits, Electromagnetic
Forces & Field, AC Circuits & Electromagnetic Induction, Geometric & Physical Optics, Quantum
Mechanics, and Atomic & Nuclear Physics.
The second year will culminate with the AP Physics 2 examination in May. Students enrolled in the AP
Physics year 2 course and challenging the AP Physics 2 exam will earn a 1.15 course weighting.
3
Courses Overview:
Schedule: BHS operates on a 6 day school cycle. AP Physics will meet for an 82 minute block every other day and 41
minutes on the other days. This on average is just over a hour/day for 180 days each year. The academic calendar is from
September thru June, hence of those 180 days, there are approximately 140 days prior to the AP test.
Text: Physics, Cutnell & Johnson; 5th Ed. New York: John Wiley
Evaluation:
Tests/quizzes 45% ** end of term exams will weighted as twice the value of a standard test
Experimental Work 25%
Homework/Classwork PRS (clicker) 25%
Participation 5%
Conduct the Courses:
The courses consist of 24 units, with a test at the completion of each unit. Additionally, quizzes may be used
throughout a unit as a frequent check for understanding. 3 quiz grades will be equivalent to a test. Units generally begin
with an essential question and a demonstration or two to allow the students to hypothesize and discover the physical
relationships. Follow up demonstrations; group activities, and self-study extend the understandings being developed
throughout the unit. Homework is assigned most nights (mostly from the primary textbook) and peer-reviewed regularly.
Labs are done at a time to best reinforce the relationships and concepts currently being studied except when a lab is
intended to be an inquiry inductive lab to introduce a topic.
Classes that do not involve labs generally are of two varieties. The first variety generally consists of problem
review (from HW), a 20-minute lecture (often with demonstrations), and real-life applications. The remaining time is used
by students to start their new assignment, which usually involves the application of critical thinking skills in order to solve
problems associated with the lecture/demonstration. Students are allowed to pair up and help each other. This gives the
instructor time to help students individually. The second variety consists of a “flipped classroom” model of instruction. In
this model the students will be required to complete some tasks outside of the classroom to learn the material and will
then utilize class time to work on problems. In this model the teacher will be able to assist the students at a much higher
frequency than in a traditional learning setting.
Informal assessment is done regularly with neighbor-mini-conferences and on-the-fly questions using the
Personal Response System (PRS), an interactive assessment system that gives immediate feedback, allowing restructuring
the day’s activities to suit the class’s progress. This task often will involve the use of the “concepts & calculations”
questions in the textbook following up the homework session. Throughout the course, emphasis is often placed more on
the concepts and method of solution or analysis, and less on the actual final product or answer.
Experimental Work:
Labs are placed throughout the instructional year for each course. An attempt is made to do them when they fit
best in the curriculum. Lab formats will vary based on desired outcomes and difficulty of the task. Typically, students are
given an objective, e.g. “Determine the coefficient of static friction of wood on wood”, and standard materials – string, ruler,
protractor, mass set, light pulley, etc. Students are periodically allowed to create their own experimental design, but
ultimately most of the lab designs must lead to the collection of data, which can be analyzed through graphical methods.
Students are encouraged to graph using a spreadsheet program such as excel. Students work in pairs, but each student
must submit a lab report which is turned in the day after the conclusion of each activity, then graded and returned. The
report design and format may vary from student to student, but generally each report should include sections (identified
by the teacher) if not all of the following:
• a statement of the problem,
• an hypothesis,
• a discussion or outline of how the procedure will be carried out,
• the data recorded,
• a discussion or outline of how the data was analyzed, and
• a conclusion including error analysis and topics for further study.
Students are required to keep the reports in their notebooks in case the college of their choice requires evidence, artifacts
or documentation prior to awarding college credit for physics.
** Please see the list of experimental work at the end of this document
4
Units of Study at a Glance: AP Physics 1
Unit 0. Intro and Math Concepts (5 days)
Unit 1. Kinematics (18 days)
Unit 2. Dynamics (12 days)
Unit 3. Circular Motion and Gravitation (9 days)
Unit 4. Work, Energy & Power (12 days)
Unit 5. Impulse & Linear Momentum (9 days)
Unit 6. Rotational Kinematics and Dynamics (17 days)
Unit 7. Simple Harmonic Motion (7 days)
Unit 8. Mechanical Waves & Sound (20 days)
Unit 9. Electrostatics (5 days)
Unit 10. Direct Current Electric Circuits (15 days)
**AP Physics 1 Exam
Unit 11. Electromagnetic Waves (5 days)
Unit 12. Introductory Geometric & Physical Optics (10 days)
Unit 13. Introductory Modern Physics (10 days)
** NYS Physical Setting: Physics Exam (Regents Exam)
Units of Study in Detail: AP Physics 1
Unit 0. Intro and Math Concepts
Approx. 5 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 0. Intro & Math Concepts
At the conclusion of this unit students will be
1. Nature of Physics (Ch. 1.1)
able to:
2. Units (Ch. 1.2)
3. Units and Problem solving (Ch. 1.3)
1. State the fundamental units in the SI
4. Trigonometry (Ch. 1.4)
system.
2. Distinguish between fundamental and
How does one apply the mathematics of right triangles and why
derived units and give examples of derived
is it important?
units.
3. Convert between different units of
What is an order of magnitude and how does a power of ten or
quantities.
power of ten prefix illustrate differences in orders of
4. State units in the accepted SI format.
magnitude?
5. State values in scientific notation and in
multiples of units with appropriate prefixes.
What are the fundamental and derived units for quantities in the
6. Recognize and use expressions in decimal
metric system?
and standard form (scientific) notation.
7. Calculate quantities and results of
Why are significant figures (digits) important in scientific
calculations to the appropriate number of
measurement?
significant figures.
8. Recall the formulae for, and calculate areas
of, right-angled and isosceles triangles,
circumferences and areas of circles, volumes
of rectangular blocks, cylinders and spheres,
and surface areas of rectangular blocks,
cylinders and spheres.
9. Use Pythagoras’ theorem, similarity of
triangles and recall that the angles of a
triangle add up to 180o(and of a rectangle,
360o).
10. Understand the relationship between
5
degrees and radians, and translate from one
to the other.
11. Recall the small-angle approximations.
Assign #
0.1 – Nature of Physics,
Units and Trig.
Unit 0: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pg.
Prob.
1.1 thru
1-9
1,3,6
20
3,5,6,7,8
1.5
11,13,15,16
pp.
2122
Bonus Problems
Prob.
pg.
20
22
Unit 1. Kinematics
Approx. 18 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 1. Kinematics
At the conclusion of this unit students will be
1. One Dimensional Kinematics (Ch. 2.1 – 2.7)
able to:
A. Displacement, velocity, & acceleration
B. Application of kinematic equations
1. Describe and interpret motion using
C. Free fall
multiple representations.
D. Kinematic graphical analysis
2. Describe a frame of reference
2. Vectors & Scalars (Ch. 1.5 – 1.7)
3. Compare and contrast Aristotle and
A. Vector addition & subtraction
Galileo’s views of motion
B. Components of vectors
4. Define and apply definitions of
3. Two Dimensional Kinematics (Ch. 3.1 – 3.4)
displacement, average velocity,
A. Displacement, velocity, and acceleration
instantaneous velocity, and average
B. Equations in two dimensions
acceleration
C. Projectile motion
5. Demonstrate proficiency in solving
D. Relative velocity
problems using kinematics equations,
including problems involving free fall by
How can the motion of an object moving at constant velocity be
using the value of the acceleration due to
described and represented?
gravity
6. Apply kinematics to objects moving in
How can the motion of an object that is accelerating be
two dimensions and understand how forces
described and represented?
affect a systems' motion in two dimensions.
7. Analyze motion graphs qualitatively and
How is velocity fundamentally different from speed, and why is
quantitatively, including calculations of the
this difference important when solving kinematics problems?
slope of the tangent of an x-versus-t graph,
the slope of the v-versus-t graph, the area
What are the characteristics of the motion of a projectile?
under the v-versus-t graph and the area
under the a-versus-t graph
What advantages are gained from the use of vectors, as opposed
8. Apply the concepts of vectors to solve
to scalars?
problems involving relative velocity.
9. Distinguish between vector and scalar
How can accelerated motion in one and two dimensions be
quantities, and give examples of each.
described qualitatively, quantitatively, and graphically?
10. Determine the sum or difference of two
vectors by a graphical method.
Why is free fall considered a special case of accelerated motion?
11. Resolve vectors into perpendicular
components along chosen axes.
Assign #
1.1 – 1D Kinematics I
1.2 – 1D Kinematics II
Unit 1: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
2.1 thru
27 1,2,5
51
1,2,5,8
2.5
42
12,14,19,20
2.1 thru
27 7,8
51
21,22,23
2.5
42
24,25,26
6
pp.
5153
53
Bonus Problems
Prob.
pg.
11
52
34
53
1.3 – 1D Kinematics w/
Free Fall
1.4 – Free Fall/Graph.
