AP Physics C

Mr. MacFarlane

Rampart High School Course Description: AP Physics C is an advanced physics course designed by the College Board. It is the highest

level of physics offered at the high school level. According to the College Board, “Category C

courses also build on the conceptual understanding attained in a first course in physics, . . .(such

as IB SL/Honors Physics.) These courses normally form the college sequence that serves as the

foundation in physics for students majoring in the physical sciences or engineering. The

sequence is parallel to or preceeded by mathematics courses that include calculus. Methods of

calculus are used in formulating physical principles and in applying them to physical problems.

The sequence is more intensive and analytic than in Category B (First year, IB SL) courses.

Strong emphasis is placed on solving a variety of challenging problems, some requiring calculus,

as well as continuing to develop a deep understanding of physics concepts. A Category C

sequence may be a very intensive one-year course in college but often will extend over one and

one-half to two years, and a laboratory component is also included. AP Physics C is intended to

be equivalent to part of a Category C sequence and covers two major areas: mechanics, and

electricity and magnetism, with equal emphasis on both.” For more information visit the College

Board AP Physics C Website at http://www.collegeboard.com/student/testing/ap/sub_physc.html

and open the Course Description .pdf.

Course Philosophy:

AP Physics C is a rigorous, year-long, college level course offered at no cost at RHS.

That means you will have responsibilities that come with this privilege. You must make this

class a priority by dedicating time to the study of physics beyond the classroom. You can expect

an average of 60+/-15 minutes of homework each school night. This will most often include

working out problems, but actively reading the text and finishing lab write-ups can be part of this

as well. The pace of the class is extremely fast. We will cover about a chapter per week with no

time to fall behind. Much of the class focuses on how to become a better problem solver in

physics and using more powerful techniques to solve problems and understand physical systems

than last year. My hope is that you come out of the class with a truly solid foundation in the

fundamental concepts and techniques of physics, and how to “think like a physicist.” Sure it is

going to be hard work, but I think you will find it rewarding and (in a weird sort of way) really

fun.

No matter how smart you are, you still must put in the time to be successful. Every

person that has achieved a score of 5 on both AP exams worked hard consistently throughout the

year. Those who have not worked hard have consistently scored 1s and 2s. Nobody has ever

“accidentally” gotten a 5 by just being smart and not studying. The AP Physics exam will truly

reveal YOUR PHYSICS MASTERY young Grasshopper. Don’t expect Honors Physics, round

2- it just is a different and more demanding class. It’s like the difference between being in the

Navy and then being a Navy S.E.A.L. It’s a whole other level. If you work hard consistently

and put in more than a superficial effort, I can almost guarantee that you will pass the AP test.

But, regardless of the outcome of the AP test itself, when/if you see this material again in

college/life it will be easier to grasp. That is truly our goal.

As far as the test goes, we will be studying for 2 AP Physics C Exams. It is actually two

exams. The first exam is Mechanics (Kinematics, Newton’s Laws, Conservation Laws, Specific

Motions (circular & SHM)) and the second exam is deeply centered on the fundamentals of

Electricity and Magnetism (E&M) with a huge emphasis on calculus. The AP test for physics C

is in early May on a Monday afternoon during the first full week. Although most of you are

aiming for college credit (at least a 3 out of 5 on the test), even if you do not pass the test you

will still be more than prepared for college physics by taking this class. I continually speak with

as many former AP students as possible who are at prestigious schools and they report that not

only is the curriculum very similar, but that they rarely had to study for their college physics

classes. They also wish they would have studied a little harder to get a 5 so they could have

skipped taking a class they already took one year prior!

Throughout the year we will be learning tips and tricks for mastering the exam as well as

a “little” physics. Actually, by the time the test rolls around you will have 120+ equations

familiarized, as well as a practical knowledge of Calculus I and some Calc. II. Basic calculus

will be needed on the exam, but I will introduce the basics to you regardless of your math

background. The concepts are still the main focus of the test. Ironically, you’ll be surprised by

how little calculus you need to master the AP Physics C exam. If you are not concurrently

enrolled in calculus please talk to me. This class is not for people who struggle with math.

A friend once told me that physics is simple, but it is not easy. If simple things were easy

we would all be better hockey players, bowlers, runners, etc. Physics is not an easy subject by

any means, but I am confident that I will set you up for success this school year. My goals for

this year are to guide you to a more complete understanding of advanced classical physics by the

end of the year, to share my passion for the subject and its application to our world, and to make

the subject relevant to the world around you. Success, however, depends upon not only the

teacher being highly accountable, but the student as well.

Your job in my class is to be an active participant in the learning process and take

responsibility for your learning. I only have one classroom expectation- that you are giving

your best effort every minute in my class. I have very high expectations for each and every

one of you. Every student is capable of success in this class, and more importantly, learning a lot

of physics, only IF she/he routinely does the assigned work, consistently attends and actively

participates in class, and takes responsibility for learning.

You most likely had my class last year, you know my style, but this is a serious class.

This is challenging, but will prepare you for college so well. My 1st class at RHS scored an

average of 3.8 on the exam (well above the international average), the median score was 4, and 5

of 12 students scored 5s on BOTH exams. If you want it, I’ll get you there. Don’t treat the

others in the class as competition, think of them as assets. We’re all in this together.

Sincerely,

Mr. MacFarlane, M.A.T. Secondary Science

Teacher: Mr. MacFarlane/ “Mr. Mac” E-Mail: john.macfarlane@asd20.org Website: http://www.asd20.org/Schools/rhs/Teachers/John_MacFarlane Room: 237 Office Hours: Daily after school until 3:15 pm, Thursdays, 3pm-4:30pm, Blue 2 Planning Period with 24 hour email approval.

Textbook: Physics for Scientists and Engineers, 4th ed. by Serway ISBN# 0030156580

FAQs: Click on a Question Below to Find an Answer

What will an AP Physics C student expect to learn this year? What about the AP Physics C Exams? What do I expect from students? What can you expect from the teacher? What would a typical class period look like? What will homework consist of? (The burning question! :) What do I do if I forget to do my homework? What do I do if I simply miss one day of class and it’s excused? What if I miss a bunch of class? What resources do I have to help my struggling student? How is my grade determined? What is Mr. Mac looking forward to this year? First Assignment What will an AP Physics C student expect to learn this year? (The following info takes many pages. Use the links above to skip past.)

