AP Physics C - Electricity & Magnetism

FREEHOLD REGIONAL HIGH SCHOOL DISTRICT
OFFICE OF CURRICULUM AND INSTRUCTION
SCIENCE & ENGINEERING LEARNING CENTER
AP Physics C: Electricity & Magnetism
COURSE DESCRIPTION
Grade Level: 12 Department: Science & Engineering

Learning Center
Course Title: AP Physics C: Electricity & Magnetism Credits: 5.0
Course Code: 172751
Board of Education adoption date: August 27, 2012

Board of Education
Mr. Heshy Moses, President
Mrs. Jennifer Sutera, Vice President
Mr. Carl Accettola

Mr. William Bruno
Mrs. Elizabeth Canario
Mrs. Kathie Lavin
Mr. Ronald G. Lawson
Mr. Michael Messinger
Ms. Maryanne Tomazic
Mr. Charles Sampson, Superintendent

Ms. Donna M. Evangelista, Assistant Superintendent for Curriculum and
Instruction
Curriculum Writing Committee

Mr. Joseph Santonacita
Supervisors
Ms. Denise Scanga

S&E AP Physics C Electricity & Magnetism - Introduction
Introduction
Course Philosophy
The study of physics provides a systematic understanding of the fundamental laws that govern physical, chemical, biological, terrestrial and
astronomic processes. The basic principles of physics are the foundation of most other sciences and of technological applications of science,
specifically the foundation for all types of engineering. Physics is also a part of our culture and has had enormous impact on technological
developments. Many issues of public concern, such as nuclear power, national defense, pollution and space exploration, involve physical
principles that require some understanding for informed discussion of the issues. Comprehending physics is important for a rational,
enlightened citizenry to participate responsibly in decisions on public policy regarding complex technological issues.
Course Description
Advanced Placement Physics C is qualitatively and quantitatively different from the Lab Physics or Lab Physics (H) courses. In this course,
advanced level topics will be explored as well as the review of the fundamental topics but will be covered in greater depth and detail. Major
conceptual areas to be covered include calculus-based kinematics, dynamics including work, energy, momentum, rotational dynamics,
magnetism, and electromagnetic theory, electric and electrical potential fields, and circuits.
Concepts and skills are introduced, refined and reinforced in a student centered, inquiry based learning environment. Laboratory experiences
are central to developing ideas and the scientific process. Problem- solving and technical reading are two of the outside activities required for
the successful development of these topics. Computers as well as PASCO Equipment and specialized software are emphasized for their value as
research and investigative tools. Advanced Placement Physics C is intended for students of exceptional ability who are serious about broadening
their understanding of the physical world. This course will provide excellent preparation for continued study of science at the college level and
will fully prepare students for the Advanced Placement Physics C exam.
SPECIAL NOTE
This course is one part of a two-year sequence covering all of the Physics C Curriculum, most of the Physics B curriculum as well as other topics
in physics (such as Special Relativity and Quantum Physics) normally left out of the typical high school program. All students in this program are
REQUIRED to take both courses as a part of the learning center program.
Course Map and Proficiencies/Pacing
Course Map
Relevant Enduring Assessments

Essential Questions
Standards Understandings Diagnostic Formative Summative
How is the scientific process utilized to develop Scientific investigation
ideas and answer scientific questions?
Online diagnostic
Student-centered labs Lab reports
What is the difference between a prediction and a pre-assessment
The scientific process of hypothesis?
Modeling and data Performance
experimental design Anticipatory set analysis assessment
allows students to What is physics and how does it relate to other class
5.1.12.A.1-3
develop ideas through sciences and the real world?
5.1.12.B.1-4 Interactive white board Marking period
observations, test
5.1.12.C.1-3 Discussion project
possible explanations, How is quantitative data manipulated and
5.1.12.D.1-3 Lab reports
critically analyze data, interpreted to represent real world phenomena?
Student survey Unit test with AP
and communicate the
Student journals Physics Electricity and
outcomes. How is reliable data collected and interpreted in an
Magnetism C free
experiment? Research-based
Student Portfolios response questions
surveys
How are physical quantities represented and
manipulated as vector or scalar quantities? Context rich problems
Scientific investigation
Online diagnostic
pre-assessment
How is quantitative data manipulated and Modeling and data Performance
interpreted to represent real world phenomena? Anticipatory set analysis assessment
Mathematics is a tool class
5.1.12.A.1-3
used to model objects,
5.1.12.B.1-4 How is reliable data collected and interpreted in an Interactive white board Marking period
events, and relationships
5.1.12.C.1-3 experiment? Discussion project
in the natural and
designed world.
How are physical quantities represented and Student survey Unit test with AP
manipulated as vector or scalar quantities? Student journals Physics Electricity and
Magnetism C free
Research-based
Student Portfolios response questions
surveys
Context rich problems

Scientific
investigation
Student-centered Lab reports

Online diagnostic labs
How is the scientific process utilized to pre-assessment Performance
Modeling and data
develop ideas and answer scientific assessment
Technology is an Anticipatory set analysis
questions?
5.1.12.A.1-3 application of class Interactive white Marking period
5.1.12.B.1-4 scientific knowledge board
What is the difference between a prediction project
5.1.12.C.1-3 used to meet human Discussion
and a hypothesis? Lab reports
5.1.12.D.1-3 needs and solve
Unit test with AP
human problems. Student survey
What is physics and how does it relate to Student journals Physics Electricity
other sciences and the real world? Research-based and Magnetism C
Student portfolios
surveys free response
Context rich questions
problems
Research
Scientific investigation
Student-centered labs
Online diagnostic Lab reports
pre-assessment Modeling and data
analysis Performance
Anticipatory set assessment
Uncertainty analysis class Interactive white
5.1.12.A.1-3
gives measurements board Marking period
5.1.12.B.1-4 How is reliable data collected and interpreted in
and prediction a project
5.1.12.C.1-3 an experiment? Discussion
specific range of values Lab reports
5.1.12.D.1-3
for physical quantities. Unit test with AP
Student survey Physics Electricity
Student journals
and Magnetism C
Research-based Student portfolios free response
surveys questions
Research
Scientific
investigation
Lab reports
Student-centered
How can charged particles, the electric fields labs
they produce and the interaction between Performance
Modeling and data assessment
those fields be represented verbally, Research-based
5.1.12.A.1-3 Charge is a analysis
graphically and mathematically? surveys Marking period
5.1.12.B.1-4 fundamental
Interactive white project
5.1.12.C.1-3 property of matter,
How is the structure and properties of Anticipatory set board
5.1.12.D.1-3 (there are two types Unit test with AP
matter determined by the strength of
5.2.12.A.1-4 of electrical charges, Lab reports Physics Electricity
electrical charges and electric field they Class discussion and Magnetism C
5.2.12.B.1 positive and
produce? Student journals free response
5.2.12.E.3-4 negative.) questions
Student survey
How can the motion of charged particles be Student portfolios
Post-test for
modeled in a conductor and insulator? research based
Context rich
problems surveys
Research
Scientific
investigation
Lab reports
How can charged particles, the electric fields Student-centered
they produce, and the interaction between labs Performance
those fields be represented verbally, Modeling and data assessment
Research-based
5.1.12.A.1-3 graphically and mathematically? analysis
surveys Marking period
5.1.12.B.1-4
Electrical interactions Interactive white project
5.1.12.C.1-3 How is the structure and properties of
are exerted between Anticipatory Set board
5.1.12.D.1-3 matter determined by the strength of Unit test with AP
all objects with an
5.2.12.A.1-4 electrical charges and electric field they Lab reports Physics Electricity
excess of charge. Class discussion and Magnetism C
5.2.12.B.1 produce?
5.2.12.E.3-4 Student journals free response
Student survey questions
What is the relationship between electrical Student portfolios
field forces and the energy of charged Post-test for
particles moving within the electric field? Context rich research based
problems surveys
Research
Scientific Lab reports
investigation
Performance
Student-centered
labs assessment
How is the structure and properties of
matter determined by the strength of Modeling and data Marking period
5.1.12.A.1-3 Charge can move electrical charges and electric field they Research-based analysis project
5.1.12.B.1-4 freely inside certain produce? surveys
5.1.12.C.1-3 materials Anticipatory set Interactive white
board Unit test with AP
5.1.12.D.1-3 (conductors) and can What is the relationship between electrical
Physics C Electricity
5.2.12.A.1-4 only redistribute field forces and the energy of charged Class discussion Lab reports & Magnetism
5.2.12.B.1 slightly particles moving within the electric field?
Student journals released multiple
5.2.12.E.3-4 (insulators/dielectric). Student survey
choice and free
How can the motion of charged particles be Student portfolios response questions
modeled in a conductor and insulator?
Context rich
problems Post-test for
research based
Research surveys
Student-centered
How can charged particles, the electric fields labs Lab reports
they produce and the interaction between
those fields be represented verbally, Modeling and data Performance
graphically and mathematically? analysis assessment
Research-based Interactive white
5.1.12.A.1-3 How is the structure and properties of board Marking period
An object that has an surveys project
5.1.12.B.1-4 matter determined by the strength of
excess of charged Lab reports
5.1.12.C.1-3 electrical charges and electric field they
particles will have a Anticipatory set Unit test with AP
5.1.12.D.1-3 produce? Student journals Physics C Electricity
charge distribution
5.2.12.A.1-4 & Magnetism
over the surface of Class discussion
5.2.12.B.1 What is the relationship between electrical Student portfolios released multiple
that object. choice and free
5.2.12.E.3-4 field forces and the energy of charged
Student survey Context rich response questions
particles moving within the electric field? problems
Post-test for
How can the motion of charged particles be Context rich research-based
modeled in a conductor and insulator? problems surveys
Research
What is the relationship between electrical field forces and
the energy of charged particles moving within the electric
field?
How does an electric field differentiate with an electric
potential field? Modeling and data Performance
analysis assessment
How is the structure and properties of matter determined by
the strength of electrical charges and electric field they Research-based
5.1.12.A.1-3
produce? surveys Interactive white board
5.1.12.B.1-4 An object with an excess Marking period project
5.1.12.C.1-3 of charged particles will
How can charged particles, the electric fields they produce Anticipatory set Lab reports
5.1.12.D.1-3 affect the electrical Unit test with AP
and the interaction between those fields be represented
5.2.12.A.1-4 properties of the verbally, graphically and mathematically? Physics C Electricity &
Class discussion Student journals
5.2.12.B.1 surrounding space. Magnetism released
5.2.12.E.3-4 What is the role of a source object and test object within an multiple choice and free
Student survey Student portfolios
electrical field? response questions
What is the relationship between electrical field forces and Context rich problems
the energy of charged particles moving within the electric Post-test for research
field? Research based surveys
How does an electric field differentiate with an electric

potential field?
What is a capacitor and how does it function within an

electrical circuit?
How is the structure and properties of matter determined by

the strength of electrical charges and electric and potential Student-centered labs Lab reports
field they produce?
What is the relationship between electrical field forces and analysis assessment
5.1.12.A.1-3 the energy of charged particles moving within the electric Research-based
5.1.12.B.1-4 field? surveys Interactive white board
Marking period project
5.1.12.C.1-3
A capacitor is an electrical How does an electric field differentiate from an electric
5.1.12.D.1-3 Anticipatory set Lab reports
device that can store potential field? Unit test with AP
5.2.12.A.1-4
electrical energy. Physics C Electricity &
5.2.12.B.1 How does electric potential cause the movement of electrons Class discussion Student journals
5.2.12.D.4 in an electric circuit? Magnetism released
5.2.12.E.3-4 Student survey Student portfolios multiple choice and free
How does the arrangement of basic circuit components in response questions
series and parallel affect the function of those components? Context rich problems
Post-test for research
How is an excess of charge stored and used within a circuit?
Research based surveys
How can the conservation of energy in a system be
represented verbally, physically, graphically and
mathematically?
Student-centered
labs Lab reports
What is the relationship between electrical Performance

field forces and the energy of charged Modeling and data
particles moving within the electric field? assessment
analysis
How does an electric field differentiate with Research-based Marking period
5.1.12.A.1-3 an electric potential field? Interactive white
surveys project
5.1.12.B.1-4 How does electric potential cause the board
5.1.12.C.1-3 A potential difference movement of electrons in an electric circuit?
Anticipatory set Unit test with AP
5.1.12.D.1-3 is required for an Lab reports
How can the conservation of energy in a Physics C Electricity
5.2.12.A.1-4 electrical current. system be represented verbally, physically,
graphically and mathematically? Class discussion & Magnetism
5.2.12.B.1 Student journals
released multiple
5.2.12.E.3-4 How do basic circuit components produce choice and free
heat, light and sound from electrical energy? Student survey Student portfolios
response questions
How does the arrangement of basic circuit
components in series and parallel affect the Context rich
function of those components? Post-test for
problems research based
surveys
Research
Student-centered Lab reports
labs
Performance
How do the physical properties of a wire Modeling and data assessment
Research-based analysis
affect the resistivity?
5.1.12.A.1-3 How does electric potential cause the Interactive white project
5.1.12.B.1-4 movement of electrons in an electric circuit? board
5.1.12.C.1-3 Resistance impedes Anticipatory set
5.1.12.D.1-3 the flow of electrical Lab reports Unit test with AP
5.2.12.A.1-4 charge. How do basic circuit components produce Physics C Electricity
5.2.12.B.1 heat, light and sound from electrical energy? Student journals & Magnetism
Class discussion
5.2.12.E.3-4 released multiple
How does the arrangement of basic circuit Student portfolios choice and free
components in series and parallel affect the Student survey response questions
function of those components? Context rich
research based
Research surveys
Student-centered
labs Lab reports
Performance
How do basic circuit components produce Modeling and data
assessment
heat, light and sound from electrical energy? analysis
Research-based Marking period

5.1.12.A.1-3 How does the arrangement of basic circuit Interactive white
surveys project
5.1.12.B.1-4 components in series and parallel affect the board
The change in
5.1.12.C.1-3 function of those components?
electrical potential Anticipatory set Unit test with AP
for a closed loop is Physics C Electricity
5.2.12.A.1-4 How is an excess of charge stored and used
zero. Class discussion & Magnetism
5.2.12.B.1 within a circuit? Student journals
released multiple
5.2.12.D.4
Student survey choice and free
How can the conservation of energy in a Student portfolios
response questions
system be represented verbally, physically,
graphically and mathematically? Context rich Post-test for
surveys
Research
How do basic circuit components produce Student-centered Lab reports

labs
heat, light and sound from electrical energy? Performance
5.1.12.A.1-3 How is an excess of charge stored and used
5.1.12.B.1-4 The amount of within a circuit? Interactive white project
board
5.1.12.C.1-3 electrical current that
Anticipatory set
5.1.12.D.1-3 enters a junction is How does the arrangement of basic circuit Lab reports Unit test with AP
Physics C Electricity
5.2.12.A.1-4 the same that exits components in series and parallel affect the & Magnetism
5.2.12.B.1 the junction. function of those components? released multiple
5.2.12.D.4 Student portfolios choice and free
Student survey response questions
How can the conservation of energy in a Context rich
system be represented verbally, physically, problems Post-test for
graphically and mathematically? research based
Research surveys
Student-centered
Lab reports
labs
Performance
How do basic circuit components produce Modeling and data
assessment
heat, light and sound from electrical energy? analysis
5.1.12.A.1-3 Research-based Marking period
How is an excess of charge stored and used Interactive white
5.1.12.B.1-4 surveys project
Electrical circuits and within a circuit? board
5.1.12.C.1-3
their components
5.1.12.D.1-3 Anticipatory set Unit test with AP
provide a mechanism How does the arrangement of basic circuit Lab reports
5.2.12.A.1-4 Physics C Electricity
of transferring components in series and parallel affect the
5.2.12.B.1 Class discussion & Magnetism
electrical energy. function of those components? Student journals
5.2.12.D.4 released multiple
5.2.12.E.3-4 Student survey choice and free
How can the conservation of energy in a Student portfolios
response questions
graphically and mathematically? Context rich
Post-test for
problems
research based
surveys
Research
Student-centered
What is the fundamental relationship among Lab reports
labs
electric fields, magnetic fields, and light?
Performance
Modeling and data
How can magnets and the magnetic field assessment
analysis
they produce be represented verbally,
Magnetism, in its graphically and mathematically? Research-based Marking period
5.1.12.A.1-3 Interactive white
many forms, results surveys project
5.1.12.B.1-4 board
from the application How does the magnetic field of a current
5.1.12.C.1-3
of relativistic length carrying wire exerted on other current Anticipatory set Unit test with AP
contraction to carrying wires be quantified? Physics C Electricity
5.2.12.A.1-4
moving charged Class discussion & Magnetism
5.2.12.B.1 Student journals
particles magnetic How can the relationship between electric released multiple
5.2.12.E.3-4
fields. currents and magnetic fields be represented Student survey choice and free
Student portfolios
physically, graphically and mathematically? response questions
Context rich
What conditions are required in order to Post-test for
problems
induce an electric current from a magnetic research based
field, and vice versa surveys
Research
What is the fundamental relationship among, Lab reports
electric fields, magnetic fields and light? Student-centered labs
How can magnets and the magnetic field they Performance

Modeling and data
produce be represented verbally, graphically and assessment
mathematically? analysis
Research-based
How does the magnetic field of a current carrying Marking period
5.1.12.A.1-3 surveys Interactive white board
Magnetic fields are wire exerted on other current carrying wires be project
5.1.12.B.1-4
produced by changing quantified?
5.1.12.C.1-3 Anticipatory set Lab reports
electric fields, while
5.1.12.D.1-3 Unit test with AP
electric fields are How can the relationship between electric currents
5.2.12.A.1-4 Physics C Electricity &
produced by changing and magnetic fields be represented physically, Class discussion Student journals
5.2.12.B.1
magnetic fields. graphically and mathematically? Magnetism released
5.2.12.E.3-4
multiple choice and
What conditions are required in order to induce an Student survey Student portfolios
electric current from a magnetic field, and vice free response
versa? questions
How does a loop of current in an external magnetic
Post-test for research
field respond and how can we calculate the resulting Research
torque? based surveys
What are the characteristics of light?
How are electromagnetic waves different from Lab reports

mechanical waves?
Performance
How is the dual (wave-particle) nature of light Modeling and data
assessment
described? analysis
Research-based
What happens as light reflects off various surfaces? Marking period
surveys Interactive white board
project
5.1.12.A.1-3 What happens as light passes through various
5.1.12.B.1-4 Electromagnetic waves media? Anticipatory set Lab reports
5.1.12.C.1-3 do not need a medium to Unit test with AP
5.1.12.D.1-3 transfer energy. What happens as light interacts when it passes Physics C Electricity &
5.2.12.D.4 through small openings? Class discussion Student journals
Magnetism released
How does light interfere with each other? multiple choice and
free response
How does light diffract around various barriers? questions
What models of light have been used in the history
of physics and what is the currently accepted model Post-test for research
Research
of light? based surveys
What occurs as atoms absorb and release photons?
How are electromagnetic waves different from

mechanical waves? Student-centered labs Lab reports
How is the dual (wave-particle) nature of light Modeling and data

Performance
described? analysis
assessment
Research-based
What happens as light passes through various media? surveys Interactive white board
5.1.12.A.1-3 Marking period project
5.1.12.B.1-4 Depending on the
What happens as light interacts when it passes through Anticipatory set Lab reports
5.1.12.C.1-3 observer, light can act as a Unit test with AP
small openings?
5.1.12.D.1-3 particle or a wave. Physics C Electricity &
5.2.12.D.4 Magnetism released
How does light interfere with itself?
multiple choice and free
response questions
How does light diffract around various barriers?
What models of light have been used in the history of Post-test for research
physics and what is the currently accepted model of Research based surveys
light?
What are the characteristics of light? Lab reports

How are electromagnetic waves different from
mechanical waves? Performance
Modeling and data
How is the dual (wave-particle) nature of light analysis assessment
Research-based
described?
surveys Interactive white board
What happens as light passes through various media? Marking period project
5.1.12.A.1-3
5.1.12.B.1-4 Light waves reflect, Lab reports
What happens as light interacts when it passes through Anticipatory set
5.1.12.C.1-3 refract, diffract, and small openings? Unit test with AP
5.1.12.D.1-3 interfere. Student journals
Physics C Electricity &
5.2.12.D.4 How does light interfere with each other? Class discussion
Student portfolios Magnetism released
How does light diffract around various barriers? multiple choice and free
Student survey Context rich problems response questions
What models of light have been used in the history of
physics and what is the currently accepted model of Research
light? Post-test for research
What occurs as atoms absorb and release photons? based surveys
Scientific
investigation
Lab reports
Student-centered
labs Performance
At velocities analysis
Why are the effects of special relativity
approaching the usually unnoticed in our everyday lives? Research-based Marking period
speed of light, the surveys Interactive white project
5.1.12.A.1-3 physical variables of Under what physical conditions do the board
5.1.12.B.1-4 Newtonian effects of special relativity become Anticipatory set
5.1.12.C.1-3 Lab reports Unit test with AP
5.1.12.D.1-3 mechanics—time, important? Physics C Electricity
5.2.12.D.4 length, velocity, mass Class discussion & Magnetism
and energy—must be What commonly observed phenomena are, Student journals released multiple
modified to account in fact, evidence of the effects of special Student survey choice and free
relativity? Student portfolios response questions
for special relativity.
Context rich Post-test for
surveys
Research-based
surveys
Scientific
investigation
Lab reports
Student-centered performance
labs
Modeling and data Assessment
analysis
Marking period
What is the difference Interactive white project
5.1.12.A.1-3 Research-based board
Small amounts of between fission and fusion?
5.1.12.B.1-4 surveys
matter can be Unit test with AP
5.1.12.C.1-3 Lab reports
converted to energy What is the radioactive decay? Physics C Electricity
5.1.12.D.1-3 Anticipatory set
during nuclear & Magnetism
5.2.12.A.4
interactions. What is the role of mass energy equivalence released multiple
5.2.12.D.3 Class discussion Student journals
for nuclear interactions? choice and free
response questions
Post-test for
Context rich
surveys
Research-based
surveys
Scientific
Investigation Lab reports
Student-centered Performance
What are different types of optical devices labs assessment
and how do they produce an image? Modeling and data
A mirror and lens are Marking period
optical devices that What is the difference between real and surveys project
5.1.12.A.1-3 Interactive white
can reflect and virtual images? board
5.1.12.B.1-4
refract light to form Anticipatory set Unit test with AP
5.1.12.C.1-3
images that differ in How can the location, size, orientation and Lab reports Physics C Electricity
5.1.12.D.1-3
size and orientation type of image formed be predicted and Class discussion Student Journals & Magnetism
5.2.12.D.4
when compared with represented physically and mathematically? released multiple
the original object. Student survey Student portfolios choice and free
How does the eye function and what response questions
problems can arise in its functioning? Context rich
research based
Research-based surveys
surveys
How can the energy of an object be
represented verbally, physically, graphically Scientific
and mathematically? Investigation
Lab reports
What is the first law of thermodynamics? Student-centered

labs Performance
How does the heating/cooling process occur?
Research based analysis
Heating and surveys Marking period
How does the heating process affect a
cooling are transfers Interactive white project
system and the total energy of the system?
5.1.12.A.1-3 of energy on a Anticipatory set board
5.1.12.B.1-4 microscopic Unit test with AP
How can the conservation of energy in a
5.1.12.C.1-3 level between a Lab reports Physics C Electricity
5.1.12.D.1-3 system and its Student Journals & Magnetism
graphically and mathematically? Class discussion
surrounding released multiple
environment. choice and free
How do you represent pressure, volume and Student survey Student portfolios
temperature of a number of gas particles response questions
verbally, physically, graphically and Context rich
mathematically? problems Post test for
research based
How are pressure and temperature surveys
Research based
understood on the microscopic level and surveys
macroscopic level?
represented verbally, physically, graphically
and mathematically?
How does work done by and on a system

affect the total energy of the system?
What is the first law of thermodynamics?

Scientific
How do the heating/cooling processes occur? Investigation
Lab reports
How does the heating process affect a Student-centered
system and the total energy of the system? labs
analysis assessment
5.1.12.A.1-3
How can the conservation of energy in a Research based
5.1.12.B.1-4 Marking period
The total mass- system be represented verbally, physically, surveys Interactive white
5.1.12.C.1-3 board project
energy of a closed graphically and mathematically?
5.1.12.D.1-3
system is conserved Anticipatory set Lab reports Unit test with AP
5.2.12.C.1-2
at all times. How do you represent pressure, volume and Student Journals Physics C Electricity
5.2.12.D.1,4 & Magnetism
temperature of a number of gas particles Class discussion
5.2.12.E.1-4 Student portfolios released multiple
verbally, physically, graphically and choice and free
mathematically? Student survey response questions
Context rich
problems
How do you determine the efficiency of a Post test for
research based
closed system? Research based
surveys
surveys
How are pressure and temperature
understood on the microscopic level and
macroscopic level?
represented verbally, physically, graphically
and mathematically?
How does work done by and on a system

affect the total energy of the system? Scientific
Investigation
Lab reports
Student-centered
labs Performance
5.1.12.A.1-3 Research based analysis
5.1.12.B.1-4 surveys Marking period
How does the heating process affect a project
5.1.12.C.1-3 Interactive white
Energy is the ability system and the total energy of the system? Anticipatory set board
5.1.12.D.1-3 Unit test with AP
to cause change
5.2.12.C.1-2 Lab reports Physics C Electricity
within a system. How can the conservation of energy in a Class discussion & Magnetism
5.2.12.D.1,4 Student Journals
system be represented verbally, physically, released multiple
5.2.12.E.1-4
graphically and mathematically? Student portfolios choice and free
Student survey
response questions
How do you represent pressure, volume and Context rich
problems Post test for
temperature of a number of gas particles research based
verbally, physically, graphically and surveys
Research based
mathematically? surveys
How do you determine the efficiency of a
closed system?
How are pressure and temperature
understood on the microscopic level and
macroscopic level?
Proficiencies and Pacing
Recommended
Unit Understanding(s) and Goal(s)
Unit Title Duration
The scientific process of experimental design allows students to develop ideas through observations, test possible
explanations, critically analyze data, and communicate the outcomes.
Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.
Technology is an application of scientific knowledge used to meet human needs and solve human problems.
Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities.
All units - Scientific

At the conclusion of this unit, students will be able to: Ongoing throughout
processes, quantitative
1. Differentiate between a hypothesis and prediction. course
and qualitative skills
2. Utilize the scientific process, observations, developing ideas, model building, model testing and analysis to
answer scientific questions.
3. Use scientific reasoning to answer real world questions.
4. Build mathematical models and identify the assumptions and limitations for each model.
5. Analyze data quantitatively and qualitatively via uncertainty analysis.
6. Interpret data and develop sense making abilities.
7. Apply a variety of mathematical skills, using algebra, calculus, linear algebra and vector operations to physical
systems.
Electromagnetic waves transfer energy through a medium.
Light behaves as an electromagnetic wave or a particle depending on the observer.
Light wave reflect, refract, diffract, and interfere.

Unit 9 - Wave & Particle 2 weeks
Properties of Light At the conclusion of this unit, students will be able to:
1. Describe the characteristics and the dual (wave-particle) nature of light.
2. Represent a physical characteristic of electromagnetic waves verbally, physically, graphically and mathematically.
3. Qualitatively and quantitatively describe what happens as waves reflect, refract, diffract, and interfere.
4. Qualitatively and quantitatively describe interference patterns for single, double and diffraction gratings.
5. Explain how energy is transferred as light is absorbed and emitted by atoms.
Light that interacts with lenses and mirrors can form images that are real and virtual.
Optical devices are materials that transmit or reflect light to produce images of the object from which the light
comes.
At the conclusion of this unit, students will be able to:

Unit 10 - Light Optics 1. Differentiate between various optical devices (concave mirrors, convex mirrors, concave lenses and convex 2 weeks
lenses).
2. For an optical system describe verbally, mathematically, visually and physically the location of the image, object
and properties of the optical device.
3. Differentiate between real and virtual images formed by an optical device.
4. Describe how object can be magnified through an optical device.
5. Describe how the human eye functions and how it can be altered to cause sight problems.
Why are the effects of special relativity usually unnoticed in our everyday lives?
Under what physical conditions do the effects of special relativity become important?
What commonly observed phenomena are, in fact, evidence of the effects of Special Relativity?