Rep. of Motion
1.5 – Vectors I
1.6 – Vectors II
1.7 – 2D Kinematics I
1.8 – 2D Kinematics II
2.6 thru
2.7
2.6 thru
2.7
1.5 thru
1.9
1.5 thru
1.9
3.1 thru
3.3
3.4 thru
3.5
42 48
42 48
9-19
11,12
51
54
55
55
55
56
55
20
38,39,40,44
42,46,47
58,59,60
61,62
21,22,24,26
13,14
51
8,9,10
22
39
23
9-19
12,13
20
32,33,35
23
63
25
59 71
71 76
2,4,7,9
77
80
78
7879
7981
43
16
3,15,17,23,28
16,19,21,24
25,20
48,53,55
45
81
Unit 2. Dynamics
Approx. 12 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 2. Dynamics
At the conclusion of this unit students will be
1. Force & Mass (Ch. 4.1)
able to:
2. Newton’s laws of motion (Ch. 4.2 – 4.5)
3. Applications of Newton’s laws
1. Distinguish between contact forces and
A. Equilibrium
field forces by identifying the agent that
B. Non-equilibrium
causes the force
4. Types of Forces: Fundamental (Ch. 4.6)
2. Distinguish between mass and weight, and
5. Forces (Ch. 4.7 – 4.12)
calculate weight using the acceleration due
A. Gravitational
to gravity
B. Tension
3. Differentiate between static and kinetic
C. Normal
friction
D. Frictional
4. State and apply Newton’s first law of
1. Static
motion for objects in static equilibrium. That
2. Kinetic
is to say systems in equilibrium experience a
zero net force and have constant velocity in
an inertial reference frame so that in order to
How can you utilize Newton’s laws of motion to predict the
change an object's motion, an unbalanced
behavior of objects?
and external force(s) must be exerted on the
object.
Do action-reaction force pairs (Newton’s third law) have a
5. Demonstrate proficiency in accurately
cause-and-effect relationship? Why or why not?
drawing and labeling free-body diagrams
6. State and apply Newton’s second law of
How can the forces acting on an object be represented?
motion. External, unbalanced forces are
required to change a system’s motion.
How can free-body diagrams be utilized in the analysis of
7. State that accelerating systems are directly
physical interactions between objects?
proportional to the net force exerted on a
system and inversely proportional to the
How can a free-body diagram be used to create a mathematical
mass of the system.
representation of the forces acting on an object?
8. Demonstrate proficiency in solving
problems that involve objects in motion with
How do Newton’s laws apply to interactions between objects at
constant acceleration by analyzing the
rest and in motion?
resultant force(s) in horizontal surfaces,
inclined planes, and pulley systems
How do Newton’s laws apply to systems of two or more objects?
(Atwood’s machines)
9. State and apply Newton’s third law of
Why can’t an object exert a force on itself?
motion. That is to say when an object exerts
a force on another object, the second object
will exert a force that is equal in magnitude
and opposite in direction on the first object.
7
Assign #
2.1 – Newton’s Laws
(N2L emphasis)
2.2 – Vector Nature
of N2L
2.3 – Friction and
Normal Force
2.4 – Newton’s Laws
& Non-Equilibrium
2.5 – Newton’s Laws
& Equilibrium
Unit 2: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
4.1 thru
85 1,2,3
119
2,3,4
4.5
93
5,6
6,9
4.1 thru
85 4,7
11910,11,12
4.5
93
120
13,72
4.6 thru
93 18,19
120
34,37,38
4.12
116
39,40,42
4.6 thru
93 15,16,17
120
36,41,64,66
4.12
116
72,73,92,93
4.6 thru
93 22,25,26
120
46,47,49,50
4.12
116
52,53,57,58
pp.
121
Bonus Problems
Prob.
pg.
---
121
16
122
123
86
85
109
110
45
102
126
126
128
128
123
124
123127
123124
Unit 3. Circular Motion and Gravitation
Approx. 9 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 3. Circular Motion and Gravitation
At the conclusion of this unit students will be
1. Centripetal force & acceleration (Ch. 5.1 – 5.3)
able to:
2. Banked curves (Ch. 5.4)
1. Students will understand that a net
3. Vertical circular motion (Ch. 5.7)
external force must be directed toward the
4. Universal Gravitation (Ch. 4.7)
center of a circular path to keep an object
5. Satellites & Kepler’s Laws (Kepler’s Laws as
traveling in circular motion.
Supplement) (Ch. 5.5)
2. Students will understand that all objects
6. Apparent Weightlessness and Artificial Gravity (Ch.
with mass exert forces on other object with
5.6)
mass and sometimes these forces can cause
an object to travel in a circular path.
3. Explain the characteristics of uniform
What does it mean for a force to be fundamental?
circular motion
4. Derive the equation for centripetal
What force or combination of forces keeps an object in circular
acceleration of an object moving in a circle at
motion?
constant speed
5. Understand that centripetal force is not a
How is the motion of the moon around the Earth like the motion
new type of force
of a falling apple?
6. Understand that centrifugal force does not
exist
How does the effect of Earth’s gravitational field on an object
7. Demonstrate proficiency in solving
change as the object’s distance from Earth changes?
problems involving banking angles, the
conical pendulum and motion in a vertical
Why do you stay in your seat on a roller coaster when it goes
circle
upside down in a vertical loop?
8. State and apply Newton’s law of universal
gravitation
How is the motion of a falling apple similar to that of the moon
9. Describe Cavendish’s experiment to
in orbit around the Earth?
determine the value of the universal
gravitation constant
What conditions are necessary for a planet to obtain a circular
10. Derive the acceleration due to gravity at
orbit around its host star?
the surface of the earth or other planets
11. Explain and apply the relationship
How can Newton’s second law of motion be related to the
between the speed and the orbital radius of a
universal law of gravitation?
satellite
12. Demonstrate proficiency in solving
How can the motion of the center of mass of a system be altered?
problems involving apparent weightlessness
in a satellite and in an elevator
13. State Kepler’s three laws of planetary
motion
14. Derive and apply Kepler’s third law of
planetary motion
8
Assign #
3.1 – Uniform
Circular Motion I
3.2 – Uniform
Circular Motion II
3.3 – Uniform
Circular Motion III
3.4 – Universal
Gravitation/Orbits
Read/Outline
Unit 3: Homework Assignments
Required Ques./Prob.
Section
5.1 - 5.4
pp.
131-138
Ques.
1,4,5,6
Prob.
2,3,5,6,9,43
---
pp.
147148
148151
---
5.1 - 5.4,
5.7
5.7 - 5.8
131-138
7,11,14,15
144-147
4.7,
5.5 - 5.6
94-97
139-144
9,10,11
120
21,22,23,24,25,26
27,28,29,30,31
11,12,13
14,23
37,38,39
pp.
148149
149150
150151
122
150
Bonus
Problems
Prob.
pg.
----26
150
42
151
35
54
150
151
Unit 4. Work, Energy & Power
Approx. 12 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 4. Work, Energy & Power
At the conclusion of this unit students will be
1. Work done (Ch. 6.1, 6.9, 10.1, 10.3)
able to:
A. Constant force
B. Variable force (ex: ideal springs)
1. Students will understand that energy is
2. Work-Energy Theorem (Ch. 6.2)
conserved within a system.
3. Gravitational Potential Energy (Ch. 6.3)
2. Define and apply the concepts of work
4. Forces (Ch. 6.4, 6.6)
done by a constant force, potential energy,
A. Conservative
kinetic energy, and power
B. Non-conservative
3. Calculate the work from the area under the
5. Conservation of Energy (Ch. 6.5, 6.8)
curve of a force-versus-displacement graph
A. Potential
4. Distinguish between conservative and
B. Kinetic
non-conservative forces
C. Mechanical
5. State and apply the principle of
6. Power (Ch. 6.7)
conservation of mechanical energy
6. Demonstrate proficiency in solving
problems by applying the work–energy
How are the different modes of energy storage transformed
theorem to situations that involve
within a system and transferred between a system and the
conservative and non-conservative forces
environment?
7. State that energy is a property of many
substances and is associated with heat, light,
How can energy be represented with graphs and equations?
electricity, mechanical motion, sound, nuclei,
and the nature of a chemical. Energy is
What does it mean for energy to be conserved?
transferred in many ways.
8. State that energy takes many forms; these
How are humans dependent upon transformations of energy?
forms can be grouped into types of energy
that are associated with the motion of mass
If you hold an object while you walk at a constant velocity, are
(kinetic energy), and the energy associated
you doing work on the object? Why or why not?
with the position of an object in a field
(potential energy).
Assign #
Unit 4: Homework Assignments
Read/Outline
Required Ques./Prob.
4.1 – Work
Section
6.1,6.9
4.2 - Power
6.7
pp.
153-157
175-176
172-174
Ques.
1,2,4,9
18
9
pp.
179180
180
Prob.
1,2,3,4,5,71
64,66,67a
55,56,58,60
pp.
180185
184
Bonus
Problems
Prob.
pg.
10
181
61
184
4.3 – Ideal Springs
4.4 – W=ΔKE Theorem.
PEgrav
4.5 – Conservation of
Energy I
4.6 Conservation of
Energy II
4.7 – Conservation of
Energy III
10.1,
10.3
6.2 - 6.3
274-277
282-286
157-164
1,2,9
298
5,8,10
180
6.4 - 6.5
164-171
12,14
180
6.4 - 6.5
164-171
---
---
6.6, 6.8
171-172
174
---
---
1,2,3,4,5,6,7
10,24,28
12,14,15,17,22
25,26,29,30
31,33,34,35
77
36,37
41,42
45,47,48,49
299301
181182
182185
183
12
300
---
---
---
---
44
183
183
54
78
184
185
Unit 5. Impulse & Linear Momentum
Approx. 9 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 5. Impulse & Linear Momentum
In order to for an object to undergo a change in
1. Impulse-momentum theorem (Ch. 7.1)
momentum, an unbalanced and external
2. Conservation of linear momentum (Ch. 7.2)
force(s) must be exerted on the object over a
3. Collisions (Ch. 7.3 – 7.4)
period of time.
