ADVANCED PLACEMENT PHYSICS 2 · The exploration of physics has stemmed from humanity’s desire to...

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE DEPARTMENT

ADVANCED PLACEMENT PHYSICS 2

Grade Level: 12

Credits: 5

BOARD OF EDUCATION ADOPTION DATE:

AUGUST 29, 2016

SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING

APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS

APPENDIX B: ASSESSMENT EVIDENCE

APPENDIX C: INTERDISCIPLINARY CONNECTIONS

https://docs.google.com/document/d/1mEcdd5YsukZgMjnuU4GLQbRsGh-qzbT5eC0sUSt3M0o/edit?usp=sharing

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

Board of Education Mr. Heshy Moses, President

Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola

Mr. William Bruno Mrs. Elizabeth Canario

Mr. Samuel Carollo Mrs. Amy Fankhauser

Mrs. Kathie Lavin Mr. Michael Messinger

Central Administration Mr. Charles Sampson, Superintendent

Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction

Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction

Curriculum Writing Committee Mr. Christopher Bennett

Mr. Paul McCarthy Mr. Harold Neill

Supervisors Ms. Deana Farinick

Ms. Kim Fox Mr. Brian Post

Ms. Marybeth Ruddy Ms. Denise Scanga

AP PHYSICS II

COURSE PHILOSOPHY The exploration of physics has stemmed from humanity’s desire to better understand the fundamental physical rules that govern the universe. The relevance of this understanding is just as important today as it has ever been. This course will continue students’ exploration of the various fields in science by analyzing physical systems and both natural and manufactured phenomena using scientific inquiry. Physics is a subject that hones skills in a variety of disciplines, including reading, writing, mathematics, and critical thinking. Students will employ these interdisciplinary skills in designing experiments, evaluating data, and engineering solutions to solve real-world problems. Through extensive laboratory investigations, students will gain an understanding of the collaborative nature of science, and be able to effectively communicate their claims and evidence to a variety of local, national, and global audiences. It allows students to gain the necessary requirements to enter career opportunities in science, technology, engineering and math (STEM) fields. Cultivated throughout the course, these skills and opportunities will make our students productive citizens in the 21st century. The course enduring understandings are based on the College Board’s “big ideas” and the unit enduring understanding are based on the College Board enduring understandings.

COURSE DESCRIPTION AP Physics II is an algebra-based, introductory college-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore topics such as fluid statics and dynamics; thermodynamics with kinetic theory; PV diagrams and probability; electrostatics; electrical circuits with capacitors; magnetic fields; electromagnetism; physical and geometric optics; and quantum, atomic, and nuclear physics.

COURSE SUMMARY

COURSE GOALS CG1: Students will use scientific inquiry to develop hypotheses, evaluate data and information, account for assumptions, and develop explanations and theories to engineer solutions. CG2: Students will analyze and model physical systems in order to explain phenomena. CG3: Students will effectively communicate scientific ideas through multiple representations. CG4: Students will support and defend conclusions with evidence and research. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: Objects and systems have properties such as mass and charge. Systems may have internal structure. The interactions of an object can be described by forces.

CEQ1: How do you define a system?

CEU2: Interactions between systems can result in changes in those systems. Fields existing in space can be used to explain interactions.

CEQ2a: How do interactions affect real-world situations? CEQ2b: How can one predict changes in a system?

CEU3: Changes that occur as a result of interactions are constrained by conservation laws.

CEQ3a: Is energy infinite/limitless? CEQ3b: How do energy conservation laws relate to humanity's "consumption" of energy?

CEU4: Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena.

CEQ4a: Is it helpful or harmful that waves can be altered? CEQ4b: Are waves predictable? CEQ4c: How do waves relate to other phenomena?

CEU5: The mathematics of probability can be used to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.

CEQ5a: How has the difficulty of finding an electron effected our model of the atom over the years? CEQ5b: Can you know where you are and how fast you are going at the same time?

UNIT GOALS & PACING

UNIT TITLE UNIT GOALS RECOMMENDED

DURATION

Unit 1: Fluid Statics and Dynamics

LG1: Students will model a static fluid system and explain various physical phenomena within that system. LG2: Students will model and analyze dynamic fluid systems to predict various physical quantities.

4 weeks

Unit 2: Thermodynamics

LG1: Students will communicate what is occurring on a microscopic scale and defend their conclusions with macroscopic observations. LG2: Students will create various models to predict changes in the total energy of a system.

5 weeks

Unit 3: Geometric and Physical Optics

LG1: Students will model the transmission of a wave from one medium to another mathematically and graphically in order to predict the speed, direction, wavelength, and frequency of a wave. LG2: Students will use experimental observations and draw conclusions related to the properties and characteristics of traveling waves.

6 weeks

Unit 4: Electrostatics

LG1: Students will investigate macroscopic interactions of electrically charged particles on a microscopic level in order to formulate hypotheses and draw conclusions. LG2: Students will represent electrically charged interactions in multiple ways in order to analyze data and hypothesize and/or predict the motion of a particular system.

4 weeks

Unit 5: DC Circuits

LG1: Students will analyze the physical properties of a working circuit, and draw conclusions about the relationships of those properties based on models and observations. LG2: Students will investigate circuits to hypothesize and draw conclusions about the rate of energy transfer of electrical (Ohmic) components.

5 weeks

Unit 6: Magnetism & Electromagnetism

LG1: Students will represent electromagnetic interactions in multiple ways in order to analyze and predict the relationship between electric and magnetic fields. LG2: Students will analyze data in order to draw conclusions and make predictions concerning the relationship between a changing magnetic field and the induction of moving charges in a conductor within that field.

5 weeks

Unit 7: Modern Physics (quantum,

atomic and nuclear)

LG1: Students will use scientific inquiry and experimental analysis to support and defend conclusions as well as develop hypotheses with evidence and research about the particle versus wave model of light and all objects with mass. LG2: Students will select a model of radiant energy that is appropriate to the spatial or temporal scale of an interaction with matter. LG3: Students will use probabilistic mathematical representations to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems.

5 weeks

AP PHYSICS II

UNIT 1: Fluid Statics And Dynamics SUGGESTED DURATION: 4 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will model a static fluid system and explain various physical phenomena within that system. LG2: Students will model and analyze dynamic fluid systems to predict various physical quantities. LEARNING GOAL 1

4 In addition to score 3 performances, the student can solve advanced problems and peer teach other students.

3

The student can:

analyze experimental data describing the density of an object and is able to express the results of the analysis using narrative, mathematical and graphical representations;

analyze experimental data to determine the density of an object and/or compare densities of several objects;

use the concept of pressure as it applies to fluid, in order to apply the relationship between pressure, force, and area to scenarios;

analyze fluids to determine locations of equal pressure in a fluid;

compare and contrast absolute and gauge pressure for a particular situation;

apply the relationship between pressure and depth in a liquid, ΔP = ρgΔh to solve for variables in scenarios;

apply the concept of buoyancy, in order to determine the forces on an object immersed partly or completely in a liquid; and

apply Archimedes’ principle to determine buoyant forces and densities of solids and liquids.

2

The student can:

calculate the density of an object;

express data and observation using multiple representations;

identify areas of equal pressure in a fluid;

determine the values of absolute and gauge pressure for a particular situation;

solve calculations using ΔP = ρgΔh;

identify the forces on an object immersed partly or completely in a liquid; and

identify the buoyant forces and densities of solids and liquids.

1 The student needs assistance or makes larger errors in attempting to reach score 3 performances.

0 Even with assistance, the student does not exhibit understanding of the performances listed in score 3.

LEARNING GOAL 2


3

The student can:

express the motion of a fluid or an object using narrative, graphical and mathematical representations;

apply Newton’s third law to make claims and predictions about fluid flow in systems of changing diameter;

predict the motion of a fluid system subject to forces exerted by several objects using an application of Newton’s second law in a variety of situations;

construct an explanation of Bernoulli’s equation in terms of the conservation of energy;

use Bernoulli’s equation to predict the velocity pressure or height of a moving fluid in a closed system;

explain changes in pressure and rate of fluid flow, using mass conservation principles (i.e., the continuity equation);

apply the relationship between pressure, force, and area of fluids to solve problems;

apply the principle that a fluid exerts pressure in all directions to predict resultant forces in hydraulics and to explain buoyancy;

apply the principle that fluid at rest exerts pressure perpendicular to any surface that it contacts to solve problems in hydraulics and in buoyancy; and

apply the relationship between pressure and depth in a liquid, ΔP = ρgΔh to solve for variables in scenarios.

2

The student can:

use formulas to solve problems involving the motion of a fluid system subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations;

calculate velocity, pressure or height of a moving fluid in a closed system;

explain changes in pressure and rate of fluid flow, using mass conservation principles (i.e., the continuity equation);

understand the principle that a fluid exerts pressure in all directions;

understand the principle that fluid at rest exerts pressure perpendicular to any surface that it contacts;

use the formula ΔP = ρgΔh to make calculations;

determine the values of absolute and gauge pressure for a particular situation;

determine locations of equal pressure in a fluid;

understand the equation of continuity; and

explain Bernoulli’s equation.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The internal structure of a system determines many properties of the system. EQ1a: How does what what’s on the inside affect what’s on the outside?

EQ1b: How can we know what is inside a system without opening it up or looking inside? EQ1c: How does the internal structure of a system affect its’ properties?