Unit 11 - Special Relativity 1. To describe the observations and experiments that led to special relativity (i.e. Michelson interferometer, 2 weeks
Fitzgerald contraction)
2. To understand that the speed of light in a vacuum is the same for all observers.
3. To understand that the laws of physics, as we know them, are the same for observers in all inertial frames of
reference.
4. Differentiate between inertial and non-inertial frames of reference.
5. Apply relativistic transformations for time dilation, length contraction, relativistic velocity, mass expansion and
relativistic energy
What is the difference between fission and fusion?
What is the radioactive decay?
What is the role of mass energy equivalence for nuclear interactions?

Unit 12 - Nuclear Physics 2 weeks

1. Differentiate between fission and fusion.
2. Describe the various types of radioactive decay.
3. Determine the amount of mass that is converted to energy in nuclear interactions.
Electrical circuits and their components provide a mechanism of transferring electrical energy.
The amount of electrical current that enters a junction is the same that exits the junction.
The change in electrical potential for a closed loop is zero.
Resistance impedes the flow of electrical charge.
A capacitor is an electrical device that can store electrical energy.

Unit 13 - DC Circuits 1. Explain the function and operation of an electrochemical cell. 3 weeks
2. Use ammeters, voltmeters and galvanometers correctly in an electrical circuit.
3. Draw schematic diagrams for circuits
4. Determine the resistance of a resistor and wires.
5. Apply Ohm's Law to a variety of circuits.
6. Find the equivalent resistance for resistors in parallel and series.
7. Apply Kirchoff’s rules to a complete circuit.
8. Apply the junction rule to examine splits in current.
9. Determine the voltage across, current through and power dissipated by resistors in complex circuits.
10. Determine the voltage across, the charge and energy stored on capacitor.
Charge is a fundamental property of matter.
Electrical interactions are exerted between all objects with an excess of charge.
Charge can move freely inside certain materials and can only redistribute slightly.
An object that has an excess of charged particles will have a charge distribution over the surface of that object and affect the electrical properties
of the surrounding space.
A potential difference is required for an electrical current.
Gauss’s Law can be used to determine the electric field near a continuous charge distribution.

Unit 14 - Electrostatic Forces and
2 weeks
Fields
1. Apply the charge model to explain electrostatic phenomena
2. Differentiate between a conductor and insulator
3. Explain and predict electrical interactions in terms of forces, fields and energies, qualitatively and quantitatively.
4. Describe how electrical those interactions affect the surrounding space qualitatively and quantitatively.
5. Describe and determine the electric field that surrounds a source charge
6. Describe electrical potential energy for charged particles
7. Apply the conservation of energy to electrical interaction
8. Differentiate between electrical potential fields and electrical fields
9. Apply Gauss' Law to determine the electric field for a continuous charge distribution.
10. Determine the voltage across the charge and energy stored on capacitor.
Magnetism, in its many forms, results from the application of relativistic length contraction to moving
charged particles magnetic fields.
Magnetic fields are produced by changing electric fields, while electric fields are produced by changing
magnetic fields.

Unit 15 - Magnetic 1. Represent the magnetic field verbally, physically, visually and mathematically.
2 weeks
Force & Fields 2. Relate a current carrying wire to the magnetic field it produces.
3. Relate the motion of charged particles to the magnetic field it passes through and the resultant force
exerted on it.
4. Describe the direction of an induced current within a complete conducting loop that passes into and
out of a magnetic field.
5. Describe how a changing magnetic field within a closed conducting loop relates to the induced current
and magnetic field.
6. Describe the role of inductors and AC current in a circuit
Energy is a system's ability to do or change something.
Work is a transfer of energy into and out of a system.
Energy is conserved for a closed system of objects.
Heating and cooling are examples of transfer of energy into and out of a system.
Unit 16 - Heat & The kinetic theory model can be used to describe the relationship between gas particles, pressure,
2 weeks
Thermodynamics temperature, and volume.

1. Explain the process of heating and cooling.
2. Differentiate between thermal energy, heat and temperature.
3. Relate pressure, volume and temperature in the ideal gas model.
4. Apply conservation of energy to physical thermodynamic systems.
5. Apply the laws of thermodynamics to physical systems
6. Explain the concept of entropy.
Laboratory Outline
Laboratory Outline – Mechanics C

All labs are conducted in a student-centered lab and are of the following types: observational experiment, testing experiment or application experiment.
Lab Hours
Lab Title Objectives
(approx.)
To derive and apply the reflection of light to a variety of situations
Reflection and Refraction 2
To derive and apply the refraction of light to a number of situations where light passes through different media
To develop an expression for light interference through a double slit
To apply an expression for light interference through a single slit
Interference 4
To apply an expression of light interference through a diffraction grating
To develop and apply an expression for thin film interference
Polarization 1 To polarize light various ways via reflection, selective absorption and scattering
To determine the focal length of a plane, concave and convex mirror
To measure the aperture of convex and concave mirrors
Light Optics - Mirrors 3
To determine the location of virtual images via parallax produced by a plane, concave and convex mirror
To determine the location of an image and its magnification utilizing a plane, concave and convex mirror
To determine the focal length of a plane, concave and convex lens
To measure the aperture of convex and concave lenses
Light Optics - Lenses 3
To determine the location of an image and its magnification utilizing a plane, concave and convex lens
To determine the location of an image and its magnification for multiple lenses.
To measure the relative penetrating abilities of the alpha, beta and gamma particles
To measure the background radiation within the classroom
Nuclear Physics 2
To measure the half-life of a short lived radioactive isotope
To develop the charge model through a series of small experiments by via rubbing (and not rubbing) various objects (i.e. PVC pipe, glass
The Charge Model 2 rods, fur, wool, etc.) together and making observations as these objects are brought near each other, students will reason about what is
going on a microscopic level
To measure the effect of a uniform electric field on a moving beam of charged particles and to show that the force on a moving charged
1
Electrostatic Deflection particle is given by F = Eq
To determine the electric potential as a function of distance from a point (spherical) source
Electric Field and Electric To determine the direction of greatest change in potential near a point (spherical) source
2
Potential Field To calculate the electric field strength as a function of distance from a point (spherical) source
To relate the electric field strength to the greatest rate of change of the potential
To differentiate the potential difference generated by an electrochemical cell related to the number of cells connected in series to those
connected in parallel
To demonstrate how a voltmeter is connected in an electrical circuit
To demonstrate how an ammeter be used in an electrical circuit
To examine how current changes through electrical junctions inside an electrical circuit, parallel and series parts
To determine the relationship among the potential differences across each light bulb and the potential difference across the battery in a
series circuit and in a parallel circuit
To relate the current flow through a circuit related to the voltage applied and the resistance of the circuit element (Ohm’s Law)
To relate the total resistance of resistors used in series and in parallel related to the separate resistances
DC Electrical Circuits 15
To determine the internal resistance of a battery
To relate the resistance of a wire related to the length of the wire, to the cross section (The cross section of a wire is the circular area
exposed when the wire is cut cleanly.) and to the temperature of the wire, and the resistivity of a material.
To measure the resistance of an unknown resistance using a bridge circuit (Wheatstone bridge)
To measure the power delivered to the load in a circuit, and determine the conditions will maximum power be delivered and under what
conditions will the delivery of that power be most efficient
To develop the relationship between the heat delivered by an electrical circuit, the amount of current supplied, the voltage supplied and
the time (Joule’s law)
To differentiate between the resistance of a diode, an active circuit element, from the resistance of resistor
To measure the capacitance of a parallel plate capacitor
Capacitors & Capacitance 2 To determine the capacitance of two capacitors in parallel
To determine the capacitance of two capacitors in series
Magnetic Field Strength 1 To measure the strength of a magnetic field as a function of distance from a current carrying wire through the use of a Hall Effect device
To measure the effect of a uniform magnetic field on a moving beam of charged particles and to show the magnetic force on a moving
Magnetic Deflection 1
charged particle is given by the cross product of the magnetic field and velocity times the magnitude of the charge
Magnetic Force on a current To determine the direction and the magnitude of the magnetic force exerted on a current carrying wire while sitting in a uniform magnetic
1
carrying wire field
Magnetic Force between To determine the relationship between the magnetic field near a current carrying wire and the distance from that wire (i.e. to verify the
1 Biot Savart Law and/or Ampere’s Law)
Current Carrying wires
To measure both the magnitude and direction of the magnetic force between two current carrying wires
To determine the self-inductance of a solenoid through its design
To determine the self-inductance of a solenoid by measuring the resonant frequency
To show that the EMF across a solenoid is 90° out of phase with the EMF across the source
Magnetic Inductance 1
To show that the voltage drops across the individual circuit elements in a series RCL circuit add up geometrically to give the EMF across the
source
To measure the impedance of an RCL circuit
To measure the specific heat of a solid and/or liquid
To measure the temperature of a cooling object as a function of time in terms of Newton's Law of cooling
To measure absolute zero with a gas thermometer
Thermodynamics 5
To measure the effect of temperature change and pressure change on the volume of an ideal gas
To measure the rate of heat flow through a variety of metal object whose opposite sides are maintained at different but constant
temperatures
S&E AP Physics C Electricity & Magnetism - All Units
Unit Plan
Enduring Understandings:
The scientific process of experimental design allows students to develop ideas through observations, test possible explanations, critically analyze data, and
communicate the outcomes.
Mathematics is a tool used to model objects, events, and relationships in the natural and designed world.
Technology is an application of scientific knowledge used to meet human needs and solve human problems.
Uncertainty analysis gives measurements and prediction a specific range of values for physical quantities.
Essential Questions:
How is the scientific process utilized to develop ideas and answer scientific questions?
What is the difference between a prediction and a hypothesis?
What is physics and how does it relate to other sciences and the real world?
How is quantitative data manipulated and interpreted to model or represent real world phenomena?
How is reliable data collected and interpreted in an experiment?
How are physical quantities represented and manipulated as vector or scalar quantities?
How is calculus applied to physical representations of the real world?
Unit Goals:
1. Differentiate between a hypothesis and prediction.

2. Utilize the scientific process, observations, developing ideas, model building, idea/model testing and analysis to answer scientific questions.
3. Use scientific reasoning to answer real world questions.
4. Build mathematical models, identifying the assumptions and limitations for each model.
5. Analyze data quantitatively and qualitatively via uncertainty analysis.
6. Interpret data and develop sense making abilities.
7. Apply a variety of mathematical skill, using algebra, calculus, linear algebra and vector operations to physical systems.
Recommendation Duration:
Implemented throughout the year
Guiding/Topical Suggested Suggested
Content/Themes/Skills Resources and Materials
Questions Strategies Assessments
Small group
collaboration and
discussion in the
lab to examine the
scientific process
Observational
experiment where
students collect
qualitative and
Use scientific inquiry to ask scientifically-oriented quantitative data
questions, collect evidence, form explanations, to develop ideas,
connect explanations to scientific knowledge and hypotheses and
theory, and communicate and justify explanations. mathematical
models.
Use observational experiments to develop ideas and Interactive whiteboard
help student create conceptual and mathematical Testing sessions allowing for free
relationships that represent physical phenomena. experiments flow of discussion about
Lab equipment: meter sticks, labs
timers, scales, data collection where students
Develop testable ideas, hypotheses and make predictions
mathematical models from observational interfaces of various sorts
based upon their
experiment and student ideas. ideas, hypotheses Student journals/blogs on
How is the scientific Web-based lab simulations
and mathematical the major ideas of labs
method used to Locate, develop, summarize, organize, synthesize models
answer questions and evaluate information. Scientific calculators
and to solve
problems? Develop testing experiment where students can use Math reference for algebraic Lab reports Class discussions of
their ideas, hypotheses, and mathematical models to and calculus examples written in experimental results and
make a prediction about the outcome of the approved consequences
experiment. Students will conduct the experiment laboratory format
Student editions of physics text
to see if their ideas, hypotheses, and mathematicalapproved by the district Lab reports
models were supported or disproved. Activity on demonstrating
Scientific method completion of experiment
Develop the assumptions of those ideas, hypotheses, such as a and discussion of results
and mathematical models that are supported in the “thought”
testing experiments. experiment where
students justify
Apply those ideas, hypotheses, and mathematical their logical
models to other real world phenomena. solution
Guided discussion
based upon
results from
survey and
questionnaire
Small group
collaboration and
discussion in the
lab to examine the
scientific process
Observational
Use scientific inquiry to ask scientifically-oriented experiment where
questions, collect evidence, form explanations, students collect
connect explanations to scientific knowledge and qualitative and
theory, and communicate and justify explanations. quantitative data
to develop ideas,
Use observational experiments to develop ideas and hypotheses and Interactive whiteboard
help student create conceptual and mathematical mathematical sessions differentiating
relationships that represent physical phenomena. models hypothesis and prediction
Lab equipment: meter sticks,
Develop testable ideas/hypotheses/mathematical timers, scales, data collection Student journals/blogs
interfaces of various sorts Testing
models from observational experiment and student experiments reflecting on their
ideas where students abilities to develop
Web-based lab simulations hypothesis and
What is the make predictions
difference between Locate,
and
develop, summarize, organize, synthesize
evaluate information. Scientific calculators based upon their differentiate from a
a prediction and a ideas, hypotheses prediction
hypothesis? and mathematical
Develop testing experiment where students can use Math reference for algebraic models Lab reports with sections
their ideas/hypotheses/mathematical models to and calculus examples that differentiate
make a prediction about the outcome of the
experiment then students conduct the experiment Lab report written hypotheses and
Student editions of physics text in approved predictions
to see if their ideas/hypotheses/mathematical approved by the district
models was supported or disproved. laboratory format
Formal and informal lab
Develop the assumptions of those Activity on reports
ideas/hypotheses/mathematical models that are Scientific method
supported in the testing experiments such as a
“thought”
Apply those ideas/hypotheses/mathematical models experiment where
to other real world phenomena students justify
their logical
solution
Guided discussion
based upon
results from
survey and
questionnaire
Small group
collaboration and
discussion in the
lab to examine the
scientific process
Observational
experiment where
students collect
qualitative and
quantitative data
to develop ideas,
Use scientific inquiry to ask scientifically-oriented hypotheses and
questions, collect evidence, form explanations, mathematical
connect explanations to scientific knowledge and models
theory, and communicate and justify explanations.
Develop testable ideas/hypotheses/mathematical Testing
models from observational experiment and student Lab equipment: meter sticks, experiments
ideas timers, scales, data collection where students
interfaces of various sorts make predictions Interactive whiteboard
Locate, develop, summarize, organize, synthesize based upon their sessions justifying
What constitutes and evaluate information. Web-based lab simulations ideas, hypotheses experimental evidence
valid evidence and and mathematical
when do you know Develop testing experiment where students can use Scientific calculators models Student journals/blogs
you have enough their ideas/hypotheses/mathematical models to reflecting on
and the right kind of make a prediction about the outcome of the Math reference for algebraic Lab report written experimental evidence
evidence? experiment then students conduct the experiment and calculus examples in approved
to see if their ideas/hypotheses/mathematical laboratory format Class discussions debating
models was supported or disproved. experimental evidence
approved by the district Activity on
Develop the assumptions of those Scientific method
ideas/hypotheses/mathematical models that are such as a
supported in the testing experiments “thought”
experiment where
Apply those ideas/hypotheses/mathematical models students justify
to other real world phenomena their logical
solution
Guided discussion
based upon
results from
survey and
questionnaire
Small group
collaboration and
discussion in the
Use scientific inquiry to ask scientifically-oriented
lab to examine
questions, collect evidence, form explanations,
how to develop a
connect explanations to scientific knowledge and
scientific model
Observational
Develop testable ideas/hypotheses/mathematical
experiment where
models from observational experiment and student Interactive whiteboard
Lab equipment: meter sticks, students collect
ideas timers, scales, data collection sessions justifying
interfaces of various sorts qualitative and
experimental evidence
quantitative data
Locate, develop, summarize, organize, synthesize Web-based lab simulations to develop ideas,
and evaluate information. Student journals/blogs
hypotheses and
How do you develop Spreadsheets reflecting on
mathematical
a mathematical Develop testing experiment where students can use Scientific calculators experimental evidence
models
model? their ideas/hypotheses/mathematical models to
make a prediction about the outcome of the Math reference for algebraic Class discussions debating
and calculus examples Testing
experiment then students conduct the experiment experimental evidence
experiments
to see if their ideas/hypotheses/mathematical
Student editions of physics text where students
models was supported or disproved. Formal and informal lab
approved by the district make predictions
reports
based upon their
Develop the assumptions of those
ideas, hypotheses
ideas/hypotheses/mathematical models that are
and mathematical
supported in the testing experiments
models
Apply those ideas/hypotheses/mathematical models

Lab report written
to other real world phenomena
in approved
laboratory format
timers, scales, data collection Pre-test to determine
interfaces of various sorts Small group
Locate, develop, summarize, organize, synthesize student knowledge base
collaboration and
and evaluate information. Web-based lab simulations of skills and how to
discussion in the
What is precision, determine experimental
Spreadsheets lab to examine the
accuracy and Differentiate between instrumental and random uncertainty
uncertainty of an
uncertainty uncertainty. Scientific calculators
instrument or the
analysis? Lab reports including
random
Represent uncertainty with error bars and tolerance Math reference for algebraic implementation of
and calculus examples uncertainty in an
ranges. experimental uncertainty
experiment
Student editions of physics text in results
approved by the district
Lab report written

in approved
Lab equipment: meter sticks, laboratory format Student journals/blogs
timers, scales, data collection that develop ideas and
interfaces of various sorts Activity on arguments for and
Scientific method against ideas
Use scientific inquiry to ask scientifically-oriented Web-based lab simulations such as a
questions, collect evidence, form explanations, “thought” Class presentations on
How can results be connect explanations to scientific knowledge and
Spreadsheets experiment where whiteboards in which
best justified and students justify students communicate,
explained to others? Locate, develop, summarize, organize, synthesize
and evaluate information.
Scientific calculators their logical justify and support ideas
solution to peers
Understand that the development of ideas is
essential for building scientific knowledge. Math reference for algebraic
and calculus examples Guided discussion Lab reports in which
based upon students demonstrate
Student editions of physics text results from
experiments
their abilities to
approved by the district communicate with
scientific writing
Justification of
results and real
world implications
for labs
Whiteboard
sessions
Lab report written

in approved
Student journals/blogs in
laboratory format
which students develop
ideas and arguments for
Activity on
and against ideas
scientific method
Use scientific inquiry to ask scientifically-
such as a
Why is oriented form explanations, connect explanations to Class presentations using
“thought”
communication scientific knowledge and theory, and communicate Whiteboards whiteboards in which
experiment where
among the scientific and justify explanations. students communicate,
students justify
community essential Locate, develop, summarize, organize, synthesize Student editions of physics text justify and support ideas
their logical
for presenting and evaluate information. approved by the district to peers
solution
findings? Understand that the development of ideas is
essential for building scientific knowledge. Lab reports in which
Guided discussion
students demonstrate
based upon
their abilities to
results from
communicate through
experiments in lab
scientific writing
Presentation of
material from lab
to peers and
critical analysis by
peers
Guided discussion
How do science and Questionnaire about
Develop an understanding of the role that Physics Lab equipment: meter sticks, based upon
technology careers in technology and
serves as a foundation for many career opportunities timers, scales, data collection equipment
influence each interfaces of various sorts science and their impact
in science and technology. utilized in the
other? on our daily lives
classroom
Lab report written
in approved
laboratory format
Activity on
scientific method
Use scientific inquiry to ask scientifically-oriented Lab equipment: meter sticks, such as a
How does scientific
questions, collect evidence, form explanations, timers, scales, data collection “thought”
knowledge advance
connect explanations to scientific knowledge and interfaces of various sorts experiment where
and build upon
theory, and communicate and justify explanations. students justify Questionnaire about
previous discoveries
Locate, develop, summarize, organize, synthesize their logical careers in technology and
using the scientific
and evaluate information. solution science and their impact
method of problem
Understand that the development of ideas is on our daily lives.
solving?
essential for building scientific knowledge. Guided discussion
based upon
results in the
classroom and
historical results
from prior
experiments
Use scientific inquiry to ask scientifically-oriented
questions, collect evidence, form explanations,
Guided discussion
What is the role of connect explanations to scientific knowledge and Lab equipment: meter sticks,
based upon topic Questionnaire about
physics in the world theory, and communicate and justify explanations. timers, scales, data collection
specific real world careers in technology and
around us? Develop an understanding of the role that Physics interfaces of various sorts
applications science and their impact
serves as a foundation for many career opportunities
on our daily lives
in science and technology.
timers, scales, data collection
interfaces of various sorts
Web-based lab simulations
Spreadsheets Guided discussion

Why is it necessary
based upon the
for all scientists to Scientific calculators Class discussion about a
Use metric system (kg-m-s), recognize metric prefix students’ abilities
use a common uniform system of
meanings and convert to base units. to relate similar
system of measurements
Math reference for algebraic physical variables
measurement?
and calculus examples to different units

Mini-lab on lab
Safety quiz
safety and
What practices and measurement
Student journals/blogs on
habits will ensure Properly and safely use technology and scientific
Student editions of physics text safety
safety in the equipment to collect and analyze data to help form
classroom and scientific testable scientific hypotheses. Guided discussion
Class discussions about
laboratory? based upon trends
the role of safe lab
that promote
practices
safety
LA.11-12.RST Reading
LA.11-12. Key Ideas and Details
LA.11-12. Craft and Structure
LA.11-12. Integration of Knowledge and Ideas
LA.11-12. Range of Reading and Level of Text Complexity
LA.11-12.WHST Writing
LA.11-12. Text Types and Purposes
LA.11-12. Production and Distribution of Writing
LA.11-12. Research to Build and Present Knowledge
LA.11-12. Range of Writing
LA.11-12.RST.11-12.1 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.
LA.11-12.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but
still accurate terms.
LA.11-12.RST.11-12.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results
based on explanations in the text.
LA.11-12.RST.11-12.4 Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to
grades 11-12 texts and topics.
LA.11-12.RST.11-12.5 Analyze how the text structures information or ideas into categories or hierarchies, demonstrating understanding of the information or ideas.
LA.11-12.RST.11-12.6 Analyze the author's purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, identifying important issues that remain
unresolved.
LA.11-12.RST.11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a
question or solve a problem.
LA.11-12.RST.11-12.8 Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions
with other sources of information.
LA.11-12.RST.11-12.9 Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept,
resolving conflicting information when possible.
LA.11-12.RST.11-12.10 By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.
MA.9-12.HSA-SSE Seeing Structure in Expressions
MA.9-12.HSA-SSE.B Write expressions in equivalent forms to solve problems
MA.9-12.HSA-APR Arithmetic with Polynomials and Rational Expressions
MA.9-12.HSA-APR.A Perform arithmetic operations on polynomials
MA.9-12.HSA-APR.B Understand the relationship between zeros and factors of polynomials
MA.9-12.HSA-APR.C Use polynomial identities to solve problems
MA.9-12.HSA-CED Creating Equations
MA.9-12.HSA-CED.A Create equations that describe numbers or relationships
MA.9-12.HSA-REI Reasoning with Equations and Inequalities
MA.9-12.HSA-REI.A Understand solving equations as a process of reasoning and explain the reasoning
MA.9-12.HSA-REI.B Solve equations and inequalities in one variable
MA.9-12.HSA-REI.4.a Use the method of completing the square to transform any quadratic equation in x into an equation of the form (x - p)�= q that has the same solutions. Derive the
quadratic formula from this form.
MA.9-12.HSA-REI.4.b Solve quadratic equations by inspection (e.g., for x�= 49), taking square roots, completing the square, the quadratic formula and factoring, as appropriate to the
initial form of the equation. Recognize when the quadratic formula gives complex solutions and write them as a �bi for real numbers a and b.
MA.9-12.HSA-REI.C Solve systems of equations
MA.9-12.HSA-REI.D Represent and solve equations and inequalities graphically
MA.9-12.HSM Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for
Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol.
LA.11-12.WHST.11- Write arguments focused on discipline-specific content.
12.1
LA.11-12.WHST.11- Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.
12.2
LA.11-12.WHST.11- (See note; not applicable as a separate requirement)
12.3
LA.11-12.WHST.11- Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
12.4
LA.11-12.WHST.11- 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
12.5 specific purpose and audience.
LA.11-12.WHST.11- Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
12.6 arguments or information.
LA.11-12.WHST.11- Draw evidence from informational texts to support analysis, reflection, and research.
12.9
LA.11-12.WHST.11- Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific
12.10 tasks, purposes, and audiences.
SCI.9-12.5.1.12 All students will understand that science is both a body of knowledge and an evidence-based, model-building enterprise that continually extends, refines, and revises
knowledge. The four Science Practices strands encompass the knowledge and reasoning skills that students must acquire to be proficient in science.
SCI.9-12.5.1.12.A Students understand core concepts and principles of science and use measurement and observation tools to assist in categorizing, representing, and interpreting the
natural and designed world.
SCI.9-12.5.1.12.B Students master the conceptual, mathematical, physical, and computational tools that need to be applied when constructing and evaluating claims.
SCI.9-12.5.1.12.C Scientific knowledge builds on itself over time.
SCI.9-12.5.1.12.D The growth of scientific knowledge involves critique and communication, which are social practices that are governed by a core set of values and norms.
SCI.9-12.5.2.12 All students will understand that physical science principles, including fundamental ideas about matter, energy, and motion, are powerful conceptual tools for
making sense of phenomena in physical, living, and Earth systems science.
SCI.9-12.5.2.12.A All objects and substances in the natural world are composed of matter. Matter has two fundamental properties: matter takes up space, and matter has inertia.
SCI.9-12.5.2.12.B Substances can undergo physical or chemical changes to form new substances. Each change involves energy.
SCI.9-12.5.2.12.C Knowing the characteristics of familiar forms of energy, including potential and kinetic energy, is useful in coming to the understanding that, for the most part, the
natural world can be explained and is predictable.
SCI.9-12.5.2.12.D The conservation of energy can be demonstrated by keeping track of familiar forms of energy as they are transferred from one object to another.
SCI.9-12.5.2.12.E It takes energy to change the motion of objects. The energy change is understood in terms of forces.
MA.9-12. Expressions.
MA.9-12. Connections to Functions and Modeling.
MA.9-12. Equations and inequalities.
MA.9-12. A model can be very simple, such as writing total cost as a product of unit price and number bought, or using a geometric shape to describe a physical object like a
coin. Even such simple models involve making choices. It is up to us whether to model a coin as a three-dimensional cylinder, or whether a two-dimensional disk
works well enough for our purposes. Other situations-modeling a delivery route, a production schedule, or a comparison of loan amortizations-need more elaborate
models that use other tools from the mathematical sciences. Real-world situations are not organized and labeled for analysis; formulating tractable models,
representing such models, and analyzing them is appropriately a creative process. Like every such process, this depends on acquired expertise as well as creativity.
MA.9-12. Modeling
MA.9-12. Modeling links classroom mathematics and statistics to everyday life, work, and decision-making. Modeling is the process of choosing and using appropriate
mathematics and statistics to analyze empirical situations, to understand them better, and to improve decisions. Quantities and their relationships in physical,
economic, public policy, social, and everyday situations can be modeled using mathematical and statistical methods. When making mathematical models, technology
is valuable for varying assumptions, exploring consequences, and comparing predictions with data.
MA.9-12. Some examples of such situations might include:
MA.9-12. In situations like these, the models devised depend on a number of factors: How precise an answer do we want or need? What aspects of the situation do we most
need to understand, control, or optimize? What resources of time and tools do we have? The range of models that we can create and analyze is also constrained by
the limitations of our mathematical, statistical, and technical skills, and our ability to recognize significant variables and relationships among them. Diagrams of
various kinds, spreadsheets and other technology, and algebra are powerful tools for understanding and solving problems drawn from different types of real-world
situations.
MA.9-12. One of the insights provided by mathematical modeling is that essentially the same mathematical or statistical structure can sometimes model seemingly different
situations. Models can also shed light on the mathematical structures themselves, for example, as when a model of bacterial growth makes more vivid the explosive
growth of the exponential function.
MA.9-12. The basic modeling cycle is summarized in the diagram. It involves (1) identifying variables in the situation and selecting those that represent essential features, (2)
formulating a model by creating and selecting geometric, graphical, tabular, algebraic, or statistical representations that describe relationships between the
variables, (3) analyzing and performing operations on these relationships to draw conclusions, (4) interpreting the results of the mathematics in terms of the original
situation, (5) validating the conclusions by comparing them with the situation, and then either improving the model or, if it is acceptable, (6) reporting on the
conclusions and the reasoning behind them. Choices, assumptions, and approximations are present throughout this cycle.
MA.9-12. In descriptive modeling, a model simply describes the phenomena or summarizes them in a compact form. Graphs of observations are a familiar descriptive model-
for example, graphs of global temperature and atmospheric CO2 over time.
MA.9-12. Analytic modeling seeks to explain data on the basis of deeper theoretical ideas, albeit with parameters that are empirically based; for example, exponential growth
of bacterial colonies (until cut-off mechanisms such as pollution or starvation intervene) follows from a constant reproduction rate. Functions are an important tool
for analyzing such problems.
MA.9-12. Graphing utilities, spreadsheets, computer algebra systems, and dynamic geometry software are powerful tools that can be used to model purely mathematical
phenomena (e.g., the behavior of polynomials) as well as physical phenomena.
MA.9-12. Modeling Standards
MA.9-12. Modeling is best interpreted not as a collection of isolated topics but rather in relation to other standards. Making mathematical models is a Standard for
Mathematical Practice, and specific modeling standards appear throughout the high school standards indicated by a star symbol (Black Star).
TEC.9-12.8.1 All students will use computer applications to gather and organize information and to solve problems.
TEC.9-12.8.1.12 A Basic Computer Tools and Skills
TEC.9-12.8.1.12 B Application of Productivity Tools
TEC.9-12.8.2 All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world as they relate to the
individual, society, and the environment.
TEC.9-12.8.2.12 A Nature and Impact of Technology
TEC.9-12.8.2.12 B Design Process and Impact Assessment
TEC.9-12. Social Aspects
TEC.9-12. Information Access and Research
TEC.9-12. Problem-Solving and Decision Making
WORK.9-12.9.1.12 All students will demonstrate creative, critical thinking, collaboration and problem solving skills to function successfully as global citizens and workers in diverse
ethnic and organizational cultures.
WORK.9-12.9.1.12.C Collaboration, Teamwork and Leadership
Differentiation
Facilitate group discussions to assess understanding among varying ability levels of students.
Provide opportunities for advanced calculations and conversions for advanced students.
Draw and label diagrams, such as force diagrams and energy bar charts, to represent some of the data for visual learners.
Provide choice to students for group selections and roles within the groups.
Provide modeling.
Provide real-life or cross-curricular connections to the material.
Provide time for revision of work when students show need.
Provide multiple representations for students to access concepts and mathematics.
Technology
Internet resources
Simulations
Data collection interface equipment and corresponding data analysis software
Video labs
References
Wikis, blogs, and virtual whiteboards
College and Workplace Readiness
By developing the understanding and practice of scientific method and scientific process within students, they will be acquiring necessary
problem solving skills and critical thinking skills. These include synthesis, analysis and application in a collaborative environment that are
found throughout various fields of the workplace. Using computers and data collection interface equipment, students will familiarize
themselves with programs that may be used in the workplace. Students will learn how to analyze data, develop mathematical models
and account for uncertainty in experimentation while utilizing spreadsheet and graphical analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 09: Wave & Particle
Models of Light
Unit Plan
Electromagnetic waves transfer energy through a medium.
Light behaves as an electromagnetic wave or a particle depending on the observer.
Light waves reflect, refract, diffract, and interfere.
How are electromagnetic waves different from mechanical waves?
How is the dual (wave-particle) nature of light described?
What happens as light reflects off various surfaces?
What happens as light passes through various media?
What happens as light interacts when it passes through small openings?
How does light interfere with itself?
How does light diffract around various barriers?
What models of light have been used in the history of physics and what is the currently accepted model of light?
Unit Goals:
1. Describe the characteristics and the dual (wave-particle) nature of light

