AP Physics C: Electricity & Magnetism

Transcription

1 AP Physics C: Electricity & Magnetism Course Description AP Physics C: Electricity & Magnetism is a calculus-based laboratory course concerning electrostatics, resistors and capacitors, electric circuits, magnetic fields, and electromagnetism. The course concludes with an added introduction to physical & geometric optics and sound. Students will acquire an understanding of the basic electrical and magnetic interactions by applying these principles to complex physical situations and by conducting inquiry-based laboratory investigations to investigate phenomenon through first-hand observations, data collection, analysis and interpretation. Students will develop critical thinking skills by using methods of differential and integral calculus to solve multistep problems based upon the laws of physics. Students are strongly encouraged to take the Electricity & Magnetism C Advanced Placement examination. College Accelerated Program (CAP) credit is available. Course Map College Board Physics Standards Standard P.1 - Interactions, Motion and Forces - Changes in the natural and designed world are caused by interactions. Interactions of an object with other objects can be described by forces that can cause a change in motion of one or both interacting objects. o P.1.5 Electrical Interactions and Forces - Students understand that electrical interactions occur between mutually attracting or repelling charged objects, which can cause a change in motion of one or both objects. The attraction between a charged object and a neutral object is caused by the separation of charges in neutral objects. Standard P.2 - Interactions and Conservation Principles - The interaction of an object with other objects is governed by conservation principles such as the conservation of mass, energy, mass energy (nuclear interactions), electric charge and linear momentum. o P.2.1 Conservation of Charge, Mass and Energy - Students understand that charge is always conserved. Mass and energy are conserved separately for all types of interactions (except for interactions at the subatomic scale) and for all defined systems (open and closed). There is no measurable change in the mass of a system when energy is transferred across the boundary of the system. Standard P.3 - Interactions and Energy - Interactions of an object with other objects can be described and explained by using the concept of the transfer of energy from one object to another, both within a defined system and across the boundary of the system. Energy transfers across the boundary of a system can change the energy within the system.

2 o P.3.2 Electric Current Interactions and Energy - Students understand that during electric circuit interactions, electrical energy is transferred from the source of electric current to the electric device, or devices, in the circuit. In most electric circuit interactions, energy is also transferred to the surroundings. o P.3.3 Mechanical Wave Interactions and Energy - Students understand that during mechanical wave interactions, mechanical energy is transferred through a material without a transfer of matter; different objects or materials can cause the path of the wave to change; and waves pass through each other, causing interference patterns. Standard P.4 - Interactions and Fields - Attractive and repulsive interactions at a distance (e.g., gravitational, magnetic, electrical and electromagnetic) can be described by using the concept of fields. o P.4.1 Forces and Fields - Students understand that a field model is used to visualize at-a-distance interactions, and that these fields are the agents of the interaction. o P.4.2 Energy and Fields - Students understand that the energy stored in a system of two mutually attracting or repelling objects can be modeled as energy stored in the field of the two objects. o P.4.3 Electromagnetic Interactions and Fields - Students understand that an electromagnetic interaction occurs when a flow of charged particles creates a magnetic field around the moving particles, or when a changing magnetic field creates an electric field. College Board Science Practice Standards Standard SP.1 - Scientific Questions and Predictions - Asking scientific questions that can be tested empirically and structuring these questions in the form of testable predictions o SP.1.1 Scientific Questions - Students recognize, formulate, justify and revise scientific questions that can be addressed by science in order to construct explanations. o SP.1.2 Predictions - Students make and justify predictions concerning natural phenomena. Predictions and justifications are based on observations of the world, on knowledge of the discipline and on empirical evidence. Standard SP.2 - Generation of Evidence - Collecting data to address scientific questions and to support predictions o SP.2.1 Data Collection - Students select and use appropriate measurement methods and techniques for gathering data, and systematically record and organize observations and measurements. o SP.2.2 Evaluating Data for Evidence - Students determine which data from a specific investigation can be used as evidence to address a scientific question or to support a prediction or an explanation, and distinguish credible data from noncredible data in terms of quality. Standard SP.3 - Data Analysis - Searching for regularities and patterns in observations and measurements (i.e., data analysis)

3 o SP.3.1 Analyzing Data for Patterns - Students analyze data to discover patterns. Standard SP.4 - Evidence-Based Explanations and Models - Using evidence and science knowledge to construct scientific explanations, models and representations o SP.4.1 Constructing Explanations - Students construct explanations that are based on observations and measurements of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. o SP.4.2 Models and Representations - Students construct, use, re-express and revise models and representations of natural and designed objects, systems, phenomena and scientific ideas in the appropriate context and in formulating their explanation. o SP.4.3 Evaluating Explanations - Students evaluate, compare and contrast explanations that are based on observations of the world, on empirical evidence and on reasoning grounded in the theories, principles and concepts of the discipline. Standard SP.5 - Quantitative Applications - Using mathematical reasoning and quantitative applications to interpret and analyze data to solve problems o SP.5.1 Proportionality Between Variables - Students reason about relationships between variables (e.g., data, representations, uncertainty, samples) through the lens of ratios, rates, percentages, probability or proportional relationships when approaching or solving problems or when interpreting results or situations. o SP.5.2 Patterns of Bivariate Relationships - Students apply, analyze and create algebraic representations, relationships and patterns of linear functions, systems of linear inequalities, and one- or two-dimensional changes to solve problems, interpret situations and address scientific questions. Next Generation Science Standards HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media. HS-PS4-3. Evaluate the claims, evidence, and reasoning behind the idea that electromagnetic radiation can be described either by a wave model or a particle model, and that for some situations one model is more useful than the other. Common Core ELA Standards RST Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. RST Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

4 WHST Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. WHST Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the specific task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. WHST Draw evidence from informational texts to support analysis, reflection, and research. RS Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. WHST Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. SL Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. Common Core Mathematics Standards MP.2. Reason abstractly and quantitatively. MP.4. Model with mathematics. HSN-Q.A.1. Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. HSN-Q.A.2. Define appropriate quantities for the purpose of descriptive modeling. HSN-Q.A.3. Choose a level of accuracy appropriate to limitations on measurement when reporting quantities. HAS-SSE.A.1. Interpret expressions that represent a quantity in terms of its context. HSA-SSE.B.3. Choose and produce an equivalent form of an expression to reveal and explain properties of the quantity represented by the expression. HSA-CED.A.1. Create equations and inequalities in one variable and use them to solve problems. HSA-CED.A.2. Create equations in two or more variables to represent relationships between quantities; graph equations on coordinate axes with labels and scales. HSA-CED.A.4. Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. HSF-IF.C.7 Graph functions expressed symbolically and show key features of the graph, by in hand in simple cases and using technology for more complicated cases. HSS-ID.A.1. Represent data with plots on the real number line (dot plots, histograms, and box plots).

5 Course Units Unit 1 Electrostatics Unit 2 DC Circuits: Resistors & Capacitors Unit 3 Electric Force & Fields Unit 4 Electromagnetism Unit 5 Sound Waves* Unit 6 Physical & Geometric Optics* *Topics included beyond the College Board curriculum