EU2: The energy of a system is conserved. EQ2a: How can a hydraulic system be modified to do more work? EQ2b: How does the conservation of energy influence changes in pressure?

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU3: Classical conservation of mass dictates the relationship between pressure and velocity in a closed fluid system.

EQ3a: How does design and function affect the usefulness of an irrigation system? EQ3b: What do we mean when we say that matter can neither be created nor destroyed?

COMMON ASSESSMENT

ALIGNMENT DESCRIPTION

LG1, 2 EU1, 2, 3 EQ1a, 1b, 1c, 2a, 2b, 3a, 3b CCSS: WHST.11-12.1, WHST.11-12.2 NGSS: HS-PS2-1, HS-ETS1-4 Learning Objective: 1.E.1.2, 3.A.1.3, 3.A.2.1, 3.C.4.1, 4.E.2.1, 5.B.10.1, 5.B.10.2, 5.E.1.2 Science Practices: SP 1.1, SP 2.2, SP 4.1, SP 5.1 DOK: 4

Option 1: Buoyancy and Density Investigation. In this guided-inquiry lab, students in small groups are given an irregularly shaped object, a graduated cylinder, a digital force probe, and three fluids (i.e., water and two fluids of unknown density). Each group develops an experiment with a purpose, procedure, and empty data table to determine both the density of the irregularly shaped mass and the density of the two unknown liquids. Students document the different stages of their experiment and include a free-body diagram of the forces exerted on the objects. A clear articulation of the nature of the buoyant force is an expected goal of this activity. The teacher guides the groups by asking questions that reveal any holes or inconsistencies in their plans. Once a sound design is achieved, the groups proceed to data acquisition and turn in a completed report. This report should include what equipment was used in the lab, a detailed list of lab procedures, any data collected, any relevant graphical analysis and calculations, and a written conclusion relating the previous sections of the lab report to their understanding of the buoyant force. Option 2: Students are given a description of municipal water tower and outlets. The students will use data and Bernoulli's principal to explain flow rates, water pressure and velocity of water at given outlets in the system. Students will justify their responses with evidence.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.E.1: Matter has a property called density. 3.A.1: An observer in a particular reference frame can describe the motion of an object using such quantities as position, displacement, distance, velocity, speed, and acceleration. 3.A.2: Forces are described by vectors. 3.A.4: If one object exerts a force on a second object, the second object always exerts a force of equal magnitude on the first object in the opposite direction.

1.E.1.2: Select from experimental data the information necessary to determine the density of an object and/or compare densities of several objects. [SP 2.2] 3.A.1.1: Express the motion of an object using narrative, graphical and mathematical representations. [SP 4.2, SP 5.1] 3.A.1.3: Analyze experimental data describing the density of an object and is able to express the results of the analysis using narrative, mathematical and graphical representations. [SP 2.2, SP 3.1, SP 4.1]

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 3.B.1: If an object of interest interacts with several other objects, the net force is the vector sum of the individual forces. 3.C.4: Contact forces result from the interaction of one object touching another object, and they arise from interatomic electric forces. These forces include tension, friction, normal, spring (Physics 1), and buoyant (Physics 2). 4.A.2: The acceleration is equal to the rate of change of velocity with time, and velocity is equal to the rate of change of position with time. 4.A.3: Forces that systems exert on each other are due to interactions between objects in the systems. If the interacting objects are parts of the same system, there will be no change in the center-of-mass velocity of that system. 4.E.2: Changing magnet flux induces an electric field that can establish an induced EMF in a system. 5.B.10: Bernoulli’s equation describes the conservation of energy in fluid flow. 5.E.1: If the net external torque exerted on the system is zero, the angular momentum of the system does not change.

3.A.2.1: Represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation. [SP 3.1, 4.1] 3.A.4.1: Construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action–reaction pairs of forces. [SP 3.1] 3.A.4.2: Use Newton’s third law to make claims and predictions about the action–reaction pairs of forces when two objects interact. [SP 1.1] 3.A.4.3: Analyze situations involving interactions among several objects by using force diagrams that include the application of Newton’s third law to identify forces. [SP 2.2, SP 3.1] 3.C.4.1: Make claims about various contact forces between objects based on the microscopic cause of those forces. [SP 4.2] 3.B.1.1: Predict the motion of an object subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations. [SP 3.1, SP 4.1] 4.A.2.3: Create mathematical models and analyze graphical relationships for acceleration, velocity and position of the center of mass of a system and use them to calculate properties of the motion of the center of mass of a system. [SP 5.1] 4.A.3.1: Apply Newton’s second law to systems to calculate the change in the center pf mass velocity when an external force is exerted on a system. [SP 4.2] 4.E.2.1: Construct an explanation of Bernoulli’s equation in terms of the conservation of energy. [SP 1.1, SP 2.2] 5.B.10.1: Use Bernoulli’s equation to make calculations related to a moving fluid. [SP 4.1]

HS-ETS1-4. Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 5.B.10.2: Use Bernoulli’s equation and/or the relationship between

force and pressure to make calculations related to a moving fluid. [SP 4.1] 5.E.1.2: Make calculations of quantities related to flow of a fluid, using mass conservation principles (the continuity equation). [SP 4.1, SP 5.1]

RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

AP SCIENCE PRACTICES SP.1.1: Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.2.2: Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from non-credible data in terms of quality. SP.3.1: Students analyze data to discover patterns. SP.4.1: Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.4.2: Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.5.1: Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations.

AP PHYSICS II

UNIT 2: Thermodynamics SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will communicate what is occurring on a microscopic scale and defend their conclusions with macroscopic observations. LG2: Students will create various models to predict changes in the total energy of a system.

LEARNING GOAL 1 4 In addition to score 3 performances, the student can solve advanced problems and peer teach other students.

3

The student can:

make predictions about the direction of energy transfer due to temperature differences and justify it based on interactions at the microscopic level;

apply the principles of mechanical equivalent of heat to determine how much heat can be produced by the performance of a specified quantity of mechanical work;

apply concepts of heat transfer and thermal expansion to determine how the flow of heat through a slab of material is affected by changes in the thickness or area of the slab, or the temperature difference between the two faces of the slab;

predict what happens to the size and shape of an object when it is heated and justify it with concepts of heat transfer and thermal expansion;

apply concepts of heat transfer and thermal expansion to predict, qualitatively, the effects of conduction, radiation, and convection in thermal processes;

apply the kinetic model of an ideal gas to determine the relationship between temperatures and mean translational kinetic energy and apply it to determine the mean speed of gas molecules as a function of their mass and the temperature of the gas;

explain qualitatively how the model explains the pressure of a gas in terms of collisions with the container walls, and explain how the model predicts that, for fixed volume, pressure must be proportional to temperature;

apply the ideal gas law and thermodynamic principles, relate the pressure and volume of a gas during an isothermal expansion or compression and pressure and temperature of a gas during constant-volume heating or cooling, or the volume and temperature during constant-pressure heating or cooling;

apply the ideal gas law and thermodynamic principles to predict the interaction between two of three physical quantities when the third is held constant during isobaric, isochoric and isothermal processes;

make predictions about the internal energy of systems and justify your answers with evidence; and

predict qualitative changes in the internal energy of a thermodynamic system involving transfer of energy due to heat or work done and justify those predictions in terms of conservation of energy principles.

2

The student can:

describe the relationship among Avogadro’s number, Boltzmann’s constant, and the gas constant, R, and express the energy of a mole of a monatomic ideal gas as a function of it temperature;

describe the direction of energy transfer due to temperature differences based on interactions at the microscopic level;

calculate the amount of heat that can be produced by the performance of a specified quantity of mechanical work;

predict what happens to the size and shape of an object when it is heated;

explain the relationship between temperatures and mean translational kinetic energy; and

describe and make predictions about the internal energy of systems.




3

The student can:

apply the principles of mechanical equivalent of heat to determine how much heat can be produced by the performance of a specified quantity of mechanical work;

apply the kinetic theory model of an ideal gas to state the connection between temperature and mean translational kinetic energy, and apply it to determine the mean speed of gas molecules as a function of their mass and the temperature of the gas;

relate the pressure and volume of a gas during an isothermal expansion or compression;

relate pressure and temperature of a gas during constant-volume heating or cooling, or the volume and temperature during constant-pressure heating or cooling;

apply concepts of gasses to calculate the work performed on or by a gas during an expansion or compression at constant pressure;

apply the first law of thermodynamics to relate the heat absorbed by a gas, the work performed by the gas, and the internal energy change of the gas for any of the processes above;

apply the first law of thermodynamics to determine the work performed by a gas in a cyclic process to the area enclosed by a curve on a PV diagram;

apply the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle to determine whether entropy will increase, decrease, or remain the same during a particular situation;

apply the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle to compute the maximum possible efficiency of a heat engine operating between two given temperatures;

apply the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle determine the actual efficiency of a heat engine; and

apply the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle to relate the heats exchanged at each thermal reservoir in a Carnot cycle to the temperatures of the reservoirs.

2

The student can:

explain the process of adiabatic expansion or compression of a gas;

identify or sketch on a PV diagram the curves that represent each of the above processes;

calculate the amount of heat produced by the performance of a specified quantity of mechanical work;

describe the second law of thermodynamics relating to gases; and

explain the Carnot cycle.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The internal structure of a system determines many properties of the system (thermal resistance/conductivity).

EQ1: How can the internal structure of a system influence the properties of the system?