2. Represent the physical characteristics of electromagnetic waves verbally, physically, graphically and mathematically.
3. Qualitatively and quantitatively describe what happens as waves reflect, refract, diffract, and interfere
4. Qualitatively and quantitatively describe interference patterns for single, double and diffraction gratings.
5. Explain how energy is transferred as light is absorbed and emitted by atoms.
Recommended Duration: 3 weeks

Guiding/Topical
Content/Themes/Skills Resources and Materials Suggested Strategies Suggested Assessments
Questions
Variety of lab equipment that may be used
throughout the year. Including but not
limited to meter sticks, timers, extra-long
slinkies, ropes (about 3-5 meters worth),
wave tables/ripple tanks (or teacher
demonstration projector wave table) with Teacher modeling and multimedia presentation
accessories for reflection, refraction, on how light created by accelerating charged Quizzes on the characteristics of light.
diffraction, interference, lasers, glass plates,
particles causes all types of light: visible, infrared,
oil, single slit openings, double slit openings,
What causes light and microwaves, radio waves, ultraviolet, x-rays, Formative assessment tasks: problem-solving and board
Recognize that light is caused by diffraction gratings, polarized lenses,
how is it prisms-triangular and rectangular, wave gamma radiation work, evaluate the solution, homework
accelerating charged particles.
characterized? tables, etc.
Students collaborate in small groups to discuss Weekly (or daily) journal writing (reflection of lessons and
Teacher and student editions of text the history, discovery and applications of types of learning)
approved by the district, including a math light.
book for calculus or algebraic reference and
example problems for conversions
Online wave simulations, streaming video,

to watch frame by frame or regular speed

Teacher modeling and multimedia presentation
limited to meter sticks, timers, extra-long
on the law of reflection Interactive whiteboard
Slinkies, ropes (about 3-5 meters worth),
wave tables/ripple tanks (or teacher
demonstration projector wave table) with Demo: Observe beam of light interacting with Class presentation
accessories for reflection, refraction, different materials (reflective surfaces- smooth
Relate angle of incidence and diffraction, interference, lasers, glass plates, and textured, translucent and transparent,
Lab write-up on reflection
angles of reflection for Law of oil, single slit openings, double slit openings, obstacles and apertures) using optics bench.
What is the law of Reflection. diffraction gratings, polarized lenses,
reflection? prisms-triangular and rectangular, wave Quizzes on reflection
Observational Experiment:
tables, etc.
Describe reflection, refraction, Observe angles of incidence for different
diffraction, and interference. materials. Plot the sine of the angles and add Formative assessment tasks: problem solving, board
Teacher and student editions of text trend line. Find the pattern where the angle of work, evaluate the solution, homework
approved by the district, including a math incidence is equal to the angle of reflection.
book for calculus or algebraic reference and Weekly (or daily) journal writing (reflection of lessons and
Apply the law of reflection and show how images learning)
appear in various types of mirrors.
Online wave simulations, streaming video,
to watch frame by frame or regular speed
Teacher modeling and multimedia
presentation on the index of refraction and
the law of refraction
Variety of lab equipment that may be
Relate angle of incidence used throughout the year. Including Relate speed of light in vacuum ratio to
and angles of reflection for but not limited to meter sticks, timers, Interactive whiteboard
speed of light in material to index of
Law of Refraction and extra-long Slinkies, ropes, wave refraction.
Snell's Law tables/ripple tanks, lasers, glass plates, Class presentation
oil, single slit openings, double slit Observational Experiments:
Apply reflection and openings, diffraction gratings, polarized Observe beams of light interacting with Lab write-up on refraction
refraction to a variety of lenses, prisms-triangular and
different materials (reflective surfaces-
situations. rectangular, wave tables, etc.
What is the law of smooth and textured, translucent and Quizzes on refraction, the index of refraction and
refraction? transparent, obstacles and apertures) using Snell's Law
Relate the speed of light to Teacher and student editions of text optics bench.
the speed of light in a approved by the district, including a
specific medium through the math book for calculus or algebraic Observe angles of incidence and angles of Formative assessment tasks: problem-solving and
index of refraction. reference and example problems for refraction for different materials. Plot the board work, evaluate the solution, homework
conversions sine of the angles and add trend line.
Describe how the Calculate the slope and determine the index Weekly (or daily) journal writing (reflection of
wavelength changes as the Online wave simulations, streaming of refraction. Derive mathematical lessons and learning)
light changes media video, to watch frame by frame or expression for Snell's Law: nisinθi = nrsinθr.
regular speed
Apply Snell's Law to a variety of situations
where light travels through a variety of
media and dispersion.
Variety of lab equipment that may be Teacher modeling and multimedia

used throughout the year. Including presentation on the index of refraction and Interactive whiteboard
but not limited to meter sticks, timers, the critical angle
extra-long Slinkies, ropes, wave Class presentation
tables/ripple tanks, lasers, glass plates, Observational Experiments:
oil, single slit openings, double slit Observe beam of light interacting with
openings, diffraction gratings, polarized Lab write up on refraction and the critical angle
Relate angle of incidence different materials (reflective surfaces-
and the critical angle in lenses, prisms-triangular and smooth and textured, translucent and
Snell's Law. rectangular, wave tables, etc. transparent, obstacles and apertures) using Quizzes on refraction, the index of refraction,
What is the critical optics bench. Snell's Law and the critical angle
angle?
Apply reflection and Teacher and student editions of text
refraction to a variety of approved by the district, including a Observe angles of incidence and the critical Formative assessment tasks:
situations. math book for calculus or algebraic angle of refraction for different materials. Problem-solving and board work, equation
reference and example problems for Derive mathematical expression for Snell's Jeopardy,
conversions Law: nisinθi = nrsinθr, where θr = 90º. evaluate the solution, homework
Online wave simulations, streaming Apply Snell's Law to total internal reflection Weekly (or daily) journal writing (reflection of
video, to watch frame by frame or for fiber optic cables, prisms and lessons and learning)
regular speed aquariums.
used throughout the year. Including Teacher modeling/multimedia presentation
but not limited to meter sticks, timers, on the observed color and how we perceive
extra-long Slinkies, ropes, wave color
tables/ripple tanks, lasers, glass plates,
Determine what colors make oil, single slit openings, double slit
up white light. View a beam of incandescent light from Closure- compare and contrast pigment primary
openings, diffraction gratings, polarized source, prism, colored gels (or stained glass) colors and light primary colors
lenses, prisms-triangular and
Recognize how additive of red, green and blue.
What affects the rectangular, wave tables, etc.
colors affect the color of Quiz-color mixing and reversibility
observed color of Use ray of light to enter into clear prism.
light.
an object? Teacher and student editions of text Make observations of colors that exit the Practice
approved by the district, including a prism. Take colored light and put back into
Recognize how pigments
math book for calculus or algebraic prism and observe light that exits second
affect the color of reflected Homework
reference and example problems for prism.
light.
conversions
Allow light to pass through colored glass
Online wave/light simulations, and describe how light is affected as it
streaming video, to watch frame by passes through.
frame or at regular speed
Multimedia presentation / teacher

Variety of lab equipment that may be modeling on polarization
used throughout the year. Including
but not limited to meter sticks, timers, Students will differentiate between linear
extra-long Slinkies, ropes (about 3-5 polarization when x and y components are
meters worth), wave tables/ripple out of phase and circular polarization when
tanks (or teacher demonstration the x and y components are 90º out of
projector wave table) with accessories phase. Lab reports/optics bench activities questions
for reflection, refraction, diffraction,
Explain how linearly interference, lasers, glass plates, oil, Homework
polarized light is formed and single slit openings, double slit Observe light through polarizing filters (one
detected. openings, diffraction gratings, polarized Practice
What is at a time). Rotate one filter and describe
lenses, prisms-triangular and
polarization? the observations.
Determine the plane of rectangular, wave tables etc. Closure- Which direction of polarization
oscillation for the reflected Observe light through 3 polarizing filters corresponds with "glare"?
light called "glare.” Teacher and student editions of text (where first and third perpendicular and the
approved by the district, including a middle is 45 degrees). Explain the presence Weekly (or daily) journal writing (reflection of
math book for calculus or algebraic of light. lessons and learning)
reference and example problems for
conversions Use filters to determine what light sources
or light transmitters are polarized.
Online wave/light simulations,
streaming video, to watch frame by Students will collaborate in small groups to
frame or regular speed apply the variety of polarizers and how light
is polarized.
Multimedia presentation / teacher
Describe how light waves Variety of lab equipment that may be modeling on the dual nature of light.
interfere with each other to used throughout the year. Including
produce bright and dark but not limited to meter sticks, timers,
extra-long Slinkies, ropes, wave Observational and Testing Experiment:
fringes. Interactive whiteboard
tables/ripple tanks with accessories for Young's Double Slit experiment- Predict and
reflection, refraction, diffraction, test the wavelength of laser used, calculate
Identify the conditions Class presentation and lab write up on single slit,
interference, lasers, glass plates, oil, the width of human hair, predict separation
required for interference to double slit and diffraction gratings
single slit openings, double slit of maximums using different wavelength
occur.
openings, diffraction gratings, polarized laser. Review experiments and evidence of
What particle theory of light.
Describe how light diffracts lenses, prisms-triangular and Quizzes on refraction, the wave nature of light,
characteristics of
around obstacles and rectangular, wave tables, etc. single slit, double slit and diffraction gratings
light are supported
by the wave and produce bright and dark In small collaborative groups, students will
particle model? fringes. Teacher and student editions of text derive an expression d sinθ = nλ. Formative assessment tasks:
approved by the district, including a problem-solving and board work, evaluate the
Explain how Newton's used math book for calculus or algebraic Application Experiment: solution, homework
the particle model of light to reference and example problems for Determine the spacing between slits on the
explain shadows. conversions DVD or CD using a laser. Weekly (or daily) journal writing (reflection of
lessons and learning)
Differentiate between single Online wave/light simulations, Compare and contrast the picture of
slit, double slit and streaming video, to watch frame by photons passing through double slit to
diffraction gratings. frame or regular speed pattern observed in Young's Double Slit
experiment
Multimedia presentation /teacher modeling
Variety of lab equipment that may be on interference and diffraction of light for
used throughout the year. Including single slit, double slit, diffraction grating
but not limited to meter sticks, timers, and thin film interference. Interactive whiteboard
Describe how light waves
interfere with each other to extra-long Slinkies, ropes , wave
produce bright and dark tables/ripple tanks with accessories for Observational Experiments:
Class presentation and lab write up on single slit,
fringes. reflection, refraction, diffraction,
double slit, diffraction gratings and thin film
interference, lasers, glass plates, oil, Young's Double Slit experiment - Predict interference
Identify the conditions single slit openings, double slit and test the wavelength of laser used,
required for interference to openings, diffraction gratings, polarized calculate the width of human hair, predict
lenses, prisms-triangular and separation of maximums using different Quizzes on refraction, the wave nature of light,
How is interference occur.
rectangular, wave tables, etc. wavelength laser. Students will derive the single slit, double slit, diffraction gratings and thin
and diffraction of
expression nλ = d(sinθ). film interference.
light represented? Describe how light diffracts
around obstacles and Teacher and student editions of text
produce bright and dark approved by the district, including a Thin film interference - observe and explain Formative assessment tasks:
fringes. math book for calculus or algebraic the rings on an oil film on top of water and problem-solving and board work, evaluate the
reference and example problems for derive an expression to relate the phase solution, homework
Explain how Newton's used conversions changes to the thickness of the film.
the particle model of light to Weekly (or daily) journal writing (reflection of
explain shadows. Online wave/light simulations, Students will collaborate in small groups to lessons and learning)
streaming video, to watch frame by apply the expressions for interference to
frame or regular speed single slit, double slit, thin film and
diffraction gratings.
Observational experiment:
PhET simulations: observing models of the
Variety of lab equipment that may be Hydrogen atom, students can observe what
used throughout the year. Including happens for each model and how each Lab write-ups of possible explanations and
but not limited to meter sticks, timers, model interacts with photons.
conducted experiments
extra-long Slinkies, ropes , wave
tables/ripple tanks with accessories for Students can observe the absorption,
Describe the different reflection, refraction, diffraction, Interactive whiteboard presentation of data and
subsequent excitation and emission of
atomic models from Ancient interference, lasers, glass plates, oil, subsequent discussion
electrons in the Bohr Model and after.
Greek to Electron Cloud single slit openings, double slit
models. openings, diffraction gratings, polarized Class discussion on the evolution of the Data collection and analysis
What are the lenses, prisms-triangular and atomic model and the failures/successes of
different models of Explain atomic spectra using rectangular, wave tables, etc. each modification. Quizzes on the model of the atom
the atom? Bohr’s model of the atom.
Teacher and student editions of text Building atomic models:
Homework (collected, checked, and reviewed in
Recognize that each element approved by the district, including a Students work in groups on different class)
has a unique emission and math book for calculus or algebraic models. Each group becomes an “expert”
absorption spectrum. reference and example problems for on their model and presents to class (or
conversions write a report) Closure-“What have I learned today and why do I
Teacher modeling / lecture on the historical believe it?”; “How does this relate to...?”
Online wave/light simulations, timeline of modern physics and major
streaming video, to watch frame by modern physicists, atomic models. Problem-solving and board work, represent and
frame or regular speed reason, write your own physics problem for the
Problem solving sessions involving the model of the atom
atoms interaction with photons
Variety of lab equipment that may be Teacher modeling / lecture on the historical
Define and explain “quanta” used throughout the year. Including timeline of modern physics and major Lab write-ups of possible explanations and
as packets of energy that but not limited to meter sticks, timers, modern physicists, surround the idea of conducted experiments
can have both wave and extra-long Slinkies, ropes, wave quanta
particle characteristics. tables/ripple tanks with accessories for
reflection, refraction, diffraction, Presentation of data and subsequent discussion;
Students can observe the absorption,
Relate the wavelength of the interference, lasers, glass plates, oil, subsequent excitation and emission of
quanta to its energy and single slit openings, double slit Data Collection and analysis
electrons from atoms and how the
momentum. openings, diffraction gratings, polarized electrons are treated as a wave "orbiting"
lenses, prisms-triangular and Quizzes on the quanta
the nucleus at a specific frequency.
What are quanta? Describe the de Broglie rectangular, wave tables, etc.
wavelength. Class discussion on quanta, energy levels Homework (collected, checked, gone over in class)
Teacher and student editions of text and how particles are excited to high and
Relate the wavelength of a approved by the district, including a lower energy levels and energy level Closure-“What have I learned today and why do I
monochromatic source to a math book for calculus or algebraic diagrams believe it?”; “How does this relate to...?”
specific wavelength and reference and example problems for
power. conversions Problem solving sessions:
De Broglie wavelength for a moving Problem-solving and board work, represent and
particle, reading an energy level diagram, reason, write your own physics problem for the
Interpret and energy level Online wave/light simulations,
applying energy level diagrams to the quanta
diagram. streaming video, to watch frame by
frame or regular speed photoelectric effect
Observe the photoelectric effect and observe
Variety of lab equipment that may be Formative assessment tasks
light interacting with various atomic models
used throughout the year. Including but
relates to light interacting with metals in a
not limited to meter sticks, timers, extra-
vacuum. Lab write-ups of possible explanations and conducted
long Slinkies, ropes (about 3-5 meters
experiments
Relate conservation of energy worth), wave tables/ripple tanks (or
and momentum to the teacher demonstration projector wave
Atomic absorption, subsequent excitation and Interactive whiteboard presentation of data and
collisions of photons with table) with accessories for reflection,
emission of electrons from collisions with subsequent discussion
atoms. refraction, diffraction, interference,
photons
lasers, glass plates, oil, single slit
Examine how the absorption, openings, double slit openings, diffraction Data collection and analysis
Class discussion on the relationship between
What is the reflection and emission relate gratings, polarized lenses, prisms-
triangular and rectangular, wave tables, photoelectric effect, stopping potential, work
photoelectric effect? to energy conservation. Quizzes on the photoelectric effect
etc. function and kinetic energy of an electron
Sketch and identify the Homework (collected, checked, gone over in class)
Teacher and student editions of text Apply conservation of energy and the slope of
threshold frequency, work
function and approximate approved by the district, including a math the graph to determine the work function, the
book for calculus or algebraic reference initial kinetic energy and stopping potential Closure-“What have I learned today and why do I
value of h/e for a electric
and example problems for conversions believe it?”; “How does this relate to...?”
potential vs. frequency graph.
Teacher modeling / lecture on the historical
timeline of modern physics and major modern Problem-solving and board work, represent and
Online wave/light simulations, streaming
physicists on the photoelectric effect reason, write your own physics problem for the
video, to watch frame by frame or regular
speed photoelectric effect
Problem solving sessions involving the
photoelectric effect
Formative assessment tasks:

throughout the year. Including but not Lab write-ups of possible explanations and conducted
limited to meter sticks, timers, extra-long experiments
Slinkies, ropes , wave tables/ripple tanks
with accessories for reflection, refraction, White board presentation of data and subsequent
Describe Compton's
diffraction, interference, lasers, glass plates, discussion
experiment.
oil, single slit openings, double slit openings, Teacher lecture/modeling on the Compton
diffraction gratings, polarized lenses, scatter experiment and how electromagnetic
Explain the increase in photon prisms-triangular and rectangular, wave wave theory cannot explain the change in Data Collection and analysis
What is Compton wavelength. tables, etc. frequency of the X-ray upon scatter, however the
scattering? photon model can. Quizzes on the Compton scattering
Explain the significance of the Teacher and student editions of text
Class discussion on the significance of the
Compton wavelength. approved by the district, including a math Homework (collected, checked, gone over in class)
Compton experiment.
Explain X-ray production as a example problems for conversions
Closure-“What have I learned today and why do I believe
function of the photoelectric it?”; “How does this relate to...?”
effect. Online wave/light simulations, streaming
Problem-solving and board work, represent and reason,
speed
write your own physics problem for the Compton
scattering
Teacher modeling / lecture on the historical
timeline of modern physics and major modern
Variety of lab equipment that may be used physicists, surround the idea of quanta Formative assessment tasks
limited to meter sticks, timers, extra-long Observational experiment : Lab write-ups of possible explanations and conducted
Slinkies, ropes ,wave tables/ripple tanks Using PhET simulations: Viewing models of the experiments
with accessories for reflection, refraction, Hydrogen atom, students can observe what
diffraction, interference, lasers, glass plates, happens for each model, specifically the de
Recognize the dual nature for all oil, single slit openings, double slit openings, Interactive whiteboard presentation of data and
Broglie model and how each model interacts with
particles - that an object can subsequent discussion
diffraction gratings, polarized lenses, photons.
either be a wave or a particle. prisms-triangular and rectangular, wave
tables, etc. Students can observe the absorption, subsequent Data collection and analysis
What is the de Broglie Relate the de Broglie excitation and emission of electrons from atoms
wavelength? wavelength to the momentum Teacher and student editions of text and how the electrons are treated as a wave Quizzes on the de Broglie wavelength
of a particle. approved by the district, including a math "orbiting" the nucleus at a specific frequency.
Homework (collected, checked, gone over in class)
example problems for conversions. Class discussion on quanta, energy levels and
Explain the evidence of the
wave nature of electrons. how particles are excited to high and lower
Closure-“What have I learned today and why do I believe
Online wave/light simulations, streaming energy levels and energy level diagrams. The
it?”; “How does this relate to...?”
video, to watch frame by frame or regular momentum of the de Broglie wavelength is λ =
speed h/p
Problem solving sessions, de Broglie wavelength write your own physics problem for the de Broglie
for a moving particle, reading an energy level wavelength
diagram. Applying energy level diagrams to the
photoelectric effect
Formative assessment tasks

throughout the year. Including but not Lab write-ups of possible explanations and conducted
limited to meter sticks, timers, extra-long experiments
Slinkies, ropes , wave tables/ripple tanks
with accessories for reflection, refraction, Teacher modeling / lecture on atomic absorption Interactive whiteboard presentation of data and
Relate spectral lines to each diffraction, interference, lasers, glass plates, and emission subsequent discussion
element. oil, single slit openings, double slit openings,
diffraction gratings, polarized lenses,
Application experiment: Data collection and analysis
What conditions are prisms-triangular and rectangular, wave
Explain blackbody radiation. Students observe spectra lines for different
necessary for an tables, gas tubes, etc.
(unknown) elements and compare to spectra
atom’s spectra to be Quizzes on the absorption and emission spectra
lines of known elements. Students identify the
observed?
Teacher and student editions of text different unknowns.
Differentiate between
approved by the district, including a math Homework (collected, checked, gone over in class)
absorption lines and emission
lines. Students use absorption lines to categorize stars
using their spectra. Closure-“What have I learned today and why do I believe
it?”; “How does this relate to...?”
Online wave/light simulations, streaming
speed
write your own physics problem for the absorption and
emission spectra
Differentiation
Provide more opportunities for advanced calculations and conversions for advanced students.
Draw and label diagrams, such as graphs, reflection, refraction and interference diagrams to represent some of the data for visual learners.
Provide choice to students for group selections and roles in the group.
Provide modeling, where possible.
Technology
Internet resources: for simulations, video labs and references
PASCO and Vernier probes, computer interfaces and corresponding data analysis software
By developing the scientific method within students, they will be acquiring the necessary problem solving and critical thinking skills, such as synthesis,
analysis and application in a collaborative environment that are found throughout all fields of the workplace.
Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.
Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet
software and graphical analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 10: Light Optics
Unit Plan
A mirror and lens are optical devices that can reflect and refract light to form images that differ in size and orientation when compared with the original
object.
What are different types of optical devices and how do they produce an image?
What is the difference between real and virtual images?
How can the location, size, orientation and type of image formed be predicted and represented physically and mathematically?
How does the eye function and what problems can arise in its functioning?
Unit Goals:
1. Differentiate between various optical devices-concave mirrors, convex mirrors, concave lenses and convex lenses.
2. For an optical system describe verbally, mathematically, visually and physically the location of the image, object and properties of the optical device.
3. Differentiate between real and virtual images formed by an optical device.
4. Describe how object can be magnified through an optical device.
5. Describe how the human eye functions and how it can be altered to cause sight problems.

