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Gravity Probe B: Testing Einstein's Universe (Thorwald van Hooydonk) |
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Advanced Placement Physics Homework
Wave and Particle Nature of Light and Optics
Knowledge Targets
·
I can explain how the experiments performed by: Thomson’s helped in the discovery of the discovery of the electron; Rutherford’s assisted in discovering the nuclear atom; and Milliken’s oil drop experiment was used to determine the charge on an electron.·
I know how the relationship of the position of an element in the Periodic Table and its atomic number and atomic mass.·
I can recall the general size and structure of the nucleus and electrons in an atom.·
I know the forces that hold the atom together and the interactions between the particles due to these forces.·
I can describe the wave particle nature of matter.·
I can describe the experimental basis for the development of the quantum theory of atomic structure and the historical importance of the Bohr model of the atom.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.Reasoning Targets
·
I can fill orbitals of electrons in atoms based upon their periodic number and position in the periodic table.·
I can compare and contrast sizes, mass, and location of the subatomic particles.·
I will be able to relate the different colors and energies of flames produced with different metal salts to the periodic table.·
I can evaluate the difference between the energy levels of atoms in the hydrogen atom using spectral data from the discharge tube of gaseous hydrogen atoms.Skill Targets
·
I can use chemical laboratory equipment safely to gather hydrogen spectrum data.·
I can evaluate the energy levels between electrons in metals using the colors of waves from the flame test.Product Targets
·
I will by observing wave demonstrations and using those observations to create drawings of wave characteristics.·
I will demonstrate my understanding of the quantum model of the atom by drawing it in my notebook.·
I will be able to use my knowledge of electron configurations to diagram the electron configuration for several atoms with a partner.Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.·
I know the mirror equations and how they relate to the determination of the location and size of an image.·
I know Snell’s Law and how to apply it to the refraction of light through different media.·
I know the lens equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.·
I can compare and contrast the mirror and lens equations.·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will demonstrate my understanding of the quantum model of the light by drawing diagrams of wave packets in my notebook.·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.
Advanced Placement Physics Schedule
Week 7: February 26-March 2
MONDAY: TEST ON CHAPTERS 20: MAGNETISM AND CHAPTER 21: ELECTROMAGNETIC INDUCTION
50 minutes - Test on Chapters 20-21: Magnetism and Electromagnetic Induction.
TUESDAY: ELECTROMAGNETIC WAVES
Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.10 minutes - Hand back and review the test on Chapters 20 and 21
10 minutes - Introduction to the self-discovery activities; Apparatus set up through out the classroom showing reflections, refraction, diffraction, interference, pin hole camera, electromagnetic stuff, etc are set on counters.
30 minutes - Study, describe and explain what is happening in each of the self-discovery experiment.
Homework - Read pages 660-661, 664-666 and 669-673 and answer questions 3 and 4 on page 680.
THURSDAY: WAVE NATURE OF LIGHT AND PARTICLE NATURE OF LIGHT
Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.15 minutes - Observation on electric and magnetic fields and wave properties of light
20 minutes - Video: The Mechanical Universe: The Wave Nature of Light
20 minutes - Mini Lecture on light as an electromagnetic wave.
10 minutes - Partner sharing on the wave nature of light
20 minutes - Discussion of black body radiation, the photoelectric effect and Compton shift.
15 minutes - The students will act out the photoelectric effect by becoming photons or photoelectrons.
Homework - Problems 13, 15, 17, 20 on page 681, read pages 823-835 and answer questions 3, 7, 8, 11 on page 853.
FRIDAY: WAVE PARTICLE DUALITY
Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.Product Targets
·
I will demonstrate my understanding of the quantum model of the light by drawing diagrams of wave packets in my notebook.10 minutes - Graphing the photoelectric effect
20 minutes - Video: The mechanical universe: Particle nature of light
20 minutes - Mini Lecture on the wave particle duality of light and matter
Homework - Read pages 835 to the top of page 838 and answer questions 13 and 16 on page 853 and problems 1, 3, 7, 11 on page 854.
Advanced Placement Physics Schedule
Week 8: March 5-9
MONDAY: REVIEW OF WAVE AND PARTICLE NATURE OF LIGHT AND FINISH THE WAVE PARTICLE DUALITY
Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.10 minutes - Go over homework from pages 853 and 854.
20 minutes - Review Ideas of light properties
20 minutes - Problem solving problems 13, 15, 17, 19, 23, 27, 29, 36 and 37on pages 855-856
Homework - Finish problems 13, 15, 17, 19, 23, 27, 29, 36 and 37 pages 855-856
TUESDAY: REVIEW THE NATURE OF LIGHT AND INTRODUCTION TO GEOMETIRIC OPTICS
Knowledge Targets
·
I know the mirror equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.20 minutes - Go over the homework from pages 855-856.
