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INSTRUCTOR: Robert W. Wilson III
CLASSROOM: 562
OFFICE HOURS: 7:00-7:30 TUE & THU; 2:30-3:00 FRI;
OFFICE PHONE: 751-7004 ext. 2147
E-MAIL ADDRESS: wilsonr@manateeschools.net
WEB PAGE: http://mrwilsonphysics.blogspot.com/
CLASS HOURS: 3rd Block - Odd Days
A. DESCRIPTION
This course includes topics in both classical and modern physics. Knowledge of algebra and basic trigonometry is required for this course. Understanding of the basic principles involved and the ability to apply these principles in the solution of problems are the major goals of this course. Consequently, this course utilizes guided inquiry and student-centered learning to foster the development of critical thinking skills.
This course provides instruction in each of the following five content areas: Newtonian mechanics, fluid mechanics and thermal physics, electricity and magnetism, waves and optics, and atomic and nuclear physics.
This course also includes a hands-on laboratory component comparable to introductory college-level physics laboratories, with a minimum of 12 student-conducted laboratory investigations representing a variety of topics covered in the course. Each student will complete a portfolio of lab reports.
B. COURSE OBJECTIVES
After successfully completing this course, the student will be able to:
1. NEWTONIAN MECHANICS
a. Kinematics (including vectors, vector algebra, components of vectors, coordinate systems, displacement, velocity and acceleration)
i. Motion in one dimension
1. Understand the general relationship among position, velocity and acceleration for ht emotion of a particle along a straight line, so that given a graph of one of the kinematic quantities, position, velocity or acceleration, as a function of time, they can recognize in what time intervals the other two are positive, negative, or zero and can identify or sketch a graph of each as a function of time.
2. Understand the special case of motion with constant acceleration, so they can
a. Write down expressions for velocity and position as functions of time, and identify or sketch graphs of these quantities
b. Use the equations V = Vo + AT, X = Xo + VoT + 0.5AT^2, and V^2 = Vo^2 + 2A(X - Xo) to solve problems involving one-dimensional motion with constant acceleration.
ii. Motion in two dimensions, including projectile motion
1. Add, subtract and resolve displacement and velocity vectors, so they can:
a. Determine components of a vector along two specified, mutually perpendicular axes.
b. Determine the net displacement of a particle or the location of a particle relative to another.
c. Determine the change in velocity of a particle or the velocity of one particle relative to another.
2. Understand the motion of projectiles in a uniform gravitational field, so they can:
a. Write down expressions for the horizontal and vertical components of velocity and position as functions of time, and sketch or identify graphs of these components.
b. Use these expressions in analyzing the motion of a projectile that is projected with an arbitrary initial velocity.
b. Newton’s laws of motion
i. Static equilibrium (first law) – Analyze situations in which a particle remains at rest, or moves with constant velocity, under the influence of several forces.
ii. Dynamics of a single particle (second law)
1. Understand the relation between the force that acts on an object and the resulting change in the object’s velocity, so they can:
a. Calculate, for an object moving in one dimension, the velocity change that results when a constant force F acts over a specified time interval.
b. Determine, for an object moving in a plane whose velocity vector undergoes a specified change over a specified time interval, the average force that acted on the object.
2. Understand how Newton’s Second Law, Fnet = ma, applies to an object subject to forces such as gravity, the pull of strings, or contact forces, so they can:
a. Draw a well-labeled, free-body diagram showing all real forces that act on the object.
b. Write down the vector equation that results from applying Newton’s Second Law to the object, and take components of this equation along appropriate axes.
3. Analyze situations in which an object moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that make up the net force, such as motion up or down with constant acceleration.
4. Understand the significance of the coefficient of friction, so they can:
a. Write down the relationship between the normal and frictional forces on a surface.
b. Analyze situations in which an object moves along a rough inclined plane or horizontal surface.
c. Analyze under what circumstances an object will start to slip, or to calculate the magnitude of the force of static friction.
5. Understand the effect of drag forces on the motion of an object, so they can find the terminal velocity of an object moving vertically under the influence of a retarding force dependent on velocity.
iii. Systems of two or more objects (third law)
1. Understand Newton’s Third Law so that, for a given system, they can identify the force pairs and the objects on which they act, and state the magnitude and direction of each force.