Guiding/Topical
Questions
Identify the parts of a ray
diagram including the
principal axis. Variety of lab equipment that may be used Interactive whiteboard
throughout the year. Including but not limited
What is a ray to meter sticks, timers, extra-long Slinkies,
Identify the various types of ropes, wave tables/ripple tanks with accessories Multimedia presentation/teacher modeling Class presentation on mirrors and lenses
diagram and how is
mirrors: plane, concave for reflection, refraction, concave mirrors, on various types of mirrors and lenses, along
it used to analyze
(diverging) and convex convex mirrors, concave lenses, convex lenses, with the terminology for ray diagrams and Quizzes on ray diagrams, mirrors and
light interactions
(converging). plane mirrors, optic tables, lasers, adjustable how light travels relative to the principal axis lenses
with optical
apertures and reflect off each mirror
devices?
Identify the various types of Weekly (or daily) journal writing
lenses: concave Online optical simulations and streaming video (reflection of lessons and learning)
(converging) and
convex (diverging).
Multimedia presentation/teacher modeling

on various types of mirrors: plane, concave
(diverging) and convex (converging) and how
light travels relative to the principal axis and
reflect off each mirror
Interactive whiteboard
Utilizing each mirror examine how rays
Identify and apply the parallel to the principal axis of the mirror
various types of mirrors: Variety of lab equipment that may be used
reflect for a plane, concave (converging) and Class presentation and lab write-up on
plane, concave (converging) throughout the year. Including but not limited convex (diverging) mirror. ray diagrams for concave (converging)
and convex (diverging). to meter sticks, timers, extra-long Slinkies,
What are the and convex (diverging) mirror.
ropes, wave tables/ripple tanks with accessories
various types of for reflection, refraction, concave mirrors, Utilizing each mirror examine how rays travel
mirrors and how are Identify the parts of a ray convex mirrors, concave lenses, convex lenses, from the object and reflect at the vertex of Quizzes on ray diagrams for concave
they used to reflect diagram including the plane mirrors, optic tables, lasers, adjustable the mirror for a plane, concave (converging) (diverging) and convex (converging)
light? principal axis. apertures and convex (diverging) mirror. mirror
Apply the law of reflection Online optical simulations and streaming video Utilizing each mirror examine how rays travel Formative assessment tasks:
to mirrors. from the object through (or as if they were problem-solving and board work,
going to go through the focal length and then evaluate the solution, homework
reflect off the mirror parallel to the principal
axis concave (diverging) and convex
(converging) mirror.
In small groups students will collaborate with

these types of mirrors to conduct these
observational experiments and discuss how
the law of reflection played a role.
Multimedia presentation/teacher modeling on
various types of lenses: concave (diverging) and
convex (converging) lenses and how light travels
relative to the principal axis and reflect off each
lens
Utilizing each lens, examine how rays parallel to Interactive whiteboard
Identify and apply the various
types of lenses: concave the principal axis of the lenses reflect for a concave
Variety of lab equipment that may be used throughout (diverging) and convex (converging) lenses.
(diverging) and convex Class presentation and lab write-up on ray
the year. Including but not limited to meter sticks,
(converging). diagrams for concave (diverging) and convex
timers, extra-long Slinkies, ropes, wave tables/ripple
What are the various tanks with accessories for reflection, refraction, Utilizing each lens, examine how rays travel from (converging) lenses
types of lenses and Apply Snell's Law to lenses. concave mirrors, convex mirrors, concave lenses, the object and reflect at the vertex of the lens for a
how are they used to convex lenses, plane mirrors, optic tables, lasers, concave (diverging) and convex (converging) Quizzes on ray diagrams for concave
refract light? Recognize that transparent adjustable apertures lenses. (diverging) and convex (converging) mirror
materials can come in different
shapes and that the shape will Utilizing each lens ,examine how rays travel from
Online optical simulations and streaming video Formative assessment tasks:
affect the transmission of light the object through (or as if they were going to go problem-solving and board work,
the image produced. through the focal length and then reflect off the evaluate the solution, homework
lens parallel to the principal axis concave
(diverging) and convex (converging) lenses.
In small groups, students will collaborate with

these types of lens to conduct these observational
experiments and discuss how the law of refraction
played a role.
Differentiate between images Teacher modeling and multimedia presentation on

and object. how real and virtual images form and are
identified
Determine the conditions
necessary for an image to be
Draw ray diagrams for different optical devices
formed. Interactive whiteboard
such as lenses, mirrors.
Describe and predict an image Variety of lab equipment that may be used throughout
the year. Including but not limited to meter sticks, Testing Experiment: Class presentation and lab write-up on
based on its comparison to the
timers, extra-long Slinkies, ropes, wave tables/ripple Predict the location of a real image. Students are mirrors and lenses and the real and virtual
What is an image and object based on size,
tanks with accessories for reflection, refraction, provided with a mirror or a lens that can produce a images produced
how does it differ from orientation, location and type,
concave mirrors, convex mirrors, concave lenses, real image, knowing the focal length and the
an object/source of real or virtual.
convex lenses, plane mirrors, optic tables, lasers, object's distance students can predict and project
light? Quizzes on mirrors and lenses
adjustable apertures a real image produced by the optical device. They
Use the thin lens equation to
can represent the device with mathematics, a ray
predict location and
diagram and project the image in space so they Formative assessment tasks:
magnification. Online optical simulations and streaming video understand where it forms. problem-solving and board work,
Recognize the difference evaluate the solution, homework
between real and virtual images In small groups students will collaborate with
depend on whether the light ray these types of mirrors to analyze the images
or the extension of the ray is formed via the mirror and magnification
used by the eye to produce an expressions to determine the type of image: real
image. or virtual.
Define a mirror and how
it directs light by
reflection.
Observe an object and image in a
plane mirror. Describe image and
Apply the law of
compare to object.
reflection to mirrors.
Use two plane mirrors at angles with
Describe the nature of
Variety of lab equipment that may be each other and count number of
images formed by flat
used throughout the year. Including but images produced. Derive
mirrors.
not limited to meter sticks, timers, extra- mathematical expression for
How do the long Slinkies, ropes, wave tables/ripple predicting the number of images
Compare and contrast
object distance, tanks with accessories for reflection, formed by mirrors at angles. Interactive whiteboard
the images formed by
image distance refraction, concave mirrors, convex
flat mirrors and those
and focal length mirrors, concave lenses, convex lenses, Observe images produced by spherical Class presentation and lab write-
formed from a plane of
of an optical plane mirrors, optic tables, lasers, mirrors. Use parallel rays from distant up on mirrors and lenses
transparent glass.
device compare? adjustable apertures source to determine characteristics of
different shapes of mirrors.
Recognize that reflective
Online optical simulations and streaming
surfaces can come in
video Locate center of curvature, object and
different shapes and
image and focal points based on thin
that the shape will affect
lens equation.
the image produced.
Draw ray diagrams to predict image
Draw ray diagrams to
location, size, orientation and type.
predict the size,
orientation, location and
type of image.
Identify which direction presentation on the lens maker
used throughout the year. Including but
light will bend when it equation Closure and reflection
not limited to meter sticks, timers, extra-
passes from one
long Slinkies, ropes, wave tables/ripple
What is a focal medium to another or Look through different optical devices, Quiz on the thin lens equation
tanks with accessories for reflection,
point and how which direction light will describe observations
refraction, concave mirrors, convex
can it be found reflect from a surface. Homework and practice
mirrors, concave lenses, convex lenses,
physically and Application Experiment:
plane mirrors, optic tables, lasers,
mathematically? Define and locate the Determine the focal length of a lens in Project- Build an optical device
adjustable apertures
focal point using ray two different independent ways. In (such as kaleidoscope, telescope,
diagrams and the thin small groups students will collaborate microscope, etc.)
Online optical simulations and streaming
lens equation. by to determine the focal length of a
video.
lens.
presentation on how to analyze the image
location for mirrors, flat, concave
(converging) and convex (diverging)
mirrors.
In small groups, students will collaborate
by drawing ray diagrams for different
optical devices such as mirrors. Utilizing
geometry, students will derive then apply
the expression 1/do + 1/di = 1/f to relate
the object distance, image distance and
focal length. Students can also relate how
magnification M=hi/ho = -di/do relates the
image and object's height to the image
and object's distance.
Students will draw ray diagrams for object

located in front convex and concave
mirrors, specifically when the object is
located between focal length and lens, at
Variety of lab equipment that may be used the focal length, in between the focal
Draw ray diagrams to throughout the year. Including but not length and center of curvature and beyond White board
predict the size, limited to meter sticks, timers, extra-long the center of curvature.
orientation, location and Class presentation and lab write-up
Slinkies, ropes, wave tables/ripple tanks with
How can images be type of image. Observational Experiments: on mirrors and lenses
found and accessories for reflection, refraction, concave Observe object and image in a plane
described when Predict the image location mirrors, convex mirrors, concave lenses, mirror. Describe the image and compare
light interacts with and height for an object convex lenses, plane mirrors, optic tables, to object. Use two plane mirrors at angles Quizzes on mirrors and lenses
mirrors? using the mirror equation. with each other and count number of
lasers, adjustable apertures
images produced. Derive mathematical Formative assessment tasks:
Apply the law of reflection expression for predicting the number of Problem-solving and board work,
to mirrors. Online optical simulations and streaming images formed by mirrors at angles. evaluate the solution, homework
video
Observe images produced by spherical
mirrors. Use parallel rays from distant
source to determine characteristics of
different shapes of mirrors.
Predict the location of a real image.
Students are provided with a concave
mirror that can produce a real image,
knowing the focal length and the object's
distance students can predict and project a
real image produced by the optical device.
They can represent the device with
mathematics, a ray diagram and project
the image in space so they understand
where it forms.
In small groups, students will collaborate

with these types of mirrors to analyze the
images formed via the mirror and
magnification expressions to determine
the type of image: real or virtual.
presentation on how to analyze the image
location for lenses concave (diverging) and
convex (converging) lenses.
In small groups students will collaborate
by drawing ray diagrams for different
optical devices such as lenses. Utilizing
geometry, students will derive then apply
the expression 1/do + 1/di = 1/f to relate
the object distance, image distance and
focal length. Students can also relate the
magnification to the image and object's
height and to the image and object's
distance, M = hi/ho = -di/do. Students will
compare and contrast the 1/do + 1/di = 1/f
for mirrors and lenses.
Students will draw ray diagrams for an

Draw ray diagrams to object located in front convex and concave
predict the size, lenses, specifically when the object is
orientation, location and Variety of lab equipment that may be used located :between focal length and lens; at
type of image. the focal length; in between the focal
length; and center of curvature and
Predict the image location limited to meter sticks, timers, extra-long beyond the center of curvature.
and height for an object Slinkies, ropes, wave tables/ripple tanks with Closure- “How tall does a full length
How can images be using the lens equation. mirror have to be?”
found and accessories for reflection, refraction, concave Observational Experiments:
described when mirrors, convex mirrors, concave lenses, Observe images produced by spherical
light interacts with Apply the law of reflection convex lenses, plane mirrors, optic tables, lenses. Use parallel rays from distant Quiz on describing an image
lens? to mirrors. source to determine characteristics of
lasers, adjustable apertures Homework and practice
different shapes of lenses.
Compare and contrast the
differences between the Online optical simulations and streaming Predict the location of a real image. When
mirror and lens equation. video provided with convex lenses that can
produce a real image, and knowing the
focal length and the object's distance,
students can predict and project a real
image produced by the optical device.
They can represent the device with
mathematics, a ray diagram and project
the image in space so they understand
where it forms.
In small groups, students will utilize a

variety of lenses to analyze the images
formed via the lens and magnification
expressions to determine the type of
image: real or virtual.
Testing Experiment:
Students are given a convex lens, and
asked to design an experiment to
determine the focal length.
used throughout the year. Including Teacher modeling and multimedia
but not limited to meter sticks, timers, presentation on the role of the
Determine the
extra-long Slinkies, ropes, wave aperture. The aperture is
aperture of an optical
What role does tables/ripple tanks with accessories for determined by taking the focal Interactive whiteboard
device.
the aperture reflection, refraction, concave mirrors, length/the diameter
play in forming convex mirrors, concave lenses, convex Class presentation and lab write-
Describe the role an
images? lenses, plane mirrors, optic tables, Observational Experiment: up on apertures
aperture plays in
lasers, adjustable apertures Use a large demonstration spherical
forming an image.
mirror and parabolic mirror to show
Online optical simulations and the difference and distortions.
streaming video
presentation on a human vision
Compare the human used throughout the year. Including
system with a variable focal lens
eye to a lens. but not limited to meter sticks, timers,
extra-long Slinkies, ropes, wave Interactive whiteboard
Discuss vision problems that
How can we Differentiate between tables/ripple tanks with accessories for
commonly occur: nearsightedness,
apply ray optics rods and cones. reflection, refraction, concave mirrors, Class presentation and lab write-
farsightedness, "old eyes," and
to human convex mirrors, concave lenses, convex up on the human eye
astigmatism.
vision? Differentiate between lenses, plane mirrors, optic tables,
myopia, hyperopia, lasers, adjustable apertures Formative assessment tasks:
Application experiments:
presbyopia and problem-solving and board work,
Have students determine the type of
astigmatism. Online optical simulations and evaluate the solution, homework
lens that would be needed to fix
streaming video
myopia and hyperopia.
Differentiation
Draw and label ray diagrams, for concave mirrors, convex mirrors, concave lenses and convex lenses.
Technology
By developing the scientific method within students, they will be acquiring the necessary problem solving skills and critical thinking skills, such as synthesis, analysis and
application in a collaborative environment that are found throughout all fields of the workplace.
Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet software and graphical
analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 11: Special Relativity
Unit Plan
At velocities approaching the speed of light, the physical variables of Newtonian Mechanics—time, length, velocity, mass and energy—must be modified to
account for Special Relativity.
Why are the effects of special relativity usually unnoticed in our everyday lives?
Under what physical conditions do the effects of Special Relativity become important?
What commonly observed phenomena are, in fact, evidence of the effects of Special Relativity?
Unit Goals:
1. To describe the observations and experiments that led to special relativity (i.e. Michelson interferometer, Fitzgerald contraction)
2. To understand that the speed of light in a vacuum is the same for all observers.
3. To understand that the laws of physics, as we know them, are the same for observers in all inertial frames of reference.
4. Differentiate between inertial and non-inertial frames of reference.
5. Apply relativistic transformations, for time dilation, length contraction, relativistic velocity, mass expansion and relativistic energy

Guiding/Topical
Questions
Teacher modeling /multimedia presentation
on: introduction and derivation of
relativistic length, time, velocity, mass &
energy from
fundamental classical mechanics.
Apply Galilean transformations for inertial

and non-inertial reference frames.
Apply Relativistic transformation to

determine time dilation, length contraction,
Discuss the historical Online motion simulations mass expansion, relativistic velocity and
evidence that ultimately lead relativistic energy.
to the development of the Streaming video
What contradictions Special Theory of Relativity. Students will discuss time dilation with
in the physical laws Teacher and student respect to the concept of simultaneity, the Class participation – using Socratic
of the universe led Differentiate between editions of text approved by twin paradox, half-lives of energy, dialogue methods, investigate student
to the development inertial and non-inertial the district. secondary cosmic rays, the GPS system and understanding of: the foundations of the
of the special theory reference frames. high speed computing. They will also be special relativity theory.
of relativity? A math book for calculus or able to determine mathematically the
Show how Galilean algebraic reference and relative time for a moving observer T=To√(1-
transformations lead to example problems for v2/c2).
relativistic transformations. conversions.
In small groups students will discuss length
contraction in relation to linear accelerators
and the existence of magnetism. They will
be able to calculate the changes in length
via L=Lo√(1-v2/c2). Relativistic mass,
m=mo/[√(1-v2/c2)] will be explored in terms
of high energy accelerators such as
cyclotrons, spaceflight of humans around
the universe and the measurement of
speeds near the speed of light.
Online motion simulations
Teacher modeling /multimedia presentation on the
Examine the Michelson Michelson interferometer and how it leads to the idea Class participation in discussion investigating
What observable Streaming video
interferometer and describe its role that the speed of light is independent from the student understanding of the foundations of the
phenomenon is
in relativity. motions of the source as well as the observer and special relativity theory, the nature of special
responsible for the Teacher and student editions of examine the Fitzgerald contraction relativity and its implications for the concept of
special theory of text approved by the district,
State the postulates upon which the simultaneity, and problem-solving techniques for
relativity? including a math book for calculus
special theory of relativity is based. Discuss how these led to the postulates on the special relativistic velocity transformations
or algebraic reference and example
theory of relativity.
problems for conversions
Quizzes and tests – evaluate the student’s ability
to solve problems involving: relativistic time,
length and velocity; relativistic mass and energy.
What observable
Determine when the effects of
phenomenon alters our Streaming video Teacher modeling /multimedia presentation on real
special relativity need to be taken
perceptions of length, world examples of the implications of special relativity Class participation in discussion investigating
into account. student understanding of the foundations of the
time and mass? Teacher and student editions of
special relativity theory, the nature of special
text approved by the district
relativity and its implications for the concept of
simultaneity
Teacher modeling /multimedia presentation on special

relativity
Apply relativistic transformation: x = K(Vt' + x'), x' = K(x

2 2
- Vt) and K = 1/√(1-v /c ) to determine time dilation,
length contraction, mass expansion, relativistic velocity
and relativistic energy.
Students will discuss time dilation with respect to the

concept of simultaneity, the twin paradox, half-lives of
energy, secondary cosmic rays, the GPS system and
Streaming video high speed computing. They will also be able to
How can we determine Calculate the effects of special
the actual length, mass relativity on the measurement of: determine mathematically the relative time for a Quizzes and tests on problem-solving techniques
Teacher and student editions of 2 2
moving observer T=To√(1-v /c ).
and time in a relativistic length, time, mass, velocity, & for relativistic velocity transformations
text approved by the district,
time frame? energy.
including a math book for calculus
In small groups, students will discuss length
or algebraic reference and example
contraction in relation to linear accelerators and the
existence of magnetism. They will be able to calculate
2 2
the changes in length via L=Lo√(1-v /c ). Relativistic
2 2
mass, m=mo/[√(1-v /c )] will be explored in terms of
high energy accelerators such as cyclotrons, spaceflight
of humans around the universe and the measurement
of speeds near the speed of light.
Problem-solving techniques for relativistic velocity

transformations
Online motion
simulations
Streaming video Quiz and test on the nature of

What are the
Teacher modeling /multimedia special relativity and its implications
complications of Explain the relativistic Teacher and student presentation on the nature of special for the concept of simultaneity
single events in implications of the “Twin editions of text approved relativity and its implications for the
two frames of Paradox.” by the district, including a concept of simultaneity. Problem-solving techniques for
reference? math book for calculus or relativistic velocity transformations
algebraic reference and
example problems for
conversions
Online motion
simulations
Teacher modeling /multimedia
What things Streaming video presentation on the nature of special Quiz and test on the nature of
remain constant Explain the nature of relativity and its implications for the Special relativity and its implications
when systems are simultaneity as it occurs Teacher and student concept of simultaneity. for the concept of simultaneity
moving at with respect to special editions of text approved
relativistic relativity. by the district, including a Students will examine the relativistic Problem-solving techniques for
speeds? math book for calculus or velocity for objects traveling near the relativistic velocity transformations
algebraic reference and speed of light v=(V+v')/(1+Vv'/c2).
conversions
Differentiation
Draw and label diagrams.
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem solving skills and critical thinking skills, such as
synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace.
Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet
software and graphical analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 12: Nuclear Physics
Unit Plan
Small amounts of matter can be converted to energy during nuclear interactions.
What is the difference between fission and fusion?
What is the radioactive decay?
What is the role of mass energy equivalence for nuclear interactions?
Unit Goals:
Differentiate between fission and fusion.
Describe the various types of radioactive decay.
Determine the amount of mass that is converted to energy in nuclear interactions.
Recommended Duration: 2 week

Guiding/Topical Resources and
Content/Themes/Skills Suggested Strategies Suggested Assessments
Questions Materials
Online
nuclear simulations
Describe what happens Streaming video

when an atom decays. Teacher lecture/modeling on carbon dating and how to
What is the
atomic number, Teacher and student determine properties of various isotopes on the periodic table. Homework (collected,
mass number, Predict the result of an editions of text checked, gone over in
nucleon and atom’s decay. approved by the Class discussion on isotope- what are they, how do they differ class)
isotopes? district, and possibly from ions. Discuss the physiological effects of ionizing
a math book for radiation.
Find an isotope’s half-life.
calculus or algebraic
reference and
example problems
for conversions
Teacher modeling / multimedia presentation on the standard
model: Describe the elementary particles quarks, fermions,
boson, baryons, leptons, mesons and gluons. The nuclear mass
defect is a nuclear stability as a compromise between the
electrostatic repulsive force and the nuclear attractive force.
Online
nuclear simulations
Students will calculate the total mass of the sum of the
separate particles that make up an atom and the mass from a
Describe the "standard Streaming video
table of isotopes. The mass defect is the difference between
model."
those two quantities. Students will determine the energy using
Teacher and student
What is the E=mc2and calculate the binding energy per nucleon by dividing Homework (collected,
Describe the makeup of editions of text
"standard the energy equivalence of the mass defect by the number of checked, gone over in
subatomic particles. approved by the
model"? nucleons present within the atom. class)
district, and possibly
Describe the nuclear a math book for
Read Einstein's paper on special relativity.
mass defect. calculus or algebraic
reference and
Class discussion on mass - energy equivalence and how
example problems
Einstein came about this relationship
for conversions
Teacher modeling on mass - energy equivalence and how

Einstein came about this relationship qualitatively,
quantitatively and mathematically
lab write-ups of possible
explanations and conducted
experiments; white board
presentation of data and
subsequent discussion; data
Online Teacher modeling on expressing the various forms of decay and half- collection and analysis
Differentiate between alpha, nuclear simulations life qualitatively, quantitatively and mathematically.
beta and gamma decay. Quizzes on the radioactive
Streaming video Class discussion on alpha, beta and gamma decay and how they differ decay
Describe what happens from each other. Alpha decay is the emission of a Helium nucleus plus
What is radioactive when an atom decays. Teacher and student energy and is caused by the wave-particle nature of matter. Homework (collected,
decay? editions of text checked, gone over in class)
Predict the result of an approved by the Observation labs: PhET simulations where student examine what
atom’s decay. district, and possibly a occurs during alpha, beta and gamma decay. Closure-“What have I learned
math book for calculus
today and why do I believe
or algebraic reference
Find an isotope’s half-life. it?”; “How does this relate
and example problems
to...?”
for conversions
Problem-solving and board

work, represent and reason,
jeopardy questions, write your
own physics problem for
radioactive decay
Teacher modeling on expressing nuclear interactions fusion and
fission qualitatively, quantitatively and mathematically.
Lab write-ups of possible
Observation labs: PhET simulations where student examine what explanations and conducted
occurs during nuclear fission. experiments; white board
Class discussion on nuclear fission and fusion and how they differ presentation of data and
from each other. subsequent discussion; data
Collection and analysis
Online Examine how chain reactions for critical mass are needed to maintain
nuclear simulations the critical mass. In sub-critical mass, the number of atoms decreases Quizzes on fusion and fission
Differentiate between fusion and super-critical mass is where the number of atoms increases. The
and fission. ideal shape for chain reactions is spherical. Other factors that are
What is the Streaming video important for the critical mass are the concentration and nature of Homework (collected,
difference between Explain fusion and the fissionable nature of isotopes and the neutron emission per fission. checked, gone over in class)
Teacher and student
fission and fusion? requirements for fusion to editions of text
occur. Examine the Chernobyl disaster and the nuclear weapons and the Closure-“What have I learned
approved by the fallout from their usage. today and why do I believe
district, and possibly a it?”; “How does this relate
Identify pros and cons for math book for calculus to...?”
nuclear reactors. or algebraic reference Students will discuss nuclear fusion which is the combination of two
and example problems lighter atoms to form a single larger atom. Magnetic confinement is
for conversions required to maintain plasma, the fully ionized deuterium and/or Problem-solving and board
tritium nuclei. Magnetic fields are used to confine the plasma to a work, represent and reason,
limited volume. The advantages are that there is an unlimited supply Jeopardy questions, write
of fuel but it is difficult to maintain the Lawson criteria and initiating your own physics problem for
fusion reactions. The Lawson criteria are dependent on confinement fusion and fission
time, ion density, temperature deuterium-tritium fusion, and tritium-
tritium fusion.
Formative assessment
tasks: lab write-ups of
possible explanations
and conducted
Online experiments; white
board presentation of
nuclear simulations data and subsequent
discussion; data
Streaming video collection and analysis
Read Einstein's paper on special relativity
Quizzes on mass energy
Teacher and equivalence
Class discussion mass - energy equivalence and how
What is the Describe the student editions of
Einstein came about this relationship Homework (collected,
mass-energy relationship between text approved by
checked, gone over in
relationship? mass and energy. the district, and class)
Teacher modeling on mass - energy equivalence and how
possibly a math
Einstein came about this relationship qualitatively, Closure-“What have I
book for calculus or
quantitatively and mathematically learned today and why
algebraic reference do I believe it?”; “How
and example does this relate to...?”
problems for
Problem-solving and
conversions board work, represent
and reason, jeopardy
questions, write your
own physics problem for
mass energy equivalence
Differentiation
Draw and label diagrams, such as energy level diagrams and graphs to represent some of the data for visual learners.
Provide multiple representations for students to access concepts and mathematics
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem solving skills and critical thinking skills,
such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace. Using the
computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace.
Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing
spreadsheet software and graphical analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 13: DC Circuits
Unit Plan
Electrical circuits and their components provide a mechanism of transferring electrical energy.
The amount of electrical current that enters a junction is the same that exits the junction.
The change in electrical potential for a closed loop is zero.
Resistance impedes the flow of electrical charge.
What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?
How does an electric field differentiate with an electric potential field?
How do the physical properties of a wire affect the resistivity?
How does electric potential cause the movement of electrons in an electric circuit?
How does the arrangement of basic circuit components in series and parallel affect the function of those components?
How can the conservation of energy in a system be represented verbally, physically, graphically and mathematically?
How do basic circuit components produce heat, light and sound from electrical energy?
Unit Goals:
1. Explain the function and operation of an electrochemical cell.
2. Use ammeters, voltmeters and galvanometers correctly on an electrical circuit.
3. Draw schematic diagrams for circuits
4. Determine the resistance of a resistor and wires.
5. Apply Ohm's Law to a variety of circuits.
6. Find the equivalent resistance for resistors in parallel and series.
7. Apply Kirchhoff’s rules to a complete circuit.
8. Apply the junction rule to examine splits in current.
9. Determine the voltage across, current through and power dissipated by resistors in complex circuits.