A. One dimensional
Momentum is conserved in a closed system.
B. Two dimensional
4. Center of mass (Ch. 7.5)
At the conclusion of this unit students will be
able to:
How does a force exerted on an object change the object’s
momentum?
How are Newton’s second and third laws related to momentum?
What does it mean for momentum to be conserved?
How can the outcome of a collision be used to characterize a
collision as elastic or inelastic?
What factors affect the collision of two objects, and how can you
determine whether the collision is elastic or inelastic?
How can changes in momentum be utilized to determine the
forces applied to an object?
Assign #
5.1 – Impulse –
Momentum Theorem
5.2 – Explosions &
Cons. of Momentum
5.3 – Collisions &
Cons. Of Momentum
5.4 – Center of Mass
1. Students will understand that momentum
is conserved in a closed system.
2. Define and give examples of impulse and
momentum
3. Restate Newton’s second law of motion in
terms of momentum
4. Calculate the change in momentum from
the area under the curve of a force versus
time graph
5. Derive a statement of the conservation of
momentum between two objects by
applying Newton’s third law
6. Define and recognize examples of elastic
and inelastic collisions
7. Explain which conservation laws apply to
each type of collisions
8. Demonstrate proficiency in solving
problems involving conservation of
momentum in collisions in one and two
dimensions
Unit 5: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
7.1
7.2
7.3 - 7.4
7.5
pp.
188192
192197
197201
201203
Ques.
2,3,4
5,8
10,14
pp.
205
13,16
206
18,20
206
10
206
Prob.
1,2,3
4,5,8
15,16
19,22
25,27,28
30,36
41,43,44
pp.
206207
207208
208
209
Bonus
Problems
Prob.
pg.
11
207
23
208
40
209
---
---
Unit 6. Rotational Kinematics and Dynamics
Approx. 17 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 6. Rotational Kinematics & Dynamics
At the conclusion of this unit students will be
1. Angular measurement (Ch. 8.1)
able to:
2. Angular quantities (Ch. 8.2)
A. Displacement
B. Velocity
1. State measurements in a polar coordinate
C. Acceleration
system, and convert between degrees and
3. Equations of rotational kinematics (Ch. 8.3)
radians.
4. Angular and tangential variables (Ch. 8.4)
2. Apply analogous reasoning between linear
5. Rolling motion (Ch. 8.6)
and rotational quantities (displacement,
6. Rigid bodies (Ch. 9.1 – 9.2)
velocity & acceleration) and solve problems
A. Translations
for pure rotational motion about an object’s
B. Rotations
center of mass
C. Torque & moment of inertia
3. Understand that a net external torque is
7. Center of gravity (Ch. 9.3)
required for an object to change its
8. N2L for Rotational Motion about fixed axis (Ch. 9.4)
rotational motion.
9. Rotational work & energy (Ch. 9.5)
4. Define and calculate the torque of a given
10. Angular momentum (Ch. 9.6)
force about an axis of rotation. Torque is the
product of a force exerted perpendicularly to
an object at some distance from a pivot point.
How can the particle model be extended to a rigid-body model of
5. State the two conditions of equilibrium
an object?
(translational and rotational) and apply them
to solve for unknown forces and/or
How are the rotational quantities (angular position, velocity, and
distances in a variety of situations
acceleration) related to linear quantities?
6. An object in rotational equilibrium has a
What does it mean for angular momentum to be conserved?
net torque of zero and has no angular
acceleration.
What are the conditions necessary for two people with
significant differences in mass to balance on a seesaw?
What are the conditions necessary for static equilibrium?
In what ways are rotational motion and linear motion related?
What are the relationships among angular momentum, angular
velocity, angular acceleration, rotational inertia, and torque?
Assign #
6.1 – Angular Meas. &
Quantities
6.2 – Rotational
Kinematics
6.3 – Centripetal and
Tangential Acceleration
6.4 – Rigid Bodies &
Center of Gravity
6.5 – N2L for Rotation
Motion/Rot. W.E.P.
6.6 – Angular
Momentum
Unit 6: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
8.1 - 8.2
213----1,2,4
218
8,9
8.3 - 8.4
2184
230
17,18,20,21
223
28,32
8.5 - 8.6
224----38,40,41
227
47,48,49
9.1 - 9.3
2382,6,9
263
2,3,7
248
12,14,16,24
9.4 - 9.5
24812,15,16
264 29,30,32,33,35
257
43,44,47,50
9.6
25819,22
264
52,53,54
260
56,58
11
pp.
231
232233
233234
265267
268269
269270
Bonus Problems
Prob.
pg.
12
232
26
35
67
232
233
235
10
26
40
265
267
268
---
---
Unit 7. Simple Harmonic Motion
Approx. 7 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 7. Simple Harmonic Motion (SHM)
At the conclusion of this unit students will be
1. SHM (Ch. 10.1 – 10.3)
able to:
A. Simple Harmonic Oscillations (ex: Ideal
spring) (Ch. 10.1)
1. Students will understand the
B. Reference circle (Ch. 10.2)
characteristics and properties of systems in
C. Conservation of energy (Ch. 10.3)
simple harmonic motion.
2. Pendulum (Ch. 10.4)
2. Define and identify the following terms
3. Harmonic motion & resonance (Ch. 10.5 – 10.6)
on a displacement-versus-time graph:
equilibrium position, amplitude, period, and
frequency
3. Define simple harmonic motion
How is simple harmonic motion connected to uniform circular
4. Use the reference circle to describe the
motion?
displacement, velocity and acceleration
5. Describe and apply Hooke’s law and
What properties determine the motion of an object in simple
Newton’s second law to determine the
harmonic motion?
acceleration as a function of displacement
6. Apply the principles of conservation of
What are the relationships between velocity, wavelength, and
mechanical energy for an object moving
frequency of an object in SHM?
with simple harmonic motion. Simple
harmonic motion is a transform of energy
How can oscillatory motion be represented graphically and
within a system such as an oscillating spring
mathematically?
or pendulum.
7. Derive and apply the equation to obtain
How is conservation of energy applied in simple harmonic
the period of a mass–spring system
oscillators?
8. Derive and apply the equation to obtain
the period of a simple pendulum
9. Demonstrate proficiency in solving
problems involving horizontal and vertical
mass–spring systems
10. Define resonant frequency and give
examples of resonance
Assign #
7.1 – Kinematics of
SHM/Ideal Springs
7.2 – Dyn. of SHM/Driven
& Damped Harm. Motion
Unit 7: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
10.1 2731,3,4,7
298
8,9,14,17,18
10.2
282
19,67,68
10.3 28210,11.12
298
25,29,31
10.6
290
13,14
39,41,43,44
pp.
299304
301302
Bonus Problems
Prob.
pg.
23
301
36
301-302
Unit 8. Mechanical Waves & Sound
Approx. 20 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 8. Mechanical Waves & Sound
At the conclusion of this unit students will be
1. The nature of waves (Ch. 16.1 – 16.3)
able to:
A. Periodic waves
B. Speed of a wave
1. Define and give characteristics and
2. The nature of sound (Ch. 16.5 – 16.8)
examples of longitudinal, transverse, and
A. Speed of sound
surface waves. Waves, including sound and
B. Sound intensity
seismic waves, waves on water, and light
3. Doppler effect (Ch. 16.9)
waves, have energy and can transfer energy
4. Principle of linear superposition & Interference (Ch.
when they interact with matter.
12
17.1 – 17.2, 27.1)
A. Constructive
B. Destructive
5. Beats (Ch. 17.4)
6. Standing waves (Ch. 17.5 – 17.6)
A. Transverse
B. Longitudinal
7. Diffraction (Ch. 17.3)
2. Mechanical waves require a medium in
order to propagate.
3. Apply the equation for wave velocity in
terms of its frequency and wavelength
4. Describe the relationship between energy
of a wave and its amplitude
5. Describe the behavior of waves at a
boundary: fixed-end, free-end, boundary
between different media
6. Demonstrate proficiency in solving
problems involving transverse waves in a
string
7. Distinguish between constructive and
destructive interference
8. State and apply the principle of
superposition
9. Describe the formation and
characteristics of standing waves
10. Describe the characteristics of sound
and distinguish between ultrasonic and
infrasonic sound waves
11. Calculate the speed of sound in air as a
function of temperature
12. Describe the origin of sound in musical
instruments
13. Use boundary behavior characteristics
to derive and apply relationships for
calculating the characteristic frequencies
for an open pipe and for a closed pipe
14. Sound is a transfer of energy through a
medium in the form of a compression wave.
15. Explain the interference of sound waves
and the formation of beats
16. Apply the Doppler effect to predict the
apparent change in sound frequency
What exactly is a wave, and what are the various methods for
creating one?
How are waves energy transport phenomena?
How do the relative velocities of the source of a wave and of the
observer affect the frequency of the observed wave?
How do waves from more than one source interfere to make
waves of smaller or larger amplitude, depending on the location
where the waves meet?
How can wave boundary behavior be used to derive and apply
relationships for calculating the characteristic frequencies for
standing waves in strings, open pipes, and closed pipes?
What are the relationships between velocity, wavelength, and
frequency of a wave?
How do the relative motions of source and observer determine
our perceptions of waves?
What happens when two or more waves meet?