AP Physics C Mechanics- Enduring Understandings 1: Stuff Can be Measured According to Rules (SI system, Unit Conversions, & Vectors)

● Unit 1 ● Chapters 1 & 3 ● i,j,k notation is taught

2: Stuff Changes Position and Motion (Displacement, velocity, and acceleration)

● Unit 2 ● Chapters 2 & 4 ● Calculus and non-constant acceleration is now in play.

3: Simple Rules Allow us to Calculate/Predict these Changes (Newton’s Laws of Motion)

● Unit 3 ● Chapters 5 & 6 ● Newton II Lab is focus of Unit

4: Some Things Move in Predictable Patterns (Projectiles, Simple Harmonic Motion, etc.)

● Projectiles are covered in Unit 2 ● SHM is covered in Unit 7 ● Chapter 4 (2-Dimensional Motion) ● Chapter 16 (SHM and Oscillations) ● Projectiles is a review of vectors and motion. ●

5: A Few Basic Relationships Can Describe ALL These Changes. (Conservation of E & p) ● Unit 4 ● Chapters 7,8,9,10 ● Conservation laws are just a simpler way to do physics ● Emphasis on Graphs, Area under curves, and Integrals

6: Rotational Motion Changes the Frame of Reference (Rotational Kinematics & Dynamics)

● This will be the last unit of the year (Q4) and serve as a mechanics review ● Chapters 11,12,13 ● Emphasis will be on Inquiry Lab and relating angular and linear variables. ● There are NO new physics concepts here.

7: Space is an Ideal Place for Physics (no friction, no air resistance- Satellite Motion, etc.)

● Unit 6 ● Chapter 14 ● Without non-conservative forces, motion is constrained to ellipses ● The Fundamental Law of Gravity will be introduced as a parallel to Coulomb’s Law. ●This will also serve to emphasize centripetal force concepts.

AP Physics C E&M- Enduring Understandings

1: Charges exert forces on each other (Charge, Coulomb Force, & E-Fields)

●Unit 1

●Chapters 22 & 23a

●i,j,k notation, vectors reviewed

●Calculation of each force component is required-THEN vector math.

2: The dynamics of forces that depend on distance require more sophisticated

maths/analytical skills based on geometry. (E-Field Integrals, Gauss’ Law, partial

derivatives, and non-uniformly accelerated motion.)

●Unit 2

●Chapters 23b, 24, & 25

●2D Calculus and non-constant acceleration is now in play.

●Some vector calculus ideas must be used (Gauss’ Law, trig substitutions for

multivariable problems, differential equations)

3: Electric currents/voltages can be manipulated via simple DC circuits.

●Unit 3

●Chapters 26, 27, & 28

●DC Circuits Lab is main focus, but understanding dynamics of RC circuits is where

calculus is needed.

●Only the basics of capacitors, resistors, and Kirchoff’s Rules is needed.

4: Magnetic Fields exert forces on moving charges, and moving charges create magnetic

fields.

●Unit 4

●Chapters 29 & 30

●The cross-product is needed

●This symmetry lead to Maxwell’s Electromagnetic Theory

5: Maxwell’s Equations unify all the E&M concepts and explain the wave behavior of

light.

●Unit 5 (Not really a unit as taught in the classroom.) Chapter 31

●Changing magnetic flux creates E-Fields is the last new concept.

●The idea of flux is revisited along with a vector integral.

●A qualitative explanation of Maxwell’s Equations is lectured upon, after the AP

Exam.

AP Physics C: MECHANICS SYLLABUS SUBJECT DAILY HOMEWORK Reading (chapt.-sect.) & Problems OBJECTIVES: When you have completed this section, you should be able to:

1.Recognize and write the SI units, with proper prefixes, for mass, length and time.

2.Use conversion tables in the text to convert one derived SI unit into another.

3.Given an equation and the SI units of all quantities, determine whether or not the equation is “dimensionally consistent”.

4.Check answers on multiple-choice assessments for correct or expected units. Section Activities Introductions & Expectations AP F.R. Problem & Groups Measuring Reaction Times: Accuracy, Precision, & Statistical Analysis (90 min.)** Accuracy & Precision Analyzing Data 1.1-1.3 10,14,17,19,20,21 Units and Conversions The Power of One 1.4-1.6 24-29

OBJECTIVES: When you have completed this section, you should be able to:

1.Define the terms “vector” and “scalar” and give examples of each. 2.Given a vector, determine the magnitude and direction of its components and represent

these values using i,j,k unit vector notation or vice versa.

3.Convert a given 2-dimensional vector from “polar form” (magnitude & θ Direction) into “component form” (components and unit vectors) and vice versa.

4.Given two 3-dimensional vectors, find their sum and difference both graphically and algebraically.

5.Given two vectors (in either rectangular or polar form), calculate their scalar (dot) product and the angle between the vectors.

6.Given two vectors (in either rectangular or polar form), calculate their vector (cross) product.

Section Activities “Baggin’ Some Rays”: Calculating the “apparent velocity” of the Sun (90 min.)** Vectors: The Basics 3.1-3.3 Vector Worksheet Vector Mathematics 3.4-3.6 21-29 odd Vector Multiplication: Order Matters 3.7 42,44,45,47,50,51 Super Quiz: SI Units, Dimensional Analysis, & Vectors (Text Chapters 1 & 3)

OBJECTIVES: When you have completed this section, you should be able to:

1.State the definitions of and identify the relationships between the following: a. Distance and average or instantaneous speed, b. Position and average or instantaneous velocity, c. Displacement and average or instantaneous acceleration.

2.For an object in linear motion, if given initial conditions and any one of the following: 1) the position of the object as a function of time, s(t); 2) its velocity as a function of time, v(t); 3) or its acceleration as a function of time, a(t), derive the expressions for the other two functions.

3.Knowing s(t), v(t) and a(t) for an object moving linearly, determine maximums and minimums and calculate instantaneous values at a given instant.

4.Create all associated motion graphs given initial conditions and two of the three graphs listed in #2.

5.Graphically determine any of the values listed in #1 given any of the corresponding motion graphs.

6.Use and apply the “4 equations of motion” in situations involving an object undergoing linear motion with constant acceleration.

7.Differentiate the following 3 types of functions with respect to distance and time: polynomials, exponentials, and trig functions.

8.Differentiate combinations of the three functions listed in #7 by using the “quotient”, “chain”, and “power” rules of basic calculus

9.Analyze the motion of an object undergoing acceleration in one dimension using derivatives.