Questions Materials
Variety of lab
equipment that may
be used throughout
the year, including but
not limited to meter
sticks, timers, scales of
various sorts,
glassware, batteries
(or source), wires with Teacher modeling/multimedia presentation
homework, problem-solving
clips, resistors (of on a battery and its components
and board work, represent
different resistance),
and reason
multimeters, circuit Observational experiment: Observe light
boards, light bulbs bulbs in various series and parallels. The
voltage and potential Lab write-ups of possible
(mini or holiday experiments are designed to have students
difference. explanations and conducted
lights), diodes, various construct the ideas behind how current and
What is the types of wires, neon electrical potential change with the
Understand that the presentation of data and
difference light, capacitors, etc. configuration of the circuit elements.
voltage on a battery is the subsequent discussion; data
between voltage
potential difference collection and analysis
and change in PASCO equipment Class discussion on the difference between
between both the positive
voltage (potential the potential difference at two specific
and negative side of the Quizzes on voltage and
difference)? Scientific calculators points in space and the voltage which are
battery. potential difference
the units for potential difference. Discuss
Online motion why it has become everyday language to
Name sources of potential Closure-“What have I
simulations refer to this as "voltage"
differences. learned today and why do I
believe it?”; “How does this
Streaming video
relate to...?”
Problem-solving sessions involving the
Teacher and student circuit-water analogy
Write your own physics
editions of text
problem for voltage and
approved by the
potential difference
district, including a
for conversions
Through a series of observational labs,
students develop the idea of current.
Charge one electroscope with a foam tube

Variety of lab and fur, then take a metal wire and touch
equipment that may another electroscope. Have students
be used throughout observe what happens and draw specific
the year, including but conclusions.
sticks, timers, scales of Charge one electroscope with a foam tube Lab write-ups of possible
various sorts, and fur, and then touch it with a neon light, explanations and conducted
glassware, batteries have students observe the flash of light, experiments; white board
(or source), wires with have students observe what happens and presentation of data and
clips, resistors (of draw specific conclusions about the subsequent discussion; data
different resistance), experiment. collection and analysis
Describe the basic multimeters, circuit
properties of electric boards, light bulbs Using a Wimshurst generator and a neon Quizzes on voltage and
current. (mini or holiday light bulb, place the bulb in between the potential difference and
lights), diodes, various arms of the generator and spin the current
Differentiate between types of wires, neon generator, observe what happens, have
direct current and light, capacitors, etc. students observe what happens and draw Homework (collected,
What is electrical alternating current. specific conclusions about the experiment. checked, gone over in class)
current? PASCO equipment
Solve problems relating Students must develop a water analogy to a Closure-“What have I
current, charge, and time. Scientific calculators circuit. This analogy will help students learned today and why do I
associate the flow of water with the believe it?”; “How does this
Understand that the Online motion current. relate to...?”
ampere is an SI base unit. simulations
Class discussion on the aforementioned Problem-solving and board
Streaming video experiments and how the idea of current work, represent and reason,
was developed write your own physics
Teacher and student problem for voltage,
editions of text Teacher modeling/multimedia presentation potential difference and
approved by the on current the concept of current, the rate current
district, including a of change of charge over a time interval, its
math book for calculus unit the ampere, the history of AC and DC
or algebraic reference current (Thomas Edison vs. Westinghouse) I
and example problems = ΔQ/Δt
for conversions
Problem-solving sessions on current and the
water-analogy for current, Ohm's law and
simple circuits
Variety of lab
equipment that may
be used throughout
not limited to meter Teacher modeling/multimedia presentation
sticks, timers, scales of on resistance, resistivity, Ohmic vs. Non-
various sorts, Ohmic resistors and the SI base unit Ohm
glassware, batteries Lab write-ups of possible
(or source), wires with Resistivity experiment: measure and
clips, resistors (of compare the resistance of various lengths
and cross sections of nichrome wire and
Recognize and understand different resistance), various semiconductors.
presentation of data and
what factors affect multimeters, circuit subsequent discussion; data
resistance: wire's length; boards, light bulbs Observe wires of different materials and
collection and analysis
cross sectional area; (mini or holiday
lights), diodes, various length, light up light bulbs, and observe how
resistivity of a material. the physical properties affect the resistivity. Formative assessment tasks
types of wires, neon
What are the for voltage, potential
light, capacitors, etc.
factors that affect Identify the type of difference, current,
Class discussion on the results of the
resistance? relationship between each resistance.
PASCO equipment resistivity experiments
of these factors and the
wire's resistance. Homework, problem-solving
Scientific calculators Students must develop a water analogy to a
and board work, represent
circuit. This analogy will help students
Identify that the SI unit for and reason, ranking task
Online motion associate the size of the pipes with the
resistance is an Ohm. problems
simulations resistivity and recall fluid dynamics to relate
to electrical current/resistance.
Quizzes on voltage and
Streaming video potential difference
Small group, problem-solving sessions,
Teacher and student resistances of various types of electrical
editions of text components
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
not limited to meter Lab write-ups of possible
sticks, timers, scales of explanations and conducted
various sorts, experiments; white board
glassware, batteries presentation of data and
(or source), wires with subsequent discussion; data
clips, resistors (of Teacher modeling/multimedia presentation collection and analysis
different resistance), on closed vs. open loop
multimeters, circuit Quizzes on voltage,
boards, light bulbs For the battery, light bulb, wire experiment, potential difference,
(mini or holiday show/diagram the complete conducting current, resistance and a
Recognize that circuit
lights), diodes, various loop and show how a light bulb (traditional) closed loop
element for a direct
types of wires, neon is constructed.
current circuit must
When is a circuit complete an entire light, capacitors, etc. Homework (collected,
Individual work, think, pair share
complete? conducting loop. checked, gone over in class)
opportunities
PASCO equipment
Identify circuits as open or Closure-“What have I
Observational experiments:
closed. Scientific calculators learned today and why do I
Give students a battery, wire and light bulb
and have students light up the light bulb. believe it?”; “How does this
Online motion relate to...?”
simulations Place a 9V battery on steel wool. Students
should observe the steel wool burn. Problem-solving and board
Streaming video work, represent and reason,
write your own physics
Teacher and student problem for voltage,
editions of text potential difference,
approved by the current, resistance
for conversions
Variety of lab
equipment that may
be used throughout
sticks, timers, scales of
various sorts,
glassware, batteries
(or source), wires with
clips, resistors (of
multimeters, circuit
boards, light bulbs Drawing of circuits both pictorially and Quizzes on physical
Recognize the symbols for (mini or holiday schematically representations of a circuit
a battery, resistor and wire lights), diodes, various
and draw a complete types of wires, neon Class discussion on what each symbol means Homework (collected,
How can you closed circuit with the light, capacitors, etc. checked, gone over in class)
represent a circuit appropriate symbols.
Multimedia presentation/teacher modeling
and its elements?
PASCO equipment on circuit symbols Problem-solving and board
Interpret and construct work, represent and reason,
circuit diagrams. Scientific calculators Problem-solving sessions involving circuit write your own physics
diagrams problem for circuits
Online motion
simulations
Streaming video
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
sticks, timers, scales or
various sorts, and
glassware; especially,
batteries (or source),
wires with clips,
resistors (of different
resistance),
boards, light bulbs
(mini or holiday Multimedia presentation/teacher modeling Problem-solving and board
lights), diodes, various on the historical importance of current as work, represent and reason
types of wires, positive charge movement (instead of
nichrome wire, negative electron flow) Homework (collected,
What is Interpret the actual aluminum wire, checked, gone over in class)
copper wire, neon Class discussion - Student determine the
conventional direction of charged
light, capacitors, direction of the charged particles in a closed
current and how particles in a circuit. Quizzes on physical
circuit knowing the signs of the battery
does it differ from Understand the reason for ammeter, voltmeter, representations of a circuit
etc. terminals.
electron flow? convention.
Observational lab: Students can use a PhET Closure-“What have I
PASCO equipment learned today and why do I
simulation to either observe the direction of
the electrons or predict which way they believe it?”; “How does this
Scientific calculators should move. relate to...?”
Online motion
simulations
Streaming video
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may Teacher modeling/multimedia presentation
be used throughout on Ohm's Law, the difference between
the year, including but Ohmic and non-Ohmic resistors
various sorts, and Discovering Ohm’s Law: Students plot data
glassware; especially, and find relationships between current,
batteries (or source), resistance and voltage.
wires with clips,
resistors (of different Testing experiment: Students make
resistance), predictions using Ohm’s Law and set up
multimeters, circuit circuit (applet or actual). Students measure
boards, light bulbs the current through wire for different Lab write-ups of possible
Relate current and voltages and resistance and make explanations and conducted
(mini or holiday
resistance. conclusions based on results. experiments; white board
lights), diodes, various
types of wires, presentation of data and
Relate voltage and nichrome wire, Application experiment: Students will be subsequent discussion; data
resistance. aluminum wire, provided with a variety of resistors and they collection and analysis
copper wire, neon must determine which ones do not follow
What is Ohm’s Calculate resistance, light, capacitors, Ohm's law and why. Formative assessment tasks
Law? current, and potential ammeter, voltmeter, for voltage, potential
difference using the etc. Students can examine simple electrical difference, current,
definition of resistance. devices used in real life and examine how resistance
PASCO equipment each circuit functions. Utilize multiple
Distinguish between methods to determine physical variable Homework, problem-solving
Ohmic and non-Ohmic Scientific calculators across electrical elements using a voltmeter- and board work, represent
materials. ammeter, Wheatstone bridge, multimeter and reason, ranking task
and color-code. problems
Online motion
simulations
Class discussion on the relationship between
Streaming video voltage and resistance, and current and
resistance, the difference between an
Teacher and student Ohmic and non-Ohmic resistors
editions of text
approved by the Problem-solving sessions Ohm's law and
district, including a circuit diagrams
or algebraic reference Graphing relationship between current and
and example problems resistance, current and voltage
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
glassware; especially, Teacher modeling/multimedia presentation
batteries (or source), on resistors in series and parallel.
wires with clips,
resistors (of different Observational experiment: Using online
resistance), simulations for resistors in parallel and
multimeters, circuit series, students will manipulate the
boards, light bulbs configuration of elements and the resistance Lab write-ups of possible
(mini or holiday to examine how the current splits and explanations and conducted
lights), diodes, various combines at a junction. For series circuit experiments; white board
Apply Ohm’s law to types of wires, there is one current through all elements, presentation of data and
determine the potential nichrome wire, for parallel circuit elements the ΣIin = ΣIout of subsequent discussion; data
difference and current aluminum wire, every junction. collection and analysis
through resistors in series copper wire, neon
and parallel. light, capacitors, Application experiment: Class discussion on
What is the how the water analogy applies to electrical Quizzes on voltage,
junction rule? ammeter, voltmeter, potential difference,
Determine how the etc. components in series and parallel, students
configuration of circuit must also discuss how the current and current, resistance in series
elements affects the voltage are affected with configurations in and parallel
current through each PASCO equipment parallel and series.
junction. Closure-“What have I
Scientific calculators Determine the current and potential learned today and why do I
difference of electrical elements for a believe it?”; “How does this
complex circuit in series and parallel. relate to...?”
Online motion
simulations
Graphing relationship between current and
resistance, current and voltage for a series
Streaming video circuit.
Teacher and student
editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout Teacher modeling/multimedia presentation
the year, including but on resistors and capacitors in series and
not limited to meter parallel
various sorts, and Students will examine the potential
Differentiate between net glassware; especially, difference for elements in parallel is the
resistance for resistors in batteries (or source), same for each element, while it is additive
parallel and series. wires with clips, for the entire circuit branch for those in
resistors (of different series.
Differentiate between resistance),
resulting current for multimeters, circuit Observational experiments: Students will Formative assessment tasks:
resistors in parallel and boards, light bulbs line up two light bulbs in series and measure homework, problem-
series. (mini or holiday the current and voltage across each solving, board work,
lights), diodes, various electrical element in the configuration, and represent and reason, write
types of wires, a light bulb and repeat up to 5 light bulbs. your own physics problem
Calculate the equivalent Students will then repeat for circuits in for voltage, potential
resistance for a circuit of nichrome wire,
What is the aluminum wire, parallel. Students will mine the data and difference, current,
difference resistors in series, and find look for patterns for series and parallel. The resistance, in series and
the current in and copper wire, neon
between light, capacitors, potential difference for those elements in parallel
components in potential difference across series are the summation of the potential
each resistor in the circuit. ammeter, voltmeter,
parallel and etc. difference of that circuit branch/or circuit. Lab write-ups of possible
components in The potential difference for those elements explanations and conducted
series? Calculate the equivalent in parallel is the same throughout each experiments; whiteboard
resistance for a circuit of PASCO equipment branch. presentation of data and
resistors in parallel, and subsequent discussion; data
find the current in and Scientific calculators Application experiment: Students can collection and analysis
potential difference across examine simple electrical devices used in
each resistor in the circuit. real life and examine how each circuit
Online motion Quizzes on voltage,
functions. Utilize multiple methods to potential difference,
Apply Ohm’s law to simulations determine physical variable across electrical current, resistance in series
determine the potential elements using a voltmeter-ammeter, and parallel
difference and current Streaming video Wheatstone bridge, multimeter and color-
through resistors in series code.
and parallel. Teacher and student
editions of text Small group collaboration for problem-
approved by the solving sessions circuits in parallel and
district, including a series: Students can apply the Ohm's law to
math book for calculus derive the equivalent resistance for those
or algebraic reference resistors in series and parallel.
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
wires with clips,
resistors (of different Teacher modeling/multimedia presentation
Understand that the resistance), on Kirchhoff's rules applied to complex Lab write-ups of possible
change voltage for a multimeters, circuit circuits explanations and conducted
closed loop in each section boards, light bulbs experiments; whiteboard
of a circuit is zero. (mini or holiday Problem-solving sessions involving presentation of data and
lights), diodes, various Kirchhoff's rules applied to complex circuits subsequent discussion; data
Understand that the sum types of wires, collection and analysis
of the currents going into nichrome wire, Observational experiment: Students will
What are a junction is the same as aluminum wire, examine the voltage across a closed loop in Formative assessment tasks:
Kirchhoff’s rules the sum of the currents copper wire, neon a circuit and add all the voltages up to homework, problem-solving
and how do they leaving a junction. light, capacitors, discover that they sum of the voltages is and board work, represent
apply? ammeter, voltmeter, equal to zero. Students can repeat the and reason, write your own
Analyze a section of and etc. experiment with resistors in parallel and physics problem for voltage,
also entire complex ammeters to determine how current travels potential difference,
circuits. PASCO equipment into and out of a junction. current, resistance, in series
and parallel, and Kirchhoff's
Determine the voltage, Application experiment: Apply Kirchhoff's rules
current and resistance in Scientific calculators rule to jump a dead battery in car. Students
various complex circuits will examine how energy is transferred such Quizzes on applying
Online motion that the car with the dead battery can start. complex circuits to
simulations Kirchhoff's rules
Streaming video
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
batteries (or source), Teacher modeling/multimedia presentation
wires with clips, on batteries in series and parallel, how
resistors (of different chemical batteries work, various types of
resistance), EMF sources and how each has an internal Lab write-ups of possible
multimeters, circuit resistance
boards, light bulbs experiments; white board
(mini or holiday Observational experiment: Using a presentation of data and
lights), diodes, various voltmeter and batteries in series, determine subsequent
collection and
discussion; data
analysis
types of wires, the potential difference across the batteries
nichrome wire, then the current through the resulting
Determine the net voltage aluminum wire, Formative assessment tasks:
What is the total and resulting current of circuit. Students will then repeat for
copper wire, neon batteries in parallel. homework, problem-solving
potential batteries in series. light, capacitors, and board work, represent
difference when ammeter, voltmeter, and reason, write your own
using multiple Determine the net voltage etc. Class discussion the results of the physics problem for voltage,
sources? and resulting current of experiment and differentiate batteries in potential difference,
batteries in parallel. series and parallel current, resistance, in series
PASCO equipment
and parallel, and Kirchhoff's
Application experiment: Students can rules
Scientific calculators examine simple electrical devices used in
real life and examine how each circuit Quizzes on applying
Online motion functions. Utilize multiple methods to
simulations determine physical variable across electrical complex circuits to
Kirchhoff's rules
elements using a voltmeter-ammeter,
Wheatstone bridge, multimeter and color-
Streaming video code.
Teacher and student
editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
wires with clips,
resistance),
multimeters, circuit Application experiment: Measure the
boards, light bulbs internal resistance of a battery by comparing
(mini or holiday the open circuit voltage to the short circuit
lights), diodes, various current.
types of wires,
What is the Explain and compute the nichrome wire, Teacher modeling/multimedia presentation Formative assessment
difference internal resistance of a aluminum wire, the on internal resistance of a battery tasks: lab write-ups of
between the EMF battery. copper wire, neon possible explanations and
and terminal light, capacitors, Examine what happens during a short circuit conducted experiments;
voltage of a Explain what happens ammeter, voltmeter, when the maximum current flow through an white board presentation of
battery? during a short circuit. etc. EMF source when the output terminals are data and subsequent
connected with a low resistance wire. discussion; data collection
PASCO equipment and analysis
Problem-solving sessions and small group
collaboration on the internal resistance of a
Scientific calculators battery in a simple circuit.
Online motion
simulations
Streaming video
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
wires with clips,
resistance),
multimeters, circuit Teacher modeling/multimedia presentation
boards, light bulbs on how to use voltmeters, galvanometer
(mini or holiday and ammeters
Explain the role of a lights), diodes, various
galvanometer. types of wires, Discuss how each meter is designed, the
nichrome wire, correct and incorrect uses, along with the
Recognize ammeters aluminum wire, unintended side effects of ammeters and Lab write-ups of possible
What is the measure current and are copper wire, neon voltmeters within circuits. explanations and conducted
difference connected in series with light, capacitors, experiments; white board
between a the circuit element. ammeter, voltmeter, Class discussion on why voltmeters are in presentation of data and
voltmeter and etc. parallel and ammeters are in series subsequent discussion; data
ammeter? Recognize voltmeters collection and analysis
measure voltage across a Problem-solving sessions involving the
circuit and are connected PASCO equipment application of ammeters and voltmeters.
in parallel with the circuit
element. Scientific calculators Application experiment: Determine the
internal circuit structure of a voltmeter and
ammeter.
Online motion
simulations
Streaming video
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
wires with clips,
resistance),
multimeters, circuit Lab write-ups of possible
boards, light bulbs Teacher modeling/multimedia presentation explanations and conducted
(mini or holiday will discuss the expression for power using experiments; white board
Relate power to current lights), diodes, various electrical potential energy, time, voltage and presentation of data and
and voltage. types of wires, current subsequent discussion; data
nichrome wire, collection and analysis
Relate electric power to aluminum wire, Students will derive an expression for power
the rate at which electrical copper wire, neon using electrical potential energy, time,
energy is converted to light, capacitors, voltage and current, P = IV = I2R = V2/R. The Formative assessment tasks:
What is electric expressions can be manipulated to homework, problem-solving
other forms of energy. ammeter, voltmeter,
power? etc. determine the charge transferred Q = I Rt. and board work, represent
2
and reason, potential
Calculate electric power. Problem-solving sessions on electrical power difference, current,
PASCO equipment and circuits. resistance, in series and
Given a power rating Application experiment: Given light bulbs is parallel, and Kirchhoff's
determine the resistance Scientific calculators series instead of parallel predict the power rules to electrical power
of the electrical element. output and relate it to the brightness of the used by circuit elements
bulb.
Online motion Quizzes on applying
simulations electrical power to
household electrical
Streaming video appliances
Teacher and student

editions of text
approved by the
for conversions
Variety of lab
equipment that may
be used throughout
various sorts, and
batteries (or source), Teacher modeling/multimedia presentation
wires with clips,
resistors (of different Discuss semiconductor characteristics. N-
resistance), type semiconductors are doping of a pure
multimeters, circuit silicon crystal with impurities whose nuclei
boards, light bulbs contain one extra proton in the nucleus
(mini or holiday leaving an unfilled "hole". P-type
lights), diodes, various semiconductors are doping of a pure silicon
types of wires, crystal with impurities whose nuclei contain
nichrome wire, one fewer proton in the nucleus leaving an Lab write-ups of possible
Differentiate between p- aluminum wire, extra, unbonded electron.
type and n-type junctions copper wire, neon explanations and conducted
What are the light, capacitors, Discuss p-n junction characteristics, diffusion experiments; white board
characteristic of a Relate doping, holes, ammeter, voltmeter, across the junction of holes and free
semiconductor? biasing, junction, diode, etc. presentation of data and
electron and hole diffusion electrons, induced electric field across the
junction; forward bias-favors processes subsequent discussion; data
to semiconductors. PASCO equipment resulting in low resistance and reverse bias- collection and analysis
opposing the diffusion process resulting in
Scientific calculators high resistance.
In small group discussions, examine circuits
Online motion with NPN and PNP junction transistors.
simulations Explore complex circuit analysis with double
loop closed circuits and simultaneous circuit
Streaming video solutions. Students qualitatively observe
the effects in an electrical circuit.
Teacher and student
editions of text
approved by the
for conversions
Differentiation
Draw and label diagrams, such force diagrams, electric field diagrams and electrical potential field diagrams representing how source particles influence space.
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills, such as
Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the
workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing
S&E AP Physics C Electricity & Magnetism - Unit 14: Electrostatic
Forces & Fields
Unit Plan
Charge is a fundamental property of matter.
Electrical interactions are exerted between all objects with an excess of charge.
A charge can move freely inside certain materials (conductors) and can only redistribute slightly (insulators/dielectric).
An object that has an excess of charged particles will have a charge distribution over the surface of that object.
An object with an excess of charged particles will affect the electrical properties of the surrounding space.
A potential difference is required for an electrical current.
Gauss’s law can be used to determine the electric field near a continuous charge distribution.
How can charged particles, the electric fields they produce and the interaction between those fields be represented verbally, graphically and mathematically?
How is the structure and properties of matter determined by the strength of electrical charges and electric field they produce?
How can the motion of charged particles be modeled in a conductor and insulator?
What is the relationship between electrical field forces and the energy of charged particles moving within the electric field?
How does an electric field differentiate with an electric potential field?
What is the role of a source object and test object within an electrical field?
How is Gauss' law implemented to determine the electric field for a continuous charge distribution?
What is a capacitor and how does it function within an electrical circuit?
Unit Goals:
1. Apply the charge model to explain electrostatic phenomena
2. Differentiate between a conductor and insulator
3. Explain and predict electrical interactions in terms of forces, fields and energies, qualitatively and quantitatively.
4. Describe how electrical those interactions affect the surrounding space qualitatively and quantitatively.
5. Describe and determine the electric field that surrounds a source charge
6. Describe electrical potential energy for charged particles
7. Apply the conservation of energy to electrical interaction
8. Differentiate between electrical potential fields and electrical fields
9. Apply Gauss' Law to determine the electric field for a continuous charge distribution.
10. Determine the voltage across the charge and energy stored on capacitor.

Questions Materials
Variety of lab equipment that Observation labs:

may be used throughout the Observations of materials (PVC, plastic, glass) rubbed with
year, including but not Lab write-ups of possible explanations
limited to meter sticks, different materials (fur, silk, wool, foam) reacting with other and conducted experiments; white
timers, scales of various materials rubbed with similar materials, different materials and board presentation of data and
sorts, rods of different the material used to rub. Students will record their observations subsequent discussion; data collection
materials (wood, metal, and note the attracting objects and repelling objects. and analysis
plastic, glass, foam insulating
tubes), different fabrics Demo: Transparent tape can be pulled off other tape, pulled off
Understand the basic types of (plastic, silk, wool/felt, fur), Quizzes on electrostatic relationships
electrical interactions or electroscopes, Wimshurst table, and their reactions to each other can be observed.
What are the attraction and repulsion. machine, Van de Graaff
different interactions generator Students will discover that similar objects rubbed with similar Homework (collected, checked, gone
that can occur Use words, pictures and materials will repel and different rubbed objects will attract. over in class)
between objects mathematics to represent Online simulations, streaming
with charge? charges distributed in video for electrical Multimedia presentation /teacher modeling on how there are two Closure-“What have I learned today
conductors, insulators and interactions, to watch frame different types of electrical interactions, attraction and repulsion and why do I believe it?”; “How does
during interactions. by frame or regular speed and that objects that are similar will repel while objects that are this relate to...?”
different will attract
Teacher and student editions
of text approved by the Formative assessment tasks: problem-
district, including a math Research on the historical importance of charges (why we focus solving and board work, represent and
book for calculus and on positive charges), Benjamin Franklin and inventions reason, write your own physics
algebraic reference and problem for electrostatic interactions
conversions Class discussion on the results of the observational labs
Variety of lab equipment that Lab write-ups of possible explanations

may be used throughout the and conducted experiments; white
year, including but not board presentation of data and
limited to meter sticks, subsequent discussion; data collection
timers, scales of various Testing experiment: Are charges magnetic poles? Use rubbed
objects to see if it attracts and repels the ends of magnets. Use and analysis
sorts, rods of different
materials (wood, metal, magnets to see if it attracts and repels other magnets. Followed
plastic, glass, foam insulating by a class discussion on the results of the experiments. Quizzes on electrostatic relationships
Understand the basic tubes), different fabrics
properties of electric charge (plastic, silk, wool/felt, fur),
Class discussion on reasoning through the observational labs Homework (collected, checked, gone
and the subatomic particles electroscopes, Wimshurst made with the materials (PVC, plastic, glass) rubbed with different over in class)
How many types of associated with them. machine, Van de Graaff
charges are there materials (fur, silk, wool, foam) reacting with other materials
generator rubbed with similar materials, different materials and the material
and what are the Differentiate between Closure-
subatomic particles used to rub: students will use prior knowledge from chemistry
are associated with protons, neutrons and Online simulations, streaming about the atom and the subatomic particles to reason about the
each charge? electrons. video for electrical types of charges involved. “What have I learned today and why
Dispel the idea that charges interactions, to watch frame do I believe it?”; “How does this relate
by frame or regular speed Discuss models of atoms to figure out the “positive and negative” to...?”
are magnetic. charged parts and the micro and macroscopic views of objects
with charges and how the charge can move within the material.
Teacher and student editions Problem-solving and board work,
of text approved by the Multimedia presentation/teacher modeling on the fundamental represent and reason, write your own
district, including a math charges and their carriers physics problem for electrostatic
book for calculus and interactions
conversions
Variety of lab equipment that
may be used throughout the
year, including but not
limited to meter sticks,
timers, scales of various
sorts, rods of different Observation labs:
Understand that rubbing materials (wood, metal, Observations of materials (PVC, plastic, glass) rubbed with
plastic, glass, foam insulating different materials (fur, silk, wool, foam) reacting with other Lab write-ups of possible explanations
certain objects can create a and conducted experiments;
separation of charge and tubes), different fabrics materials rubbed with similar materials, different materials and
(plastic, silk, wool/felt, fur), the material used to rub: students will record their observations whiteboard presentation of data and
interactions with other subsequent discussion; data Collection
rubbed objects. electroscopes, Wimshurst and note the attracting objects and repelling objects, followed by
machine, Van de Graaff a class discussion as to how those object became "charged." and analysis
The mechanism of transfer for generator Students collectively should develop a mechanism, such as
How is charge charge is done via rubbing or rubbing or touching, that explain how charged particles are Quizzes on the charge model, transfer
transferred? touching. transferred from one object to another. Students should account of charge and electrostatic interactions
Online simulations, streaming for the particles and actually transfer and the ones that do not
Use words, pictures and video for electrical through prior knowledge and reasoning.
mathematics to represent interactions, to watch frame Homework (collected, checked, gone
charges distributed in by frame or regular speed Lecture/teacher modeling on how to represent an excess of over in class)
conductors, insulators and charge before and after two objects are rubbed together.
during interactions. Teacher and student editions Closure-“What have I learned today
of text approved by the and why do I believe it?”; “How does
district, including a math this relate to...?”
book for calculus and
conversions

materials (wood, metal,
A neutral object has an equal tubes), different fabrics Lab write-ups of possible explanations
number of positive and (plastic, silk, wool/felt, fur), and conducted experiments;
negative charges. electroscopes, Wimshurst whiteboard presentation of data and
Class discussion on how to represent an excess of charge or a
machine, Van de Graaff balance of charge within an object subsequent discussion; data collection
A charged object has an generator, packing peanuts, and analysis
What does it mean if excess of one type of charge soda can, plastic water bottle
an object is neutral relative to the other. Multimedia presentation/teacher modeling on visual and
(both empty) mathematical representation of charge and charge transfer.
or charged? Quizzes on the charge model, transfer
Use words, pictures and of charge and electrostatic interactions
mathematics to represent Online simulations, streaming Problem-solving sessions involving charges and transfer of
charges distributed in video for electrical charges.
conductors, insulators and interactions, to watch frame Homework (collected, checked,
during interactions. by frame or regular speed reviewed in class)
Teacher and student editions

of text approved by the
district, including a math
conversions
Observation labs:
PVC is rubbed with different materials fur and both objects are held
closely to an unrubbed plastic water bottle and a soda can. In both
cases the water bottle and can are attracted to the PVC. However,
the water bottle takes significantly longer to react and doesn't move
as quickly to the PVC can as the soda can does. Students will record
Variety of lab equipment that their observations and note these observations and must then devise
may be used throughout the a mechanism as to how the charges move inside on object compare
year, including but not limited to another. Lab write-ups of possible explanations
to meter sticks, timers, scales and conducted experiments; whiteboard
of various sorts, rods of Observational experiment presentation of data and subsequent
different materials (wood, Balloons & Static Electricity available discussion; data collection and analysis
metal, plastic, glass, foam Students can rub a balloon on the shirt which demonstrates the
insulating tubes), different mechanism for charge transfer, and then hold the balloon to the wall. Quizzes on the charge model, transfer of
fabrics (plastic, silk, wool/felt, Students will observe the negative charges pivoting around the charge, electrostatic interactions,
Differentiate between fur), electroscopes, Wimshurst positive charges and can discuss why those charges only pivot and insulators and conductors
conductors and insulators. machine, Van de Graaff why they do not jump off the wall when the balloon is rubbed to it.
What is a conductor generator, empty bottle of This further develops the idea of an insulator as an object that
and how is the charge Use words, pictures and water and empty can of soda. prevents charge from being transferred. Homework (collected, checked, reviewed
distribution different mathematics to represent in class)
from an insulator? charges distributed in Testing experiment:
conductors, insulators and Online simulations, streaming Students will hold a charged PVC pipe up to a packing peanut tied to a
during interactions. video for electrical light string that hangs down. The packing peanut is initially neutral. Closure-“What have I learned today and
interactions, to watch frame by Students will predict using the charge model, develop what happens. why do I believe it?”; “How does this
frame or regular speed Students will repeat for a piece of aluminum foil. relate to...?”
Teacher and student editions Lecture/teacher modeling on the charge model and multiple Formative assessment tasks: problem-
of text approved by the representations of how the charge model is applied to insulators and solving and board work, represent and
district, including a math book conductors reason, write your own physics problem
for calculus and algebraic for electrostatic interactions
reference and example
problems for conversions Class discussion on all the experiments conducted and how they
relate to the charge model, insulators and conductors
Problem solving sessions involving reasoning about insulators and