2. Apply Newton’s Third Law in analyzing the force of contact between two objects that accelerate together along a horizontal or vertical line, or between two surfaces that slide across one another.
3. Know that the tension is constant in a light string that passes over a massless pulley and should be able to use this fact in analyzing the motion of a system of two objects joined by a string.
4. Solve problems in which applications of Newton’s laws leads to two or three simultaneous linear equations involving unknown forces or accelerations.
c. Work, energy, power
i. Work and the work-energy theorem
1. Understand the definition of work, including when it is positive, negative, or zero, so they can:
a. Calculate the work done by a specified constant force on an object that undergoes a specific displacement.
b. Relate the work done by a force to the area under a graph of force as a function of position, and calculate this work in the case where a force is a linear function of position.
c. Use the scalar product operation to calculate the work performed by a specified constant force F on an object that undergoes a displacement in a plane.
2. Understand and be able to apply the work-energy theorem, so they can:
a. Calculate the change in kinetic energy or speed that results from performing a specified amount of work on an object.
b. Calculate the work performed by the net force, or by each of the forces that make up the net force, on an object that undergoes a specified change in speed or kinetic energy.
c. Apply the theorem to determine the change in an object’s kinetic energy and speed that results from the application of specified forces, or to determine the force that is required in order to bring an object to rest in a specified distance.
ii. Forces and potential energy
1. Understand the concept of potential energy so they can write an expression for the force exerted by an ideal spring and for the potential energy of a stretched or compressed spring
2. Understand the concept of potential energy so they can calculate the potential energy of one or more objects in a uniform gravitational field.
iii. Conservation of energy
1. Understand the concepts of mechanical energy and of total energy, so they can:
a. Describe and identify situations in which mechanical energy is converted to other forms of energy.
b. Analyze situations in which an object’s mechanical energy is changed by friction or by a specified externally applied force.
2. Understand conservation of energy, so they can:
a. Identify situations in which mechanical energy is or is not conserved.
b. Apply conservation of energy in analyzing the motion of systems of connected objects, such as an Atwood’s machine.
c. Apply conservation of energy in analyzing the motion of objects that move under the influence of springs.
iv. Power
1. Understand the definition of power, so they can calculate the power required to maintain the motion of an object with constant acceleration
2. Understand the definition of power, so they can calculate the work performed by a force that supplies constant power, or the average power supplied by a force that performs a specified amount of work.
d. Systems of particles, linear momentum
i. Impulse and momentum – Understand impulse and linear momentum, so they can:
1. Relate mass, velocity, and linear momentum for a moving object, and calculate the total linear momentum of a system of objects.
2. Relate impulse to the change in linear momentum and the average force acting on an object.
3. Calculate the area under a force versus time graph and relate it to the change in momentum of an object.
ii. Conservation of linear momentum, collisions – Students should understand linear momentum conservation, so they can:
1. Identify situations in which linear momentum, or a component of linear momentum vector, is conserved.
2. Apply linear momentum conservation to one-dimensional elastic and inelastic collisions and two-dimensional completely inelastic collisions.
3. Analyze situations in which two or more objects are pushed apart by a spring or other agency, and calculate how much energy is released in such a process.
e. Circular motion and rotation
i. Uniform circular motion – Understand the uniform circular motion of a particle, so they can:
1. Relate the radius of the circle and the speed or rate of revolution of a particle to the magnitude of the centripetal acceleration.
2. Describe the direction of the particle’s velocity and acceleration at any instant during the motion.
3. Determine the components of the velocity and acceleration vectors at any instant, and sketch or identify graphs of these quantities
4. Analyze situations in which an object moves with a specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force, in situations such as the following:
a. Motion in a horizontal circle
b. Motion in a vertical circle
ii. Torque and rotational statics
1. Understand the concept of torque, so they can:
a. Calculate the magnitude and direction of the torque associated with a given force.
b. Calculate the torque on a rigid object due to gravity.