10.Use graphical analysis, derivatives, and qualitative analysis to determine the terminal velocity of a coffee filter parachute.

11.Use PASCO Data Studio graphical analysis program and Science Workshop motion sensor probes to collect real-time data.

12.Use the AP Physics Lab Report guidelines to write a college level lab write-up about the dynamics of a coffee filter parachute.

13.Quantitatively relate and apply derivatives to motion graphs by solving problems. 14.Redefine instantaneous velocity and acceleration using derivatives and calculus.

Section Activities

Calculus Part I: Derivatives of Common Functions (120 min.)** AP Physics Lab Report Guidelines Lab #1 Coffee Filter Parachute Lab: Qualitative Analysis of Non-Uniform Accel. (150 min.) Describing Motion in 1 Dimension 2.1-2.4 1,6,7 & Questions1-4 Motion Graph Analysis 2.5,2.6,2.8 Motion Graph W.S.

Calculus Part I: Notes Your Notes Derivatives W.S. Discuss Lab Requirements Class Discussion: Analysis of lab results Velocity and Acceleration: Using calculus and vectors to describe motion. Synthesis: Putting it all together

OBJECTIVES: When you have completed this section, you should be able to:

1.Given a position vector in form r(t)= x(t)i + y(t)j for an object moving in 2 dimensions, sketch the path of the object.

2.Given the position of an object, r(t), determine the velocity and accelerations as functions of time and calculate their values at any instant.

3.Solve problems involving position, velocity, and acceleration for an object moving as a projectile.

4.Recognize the motion graphs of a projectile versus a non-projectile. 5.Identify that the acceleration due to gravity is constant near the surface of the earth, that

objects have constant velocity in the horizontal direction, and that velocity reaches 0 in the y-direction at the maximum height.

6.Indicate that changes in vector direction only can also be acceleration. 7.Recognize a perpendicular velocity and acceleration vector as representing circular

motion. 8.Given the speed and radius of an object moving in a circle with constant speed (uniform

circular motion), determine, a. The period and frequency b. Centripetal acceleration c. The object’s instantaneous velocity, position, or acceleration.

Section Activities Projectile Motion Activity: “Lord of the Rings” Predicting Trajectories (120 min.)** Displacement, Velocity, 4.1-4.4 Ch. 4: 08Q,09Q Acceleration Vectors Sample 4-3 09,10,13,16 Projectile Motion: Vector notation 4.5-4.6 18,28,31,32,38,55

Uniform Circular Motion 4.7 58,64,70,71 Super Quiz – Linear Motion and Projectile Motion (Text Chapter 2 & 4) OBJECTIVES: When you have completed this section, you should be able to:

1.Define Newton’s Laws and distinguish between the three. 2.Use Newton’s Second Law to distinguish between weight and mass and calculate each

using the appropriate units. 3.Define the “normal” force and understand the situations in which it acts on an object. 4.Given a situation where friction acts,

a. State the physical quantities that affect the magnitude and direction of the frictional force.

b. Distinguish between the coefficient of static friction and the coefficient of kinetic friction and appropriately use each to calculate forces.

c. Determine the magnitude and direction of the friction force knowing the normal force and coefficient of friction.

d. Calculate the coefficient of static and kinetic friction using a line of best fit for a Force v. Normal force graph.

5.For any given force on an object, use Newton’s 3rd Law to identify the object on which the reaction force acts and calculate the magnitude and direction of these action and reaction pairs.

6.Given a situation where one or more forces act on an object,

a. Draw a “free-body” diagram of all real forces acting on the object and identify each force by properly labeling.

b. Choose an appropriate inertial coordinate reference frame, resolve the forces along each axis, and apply Newton’s 2nd Law in component form to create summation equations.

c. Solve the component forms of Newton’s 2nd Law for an unknown quantity. 7.Combine the above objectives with equations of motion to solve for unknowns. 8.Given one or more objects moving with circular motion, in either a vertical or horizontal

circle, a. Identify the force(s) or components of force(s) responsible for the centripetal (or

radial) force acting on the object. b. Choose an appropriate coordinate system and apply Newton’s Laws. c. For non-uniform circular motion identify both the centripetal and tangential forces

causing the motion. 9.Analyze and interpret data acquired from PASCO Science Workshop 750’s and Data

Studio software. Section Activities Video: “Frames of Reference” (30 min.)**

Lab #2 Newton II Lab: Applying F=ma to Complex Systems (150 min.) Group Presentations for Newton II Lab Newton’s 1st Law of Motion 5.1-5.4 Q3,Q8,Q9,Q12 Newton’s Second Law & Free-Body Diagrams 5.5-5.7 4,9,11,21 Application Examples 5.8 22,30,36,48,59,69 More Examples Friction and the Second Law 6.1,6.2 8,15,24,30,31 Friction and Circular Motion 6.4 57,63,67,70,72 Non-Uniform Circular Motion Super Quiz- Newton’s Laws (Text Chapter 5 & 6) OBJECTIVES: When you have completed this section, you should be able to:

1.Define the concept of work (no pun intended) and state, in terms of the work done on a system, whether energy is being transferred into or out of the system.

2.Determine whether the total work done on an object is positive, negative or 0. 3.Calculate the work done on an object over a given displacement by,

a. A constant force(s) b. A force, F(x) by evaluating the work integral.

4.Relate the work done by a force acting on an object to the area under a force versus position graph and use the graph to determine the change in energy of the object given initial conditions.

5.Define the kinetic energy of an object and relate it to the speed mass 6.State the “Work-Kinetic Energy Theorem” and use it to determine,

a. the change in kinetic energy of objects resulting from the net work done. b. the work done by the net force on an object given its change in speed.

7.Define average and instantaneous power and apply the appropriate relationships between power, work, time, force, velocity and kinetic energy to solve problems involving the motion of an object.

8.Use a power versus time graph to calculate the energy used over a time period. Section Activities

Calculus Part II: Integrals of Common Functions- Areas Under Graphs (60 min.)** Work-Energy Relationships 7.1-7.4 4,9,12,17,23,24

Calculus Part II: Integrals/Anti-Derivatives Your Notes Work Done by Variable Forces: The Integral 7.5 27,28,31,32 Energy of Springs 7.6 35-38,40 Power: The Rate of Change of Energy 7.7 43,44,47,50,51 OBJECTIVES: When you have completed this section, you should be able to:

1.Define and identify conservative and non-conservative forces. 2.Calculate the potential energy function U(x), given a conservative force F(x). 3.Given U(x), find the function F(x). 4.Calculate the potential energy, relative to an inertial reference frame of,

a. An object near the surface of the earth where gravity is a constant. b. A “linear”, well-behaved spring obeying Hooke’s Law.