conductors and the charge model, specifically how the ideas of an
insulator and conductor are developed and how they are applied
year, including but not limited
to meter sticks, timers, scales Multimedia presentation/teacher modeling on the parts of an
of various sorts, rods of electroscope.
Distinguish between charging different materials (wood,
by contact and charging by metal, plastic, glass, foam Observational experiments:
polarization/induction. insulating tubes), different Students must use the charge model and multiple representations to Lab write-ups of possible explanations
fabrics (plastic, silk, wool/felt, explain their observations of what is occurring on a microscopic level. and conducted experiments; white board
Use words, pictures and fur), electroscopes, Wimshurst Students will then conduct a specific experiment where a charged PVC presentation of data and subsequent
mathematics to represent machine, Van de Graaff or foam tube is held near (but NOT touching) and the electroscope is discussion; data collection and analysis
What is an charges distributed in generator touched with one's finger, both are then removed then students must
electroscope and how conductors, insulators and
during interactions.
explain what happened. The experiment is then repeated with latex
Quizzes on the charge model applied to
is it utilized? gloves. They must rectify each experiment with the charge model and
Online simulations, streaming explain what occurred using various representations. the electroscope
Distinguish between charging video for electrical
by contact and charging by interactions, to watch frame by
polarization/induction. frame or regular speed Class discussion on how the charge model applied to the electroscope Homework (collected, checked, reviewed
and how it can be used to charge an object without actually touching in class)
Explain how charging by a charged object to it (induction)
induction works. Teacher and student editions
district, including a math book Problem-solving sessions involving the charge model and reasoning
for calculus and algebraic
reference and example
materials (wood, metal, Multimedia presentation/teacher modeling on the physical
plastic, glass, foam insulating variable that affects electrical interactions
Lab write-ups of possible explanations
Identify the factors of tubes), different fabrics and conducted experiments;
Class discussion on from the observations made in previous
electrical interactions, such as (plastic, silk, wool/felt, fur), experiment students can discuss what physical variable might whiteboard presentation of data and
charged objects and the electroscopes, Wimshurst subsequent discussion; data collection
machine, Van de Graaff affect electrical interactions and how. Students will discuss how
distance between them. force is exerted over a distance. Examine the field theory that the and analysis
generator
charge influences the nature and structure of the space
What factors affect Compare gravitational force surrounding it. Gauge theory examine charged particles exchange Quizzes on Newton's second law and
electrostatic that is attractive only, Online simulations "force carrying" particle known as pi (Π) mesons. electrostatic interactions
interactions? whereas electrical
interactions could be They can develop the idea that two objects with excess charge a
Streaming video for electrical
set distance away is the basis for these interactions and that the Homework (collected, checked,
attractive or repulsive. interactions, (internet, DVD charges might be proportional to the magnitude of the interaction reviewed in class)
and VHS accessible) to watch while the distance is inversely proportional to the magnitude of
Calculate electrostatic force frame by frame or regular the interaction.
using Coulomb’s law. speed Formative assessment tasks: ranking
tasks, problem-solving and board
Problem-solving sessions involving Coulomb’s law and work, represent and reason, write your
Teacher and student editions proportional reasoning own physics problem for electrostatic
of text approved by the interactions
conversions
timers, scales of various Observational experiment:
sorts, rods of different Students will examine a data table the excess of charge on two
Identify the four properties materials (wood, metal, objects, the distance between the two objects and the magnitude
associated with a conductor in plastic, glass, foam insulating of the force exerted between these objects. They must use the Quizzes on the electrostatic
electrostatic equilibrium. tubes), different fabrics data to develop specific proportionalities between the charged interactions applied to Newton's
(plastic, silk, wool/felt, fur), object and the force exerted between objects, and the inverse of Second law
Use force diagrams and electroscopes, Wimshurst the distance between the two objects and the force exerted.
Newton's Second law to machine, Van de Graaff
How the electric analyze the net electrostatic generator. Multimedia presentation/teacher modeling on Coulomb's law and Homework (collected, checked,
force is calculated force exerted on a charged its application to Newton's Laws. reviewed in class)
using Coulomb’s object.
Law? Online simulations, streaming
video for electrical Class discussion on how Coulomb’s law is applied to Newton's Problem-solving and board work,
Apply the superposition Law, the inverse square proportional reasoning, and the parallels represent and reason, write your own
principle to find the resultant interactions,
by frame or
to watch frame
regular speed between gravitational interactions and electrical interactions physics problem for electrostatic
force on a charge and to find interactions applied to Newton's
the position at which the net second law
force on a charge is zero. Teacher and student editions Problem-solving sessions involving various applications of
of text approved by the Newton's Law involving electrostatic interactions in one and two
district, including a math dimensions
conversions
Variety of lab equipment that Teacher modeling, class discussion, collaborative group work on
may be used throughout the electrical fields
to meter sticks, timers, scales
of various sorts, rods of Drawing pictures to represent scenario (pictures, E-field diagrams, Formative assessment tasks: homework,
different materials (wood, force diagrams vectors), describe interactions using words and problem solving and board work,
metal, plastic, glass, foam numbers. evaluate the solution
insulating tubes), different
fabrics (plastic, silk, wool/felt,
fur), electroscopes, Wimshurst Small group problem solving session, where students apply the Lab write-up
Explain the role of a test charge machine, Van de Graaff problem solving methods of identifying and isolating a system, draw a
and source charge generator force diagram, electric field diagrams at a point in space by one or
more source charges Collaborative group work, whiteboard
What is the presentation of data, discussion of
operational definition Explain the "at a distance" PASCO equipment possible explanations and conducted
for an electrical field? interaction Observational experiments: experiments; whiteboard presentation of
Students must bring a charged object to an electroscope and develop data and subsequent discussion; data
Scientific calculators a mechanism for how electrical interactions work without objects collection and analysis
Discriminate between types of touching. This can be repeated for a number of experiments in the
interactions based on charges Online motion simulations utilized in the previous unit. A class discussion must follow about how
and how these differ from a charged object can influence the surrounding space, such that it has Open-ended assessments on electric
those based upon mass. a notable effect on the charges within that space. During this fields
Streaming video discussion students must examine how there is a source of this
Teacher and student editions influence and the objects affected are in the region of influence. Weekly (or daily) journal writing
of text approved by the Students can then draw comparisons from the meaning of g=F/mo and (reflection of lessons and learning)
district, including a math book develop E = F/qo for electrical interactions. By examining an
for calculus and algebraic interaction between two charged particles students can develop the
reference and example idea that a field must exist to for each to exert a force without
problems for conversions touching each other.
Variety of lab equipment that Teacher modeling, class discussion, collaborative group work on
may be used throughout the representing electrical fields
to meter sticks, timers, scales
of various sorts, rods of Drawing pictures to represent scenario (pictures, E-field diagrams,
different materials (wood, force diagrams vectors), describe interactions using words and
metal, plastic, glass, foam numbers. Formative assessment tasks: homework,
insulating tubes), different problem solving, board work, evaluate
fabrics (plastic, silk, wool/felt, the solution
Represent electrical fields Small group problem-solving session:
fur), electroscopes, Wimshurst Students apply the problem solving methods of identifying and
visually, graphically, machine, Van de Graaff
mathematically and in words. isolating a system, draw a force diagram, electric field diagrams at a Lab write-up
generator point in space by one or more source charges. Students will also
Draw and interpret electric field interpret E-field lines and examine how forces are exerted on
How are electrical electrically charged objects. Students will also represent physical Collaborative group work, whiteboard
fields represented? lines. PASCO equipment presentation of data, discussion of
scenarios with mathematical, visual and graphical representations of
E-fields. possible explanations and conducted
Calculate the net electric field experiments; whiteboard presentation of
at various locations from a Scientific calculators
Teacher modeling data and subsequent discussion; data
source or a number of source collection and analysis
objects. Online motion simulations Students must identify the source and point in space where they want
to determine the electric field. They must place a small positive test Open-ended assessments on electric
Streaming video charge then use the operational definition to determine the fields
magnitude of the E-field and draw an E-field vector in the same
Teacher and student editions direction as the electrostatic force would be exerted on the small
of text approved by the positive test charge.
district, including a math book
for calculus and algebraic Class discussion on how a number of E-field vectors change into E-
reference and example field lines how the lines are representations of the vectors in space
sorts, rods of different Formative assessment tasks:
materials (wood, metal, homework, problem solving and board
plastic, glass, foam insulating Teacher modeling, class discussion, collaborative group work on work, evaluate the solution
tubes), different fabrics electrical field for a continuous charge distribution: develop E =
(plastic, silk, wool/felt, fur), ∫k/r2 dq for continuous charge distribution.
Determine the electrical field electroscopes, Wimshurst Lab write-up
for a continuous source in machine, Van de Graaff
one, two and three generator Examine how charge is distributed over a linear (1D) source, linear Collaborative group work, whiteboard
How are electrical dimensions. charge density λ = q/L, planar (2D) source, linear charge density presentation of data, discussion of
fields based on dq = σ dA, and a (3D) source dq = ρ dV. possible explanations and conducted
continuous charge Use integration to determine PASCO equipment experiments; white board presentation
distributions the electric field for a Drawing pictures to represent scenario (pictures, E-field diagrams, of data and subsequent discussion;
determined? continuous source. Scientific calculators force diagrams vectors), describe interactions using words and data collection and analysis
numbers.
"dq" the small section of
charge used for integration. Online motion simulations Open-ended assessments on electric
Small group problem-solving session, where students apply the fields
Streaming video problem solving methods of identifying the type of distribution
and using integration to determine the electric field Weekly (or daily) journal writing
Teacher and student editions (reflection of lessons and learning)
conversions
How does Gauss' Identify and apply the Variety of lab equipment that Formative assessment tasks:
Law determine an appropriate Gaussian surface may be used throughout the homework, problem solving and board
electric field of a for each charge distribution. year, including but not work, evaluate the solution
continuous charged limited to meter sticks, Teacher modeling, class discussion, collaborative group work on
distribution? Apply Gauss' Law to timers, scales of various electrical field for applications of Gauss' Law
determine the electric field sorts, rods of different Lab write-up
for a continuous charge materials (wood, metal,
distribution. plastic, glass, foam insulating Develop the calculus based model, ∫E dA = 4Πkq enclosed for Collaborative group work, whiteboard
tubes), different fabrics continuous charge distribution. Identify the appropriate Guassian presentation of data, discussion of
Represent electrical fields (plastic, silk, wool/felt, fur), surface to be analyzed. That surface should contain the following possible explanations and conducted
visually, graphically, electroscopes, Wimshurst characteristics (1) the magnitude of the electric field should be experiments; white board presentation
mathematically and in words. machine, Van de Graaff constant at all points around the surface and (2) the direction of of data and subsequent discussion;
generator the electric field should be perpendicular to the Guassian surface data collection and analysis
Draw and interpret electric at all points.
field lines.
PASCO equipment Open-ended assessments on electric
Examine each scenario and how the enclosed charge (qenclosed) is fields
Scientific calculators distrimined over a linear (1D) source, q enclosed = λL, a planar (2D)
source, qenclosed = σA, and a (3D) qenclosed = ρV; where λ=q/Length, σ
q/Area, ρ = q/Vol Weekly (or daily) Journal Writing
Online motion simulations (reflection of lessons and learning)
Streaming video Drawing pictures to represent scenario (pictures, E-field diagrams,
force diagrams vectors), describe interactions using words and
Teacher and student editions numbers.
district, including a math Small group problem-solving session, where students apply the
book for calculus and problem-solving methods of identifying the type of distribution
algebraic reference and and using integration to determine the electric field
conversions
PASCO equipment Formative assessment tasks:
homework, problem solving and board
Teacher modeling, class discussion, collaborative group work on work, evaluate the solution
Represent electrical fields Scientific calculators
visually, graphically, applying the operational definition to determine the force exerted
mathematically and in words. Online motion simulations on a charged object in an E-field Lab write-up
How can you
calculate the electric Draw and interpret electric Streaming video Drawing pictures to represent scenario (pictures, E-field diagrams, Collaborative group work, whiteboard
forces exerted on an field lines. force diagrams vectors), describe interactions using words and presentation of data, discussion of
object in an electric Teacher and student editions numbers. possible explanations and conducted
field? Calculate the net electric field of text approved by the experiments; whiteboard presentation
at various locations from a district, including a math Small group problem solving session, involving the operational of data and subsequent discussion;
source or a number of source book for calculus and definition of the E-field to determine the force exerted on the data collection and analysis
objects. algebraic reference and object, then applying it to Newton's Law
example problems for Open-ended assessments on electric
conversions fields

timers, scales of various Teacher modeling, class discussion, collaborative group work on
sorts, rods of different representing charge distributions and how they relate to E-field
Represent electrical fields vectors and lines Formative assessment tasks:
materials (wood, metal,
visually, graphically, homework, problem-solving and board
mathematically and in words work, evaluate the solution
tubes), different fabrics Drawing pictures to represent scenario (pictures, E-field diagrams,
for various charge
(plastic, silk, wool/felt, fur), force diagrams vectors), describe interactions using words and
distributions. Lab write-up
electroscopes, Wimshurst numbers.
machine, Van de Graaff
Draw and interpret electric Collaborative group work, whiteboard
generator Class discussion on how a number of E-field vectors and E-field
How do you field lines for various charge presentation of data, discussion of
determine the distributions. lines are utilized for specific charge distribution: Students will be
possible explanations and conducted
electric field for a PASCO equipment given a variety of situations where they must determine the
experiments; whiteboard presentation
number of electrical Calculate the net electric field resulting electric field by reasoning with E-field vectors and lines
of data and subsequent discussion;
charges? at various locations from a Scientific calculators for a specific charge distribution.
data collection and analysis
source or a number of source Students will be able to reason that a charged object held near a
objects for various charge metal box or container will create a net E=0 inside when
Online motion simulations reasoning with the charge model and field model together. Open-ended assessments on electric
distributions.
fields
Streaming video Testing experiment: Students can use half of a soda can placed
Apply the charge model with
electric fields lines to show over an electroscope to test their prediction. Use a metal can or Weekly (or daily) Journal Writing
Teacher and student editions chicken wire (an electrostatic bucket) to demonstrate
how shielding can occur. (reflection of lessons and learning)
of text approved by the electrostatic shielding.
conversions
year, including but not limited to
meter sticks, timers, scales of Multimedia presentation/teacher modeling on electrical potential
various sorts, rods of different Formative assessment tasks: apply
energy and how it fits with conservation of energy, the
Define electrical potential materials (wood, metal, plastic, energy bar charts to electrical systems
proportionality of the product of the charges and the inverse
energy. glass, foam insulating tubes),
different fabrics (plastic, silk, proportionality of the distance between them to the electrical
wool/felt, fur), electroscopes, energy of the two object Quizzes on electrical potential energy
Compute the electrical Wimshurst machine, Van de
potential energy for various Graaff generator Class discussion on using energy bar charts to discuss the changes Homework (collected, checked,
charge distributions. in electrical potential energy and kinetic energy of a charged cart- reviewed in class)
What is electric PASCO equipment charged metal sphere system: What will happen to the potential
potential energy? Compare electrical potential of the system as is travels closer together or further apart?
Closure-“What have I learned today
energy to gravitational Scientific calculators Students must consider both scenarios of charges that are similar
and why do I believe it?”; “How does
potential energy. and charge that are different. this relate to...?”
Online motion simulations Comparisons between universal gravitational interactions and
electrical interaction must be drawn.
Apply electrical potential Streaming video Problem-solving and board work,
energy to the conservation of represent and reason, write your own
energy. Teacher and student editions of physics problem for electrostatic
text approved by the district, Problem-solving sessions involving conservation of energy and
energy systems
including a math book for electrical potential energy
calculus and algebraic reference
and example problems for
conversions
year, including but not limited to
meter sticks, timers, scales of
various sorts, rods of different
materials (wood, metal, plastic, Formative assessment tasks: apply
glass, foam insulating tubes), energy bar charts to electrical systems
Examine the interaction different fabrics (plastic, silk, Multimedia presentation/teacher modeling on negative potential
between charges of similar wool/felt, fur), electroscopes, energies and energy conservation. Quizzes on electrical potential energy
charges that will repel each Wimshurst machine, Van de
What are the Class discussion on different charges and the energies involved in
differences between other. Graaff generator
that system: For different charges students must reason through Homework (collected, checked,
the electrical using work-energy bar charts that while the change in kinetic reviewed in class)
potential energy of a Examine the interactions
between charges of opposite
PASCO equipment energy is positive, the change in electrical potential energy must
system containing be negative. This will help students understand why the negative
similar charges to a charges
other.
that will attract each Scientific calculators is important mathematically, because in order for energy to be Closure-“What have I learned today
system with conserved, while there is an increase in kinetic energy (with no and why do I believe it?”; “How does
opposite charges? work) there must be a decrease in electrical potential energy. this relate to...?”
Apply electrical potential Online motion simulations
energy to the conservation of Problem-solving sessions involving conservation of energy and
energy. Problem-solving and board work,
Streaming video electrical potential energy represent and reason, write your own
physics problem for electrostatic
Teacher and student editions of energy systems
including a math book for
calculus and algebraic reference
and example problems for
conversions
Variety of lab equipment
that may be used
throughout the year,
including but not limited
to meter sticks, timers, Teacher modeling, class discussion, collaborative
scales or various sorts, group work on representing mathematical, physically
and glassware; and graphically the E-field and V-field for various
especially, batteries (or charge distributions
source), wires with clips,
resistors (of different Utilizing calculus students can relate the potential
resistance), multimeters, field can be expressed as a function of position by Formative assessment tasks:
circuit boards, light bulbs examining the integral of an electric field for a source homework, problem-solving
(mini or holiday lights), charge ΔV = -∫kq/r2dr = -kq/r evaluated between the and board work, evaluate the
diodes, various types of initial and final positions. For a cyclindrical field, ΔV =
wires, Nichrome wire, solution
aluminum wire, copper -∫kq/r2dr = 2kλ ln(B/A).
wire, neon light, Lab write-up
capacitors, rods of Students will relate the electrical and potential field
different materials mathematically and graphically. Graphically students Collaborative group work,
(wood, metal, plastic, will draw and compare a V vs. x graph and an E vs. x whiteboard presentation of
How is an Relate electrical glass, foam insulating graph for a charged particle and represent each with a data, discussion of possible
electric potential potential fields and tubes), different fabrics mathematical expression. The two expressions will be explanations and conducted
field represented electrical fields together (plastic, silk, wool/felt, combined into a single expression that relates the V experiments; whiteboard
and how does it using multiple fur), electroscopes, field to the E field, E = -ΔV/Δx. The electric field can presentation of data and
relate to an representations. Wimshurst machine, Van be expressed as the derivative of the electrostatic subsequent discussion; data
electric field? de Graaff generator, foil, potential E = -dV/dx. collection and analysis
capacitors of various
types, disposable Students will discuss how electric potential fields
camera, old keyboard Open-ended assessments on
should be represented and apply the situations to electric fields and potential
forces and energies. fields representations
PASCO equipment
Students differentiate between potential difference,
Scientific calculators voltage and electrical potential energy. Closure - “What have I learned
today and why do I believe it?”;
Problem-solving sessions involving multiple “How does this relate to...?”
Online motion
simulations representations of V-fields, E-fields, forces and
energies mathematical, visual and graphical
Streaming video
Drawing pictures to represent scenario (pictures, E-
Teacher and student field, V-field and force diagrams vectors), describe
editions of text approved interactions using words and numbers.
by the district, including
a math book for calculus
and algebraic reference
for conversions
Variety of lab equipment that may Formative assessment tasks: homework,
be used throughout the year, problem-solving and board work, evaluate
including but not limited to meter the solution
sticks, timers, scales of various
sorts, rods of different materials
(wood, metal, plastic, glass, foam Class discussion on applying V-fields to the conservation of energy and Lab write-up
insulating tubes), different fabrics how charges traveling through potential fields change energy: Each of
(plastic, silk, wool/felt, fur),
Distinguish between electrical these scenarios will be represented mathematically, visually, with a bar Collaborative group work, whiteboard
electroscopes, Wimshurst machine,
potential energy, voltage, and Van de Graaff generator chart and in words. presentation of data, discussion of possible
How can you calculate
potential difference. explanations and conducted experiments;
the electric potential PASCO equipment whiteboard presentation of data and
energy of a charged
Compute the electric potential Individual work, think, pair, share opportunities subsequent discussion; data collection and
object? Scientific calculators
and electrical potential energy for analysis
various charge distributions. Online motion simulations
Problem-solving sessions involving multiple representations of V-fields E-
fields, energy bar charts, and Newton's 2nd law, mathematical, visual and Open-ended assessments on electric fields
Streaming video
graphical and potential fields representations
Teacher and student editions of
Closure - “What have I learned today and
and algebraic reference and why do I believe it?”; “How does this relate
example problems for conversions to...?”
Variety of lab equipment that may

be used throughout the year,
including but not limited to meter
sticks, timers, scales or various
sorts, and glassware; especially,
batteries (or source), wires with
clips, resistors (of different
resistance), multimeters, circuit
boards, light bulbs (mini or holiday Teacher modeling/multimedia presentation on capacitors and their
lights), diodes, various types of structure and function Formative assessment tasks:
wires, Nichrome wire, aluminum homework problem solving and board
wire, copper wire, neon light, work, represent and reason
capacitors, rods of different Observational lab:
materials (wood, metal, plastic, Connect an RC circuit to a battery with an ammeter and a voltmeter in
glass, foam insulating tubes), parallel with the capacitor and throw the switch. Record as the capacitor Lab write-ups of possible explanations and
Describe the electric field that different fabrics (plastic, silk, charges. Have students use multiple representations of current vs. time, conducted experiments; whiteboard
occurs between two parallel wool/felt, fur), electroscopes, voltage vs. time and pictures to describe what happens to the capacitor. presentation of data and subsequent
What is a capacitor and oppositely charged plates. Wimshurst machine, Van de Graaff Afterwards replace the battery with a light and discharge the capacitor. discussion; data collection and analysis on
why is it used? generator, foil, capacitors of
Describe where a capacitor can be various types, disposable camera, Student discussion on how a capacitor works, what it does and its purpose RC circuits
old keyboard
used.
Demonstrations of a capacitor in an old disposable camera and old Quizzes on RC circuits
keyboard
PASCO equipment
Closure-“What have I learned today and
Students build their own capacitor using plastic cups, aluminum foil and a why do I believe it?”; “How does this relate
Scientific calculators source of charge (comb through hair). When students complete the to...?”
circuit, they will get small shock.
Streaming video
and algebraic reference and
boards, light bulbs (mini or holiday Teacher modeling/multimedia presentation on capacitors and their
lights), diodes, various types of structure, function and associated physical values.
wires, Nichrome wire, aluminum
Relate the stored charge, voltage wire, copper wire, neon light,
and capacitance. capacitors, rods of different Student will discuss and explore how capacitance is the ability to store
charge and it is the ratio of the charge stored on either plate of the Formative assessment tasks:
materials (wood, metal, plastic, homework problem-solving and board
glass, foam insulating tubes), capacitor and the potential difference between two plates, C=Q/V; where
Solve problems relating the capacitance is measure in Farads = Coulomb/Volt. work, represent and reason
different fabrics (plastic, silk,
capacitance of a capacitor to the wool/felt, fur), electroscopes,
How can you calculate applied potential difference. Wimshurst machine, Van de Graaff Students will examine the various physical variables associated with
the value of an object’s
generator, foil, capacitors of capacitors and the role of a dielectric that is inserted in-between plates to Lab write-ups of possible explanations and
conducted experiments; whiteboard
various types, disposable camera, change the capacitance of the capacitor.
capacitance? Explain how the dimensions and old keyboard presentation of data and subsequent
plates separation affect Capacitor Lab: students can explore the dimensions of a capacitor, how discussion; data collection and analysis on
capacitance. dielectrics affect the capacitor, and how they are related quantitatively. RC circuits
PASCO Equipment
Application experiment: explore the charging of a flash bulb on a Quizzes on RC circuits
Explain how dielectrics affect disposable camera.
capacitance. Scientific calculators
Student collaboration and problem-solving sessions on capacitance, stored
Online motion simulations charge, voltage, electric field and dielectric constant.
Streaming video
boards, light bulbs (mini or holiday
lights), diodes, various types of
wire, copper wire, neon light, Teacher modeling/multimedia presentation on capacitors and their
capacitors, rods of different structure, function and associated physical values Formative assessment tasks:
materials (wood, metal, plastic, homework problem-solving and board
glass, foam insulating tubes), Student will discuss and explore how the arrangement of capacitors will work, represent and reason
Capacitors arranged in parallel different fabrics (plastic, silk, determine the equivalent capacitance of the system. For capacitors in
and series have differing wool/felt, fur), electroscopes, parallel Ceq = C1 + C2 + C3 + ..., for series 1/Ceq = 1/C1 + 1/C2 + 1/C3 + ...
How can various equivalent capacitance. Wimshurst machine, Van de Graaff
Lab write-ups of possible explanations and
arrangements of generator, foil, capacitors of
Capacitor lab: students can explore the dimensions of a capacitor, how conducted experiments; whiteboard
capacitors change the various types, disposable camera,
overall capacitance? Solve problems relating the old keyboard dielectrics affect the capacitor, and how they are related quantitatively. presentation of data and subsequent
capacitance of a capacitor to the discussion; data collection and analysis on
applied potential difference. Application experiment: the charging of a flash bulb on a disposable RC circuits
PASCO equipment camera
Student collaboration and problem-solving sessions on capacitance, stored Quizzes on RC circuits
Scientific calculators charge, voltage, electric field and dielectric constant

Streaming video
boards, light bulbs (mini or holiday
lights), diodes, various types of
wire, copper wire, neon light, Formative assessment tasks:
capacitors, rods of different Teacher modeling/lecture on how capacitance relates to stored electrical homework problem-solving and board
materials (wood, metal, plastic, potential energy and how it stays stored work, represent and reason, on capacitor
glass, foam insulating tubes), and RC circuits
different fabrics (plastic, silk, Capacitor Lab: Students can explore the dimensions of a capacitor, how
wool/felt, fur), electroscopes, dielectrics affect the capacitor, and how they are related quantitatively,
How can you calculate Relate capacitance to the storage Wimshurst machine, Van de Graaff
specifically determine the energy stored on a capacitor U = 1/2CV .
2
Lab write-ups of possible explanations and
the amount of energy of electrical potential energy in generator, foil, capacitors of
stored in a capacitor? the form of separated charges. various types, disposable camera, conducted experiments; whiteboard
old keyboard Application experiment: the charging of a flash bulb on a disposable presentation of data and subsequent
camera discussion; Data collection and analysis on
RC circuits
PASCO equipment Student problem-solving sessions on capacitance, stored charge, voltage,
electric field and dielectric constant
Quizzes on RC circuits
Scientific calculators