Assign #
8.1 – Nature of
Mechanical Waves
8.2 – Nature of Sound
Waves
8.3 – The Doppler
Effect
8.4 – Superposition,
Interference and Beats
8.5 – Standing Waves
8.6 – Diffraction of
Sounds Waves
Unit 8: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
16.1 - 16.3
459-464
3,4
485
1,3,5,7,10
13,14,16,17
16.5 - 16.8
465-475
12,13
486
31,34*, 36,42*
48,49,53,58,59,63
*See Table 16.1
16.9
475-480
16,19
486
70,71,72,73,77
17.1 - 17.2,
27.1, 17.4
17.5 - 17.6
495-504
830-832
504-510
2,6
514
11,12
514
17.3
499-501
---
---
13
1,2,4,7
16,18,19
24,26,27,29,30
34,35,37,38
10,11,13
pp.
486487
488490
Bonus Problems
Prob.
pg.
21
487
47
489
490
80
490
515516
516517
515516
54
518
33
517
---
---
Unit 9. Electrostatics
Approx. 5 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 9. Electrostatics
At the conclusion of this unit students will be
1. Charged objects & electric force (Ch. 18.1 – 18.2)
able to:
2. Conductors and insulators (Ch. 18.3 – 18.4)
3. Coulomb’s law (Ch. 18.5)
1. Understand that the presence of electric
4. Electric field (Ch. 18.6 – 18.8)
fields affect the space around an object of
A. Field lines & magnitude
charge by exerting forces on objects of
B. Shielding
charge located within the field.
2. Define electrostatics and the nature of an
electric charge
How can the charge model be used to explain electric
3. State the law of electrostatics and the law
phenomena?
of conservation of charge
4. State Coulomb’s law and its equation to
How can the forces between two charges be characterized using
calculate the electrostatic force between two
Newton’s third law?
charges
5. Define the permittivity of free space
How can preexisting knowledge of forces and energy be applied
6. Define the electric field and derive for a
to processes involving electrically charged objects?
single point charge
7. Describe electric field lines as means to
What is lightning, and why is it so dangerous?
depict the electric field
8. Demonstrate proficiency in solving
What are the fundamental carriers of electrical charge, and how
problems involving electric charges by
may they be used to charge objects?
applying appropriate vector addition
methods
How is gravitational force similar to electrical force, and in what
9. Define and apply the concepts of electric
ways are these forces very different?
potential energy, electric potential, and
electric potential difference
10. Describe and apply the relationship of the
potential difference between two points to
the uniform electric field existing between
the points
11. Apply a relationship between the electric
field and the potential difference in a parallel
plate configuration
12. Explain the charging of an object by
contact and by induction
13. Distinguish between conductors and
insulators
14. Understand the distribution of charge in
a conductor
Assign #
9.1 – Charge, Conductors &
Insulators
9.2 – Electric Field and Force
Unit 9: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
18.15221,5
5501,3,4,5
18.4
527
551
18.55278,14
551 7,9,10,14,19
18.8
545
25,28,32,35
14
pp.
552
552554
Bonus Problems
Prob.
pg.
----23
42
553
554
Unit 10. Direct Current Electric Circuits
Approx. 15 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 10. Direct Current Electric Circuits
At the conclusion of this unit students will be
1. EMF, current, & resistance (Ch. 20.1 – 20.3)
able to:
2. Ohm’s law (Ch. 20.1 – 20.3)
3. Resistance & resistivity (Ch. 20.1 – 20.3)
1. Define electric current as the rate of flow
4. Electric power (Ch. 20.4)
of charge
5. Circuits (Ch. 20.6 – 20.8)
2. Understand some reasons for the
A. Series (Ch. 20.6)
conventional direction of electric current
B. Parallel (Ch. 20.7)
3. Explain the term emf (electromotive force)
C. Combination (Ch. 20.8)
and what is a source of emf
6. Kirchhoff’s rules (Ch. 20.9 – 20.10)
4. Define resistance and the factors affecting
**Kirchhoff’s loop rule describes conservation of energy
the resistance of a conductor
in electrical circuits. The application of Kirchhoff’s laws
5. State and apply Ohm’s law
to circuits is introduced in Physics 1 and further
6. Understand and apply the equation of
developed in Physics 2 in the context of more complex
electric power as the rate of energy
circuits, including those with capacitors.
transferred in the form of heat
7. Draw schematic diagrams of circuits,
**Physics 1: covers circuits with resistors in series, with
including measuring devices such as
at most one parallel branch, one battery only. Physics 2:
ammeters and voltmeters
includes capacitors in steady–state situations. For
8. Analyze series and parallel circuits and
circuits with capacitors, situations should be limited to
demonstrate proficiency in calculations of
open circuit, just after circuit is closed, and a long time
equivalent resistance, current, and voltage
after the circuit is closed.
drop
9. Calculate the terminal voltage, taking into
How do charges move through a conductor?
account the internal resistance of a battery
10. State and apply Kirchhoff’s laws to solve
How was the conventional direction of electric current
complex networks.
determined?
11. Analyze circuits with resistors and
demonstrate proficiency in calculations of
How can phenomena occurring in electric circuits be described
equivalent resistance, current, and voltage
by physical quantities such as potential difference (voltage),
drop
electric current, electric resistance, and electric power?
12. State that electrical circuits provide a
mechanism of transferring electrical energy.
How do conservation laws apply to electric circuits?
How are voltage, current, and resistance related in a series
circuit?
How are voltage, current, and resistance related in a simple
parallel circuit?
Assign #
10.1 – Current Electricity
10.2 – DC Circuits (Series
& Parallel)
10.3 – Combo Circuit
Internal Resistance
10.4 – Kirchhoff’s Rules
for DC Circuits
Unit 10: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques. pp.
Prob.
19.1-19.2 557-564
----1,3
20.1-20.4 587-595
1,2,3,4,7,10,11,14
21,22,23,24,25,28
20.6-20.7 598-603
----39,40,41,42,44,48
49,51,52,55
**See Below
20.8-20.9 603-605
----58,59,60,61,62,63,64
65,67,68,69,70,71
20.10
605-609
----73,74,75
76,77,78
**Draw Circuit Diagrams for each Question
15
pp.
581
619620
621
622623
623
Bonus Problems
Prob.
pg.
---
---
47
56
621
622
66
623
79
623
**AP Physics 1 Exam**
Unit 11. Electromagnetic Waves
Approx. 5 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 11. Electromagnetic Waves
At the conclusion of this unit students will be
1. The nature of EM waves (Ch. 24.1)
able to:
**pp. 735 (bottom) – 736 just FYI
2. EM spectrum (Ch. 24.2)
1. Understand the nature of light and its
3. The speed of light (Ch. 24.3)
characteristics and properties.
2. State that light behaves as an
electromagnetic wave or a particle
depending on the observer.
3. Explain how electromagnetic waves are
produced
4. Describe the electromagnetic spectrum
and the relationship between frequency,
wavelength, and speed of electromagnetic
waves
Assign #
11.1 – Nature of EM Waves/EM
Spectrum/Speed of Light
Unit 11: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
24.1733----1,2,7,10,13
24.3
740
15,17,18
pp.
755756
Bonus Problems
Prob.
pg.
-----
Unit 12. Introductory Geometric & Physical Optics
Approx. 10 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 12. Introductory Geometric & Physical Optics
At the conclusion of this unit students will be
1. Reflection: Mirrors (Ch. 25.1 – 25.3)
able to:
A. Reflection
B. Plane mirror
1. Understand how light interacts with
2. Refraction: Lenses (Ch. 26.1 – 26.5)
different materials (optical devices) and how
A. Index of refraction (Ch. 26.1)
images are produced.
B. Snell’s Law (Ch. 26.2)
2. State that light interacts with matter by
C. Total internal reflection (Ch. 26.3)
transmission (including refraction),
E. Dispersion (Ch. 26.4)
absorption, or scattering (including
3. Diffraction (Ch. 27.1)
reflection).
** Regents level + diffraction formula if doing the
3. Understand that to see an object, light
interference lab to determine λ ranges visible light.
from that object‐ emitted or scattered from
it‐ must enter the eye.
4. Explain the dispersion of light and the
visible spectrum
5. State and apply the law of reflection
6. Define the index of refraction and describe
the behavior of refracted light
7. Apply Snell’s law to the solution of
problems
8. Explain the concepts of critical angle and
total internal reflection
9. Describe the pattern observed by the
diffraction of a wave.
16
Assign #
Unit 12: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
pp.
12.1 – Reflection of Light
25.1-25.3
761-765
2
778
1,3,4,7a
779
12.2 – Refraction of Light
26.1-26.2
783-790
2,3
820
12.3 – Total Internal
Reflection/Dispersion
26.3, 26.5
(skip 26.4)
790-793
794-796
---
---
2,3,4,9,11,13,14
*will need table 26.1
23,25,30, 39, 41
*will need table 26.1
821822
822823
Bonus
Problems
Prob pg.
.
----22
822
---
---
Unit 13. Introductory Modern Physics
Approx. 10 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 13. Introductory Modern Physics.
At the conclusion of this unit students will be
1. Photons (Ch. 29.1 29.4)
able to:
A. Photoelectric effect
B. Momentum (supplemental)
1. Students will understand that there are
C. Compton effect (supplemental)
nuclear forces at the subatomic level and
2. DeBroglie wavelength (supplemental) (Ch. 29.5)
how these subatomic particles interact with
3. Rutherford scattering (Ch. 30.1)
these forces.