5.Define total mechanical energy and recognize situations where it is conserved. 6.Apply the principle of conservation of total mechanical energy to relate the speed of an

object to its position in a gravitational field, or to its position when attached to a spring. 7.Apply the relation between the work done by a non-conservative force (friction) and the

change in the total mechanical energy of a system. 8.Given the graph of the potential energy of a system as a function of position,

a. Identify positions of stable and/or unstable equilibrium. b. Determine the vector force on the object at a specified position. c. Determine the kinetic energy of an object at a specified position given its total

mechanical energy.

Section Activities Lab #3: Conservation Laws: Applying Conservation Laws to Complex Systems using Force vs. Displacement/Time Graphs(150 min.)** Conservative and Non-Con. Forces 8.1-8.2 Q8,Q13, 10 Potential Energy of Systems 8.3-8.4 33,37,40,45 Conservation of Mechanical Energy Potential Energy, Force Functions: U(x), F(x) 8.5 48 Non-con. Forces: Where does Energy Go? 8.6-8.7 54-57,85,87 Super Quiz- Work and Energy (Text Chapters 7 & 8) OBJECTIVES: When you have completed this section, you should be able to:

1.Determine the linear momentum of an object or system of objects.

2.Given a graph of the force acting on an object versus time or the equation of the force as a function of time, determine the impulse exerted on the object and its resulting change in linear momentum.

3.Identify situations in which linear momentum or a component of the linear momentum vector is conserved.

4.Apply the principle of conservation of linear momentum to analyze collisions of particles in one or two dimensions to determine unknown masses, velocities, and changes in kinetic energy.

5.Apply the conservation of linear momentum to analyze situations where two or more objects are pushed apart by physical processes (i.e., an explosion).

6.Explain the difference between completely elastic and completely inelastic collisions by relating what percentage of the energy is conserved.

7.Recognize key words in problems that identify the type of collision and solve such problems accordingly.

8.Determine the center of mass for simple point mass distributions. 9.Use the center of mass of a system to determine the system’s linear momentum.

Section Activities Center of Mass: Finding the C.M. of uniform density objects- 2 methods. (60min.)**

Momentum and Impulse: Forces cause p 9.4,10.1-10.2 Ch.10 Q1,Q7 7,10,14,26

Types of Collisions: Elastic and Inelastic 10.3-10.4 34,37,40,57 Two Dimensional Collisions 10.5 66,70

Center of Mass: Discrete Distributions 9.1-9.2 Q11,1,7,13 Newton’s Second Law: Systems of Particles 9.3 16,21 Super Quiz- Impulse, Momentum, and Collisions (Text Chapters 9 & 10) OBJECTIVES: When you have completed this section, you should be able to:

1.State and apply the relationships between the magnitudes of linear displacement and angular displacement, linear (tangential) velocity and angular velocity, linear or radial acceleration and angular acceleration for a rotating object.

2.Use the right hand rule to determine the direction of the angular velocity (ω) and/or the

angular acceleration () of an object rotating about a fixed axis. 3.For a rotating object, if given initial conditions and any one of the following: the angular

position as a function of time (t), its angular velocity as a function of time (t), or its

angular acceleration as a function of time, (t), derive expressions for the other two functions.

4.Apply the four rotational kinematics equations for constant acceleration to solve problems involving a rotating object.

5.Determine the magnitude and direction of the torque on a particle moving in a plane about an arbitrary axis under the influence of a given force.

6.Given a set of symmetrical objects of equal mass, determine qualitatively which ones would have the greatest moment of inertia.

7.Calculate the moment of inertia of: a. A collection of point masses lying in a plane, about a perpendicular axis. b. A thin rod of uniform density, about an axis perpendicular to the rod. c. A disk of uniform density, about an axis perp. to its face through its c.o.m. d. A thin cylindrical shell about an axis.

e. A solid sphere of uniform density about an axis through its center. 8.State and apply the parallel-axis theorem to situations involving a rotational axis not

passing through the center of mass of an object. 9.State Newton’s Second Law for rotation and apply it to a body rotating about a fixed axis

under the influence of one or more torques.

Rotation About a Fixed Axis: 11.1-11.4 Q1-Q6 Linear and Angular Relations/ K.E. 11.5,11.6 25-33 odd Moment of Inertia 11.7 45-53 odd,52 Newton’s Second Law: Angular Form 11.8-11.9 63-73 odd Work and Energy: Rotational Equivalents 11.10 79,81,86,87 OBJECTIVES: When you have completed this section, you should be able to:

1.Define and determine the magnitude and direction of the angular momentum of a particle moving in a plane about an origin.

2.State the relationship between the net external torque acting on a rotating object and its angular momentum.

3.Identify situations in which the angular momentum of a system is conserved. 4.Analyze the total kinetic energy of a system undergoing both translational and rotational

motion. 5.Calculate the angular momentum of a rigid body rotating about a fixed axis. 6.Qualitatively analyze the motion of an object as its moment of inertia changes or the net

torque applied changes. Section Activities Lab #4: Rotational Motion Inquiry- Exploring the link between rotational and translational concepts/equations. (120 min.)** Rolling Motion: Translation and Rotation 12.1 Q1-Q7 Practice S.P.’s 12.1-12.4 1-11 odd

Angular Momentum: Definition 12.3-12.4 23-31 odd Angular Form of Newton II 12.5 37-41 odd

Rigid Bodies: Angular Momentum 12.6,12.7 43,45 Conservation of Momentum: Systems 12.8 53-59 odd OBJECTIVES: When you have completed this section, you should be able to:

1.Analyze problems involving Newton’s Second Law and the conditions for Static Equilibrium.

Static Equilibrium: Two Conditions 13.1-13.2 Q1-Q4 Example Problems: Techniques 13.4 31-35 odd

Super Quiz - Rotation (Text Chapters 11,12, & 13) OBJECTIVES: When you have completed this section, you should be able to:

1.Use Kepler’s Three Laws of planetary motion to describe qualitatively the motion of one or more satellites around a massive body.