20 minutes - Mirror activity
10 minutes - Introduction to Concave mirrors and the 6 cases for a double convex mirror as well as the double concave lens.
Homework - Read pages 683-695 and answer questions 3, 6, 17 and 19 and problems 1 and 4 on pages 716-717.
THURSDAY: MIRRORS AND REFRACTION OF LIGHT
Knowledge Targets
·
I know the mirror equations and how they relate to the determination of the location and size of an image.·
I know Snell’s Law and how to apply it to the refraction of light through different media.Reasoning Targets
·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.25 minutes - Mini Lecture: Virtual Images formed by Concave and Convex Mirrors, and Real Images Formed by Concave mirrors and the mirror equations.
20 minutes - Mirror activity
15 minutes - Review concepts of light: Wave nature and particle nature of light
15 minutes - Mini Lecture: Refraction of light, and Snell's law and Refraction of light through a glass using the laser
5 minutes - Introduction to Snell's Law and Laboratory
25 minutes - Laboratory: Snell's Law.
Homework - Finish the laboratories on refraction and Problems 9, 11, 13, 17 27, 30, 35, 41, on pages 718-719.
FRIDAY: LENSES AND THE LENS EQUATION
Knowledge Targets
·
I know the lens equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can compare and contrast the mirror and lens equations.·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can draw ray diagrams for mirrors and lenses.10 minutes - Go over the homework
25 minutes - Mini Lecture: Lenses and lens equations
10 minutes - Demonstration: Convex and concave lenses forming virtual images
Homework - Do problems 15, 16, 34, 43 on pages 718-719 and make a pre-laboratory for the lens lab
Advanced Placement Physics Schedule
Week 9: March 12-16
MONDAY: LENSES
Knowledge Targets
·
I know the lens equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.5 minutes - Introduction to the lens lab
45 minutes - Take the data for the lens lab.
Homework - Read pages 696-709 and do questions 25 and 28 on pages 717
TUESDAY: LENSES
Knowledge Targets
·
I know the lens equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.15 minutes - Go over the homework from pages 718-719 from Friday and the questions from page 717
20 minutes - Discuss the laboratory report for the lens lab.
15 minutes - Problems solving 48, 49, 51, 57 and 61 on page 720.
Homework - Problems 48, 49, 51, 57 and 61 on page 720 and write the Introduction section rough draft.
THRUSDAY: REVIEW LIGHT FOR THE TEST
Knowledge Targets
·
I can describe the wave particle nature of matter including black body radiation and the addition of waves to produce wave pulses.·
I know Einstein’s explanation for the photoelectric effect.·
I can explain why the photoelectric effect and emission spectra must be caused by waves and not particles.·
I know the mirror equations and how they relate to the determination of the location and size of an image.·
I know Snell’s Law and how to apply it to the refraction of light through different media.·
I know the lens equations and how they relate to the determination of the location and size of an image.Reasoning Targets
·
I can use my knowledge of the wave and quantum nature of light to evaluate the light apparatus in terms of rays, electromagnetic properties, reflections, refraction, diffraction, and interference.·
I can compare and contrast the mirror and lens equations.·
I can use the mirror and lens equations to find the image size and distance from the optical device.·
I can evaluate the experimental data for the mirror and lens laboratories in terms of the mirror and lens equations.·
I can create ray diagrams for each of the cases for mirrors and lens.Skill Targets
·
I can use physics laboratory equipment safely to collect data for reflection, refraction, mirror and lens laboratories.·
I can draw ray diagrams for mirrors and lenses.Product Targets
·
I will demonstrate my understanding of the quantum model of the light by drawing diagrams of wave packets in my notebook.·
I will be able to use my knowledge of the lens equations to perform the laboratories and create a formal laboratory report for the lens laboratory.20 minutes - Review the concepts of wave and particle nature of light and the wave particle duality.
20 minutes - discuss the laboratory and do a read around of the introduction sections
30 minutes - Practice for the test and do sample problems for the test.
Homework - Review for the test on light
FRIDAY: TEST ON CHAPTERS 23, 24 AND 27 LIGHT
50 minutes - Test on light
Homework - Begin to review for the AP Test by working problems from the first few chapters of the book.