4. Bohr model (Ch. 30.2 – 30.3)
2. Discuss the basics of Planck’s hypothesis
5. Nuclear structure (Ch. 31.1 – 31.3)
3. Define a photon and relate its energy to
A. Nuclear force
its frequency and/or wavelength
B. Binding energy
4. Convert energy units: joules to
C. Stability of the nucleus
electronvolts and vice versa
D. Mass – energy equivalence
5. Demonstrate proficiency in solving
6. Elementary particles and the Standard Model (Ch.
problems involving the energy of a photon
32.6)
and the conservation of momentum in
** For the reading, only sections on “Setting the Stage”,
photon interactions
Positrons and Antiparticles”, “Classification of particles”,
6. Understand the dual nature of light and
and “quarks”.
matter, and apply de Broglie’s equation to
** Compare table 32.3 to the table in the NYS Ref. Tables
calculate the wavelength of a particle
on Particle classifications.
7. Describe how atomic spectra are
produced
8. Demonstrate proficiency in drawing and
interpreting energy-level diagrams
9. Calculate the energy absorbed or emitted
by an atom when an electron moves to a
higher or lower energy level
10. Students will understand that there are
nuclear forces at the subatomic level and
how these subatomic particles interact with
these forces.
11. Describe the structure and properties of
the nucleus
12. Apply Einstein’s equation of mass
energy equivalence
13Understand the origin of the strong and
weak nuclear forces
14. Calculate the mass defect and the total
binding energy of the nucleus
17
Unit 13: Homework Assignments
Read/Outline
Required Ques./Prob.
Assign #
13.1 - Photons
13.2 – Rutherford
& Bohr
13.3 – Nuclear
Structure
Section
29.1-29.5
pp.
890-901
Ques.
1,2,3
pp.
908
Prob.
1,2,3,38,44
30.1-30.3
913-921
3
943
1,8*, 9*, 12*
pp.
908910
944
31.1-31.3
32.6
949-954
988-993
---
---
13 **
35, 36ab, 44, 45 **
972
1001
Bonus
Problems
Prob.
pg.
-------
---
---
---
* Use NYS Reference Tables for Physics Energy Level Diagrams
**Additional Handout w/example problems from NYS Exams
** NYS Physical Setting: Physics Exam
Units of Study at a Glance: AP Physics 2
Unit 14. Fluids (10.5 days)
Unit 15. Thermal Physics & Thermodynamics (23 days)
Unit 16. Electrostatics (21 days)
Unit 17. Direct Current Electric Circuits (18.5 days)
Unit 18. Magnetic Force & Fields (15 days)
Unit 19. Electromagnetic Induction (15 days)
Unit 20. Electromagnetic Waves (7 days)
Unit 21. Geometric Optics (16 days)
Unit 22. Physical Optics (10 days)
Unit 23. Quantum Physics (10 days)
Unit 24. Nuclear Physics (10 days)
** AP Physics 2 Exam
Units of Study in Detail: AP Physics 2
Unit 14. Fluids
Approx. 10.5 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 14. Fluids
At the conclusion of this unit students will be
1. Mass Density (Ch. 11.1)
able to:
2. Pressure (Ch. 11.2 – 11.4)
A. Depth in static fluid (Ch. 11.3)
1. Students will understand how forces
B. Gauges (Ch. 11.4)
affect the motion of fluids.
3. Pascal’s Principle (Ch. 11.5)
2. Define atmospheric pressure, gauge
4. Archimedes’ Principle (Ch. 11.6)
pressure, and absolute pressure, and the
5. Fluid Dynamics (Ch. 11.7 – 11.10)
relationship among these terms
A. Equation of continuity (Ch. 11.7 – 11.8)
3. Define and apply the concept of fluid
B. Bernoulli’s principle (Ch. 11.9 – 11.10)
pressure
4. State and apply Pascal’s principle in
Why can a person lie on a bed of nails without getting pierced?
practical situations such as hydraulic lifts
5. State and apply Archimedes’ principle to
How does a concrete canoe float?
calculate the buoyant force
6. Demonstrate proficiency in accurately
18
How is the buoyant force related to Archimedes’ principle?
What causes pressure to be exerted by a fluid, and why does
liquid pressure vary with depth when gas pressure does not?
How is the buoyant force generated, and how can this force be
mathematically modeled?
Why does the buoyant force not vary significantly with depth,
even though liquid pressure does?
drawing and labeling free-body diagrams
involving buoyant force and other forces
7. State the characteristics of an ideal fluid
8. Apply the equation of continuity in
solving problems
9. Understand that Bernoulli’s equation is a
statement of conservation of energy
10. Demonstrate proficiency in solving
problems involving changes in depth and/or
changes in pressure and/or changes in
velocity
How does an airplane wing create lift?
How can conservation of mass and conservation of energy be
used to predict the behavior of moving fluids?
How is the law of conservation of energy applied to the
understanding of the fluidity of a substance?
Assign #
14.1 – Static
Fluids I
14.2 – Static
Fluids II
14.3 – Fluids
in Motion
Read/Outline
Section
pp.
11.1-11.6
308321
11.1-11.6 308321
11.732111.10
330
Unit 14: Homework Assignments
Required Ques./Prob.
Ques.
pp.
Prob.
3, 8, 13 336
1,2a,3, 10,13,14
19,21,22
----23,28, 33,34,35,36
39,40,41,44
20, 22
337
50, 51, 53, 54
57, 58, 59, 61
pp.
337338
338340
340341
Bonus Problems
Prob.
pg.
30
339
46
340
65
341
Unit 15. Thermal Physics & Thermodynamics
Approx. 23 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 15. Thermal Physics & Thermodynamics
At the conclusion of this unit students will be
1. Temperature & Heat (Ch. 12.1 – 13.3)
able to:
A. Temperature scales (Ch. 12.1 – 12.3)
B. Thermal expansion (Ch. 12.4 – 12.5)
1. Understand and apply the mechanical
1. Linear
equivalent of heat
2. Volume
2. Describe the condition for thermal
C. Heat & internal energy (Ch. 12.6)
equilibrium and define temperature
D. Heat & change (Ch. 12.7 – 12.8)
3. Define the coefficient of linear expansion
1. Specific heat
and apply the equation to calculate linear
2. Latent heat
thermal expansion
3. Calorimetry
4. Explain the mechanisms of heat transfer:
E. Heat transfer (Ch. 13.1 – 13.3)
conduction, radiation, and convection
1. Conduction
5. Demonstrate proficiency in solving
2. Convection
problems involving thermal conductivity
3. Radiation
6. State and apply the gas laws: Boyle’s,
2. Ideal Gas Law (Ch. 14.1 – 14.3)
Charles’s and Gay Lussac’s
A. Molecular mass & mole (Ch. 14.1)
7. Apply the Ideal Gas law and the General
B. Ideal gas law (Ch. 14.2)
Gas law to the solution of problems involving
C. Kinetic theory (Ch. 14.3)
changes in volume, pressure, and
3. Thermodynamics (Ch. 15.1 – 15.12)
temperature
A. Systems & surroundings
8. State the postulates of the kinetic theory
B. First law of thermodynamics
9. Understand that the average translational
1. Thermal processes
energy of molecules in a gas is directly
2. Specific heat capacities
proportional to the absolute temperature
19
C. Second law of thermodynamics
1. Entropy
10. State and apply the first law of
thermodynamics
11. Define and illustrate the four
thermodynamic processes: isothermal,
adiabatic, isovolumetric, isobaric process
12. Calculate of the work done by graphical
methods
13. State and understand the implications of
the second law of thermodynamics
14. Describe a typical heat engine and define
the efficiency of a heat engine
15. Understand a Carnot engine and how its
efficiency is expressed in terms of the Kelvin
temperatures between which it operates
16. Demonstrate proficiency in solving
problems related to thermodynamic
processes
How are heat and temperature explained on a molecular level?
What is the role of temperature in the transference of thermal
energy?
How do gas molecules exert pressure on the walls of a
container?
How is the expansion of a gas related to mechanical work?
How are the pressure, volume, and temperature of an ideal gas
related and graphically represented?
Why do some doors stick when sunlight heats them?
How is energy transferred and transformed?
How is the law of conservation of energy applied to the
understanding of the laws of thermodynamic systems?
How is the first law of thermodynamics applied to processes
undergone by a system?
How does a refrigerator cool its contents?
What is entropy, and how is it related to the irreversibility of
most real world processes?
Assign #
15.1 – Temp. Scales, Thermal Exp. &
Heat
15.2 – Int. Energy, Heat, Specific
Heat, Latent Heat of Form.
15.3 – Conduction, Convection &
Radiation
15.4 – Ideal Gases
15.5 – First Law of Thermodynamics
Thermal Processes
15.6 – Thermal Processes Utilizing
Ideal Gas/Heat Capacities
15.7 – Heat Engines and
Heat Pumps
15.8 – Entropy and The 2nd Law of
Thermodynamics
Unit 15: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
12.1-12.5
12.6-12.8
13.1-13.3
14.1-14.3
15.1-15.4
15.5-15.6
15.715.10
15.1115.12
pp.
346357
357366
382392
403413
426432
432435
435442
442449
Ques.
2,4,6
---
pp.
373374
---
3,5
12,15
1,7
11
---
419420
---
---
---
---
---
---
---
20
397
Prob.
2a,10,11,14,17
20,25,26,28,32
40,39,41,42,43,44
51,52,53,54,55,57
1,2,3,4,16
17,18,19,20
2,4,8,9,10,11,12,14,18
28,29,30,31,32,33,34
1,2,3,4,5
7,8,9,10,12,16
18,19,20,21,24
30,32,33,34
40,41,42,43,46,47,49
57,60,61,63
68, 69,71
pp.