EU2: Materials have many macroscopic properties that result from the arrangement and interactions of the atoms and molecules that make up the material.

EQ2: Why do materials behave the way they do?

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU3: Interactions with other objects or systems can change the total energy of a system.

EQ3: How do interactions change the energy of a system?

EU4: The energy in a system is conserved. EQ4a: How and why should we conserve energy? EQ4b: When or where is it beneficial to remove energy from a system? EQ4c: How is the optimum efficiency determined? Who’s to say one efficiency is better than another?

EU5: The properties of an ideal gas can be explained in terms of a small number of macroscopic variables including temperature and pressure.

EQ5: How can we best measure what we cannot directly see?

EU6: The tendency of isolated systems to move toward states with higher disorder is described by probability.

EQ6a: Can energy remain constant even in a closed system? EQ6b: Can perfect order ever be achieved?

COMMON ASSESSMENT


LG1, 2 EU1, 2, 4, 5 EQ1, 2, 4c, 5 CCSS: WHST.11-12.1, WHST.11-12.2, WHST.11-12.4, RST.11-12.7 NGSS: HS-PS3-1, HS-PS3-2 Learning Objectives: 4.C.3.1, 5.B.4.1, 5.B.5.5, 5.B.5.5, 5.B.7.1, 5.B.7.2, 5.B.7.3, 7.A.1.1, 7.A.1.2, 7.A.2.1 Science Practices: SP 1.1, SP 1.2, SP 1.4, SP.3.1, SP 5.1 DOK: 4

Option 1: Gas Laws Investigation. This activity involves both guided-inquiry and open-inquiry components. Prior to conducting a hands-on investigation, students working in pairs use the “Gas Properties” simulation to predict how changing a variable (e.g., pressure, volume, or temperature) influences other gas properties. Working in small groups, students design methods to investigate properties of gases using the PhET simulation. This simulation helps students establish the relationship of pressure, temperature, and volume of gases in different conditions. Students produce graphs of volume versus pressure under constant temperature, volume versus temperature under constant pressure, and pressure versus temperature while keeping the volume constant. After completing the simulation activity, each group of students designs and conducts an experiment to verify the relationships between pressure, temperature, and volume of a gas (air). Students record their observations, prepare a table of the data gathered, and create and analyze graphs of temperature versus volume and pressure versus volume. At this point students can derive the ideal gas equation by combining the results obtained from their graphs. By the end of this activity, students identify and explain the variables that affect the pressure of a gas in a container. Option 2: Students will be given pressure volume graphs for various thermodynamic cycles for heat engines and refrigerators. The student will use given information, data points, the ideal gas law and the first law of thermodynamics to conclude the total work absorbed or released, the efficiency and the heat exchanged in the process. Students will justify their answers with evidence.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.C.3: Objects and systems have properties of inertial mass and gravitational mass that are experimentally verified to be the same and that satisfy conservation principles. 1.E.3: Matter has a property called thermal conductivity. 3.A.1: An observer in a particular reference frame can describe the motion of an object using such quantities as position, displacement, distance, velocity, speed, and acceleration. 4.A.2: The acceleration is equal to the rate of change of velocity with time, and velocity is equal to the rate of change of position with time. 5.B.2: A system with internal structure can have internal energy, and changes in a system’s internal structure can result in changes in internal energy. Physics 2: includes charged object in electric fields and examining changes in internal energy with changes in configuration.] 5.B.4: The internal energy of a system includes the kinetic energy of the objects that make up the system and the potential energy of the configuration of the objects that make up the system.

1.E.3.1: Design an experiment and analyze data from it to examine thermal conductivity. (SP 4.1, 4.2, 5.1) 4.C.3.1: Make predictions about the direction of energy transfer due to temperature differences based on interactions at the microscopic level. [SP 6.4] 5.B.2.1: Calculate the expected behavior of a system using the object model (i.e., by ignoring changes in internal structure) to analyze a situation. Then, when the model fails, justify the use of conservation of energy principle to calculate the change in internal energy due to changes in internal structure because the object is actually a system. [SP 1.4, SP 2.1] 5.B.4.1: Describe and make predictions about the internal energy of systems. [SP 6.4, SP 7.2] 5.B.5.4: Make claims about the interaction between a system and its environment in which the environment exerts a force on the system, thus doing work on the system and changing the energy of the system (kinetic energy plus potential energy). [SP 6.4, SP 7.2] 5.B.5.5: Predict and calculate the energy transfer to (i.e., the work done on) an object or system from information about a force exerted on the object or system through a distance. [ SP 6.4, SP 7.2] 5.B.5.6: Design an experiment and analyze graphical data in which interpretations of the area under a pressure-volume curve are needed to determine the work done on or by the object or system. [SP 4.2, SP 5.1]

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS-PS3-1. Create a computational model to calculate the change in the energy of one component in a system when the change in energy of the other component(s) and energy flows in and out of the system are known. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 5.B.5: Energy can be transferred by an external force exerted on an object or system that moves the object or system through a distance. This process is called doing work on a system. The amount of energy transferred by this mechanical process is called work. Energy transfer in mechanical or electrical systems may occur at different rates. Power is defined as the rate of energy transfer into, out of, or within a system. [A piston filled with gas getting compressed or expanded is treated in Physics 2 as a part of thermodynamics.] 5.B.7: The first law of thermodynamics is a specific case of the law of conservation of energy involving the internal energy of a system and the possible transfer of energy through work and/or heat. Examples should include P-V diagrams — isovolumetric processes, isothermal processes, isobaric processes, and adiabatic processes. No calculations of internal energy change from temperature change are required; in this course, examples of these relationships are qualitative and/or semi-quantitative. 7.A.1: The pressure of a system determines the force that the system exerts on the walls of its container and is a measure of the average change in the momentum, the impulse, of the molecules colliding with the walls of the container. The pressure also exists inside the system itself, not just at the walls of the container.

5.B.7.1: Predict qualitative changes in the internal energy of a thermodynamic system involving transfer of energy due to heat or work done and justify those predictions in terms of conservation of energy principles. [SP 6.4, SP 7.2] 5.B.7.2: Create a plot of pressure versus volume for a thermodynamic process from given data. [SP 1.1] 5.B.7.3: Use a plot of pressure versus volume for a thermodynamic process to make calculations of internal energy changes, heat, or work, based upon conservation of energy principles (i.e., the first law of thermodynamics). [SP 1.1, SP 1.4, SP 2.2] 7.A.1.1: Make claims about how the pressure of an ideal gas is connected to the force exerted by molecules on the walls of the container, and how changes in pressure affect the thermal equilibrium of the system. [SP 6.4, SP 7.2] 7.A.1.2: Treating a gas molecule as an object (i.e., ignoring its internal structure) analyze qualitatively the collisions with a container wall and determine the cause of pressure, and at thermal equilibrium, quantitatively calculate the pressure, force, or area for a thermodynamic problem given two of the variables. [SP 1.4, SP 2.2] 7.A.2.1: Qualitatively connect the average of all kinetic energies of molecules in a system to the temperature of the system. [SP 7.1]

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 7.A.2: The temperature of a system characterizes the average kinetic energy of its molecules. 7.B.2: The second law of thermodynamics describes the change in entropy for reversible and irreversible processes. Only a qualitative treatment is considered in this course.

7.A.2.2: Connect the statistical distribution of microscopic kinetic energies of molecules to the macroscopic temperature of the system and to relate this to thermodynamic processes. [SP 7.1] 7.A.3.3: Analyze graphical representations of macroscopic variables for an ideal gas to determine the relationships between these variables and to ultimately determine the ideal gas law PV = nRT. [SP 5.1] 7.B.2.1: Connect qualitatively the second law of thermodynamics in terms of the state function called entropy and how it (entropy) behaves in reversible and irreversible processes. [SP 7.1] 7.B.4.2: Calculate change in kinetic energy and potential energy of a

system, using information from representations of that system. [SP 1.4,

SP 2.1, SP 2.2]

RST.11-12.9 Synthesize information from a range of

sources (e.g., texts, experiments, simulations) into a

coherent understanding of a process, phenomenon,

or concept, resolving conflicting information when

possible.

AP SCIENCE PRACTICES

SP 1.1: Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.1.2: Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. SP 1.4: The student can use representations and models to analyze situations or solve problems qualitatively or quantitatively. SP 2.1: Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP 2.2: Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. SP.3.1: Students analyze data to discover patterns. SP.4.1: Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP 4.2: Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.4.3: Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP 5.1: Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP 6.4: The student can make claims and predictions about natural phenomena based on scientific theories and models. SP 7.1: The student can connect phenomena and models across spatial and temporal scales. SP 7.2: The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

AP PHYSICS II

UNIT 3: Geometric And Physical Optics SUGGESTED DURATION: 6 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will model the transmission of a wave from one medium to another mathematically and graphically in order to predict the speed, direction, wavelength, and frequency of a wave. LG2: Students will use experimental observations and draw conclusions related to the properties and characteristics of traveling waves.


3

The student can:

make claims and predictions about path changes for light traveling across a boundary from one transparent material to another at non-normal angles resulting from changes in the speed of propagation;

plan data collection strategies, and perform data analysis and evaluation of evidence about the formation of images due to reflection of light from curved spherical mirrors;

plan data collection strategies as well as perform data analysis and evaluation of the evidence for finding the relationship between the angle of incidence and the angle of refraction for light crossing boundaries from one transparent material to another (i.e., Snell’s law);

use quantitative and qualitative representations and models to analyze situations and solve problems about image formation occurring due to the reflection of light from surfaces;

use quantitative and qualitative representations and models to analyze situations and solve problems about image formation occurring due to the refraction of light through thin lenses; and

describe models of light traveling across a boundary from one transparent material to another when the speed of propagation changes, causing a change in the path of the light ray at the boundary of the two media.