2.For one or more satellites orbiting a massive body, relate their orbital periods to their average distance(s) using Kepler’s Harmonic Law.

3.Apply Newton’s Law of Universal Gravitation to: a. Relate the gravitational force between two bodies to their mass and separation. b. Determine the surface gravity, g, for a massive object. c. Determine the gravitational field near a spherically symmetric mass. d. Use the Shell Theorem to determine the gravitational field inside and outside a

spherical body. 4.For a body in a gravitational field,

a. Determine its potential energy at any given radial distance from a massive object. b. Use energy conservation to relate changes in its gravitational potential energy to

its kinetic energy. c. Use conservation of angular momentum to determine its velocity and radial

distances at different points along its path. Section Activities Analyzing Satellite Motion (60 min.) (Flash Animations and Videos)** Newton’s Law of Universal Gravitation 14.1-14.3 2-8 Gravitation Fields and Potential Energy 14.4-14.6 10,12,14,23 Kepler’s Laws of Planetary Motion 14.7 54-57 odd,65 Satellite Orbits and Energy 14.8 78-83 OBJECTIVES: When you have completed this section, you should be able to:

1.State the general definition of simple harmonic motion, SHM.(i.e.- the restoring force is directly proportional to the displacement).

2.Observe the solution to the differential equation that describes simple harmonic oscillations of a mass.

3.Define the terms used to describe simple harmonic motion including: a. Restoring Force, F b. Spring Constant, k c. Amplitude, A d. Period, T e. Frequency, f

f. Angular Frequency,

g. Phase Shift, 4.For a spring-mass system, simple pendulum, compound pendulum, or buoy/bobber

undergoing SHM, write Newton’s Second Law (the equation of motion) for the system and:

a. The general solution of the resulting differential equation. b. The expression for the position of the system as a function of time, x(t). c. The expression for the velocity of the system as a function of time, v(t). d. The expression for the acceleration as a function of time, a(t). e. The expressions for the kinetic, potential, and total mechanical energy of the

system as functions of time. f. Sketch or identify a graph of the aforementioned values.

5.Given the necessary information about a system undergoing SHM, use the equations listed in #3 to determine any of the quantities in #2.

6.Identify the positions of a SHM system where it has its maximum and minimum values of velocity, acceleration, force, kinetic energy, or potential energy.

Section Activities Lab #5: Simple Harmonic Oscill.: Finding Eq. of Motion for SHM. (120 min.)**

Lecture: Differential Equations: Deriving from F=ma (120 min.)** SHM: Force & Displacement are Linearly Proportional. 16.1-16.3 Q1-Q6 Springs and Masses: Something Familiar Energy of SHM: Identifying Critical Points 16.4 42,46,47,51* Pendulums: A special case of SHM 16.6 60,62,67

Super Quiz - SHM (Textbook Chapters 14 & 16)

First Semester Review-Packets 1, 2, 3

1.Selected Free Response Questions from 1980-2010, Released MC Tests MECHANICS FINAL EXAM (90 minutes/ Two class periods)

2.AP Physics C Mechanics Test- Multiple Choice and Free Response

AP Physics C: Electricity and Magnetism Syllabus

SUBJECT DAILY HOMEWORK Reading (chapt.-sect.) & Problems OBJECTIVES: When you have completed this section, you should be able to:

1.State Coulomb’s Law, its limitations, and define all terms. i. Given a collection of point charges, use Coulomb’s Law to determine

the net force on one of the charges due to the others. 2.Define the concept of Electric Field in terms of the force on a test charge.

i. State the units of the electric field. ii. Given a diagram on which an electric field is represented by electric field lines,

determine the direction of the field at a given point, identify locations where the field is strong and weak, and identify where positive or negative charges must be located to produce the given field pattern.

iii. Given two or more point charges, find the electric field at a given point in the vicinity of the charges.

3.Apply Coulomb’s Law and the concept of Electric Field to solve problems involving a charged particle in an electric field, where:

i. the particle is at rest under the influence of gravity, tension, etc. ii. the particle is in motion in an electric field. These problems will require

application of previously learned mechanics. 4.Calculate, by the integration of Coulomb’s Law and the principle of superposition, the E-

Field of symmetric charge distributions (rod, ring, disk). 5.Use the principle of superposition and symmetry to determine the electric fields of parallel

charged planes, coaxial cylinders, or concentric spheres. 6.Describe in a chart how the E-field varies with distance from an infinite conductor or non-

conductor in a, uniformly charged plane, a long uniformly charged wire or thin cylindrical shell, or a thin spherical shell.

Section Activities Static Charge and Induced Charge Demonstrations “Fun” with the “Shocker Ball”/Van de Graff Machine Beyond the Mechanical Universe Video: E-Fields, Potential, Capacitors Mapping Electric Field Lines: 3-D Gradient Field Modeling. (120 min.)** Electric Fields Properties 22.1-22.3 2,5,6,7,8,9 Insul./Conductors 22.4-22.5 Coulomb’s Law Electric Fields 23.1-23.2 3,11,13-15,19 E-field Lines 23.3-23.4 Continuous Charge Dist. 23.5-23.7 28,32,38,47, Motion in E-field 23.8 49,53 OBJECTIVES: When you have completed this section, you should be able to:

1.State the general definition of the Flux of a vector quantity. 2.State Gauss’ Law and define all terms. 3.Apply Gauss’ Law to determine:

● the net charge inside a volume where the electric field is known everywhere on the surface of the volume.

● the electric field at a point due to the following charge distributions: i. a large uniformly charged sheet. ii. inside or outside a uniformly charged cylinder or cylindrical shell. iii. inside or outside a uniformly charged sphere or spherical shell.

Gauss’ Law Electric Flux 24.1-24.3 1,3,6,7,12,16 Gauss’ Law 24.4-24.5 Conductor in 24.6 18-21 Elec. Equilibrium.

Applying Gauss’ Law 24.7-24.9 23,26,35,43,50

Super Quiz: Electrostatics, E-Fields, and *Gauss’ Law (Text Chapters 22, 23, & 24*)

OBJECTIVES: When you have completed this section, you should be able to:

1.Define the concept of Electric Potential in terms of the energy of a charged particle in an electric field and state the units of the electric potential.

2.Given the electric potential in a region of space: ● Calculate the work done on a charged particle as it moves. ● Applying conservation of energy, calculate the kinetic and/or potential energy of a

charged particle as it moves from one point to another. 3.State the definition of the electron-volt (eV) in terms of the motion of an electron through

and electric potential difference and relate the eV to the joule.