375376
376377
398
420422
452453
453454
454455
455
Bonus
Problems
Prob.
pg.
36
376
63
378
26
400
26
421
---
---
---
---
56
455
---
---
Unit 16. Electrostatics
Approx. 21 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 16. Electrostatics
At the conclusion of this unit students will be
1. Charged objects & electric force (Ch. 18.1 – 18.2)
able to:
2. Conductors and insulators (Ch. 18.3 – 18.4)
3. Coulomb’s law (Ch. 18.5)
1. Understand that the presence of electric
4. Electric field (Ch. 18.6 – 18.8)
fields affect the space around an object of
A. Field lines & magnitude
charge by exerting forces on objects of
B. Shielding
charge located within the field.
5. Gauss’ Law (Ch. 18.9)
2. Define electrostatics and the nature of an
6. PE & potential difference (Ch. 19.1 – 19.3)
electric charge
7. Equipotential Surfaces (Ch. 19.4)
3. State the law of electrostatics and the law
8. Capacitors and dielectrics (Ch. 19.5)
of conservation of charge
4. State Coulomb’s law and its equation to
What happens at the atomic level when an object is charged or
calculate the electrostatic force between two
polarized?
charges
5. Define the permittivity of free space
Why might you get shocked when you scuff your feet on the
6. Define the electric field and derive for a
carpet and then touch a door knob?
single point charge
7. Describe electric field lines as means to
What is electric potential and how is it related to potential
depict the electric field
energy?
8. Demonstrate proficiency in solving
problems involving electric charges by
How can physical quantities such as electric field and electric
applying appropriate vector addition
potential be defined operationally?
methods
9. Define and apply the concepts of electric
What is an electric field, and how can it be used to calculate
potential energy, electric potential, and
force?
electric potential difference
10. Describe and apply the relationship of the
How does the change of electric potential determine the
potential difference between two points to
movement of charge?
the uniform electric field existing between
the points
How can we visualize the electric field and electric potential
11. Apply a relationship between the electric
produced by a charge configuration?
field and the potential difference in a parallel
plate configuration
How can the structure/shape of isolines be predicted?
12. Explain the charging of an object by
contact and by induction
How does a capacitor store and provide energy?
13. Distinguish between conductors and
insulators
14. Understand the distribution of charge in
a conductor
Assign #
16.1 – Charge, Conductors &
Insulators
16.2 – Electric Field & Gauss’
Law
16.3 – Elec. PE, Elec. Pot. Diff.
16.4 – Capacitors &
Dielectrics
Unit 16: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
18.1-18.4
18.5-18.8
18.9
19.1-19.4
19.5
pp.
522527
527545
558569
570574
Ques.
2,3
17,19
pp.
550551
551
1,3
580
---
---
21
Prob.
2,5,6
pp.
552
8,15,21,26,29,34,39
46,47,48,51
2,6,12,14,17
28,29,30,34
36,37,39,40,43,45
552554
581583
583
Bonus
Problems
Prob.
pg.
----24
553
---
---
47
583
Unit 17. Direct Current Electric Circuits
Approx. 18.5 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 17. Direct Current Electric Circuits
At the conclusion of this unit students will be
1. EMF, current, & resistance (Ch. 20.1 – 20.3)
able to:
2. Ohm’s law (Ch. 20.1 – 20.3)
3. Resistance & resistivity (Ch. 20.1 – 20.3)
1. Define electric current as the rate of flow
4. Electric power (Ch. 20.4)
of charge
5. Circuits (Ch. 20.6 – 20.8)
2. Understand some reasons for the
A. Series
conventional direction of electric current
B. Parallel
3. Explain the term emf (electromotive force)
C. Combination
and what is a source of emf
6. Kirchhoff’s rules (Ch. 20.9 – 20.10)
4. Define resistance and the factors affecting
7. Capacitors (Ch. 20.12)
the resistance of a conductor
A. Series
5. State and apply Ohm’s law
B. Parallel
6. Understand and apply the equation of
8. RC circuits (Ch. 20.13)
electric power as the rate of energy
transferred in the form of heat
**Kirchhoff’s loop rule describes conservation of energy
7. Draw schematic diagrams of circuits,
in electrical circuits. The application of Kirchhoff’s laws
including measuring devices such as
to circuits is introduced in Physics 1 and further
ammeters and voltmeters
developed in Physics 2 in the context of more complex
8. Analyze series and parallel circuits and
circuits, including those with capacitors.
demonstrate proficiency in calculations of
equivalent resistance, current, and voltage
**Physics 1: covers circuits with resistors in series, with
drop
at most one parallel branch, one battery only. Physics 2:
9. Calculate the terminal voltage, taking into
includes capacitors in steady–state situations. For
account the internal resistance of a battery
circuits with capacitors, situations should be limited to
10. State and apply Kirchhoff’s laws to solve
open circuit, just after circuit is closed, and a long time
complex networks
after the circuit is closed.
11. Analyze circuits with resistors and
capacitors (steady state) and demonstrate
What factors affect the resistance of a material?
proficiency in calculations of equivalent
resistance, current, and voltage drop
How do charge conservation and energy conservation apply to
12. State that electrical circuits provide a
direct current circuits?
mechanism of transferring electrical energy.
13. Calculate the equivalent capacitance of
How is it possible to create and maintain a non zero electric field
capacitors connected in series and in parallel
inside a wire?
14. Determine the energy stored in a parallel
plate capacitor
Why doesn’t a circuit lose all its energy the instant you turn it
on?
What is common to elements in series and parallel circuits?
How does temperature affect a circuit?
Does a battery supply its energy freely and at what rate?
How do capacitors affect current in a circuit immediately after a
switch is closed, as well as under steady-state conditions?
Assign #
17.1 – Current Electricity
Unit 17: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
20.1-20.4 587----2,5,6,11,13,17
595
23,26
22
pp.
619620
Bonus Problems
Prob.
pg.
9
619
17.2 – DC Circuits
20.6-20.7
17.3 – Combo Circuits
Internal Resistance
17.4 – Kirchhoff’s Rules
for DC Circuits (advanced)
17.5 – Capacitors
RC Circuits
20.8-20.9
20.10
20.1220.13
598603
603605
605609
611614
---
---
---
---
---
---
---
---
42,43,45,46
50,52
59,61,63,65
68,70,72
73,75,77,78
621
57
622
622623
623
---
---
79
623
86,87,90,92
95,96,97,98
624625
99
625
Unit 18. Magnetic Force & Fields
Approx. 15 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 18. Magnetic Force & Fields
At the conclusion of this unit students will be
1. Magnetic fields (Ch. 21.1 – 21.4)
able to:
A. Force on a moving charge
B. Motion of a charged particle
1. Describe the magnetic fields created by
2. Current in a magnetic field (Ch. 21.5 – 21.6)
magnets
A. Force
2. Calculate the magnetic force exerted on a
B. Torque
moving charge and determine the direction
3. Fields produced by currents (Ch. 21.7)
of the magnetic field, the velocity of the
4. Ampere’s law (Ch. 21.8)
charge, and the magnetic force by using a
right-hand-rule
How can we describe a magnetic field due to single or multiple
3. Calculate the magnetic force on a current
sources?
carrying wire (or loop of wire) and
determine the direction of the magnetic field,
How is the magnetic field model a mechanism of action-at-athe current, and the magnetic force by using
distance?
a right-hand-rule
4. Calculate the magnetic force on a long,
How does a magnetic field interact with electric charge?
straight wire and determine the direction of
the magnetic field, the current, and the
What causes a magnetic field and specifically the Earth’s
magnetic force by using a right-hand rule
magnetic field?
5. Determine the magnitude and direction of
the magnetic force between two parallel
How do you make an electromagnet?
wires.
How do an electric motor and hand crank generator work?
Assign #
18.1 – Magnetic Fields
Force on Moving Charge
18.2 – Current Wires in
Magnetic Fields
18.3 – Mag. Fields Produced
by Moving Charge
18.4 – Ampere’s Law
Unit 18: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
21.1629----2,3,4,5
21.4
639
10,11,12,15,21
21.5639----22,28,30,31
21.6
644
33,36,38,40
21.7
644----- 47,49,51,52,55
652
21.8
652----60,61,62
656
pp.
661662
663
664665
665
Bonus Problems
Prob.
pg.
24
663
34
664
58
665
---
---
Unit 19. Electromagnetic Induction
Approx. 15 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 19. Electromagnetic Induction
At the conclusion of this unit students will be
1. Induced EMF & current (Ch. 22.1 – 22.3)
able to:
23
A. Motional EMF
B. Magnetic flux
2. Faraday’s law (Ch. 22.4)
3. Lenz’s law (Ch. 22.5)
4. Transformers (Ch. 22.9, Ch. 20.5)
How can changing magnetic flux produce an electric potential?
How is a current induced by a magnetic field, and how is Lenz’s
law applied to determine the direction of induced current?
How is the law of electromagnetic induction (Faraday’s Law)
applied?
Assign #
19.1 – Induced emf and
Induced Current
19.2 – Faraday’s Law
Lenz’ Law
19.3 – Transformers
1. Describe Faraday’s experiments that led to
the conclusion that a changing magnetic field
induces an emf
2. State Faraday’s law of induction and Lenz’s
law
3. Demonstrate proficiency in solving problems
involving an induced emf in cases where the
magnetic flux density changes and in cases
where the area of a loop of wire is changed
4. Apply Lenz’s law to determine the direction
of the induced current in a variety of situations
including motional emf
5. Outline the method of transmitting power
over long distances.