2. Analyze problems in statics, so they can:
a. State the conditions for translational and rotational equilibrium of a rigid object.
b. Apply these conditions in analyzing the equilibrium of a rigid object under the combined influence of a number of coplanar forces applied at different locations.
f. Oscillations and Gravitation
i. Simple harmonic motion (dynamics and energy relationships) – Understand simple harmonic motion, so they can:
1. Sketch or identify a graph of displacement as a function of time, and determine from such a graph the amplitude, period and frequency of the motion.
2. Write down an appropriate expression for the displacement of the form A sin(wt) or A cos(wt) to describe the motion.
3. State the relationship between acceleration, velocity and displacement, and identify points in the motion where these quantities are zero or achieve their greatest positive and negative values.
4. State how the total energy of an oscillating system depends on the amplitude of the motion, sketch or identify a graph of kinetic or potential energy as a function of time, and identify points in the motion where this energy is all potential or all kinetic.
5. Calculate the kinetic and potential energies of an oscillating system as functions of time, sketch or identify graphs of these functions, and prove that the sum of kinetic and potential energy is constant.
ii. Mass on a spring – Apply their knowledge of simple harmonic motion to the case of a mass on a spring, so they can:
1. Apply the expression for the period of oscillation of a mass on a spring.
2. Analyze problems in which a mass hangs from a spring and oscillates vertically.
3. Analyze problems in which a mass attached to a spring oscillates horizontally.
iii. Pendulum and other oscillations – Apply their knowledge of simple harmonic motion to the case of a pendulum, so they can:
1. Apply the expression for the period of a simple pendulum.
2. State what approximation must be made in deriving the period.
iv. Newton’s law of gravity – Know Newton’s Law of Universal Gravitation, so they can:
1. Determine the force that one spherically symmetrical mass exerts on another.
2. Determine the strength of the gravitational field at a specified point outside a spherically symmetrical axis.
v. Orbits of planets and satellites – Understand the motion of an object in circular orbit under the influence of gravitational forces, so they can:
1. Recognize that the motion does not depend on the object’s mass; describe qualitatively how the velocity, period of revolution and centripetal acceleration depend upon the radius of the orbit; and derive expressions for the velocity and period of revolution in such an orbit.
2. Derive Kepler’s Third Law for the case of circular orbits.
2. FLUID MECHANICS AND THERMAL PHYSICS
a. Fluid Mechanics
i. Hydrostatic pressure – Understand the concept of pressure as it applies to fluids so they can:
1. Apply the relationship between force, pressure and area.
2. Apply the principle that a fluid exerts pressure in all directions.
3. Apply the principle that a fluid at rest exerts pressure perpendicular to any surface that it contacts.
4. Determine locations of equal pressure in a fluid.
5. Determine the values of absolute and gauge pressure for a particular situation.
6. Apply the relationship between pressure and depth in a liquid, P = pg(hf - hi)
ii. Buoyancy – Understand the concept of buoyancy, so they can:
1. Determine the forces on an object immersed partly or completely in a liquid.
2. Apply Archimedes’ principle to determine buoyant force and densities of solids and liquids.
iii. Fluid flow continuity – Understand the equation of continuity so that they can apply it to fluids in motion.
iv. Bernoulli’s equation – Understand Bernoulli’s equation so that they can apply it to fluids in motion.
b. Temperature and heat
i. Mechanical equivalent of heat – Understand the “mechanical equivalent of heat” so they can determine how much heat can be produced by the performance of a specified quantity of mechanical work.
ii. Heat transfer and thermal expansion – Understand heat transfer and thermal expansion, so they can:
1. Calculate 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.
2. Analyze what happens to the size and shape of an object when it is heated.
3. Analyze qualitatively the effects of conduction, radiation and convection in thermal processes.
c. Kinetic theory and thermodynamics
i. Ideal gases
1. Understand the kinetic theory model of an ideal gas, so they can:
a. State the assumptions of the model.
b. 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.
c. State 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 its temperature.
d. 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.
