Textbook: Openstax College Physics, Rice University. Book will be available for download from

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1 AP Physics 2 Curriculum and Syllabus This course is conducted using inquiry-based instructional strategies that focus on experimentation to develop students conceptual understanding of physics principles. The students will begin by studying a topic and making observations and discovering patterns of natural phenomena. The next steps involve developing, testing, and applying models. Throughout the course, the students construct and use multiple representations of physical processes, solve multi-step problems, design investigations, and reflect on knowledge construction through concept maps. Lab investigations will play a critical role for constructing knowledge and will involve analytical techniques. Additional learning opportunities will include the use of simulations, graphing calculators and activities involving digital skills matrix identified for science classes at Red Lion Area High School. Students will demonstrate their ability to collaborate, communicate, solve problems and be innovative. Textbook: Openstax College Physics, Rice University. Book will be available for download from Big Ideas: The AP Physics curriculum is a two year sequence equivalent to the first and second semesters of a typical introductory, algebra-based, college based physics course. By spreading the curriculum over two years, it allows the time to foster greater depth of conceptual understanding through the use of student-centered, inquiry based instruction. This framework shifts away from traditional content coverage model to one that focuses on the big ideas and provides students with enduring, conceptual understanding of foundational physics principles. The course is based on six Big Ideas, which encompass core scientific principles, theories, and processes that cut across traditional boundaries and provide a broad way of thinking about the physical world.the following are Big Ideas: Big Idea 1 - Objects and systems have properties such as mass and charge. Systems may have internal structure. Big Idea 2 - Fields existing in space can be used to explain interactions. Big Idea 3 - The interactions of an object with other objects can be described by forces. Big Idea 4 - Interactions between systems can result in changes in those systems. Big Idea 5 - Changes that occur as a result of interactions are constrained by conservation laws. Big Idea 6 - Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena. Science Practices: A practice is a way to coordinate knowledge and skills in order to accomplish a goal or task. The science practices enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Because content, inquiry and reasoning are equally important in AP Physics, each learning objective described in the concept outline combines content with inquiry and reasoning skills described in the science practices. Students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Such practices require that students:

2 Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. Science Practice 2: The student can use mathematics appropriately. Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question. Science Practice 5: The student can perform data analysis and evaluation of evidence. Science Practice 6: The student can work with scientific explanations and theories. Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts, and representations in and across domains. Inquiry-Based Investigations More than twenty-five percent of instructional time in this course is devoted to hands-on laboratory work with an emphasis on inquiry-based investigations. Investigations will require students to ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress. All students will maintain an electronic logbook using Evernote. Each of the lab investigations listed below will be recorded in the logbook. Most of these labs will also require a summary component completed in some other form. Labs will take one of two forms: Guided Inquiry (GI) or Open Inquiry (OI). During guided inquiry, students will be given instruction on the operation of lab equipment and guidance in the process of the experiment. Open inquiry labs give the student the objective and materials needed to conduct the lab. Students create their own experimental design, collect data, and conduct the analysis independently. Students will work in lab groups, but each student is responsible for maintaining their own logbook. Each lab should contain an Introduction (purpose, procedure, and problem statement), Data and Observations, Analysis (calculations and graphical analysis), and Conclusion including error analysis. Some labs will also include peer review or the final product. Instruction and Digital Tools: In order to maximize class time, each of the content dots below should be considered a lecture. Lectures will be recorded and available online. Tools such as blogs and twitter will be used to get information to students and parents. Homework will be done using WebAssign allowing students to submit answers and receive immediate feedback on their progress. Class time can be used to complete any of the assigned work. Due dates will be posted through the Edline calendar. Students will also work collaboratively using Google Docs. It is recommended that students regularly check their school gmail account. Authentic Activities and Projects: Students will complete the following projects. Excel Project: Students will learn basic and advanced techniques in the use of spreadsheets. Students will complete and analysis of experimental data. Science Fair Project: Students will plan, design, and conduct an experiment of their choosing in accordance with the ISEF (International Science and Engineering Fair) rules. Students will submit a display board (physical or electronic) and logbook for their experiment. Students with