Streaming video
Observational lab:
Variety of lab equipment that may Connect and RC circuit to a battery with an ammeter and a voltmeter in
including but not limited to meter parallel with the capacitor, throw the switch and record as the capacitor
sticks, timers, scales or various charges. Have students use multiple representations of current vs. time,
sorts, and glassware; especially, voltage vs. time and pictures to describe what happens to the capacitor.
batteries (or source), wires with Have students determine the amount of stored charge, voltage and charge
clips, resistors (of different on a capacitor.
boards, light bulbs (mini or holiday From the lab, students can derive expressions for the current, and charge
lights), diodes, various types of as -t/t
a function of time as capacitors discharge. The current exponentially I =
wires, Nichrome wire, aluminum Ioe c, where the discharge is V = Q/C = -IR = ΔQ/ΔtR. The solution for this
Determine the equivalent wire, copper wire, neon light, expression is in the form of a separable differential equation Q/C = - Formative assessment tasks:
capacitance for series and parallel capacitors, rods of different ΔQ/ΔtR, and can be rearranged to ΔtR/C = -ΔQ/Q. The solution of this is-t/tQ homework problem-solving and board
capacitors. materials (wood, metal, plastic, -t/t
= Qoe c, where tc = 1/RC when divided by the time interval yields I = Ioe c work, represent and reason, on capacitor
glass, foam insulating tubes), ; where Io is the initial current to or from the capacitor and tc is the time it and RC circuits
different fabrics (plastic, silk, takes to change to 1/e of the original current Io
Determine how charge is divided wool/felt, fur), electroscopes,
How does a capacitor between capacitors in parallel Wimshurst machine, Van de Graaff
Capacitor lab: students examine how circuit rules relate to capacitors in Lab write-ups of possible explanations and
function in a steady and explain why the voltage is the generator, foil, capacitors of parallel and series. RC Circuits measure the capacitance of a large value, conducted experiments; whiteboard
state circuit? same. various types, disposable camera,
old keyboard parallel plate capacitor by discharging the capacitor through a known load presentation of data and subsequent
resistance. discussion; data collection and analysis on
Determine the ratio of voltages RC circuits
for capacitors in series and PASCO equipment Teacher modeling/multimedia presentation on the junction rule and loop
explain why the charge is the rule applied to steady state RC circuits
same. Quizzes on RC circuits
Scientific calculators Class discussion as to why the charge remains the same in series while the
voltage is split between each capacitor in series and why the voltage stays
the same in parallel while the charge splits up to each capacitor depending
Online motion simulations on the value
Streaming video
Student problem-solving on the junction rule and loop rule applied to
Teacher and student editions of steady state RC circuits
Variety of lab
equipment that may be
used throughout the
timers, scales or various
sorts, and glassware;
especially, batteries (or
source), wires with
clips, resistors (of
boards, light bulbs (mini
or holiday lights),
diodes, various types of
wires, Nichrome wire, Teacher modeling/multimedia presentation on the
aluminum wire, copper mathematical model for the charging and discharging Formative assessment tasks:
wire, neon light, of a capacitor homework problem-solving and
capacitors, rods of board work, represent and
different materials Observational lab: reason, on capacitor and RC
Examine the (wood, metal, plastic, Connect and RC circuit to a battery with an ammeter circuits
charge/discharge of a glass, foam insulating and a voltmeter in parallel with the capacitor, throw
What is an RC capacitor in an RC tubes), different fabrics the switch and record as the capacitor charges. Have Lab write-ups of possible
circuit and what circuit. (plastic, silk, wool/felt, students use multiple representations of current vs. explanations and conducted
is the role of fur), electroscopes, time, voltage vs. time and pictures to describe what experiments; whiteboard
time? Examine the charge and Wimshurst machine, happens to the capacitor. Afterwards replace the presentation of data and
voltage of a capacitor in Van de Graaff battery with a light and discharge the capacitor subsequent discussion; Data
a steady state circuit. generator, foil,
capacitors of various Student discussion on how a capacitor works, what it collection
circuits
and analysis on RC
types, disposable does and its purpose
camera, old keyboard
Demonstrations of a capacitor in an old disposable Quizzes on RC circuits
PASCO equipment camera and old keyboard
Online motion
simulations
Streaming video
Teacher and student
editions of text
approved by the
and algebraic reference
for conversions
Differentiation
Draw and label diagrams, such force diagrams, electric field diagrams and electrical potential field diagrams representing how source particles influence
space.
Provide multiple representations for students to access concepts and mathematics
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills, such as
Using the computers and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the
workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing
S&E AP Physics C Electricity & Magnetism - Unit 15: Magnetic Forces,
Fields & Induction
Unit Plan
Magnetism, in its many forms, results from the application of relativistic length contraction to moving charged particles.
Magnetic fields are produced by changing electric fields, while electric fields are produced by changing magnetic fields.
What is the fundamental relationship among, electric fields, magnetic fields and light?
How can magnets and the magnetic field they produce be represented verbally, graphically and mathematically?
How does the magnetic field of a current carrying wire exerted on other current carrying wires interact and how can it be quantified?
How can the relationship between electric currents and magnetic fields be represented physically, graphically and mathematically?
What conditions are required in order to induce an electric current from a magnetic field, and vice versa?
How does a loop of current in an external magnetic field respond and how can we calculate the resulting torque?
Unit Goals:
1. Represent the magnetic field verbally, physically, visually and mathematically.
2. Relate a current carrying wire to the magnetic field it produces.
3. Relate the motion of charged particles to the magnetic field it passes through and the resultant force exerted on it.
4. Describe the direction of an induced current within a complete conducting loop that passes into and out of a magnetic field.
5. Describe how a changing magnetic field within a closed conducting loop relates to the induced current and magnetic field.

Guiding/Topical Suggested
Content/Themes/Skills Resources and Materials Suggested Strategies
Questions Assessments

that may be used
to meter sticks, timers,
scales or various sorts,
and glassware, magnets Formative
(horseshoe, ceramic, assessment
neodymium, bar, tasks: homework,
lodestones), materials problem-solving
with magnetic properties, and board work,
compasses, plastic swivel represent and
For given situations, (or string to allow magnet reason
predict whether magnets to spin freely), magnetic
will repel or attract each field viewer (iron filings or Lab write-ups of
other. other) galvanometer, Multimedia presentation and teacher modeling on
hand crank generator possible
magnetic fields explanations and
Describe the forces conducted
exerted between two PASCO equipment Observations of magnets interacting with other experiments;
magnetic poles. magnets (horseshoe, bar, neodymium, lodestones, white board
What is a Scientific calculators ceramic, circular, fridge magnets) presentation of
magnetic field? Apply and be able to data and
explain magnetic field Online motion simulations Using a magnetic field line, describe the poles of a subsequent
lines that represent a magnet. discussion; data
magnetic field. Streaming video collection and
Collaborative group work and problem-solving analysis
Describe and draw the Teacher and student sessions on magnetic field representations
Earth’s magnetic field editions of text approved Quizzes on
relative to the by the district, including a magnetic fields
geographical poles. math book for calculus or
algebraic reference and Closure-“What
example problems for have I learned
conversions today and why
do I believe it?”;
“How does this
Magnets and Compass, relate to...?”
Faraday's Electromagnetic
Lab, Faraday's Law,
Magnets and
Electromagnets,
Generator
that may be used
and glassware, magnets
(horseshoe, ceramic,
neodymium, bar,
lodestones), materials
with magnetic properties,
compasses, plastic swivel
Describe and draw the (or string to allow magnet Quizzes on
What are the magnetic field for a to spin freely), magnetic magnetic fields
characteristics permanent magnet. field viewer (iron filings or Teacher modeling/multimedia presentation on
other) galvanometer, magnetic field representations in matter.
and differences Problem-solving
hand crank generator
between Explain why some and board work,
Discussion on the theoretical basis of magnetism and
ferromagnetic, materials are magnetic PASCO equipment represent and
how the spin of an electron combined with its angular
paramagnetic and some are not. reason, write
momentum results in a magnetic dipole moment and
and diamagnetic Scientific calculators your own physics
creates a magnetic field
materials? Discuss the role of problem for
magnetic moment. Online motion simulations magnetic fields
Streaming video
Teacher and student

editions of text approved
by the district, including a
math book for calculus or
conversions
that may be used
Determine the and glassware, magnets
Teacher modeling/multimedia presentation the
relationship between the (horseshoe, ceramic,
magnetic field that surrounds the current carrying
current carrying wire and neodymium, bar,
lodestones), materials wire, the quantitative expression and qualitatively the
the magnetic field that
with magnetic properties, direction of the magnetic field Quizzes on
surrounds it.
compasses, plastic swivel magnetic fields
What is the
(or string to allow magnetExperimentally, students can use a magnetic field
relationship Relate the direction of to spin freely), magnetic sensor and a Hall effect sensor, to determine the Problem-solving
between a the magnetic field to the field viewer (iron filings or
strength of the magnetic field. and board work,
current carrying direction of the current other) galvanometer,
represent and
wire and the carrying wire. hand crank generator
The students can derive the expression for the reason, write
strength of the
magnetic field, B = (μI)/ (2πr), where r is the distance your own physics
magnetic field? Determine the magnetic PASCO equipment
from the center of the current carrying wire, I is the problem for
field for a current
Scientific calculators current, and μ is the permeability of free space, 4π x magnetic fields
carrying wire using -7
10 Tm/A. The permeability of free space of the
integration and the Biot- Online motion simulations
vacuum is the passage of a magnetic field and one of
Savart Law and Ampere's
the major fundamental constants in physics.
Law. Streaming video
Teacher and student

conversions
Teacher modeling/multimedia presentation on using
integration to determine the magnetic field for a
current carrying wire, using Biot-Savart Law and
Ampere’s Law
that may be used Apply the Biot Savart Law, dB = [(μI)/(4πr2)]dl x r to a
throughout the year, current carrying wire to determine the magnetic field.
including but not limited I is the current that flows through the wire, dl is the
"little piece" of the current carrying wire, r is the
to meter sticks, timers, vector distance between the "little piece" of the
scales or various sorts, current carrying wire dl and the point in space P. dB is
the "little piece" of the magnetic field due to the "little
and glassware, magnets piece of the current carrying wire."
neodymium, bar, Apply the Biot Savart Law to a long current carrying
lodestones), materials wire B = (μ/4π)∫(I/r2)dl x r, where the limits of
integrations are from -∞ to +∞. The cross product
Relate the direction of with magnetic properties, between dl and r means to multiply the sinθ = R/r,
the magnetic field to the compasses, plastic swivel where R is the perpendicular distance between the Quizzes on
direction of the current (or string to allow magnet wire and point P, r becomes r = √(x2 + R2), dl becomes
dx since the wire is parallel to the x-axis. magnetic fields
carrying wire.
to spin freely), magnetic
2
Determine the magnetic field viewer (iron filings or The resulting solution
2
is B = (μ/4π)∫(I/r
2
)dl(sinθ)
Problem-solving
How is B = (μ/4π)∫(I/r )dl(R/r) = 2(μ/4π)∫(I/r )dl(R/r3)dx =
integration used field for a current
carrying wire using
other) galvanometer, 2 2 3
(μ/4π)∫(I/r )dl(R/√(x + R ) )dx = (μI)/(2πr) and board work,
to determine the integration and the Biot- hand crank generator
strength of the represent and
magnetic field? Savart Law and Ampere's Apply the Biot Savart Law to a current carrying circular
Law PASCO equipment loop; the limits of integrations are from 0 to 2π. The reason, write
cross product between dl and r = 1 since all the parts your own physics
Apply the Biot-Savart Law of the current carrying wire are perpendicular to the
and Ampere's Law to a Scientific calculators vector r directed towards point P at the center of the problem for
long straight current current carrying loop. All the pieces of the current
carrying wire. carrying wire, dl, are at the same distance from point P magnetic fields
Online motion simulations at the center of the current carrying loop and the
distance R pulls out of the integration. The remaining
integral ∫dl = 2πR. The vector distance, r, between
Streaming video each little piece of the current carrying wire dl,
becomes the radius of the loop R.
Teacher and student The resulting solution is B = 2(μ/4π)∫(I/r 2
)dl x r
2 3
editions of text approved B = (μI/4πr
2
)∫dl = (μ/4π)∫(I/r )dl(R/r )dx =
by the district, including a (μI/4πR )(2πr) = (μI)/(2πr)
Apply the Ampere's Law to integrate around a closed
algebraic reference and path where the magnetic ∫B•dl = μIenclosed, where the
example problems for magnetic field B is equal around all points along a
closed path and parallel to the closed path of
conversions integration at all points. The dot product between B
and dl is equal to one since θ = 0° thus cosθ = 1.
Therefore ∫B•dl = B∫dl, the result always becomes
∫B•dA = Bl where l is the length of the selected
integrated path.
Formative
Variety of lab equipment assessment
that may be used tasks:
Demonstrate knowledge throughout the year, homework,
Teacher modeling/multimedia presentation on
of magnetic fields, their including but not limited problem solving
charged particles moving in a magnetic field
generations, orientation to meter sticks, timers, and board work,
and effect upon charged, scales or various sorts, represent and
moving particles. and glassware, magnets reason
Students will use a cathode ray tube(oscilloscope) to
show a beam of electrons. Students will then use a bar
Use the right-hand rule neodymium, bar, Lab write-ups of
magnet to deflect the stream of electrons. Students
(for positive charged lodestones), materials possible
will observe the deflection of electrons and devise a
particle, left for negative) with magnetic properties, explanations and
rule between the charged particle, direction of the
to find the direction of compasses, plastic swivel conducted
magnetic field and the force exerted on the particle.
the force on a charge (or string to allow magnet experiments;
moving through a to spin freely), magnetic whiteboard
What happens to Class discussion on three dimensional nature of the
magnetic field. field viewer (iron filings or presentation of
a charged particle relationship between the charge, magnetic field and
other) galvanometer, data and
traveling in a the direction of the velocity: Discuss the differences
Apply the magnetic force hand crank generator subsequent
magnetic field? between a positive and negatively charged particle and
exerted on a charged discussion; data
how the electromagnetic force is exerted. The
particle in a uniform PASCO equipment collection and
magnetic force exerted on a charged particle moving in
magnetic field and analysis
a magnetic field is F = q(v X B).
examine the resultant Scientific calculators
circular motion. Quizzes on
Problem solving sessions on applying Newton's laws to
Online motion simulations charged particles
the force exerted on a moving charged particle,
Apply the magnetic force moving in a
application of the right hand (and left hand) rule,
exerted on a charged Streaming video magnetic field
applications to circular motion and centripetal
particle in a uniform
acceleration, applications through an uniform electric
magnetic field and Teacher and student Closure - “What
field (i.e. q(v X B) = Eq; E/B = v) which is the basis for a
electric field and examine editions of text approved have I learned
"mass spectrometer.”
the resultant motion. by the district, including a today and why
math book for calculus or do I believe it?”;
algebraic reference and “How does this
example problems for relate to...?”
conversions
Variety of lab equipment that Teacher modeling/multimedia presentation on right (left) hand
may be used throughout the year, rule, application of forces exerted by magnetic fields on charged
including but not limited to meter particles
sticks, timers, scales or various Formative
sorts, and glassware, magnets assessment tasks:
(horseshoe, ceramic, neodymium, Observations for Faraday’s Law: place current carrying wire near
Determine the relationship compass and observe effects of wire on compass. Switch the homework, problem
bar, lodestones), materials with solving and board
between magnetic field, magnetic properties, compasses, direction of the current and make observations
current carrying wire and force plastic swivel (or string to allow work, represent and
exerted on the wire. magnet to spin freely), magnetic reason
field viewer (iron filings or other)
Observations for right hand rule: place a wire inside horseshoe
galvanometer, hand crank magnet and observe direction of force (wire “jumps”) when
Determine direction and current is allowed to flow through wire. Lab write-ups of
magnitude of the force exerted generator. possible explanations
What is the on a wire carrying current in a and conducted
relationship between magnetic field. PASCO equipment Lab activities: experiments; white
a current carrying Magnetic field due to current carrying wires predicts the magnetic board presentation
wire and the strength Relate the expression for a field around as a function of distance around a current carrying of data and
of the magnetic field? current carrying wire to a Scientific calculators wire. Measure the forces exerted between two current carrying subsequent
charge particle moving in a wires. discussion; data
magnetic field. Online motion simulations collection and
Derivation of the mathematical expression of a the force exerted analysis
Determine the direction of the
forces exerted between two on an current carrying wire in a magnetic field, from the expression
current carrying wires (i.e. right Streaming video of the force of a charged particle traveling in a magnetic field, Quizzes on charged
hand rule). followed by a rectification of the directions, positive charge particles moving in a
Teacher and student editions of direction vs. negative magnetic field
or algebraic reference and Problem solving sessions on applying Newton's laws to the force
example problems for exerted on a moving charged particle, application of the right hand
conversions (and left hand) rule, applications to other current carrying wires
may be used throughout the year,
sorts, and glassware, magnets Formative
(horseshoe, ceramic, neodymium, assessment tasks:
bar, lodestones), materials with homework, problem
magnetic properties, compasses, solving and board
plastic swivel (or string to allow work, represent and
Relate the expression for a magnet to spin freely), magnetic Teacher modeling/multimedia presentation on right (left) hand reason
current carrying wire to a field viewer (iron filings or other) rule, application of torques and forces exerted by magnetic fields
galvanometer, hand crank on current carrying loops.
charged particle moving in a generator Lab write-ups of
How is the magnetic possible explanations
magnetic field. and conducted
torque determined Derivation of the mathematical expression for the net torque
PASCO equipment experiments; white
on a current carrying exerted on a current carrying board presentation
Determine the magnitude and
loop? of data and
direction of the torque exerted Scientific calculators Problem solving sessions applying Newton's laws to the force subsequent
on a current carrying loop. (i.e.
Online motion simulations exerted on a moving charged particle, application of the right hand discussion; data
collection and
right hand rule). (and left hand) rule, applications to other current carrying loops analysis
Streaming video
Quizzes on charged
Teacher and student editions of particles moving in a
text approved by the district, magnetic field
or algebraic reference and
conversions
used throughout the year, including
but not limited to meter sticks, timers, Formative
scales or various sorts, and glassware, assessment tasks:
magnets (horseshoe, ceramic, homework, problem-
neodymium, bar, lodestones), solving and board
materials with magnetic properties, work, represent and
compasses, plastic swivel (or string to Students will work together to determine the magnetic field of a
reason
allow magnet to spin freely), magnetic solenoid and how it will affect charged particles that pass it.
field viewer (iron filings or other)
Use the right hand rule to galvanometer, hand crank generator Application experiments: Apply solenoids to real world Lab write-ups of
describe the magnetic field applications. possible explanations
What is the magnetic around a solenoid. and conducted
PASCO equipment
field around a experiments; white
Teacher presentation on application of Ampere's Law to determine
solenoid? board presentation
Apply the Ampere's Law to a Scientific calculators the magnetic field around a solenoid.
of data and
long thin solenoid. subsequent
Online motion simulations Problem solving sessions on applying Newton's laws to the force discussion; data
exerted on a moving charged particle, application of the right hand collection and
(and left hand) rule, applications to other current carrying wires analysis
Streaming video
Teacher and student editions of text Quizzes on charged

approved by the district, including a particles moving in a
math book for calculus or algebraic magnetic field
conversions
Variety of lab equipment that may be Formative

used throughout the year, including
but not limited to meter sticks, timers, assessment
scales or various sorts, and glassware, tasks: homework,
magnets (horseshoe, ceramic,
neodymium, bar, lodestones),
problem-solving and
materials with magnetic properties, Teacher modeling/multimedia presentation on how to determine board work,
compasses, plastic swivel (or string to represent and reason
Describe what a cross sectional the magnetic flux quantitatively and qualitatively
allow magnet to spin freely), magnetic
area is. field viewer (iron filings or other)
galvanometer, hand crank generator Observational Experiments: students will examine what happens Quizzes on magnetic
Differentiate between various to changes in magnetic flux for electrical components. flux
PASCO equipment
What is flux? changes in magnetic fields or
cross sectional areas. Small group work and class discussion on the concept of flux and Homework
how the magnetic field changes the amount of flux, students must (collected, checked,
Describe magnetic flux and Online motion simulations differentiate between flux and changes in flux gone over in class)
how it can change.
Streaming video Problem-solving sessions involving flux and changes in flux Closure-“What have I
learned today and
Teacher and student editions of text
approved by the district, including a why do I believe it?”;
math book for calculus or algebraic “How does this relate
conversions
to...?”
that may be used
Formative
assessment
tasks: homework,
neodymium, bar,
problem-solving
and board work,
with magnetic properties, Teacher modeling/multimedia presentation on Lenz’s
represent and
compasses, plastic swivel Law and Faraday's law
reason
(or string to allow magnet
to spin freely), magnetic Students will explore what happens when the
Quizzes
Understand and apply field viewer (iron filings or magnetic flux within a closed conducting path is
What is Lenz's Lenz’s law to determine other) galvanometer, changing as a function of time, a current will flow
Homework
law? the direction of an hand crank generator within that closed conducting path so as to generate a
(collected,
induced current. magnetic field that opposes that change.
checked, gone
PASCO equipment
over in class)
Observational experiments for induced current
Closure-“What
have I learned
today and why
do I believe it?”;
Streaming video
“How does this
relate to...?”
Teacher and student
conversions
that may be used
Understand and apply Formative
Faraday’s law to assessment
electromagnets. tasks: homework,
neodymium, bar,
problem-solving
Understand and apply and board work,
Lenz’s law to determine represent and
the direction of an reason
(or string to allow magnet Teacher modeling/multimedia presentation on Lenz's
induced current.
to spin freely), magnetic law and Faraday's law
Quizzes
field viewer (iron filings or
Relate Lenz's law to
What is Faraday's other) galvanometer, Observational experiments for induced currents
Faraday's law. Homework
law? hand crank generator
(collected,
Describe the conditions checked, gone
PASCO equipment
necessary for a current to over in class)
be induced in a wire.
Closure-“What
Explain how a magnetic have I learned
field can produce an today and why
electric current. do I believe it?”;
Streaming video
“How does this
Explain motional EMF. relate to...?”
Teacher and student
conversions
that may be used
Formative
assessment
including but not limited tasks: homework,
to meter sticks, timers, problem solving
Understand and apply scales or various sorts, and board work,
Faraday’s law to and glassware, magnets represent and
(horseshoe, ceramic, reason, write
electromagnets. your own physics
neodymium, bar,
lodestones), materials problem on
Understand and apply with magnetic properties, electromagnetic
Lenz’s law to determine compasses, plastic swivel induction
the direction of an (or string to allow magnet Teacher modeling/multimedia presentation on Lenz’s
Lab write-ups of
induced current. to spin freely), magnetic law and Faraday's law.
possible
What is the field viewer (iron filings or explanations and
relationship Relate Lenz's law to other) galvanometer, Observations for induced current conducted
hand crank generator experiments;
between a Faraday's law.
Collaborative group work and problem-solving sessions white board
change in flux presentation of
PASCO equipment involving Faraday's law to Lenz's laws, the induced
and a closed Describe the conditions current in a conducting bar data and
conducting path? necessary for a current to Scientific calculators subsequent
be induced in a wire. discussion; data
collection and
Online motion simulations analysis
Explain how a magnetic
field can produce an Streaming video Quizzes on
electric current. electromagnetic
Teacher and student induction
Determine the induced Closure-“What
EMF in a conducting bar. math book for calculus or have I learned
algebraic reference and today and why
example problems for do I believe it?”;
“How does this
conversions
relate to...?”
that may be used
neodymium, bar,
(or string to allow magnet
to spin freely), magnetic Lab write-ups of
field viewer (iron filings or possible
other) galvanometer, explanations and
What is an
Examine how a solenoid hand crank generator. Small group activity/real world application: students conducted
electromagnet
and magnetic object can will design an electromagnet using a solenoid, iron nail experiments;
and how is it
create an electromagnet. PASCO equipment and battery. whiteboard
made?
Scientific calculators presentation of
data and
Online motion simulations subsequent
discussion; data
collection and
Streaming video analysis
Teacher and student

conversions
Formative
that may be used
throughout the year, assessment
including but not limited tasks:
to meter sticks, timers, homework,
scales or various sorts, problem-solving
and glassware, magnets and board work,
(horseshoe, ceramic, represent and
neodymium, bar,
reason, Jeopardy
with magnetic properties, questions, write
compasses, plastic swivel Teacher modeling/multimedia presentation on Lenz's your own physics
(or string to allow magnet law and Faraday's law and how it applies to Newton's problem on
Explain what an
to spin freely), magnetic laws induction
electromotive force is field viewer (iron filings or
and associate it with other) galvanometer, Small group collaboration: students will explain why Lab write-ups of
What is the potential difference. hand crank generator. and determine the potential difference induced on a possible
electromotive
conducting bar through a magnetic field and apply explanations and
force? Explain the potential PASCO equipment
Scientific calculators knowledge of Newton's laws and electromagnetism to conducted
difference of a
explain it. experiments;
conducting bar traveling
Online motion simulations whiteboard
through a magnetic field.
Problem-solving sessions involving Faraday's law to presentation of
Lenz's law. data and
Streaming video subsequent
discussion; data
Teacher and student
editions of text approved collection and
by the district, including a analysis
algebraic reference and Quizzes on
example problems for electromagnetic
conversions induction
that may be used
neodymium, bar,
lodestones), materials Formative
with magnetic properties, assessment tasks
Describe how an electric compasses, plastic swivel
motor and electric (or string to allow magnet
Lab write-up of
generators work as well to spin freely), magnetic possible
What is the as how electromagnetic field viewer (iron filings or explanations and
difference induction works for other) galvanometer,
between a motor devices such as doorbells hand crank generator Application experiment: Students build a simple motor conducted
and a generator and galvanometers. using battery, small coil of wire, and magnet. Students experiments;
and how do they relate parts of simple motor to more complex electric whiteboard
PASCO equipment motor and generators. Students answer questions on presentation of
work?
Describe how an motors. data and
ammeter and voltmeter Scientific calculators subsequent
work. discussion; data
Online motion simulations collection and
analysis
Streaming video
Teacher and student
conversions
Differentiation
Facilitate group discussions to assess understanding among varying ability of students.

Draw and label diagrams, such as flux graphs and vector diagrams
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills,
such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace.
Using the computers, PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the
workplace. Student will also learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while
utilizing spreadsheet software and graphical analysis software.
S&E AP Physics C Electricity & Magnetism - Unit 16: Thermodynamics
Unit Plan
Energy is a system's ability to do or change something.
Work is a transfer of energy into and out of a system.
Energy is conserved for a closed system of objects.
Heating (cooling) is a transfer of energy into and out of a system.
The kinetic theory model can be used to describe the relationship between gas particles, pressure, temperature, and volume.
How can the energy of an object be represented verbally, physically, graphically and mathematically?
How does work done by and on a system affect the total energy of the system?
How does the heating process affect on a system affect the total energy of the system?
How do you represent pressure, volume and temperature of a number of gas particles verbally, physically, graphically and mathematically?
How do you determine the efficiency of a closed system?
How are pressure and temperature understood on the microscopic level and macroscopic level?
Unit Goals:
1. Explain the process of heating and cooling.

2. Differentiate between thermal energy, heat and temperature.
3. Relate pressure, volume and temperature in the ideal gas model.
4. Apply conservation of energy to physical thermodynamic systems.
5. Apply the laws of thermodynamics to physical systems.
6. Explain the concept of entropy.