2. Apply the ideal gas law and thermodynamic principles, so they can:
a. Relate the pressure and volume of a gas during an isothermal expansion or compression.
b. Relate the pressure and temperature of a gas during constant-volume heating or cooling, or the volume and temperature during constant-pressure heating or cooling.
c. Calculate the work performed on or by a gas during an expansion or compression at constant pressure.
d. Understand the process of adiabatic expansion or compression of a gas.
ii. Laws of thermodynamics
1. Know how to apply the first law of thermodynamics, so they can:
a. 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.
b. Relate the work performed by a gas in a cyclic process to the area enclosed by a curve on a PV diagram.
2. Understand the second law of thermodynamics, the concept of entropy, and heat engines and the Carnot cycle, so they can:
a. Determine whether entropy will increase, decrease or remain the same during a particular situation.
b. Compute the maximum possible efficiency of a heat engine operating between two given temperatures.
c. Compute the actual efficiency of a heat engine.
d. Relate the heats exchanged at each thermal reservoir in a Carnot cycle to the temperature of the reservoirs.
3. ELECTRICITY AND MAGNETISM
a. Electrostatics
i. Charge and Coulomb’s law
1. Understand the concept of electric charge, so they can:
a. Describe the types of charge and the attraction and repulsion of charges.
b. Describe polarization and induced charges.
2. Understand Coulomb’s law and the principle of superposition, so they can:
a. Calculate the magnitude and direction of the force on a positive or negative charge due to other specified point charges.
b. Analyze the motion of a particle of specified charge and mass under the influence of an electrostatic force.
ii. Electric field and electric potential (including point charges)
1. Understand the concept of electric field, so they can:
a. Define it in terms of the force on a test charge.
b. Describe and calculate the electric field of a single point charge.
c. Calculate the magnitude and direction of the electric field produced by two or more point charges.
d. Calculate the magnitude and direction of the force on a positive or negative charge placed in a specified field.
e. Interpret an electric field diagram.
f. Analyze the motion of a particle of specified charge and mass in a uniform electric field.
2. Understand the concept of electric potential, so they can:
a. Determine the electric potential in the vicinity of one or more point charges.
b. 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.
c. Determine the direction and approximate magnitude of the electric field at various positions given a sketch of equipotentials.
d. Calculate the potential difference between two points in a uniform electric field, and state which pint is at the higher potential.
e. Calculate how much work is required to move a test charge from one location to another in the field of fixed-point charges.
f. Calculate the electrostatic potential energy of a system of two or more point charges, and calculate how much work is required to establish the charge system.
b. Conductors, capacitors, dielectrics
i. Electrostatics with conductors
1. Understand the nature of electric fields in and around conductors, so they can:
a. 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.
b. Explain why a conductor must be an equipotential, and apply this principle in analyzing what happens when conductors are connected by wires.
2. Describe and sketch a graph of the electric field and potential inside and outside a charged conducting sphere.
3. Understand induced charge and electrostatic shielding, so they can:
a. Describe the process of charging by induction.
b. Explain why a neutral conductor is attracted to the charged object.
ii. Capacitors
1. Understand the definition and function of capacitance, so they can:
a. Relate stored charge and voltage for a capacitor.
b. Relate voltage, charge and stored energy for a capacitor.
c. Recognize situations in which energy stored in a capacitor is converted to other forms.
2. Understand the physics of the parallel-plate capacitor, so they can:
a. 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.
b. Determine how changes in dimension will affect the value of the capacitance.
c. Electric circuits
i. Current, resistance, power
1. Understand the definition of electric current, so they can relate the magnitude and direction of the current to the rate of flow of positive and negative charge.
2. Understand conductivity, resistivity and resistance, so they can:
a. Relate current and voltage for a resistor.
b. 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.
c. Apply the relationships for the rate of heat production in a resistor.
ii. Steady-state direct current circuits with batteries and resistors only
1. Understand the behavior of series and parallel combinations of resistors, so they can:
a. Identify on a circuit diagram whether resistors are in series or in parallel.
b. Determine the ratio of the voltages across resistors connected in series or the ratio of the currents through resistors connected in parallel.
c. Calculate the equivalent resistance of a network of resistors that can be broken down into series and parallel combinations.
d. Calculate the voltage, current and power dissipation for any resistor in such a network of resistors connected to a single power supply.
e. Design a simple series-parallel circuit that produces a given current through and potential difference across one specified component, and draw a diagram for the circuit using conventional symbols.