Physics Electricity and Magnetism
State Standard: Electric and magnetic phenomena are related and have many practical applications. As a basis for understanding this concept, students know:
a. how to predict the voltage or current in simple direct current electric circuits constructed from batteries, wires, resistors, and capacitors.
b. how to solve problems involving Ohm's law.
c. any resistive element in a DC circuit dissipates energy which heats the resistor. Students can calculate the power (rate of energy dissipation) in any resistive circuit element by using the formula Power = (potential difference IR) times (current I) = I2R.
d. the properties of transistors and their role in electric circuits.
e. charged particles are sources of electric fields and experience forces due to the electric fields from other charges.
f. magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and experience forces due to magnetic fields of other sources.
g. how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.
h. changing magnetic fields produce electric fields, thereby inducing currents in nearby conductors.
i. plasmas, the fourth state of matter, contain ions and/or free electrons and conduct electricity.
Knowledge Targets
· I understand the difference between induction and conduction.
· I can recall the force relationship between two charged objects.
· I know the relationship between equipotential lines and electric field lines.
· I know the difference between the electric field equation and the electric potential equation.
· I know Ohm’s Law.
· I understand the difference between direct and alternating current.
· I can recognize the difference between series and parallel resistor circuits and the equations used to evaluate these circuits.
· I know the equations used to analyze magnetic fields surrounding current carrying wires.
· I understand the relationships between electric and magnetic fields in electromagnetic induction.
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.·
I know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.·
I know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin θ where θ is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
· Analyze the relationships between electric filed lines and equipotential lines.
· I can perform calculations to determine electric field intensity and electric potential
· I can analyze capacitor problems.
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
I can calculate the power used in an electric circuit.·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.· I can solve problems with magnetic fields near current carrying wires.
· I can solve alternating current problems and electromagnetic field induction problems.
Skill Targets
· I can use electronic laboratory equipment safely to analyze resistor and capacitor circuits.
· I can use the five step method when solving electric field and electric circuit word problems.
· I can use the five step method when solving alternating current problems circuit word problems.
· I can use the five step method when solving magnetic field word problems.
Product Targets
· Create a short skit that model electric potential
· I can evaluate experimental data to analyze series and parallel circuits
· Create fold-up that show the relationships between series and parallel circuits
· Create a fold-up to show the relationship between direct and alternating current.
· I can create a short skit that models the movement of charges in electric fields.
· I can evaluate experimental data to analyze the magnetic field near a long straight wire.
Physics Schedule Chapter 17: Electric Forces and Fields
Week 5: February 19-23
Monday: Presidents Day
Tuesday: Sound Test
Wednesday or Thursday: Electric charge
Knowledge Targets
· I understand the difference between induction and conduction.
· I can recall the force relationship between two charged objects.
Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
35 minutes – Finish the sound test
15 minutes – Balloon Demos (hair, wall, water) and comb demo with paper and dancing bears. Balloon on wall race, “Who’s will last the longest?” Along with notes as to what is happening
35 minutes – Electrostatic laboratory and Questions
10 minutes –Talk about positive test charges coming from your pocket. The closer two charges get, the more the attraction/repulsion
Homework: Pre-lab the lab with the different rods and the different rubbing materials
Friday: Coulomb’s Law F = k(q1q2/r2)
Knowledge Targets
· I understand the difference between induction and conduction.
· I can recall the force relationship between two charged objects.
Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
30 minutes – Introduction: Coulomb’s Law and do some practice problems (1, 3, 4 page 636, 1,2 page 639)
15 minutes – Video: Electric Field and Forces
Homework: Do problems 1, 3, 4 page 636, and 1,2 page 639
Physics Schedule: Chapter 18: Electric Energy and Capacitance
& Chapter 19: Current and Resistance (Week 6: February 26 – March 2)
Monday: Electric field strength E = kq/r2
Knowledge Targets
· I know the relationship between equipotential lines and electric field lines.
· I know the difference between the electric field equation and the electric potential equation.
Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
· Analyze the relationships between electric filed lines and equipotential lines.
· I can perform calculations to determine electric field intensity and electric potential
Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
15 minutes – Review Coulombs law and go over the homework
20 minutes – drawing and description of electric field line and look at the Van de Graff generator.
15 minutes – Practice problems with E = F/q1 = k(q1q2/r2q1) = kq/r2 (1,2 page 641, 1-3 page 647 and 59 page 657)
Homework: Problems 1, 2 page 641, 1-3 page 647 and 59 page 657
Tuesday: Electric Potential
· I know the relationship between equipotential lines and electric field lines.
· I know the difference between the electric field equation and the electric potential equation.
Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
· Analyze the relationships between electric filed lines and equipotential lines.
· I can perform calculations to determine electric field intensity and electric potential
Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
10 minutes – Review the homework problems 1,2 page 641, 1-3 page 647 and 59 page 657
10 minutes – Mini Lecture: electric potential or voltage of moving a charge from one place to another compared to the gravitational force of moving a book from one place to another.