4.Use the definition of electric potential and/or the superposition principle to find the electric potential at a point caused by:

● one or more point charges. ● continuous charge distr. having planar, cylindrical, or spherical symmetry.

5.Given the electric potential as a function of distance, determine by differentiation the electric field as a function of distance.

6.Given a sketch of the equipotential lines about a simple charge configuration, describe semi-quantitatively the electric potential and the electric field.

Electric Potential Pot. Difference & Voltage 25.1-25.4 3,5,7,9,13,15 Pot. Diff. In uniform Electric Field Electric Pot. & P.E. 25.5-25.7 17-21od,33,36 Due to Point Charges E from V 25.8-25.10 41-45 odd

V Due to Cont. Charge Dist. 25.11 46-50 even V Due to Charged Conductor Super Quiz: Electric Potential (Text Chapter 25) OBJECTIVES: When you have completed this section, you should be able to:

1.Define the terms CAPACITOR AND CAPACITANCE and use these definitions to relate the capacitance, voltage, and the charge of a capacitor.

2.Derive and apply the expressions for the capacitance of capacitors having planar, cylindrical, or spherical symmetry.

3.Determine the equivalent capacitance of a set of capacitors connected together, and determine the charge stored on each and the voltage across each capacitor.

4.Determine the energy stored in a capacitor or combination of capacitors. 5.Describe the effect on a capacitor’s capacitance, the charge stored, the voltage across,

the energy stored, as well as the E-field in the capacitor, if the space between its conductors contains a dielectric material.

Section Activities Lab #1: Electrical Equivalent of Heat (90 min.) Intro to Simple DC Circuits, DMMs, and Ohm’s Law (90 min.)** Lab #2: RC Circuit Graphs: Introduction to Differential Equations (120 min.) Capacitors & Dielectrics Def. Of Capacitance 26.1-26.4 1,5,7,9,15,18 Calc. Of Capacitance Combos of Caps.

Energy in Capacitor 26.5-26.6 33,34,41-45 Cap. w/ Dielectrics OBJECTIVES: When you have completed this section, you should be able to:

1.Define electric current in terms of the motion of charges. 2.Apply the microscopic model for charge conduction in a metal to problems where given

are: drift speed, current, charge, charge density, or cross-sectional area.

3.Solve problems using the relationships among resistance, voltage, current, electric field, resistivity, and the physical dimensions of a conductor.

4.Apply the relation for electric power to problems dealing with circuits obeying V=IR. Current and Resistance Electric Current 27.1-27.6 2,4,5,19,23,39 Resistance & V=IR

Model of Elec. Conduc. Resistance and Temp. Energy and Power 27.7 43-48 all OBJECTIVES: When you have completed this section, you should be able to:

1.Determine the equivalent resistance of two or more resistors connected in series or parallel, or of a network of resistors which can be broken down into a series or parallel combination.

2.Apply Ohm’s Law and Kirchhoff’s rules to single or multiloop direct current circuits in order to determine the potential difference between two points, the current in a branch of a circuit, the power dissipated in the circuit elements, and the potential difference across the terminals of the energy source.

3.Discuss the charging & discharging of a capacitor through resistors and to: ● Calculate the time constant RC for a circuit. ● Sketch and identify graphs of stored charge or voltage for the capacitor, or of

current and voltage for a resistor, and indicate on the graph the significance of the RC time constant, and

● Write down expressions to describe the time dependence of the stored charge or voltage for the capacitor or resistor.

DC Circuits Electromotive Force 28.1-28.2 1,5,9,11,15,17 Parallel and Series Kirchhoff’s Rules 28.3-28.6 18- 22,27,33 RC Circuits 28.8 65,67,71,75 Super Quiz: Capacitance and DC Circuits (Text Chapters 26,27, & 28) OBJECTIVES: When you have completed this section, you should be able to:

1.State the conditions necessary for a particle to experience a magnetic force when it is in a magnetic field.

2.Describe qualitatively the motion of a charged particle moving through a magnetic field that is constant, is changing with time, or is changing with position.

3.Given any three of the following quantities: a particles charge, its velocity, the magnetic force it experiences, or the magnetic field through which it is moving, determine the magnitude and sign for direction of the fourth quantity.

4.State the conditions necessary for a charged particle to move with uniform circular motion in the presence of a magnetic field and, beginning with Newton’s Second Law derive the expression for the radius of its circular path.

5.Describe qualitatively and quantitatively the motion of a charged particle moving in a region containing both electric and magnetic fields.

6.Calculate the magnitude and direction of the force on a current-carrying wire in a uniform magnetic field.

7.Calculate the magnitude and direction of the torque on a rectangular loop of a wire carrying a current due to a uniform magnetic field

Section Activities Deflection of Electrons by B-Field: Crooke’s Tube Demo Finding the B-Field behavior of a Bar Magnet (60 min.)** Building a Quantifiable Motor: Torque on a Current Loop (120 min.)** Qualitative Analysis of Magnetic Flux through a Solenoid (60 min.)**

Lab #3: Determination of 0 Using a Solenoid (60 min.)

Magnetic Fields Def./Prop of Mag Field 29.2-29.5 Q16,2-12even Motion of charged pcle. Mag. Force on Current 29.7-29.8,45,47,49,53,55 Carrying Conductor

Torque on a Current Loop

OBJECTIVES: When you have completed this section, you should be able to: 1.Use the Bio-Savart law to:

● find the magnitude and direction of the contribution to the total magnetic field at a point due to a short segment of current-carrying wire.

● derive and apply the expressions for the magnetic field for a long, straight wire or for the magnetic field of a circular loop at any point along an axis through the center of the loop.

2.Apply the expression for the force between parallel current-carrying wires to determine the magnitude and direction of the force on either wire

● Use Ampere’s law to: ● derive an expression for the magnetic field inside or outside a solid or hollow long

cylinder carrying current of uniform destiny. ● derive an approximate expression for the magnetic field inside a very long

solenoid or inside a toroidal solenoid. 3.Apply the superposition principle to determine the magnetic field at a point produced by

combinations of the configurations listed above.