2. Understand the properties of ideal and real batteries, so they can calculate the terminal voltage of a battery of specified emf and internal resistance from which a known current is flowing.
3. Apply Ohm’s law and Kirchhoff’s rules to direct-current circuits, in order to determine a single unknown current, voltage or resistance.
4. Understand the properties of voltmeters and ammeters, so they can:
a. State whether the resistance of each is high or low.
b. Identify or show correct methods of connecting meters into circuits in order to measure voltage or current.
iii. Capacitors in circuits - Understand the t = 0 and steady-state behavior of capacitors connected in series or in parallel, so they can:
1. Calculate the equivalent capacitance of a series or parallel combination.
2. Describe how stored charge is divided between capacitors connected in parallel.
3. Determine the ratio of voltages for capacitors connected in series.
4. Calculate the voltage or stored charge, under steady-state conditions, for a capacitor connected to a circuit consisting of a battery of resistors.
d. Magnetic Fields
i. Forces on moving charges in magnetic fields – Understand the force experienced by a charged particle in a magnetic field, so they can:
1. Calculate the magnitude and direction of the force in terms of q, v, and B, and explain why the magnetic force can perform no work.
2. Deduce the direction of a magnetic field from information about the forces experienced by charged particles moving through that field.
3. Describe the paths of charged particles moving in uniform magnetic fields.
4. Derive and apply the formula for the radius of the circular path of a charge that moves perpendicular to a uniform magnetic field.
5. Describe under what conditions particles will move with constant velocity through crossed electric and magnetic fields.
ii. Forces on current-carrying wires in magnetic fields – Understand the force exerted on a current-carrying wire in a magnetic field, so they can:
1. Calculate the magnitude and direction of the force on a straight segment of current-carrying wire in a uniform magnetic field.
2. Indicate 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 as a consequence of these forces.
iii. Fields of long current-carrying wires – Understand the magnetic field produced by a long straight current-carrying wire, so they can:
1. Calculate the magnitude and direction of the field at a point in the vicinity of such a wire.
2. Use superposition to determine the magnetic field produced by two long wires.
3. Calculate the force of attraction or repulsion between two long current-carrying wires.
e. Electromagnetism
i. Electromagnetic induction (including Faraday’s law and Lenz’s law) – Understand Faraday’s law and Lenz’s law, so they can:
1. Recognize situations in which changing flux through a loop will cause an induced emf or current in the loop.
2. Calculate the magnitude and direction of the induced emf and current in a loop of wire or a conducting bar when the magnitude of a related quantity such as magnetic field or area of the loop is changing at a constant rate.
4. WAVES AND OPTICS
a. Wave Motion (including sound)
i. Traveling waves – Understand the description of traveling waves, so they can:
1. Sketch or identify graphs that represent traveling waves and determine the amplitude, wavelength and frequency of a wave from such a graph.
2. Apply the relationship among wavelength, frequency and velocity for a wave.
3. Understand qualitatively the Doppler effect for sound in order to explain why there is a frequency shift in both the moving-source and moving-observer case.
4. Describe reflection of a wave from the fixed or free end of a string.
5. Describe qualitatively what factors determine the speed of waves on a string and the speed of sound.
ii. Wave propagation
1. Understand the difference between transverse and longitudinal waves, and be able to explain qualitatively why transverse waves can exhibit polarization.
2. Understand the inverse-square law, so they can calculate the intensity of waves at a given distance from a source of specified power and compare the intensities at different distances from the source.
iii. Standing waves – Understand the physics of standing waves, so they can:
1. Sketch possible standing wave modes for a stretched string that is fixed at both ends, and determine the amplitude, wavelength and frequency of such standing waves.
2. Describe possible standing sound waves in a pipe that has either open or closed ends, and determine the wavelength and frequency of such standing waves.
iv. Superposition – Understand the principle of superposition, so they can apply it to traveling waves moving in opposite directions, and describe how a standing wave may be formed by superposition.
b. Physical optics
i. Interference and diffraction – Understand the interference and diffraction of waves, so they can:
1. Apply the principles of interference to coherent sources in order to:
a. Describe the conditions under which the waves reaching an observation point from two or more sources will all interfere constructively, or under which the waves from two sources will interfere destructively.
b. Determine locations of interference maxima or minima for two sources or determine the frequencies or wavelengths that can lead to constructive or destructive interference at a certain point.
c. Relate the amplitude produced by two or more sources that interfere constructively to the amplitude and intensity produced by a single source.