2

The student can:

contrast mechanical and electromagnetic waves in terms of the need for a medium in wave propagation;

use the wave velocity relationship in order to determine the frequency or wavelength of monochromatic light;

describe image formation occurring due to the refraction of light through thin lenses; and

identify the relative velocity of light in various substances based on their indexes of refraction.




3

The student can:

make claims and predictions about the net disturbance that occurs when two waves overlap and support claims with evidence;

justify the use of representations of transverse and longitudinal waves;

use quantitative and qualitative representations and models to analyze situations and solve problems about image formation occurring due to the refraction of light through thin lenses;

make claims about the diffraction pattern produced when a wave passes through a small opening, and qualitatively apply the wave model to quantities that describe the generation of a diffraction pattern when a wave passes through an opening whose dimensions are comparable to the wavelength of the wave;

describe representations and models of electromagnetic waves that explain the transmission of energy when no medium is present; and

predict and explain, using representations and models, the ability or inability of waves to transfer energy around corners and behind obstacles in terms of the diffraction property of waves in situations involving various kinds of wave phenomena, including sound and light.

2

The student can:

make qualitative comparisons of the wavelengths of types of electromagnetic radiation;

describe disturbances in waves;

contrast mechanical and electromagnetic waves in terms of the need for a medium in wave propagation;

predict if waves to transfer energy around corners and behind obstacles; and

construct representations to graphically analyze situations in which two waves overlap over time using the principle of superposition.

1 The student needs assistance in order to reach the score 3 performances.


ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Materials have many macroscopic properties that result from the arrangement and interactions of the atoms and molecules that make up the material.

EQ1a: Can we really make something invisible? EQ1b: Is there such a thing as invisibility?

EU2: Only waves exhibit interference and diffraction. EQ2: How do household items make use of various wave properties?

EU3: The direction of propagation of a wave such as light may be changed when the wave encounters an interface between two media.

EQ3a: How can an object not be where it appears to be? EQ3b: How objects hide when they are in sight?

COMMON ASSESSMENT


LG1, 2 EU1, 2, 3 EQ1a, 1b, 2, 3a, 3b CCSS: WHST.11-12.1, RST.11-12.8 NGSS: HS-PS3-4, HS-PS4-1, HS-PS4-5 Learning Objectives: 6.A.2.2, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.4.1, 6.E.3.1, 6.E.3.3, 6.E.4.1, 6.E.5.2 Science Practices: SP.1.1, SP.1.2, SP.2.1, SP.2.2, SP.4.1, SP.4.2, SP.5.1, SP.5.2 DOK: 4

Option 1: Diffraction Patterns Investigation. This activity involves guided-inquiry components. Students in small lab groups investigate the effects of wavelength and slit spacing on diffraction geometry. Using a single diffraction grating, they shine the red and green lasers separately through the grating onto the screen and record the angle between the central bright spot, the diffraction grating, and the first and second order bright fringes. Students then repeat the investigation, this time keeping the wavelength constant and using different diffraction gratings. Students should conclude from their data the relationship between the wavelength of the light, the spacing between the slits, and angle between the central maximum and the first order bright fringe. In small groups, students use this knowledge to measure the spacing between tracks (polymer layers) on a CD and DVD based on the diffraction patterns generated when a laser passes through the CD or DVD or reflects from the surface of those objects. Students also determine the thickness of a piece of hair as the distance between two consecutive orders in the diffraction pattern is measured. Option 2: Students will be given scale drawings of various prisms, lenses, mirrors and compound optical devices. The student will complete ray diagrams and mathematical formula to locate and predict images formed and other observed phenomenon. Students will justify their responses with supporting evidence.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 6.A.1: Waves can propagate via different oscillation modes such as transverse and longitudinal. 6.A.2: For propagation, mechanical waves require a medium, while electromagnetic waves do not require a physical medium. Examples should include light traveling through a vacuum and sound not traveling through a vacuum. 6.C.1: When two waves cross, they travel through each other; they do not bounce off each other. Where the waves overlap, the resulting displacement can be determined by adding the displacements of the two waves. This is called superposition.

6.A.1.2: Describe representations of transverse and longitudinal waves. [SP 1.2] 6.A.2.2: Contrast mechanical and electromagnetic waves in terms of the need for a medium in wave propagation. [SP 6.4, SP 7.2] 6.C.1.1: Make claims and predictions about the net disturbance that occurs when two waves overlap. Examples should include standing waves. [SP 6.4, SP 7.2] 6.C.1.2: Construct representations to graphically analyze situations in which two waves overlap over time using the principle of superposition. [SP 1.4]

HS-PS3-4. Plan and conduct an investigation to provide evidence that the transfer of thermal energy when two components of different temperature are combined within a closed system results in a more uniform energy distribution among the components in the system (second law of thermodynamics). HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS-PS4-5. Communicate technical information about how some technological devices use the principles of wave behavior and wave interactions with matter to transmit and capture information and energy.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 6.C.2: When waves pass through an opening whose dimensions are comparable to the wavelength, a diffraction pattern can be observed. 6.C.4: When waves pass by an edge, they can diffract into the “shadow region” behind the edge. Examples should include hearing around corners, but not seeing around them, and water waves bending around obstacles. 6.E.3: When light travels across a boundary from one transparent material to another, the speed of propagation changes. At a non-normal incident angle, the path of the light ray bends closer to the perpendicular in the optically slower substance. This is called refraction. 6.E.4: The reflection of light from surfaces can be used to form images. 6.E.5: The refraction of light as it travels from one transparent medium to another can be used to form images. 6.F.1: Types of electromagnetic radiation are characterized by their wavelengths, and certain ranges of wavelength have been given specific names. These include (in order of increasing wavelength spanning a range from picometers to kilometers) gamma rays, x-rays, ultraviolet, visible light, infrared, microwaves, and radio waves. 6.F.2: Electromagnetic waves can transmit energy through a medium and through a vacuum.

6.C.2.1: Make claims about the diffraction pattern produced when a wave passes through a small opening, and qualitatively apply the wave model to quantities that describe the generation of a diffraction pattern when a wave passes through an opening whose dimensions are comparable to the wavelength of the wave. [SP 1.4, SP 6.4, SP 7.2] 6.C.4.1: Predict and explain, using representations and models, the ability or inability of waves to transfer energy around corners and behind obstacles in terms of the diffraction property of waves in situations involving various kinds of wave phenomena, including sound and light. [SP 6.4, SP 7.2] 6.E.3.1: Describe models of light traveling across a boundary from one transparent material to another when the speed of propagation changes, causing a change in the path of the light ray at the boundary of the two media. [SP 1.1, SP 1.4] 6.E.3.2: Plan data collection strategies as well as perform data analysis and evaluation of the evidence for finding the relationship between the angle of incidence and the angle of refraction for light crossing boundaries from one transparent material to another (Snell’s law). [SP 4.1, SP 5.1, SP 5.2, SP 5.3] 6.E.3.3: Make claims and predictions about path changes for light traveling across a boundary from one transparent material to another at non-normal angles resulting from changes in the speed of propagation. [SP 6.4, SP 7.2] 6.E.4.1: Plan data collection strategies, and perform data analysis and evaluation of evidence about the formation of images due to reflection of light from curved spherical mirrors. [SP 3.2, SP 4.1, SP 5.1, SP 5.2, SP 5.3]

WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 6.E.4.2: Use quantitative and qualitative representations and

models to analyze situations and solve problems about image formation occurring due to the reflection of light from surfaces. [SP 1.4, SP 2.2] 6.E.5.1: Use quantitative and qualitative representations and models to analyze situations and solve problems about image formation occurring due to the refraction of light through thin lenses. [SP 1.4, SP 2.2] 6.F.1.1: Make qualitative comparisons of the wavelengths of types of electromagnetic radiation. [SP 6.4, SP 7.2] 6.F.2.1: Describe representations and models of electromagnetic waves that explain the transmission of energy when no medium is present. [SP 1.1]

AP SCIENCE PRACTICES SP.1.1 Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.1.2 Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. SP.2.1 Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP.2.2 Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. SP.4.1 Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.4.2 Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.4.3 Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.5.1 – Student reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP.5.2 Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions.

AP PHYSICS II

UNIT 4: Electric Forces, Fields, and Energy SUGGESTED DURATION: 4 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will investigate macroscopic interactions of electrically charged particles on a microscopic level in order to formulate hypotheses and draw conclusions. LG2: Students will represent electrically charged interactions in multiple ways in order to analyze data and hypothesize and/or predict the motion of a particular system. LEARNING GOAL 1


3

The student can:

apply mathematical routines to determine the magnitude and direction of the force on a positive or negative charge due to other specified point charges;

analyze the motion of a particle of specified charge and mass under the influence of an electrostatic force;

apply mathematical routines to determine the electric field of a single point charge;

apply mathematical routines to determine the magnitude and direction of the electric field at specified points in the vicinity of a small set (i.e., 2 to 4) of point charges;

express the results in terms of magnitude and direction of the field in a visual representation by drawing field vectors of appropriate length and direction at the specified points;

analyze the motion of a particle of specified charge and mass in a uniform electric field;

explain why a neutral conductor is attracted to a charged object; and

explain the mechanics responsible for the absence of electric field inside a conductor, and know that all excess charge must reside on the surface of the conductor.