6. Calculate voltage, current and power
quantities for a power transformer.
7. State what causes voltage to be developed
across the secondary of a transformer and the
effect of emf in a transformer.
8. Identify a transformer as step up or step
down and state the current ratio of a
transformer when given the turns ratio.
Unit 19: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
22.1669-678
4,6
699
2,3,4,5,
22.3
10,11,12,16
22.4678-684
----17,18,19,22,26
22.5
28,30,31
22.9
693-696
15
700 54,56,57,58,59
pp.
700701
701703
704
Bonus Problems
Prob.
pg.
9
701
27
702
---
---
Unit 20. Electromagnetic Waves
Approx. 7 days
Scope and Sequence/Example Essential Questions
Learning Objectives
** Some covered in AP Physics I **
At the conclusion of this unit students will be
able to:
Unit 20. Electromagnetic Waves
1. The nature of EM waves (Ch. 24.1)
1. Understand the nature of light and its
2. EM spectrum (Ch. 24.2 – 24.3)
characteristics and properties.
3. EM waves (Ch. 24.4 – 24.5)
2. State that light behaves as an
A. Energy
electromagnetic wave or a particle
B. Doppler effect
depending on the observer.
4. The speed of light (Ch. 24.3)
3. Explain how electromagnetic waves are
produced
How do mechanical and electromagnetic waves propagate?
4. Describe the electromagnetic spectrum
and the relationship between frequency,
How are waves energy transport phenomena?
wavelength, and speed of electromagnetic
waves.
24
Assign #
20.1 – Nature of EM
Waves
20.2 – EM Waves
Energy & Doppler Effect
Unit 20: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
24.1733-740
4,5
754
2,3,4,8,17
24.3
5 (graph calc. or excel)
24.4740-746
6
754
21,22,25,26
24.5
29,31,33
pp.
755756
756757
Bonus Problems
Prob.
pg.
6
755
---
---
Unit 21. Geometric Optics
Approx. 16 days
Scope and Sequence/Example Essential Questions
Learning Objectives
** Some covered in AP Physics I **
At the conclusion of this unit students will be
able to:
Unit 21. Geometric Optics
1. Students will understand how light
1. Reflection: Mirrors (Ch. 25.1 – 25.6)
interacts with different materials (optical
A. Reflection (Ch. 25.1 – 25.3)
devices) and how images are produced.
B. Plane mirror (Ch. 25.1 – 25.3)
2. Discuss the evidence supporting the ray
C. Spherical mirror (Ch. 25.4 – 25.5)
model of light
D. Mirror & magnification equation (Ch. 25.6)
3. State and apply the law of reflection
2. Refraction: Lenses (Ch. 26.1 – 26.5)
4. Define the following terms for spherical
A. Index of refraction (Ch. 26.1)
mirrors: principal axis, focal point, and focal
B. Snell’s Law (Ch. 26.2)
length
C. Total internal reflection (Ch. 26.3)
5. Demonstrate proficiency in the use of ray
D. Dispersion (Ch. 26.5)
diagrams to find the image of an object using
3. Lenses (Ch. 26.6 – 26.9)
a converging and a diverging mirror
A. Image formation (Ch. 26.7)
6. Understand how mirrors form real and
B. Thin lens equation (Ch. 26.8)
virtual images
C. Lens systems (Ch. 26.9 – 26.14)
7. Demonstrate proficiency in solving
Potential Examples
problems that use the mirror equation to
Human eye (Ch. 26.10 – 26.11)
calculate the focal length of a mirror, image
Telescope (Ch. 26.13)
distance, image height, and the magnification
Compound microscope (Ch. 26.12)
8. Explain what is meant by spherical
D. Lens aberrations (Ch. 26.14)
aberration
9. Define the index of refraction and describe
How can the index of refraction be measured, and what is it’s
the behavior of refracted light
importance in determining the purity of a liquid substance?
10. Apply Snell’s law to the solution of
problems
What causes light to bend at the boundary of two media?
11. Explain the concepts of critical angle and
total internal reflection
How can wave boundary behavior be used to explain
12. Demonstrate proficiency in the use of ray
absorption, reflection, and transmission of light?
diagrams to find the image of an object using
a converging and a diverging lens and a
What makes a fiber optics work?
combination of lenses
13. Understand how lenses form real and
How can we use the thin lens/thin mirror equation to predict
virtual images
the size and location of an image?
14. Demonstrate proficiency in solving
problems that use the lens equation to
What causes an object viewed in a car’s passenger side mirror to
calculate the focal length of a lens, image
appear farther away than it actually is?
distance, image height, and the magnification
How do the principle rays commonly used in ray diagrams obey
the law of reflection for mirrors and the law of refraction for
lenses?
25
Assign #
21.1 – Reflection
Optics
21.2 - Lenses
21.3 – Optical
Devices
Read/Outline
Section
pp.
25.176125.6
775
26.679626.9
805
26.1080526.14
815
Unit 21: Homework Assignments
Required Ques./Prob.
Ques.
pp.
Prob.
3,4,11
778
5,8,36,10*,12*
16,17,18,20,21,22
----44,46,48,49*
51,59,60,61
----68,70,71,76,77
pp.
779781
823824
825
Bonus Problems
Prob.
pg.
41
781
66
824
115
827
* Done by scale diagram
Unit 22. Physical Optics
Approx. 10 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 22. Physical Optics
At the conclusion of this unit students will be
1. Linear superposition (Ch. 17.1 – 17.2, 27.1 – 27.4)
able to:
A. Thin-film interference (Ch. 27.3)
B. Double-Slit interference (Ch. 27.2)
1. Explain how electromagnetic waves are
C. Interferometer (Ch. 27.4)
produced
2. Diffraction (Ch. 27.5 – 27.9)
2. Describe the electromagnetic spectrum
A. Resolving power (Ch. 27.6)
and the relationship between frequency,
B. Grating (Ch. 27.7)
wavelength, and speed of electromagnetic
C. X-ray (Ch. 27.9)
waves
3. Describe Roemer and Michelson’s
Why does light bend around the corner of a solid object like a
experiment to determine the speed of light
doorway?
4. Explain the dispersion of light and the
visible spectrum
How does light interference demonstrate the wave nature of
5. State the conditions for constructive
light?
interference and destructive interference
6. Describe Young’s double-slit experiment
How can the separation between items such as CD tracks or the
and apply the results of the experiment to
thickness of a piece of hair be measured?
predict the location of bright and dark fringes
7. Describe the pattern observed by the use
of a diffraction grating
8. Demonstrate proficiency in solving
problems involving the use of a single slit, a
double slit and a diffraction grating
9.Explain and apply the characteristics of
thin-film interference using the concepts of
boundary behavior
10. Calculate the thickness of a film
Assign #
22.1 – Interference
Thin Films
22.2 – Diffraction
of EM Radiation
Unit 22: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
17.1-17.2 495-499
2,3
857
1,2,3,6
27.1-27.4 829-840
10,12,13,16
27.5-27.9 840-854
----19,22,23,26
28,30,32,34
26
pp.
858859
859860
Bonus Problems
Prob.
pg.
9
859
36
860
Unit 23. Quantum Physics
Approx. 10 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 23. Quantum Physics.
At the conclusion of this unit students will be
1. Wave-particle duality (Ch. 29.1)
able to:
2. Blackbody radiation & Planck’s constant (Ch. 29.2)
3. Photons (Ch. 29.3 – 29.4)
1. Describe Thomson and Millikan’s
A. Photoelectric effect
experiments related to the electron
B. Momentum
2. Discuss the basics of Planck’s hypothesis
C. Compton effect
3. Define a photon and relate its energy to
4. DeBroglie wavelength (Ch. 29.5)
its frequency and/or wavelength
5. Rutherford scattering (Ch. 30.1)
4. Convert energy units: joules to
6. Bohr model (Ch. 30.2 – 30.3)
electronvolts and vice versa
5. Demonstrate proficiency in solving
What is the photoelectric effect?
problems involving the energy of a photon
and the conservation of momentum in
Under what conditions does a particle act like a wave or a wave
photon interactions
act like a particle?
6. Explain the characteristics of the
photoelectric effect and define the terms
How does the photoelectric effect exemplify the wave nature of
“work function” and “threshold frequency”
light, and how does the de Broglie hypothesis suggest the
7. Given a graph of energy versus frequency,
wavelike nature of particles?
understand the meaning of the slope, the xintercept, and the y-intercept
How do you explain the formation of emission and absorption
8. Demonstrate proficiency in solving
spectra?
problems involving the calculation of the
maximum kinetic energy of photoelectrons
How are the concepts of momentum and energy in collisions
9. Understand the nature and production of
applied to the scattering of photons and electrons?
X-rays
10. Describe the results of the collision of an
Why are only certain transitions between energy states of the
X-ray photon with an electron (Compton
atom allowed?
effect) and the results of the scattering of Xrays from a crystal (Davisson–Germer
experiment)
11. Understand the dual nature of light and
matter, and apply de Broglie’s equation to
calculate the wavelength of a particle
12. Describe how atomic spectra are
produced
13. Demonstrate proficiency in drawing and
interpreting energy-level diagrams
14. Calculate the energy absorbed or
emitted by an atom when an electron moves
to a higher or lower energy level
Assign #
23.1 – Blackbody
Radiation & Photons
23.2 – DeBroglie λ &
Matter Waves
23.3 – Rutherford &
Bohr
Unit 23: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
29.1-29.4 889- 1,4,5,6,8,13 9072,4,5,6,8,10
898
908
13,14,16
29.5
8999,11
908
22,24,25,26
901
30.1-30.3 912----2,3,5
921
7,9,11,14
27
pp.