Questions Materials
Multimedia presentation/teacher modeling on
Variety of lab assumptions for the kinetic theory model of an
equipment that may ideal gas
Formative assessment tasks
be used throughout
the year, including Kinetic theory of ideal gas lab activities:
Lab write-ups of possible explanations
but not limited to Students watch rubbing alcohol disappear and
and conducted experiments
meter sticks, timers, devise possible explanations as to why it may have
scales, glassware, disappeared. Students then must test their ideas
Whiteboard presentation of data and
Understand and state the rocks, pebbles, sand, by designing experiments for each possible
subsequent discussion
assumptions of the water, food coloring, explanation. They will develop the idea that
kinetic theory model of rubbing alcohol, ice, particles are small and randomly moving in all
Data collection and analysis
an ideal gas. hotplates, balloons, directions.
vacuum, freezer,
What is the model Quizzes on kinetic theory and ideal gases
Apply the kinetic theory ice, Bunsen burners, Students will use the ideas developed to predict
for an ideal gas?
model of an ideal gas and thermometers, what will happen in the following testing
Homework (collected, checked, gone
quantitatively connect graduated cylinders. experiments
over in class)
the model to the pressure
of an ideal gas in a A math book for Demonstrations: What will happen to perfume
Closure-“What have I learned today and
container. algebraic reference sprayed in front of room, using the ideas
why do I believe it?”; “How does this
and example previously developed?
relate to...?”
problems and a
chemistry book to Demonstrations: What will happen to a drop of
Problem-solving and board work,
reference food coloring in water, using the ideas previously
represent and reason, write your own
thermodynamics and developed?
physics problem for an ideal gas
ideal gas law
problems Use water at different temperatures to show how
rate of motion depends on energy (temperature)
Understand and explain Variety of lab Observational experiment: Whiteboard presentation of derivation
how pressure is exerted equipment that may Take a balloon and predict what will happen to it and subsequent discussion of
What is pressure on a container. be used throughout when it is placed in a freezer, at higher altitude, in observational experiments
(microscopically the year, including a warm setting and in a vacuum. Students will
and Quantitatively and but not limited to relate to kinetic theory and pressure outside the Quizzes on making on qualitative and
macroscopically)? qualitatively explain meter sticks, timers, balloon. quantitative analysis on pressure.
pressure on a scales, glassware,
macroscopic and rocks, pebbles, sand, Class discussion on pressure and what occurs Formative assessment tasks: multiple
microscopic level. water, food coloring, microscopically and how it is represented representations of ideal gas processes
rubbing alcohol, ice, macroscopically. and pressure, qualitatively, visually and
hotplates, balloons, quantitatively
vacuum, freezer, Demonstrations: “Bed of Nails”
ice, Bunsen burners, Students see how a bed nails can increase the Homework (collected, checked, gone
thermometers, surface area over which force is exerted. over in class)
graduated cylinders
Quantitative analysis of pressure problems, Check students’ use of vocabulary and
A math book for discussion of the unit Pascal (N/m2) explanations throughout lessons
algebraic reference
and example Closure-“What have I learned today and
problems and a why do I believe it?”; “How does this
chemistry book to relate to...?”
reference
thermodynamics and
ideal gas law
problems
For an ideal gas, Variety of lab Multimedia presentation / teacher modeling on Whiteboard presentation of derivation
What is the
quantitatively and equipment that may how temperature and average kinetic energy of a and subsequent discussion
relationship
qualitatively relate be used throughout particle of ideal gas are related, KE = 3/2kT where
between
temperature and the the year, including k is "Boltzmann constant" k = 1.38 x 10-23 J/K and T Data collection and analysis
temperature and
average kinetic energy of but not limited to is the absolute temperature in Kelvin.
the average kinetic
a particle in an ideal gas. meter sticks, timers, Quizzes on making on graphing,
energy of a particle
scales, glassware, qualitative and quantitative analysis on
in an ideal gas?
rocks, pebbles, sand, Derivation: pressure, average kinetic energy, and
Compare and contrast water, food coloring, Examine a particle traveling in a cube shaped temperature.
the idea of average rubbing alcohol, ice, container making an elastic collision with the wall.
kinetic energy for a hotplates, balloons, Students will use the concepts of pressure, Homework (collected, checked, gone
particle in an ideal gas vacuum, freezer, impulse momentum, a pressure vs. temperature over in class)
and temperature. ice, Bunsen burners, graph to derive an expression that relates the
thermometers, kinetic energy of one particle to the temperature Check students’ use of vocabulary and
graduated cylinders of the ideal gas. explanations throughout lessons
A math book for Class discussion on the significance of temperature Closure- “What have I learned today and
algebraic reference being a measure of average kinetic energy for a why do I believe it?”; “How does this
and example particle in an ideal gas relate to...?”
problems and a
chemistry book to
reference
thermodynamics and
ideal gas law
problems
What is the For an ideal gas, Variety of lab Whiteboard presentation of derivation
Derivation:
relationship quantitatively and equipment that may and subsequent discussion
Examine a particle traveling in a cube shaped
between thermal qualitatively relate be used throughout
container making an elastic collision with the wall.
energy, temperature and the the year, including Data collection and analysis
Students will use the concepts of pressure,
temperature, and thermal energy of a but not limited to
impulse momentum, a pressure vs. temperature
the number of number of particles in an meter sticks, timers, Quizzes on making on graphing,
graph to derive an expression that relates the
atoms in an ideal ideal gas scales, glassware, qualitative and quantitative analysis on
kinetic energy of one particle to the temperature
gas? rocks, pebbles, sand, pressure, average kinetic energy,
Compare and contrast water, food coloring, of the ideal gas. temperature, and thermal energy
temperature and thermal rubbing alcohol, ice,
energy. hotplates, balloons, Students will utilize Avogadro's number to draw Formative assessment tasks:
vacuum, freezer, the connection between temperature and thermal multiple representations of ideal gas
ice, Bunsen burners, energy for a number of gas particles. processes, graphically, qualitatively,
thermometers, visually and quantitatively
graduated cylinders. Class discussion on temperature, average kinetic
energy, Avogadro's number and thermal energy Homework (collected, checked, gone
A math book for are related over in class)
algebraic reference
and example Lecture/teacher modeling on relating the number Check students’ use of vocabulary and
problems and a of particles N, to the thermal energy Uint, Uint = 3/2NkT explanations throughout lessons
chemistry book to
reference Class discussion on the significance of the Closure- “What have I learned today and
thermodynamics and differences between thermal energy, kinetic why do I believe it?”; “How does this
ideal gas law energy and temperature relate to...?”
problems.
Small group problem-solving session using the Problem-solving and board work,
thermodynamics expressions to determine the represent and reason, write your own
temperature, kinetic energy of a particle and physics problem for temperature,
thermal energy for a given ideal gas thermal energy and average kinetic
energy of an ideal gas
Multimedia presentation/teacher modeling on the
Variety of lab
specific heat, the amount of energy transferred
equipment that may
into/out of a system during a thermodynamics Whiteboard presentation of derivation
be used throughout
Using specific heat process via the heating/cooling mechanism that and subsequent discussion
the year, including
determine how much can increase or decrease 1.0 gram of substance by
but not limited to
energy is needed to 1 degree Celsius/Kelvin Data collection and analysis for
meter sticks, timers,
What is specific change the substance's calorimeter lab.
scales, glassware,
heat and heat temperature. In small collaborative groups, student can predict
rocks, pebbles, sand,
capacity? the amount of energy transferred into or out of a Formative assessment tasks:
water, food coloring,
Differentiate between system using the expression ΔQ=mcΔT, where ΔQ multiple representations of energy
rubbing alcohol, ice,
heat of fusion and heat of is the amount of energy transferred during the conservation and specific heat.
hotplates, balloons,
vaporization. heating/cooling process, m is the mass of the
vacuum, freezer,
substance, c is the specific heat and ΔT is the Problem-solving and board work,
ice, Bunsen burners,
change in temperature. The will apply the specific represent and reason, write your own
thermometers,
heat expression energy conservation. physics problem for energy transferred
graduated cylinders using the specific heat of a substance.
Application experiment:
A math book for “Bomb Calorimeter Lab”
algebraic reference Students can predict the equilibrium temperature.
and example
problems and a
chemistry book to
reference
thermodynamics and
ideal gas law
problems
Variety of lab Multimedia presentation/teacher modeling on
equipment that may how materials expand and contract by the amount
be used throughout of energy transferred into/out of a system during
the year, including a thermodynamics process via the heating/cooling
but not limited to
meter sticks, timers, Observation experiment: “Ball and Ring”
scales, glassware, Students will have a ball the does not fit through a
rocks, pebbles, sand, ring until the ring is heated up, one heated the ball
water, food coloring, fits through thus demonstrating the concept of
rubbing alcohol, ice, expansion. Formative assessment tasks:
hotplates, balloons, multiple representations of energy
Examine the expansion of
vacuum, freezer, In small collaborative groups, student can predict conservation and expansion
What is thermal solid materials due to the
ice, Bunsen burners, the amount of linear expansion using the
expansion? heating and cooling
thermometers, expression ΔL=αLoΔT, where ΔL is the change in Problem-solving and board work,
process.
graduated cylinders length, L is the initial length α is the coefficient of represent and reason, write your own
linear expansion and ΔT is the change in physics problem for expansion.
A math book for temperature. For the volume of an object, the
algebraic reference expansion is given by the expression ΔV=βVoΔT,
and example where ΔV is the change in length, V is the initial
problems and a area β is the coefficient of thermal area expansion
chemistry book to and ΔT is the change in temperature.
reference
thermodynamics and Application experiment:
ideal gas law Determine the expansion of a bridge due to linear
problems expansion.
What is thermal Differentiate between Variety of lab Multimedia presentation/teacher modeling on Formative assessment tasks:
transfer? convection, radiation and equipment that may how energy is transferred into/out of a system Multiple representations of energy
conduction. be used throughout during convection, radiation and conduction conservation and expansion
the year, including
but not limited to Students will examine how the energy is Problem-solving, board work, represent
meter sticks, timers, transferred via the process of convection where and reason, Jeopardy questions, write
scales, glassware, the flow of a fluid to transmit heat energy from your own physics problem for expansion
rocks, pebbles, sand, one place to another. It requires a fluid (medium)
water, food coloring, that is capable of absorbing thermal energy from
rubbing alcohol, ice, one system to another.
vacuum, freezer, In small groups, students will collaborate and
ice, Bunsen burners, apply convection, conduction and radiation to a
thermometers, variety of real world situations.
graduated cylinders
A math book for

algebraic reference
and example
problems and a
chemistry book to
reference
thermodynamics and
ideal gas law
problems
Variety of lab Derivation: examine a particle traveling in a cube Formative assessment tasks:
shaped container making an elastic collision with Multiple representations of ideal gas
equipment that may the wall. Students will use the concepts of processes, graphically, qualitatively,
be used throughout pressure, impulse momentum, a pressure vs. visually and quantitatively.
Quantitatively and
qualitatively relate the the year, including temperature graph to derive an expression that
What is the pressure, volume and but not limited to relates the kinetic energy of one particle to the Lab write-ups of possible explanations
temperature, for an ideal meter sticks, timers, temperature of the ideal gas. and conducted experiments
relationship
gas.
between pressure, scales, glassware, Students will utilize Avagadro's number to draw
Whiteboard Presentation of Data and
volume and the connection between temperature and thermal
Qualitatively understand rocks, pebbles, sand, energy for a number of gas particles. Students will
subsequent discussion
temperature? the mechanism for how water, food coloring, then use the macroscopic versions to relate
pressure and rubbing alcohol, ice, pressure, volume and temperature. Data collection and analysis
temperature function. hotplates, balloons, Qualitatively and quantitatively relate the motion
vacuum, freezer, of the particles, the average kinetic energy, Quizzes on making on graphing,
temperature and thermal energy together for a qualitative and quantitative analysis on
ice, Bunsen burners, given thermodynamics process. pressure, volume, temperature, thermal
thermometers, Apply this relationship quantitatively and energy.
graduated cylinders graphically to pressure vs. volume, volume vs.
temperature, and pressure vs. temperature Homework (collected, checked, gone
graphs. over in class)
A math book for
algebraic reference Class discussion on temperature, average kinetic Closure-“What have I learned today and
and example energy, Avogadro's number and thermal energy why do I believe it?”; “How does this
are related. relate to...?”
problems and a
chemistry book to
Lecture/teacher modeling on deriving PV=nRT Problem-solving and board work,
reference
thermodynamics and Individual work physics problem for pressure volume
ideal gas law and temperature
problems Think, pair, share opportunities
Class discussion on the how to derive the ideal gas

law from be the pressure of a particle exerted on
the side of a cube container
Differentiating between the microscopic worlds of

each particle colliding with the wall of the cube to
the macroscopic world of measuring the collective
result
Small group problem-solving session applying

PV=nRT to ideal gas processes
Recognize that the Observational experiment: Lab write-ups of possible explanations

Variety of lab
heating/cooling process is Cap a test tube with a rubber stopper and place it and conducted experiments
equipment that may
a transfer of energy into over a Bunsen burner until the cap shoots off.
be used throughout
or out of a system. Students will observe and attempt to explain in Whiteboard presentation of data and
the year, including
terms of energy, specifically a transfer of energy. subsequent discussion of the
but not limited to
Understand the process Using the explanation students will place a cold heating/cooling process
What is the of heating/cooling on a cup of lemonade into a hot tub of water and
scales, glassware,
heating/cooling microscopic and describe what will happen in terms of energies Data collection and analysis
rocks, pebbles, sand,
process? macroscopic level. and temperatures. From these observational
water, food coloring,
experiments students will devise the idea of the Qualitative quizzes the heating/cooling
rubbing alcohol, ice,
Apply the heating/cooling heating and cooling process as a transfer of energy process.
process to conservation between systems that occurs at the microscopic
vacuum, freezer,
of energy. level with particles of one temperature colliding Homework (collected, checked, gone
ice, Bunsen burners,
with those of another temperature. over in class)
thermometers,
heat, temperature and graduated cylinders Check students’ use of vocabulary and
thermal energy. explanations throughout lessons
A math book for Lecture/teacher modeling on the process of
algebraic reference heating and how it relates to energy Closure-“What have I learned today and
and example why do I believe it?”; “How does this
problems and a Individual work relate to...?”
chemistry book to
reference Think, pair, share opportunities Problem-solving and board work,
thermodynamics and represent and reason write your own
ideal gas law Class discussion on the difference and similarities physics problem for the heating and
problems between the heating process and the work cooling process
process. Discussion of the word "heat", how
"heating/cooling" is more appropriate in terms of
language, and how heating and thermal energy
are different
Small group problem-solving session applying the

language of thermal energy, heating/cooling, and
temperature are different physical quantities that
are different measures
Recognize that a system Variety of lab Teacher modeling/multimedia presentation on the Formative assessment tasks:
can absorb or give up equipment that may meaning of work "done by", work "done on" and multiple representations the pressure,
energy by heating in be used throughout sign notation with the first law of volume and work, quantitatively,
order for work to be donethe year, including thermodynamics, followed by a class discussion of qualitatively, graphically and visually.
on or by the system, and but not limited to the importance of having a well-defined system to
that work done on or by ameter sticks, timers, clarify language that can be confusing. Whiteboard presentation of diagrams
system can result in scales, glassware, and subsequent discussion
What is the role of
energy transfer by rocks, pebbles, sand, Students will represent various processes with
work in the
heating. water, food coloring, diagrams of the container of the ideal gas. Data Collection and analysis
thermodynamics
rubbing alcohol, ice, Students must recognize the container expands
process?
Compute the amount of hotplates, balloons, and contracts according the pressures of the gas Quizzes on making on graphing,
work done during a vacuum, freezer, inside the container (typically the system) and qualitative and quantitative analysis on
thermodynamic process. ice, Bunsen burners, outside the system (environment). From here pressure, volume, and temperature,
thermometers, they can apply the idea of work as a force exerted thermal energy, work and
Determine the work done graduated cylinders over a distance (the expansion or contraction) of heating/cooling.
on a Pressure vs. Volume the container to identify if the gas inside did work
graph. A math book for or the environment, by simply identifying the Homework (collected, checked, gone
algebraic reference system and the external forces exerted on it. over in class)
and example
problems and a Apply the idea of work to a pressure vs. volume Check students’ use of vocabulary and
chemistry book to graph and have students identify during what explanations throughout lessons
reference processes work might be done on or by the
thermodynamics and system. Students will then apply the idea of area Closure-“What have I learned today and
ideal gas law under a curve to find out the W = PΔV. why do I believe it?”; “How does this
problems relate to...?”
Multimedia presentation/teacher modeling on the
Variety of lab first law of thermodynamics W+Q=ΔUintand PV, VT
equipment that may and PT diagrams
be used throughout Formative assessment tasks:
the year, including Relate work and heating/cooling to the law of multiple representations of ideal gas
but not limited to conservation of energy as a transfer of energy in processes and the first law of
meter sticks, timers, between the system and the surrounding thermodynamics, graphically,
scales, glassware, environment. Apply the first law of qualitatively, visually and quantitatively
Illustrate how the first
rocks, pebbles, sand, thermodynamics to a series of simple experiments
law of thermodynamics is
water, food coloring, where objects fall and collide with others, then Quizzes on applications of the first law
a statement of energy
rubbing alcohol, ice, apply to situations where students are examining of thermodynamics
conservation.
hotplates, balloons, an ideal gas.
What is the first law vacuum, freezer, Homework (collected, checked, gone
Calculate heat, work, and
of thermodynamics ice, Bunsen burners, Using graphical representations student will relate over in class)
the change in internal
and how does it thermometers, the first law of thermodynamics W+Q=ΔUint to
energy by applying the
relate to energy graduated cylinders the graphs. Check students’ use of vocabulary and
first law of
conservation? explanations throughout lessons
thermodynamics.
A math book for Students will use multiple representations,
algebraic reference qualitative, quantitative, visual, bar chart, and Closure- “What have I learned today and
Apply the first law of
and example graphical to relate each concept to each other. why do I believe it?”; “How does this
thermodynamics to
problems and a relate to...?”
describe cyclic processes.
chemistry book to Class discussion on the how the first law of
reference thermodynamics relates to thermal energy, Problem-solving and board 2ork,
thermodynamics and temperature, the ideal gas law, heating/cooling represent and reason, write your own
ideal gas law and work physics problem for the first law of
problems thermodynamics
Small group problem-solving session on the first
law of thermodynamics relates to thermal energy,
temperature, the ideal gas law, heating/cooling
and work
Relate work and heating/cooling to the law of
conservation of energy as a transfer of energy in
between the system and the surrounding
environment. Apply the first law of
thermodynamics to a series of simple experiments
where objects fall and collide with others, then
apply to situations where students are examining
an ideal gas.
Variety of lab Using graphical representations student will relate
equipment that may the first law of thermodynamics W+Q=ΔUint to
the graphs.
be used throughout
the year, including Students will use multiple representations,
but not limited to qualitative, quantitative, visual, bar chart, and
Distinguish between graphical to relate each concept to each other.
volumetric, isothermal, meter sticks, timers,
and adiabatic scales, glassware, Examine an isobaric (constant pressure) to a multiple representations of ideal gas
thermodynamic variety of real world situations. processes and the first law of
processes. rocks, pebbles, sand,
thermodynamics to isobaric, volumetric
water, food coloring, Discussion of P vs. V, P vs. T and V vs. T graphs and adiabatic processes.
Apply is volumetric, rubbing alcohol, ice, along with first law of thermodynamics
What are the isothermal, and adiabatic
differences thermodynamic hotplates, balloons, Quizzes on applications of the first law
between processes to plot on vacuum, freezer, Examine a volumetric (constant volume, W=0 ) to of thermodynamics to isobaric,
volumetric, Pressure vs. Volume, a variety of real world situations. volumetric and adiabatic processes
isothermic, and Volume vs. Temperature ice, Bunsen burners,
adiabatic and pressure vs. thermometers, Discussion of P vs. V, P vs. T and V vs. T graphs Homework (collected, checked, gone
processes? temperature graphs. along with first law of thermodynamics over in class)
graduated cylinders
Graphically determine the
work done during is Examine an adiabatic (Heating/Cooling Q = 0) to a Problem-solving and board work,
A math book for variety of real world situations. Discussion of P vs. represent and reason, write your own
volumetric, isothermal,
and adiabatic algebraic reference V, P vs. T and V vs. T graphs along with first law of physics problem for isobaric, is
thermodynamic thermodynamics. volumetric and adiabatic processes
and example
processes.
problems and a Lecture/Teacher Modeling on the first law of
chemistry book to thermodynamics W+Q=ΔUint and PV, VT and PT
diagrams and how they relate to the isobaric, is
reference volumetric and adiabatic processes
thermodynamics and
Individual work
ideal gas law
problems Think, pair, share opportunities
Class discussion on each process isobaric,

volumetric and adiabatic
Small group problem-solving session on the first

law of thermodynamics relates to thermal energy,
temperature, the ideal gas law, heating/cooling
and work and how they relate to each
process isobaric is volumetric and adiabatic
Variety of lab
equipment that may
Learn that there is a be used throughout Multimedia presentation/teacher modeling on the
hierarchy for desirable the year, including organization of energy and its subsequent ability
types of energy in terms but not limited to to perform work that is useful
of their usefulness for meter sticks, timers, Check students’ use of vocabulary and
doing work scales, glassware, explanations throughout lessons
qualitatively determine rocks, pebbles, sand, Class discussion on interactions of objects and
the change in entropy. water, food coloring, their likelihood of being reversed. (i.e. a car
rubbing alcohol, ice, crashing into a wall and two marbles colliding Formative assessment tasks:
hotplates, balloons, together) Certain interactions will degrade the multiple representations of energy-
What is the second Recognize why the
second law of
vacuum, freezer, utility of energies involved in a system transfer diagrams
law of ice, Bunsen burners,
thermodynamics? thermodynamics requires thermometers,
two bodies at different Introduce entropy as a concept of order-disorder Quizzes on applications of the first and
graduated cylinders scale of energy organization. Discuss what second law of thermodynamics to
temperatures for work to
be done. happens to the as two different systems of entropy and efficiency
A math book for different temperature move toward thermal
algebraic reference equilibrium, specifically what happens to each Homework (collected, checked, gone
Distinguish between and example system.
entropy changes within problems and a over in class)
systems and the entropy chemistry book to
change for the universe reference Class discussion on entropy, energy organization
as a whole. thermodynamics and and reversible/irreversible processes
ideal gas law
problems
Multimedia presentation / teacher modeling
Variety of lab on energy-transfer diagrams and how they relate
equipment that may to the laws of thermodynamics, the significance of
be used throughout hot-cold reservoirs, a breakdown of the Carnot
the year, including cycle and its application to efficiency
but not limited to
meter sticks, timers, Demonstration: used a model of an engine
scales, glassware, position to discussion the first and second law of
rocks, pebbles, sand, thermodynamics, along with an energy-transfer
Understand the concept water, food coloring, diagram and "warm" and "cold" reservoirs. Formative assessment tasks:
of a reservoir for a heat rubbing alcohol, ice, Lecture: Use energy-transfer diagrams to multiple representations of energy-
engine. hotplates, balloons, represent the transfer of energy between "warm" transfer diagrams
vacuum, freezer, and "cold" reservoirs.
What is a heat ice, Bunsen burners,
engine and how Differentiate between a thermometers, Quizzes on applications of the first and
hot and cold reservoir. graduated cylinders Class discussion: Relate energy-transfer diagrams second law of thermodynamics to
does it work? to the laws of thermodynamics. Students can entropy and efficiency
break down the Carnot cycle using multiple
A math book for representations and determine the efficiency.
Relate the engine to the algebraic reference Homework (collected, checked, gone
laws of thermodynamics, and example over in class)
problems and a Class discussion on the application of energy-
chemistry book to transfer diagrams, the significance of temperature
reference determining ideal efficiency and energy used in
thermodynamics and computing actual efficiency
ideal gas law
problems Small group problem-solving session using the first
law of thermodynamics and energy-transfer
diagrams to compute actual efficiency and ideal
efficiency
Variety of lab
equipment that may
be used throughout
the year, including
but not limited to Formative assessment tasks:
scales, glassware, Demonstration: Use a model of an engine position multiple representations of energy-
transfer diagrams
Use the temperature rocks, pebbles, sand, to discussion the first and second law of
difference between the water, food coloring, thermodynamics, along with an energy-transfer
reservoirs to determine rubbing alcohol, ice, diagram and "warm" and "cold" reservoirs. Quizzes on applications of the first and
the maximum possible hotplates, balloons, second law of thermodynamics to
efficiency for a heat vacuum, freezer, Lecture: Use energy-transfer diagrams to entropy and efficiency
What is efficiency? engine. ice, Bunsen burners, represent the transfer of energy between "warm"
and "cold" reservoirs. Determining actual and
thermometers,
Use the laws of graduated cylinders ideal efficiency. Homework (collected, checked, gone
thermodynamics to over in class)
compute the actual Class discussion: Relate energy-transfer diagrams
efficiency of a heat A math book for and the laws of thermodynamics to efficiency
engine. algebraic reference Applications: Attempt to have students determine Problem-solving and board work,
and example the efficiencies of actual engines.
problems and a physics problem for energy transfer
chemistry book to diagrams
reference
thermodynamics and
ideal gas law
problems
Variety of lab
equipment that may Class discussion on interactions of objects and
be used throughout their likelihood of being reversed. (i.e. a car
Learn that there is a the year, including crashing into a wall and two marbles colliding
hierarchy for desirable but not limited to together)
types of energy in terms meter sticks, timers,
of their usefulness for scales, glassware, Introduce entropy as a concept of order-disorder
doing work. rocks, pebbles, sand, scale of energy organization. Discuss what Formative assessment tasks:
water, food coloring, happens to the as two different systems of multiple representations of energy-
Relate the disorder of a rubbing alcohol, ice, different temperature move toward thermal transfer diagrams
system to its ability to do hotplates, balloons, equilibrium, specifically what happens to each
work or transfer energy vacuum, freezer, system.
What is entropy? by heating. ice, Bunsen burners, Quizzes on applications of the first and
Define and apply the thermometers, Lecture/Teacher Modeling on the organization of second law of thermodynamics to
concept of entropy graduated cylinders energy and its subsequent ability to perform work entropy and efficiency
that is useful.
Relate entropy the A math book for Homework (collected, checked, gone
reversible and non- algebraic reference Individual work over in class
reversible processes. and example
problems and a Think, pair, share opportunities
Identify systems with high chemistry book to
and low entropy. reference
thermodynamics and Class discussion on entropy, energy organization
ideal gas law and reversible/irreversible processes.
problems
Differentiation
Draw and label diagrams, such as PV graphs, force diagrams, work-energy bar charts and pictures.
Technology

By developing the scientific method/process within students, they will be acquiring the necessary problem-solving skills and critical thinking skills,
such as synthesis, analysis and application in a collaborative environment that are found throughout all fields of the workplace. Using the computers
and PASCO and Vernier technology will also help students familiarize themselves with programs that will be used in the workplace. Student will also
learn how to analyze data, develop mathematical models and account for uncertainty in experimentation while utilizing spreadsheet software and
graphical analysis software.

AP Physics C - Electricity & Magnetism

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FREEHOLD REGIONAL HIGH SCHOOL DISTRICT

OFFICE OF CURRICULUM AND INSTRUCTION

SCIENCE & ENGINEERING LEARNING CENTER

AP Physics C: Electricity & Magnetism

Grade Level: 12 Department: Science & Engineering

Course Title: AP Physics C: Electricity & Magnetism Credits: 5.0

Course Code: 172751

Board of Education adoption date: August 27, 2012

Mr. Carl Accettola

Mr. Charles Sampson, Superintendent

Curriculum Writing Committee

Ms. Denise Scanga

Relevant Enduring Assessments

Context rich problems

Student-centered Lab reports

How does an electric field differentiate with an electric

What is a capacitor and how does it function within an

How is the structure and properties of matter determined by

What is the relationship between electrical Performance

Research-based Marking period

How do basic circuit components produce Student-centered Lab reports

How can magnets and the magnetic field they Performance

What are the characteristics of light?

How are electromagnetic waves different from Lab reports

How are electromagnetic waves different from

How is the dual (wave-particle) nature of light Modeling and data

What occurs as atoms absorb and release photons?

What are the characteristics of light? Lab reports

What is the first law of thermodynamics? Student-centered

How does work done by and on a system

What is the first law of thermodynamics?

How does work done by and on a system

All units - Scientific

Electromagnetic waves transfer energy through a medium.

Light behaves as an electromagnetic wave or a particle depending on the observer.

Light wave reflect, refract, diffract, and interfere.

At the conclusion of this unit, students will be able to:

At the conclusion of this unit, students will be able to:

What is the radioactive decay?

What is the role of mass energy equivalence for nuclear interactions?

At the conclusion of this unit, students will be able to:

The change in electrical potential for a closed loop is zero.

Resistance impedes the flow of electrical charge.

A capacitor is an electrical device that can store electrical energy.

At the conclusion of this unit, students will be able to:

Charge is a fundamental property of matter.

A potential difference is required for an electrical current.

A capacitor is an electrical device that can store electrical energy.

At the conclusion of this unit, students will be able to:

Work is a transfer of energy into and out of a system.

Energy is conserved for a closed system of objects.

At the conclusion of this unit, students will be able to:

Laboratory Outline – Mechanics C

1. Differentiate between a hypothesis and prediction.

Apply those ideas/hypotheses/mathematical models

Lab report written

Lab report written

Web-based lab simulations

Spreadsheets Guided discussion

Student editions of physics text

College and Workplace Readiness

1. Describe the characteristics and the dual (wave-particle) nature of light

Recommended Duration: 3 weeks