Sources of Mag. Fields Biot-Savart Law 30.1 2,3,5,9,13,15

Mag. Force Between 30.2-30.3 29,34,38-44 e Two Parallel Conductors

Ampere’s Law

Mag. Field of Solenoid 30.4 53,57,60

Magnetic Flux Gauss’ Law for B- Fields Super Quiz: Magnetic Forces and Fields (Text Chapters 29 & 30) OBJECTIVES: When you have completed this section, you should be able to:

1.Calculate the magnetic flux and/or the time rate of change of the magnetic flux for an area in a magnetic field.

2.Use Faraday’s Law in integral form and Lenz’s Law to calculate the magnitude and direction of the induced voltage and current:

● in a loop of wire being moved in and out of a uniform magnetic field. ● In a loop of wire placed in a spatially uniform magnetic field whose magnitude is

given as a function of time. ● In a loop of wire rotating at a constant speed about an axis perpendicular to a

uniform magnetic field. 3.Analyze the forces that act on induced currents and solve simple problems involving the

mechanical consequences of electromagnetic induction. Section Activities Field Trip to College Physics Dep.: E&M Labs, Lecture on Maxwell’s Eq. (120 min.) Final Projects: Demonstrations and Extensions Faraday’s Law Law of Induction 31.1-31.3 Q2,4,5 2,5

Motion EMF 31.4 6,14,16,18 Lenz’s Law Induced EMF and Elec. 31.5-31.6 40,43,44 Fields OBJECTIVES: When you have completed this section, you should be able to:

1.Apply the definitions of inductance, Ampere’s Law and Faraday’s Law to toroids and long solenoids to:

● calculate the inductance ● relate the induced emf (voltage) to the time rate of change of the current in the

inductor or the time rate of change of the magnetic flux. 2.Write the differential equation for an RL circuit and state the solution. 3.Calculate the currents, potential differences, stored energies, and power dissipation in

simple RL circuits. Inductance Self Inductance 31.7-37.8 52-55,58,60,70 RL Circuits 31.9

Energy in a Mag. Field 31.10 76-80 Review Sessions Project Presentations AP Physics C Exams- The Afternoon of the 2

nd Monday in May

Final Exam: Comprehensive 180 min./4 class periods. 1 week before AP Exam.

What about the AP Physics C Exams? You are in a class that is actually supposed to be taught over 2 periods per day. We get one. You are learning enough information to take 2 exams in May. Two fees, two separate grades, twice the content knowledge. Do I teach to the test? Occasionally. My goal, since so many engineering schools will not accept anything but 5s, is to make your next experience with physics in college EASY. I have countless stories about this and stand 100% behind what I say about preparing you for college. Your quizzes will be old quiz questions for the exposure to their styles. But all I ask is this- why work so

hard and not see how well you did at the end? You never know when AP credits will come in handy. They saved me over 25,000 dollars in college. . . What do I expect from students? Attitude is everything. I expect students to take their learning seriously and be engaged and present in the learning process-both in and out of class. I expect that students are respectful of the learning environment and treat everyone with humanity and dignity. I also expect that students are fully aware that AP Physics C is THE MOST DEMANDING class at RHS. It is not Honors part 2. I also expect that students want to do well on both of the AP exams in May and will work hard to make that happen. What can you expect from the teacher? First and foremost, anything I expect of the students I expect from myself. You can expect that I hold myself to very high standards and that I am not satisfied with “good enough”. You can expect me to hold your student accountable for their actions (usually this is a positive thing!) You can expect me to be prepared for class consistently in a professional manner. You can expect me to treat each student as an important person who can achieve with my guidance. You can expect me to have an extensive content knowledge of both physics and its applications. You can expect me to do everything in my power to help a student achieve the score they want on the AP Physics C exams AND be fully prepared for the next level of physics. You can expect me to reward effort and excellence. You can also expect that I will do my best to make learning fun, engaging, and relevant. (p.s.-I am also an imperfect HUMAN.) What would a typical class period look like? After having taught for 12 years, I have come to a point where me standing in front of a class of students and yammering on and on for 90 minutes is not fulfilling. Research shows this doesn’t actually help students take ownership of their learning. My goal this year is to have students work more on the tough physics problems IN CLASS (rather than having the 1a.m. nuclear meltdown) and leave the basic definitions and concept introductions outside of class to the student. In an ideal world, the students would use “homework” time for practicing problems and reading about the basics. I also have always done my honest best to use as many resources as I can to help students whether that be demos, labs, online video tutorials, animations, interactive lessons, peer coaching, etc. Some people would call this a “flipped” classroom. Click this link for a 60 second explanation: http://blog.peerinstruction.net/2013/04/22/what-is-a-flipped-classroom-in-60-seconds/

On any given day, you could see students collecting data in an investigation using computer aided data collection technology, solving problems and discussing ideas in groups, questioning from the teacher and the students, demonstrations, tons of worked examples and occasionally lectures on tricky subjects. My hope is that anything we do in class be driven by student questions. Remember, I don’t teach physics for some authority trip, I teach physics because I love the subject and enjoy seeing students’ minds “come alive.” I am here to help students learn, but they’ll take much more from the class if they have a learning attitude. What will homework consist of? (The burning question! :) Let me start by being real honest. Homework for homework’s sake is not necessary. I don’t enjoy homework any more than students. For every hour they have, I have 3. BUT . . . in a class of this pace, there simply isn’t enough class time to do it all. So, first, the most consistent form of homework will be working on problems in their journals from a website called www.webassign.com. Often, many of these problems will be discussed and worked on in class, but never the majority. These problems are from their textbook. Compared to last year, there will be about double the work. Here’s how it works this year. Students will login for the 1st time with this information: username: lastname.firstname (Example: smith.robert, as they are given on the Rampart attendance roster, no caps) institution: rampart.co password: same as username. Students should change this ASAP in the settings. Students will find selected problems online after logging in. These should be completed in their learning journals using the GUESS method (discussed in class). Then, the answers will be input online AFTER they work on them by hand. They get 3 opportunities to get the problem wrong before a 25% deduction occurs. It will tell them immediately if the question is right or wrong. Students and parents have had very positive feedback about this service since 2006. They can complete homework anywhere there is internet service and there is no paper shuffling on both ends. Count on there being a “webassign” every week of school. Ten minutes of every second class will be dedicated to eager students presenting their solution to particularly hard problems. I also encourage students to use each other for help and form study groups. Even chatting online can sometimes help. Be resourceful and tenacious. If you see your student working on problems with no notebook/journal being written in, you should stop them immediately. The online nature is for immediate feedback only. It is not to exempt them from working the problem by hand first. Also, as discussed above, homework will be reading the book, taking notes from a study guide, or finishing an important lab write-up. Most big assignments (lab write-up, project) have a “3 block day” due date. (It is due on the 3rd block day after it is assigned.)