2. Apply the principles of interference and diffraction to waves that pass through a single or double slit or through a diffraction grating, so they can:
a. Sketch or identify the intensity pattern that results when monochromatic waves pass through a single slit and fall on a distant screen, and describe how this pattern will change if the slit width or the wavelength of the waves is changed.
b. Calculate, for a single-slit pattern, the angles or the positions on a distant screen where the intensity is zero.
c. Sketch or identify the intensity pattern that results when monochromatic waves pass through a double slit, and identify which features of the pattern result from single-slit diffraction and which from two-slit interference.
d. Calculate, for a two-slit interference pattern, the angles or the positions on a distant screen at which intensity maxima or minima occur.
e. Describe the interference pattern formed by a diffraction grating, calculate the location of intensity maxima, and explain qualitatively why a multiple-slit grating is better than a two-slit grating for making accurate determinations of wavelength.
3. Apply the principles of interference to light reflected by thin films, so they can:
a. State under what conditions a phase reversal occurs when light is reflected from the interference between two media of different indices of refraction.
b. Determine whether rays of monochromatic light reflected perpendicularly from two such interfaces will interfere constructively or destructively, and thereby account for Newton’s rings and similar phenomena, and explain how glass may be coated to minimize reflection of visible light.
ii. Dispersion of light and the electromagnetic spectrum – Understand dispersion and the electromagnetic spectrum, so they can:
1. Relate a variation of index of refraction with frequency to a variation in refraction.
2. Know the names associated with electromagnetic radiation and be able to arrange in order of increasing wavelength the following: visible light of various colors, ultraviolet light, infrared light, radio waves, x-rays, and gamma rays.
c. Geometric optics
i. Reflection and refraction – Understand the principles of reflection and refraction, so they can:
1. Determine how the speed and wavelength of light change when light passes from one medium into another.
2. Show on a diagram the directions of reflected and refracted rays.
3. Use Snell’s Law to relate the directions of the incident ray and the refracted ray, and the indices of refraction of the media.
4. Identify conditions under which total internal reflection will occur.
ii. Mirrors – Understand image formation by plane or spherical mirrors, so they can:
1. Locate by ray tracing the image of an object formed by a plane mirror, and determine whether the image is real or virtual, upright or inverted, enlarged or reduced in size.
2. Relate the focal point of a spherical mirror to its center of curvature.
3. Locate by ray tracing the image of a real object, given a diagram of a mirror with the focal point shown, and determine whether the image is real or virtual, upright or inverted, enlarged or reduced in size.
4. Use the mirror equation to relate the object distance, image distance, and focal length for a lens, and determine the image size in terms of the object size.
iii. Lenses – Understand image formation by converging or diverging lenses, so they can:
1. Determine whether the focal length of a lens is increased or decreased as a result of a change in the curvature of its surfaces, or in the index of refraction of the material of which the lens is made, or the medium in which it is immersed.
2. Determine by ray tracing the location of the image of a real object located inside or outside the focal point of the lens, and state whether the resulting image is upright or inverted, real or virtual.
3. Use the thin lens equation to relate the object distance, image distance and focal length for a lens, and determine the image size in terms of the object size.
4. Analyze simple situations in which the image formed by one lens serves as the object for another lens.
5. ATOMIC AND NUCLEAR PHYSICS
a. Atomic physics and quantum effects
i. Photons, the photoelectric effect, Compton scattering, x-rays
1. Know the properties of photons, so they can:
a. Relate the energy of a photon in joules or electron-volts to its wavelength or frequency.
b. 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.
c. Calculate the number of photons per second emitted by a monochromatic source of specific wavelength and power.