15 minutes – Video: Potential Difference and Capacitance
20 minutes – Problems 1-2 page 669 and 1-3 page 673
Homework – Problems 1-2 page 669 and 1-3 page 673
Wednesday or Thursday: Equipotential
· I know the relationship between equipotential lines and electric field lines.
· I know the difference between the electric field equation and the electric potential equation.
Reasoning Targets
· I can compare and contrast equipotential lines and electric field lines.
· I can perform calculation involving Coulomb’s Law, electric field equation and electric potential equation.
· Analyze the relationships between electric filed lines and equipotential lines.
· I can perform calculations to determine electric field intensity and electric potential
Product Targets
· Create a short skit that model electric potential
Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
15 minutes – Go over the homework Problems 1-2 page 669 and 1-3 page 673
10 minutes – Mini Lecture on equipotential lines and Faraday cages
10 minutes – Create and participate in a skit that models electric potential and equal potential lines.
15 minutes – Video: Equipotentials and Fields
10 minutes – Summarize the concept of Faraday cages and electric potentials
15 minutes – Mini Lecture on current and current sources and Ohms law
15 minutes – Practice questions with Ohm’s Law 1,2,4 page 707 and 29-32 page 718
Homework – Pre-lab Ohm’s law laboratory
Friday: Ohm’s Law and Power
Knowledge Targets
· I know Ohm’s Law.
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
I can calculate the power used in an electric circuit.Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
Product Targets
· I can evaluate experimental data to analyze series and parallel circuits
40 minutes – Ohm’s Law Laboratory and questions
15 minutes – Intro power and practice problems 42, 43 page 719 and mixed problems 47, 48, 53 page 719
Homework – Finish the laboratory questions and practice problems from class
Physics Schedule (Chapter 17-19: Electric Forces, Fields, Potential
and Current (Week 7: March 5-9)
Monday: Review for the test on Chapters 17, 18, 19 Static and Current Electricity
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
I can calculate the power used in an electric circuit.·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.50 minutes – Review for Test on electrostatic, electric fields, and current electricity (Review Sheet)
Homework – Review for the test on Chapters 17-19.
Tuesday: Test on Chapters 17, 18, 19 Static and Current Electricity
50 minutes – Test on Static Electricity, Electric Fields, and Current Electricity
Wednesday or Thursday: Series and Parallel Circuits
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
I can calculate the power used in an electric circuit.·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
25 minutes - Go over the test on static and current electricity
20 minutes – Notes of series and parallel circuits
10 minutes – Act out the circuits
25 minutes – Practice problems from the hand out
Homework – Finish practice problems
Homework – Make a pre-laboratory for Laboratory 42 series Circuits and Laboratory 43 on Parallel Circuits.
Friday: Series and Parallel Circuits
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.Skill Targets
· I can use electronic laboratory equipment safely to analyze resistor and capacitor circuits.
· I can use the five step method when solving electric field and electric circuit word problems.
50 minutes – Perform the Laboratory 42 Series Circuits and Laboratory 43 Parallel Circuits
Homework – Finish the laboratory questions for Laboratory 42: Series Circuits and laboratory 43: Parallel Circuits
Physics Schedule: Chapters 20: Series and Parallel Circuits
and Chapter 21: Magnetism (Week 9: March 12-16)
Monday: Series and Parallel Circuits
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
20 minutes – Go over the Series and Parallel Circuit Laboratories
20 minutes – Review concepts on series and parallel circuits
15 minutes – Group Problem Solving: Problems 1-6 on page 739, 1-4 page 744, 1-6 page 745 and 1-9 on page 752.
Tuesday: Series and Parallel Circuits
Reasoning Targets
· I can solve electric circuit problems using Ohm’s Law and equations for resistor and capacitors in series and parallel.
·
I can calculate the power used in an electric circuit.·
How to predict the voltage or current in simple direct current electric circuits constricted from batteries, wires, resistors, and capacitors.Skill Targets
· I can use the five step method when solving electric field and electric circuit word problems.
30 minutes – Problem Solving Review sheet
20 minutes – Problems 40, 41, 43 and 47 on pages 757-759.
Homework – Finish problems form pages 739-753.
Wednesday or Thursday: Test on Resistors in Series and Parallel and Magnetic Fields
Knowledge Targets
· I know the equations used to analyze magnetic fields surrounding current carrying wires.
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.·
I know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin θ where θ is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.Reasoning Targets
· I can solve problems with magnetic fields near current carrying wires.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
Product Targets
· I can create a short skit that models the movement of charges in electric fields.