3 1st or 2nd place awards can opt to continue on to the regional fair ( where they will also need a research paper. I m Just a Bill Course Outline Unit 0 - Physics Toolkit and Solids Graphical Analysis Error Analysis Statistics in Experimentation Stress Strain Equilibrium Big Idea 1 1. Measuring (GI): To determine different methods for measuring variables related to the course. Science Principles: 1.1, 1.3, 3.1, 4.2, 4.3, 4.4, 5.1, 5.3, 6.1, Stress vs Strain (OI): To determine how stress is related to strain for 2 different objects of the student s choosing. Science Principles: 1.2, 2.1, 2.2, 3.1, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4, 6.5, 7.2 Unit 1 - Fluids Pressure and Depth Pascal s Principle Buoyant Force and Archimedes Principle Flow Rate and Continuity Equation Bernoulli s Principle and Conservation of Energy Big Ideas 1, 3 and 5 Learning Objectives: 1.E.1.1, 1.E.1.2, 3.C.4.1, 3.C.4.2, 5.B.10.1, 5.B.10.2, 5.B.10.3, 5.B.10.4, 5.F Archimedes Principle (OI): To determine the densities of a liquid and two unknown objects by using the method that is attributed to Archimedes. Science Practices: 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, Torricelli s Theorem (OI): To determine the exit velocity of a liquid and predict the range attained with holes at varying heights using a clear 2 L plastic bottle. Science Practices 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, Water Fountain Lab (OI): The students design an investigation to determine: Exit angle and exit speed of the water, maximum height of water, radius of the fountain s exit hole, flow volume rate. Science Practices: 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2

4 Unit 2 - Thermodynamics Kinetic Theory Ideal Gases Heat and Energy Transfer First Law of Thermodynamics Thermodynamic Processes: Isobaric, Isochoric, Isothermal, Adiabatic PV Diagrams Heat Engines Carnot Cycle Second Law of Thermodynamics Entropy Big Ideas 1, 4, 5 and 7 Learning Objectives: 1.E.3.1, 4.C.3.1, 5.A.2.1, 5.B.4.1, 5.B.4.2, 5.B.5.4, 5.B.5.5, 5.B.5.6, 5.B.6.1, 5.B.7.1, 5.B.7.2, 5.B.7.3, 7.A.1.1, 7.A.1.2, 7.A.2.1, 7.A.2.2, 7.A.3.1, 7.A.3.2, 7.A.3.3, 7.B.1.1, 7.B Heat Transfer (GI): To determine which type of material and color of material transfer heat energy faster. Science Practices: 1.1, 2.1, 3.3, 4.3, 4.4, 5.1, 5.2, 6.1, 6.2, Ideal Gas Law (GI): To determine the relationship among pressure, temperature, volume, and number of moles for air using a both a piston and simulation. Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.4, Heat Engine (GI): To determine how the work done by an engine that raises mass during each of its cycles is related to the area enclosed by its P-V graph. Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.4, 7.2 Unit 3 - Electrostatics and Circuits Electric Force Electric Field Electric Potential Electric Dipoles Electric Flux Ohm s Law Review Circuit Review Capacitance and Capacitors in Circuits RC Circuits Big Ideas 1, 2, 3, 4, and 5 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.2, 1.B.2.3, 1.B.3.1, 1.E.2.1, 2.C.1.1, 2.C.1.2, 2.C.2.1, 2.C.3.1, 2.C.4.1, 2.C.4.2, 2.C.5.1, 2.C.5.2, 2.C.5.3, 2.E.2.1, 2.E.2.2, 2.E.2.3, 2.E.3.1, 2.E.3.2, 3.A.2.1, 3.A.3.2, 3.A.3.3, 3.A.3.4, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.B.1.3, 3.B.1.4, 3.B.2.1, 3.C.2.1, 3.C.2.2, 3.C.2.3, 3.G.1.2, 3.G.2.1, 3.G.3.1, 4.E.3.1, 4.E.3.2, 4.E.3.3, 4.E.3.4, 4.E.3.5,

5 4.E.4.1, 4.E.4.2, 4.E.4.3, 4.E.5.1, 4.E.5.2, 4.E.5.3, 5.A.2.1, 5.B.9.4, 5.B.9.5, 5.B.9.6, 5.B.9.7, 5.B.9.8, 5.C.3.4, 5.C.3.5, 5.C.3.6, 5.C Electrostatic Investigation (OI): To investigate the behavior of electric charges, charging processes, and the distribution of charge on a conducting object while reading Ben Franklin s letters and constructing materials. Science Practices: 1.1, 3.1, 4.1, 4.2, 5.1, 5.3, 6.1, 6.2, 6.4, Coulomb s Law (GI): To estimate the net charge on identical spherical pith balls by measuring the deflection (angle and separation) between two equally charged pith balls. Science Practices 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, Electroscopes (GI): To make qualitative observations of the behavior of an electroscope when it is charged by conduction and by induction. Science Practices: 1.1, 3.1, 4.1, 4.2, 5.1, 5.3, 6.1, 6.2, 6.4, Electric Field Mapping (GI): To map equipotential isolines around charged conducting electrodes painted with conductive ink and construction of isolines of electric fields. Science Practices: 1.1, 1.2, 1.4, 3.1, 4.1, 4.2, 4.3, 5.1, 6.1, 6.2, 6.4, RC Circuits (GI): To verify the resistance value in an RC circuit by measuring the voltage versus time for a charging and discharging circuit. Science Practices: 1.1, 1.2, 1.4, 2.2, 2.3, 3.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.2, 6.3, 7.2 Unit 4 - Magnetism and Electromagnetism Magnetic Field Permanent Magnets Magnetic Force on Charged Particles Magnetic Force on Current Carrying Wires Motors Magnetic Flux Motional EMF Electromagnetic Induction Lenz Law Generators Transformers Inductors RLC Circuits AC Circuits Maxwell s Equations Electromagnetic Spectrum Big Ideas 1, 2, 3, and 4 Learning Objectives: 2.C.4.1, 2.D.1.1, 2.D.2.1, 2.D.3.1, 2.D.4.1, 3.A.2.1, 3.A.3.2, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.C.3.1, 3.C.3.2, 4.E.1.1, 4.E.2.1