2. Understand the photoelectric effect, so they can:
a. Describe a typical photoelectric-effect experiment, and explain what experimental observations provide evidence for the photon model of light.
b. Describe qualitatively how the number of photoelectrons and their maximum kinetic energy depend on the wavelength and intensity of the light striking the surface, and account for this dependence in terms of a photon model of light.
c. 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.
d. Sketch or identify a graph of stopping potential versus frequency for a photoelectric-effect experiment, determine from such a graph the threshold frequency and work function and calculate an approximate value of h/e.
3. Understand Compton scattering, so they can:
a. Describe Compton’s experiment, and state what results were observed and by what sort of analysis these results may be explained.
b. Account qualitatively for the increase of photon wavelength that is observed, and explain the significance of the Compton wavelength.
4. Understand the nature and production of x-rays, so they can calculate the shortest wavelength of x-rays that may be produced by electrons accelerated through a specified voltage.
ii. Atomic energy levels – Understand the concept of energy levels for atoms, so they can:
1. Calculate 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.
2. Explain qualitatively the origin of emission or absorption spectra of gases.
3. Calculate the wavelength or energy for a single-step transition between levels, given the wavelengths or energies of photons emitted or absorbed in a two-step transition between the same levels.
4. Draw a diagram 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.
iii. Wave-particle duality – Understand the concept of de Broglie wavelength, so they can:
1. Calculate the wavelength of a particle as a function of its momentum.
2. Describe the Davisson-Germer experiment, and explain how it provides evidence for the wave nature of electrons.
b. Nuclear physics
i. Nuclear reactions (including conservation of mass number and charge)
1. Understand the significance of the mass number and charge of nuclei, so they can:
a. Interpret symbols for nuclei that indicate these quantities.
b. Use conservation of mass number and charge to complete nuclear reactions.
c. Determine the mass number and charge of a nucleus after it has undergone specified decay processes.
2. Know the nature of the nuclear force, so they can compare its strength and range with those of the electromagnetic force.
3. Understand nuclear fission, so they can describe a typical neutron-induced fission and explain why a chain reaction is possible.
ii. Mass-energy equivalence – Understand the relationship between mass and energy (mass-energy equivalence), so they can:
1. Qualitatively relate the energy released in nuclear processes to the change in mass.
2. Apply the relationship E = mc^2 in analyzing nuclear processes.
6. LABORATORY AND EXPERIMENTAL SITUATIONS
a. Design experiments – Understand the process of designing experiments, so they can:
i. Describe the purpose of an experiment or a problem to be investigated
ii. Identify equipment needed and describe how it is to be used
iii. Draw a diagram or provide a description of an experimental setup
iv. Describe procedures to be used, including controls and measurements to be taken.
b. Observe and measure real phenomena – Make relevant observations, and be able to take measurements with a variety of instruments
c. Analyze data – Understand how to analyze data, so they can:
i. Display data in graphical or tabular form.
ii. Fit lines and curves to data points in graphs.
iii. Perform calculations with data.
iv. Make extrapolations and interpolations from data.
d. Analyze errors – Understand measurement and experimental error, so they can:
i. Identify sources of error and how they propagate
ii. Estimate magnitude and direction of errors
iii. Determine significant digits
iv. Identify ways to reduce error.
e. Communicate results – Understand how to summarize and communicate results, so they can:
i. Draw inferences and conclusions from experimental data.
ii. Suggest ways to improve experiments.
iii. Propose questions for further study.
C. GRADING
Grading Scale
A: 90% - 100%
B: 80% - 89%
C: 70% - 79%
D: 60 – 69%
F: 50 – 59%
Unit Grading
Unit Test: 30%
Quizzes: 10%
Class work 10%
Homework: 10%
Lab Activities: 20%
Class Notebook: 20%
Semester Grading
Q1 = 40%; Q2 = 40%; Ex = 20%
D. REQUIRED SUPPLIES
1. Physics 7th Edition Textbook
2. 1 - 150 pg. Spiral Notebook OR 2 – 70 pg. Spiral Notebooks
3. 1- 70 pg. Spiral Notebook
4. Pencils (#2 or Mechanical)
5. Calculator (Scientific Preferred)
6. Pocket Folder w/ Loose-Leaf Paper
7. Sticky Notes
8. Colored Pencils or Highlighters
The student may bring and leave these in class
1. Kleenex
2. Paper Towels
3. White Board Markers
4. Hand Sanitizer
5. Clear Tape
6. White Glue / Glue Sticks
E. CLASSROOM RULES OF CONDUCT
1. Students are expected to follow all school rules and regulations at all times.
2. Students are expected to participate fully every day.
3. Students are expected to complete all assignments on time
4. Food is not permitted in the classroom. Drinks are permitted if they are brought with the student prior to the class. No drinks are permitted in the laboratory area.