908909
909
944
Bonus Problems
Prob.
pg.
----30
909
---
---
Unit 24. Nuclear Physics
Approx. 10 days
Scope and Sequence/Example Essential Questions
Learning Objectives
Unit 24. Nuclear Physics
At the conclusion of this unit students will be
1. Nuclear structure (Ch. 31.1 – 31.3)
able to:
A. Nuclear force
B. Binding energy
1. Students will understand that there are
C. Stability of the nucleus
nuclear forces at the subatomic level and
2. Radioactivity (Ch. 31.4, 31.6, 31.8)
how these subatomic particles interact with
A. Decay & activity
these forces.
B. Decay series
2.Describe the structure and properties of
3. Nuclear Reactions (Ch. 32.1 – 32.5)
the nucleus
A. Fission
3. Apply Einstein’s equation of mass energy
B. Reactors
equivalence
C. Fusion
4. Calculate the mass defect and the total
4. Elementary particles (Ch. 32.6)
binding energy of the nucleus
5. Understand the origin of the strong and
What quantities are conserved in a nuclear reaction?
weak nuclear forces
6. Describe three types of radiation emitted
Why are some elements radioactive and why do they exhibit
in radioactivity: alpha decay, beta radiation
decay behavior?
and gamma radiation
7. Understand how nuclear reactions are
Are protons, neutrons, and electrons the fundamental building
produced
blocks of all matter?
8. Define the following terms: threshold
energy, chain reaction, and critical mass
How are mass-energy equivalence and charge and nucleon
9. Explain the process of nuclear fission and
conservation laws applied to nuclear reactions?
the basic operation of a nuclear reactor
10. Describe a chain reaction
11. Explain the process of nuclear fusion
and how magnetic and inertial
confinements can provide thermonuclear
power
Assign #
24.1 – Nuclear
Structure
24.2 –
Radioactivity
24.3 – Nuclear
Reactions
Unit 24: Homework Assignments
Read/Outline
Required Ques./Prob.
Section
pp.
Ques.
pp.
Prob.
31.1-31.3
948-954
----1,2,10,11,14
31.4-31.6,
31.8
32.1-32.5
955-964
966-967
976-988
---
---
---
---
17,18,20,22,25
29,30,31,32,33,34,36
11,12,18,20,22
28,29,30
pp.
972973
973
10001001
Bonus Problems
Prob.
pg.
----28
973
33
1001
**AP Physics 2 Exam**
AP 2 Structure Challenge. The purpose of the challenge is to engage the students in an
interesting and challenging engineering project as a capstone activity to a fun and
challenging course.
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TABLE OF EXPERIMENTAL WORK
Below is a list of experimental activities and investigations that will be selected by the instructor as per
his/her discretion throughout the courses. The instructor outlines the purpose and duration of each
experiment during a pre-lab discussion with the students. Students will be expected to complete various
aspects, if not all, of the scientific method for selected labs. Other labs will be designed to reinforce conceptual
understandings of the work done in class.
Unit
Lab Name
0
Accuracy and Precision
0
Circumference
0
Circumference (short)
0
Density
0
Uncertainty in Roll Times for a Ball on an Incline
0
Measurement & Uncertainties
1
Displacement Vectors
0
Kilogrammy
1
Describing Motion
1
Graph Matching
1
Human Reaction Time
1
Measuring “g”
1
Relative Motion
1
Rolling Downhill
1
Throwing Up
1
Motion of a Toy Truck
1
Projectiles and Rockets
1
Top Secret Area 51 – Displacement Vector Addition
1
Video Analysis Projectiles
1
Chase Scenario (Gende PG AP1)
2
Fall Rate Through a Liquid
2
Determining Your Strength
2
Force Tables
2
Hovercrafts
2
Kinetic Friction
2
Measuring Friction
2
Newton’s 2nd Law
2
Static Friction and Inclined Plane
2
Atwood’s Machine
2
Slip and Slide/Sledding on Snow Friction on an Incline
2
Coffee Filters
2
Force and Acceleration
3
Centripetal Force
3
Kepler’s Laws
3
Circular Motion Toy Airplane
3
Turntable
29
3
Gravity Force Lab (PHET) (Burke – PG AP1)
4
Stretching a Spring
4
Ideal Spring, Force and Energy Version 1
4
Ideal Spring, Force and Energy Version 2
4
Do Rubber Bands Obey Hooks Law? (Burke – PG AP1)
4
Power Lab
4
The Two Track Launcher
4
Work and the Inclined Plane
4
Work – Energy Conservation
4
Stretching a Spring & Spring Combinations
4
Roller Coaster Design (Bundy PG AP1)
4
5
Energy and Nonconservative Forces (Lab Practicum) (Gende PG
AP1)
Ballistics
5
Q Tip Impulse (Bundy PG AP1)***
5
Silly Putty Squash (Bundy PG AP1)
5
Coefficient of Restitution
5
Collisions and Explosions
5
Impulse – Momentum Theorem
5
Tire Manufacture Investigation (Gende PG AP1)
5
Bumper Design (Gende PG AP1)
5
Egg Drop Challenge (contest)
6
Lever Balance
6
See Saw (Torque)
6
6
Moments of Inertia (we have the equipment but lab needs to be
developed. (Use Gende PG AP1 as a model)
Angular Kinematics (Burke PG AP1)
6
Rotational Equilibrium (Burke PG AP1)
6
Net Torque and Angular Acceleration (Burke PG AP1)
6
Net Torque and Change Angular Momentum (Burke PG AP1)
6
Torque and the Human Arm Investigation (Gende PG AP1)
7
Video Analysis of SHM
7
SHM
7
Period of Pendulum
7
Swing and Spring
7
Factors Affecting a Spring’s Period
8
Sound Waves
8
Speed of Sound
8
Standing Waves on a String
8
Transverse Waves
8
Linear Density of String
8
Longitudinal Standing Waves in Resonance Tubes
9/16
Electroscope
9/16
Electrostatics
9/16
Static Electricity
30
9/16
Electric Force
16
Mapping Electric Potential (Argano PG AP2)
16
Mapping Electric Fields (Bertrand PG AP2) Use PHET
10/17
Appliances
10/17
Crocodile Clips Circuits
10/17
Power of Lightbulbs
10/17
Resistivity and Resistance
10/17
Series and Parallel Circuits
10/17
Using a Digital Multimeter
10/17
Voltage and Current
10/17
DC Motor
10/17
I-V Characteristics of Filament Lamp
10/17
Terminal Voltage of a Battery
10/17
Internal Resistance
10/17
Combination Circuits
17
12/21
RC Circuits (See AP2 Pacing Guides. At least 2 of them had
details)
Reflection
12/21
Refraction of Light
12/21
Refraction, TIR and Dispersion
14
14
Water Pressure and Depth/Torricelli Theorem (Bertrand PG
AP2) & (Gende PG AP2 )
Buoyancy (See Argano PG AP2 buoyancy Playground)
14
Buoyancy and Density (Argano PG AP2)
14
Archimedes’ Principle (Gende PG AP2)
14
Don’t Sink It! (Argano PG AP2)
14
14
Determine Landing Spot of Stream of Water (Hernandez and
Bertrand? PG AP2)
Volume Flow Rate of Fluid (See AP2 Pacing Guides)
15
Heat of Fusion of Water
15
Specific Heat Capacity of Metal Shot
15
Measuring Thermal Conductivity (Bertrand PG AP2)
15
Pressure and Volume of a Gas
15
Linear Expansion (Have materials, but no lab yet)
15
Hair Dryer Efficiency (Bertrand PG AP2)
15
18
Heat Engine (Argano PG AP2 & Bertrand too) PASCO TD –
8572 May only have one and do it as a whole class demo
Determining Earth's Magnetic Field Strength (tangent
galvanometer)
Magnetic Force and Current (Bertrand PG AP2) Uses a current
balance. I think we have these???
Magnetism
19
Power Transmission
19
Transformers (lab needs to be developed?)
19
Electromagnetism Activities
19
Faraday’s Law Investigation (Argano PG AP2) Uses a Solenoid
and Neodymium Magnet
Optics (need to develop lab?) Determining Focal Length
18
18
21
31
(Argano PG AP2)
21
Curved Mirrors
21
Lenses
22
Diffraction and Interference of Light
23
Spectroscopy Investigation (Gende PG AP2)
23
Photoelectric Effect
23
Determining Plank’s Constant with LED’s (Bertrand PG AP2)
24
Nuclear Binding Energy
24
Radioactive Candium
24
Radioactive Decay
24
Electrical Energy Generation
24
Nuclear Power
?
Domino Effect
?
Learning about Liquid Crystal Displays (LCD)
Design Lab 1 – Open Ended
Design 2 Choice 1 – Motion of a Toy truck
Design 2 Choice 2 – Stretching a Rubber Band
Design 2 Choice 3 - Circumference
Design 3 Choice 1 – Acceleration on an Incline
Design 3 Choice 2 – Slinky Weight and Stretch
Design 3 Choice 3 – Air Resistance Coffee Filters
Design 4 Choice 1 – Kinetic Friction
Design 4 Choice 2 – Voltage and Current
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