What do I do if I forget to do my homework? Given that I post a calendar of the goings on each day, I will not tolerate any excuses for missed assignments. But hey, it happens to all of us once in a while. So what do you do? First, sometimes you just have to chalk it up to water under the bridge. If you miss a 10 point assignment once, it will not change your grade at semester. If you miss webassign.com assignments, the good news is that each assignment is worth 25 points but only 20 points go in the gradebook out of 20. So there are 5 built in points of extra credit in each assignment. There will also be opportunities to earn extra points here and there (especially on tests where it counts even more.) What I don’t tolerate is excuses after the fact. For instance, “Mr. Mac, I was in Hawaii for 2 weeks and never talked to you before I left. Not even once via email. Now I am missing all these assignments. When can I make them up?” My answer: “ The department policy is that you can turn in anything up to the unit test for 50% credit of what you earn. And I think that is BEYOND generous. I am interested in making students take responsibility for their actions. There’s no excuse to not communicate to your teacher PROACTIVELY.” This class is more about performance on the big tests and lab write-ups. What we do along the way is to help prepare for those. What do I do if I simply miss one day of class and it’s excused? No problem. Turn it in ASAP or the very next time I see you in class. But, for webassign.com, the due dates are simply what they are. I am generous with my due dates to accommodate busy lives. (like mine ;) BUT . . .I am not going to remind you to turn it in because it just won’t be on my mind. When in doubt, put the work in the inbox and go from there. Sometimes I grade things for feedback and grading things that are not in the main stack is a whole other chore. Often, students take a picture or scan it and email it. I really appreciate that. Your homework is preparation for class. Period. What if I miss a bunch of class? Well, then we’ll figure out something together. If it is because of an emergency (bad illness, family emergency, my kidney fell out, . . . ) just have someone contact me from the homefront. I am a compassionate person. If you miss a bunch of class because you went on a band trip to Canada and you didn’t do a Pre-Arranged Absence form, then that was your poor choice. See “50% Department policy” above. What resources do I have to help my struggling student?

1) Try to encourage your student to do homework with a “study-buddy” or group. Peers

are probably the best first line of defense against getting stuck. Chances are, if everyone is stuck, we’ll address it in class at some point.

2) I have important links on my webpage that will link you to only the best online

resources to help a student out. There are lots of step by step walkthroughs/podcasts online that can illustrate how to get past a tough point. Be resourceful. Subscribe to laseverin on YouTube.

3) Encourage your student to use their book. I know it is tough, but there are examples

identical to many problems I assign. I find that students who struggle have often times NEVER opened the book. I also have better books available for checkout.

4) Encourage your student to be engaged in class by asking questions, talking with

peers, and engaging in activities. Also, not staying up all night playing video games, or chatting on Facebook helps. The amount of chronic sleep deprivation I observe is almost epidemic.

5) Verify that your student is working on webassign.com problems for less than an 2

hours a few times per week. If they are spending more than 3 hours on a lengthy webassign on any given night, make them stop. Often too, when students say they’ve spent 5 hours on webassign it is because they waited until the last night to finish. Students tend to obsess about what they don’t know. Remember, a 15/25 is actually 15/20 in the gradebook. Sometimes assignments are just challenging. So is life.

6) Communicate with your teacher. Email is the best and quickest way for me to

respond. Talk to me in class, after class, etc. and let me know if you are struggling. Come in on Thursdays after school for extra help to clarify things. But I’ll only help you if you have actually tried first.

7) Demand to see their work in their journal. Where are the notes they took? Where

are the worked examples from class? Where is the GUESS method work from the problem they are “stuck” on? If you can’t find any of these things, they aren’t stuck, they never started. Encourage problem solving.

8) Studying. How is your student studying? Did they go back to the learning targets

and assess their knowledge? Did they complete the review sheet and ask questions/check work in class? Did they prepare their cheat sheet for the test? Basically, often times students are “studying” by reading over the things they ALREADY KNOW. You cannot earn a good grade in the class by turning in busy work. Tests and labs matter- a lot.

How is my grade determined?

Semester In-Progress (Weighted as 70% of total semester grade )

Summative Assessments

-Unit Tests, Lab Write-Ups & Projects: 50% 35% semester grade

Formative Assessments (things that help you reach the learning targets)

-Quizzes: 15% 10% semester grade

-Homework/Classwork: 35% 25% semester grade

Semester Exam (Weighted as 30% of total semester grade )

Final Exam: 90% 27% semester grade

(An equivalent of 5 is an automatic letter grade increase.)

Holistic Portfolio: 10% 3% semester grade

(Best Lab Effort 10%,

Learning Journal Thoroughness 5%,

Daily Participation Marks 5%,

Homework Bonus (1 or fewer missing assignments))

AP Students: Your grades will be accompanied by Mark from 1 to 5 each quarter so you can see

how you are doing on the AP scale.

Grades will be updated frequently. Students and parents can check progress through the

MyCampus portal which can be found on the RHS website. Grade Graphs will be recorded in

their journals about every 4 weeks.

What is Mr. Mac looking forward to this year? 1) A classroom focused on student learning. 2) Excursions out of the building to apply our knowledge. 3) Calling lines at the volleyball games. 4) Our Knowledge Bowl team continuing its success. 5) Emphasizing 20th century physics during 2nd semester. 6) High Trails 7) Being done remodeling my entire home in 5 months mostly by myself. 8) Riding my motorcycle. 9) Teaching shooting classes. 10) Camping, hiking, golfing, shooting, biking, and anything else I love to do. 11) Spending time with my family. 12) Watching my favorite TV shows like Adventure Time, Walking Dead . . . 13) Leaving the school building before 4pm once or twice. 14) Working with motivated students who want to really learn something. First Assignment The first assignment for students is for their parents to verify that they have read and understood this document. An email needs to be sent to me by a parent or guardian at john.macfarlane@asd20.org saying: Cut and Paste the following: Subject Line: “Expectations Email”

AP Physics C Expectations and Important Information

“I have read and understood the information discussed in the “Expectations and Important Info 2013” document.” AND Write me a few lines about what is the best way to help your student succeed.