2

The student can:

recognize different physical quantities and their corresponding metric units;

recognize the symbols that accompany physical quantities and their units of measurement;

describe the types of charge and the attraction and repulsion of charges;

describe polarization and induced charges;

calculate the magnitude and direction of the electric field produced by two or more point charges;

calculate the magnitude and direction of the force on a positive or negative charge placed in a specified field;

describe the process of charging by induction;

determine the electric potential in the vicinity of one or more point charges;

calculate the electrical work done on a charge or use conservation of energy to determine the speed of a charge that moves through a specified potential difference;

determine the potential difference between two points in a uniform electric field, and state which point is at the higher potential; and

calculate how much work is required to move a test charge from one location to another in the field of fixed point charges.




3

The student can:

make and defend claims about the force on an object due to the presence of other objects with the same properties (e.g., mass, electric charge);

construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action–reaction pairs of forces;

use Newton’s third law to make claims and hypothesize about the action–reaction pairs of forces when two objects interact;

analyze the motion of a particle of specified charge and mass under the influence of an electrostatic force;

represent, both mathematically and graphically, the magnitude and direction of the electric field produced by two or more point charges;

represent, both mathematically and graphically, the magnitude and direction of the force on a positive or negative charge placed in a specified field;

analyze the motion of a particle of specified charge and mass in a uniform electric field;

compare the potential difference between two points in a uniform electric field and state which point is at the higher potential;

analyze scenarios to determine how much work is required to move a test charge from one location to another in the field of fixed point charges;

describe the process of charging by induction and justify with examples; and

explain the mechanics responsible for the absence of an electric field inside a conductor and know that all excess charge must reside on the surface of the conductor.

2

The student can:

describe the types of charge and the attraction and repulsion of charges;

describe polarization and induced charges;

calculate the magnitude and direction of the force on a positive or negative charge due to other specified point charges;

describe and calculate the electric field of a single point charge;

explain why a neutral conductor is attracted to a charged object;

calculate the electrical work done on a charge or use conservation of energy to determine the speed of a charge that moves through a specified potential difference; and

determine the electric potential in the vicinity of one or more point charges.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Electric charge is a property of an object or system that affects its interactions with other objects or systems containing charge.

EQ1: To what extent can you predict interactions in electric fields?

EU2: A field associates a value of some physical quantity with every point in space. Field models are useful for describing interactions that occur at a distance as well as a variety of other physical phenomena.

EQ2: Why are field models essential for describing long rang interactions? What makes a better model?

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU3: An electric field is caused by an object with electric charge. Physicists often construct a map of isolines connecting points of equal value for some quantity related to a field and use these maps to help visualize the field.

EQ3a: What does an electric field look like? EQ3b: If our five senses cannot detect an electric field, how can we know it’s there? EQ3c: Would you get lost in an electric field without a map? Why are some maps better than others?

EU4: At the macroscopic level, forces can be categorized as either long range forces or contact forces. The electric and magnetic properties of a system can change in response to the presence of, or changes in, other objects or systems.

EQ4a: What is the best way to store electrical energy without a battery? EQ4b: Can you make something change without touching it? EQ4c: How influential is a change in the system?

EU5: The electric charge of a system is conserved. EQ5: What parallels can be derived between electric charge and energy?

COMMON ASSESSMENT


LG1, 2 EU1, 2, 3, 4 EQ1, 2, 3a, 3b, 3c, 4a, b, c CCSS: WHST.11-12.1, WHST.11-12.2 NGSS: HS-PS2-4, HS-PS3-2, HS-PS3-5, RST.11-12.3, RST.11-12.8 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.1.3, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 3.A.4.3 Science Practices: SP.1.1, SP.1.2, SP.2.1, SP.2.2, SP.4.1, SP.4.2, SP.5.1, SP.5.2, 3.B.1.4, 4.E.3.1 DOK: 4

Option 1: Electroscope Investigation. In this open-inquiry lab, students working in teams of three or four plan and conduct an investigation to make qualitative observations of the behavior of an electroscope when it is charged by conduction and by induction. They use an electroscope and a set of electrostatic materials in their investigation. Student teams conduct the following short experiments:

1. Rub the rubber rod with rabbit fur. Bring the rod toward the pole of the electroscope without touching it, and move it away again. 2. Rub the glass rod with silk. Bring the rod toward the pole of the electroscope without touching it, and move it away again. 3. Rub the rubber rod with rabbit fur. Touch the pole of the electroscope with the rod, and move it away again.

Student teams record their observations and construct explanations using atomic-level physics. The explanations must include a sketch describing charge distribution on the non-conducting rods and the initially uncharged electroscope. In written form, students justify their ideas about whether there is charge transfer, using evidence from the experiments. Option 2: Given a diagram of potential isolines, students will predict the direction of the electric field and the potential location of the charged particles generating that field. They will then rank the work done to move a charged particle to multiple positions within the field. Students will justify the proposed relationship with evidence. Students may also to create an experimental procedure to demonstrate conservation of energy for a charged particle moving within an electric field.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.B.1: Electric charge is conserved. The net charge of a system is equal to the sum of the charges of all the objects in the system. 1.B.2: There are only two kinds of electric charge. Neutral objects or systems contain equal quantities of positive and negative charge, with the exception of some fundamental particles that have no electric charge. 1.B.3: The smallest observed unit of charge that can be isolated is the electron charge, also known as the elementary charge. 2.C.1: The magnitude of the electric force F exerted on an object with electric charge q by an electric field E is F = qE. The direction of the force is determined by the direction of the field and the sign of the charge, with positively charged objects accelerating in the direction of the field and negatively charged objects accelerating in the direction opposite the field. This should include a vector field map for positive point charges, negative point charges, spherically symmetric charge distributions, and uniformly charged parallel plates.

1.B.1.1: Make claims about natural phenomena based on conservation of electric charge. [SP 6.4] 1.B.2.2: Make a qualitative prediction about the distribution of positive and negative electric charges within neutral systems as they undergo various processes. [SP 6.4, SP 7.2] 1.B.2.3: Challenge claims that polarization of electric charge or separation of charge must result in a net charge on the object. [SP 6.1] 2.C.1.1: Predict the direction and the magnitude of the force exerted on an object with an electric charge q placed in an electric field E using the mathematical model of the relation between an electric force and an electric field. [SP 6.4, SP 7.2] 2.C.1.2: Calculate any one of the variables — electric force, electric charge, and electric field — at a point given the values and sign or direction of the other two quantities. [SP2.2] 2.C.2.1: Qualitatively and semi-quantitatively apply the vector relationship between the electric field and the net electric charge creating that field. [SP 2.2, SP 6.4] 2.C.3.1: Explain the inverse square dependence of the electric field surrounding a spherically symmetric electrically charged object. [SP 6.2] 2.C.4.2: Apply mathematical routines to determine the magnitude and direction of the electric field at specified points in the vicinity of a small set (2–4) of point charges, and express the results in terms of magnitude and direction of the field in a visual representation by drawing field vectors of appropriate length and direction at the specified points. [SP 1.4, SP 2.2]

HS-PS2-4 Use mathematical representations of Newton’s Law of Gravitation and Coulomb’s Law to describe and predict the gravitational and electrostatic forces between objects. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented. WHST.11-12.2 Write informative/ explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 2.C.2: The magnitude of the electric field vector is proportional to the net electric charge of the object(s) creating that Field. This includes positive point charges, negative point charges, spherically symmetric charge distributions, and uniformly charged parallel plates. 2.C.3: The electric field outside a spherically symmetric charged object is radial and its magnitude varies as the inverse square of the radial distance from the center of that object. Electric field lines are not in the curriculum. Students will be expected to rely only on the rough intuitive sense underlying field lines, wherein the field is viewed as analogous to something emanating uniformly from a source. 2.C.4: The electric field around dipoles and other systems of electrically charged objects (that can be modeled as point objects) is found by vector addition of the field of each individual object. Electric dipoles are treated qualitatively in this course as a teaching analogy to facilitate student understanding of magnetic dipoles.

2.C.5.1: Create representations of the magnitude and direction of the electric field at various distances (small compared to plate size) from two electrically charged plates of equal magnitude and opposite signs, and recognize that the assumption of uniform field is not appropriate near edges of plates. [SP 1.1, SP 2.2] 2.C.5.2: Calculate the magnitude and determine the direction of the electric field between two electrically charged parallel plates, given the charge of each plate, or the electric potential difference and plate separation. [SP 2.2] 2.C.5.3: Represent the motion of an electrically charged particle in the uniform field between two oppositely charged plates and express the connection of this motion to projectile motion of an object with mass in the Earth’s gravitational field. [SP 6.4, SP 7.2] 2.E.2.1: Determine the structure of isolines of electric potential by constructing them in a given electric field. [SP 6.4, SP 7.2] 2.E.2.3: Qualitatively use the concept of isolines to construct isolines of electric potential in an electric field and determine the effect of that field on electrically charged objects. [SP 1.4] 3.A.3.3: Describe a force as an interaction between two objects and identify both objects for any force. [SP 1.4] 3.A.3.4: Make claims about the force on an object due to the presence of other objects with the same property: mass, electric charge. [SP 6.1, SP 6.4] 3.A.4.1: Construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action–reaction pairs of forces. [SP 1.4, SP 6.2] 3.A.4.2: Use Newton’s third law to make claims and predictions about the action– reaction pairs of forces when two objects interact. [SP 6.4, SP 7.2]

WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 2.C.5: Between two oppositely charged parallel plates with uniformly distributed electric charge, at points far from the edges of the plates, the electric field is perpendicular to the plates and is constant in both magnitude and direction. 2.E.2: Isolines in a region where an electric field exists represent lines of equal electric potential referred to as equipotential lines. 3.B.1: If an object of interest interacts with several other objects, the net force is the vector sum of the individual forces. 3.B.2: Free-body diagrams are useful tools for visualizing forces being exerted on a single object and writing the equations that represent a physical situation. 3.C.2: Electric force results from the interaction of one object that has an electric charge with another object that has an electric charge. 4.E.3: The charge distribution in a system can be altered by the effects of electric forces produced by a charged object. 5.C.2: The exchange of electric charges among a set of objects in a system conserves electric charge.