50 minutes – Test on series and parallel circuits.
30 minutes – Mini Lecture: magnetic fields and electric current and magnetic fields
20 minutes – Take notes on the video: The Mechanical Universe: Magnetic Fields
Friday: Electricity and Magnetism
Knowledge Targets
· I know the equations used to analyze magnetic fields surrounding current carrying wires.
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.·
I know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.·
I know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin θ where θ is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.Reasoning Targets
· I can solve problems with magnetic fields near current carrying wires.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
20 minutes – Hand back and review the test on Chapter 20: Series and parallel Circuits
20 minutes – ACTIVITIES WITH: Magnetic fields (iron filings around magnets), magnetic fields around a long straight wire, magnetic fields around and in a coil, magnetic fields near permanent magnets, galvanometers, electric motors, and the cathode ray tube, The Force on A Single Charged Particle AND Mini Lecture on volt and ammeter and the speaker
10 minutes – Discussion of the experiments and how they relate to electricity and magnetism
Homework – Make a Pre-lab for Experiment 50: Magnetic Field Around a Straight Wire
Physics Schedule: Chapter 21: Magnetism
Week 10: March 27-31
Monday: Electricity and Magnetism
Knowledge Targets
· I know the equations used to analyze magnetic fields surrounding current carrying wires.
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.Reasoning Targets
· I can solve problems with magnetic fields near current carrying wires.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
Product Targets
· I can evaluate experimental data to analyze the magnetic field near a long straight wire.
5 minutes – Introduction to Experiment 50: Magnetic Field Around a Straight Wire
45 minutes - Collect data for the laboratory
Homework – Summarize Chapter 25 and Finish the laboratory questions
Homework - SQ3R pages 770-775 and do problems 1-6 on page 775
Tuesday: Forces Exerted by Magnetic Fields
Knowledge Targets
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.·
I know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin θ where θ is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.Reasoning Targets
· I can solve alternating current problems and electromagnetic field induction problems.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
20 minutes - Mini Lecture: Forces exerted by magnetic fields.
30 minutes - Problems solving 1-5 on page 778 and 1-5 on page 779
Homework - Finish the problems from pages 778 and 779
Wednesday or Thursday: Induction and Alternating Current
Knowledge Targets
· I understand the relationships between electric and magnetic fields in electromagnetic induction.
Reasoning Targets
· I can solve alternating current problems and electromagnetic field induction problems.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
15 minutes - Go over the homework from pages 778-779
20 minutes - Introduction to Induction and Alternating Current
15 minutes - Sample problem solving 2 on page 800.
15 minutes - Go over the homework from page 800.
20 minutes - Video: Electromagnetic Induction and Alternating Current
15 minutes - Mini Lecture on generators and alternating current and problem solving 2 on page 806.
Homework - Problems 1, 3, 4, on page 800 and 1-4 page 806.
Friday: Alternating Current, Power and RMS Values
Knowledge Targets
· I understand the relationships between electric and magnetic fields in electromagnetic induction.
·
I know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.Reasoning Targets
· I can solve alternating current problems and electromagnetic field induction problems.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
20 minutes - Mini Lecture: RMS values and power for alternating current.
30 minutes - Problem solving 1-6 on page 810.
Homework - Problems 1-4 on page 806
Physics Schedule: Chapter 21: Magnetism
Week 11: April 2-7
Monday: Review for the Test on Magnetic Fields and Electromagnetic Induction
Knowledge Targets
· I know the equations used to analyze magnetic fields surrounding current carrying wires.
· I understand the relationships between electric and magnetic fields in electromagnetic induction.
·
I will be able to describe how magnetic materials and electric currents (moving electric charges) are sources of magnetic fields and are subject to forces arising from the magnetic fields of other sources.·
I know how to determine the direction of a magnetic field produced by a current flowing in a straight wire or in a coil.·
I know the magnitude of the force on a moving particle (with charge q) in a magnetic field is qvB sin θ where θ is the angle between v and B (v and B are the magnitudes of vectors v and B, respectively), and students use the right-hand rule to find the direction of this force.Reasoning Targets
· I can solve problems with magnetic fields near current carrying wires.
· I can solve alternating current problems and electromagnetic field induction problems.
Skill Targets
· I can use the five step method when solving magnetic field word problems.
Product Targets
· I can create a short skit that models the movement of charges in electric fields.
50 minutes - Review for the test on Magnetism and Alternating Current.
Homework - Review for the test
Tuesday: Tests on Magnetic Fields and Electromagnetic Induction
50 minutes – Tests on Magnetic Fields and Electromagnetic Induction