F. EMERGENCY PROCEDURES
1. Evacuation (Fire) – Proceed in an orderly fashion to the West Parking Lot near the Music Rooms.
2. Evacuation (tornado) – Proceed in an orderly fashion to the room(s) directly beneath room 562.
3. Fire Extinguisher / Fire blanket / Fire Alarm – located near the door.
4. Emergency Eye Wash / Shower – Use in the case of chemical spills on a person’s eyes or body.
5. Emergency First Aid – Dial “0” from the phone on the teacher’s desk and state you have a code blue in room 562.
G. SUGGESTIONS FOR SUCCESS
1. Do the assigned reading every day before attempting to complete problems related to that reading.
2. Do your homework every day on the day it is assigned. Create a set of questions you have about the homework and bring it to class with you the next time we meet.
3. Take advantage of the example problems in your book.
4. Form study groups with your peers.
5. Take advantage of extra help available during office hours.
6. Turn in all assignments on time.
7. DO NOT ALLOW YOURSELF TO FALL BEHIND. Getting “caught up” is harder than keeping up.
H. TENTATIVE SCHEDULE
1 8/22: Introduction to the Course; Begin Unit 1
2 8/29: Motion in one-dimension
3 9/5: Motion in two dimensions
4 9/12: Static equilibrium
5 9/19: Dynamics of a single particle
6 9/26: Systems of two or more objects; UNIT 1 TEST
7 10/3: Begin Unit 2; Work and work-energy theorem; Forces and potential energy; Conservation of energy;
8 10/10: Power; Impulse and momentum;
9 10/17: Conservation of linear momentum; Collisions; Uniform circular motion; END QUARTER 1;
10 10/24: Torque; Simple harmonic motion;
11 10/31: Mass on a Spring; Pendulum and other oscillations;
12 11/7: Newton’s law of gravity; Circular orbits of planets and satellites; UNIT 2 TEST
13 11/14: Begin Unit 3; Hydrostatic pressure; Buoyancy
14 11/21: Fluid flow continuity
15 11/28: Bernoulli’s equation; Mechanical equivalent of heat
16 12/5: Heat transfer and thermal expansion; Kinetic model of gases
17 12/12: Ideal gas law; First law of thermodynamics
18 1/2: Second Law of Thermodynamics; UNIT 3 TEST
19 1/9: Begin Unit 4; Traveling waves
20 1/16: SEMESTER 1 EXAMS
21 1/23: Wave propagation; Standing waves
22 1/30: Superposition; Interference and diffraction
23 2/6: Dispersion of light and the electromagnetic spectrum; Reflection and refraction;
24 2/13: Mirrors; Lenses; UNIT 4 TEST;
25 2/20: Begin Unit 5; Charge and Coulomb’s law
26 2/27: Electric field and electric potential; Electrostatics with conductors
27 3/5: Capacitance; Parallel-plate capacitors
28 3/19: Current, resistance, power
29 3/26: Steady-state direct current circuits with batteries and resistors
30 4/2: Steady state capacitors in circuits; UNIT 5 TEST; END QUARTER 3
31 4/9: Begin Unit 6; Forces on moving charges in magnetic fields
32 4/16: Forces on current-carrying wires in magnetic fields
33 4/23: Fields of long current-carrying wires
34 4/30: Electromagnetic induction; UNIT 6 TEST
35 5/7: Review for AP Exam
36 5/14: AP PHYSICS B EXAM; Begin Unit 7; Photons, the photoelectric effect, Compton scattering, x-rays;
37 5/21: Atomic energy levels, Wave-particle duality
38 5/28: Nuclear reactions; Mass-energy equivalence; UNIT 7 TEST
39 6/4: SEMESTER 2 EXAMS