3.A.4.3: Analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton’s third law to identify forces. [SP 1.4] 3.B.1.3: Re-express a force diagram representation into a mathematical representation and solve the mathematical representation for the acceleration of the object. [SP 1.5, SP 2.2] 3.B.1.4: Predict the motion of an object subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations. [SP 6.4, SP 7.2] 3.B.2.1: Create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively. [SP 1.1, SP 1.4, SP 2.2] 3.C.2.1: Use Coulomb’s law qualitatively and quantitatively to make predictions about the interaction between two electric point charges. [SP 2.2, SP 6.4] 3.C.2.2: Connect the concepts of gravitational force and electric force to compare similarities and differences between the forces. [SP 7.2] 3.C.2.3: Use mathematics to describe the electric force that results from the interaction of several separated point charges (generally 2 to 4 point charges, though more are permitted in situations of high symmetry). [SP 2.2] 4.E.3.1: Make predictions about the redistribution of charge during charging by friction, conduction, and induction. [SP 6.4] 4.E.3.3: Construct a representation of the distribution of fixed and mobile charge in insulators and conductors. [SP 1.1, SP 1.4, SP 6.4] 5.B.5.5: Predict and calculate the energy transfer to (i.e., the work done on) an object or system from information about a force exerted on the object or system through a distance. [SP 2.2, SP 6.4] 5.C.2.1: Predict electric charges on objects within a system by application of the principle of charge conservation within a system. [SP 6.4]

AP SCIENCE PRACTICES SP.2.1 Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP.2.2 Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. SP.3.1 Students analyze data to discover patterns. SP.4.2 Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.5.1 Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP.5.2 Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions.

AP PHYSICS II

UNIT 5: DC Circuits (RC Solid State) SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will analyze the physical properties of a working circuit, and draw conclusions about the relationships of those properties based on models and observations. LG2: Students will investigate circuits to hypothesize and draw conclusions about the rate of energy transfer of electrical (Ohmic) components. LEARNING GOAL 1


3

The student can:

describe the electric field inside the capacitor and relate the strength of this field to the potential difference between the plates and the plate separation;

determine and explain how changes in dimension will affect the value of the capacitance;

describe how stored charge is divided between capacitors connected in parallel; and

analyze capacitors in series to predict the ratio of voltages.

2

The student can:

relate stored charge and potential difference for a capacitor;

relate potential difference, charge, and stored energy for a capacitor;

recognize situations in which energy stored in a capacitor is converted to other forms;

calculate the voltage, current, and power dissipation for any resistor in such a network of resistors connected to a single power supply;

calculate the equivalent capacitance of a series or parallel combination; and

calculate the voltage or stored charge, under steady-state conditions, for a capacitor connected to a circuit consisting of a battery and resistors.




3

The student can:

relate current and voltage for a resistor;

describe how the resistance of a resistor depends upon its length and cross sectional area, and apply this result in comparing current flow in resistors of different material or different geometry;

determine the ratio of the voltages across resistors connected in series or the ratio of the currents through resistors connected in parallel;

calculate the equivalent resistance of a network of resistors that can be broken down into series and parallel combinations; and

identify or show correct methods of connecting meters into circuits in order to measure voltage or current.

2

The student can:

recognize different physical quantities and their corresponding metric units;

recognize the symbols that accompany physical quantities and their units of measurement;

students should understand the definition of electric current, so they can relate the magnitude and direction of a current to the rate of flow of positive and negative charge;

identify on a circuit diagram whether resistors are in series or in parallel; and

determine a single unknown current, voltage, or resistance.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The internal structure of a system determines many properties of the system (resistivity, insulator v. conductor).

EQ1: How can what’s inside affect what’s outside?

EU2: The electric charge of a system is conserved (Kirchhoff's laws). The mass of a system is conserved.

EQ21: How can we measure something that has no weight, mass, or temperature?

EU3: An electric field is caused by an object with electric charge (capacitors). EQ3a: How and when can two different objects have the same influence on an electric field? EQ3b: How would life be different if we never discovered electric fields?

COMMON ASSESSMENT


LG1, LG2 EU 1, 2, 3 EQ 1, 2, 3a, 3b CCSS: WHST.11-12.1, WHST.11-12.2, WHST.11-12.4, WHST.11-12.9, RST.11-12.3, RST.11-12.8, RST.11-12.9 NGSS: HS-PS2-6 Learning Objectives: 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.B.9.5, 5.B.9.8, 5.C.3.5, 5.C.3.6 Science Practices: SP.1.2, SP.2.1, SP.3.1, SP.4.1, SP.5.1, SP.5.2 DOK: 4

Option 1: DC Circuits Simulation. Working with a partner, students use the “Circuit Construction Kit (DC Only)” simulation to construct and collect data on a variety of series and parallel circuits. This simulation allows the students to manipulate the equipment in a virtual setting and to determine the correct placement of the ammeter and voltmeter. Students collect measurements including resistance, current, and potential differences. First, students use the simulation to construct a circuit with one battery, one bulb, and one switch. They must explain (a) why the bulb lights instantly when the switch is closed, (b) whether electrons are “disappearing” as they move through the circuit, and (c) what the slow motion of electrons along the wire is intended to illustrate. Students then begin to create circuits which have resistors in series and resistors in parallel. They are to investigate and create relationships between the magnitude of the potential source, the current in the wires, and the resistors when they are placed in these comparative setups. Option 2: Students will be given circuit diagrams consisting of various resistors, batteries, capacitors, voltmeters and ammeters in series and parallel combinations. They will deconstruct and analyze the circuits in order to determine all unknown quantities. Students will then be asked to predict how changes to the circuit will affect the function of the circuit (e.g., removing one branch of a parallel circuit), or rank the magnitude of the current through multiple parallel branches of a circuit. Students will justify their predictions with evidence.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.E.2: Matter has a property called resistivity. 1.E.4: Matter has a property called electric permittivity. 4.E.4: The resistance of a resistor and the capacitance of a capacitor can be understood from the basic properties of electric fields and forces as well as the properties of materials and their geometry.

4.E.4.1: Make predictions about the properties of resistors and/or capacitors when placed in a simple circuit, based on the geometry of the circuit element and supported by scientific theories and mathematical relationships. [SP 2.2, SP 6.4] 4.E.4.2: Design a plan for the collection of data to determine the effect of changing the geometry and/or materials on the resistance or capacitance of a circuit element and relate results to the basic properties of resistors and capacitors. [SP 4.1, SP 4.2] 4.E.4.3: Analyze data to determine the effect of changing the geometry and/or materials on the resistance or capacitance of a circuit element and relate results to the basic properties of resistors and capacitors. [SP 5.1]

HS-PS2-6. Communicate scientific and technical information about why the molecular-level structure is important in the functioning of designed materials. WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 4.E.5: The values of currents and electric potential differences in an electric circuit are determined by the properties and arrangement of the individual circuit elements such as sources of emf, resistors, and capacitors. 5.B.9: Kirchhoff’s loop rule describes conservation of energy in electrical circuits. [The application of Kirchhoff’s laws to circuits is introduced in Physics 1 and further developed in Physics 2 in the context of more complex circuits, including those with capacitors.]