6 14. Magnetic Field Mapping and Permanent Magnets (OI): To map the magnetic field of permanent magnets using iron filings, compasses and magnetic field sensors. Science Practices: 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, Build a Motor (GI): To build a dc motor from a battery, wire, paper clips and wire and provide a description of how it works. Science Practices: 1.4, 4.2, 4.3, 6.1, 6.2, Solenoids, Coils and Tangent Galvonometer (GI): To determine the magnetic field strength from a current carrying wire in the form of coils using compasses and magnetic field sensors. Science Practices: 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, Transformers(OI): To determine the effects of number of coils, core and input voltage on the output of the secondary coil in a transformer. Science Practices: 1.1, 1.2, 1.3, 2.1, 2.2, 3.1, 4.2, 4.3, 18. Electromagnetic Induction (OI): To determine the effect of magnet strength, speed and number of coils on the induced emf in a coil as measured with a voltage sensor. Science Practices: 1.1, 1.2, 1.4, 3.1, 3.2, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.2, 6.4, RLC Circuits (GI): To determine the effect of resistors, capacitors, inductors and frequency on an AC Circuit. Science Practices: 1.1, 1.4, 1.5, 2.2, 2.3, 3.1, 4.2, 4.3, 5.1, 5.2, 5.3, 6.1, 6.2, 7.2 Unit 5 - Optics Nature of Light Reflection Image Formation Plane and Curved Mirrors Refraction and Snell s Law Thin Lenses Interference Polarization Diffraction and Slits Thin Film Interference Big Idea 6 Learning Objectives: 6.A.1.2, 6.A.1.3, 6.A.2.2, 6.B.3.1, 6.C.1.1, 6.C.1.2, 6.C.2.1, 6.C.3.1, 6.C.4.1, 6.E.1.1, 6.E.2.1, 6.E.3.1, 6.E.3.2, 6.E.3.3, 6.E.4.1, 6.E.4.2, 6.E.5.1, 6.E.5.2, 6.F.1.1, 6.F Reflection (GI): To identify the properties of reflection through direct aim and parallax methods for a variety of activities. Science Practices: 21. Refraction (GI): To identify the properties of refraction and verify Snell s Law through direct aim method. 22. Curved Mirrors (OI): To verify Gauss form of the curved mirror equation. 23. Lenses (OI): To verify application of Gauss form of the lens equation. Diffraction (GI): To determine the properties of a diffraction pattern from a slit. Interference (GI): To verify the equation for interference and identify the pattern from the

7 number of slits. 24. Polarization (OI): To identify the mathematical relationship between polarizing transmission axes and the intensity of light transmitted. 25. Spectra (GI): To use a spectrophotomter to identify elements based on their atomic spectra. Unit 6 - Modern Physics Special Relativity Mass - Energy Equivalence General Relativity Atomic Values and Periodic Table Atomic Energy Levels Absorption and Emission Spectra Light as a Wave and Particle / Duality Photoelectric Effect DeBroglie Wavelength Compton Effect Wave Function Graphs Radioactive Decay Half Life Nuclear Reactions Fission and Fusion Elementary Particles Big Ideas 1, 3, 4, 5, 6, and 7 Learning Objectives: 1.A.2.1, 1.A.4.1, 1.C.4.1, 1.D.1.1, 1.D.3.1, 4.C.4.1, 5.B.8.1, 5.B.11.1, 5.C.1.1, 5.D.1.6, 5.D.1.7, 5.D.2.5, 5.D.2.6, 5.D.3.2, 5.D.3.3, 5.G.1.1, 6.F.3.1, 6.F.4.1, 6.G.1.1, 6.G.2.1, 6.G.2.2, 7.C.1.1, 7.C.2.1, 7.C.3.1, 7.C Relativity (OI): To use a simulated environment to verify relativistic effects on particles. 27. Photoelectric Effect (OI): To use a simulation to identify the variables and their relationship for the photoelectric effect on different metals. 28. Radioactive Decay (GI): To measure the half life of materials. Unit 7 (After AP Exam) - Connections to Government