4.E.5.1: Make and justify a quantitative prediction of the effect of a change in values or arrangements of one or two circuit elements on the currents and potential differences in a circuit containing a small number of sources of emf, resistors, capacitors, and switches in series and/or parallel. [SP 2.2, SP 6.4] 4.E.5.2: Make and justify a qualitative prediction of the effect of a change in values or arrangements of one or two circuit elements on currents and potential differences in a circuit containing a small number of sources of emf, resistors, capacitors, and switches in series and/or parallel. [SP 6.1, SP 6.4] 4.E.5.3: Plan data collection strategies and perform data analysis to examine the values of currents and potential differences in an electric circuit that is modified by changing or rearranging circuit elements, including sources of emf, resistors, and capacitors. [SP 2.2, SP 4.2, SP 5.1]

5.B.9.5: Use conservation of energy principles (Kirchhoff’s loop rule) to describe and make predictions regarding electrical potential difference, charge, and current in steady state circuits composed of various combinations of resistors and capacitors. [SP 6.4] 5.B.9.7: Refine and analyze a scientific question for an experiment using Kirchhoff’s loop rule for circuits that includes determination of internal resistance of the battery and analysis of a non-ohmic resistor. [SP 4.1, SP 4.2, SP 5.1, SP 5.3] 5.B.9.8: Translate between graphical and symbolic representations of experimental data describing relationships among power, current, and potential difference across a resistor. [SP 1.5] 5.C.3.5: Determine missing values and direction of electric current in branches of a circuit with resistors and NO capacitors from values and directions of current in other branches of the circuit through appropriate selection of nodes and application of the junction rule. [SP 1.4, SP 2.2] 5.C.3.6: Determine missing values and direction of electric current in branches of a circuit with both resistors and capacitors from values and directions of current in other branches of the circuit through appropriate selection of nodes and application of the junction rule. [SP 1.4, SP 2.2]

WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS

5.C.3.7: Determine missing values, direction of electric current, charge of capacitors at steady state, and potential differences within a circuit with resistors and capacitors from values and directions of current in other branches of the circuit. [SP 1.4, SP 2.2]


AP SCIENCE PRACTICES SP.1.1 Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.1.2 Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. SP.2.1 Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP.2.2 Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. SP.3.1 Students analyze data to discover patterns. SP.4.1 Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.4.2 Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.4.3 Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.5.1 Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP.5.2 Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions.

AP PHYSICS II

UNIT 6: Magnetism and Electromagnetism SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will represent electromagnetic interactions in multiple ways in order to analyze and predict the relationship between electric and magnetic fields. LG2: Students will analyze data in order to draw conclusions and make predictions concerning the relationship between a changing magnetic field and the induction of moving charges in a conductor within that field.


3

The student can:

construct a model of a vector quantity representing the magnitude and direction of the force in terms of q, v, and, B, and explain why the magnetic force can perform no work;

deduce the direction of a magnetic field from information about the forces experienced by charged particles moving through that field;

explain the reasoning for the paths of charged particles moving in uniform magnetic fields;

derive and apply the formula for the radius of the circular path of a charge that moves perpendicular to a uniform magnetic field;

combine the concepts of charge flow and the force exerted on a moving charge in a magnetic field to ascertain the magnitude and direction of the force on a straight segment of current carrying wire in a uniform magnetic field;

predict the direction of magnetic forces on a current-carrying loop of wire in a magnetic field and determine how the loop will tend to rotate;

apply the principals of the right hand rule for a current-carrying wire and magnetic forces in order to determine the force of attraction or repulsion between two long current-carrying wires; and

apply relationships between current and magnetic fields to determine the flux of a uniform magnetic field through a loop of arbitrary orientation.

2 The student can apply the right hand rule in order to determine the magnitude and direction of the field at a point in the vicinity of a current-carrying wire.




3

The student can:

recognize situations in which changing flux through a loop will cause an induced emf or current in the loop and justify their response;

determine the magnitude and direction of the induced emf and current in a loop of wire or a conducting bar if the magnitude of a related quantity such as magnetic field or area of the loop is changing at a constant rate;

use right-hand rules to analyze a situation involving a current-carrying conductor and a moving electrically charged object to determine the direction of the magnetic force exerted on the charged object due to the magnetic field created by the current-carrying conductor; and

construct an explanation of the function of a simple electromagnetic device in which an induced emf is produced by a changing magnetic flux through an area defined by a current loop (i.e., a simple microphone or generator) or of the effect on behavior of a device in which an induced emf is produced by a constant magnetic field through a changing area.

2

The student can:

infer that a moving electric charge creates a magnetic field and a changing magnetic field will exert a force on a charge;

describe the orientation of a magnetic dipole placed in a magnetic field in general and the particular cases of a compass in the magnetic field of the Earth and iron filings surrounding a bar magnet; and

apply mathematical routines to express the force exerted on a moving charged object by a magnetic field.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: The internal structure of a system determines many properties of the system (magnetic permeability).

EQ1a: How can what’s inside affect what’s outside? EQ1b: Why does it matter if Earth has a magnetic field?

EU2: Materials have many macroscopic properties that result from the arrangement and interactions of the atoms and molecules that make up the material.

EQ2a: How can we tell if a substance has any hidden properties? EQ2b: Why is the inside more important than the outside?

EU3: A field associates a value of some physical quantity with every point in space. Field models are useful for describing interactions that occur at a distance as well as a variety of other physical phenomena.

EQ3a: How are magnetic fields both helpful and harmful? EQ3b: To what extent can you predict interactions in magnetic fields?

EU4: A magnetic field is caused by a magnet or a moving electrically charged object. Certain types of forces are considered fundamental.

EQ4: Why does there exist a relationship between electrical currents and magnetic fields?

COMMON ASSESSMENT


LG1, LG2 EU3, 4 EQ3, 4 CCSS: WHST.11-12.1, WHST.11-12.2, WHST.11-12.3, WHST.11-12.4, WHST.11-12.9 NGSS: HS-PS2-1, HS-PS3-3, HS-PS2-5 Learning Objectives: 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.A.2.1, 3.C.3.1 Science Practices: SP.1.2, SP.2.1, SP.3.1, SP.4.1, SP.5.1, SP.5.2 DOK: 4

Option 1: Induction Investigation. This qualitative guided-inquiry investigation offers students a hands-on opportunity to see how Lenz’s law works. Using simple equipment, students in small lab groups investigate electromagnetic induction by performing qualitative experiments to determine what factors affect induced potential. In this lab, students in groups of three or four move a bar magnet in and out of a solenoid and observe the deflection of the galvanometer. Using this process, they examine the effects of a changing magnetic field by observing currents induced in a solenoid. Students determine whether their observations agree with Faraday’s law and Lenz’s law, and they create labeled diagrams to support their observations. The students explore the relationship among current, number of wire loops, and diameter of the loops. Students change only one parameter at a time and then establish a relationship between each quantity and the magnetic field generated in the center of the loop.

Option 2: Students will be given diagrams of long straight wires and loops of wire with specified current in magnetic fields. Students will use the diagrams, given information, the Lorentz force equation, Lenz's law and Faraday's law to predict forces, fields, induced electromotive force, and currents in each situation. Students will represent findings graphically and mathematically support their conclusions with evidence.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 2.D.1: The magnetic field exerts a force on a moving electrically charged object. That magnetic force is perpendicular to the direction of velocity of the object and to the magnetic field and is proportional to the magnitude of the charge, the magnitude of the velocity, and the magnitude of the magnetic field. It also depends on the angle between the velocity and the magnetic field vectors. Treatment is quantitative for angles of 0°, 90°, or 180° and qualitative for other angles.

2.D.1.1: Apply mathematical routines to express the force exerted on a moving charged object by a magnetic field. [SP 2.2] 2.D.2.1: Create a verbal or visual representation of a magnetic field around a long straight wire or a pair of parallel wires. [SP 1.1] 2.D.3.1: Describe the orientation of a magnetic dipole placed in a magnetic field in general and the particular cases of a compass in the magnetic field of the Earth and iron filings surrounding a bar magnet. [SP 1.2]

HS-PS2-1 Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS3-3. Design, build, and refine a device that works within given constraints to convert one form of energy into another form of energy.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 2.D.2: The magnetic field vectors around a straight wire that carries electric current are tangent to concentric circles centered on that wire. The field has no component toward the current-carrying wire. 2.D.3: A magnetic dipole placed in a magnetic field, such as the ones created by a magnet or the Earth, will tend to align with the magnetic field vector. 2.D.4: Ferromagnetic materials contain magnetic domains that are themselves magnets. 3.C.3: A magnetic force results from the interaction of a moving charged object or a magnet with other moving charged objects or another magnet. 4.E.2: Changing magnet flux induces an electric field that can establish an induced emf in a system.

2.D.4.1: Use the representation of magnetic domains to qualitatively analyze the magnetic behavior of a bar magnet composed of ferromagnetic material. [SP 1.4] 3.A.2.1: Represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation. [SP 1.1] 3.C.3.1: Use right-hand rules to analyze a situation involving a current-carrying conductor and a moving electrically charged object to determine the direction of the magnetic force exerted on the charged object due to the magnetic field created by the current-carrying conductor. [SP 1.4] 4.E.2.1: Construct an explanation of the function of a simple electromagnetic device in which an induced emf is produced by a changing magnetic flux through an area defined by a current loop (i.e., a simple microphone or generator) or of the effect on behavior of a device in which an induced emf is produced by a constant magnetic field through a changing area. [SP 6.4]

HS-PS3-5. Develop and use a model of two objects interacting through electric or magnetic fields to illustrate the forces between objects and the changes in energy of the objects due to the interaction. HS-PS3-2. Develop and use models to illustrate that energy at the macroscopic scale can be accounted for as either motions of particles or energy stored in fields. HS-PS2-5. Plan and conduct an investigation to provide evidence that an electric current can produce a magnetic field and that a changing magnetic field can produce an electric current. WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS RST.11-12.7 Integrate and evaluate multiple sources of

information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

AP SCIENCE PRACTICES SP.1.1 Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.1.2 Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. SP.2.1 Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP.2.2 Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. SP.3.1 Students analyze data to discover patterns. SP.4.1 Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.4.2 Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.4.3 Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.5.1 Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP.5.2 Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions.

AP PHYSICS II

UNIT 7: Modern Physics (Quantum, Atomic and Nuclear) SUGGESTED DURATION: 5 WEEKS

UNIT OVERVIEW

UNIT LEARNING GOALS LG1: Students will use scientific inquiry and experimental analysis to support and defend conclusions as well as develop hypotheses with evidence and research about the particle versus wave model of light and all objects with mass. LG2: Students will select a model of radiant energy that is appropriate to the spatial or temporal scale of an interaction with matter. LG3: Students will use probabilistic mathematical representations to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems. LEARNING GOAL 1


3

The student can:

relate the linear momentum of a photon to its energy or wavelength, and apply linear momentum conservation to simple processes involving the emission, absorption, or reflection of photons;

use conservation of energy relationships in or to ascertain the number of photons per second emitted by a monochromatic source of specific wavelength and power;

describe a typical photoelectric-effect experiment, and explain what experimental observations provide evidence for the photon nature of light; and

determine the maximum kinetic energy of photoelectrons ejected by photons of one energy or wavelength, when given the maximum kinetic energy of photoelectrons for a different photon energy or wavelength.

2

The student can:

explain how the results of a photoelectric-effect experiment with different frequencies of light provides evidence of the existence of photons; and

interpret an energy vs. frequency graph in order to determine the threshold frequency and possible kinetic energy of a released electron.




3

The student can:

analyze a graph of stopping potential versus frequency for a photoelectric-effect experiment, to determine the threshold frequency and work function, and calculate an approximate value of h/e;

apply the concepts of wave energy in order to ascertain the energy or wavelength of the photon emitted or absorbed in a transition between specified levels, or the energy or wavelength required to ionize an atom;

create a model to depict the energy levels of an atom when given an expression for these levels and explain how this diagram accounts for the various lines in the atomic spectrum; and

graphically represent the wavelength of a particle as a function of its momentum.

2

The student can:

relate the energy of a photon in joules or electron-volts to its wavelength or frequency; and

interpret an energy level diagram for an atom.




3

The student can:

justify a description of a nuclear reaction based on the nuclear numbers in the reaction equation;

qualitatively relate the energy released in nuclear processes to the change in mass; and

apply the relationship E = (m c^2) in analyzing nuclear processes.

2

The student can:

apply conservations of mass number and charge to complete nuclear reactions;

calculate the binding energy of a reaction based on the mass defect;

recognize that gamma-ray photons can be produced in nuclear reactions, and that they have no charge or nucleon number; and

distinguish between an exothermic or endothermic reaction.



ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Classical mechanics cannot describe all properties of objects. EQ1: How can classical mechanics be trusted if it cannot describe all properties of

objects?

EU2: Nucleon number is conserved. EQ2: How can nucleon number be conserved when there are so many ways for an atom to split and decay?

EU3: Electromagnetic radiation can be modeled as waves or as fundamental particles.

EQ3: Are protons, neutrons, and electrons the fundamental building blocks of all matter?

EU4: All matter can be modeled as waves or as particles. EQ4: Waves exhibit particle-like behaviors; do particles exhibit wave-like behaviors?

ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU5: At the quantum scale, matter is described by a wave function, which leads to a probabilistic description of the microscopic world.

EQ5: How can we best measure/describe/represent what we cannot directly see?

COMMON ASSESSMENT


LG1, 2, 3 EU4, 5 EQ4, 5 CCSS: WHST.11-12.1, WHST.11-12.2, WHST.11-12.4, RST.11-12.3, RST.11-12.8 NGSS: HS-PS4-3, HS-PS4-4, HS-PS1-8 Learning Objectives: 1.C.4.1, 1.D.3.1, 3.G.3.1, 4.C.4.1, 5.B.8.1, 5.B.11.1, 5.G.1.1, 6.F.1.1, 6.F.3.1, 7.C.2.1, 7.C.3.1, 7.C.4.1 Science Practices: SP.1.1, SP.1.2, SP.2.2, SP.4.2 DOK: 4

Option 1: Photoelectric Effect Investigation. Students work with a partner in a guided-inquiry activity in which they assemble a simple circuit with an LED color strip to examine and measure the voltages across the LEDs until light is produced in the LEDs. In order to calculate an experimental value of Planck’s constant, students must graph the voltage versus the inverse of the wavelength, or students construct simple circuits with light emitting diodes. By comparing the LED color to a printed visible-light spectrum, students estimate the wavelength and frequency of the light. With a digital multimeter, students determine the potential drop across the diode. Ideally, several LEDs with colors in the red, yellow, green, and blue spectral regions should be used. From these measurements, students estimate Planck’s constant, ideally by graphing the frequency versus potential drop, or vice versa. As each electron drops in energy (E = e ΔV), it emits a photon (E = hf = hc/λ). A linear equation is constructed and graphed; from the slope of a best-fit straight line, Planck’s constant is estimated and from the y-intercept the work function is determined. If this equipment is not available, use the simulation of this activity found on the PhET website. Option 2: Students will be given electron energy level diagrams or data to create their own diagrams. They will analyze the diagrams in order to predict emission spectra and energies, frequencies or wavelengths of emitted or absorbed photons. Students may be asked to compare and contrast the possible contradiction of conservation of energy and conservation of momentum in such systems.

TARGETED STANDARDS

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.A.2: Fundamental particles have no internal structure. 1.A.3: Nuclei have internal structures that determine their properties. 1.A.4: Atoms have internal structures that determine their properties.

1.C.4.1: Articulate the reasons that the theory of conservation of mass was replaced by the theory of conservation of mass-energy. [SP 6.3] 1.D.3.1: Articulate the reasons that classical mechanics must be replaced by special relativity to describe the experimental results and theoretical predictions that show that the properties of space and time are not absolute. [SP 6.3, SP 7.1]

HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. HS-PS4-4. Evaluate the validity and reliability of claims in published materials of the effects that different frequencies of electromagnetic radiation have when absorbed by matter.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 1.C.4: In certain processes, mass can be converted to energy and energy can be converted to mass according to E = mc2, the equation derived from the theory of special relativity. 1.D.1: Objects classically thought of as particles can exhibit properties of waves. 1.D.2: Certain phenomena classically thought of as waves can exhibit properties of particles. 1.D.3: Properties of space and time cannot always be treated as absolute. 4.C.4: Mass can be converted into energy, and energy can be converted into mass. 5.B.8: Energy transfer occurs when photons are absorbed or emitted, for example, by atoms or nuclei. 5.B.11: Beyond the classical approximation, mass is actually part of the internal energy of an object or system with E = mc2. 6.F.1: Types of electromagnetic radiation are characterized by their wavelengths, and certain ranges of wavelength have been given specific names. These include (in order of increasing wavelength spanning a range from picometers to kilometers) gamma rays, x-rays, ultraviolet, visible light, infrared, microwaves, and radio waves. 6.F.3: Photons are individual energy packets of electromagnetic waves, with E = hf , where h is Planck’s constant and f is the frequency of the associated light wave.

3.G.3.1: Identify the strong force as the force that is responsible for holding the nucleus together. [SP 7.2] 4.C.4.1: Apply mathematical routines to describe the relationship between mass and energy and apply this concept across domains of scale. [SP 2.2, SP 2.3, SP 7.2] 5.B.8.1: Describe emission or absorption spectra associated with electronic or nuclear transitions as transitions between allowed energy states of the atom in terms of the principle of energy conservation, including characterization of the frequency of radiation emitted or absorbed. [SP 1.2, SP 7.2] 5.B.11.1: Apply conservation of mass and conservation of energy concepts to a natural phenomenon and use the equation E = mc2 to make a related calculation. [SP 2.2, SP 7.2] 5.G.1.1: Apply conservation of nucleon number and conservation of electric charge to make predictions about nuclear reactions and decays such as fission, fusion, alpha decay, beta decay, or gamma decay. [SP 6.4] 6.F.1.1: Make qualitative comparisons of the wavelengths of types of electromagnetic radiation. [SP 6.4, SP 7.2] 6.F.3.1: Support the photon model of radiant energy with evidence provided by the photoelectric effect. [SP 6.4]

HS-PS1-8. Develop models to illustrate the changes in the composition of the nucleus of the atom and the energy released during the processes of fission, fusion, and radioactive decay. WHST.11-12.1 Provide a concluding statement or section that follows from or supports the argument presented. WHST.11-12.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST.11-12.9 Draw evidence from informational texts to support analysis, reflection, and research. RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information.

AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVE NGSS & CCSS STANDARDS 7.C.2: The allowed states for an electron in an atom can be calculated from the wave model of an electron. 7.C.3: The spontaneous radioactive decay of an individual nucleus is described by probability. 5.G.1: The possible nuclear reactions are constrained by the law of conservation of nucleon number. 7.C.4: Photon emission and absorption processes are described by probability.

7.C.2.1: Use a standing wave model in which an electron orbit circumference is an integer multiple of the de Broglie wavelength to give a qualitative explanation that accounts for the existence of specific allowed energy states of an electron in an atom. [SP 1.4] 7.C.3.1: Predict the number of radioactive nuclei remaining in a sample after a certain period of time, and also predict the missing species (alpha, beta, gamma) in a radioactive decay. [SP 6.4] 7.C.4.1: Construct or interpret representations of transitions between atomic energy states involving the emission and absorption of photons. [SP 1.1, SP 1.2]


AP SCIENCE PRACTICES SP.1.1 Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. SP.1.2 Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. SP.2.1 Data Collection - Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. SP.2.2 Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of qualitySP.3.1 Analyzing Data for Patterns - Students analyze data to discover patterns. SP.4.2 Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. SP.4.1 Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.4.3 Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. SP.5.1 Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. SP.5.2 Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions.

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