AP Physics 2 2018 - 2019 School YearHere's a Link to our Google Classroom (11/20/18)5/2/2018Re-try the MONGO!12/15/17Over the weeked, watch these videos on Capacitance!As promised here is the key to the KMT Worksheetprevious years.....1/17/17 And one more on capacitors in a circuit Capacitors in a circuit video1/12/17 Try these 4 videos on Capacitance Capacitance Video 110/14See the Key for Ch. 24 #19 (p. 841) HERE. These THIN FILM interference problems are tricky!9/9/16We're starting the year with Optics, currently amidst the Concave Mirror Lab, which is the capstone activity for Reflection. There will be an in class quiz at the end of the lab, which looks to be Monday.Our next lab, which will require a little classroom lecture to prepare us for, is on Snell's Law. There will be a pretty substantial packet handed to you in class. I don't have all of it in digital form, so don't lose it. The Snell's Law Lab is the front page of the packet.*************************15-16 School year materials12/21/15 And Here for Chapter 16 solutions.12/15/15 Look HERE for the Chapter 15 solutions on electric charge, electric force and electric fields.10/8/15 The Lab Write ups for the Ideal Gas Law Data lab are being graded. There are some real clunkers. By now you should understand the principles of expository lab writing. I've attached a sample write up (synopsis only, you'd have to include the raw data tables too) for your perusal.Sample Gas Law Data Lab10/5/15 KMT Worksheet Answer Key Part II9/29/15 KMT Worksheet Answer Key Part I9/25/15 And here is a copy of my own Gas Law Data Based Lab (NOPE! Now it's due Monday) Check it out, how did your data turn out?9/24/15 - Here is the KEY to the drinking fountain take home quiz. I'll distribute hard copies of the keys to yesterday's hydrodynamics assessments as soon as everyone has taken them.9/23/15 - Hydrodynamics assessments are over for now, let's switch gears to Thermodynamics (starts at Ch. 10).The first HW set is #6&7 conceptual questions and 17-33 odd exercises in the back of Ch. 10.Today we will start a lab to see if we can determine the universal gas constant directly from experimental data we collect ourselves.After PV = nRT ( which is also PV = NkT!!!!), we'll delve into the quantitative side of the kinetic theory that we've been discussing in class. To begin, please review the following video lecture regarding the derivation of the Pressure temperature relationship . It's a bit thick but I hope you enjoy it.9/21/15Here is the KEY for the Hydrostatics data-based problem with the cup and the oil.Hydrodynamics Take Home quiz due today, plus we'll take a follow up quiz in class.9/4/15 We Quizzed today on units conversions, and have started Ch. 9 on fluids. You are responsible for Ch. 9 HW set (due Wednesday), which includes the pressure depth relationship, the buoyant force, and pascal's principle.9/1/15 - First day of School!Here is a link to the Factor Label problems worksheet we received in class. Factor Label WorksheetWe'll go over these in class and then have a few quizzes on the method.It is critically important for you to develop a deep understanding of units and 'dimensional analysis'.5/1/15Here is the Link to review questions for the AP 1 and 2 ExamHere are the two additional videos for Capacitance:Physical Parameters that determine Capacitance2/6Do problem 8 and 13-15 in this Electric Current documentElectrostatics AP Multiple Choice due MONDAY1/22Here are some video lectures to give you a head start on CAPACITANCE1/21Electric Force is in Newtons, and can be described by Coulomb's Law for point or spherical chargesElectric Field is in N/C (or V/m, see below) and describes the nature of a particular point in space. The direction of an E-field is positively biased, which means that it points in the direction a positive charge would feel a force if placed at that point in the field.(E=F/q always, but in the special case of the field 'set up' by a single point charge E also equals KQ/r^2)Electric Potential Energy is in Joules, and is given by kQ1Q2 /r for point or spherical charges. Remember that Energy is in reference to our zero point at infinity. Energy can be + or -, depending on the signs of the charges in the configuration you are analyzing.Electric Potential is measured in in J/C (which is also Volts, V) and describes the nature of a particular point in space, namely the energy per unit charge at that point. For the special case of a point charge, the potential at r away from Q is given as V=kQ/rElectric Potential Difference is the difference in electric potential between any two points in space. Measured in J/C or Volts (same unit) and is described as deltaV=W/q.Electric Potential Difference is also commonly referred to as Voltage.11/21Follow Up Quiz on the first law of Thermodynamics Monday. Will include knowing the difference between a Heat Engine and a Heat Pump.11/13At long last, the link to the KE=3/2kT derivation!11/10/14Welcome Back. Here is the answer key to the KMT Worksheet Part III'll get the derivation of KE = 3/2 kT up as soon as I can.Remember that KE of one particle at temperature T is = 3/2kTand that the KE of N particles at T is 3/2NkT!11/3/14Here is a scanned copy of the first part of the KMT Worksheet.Part II is forthcoming, I just want you to be sure to try it first before consulting the answer key.10/14/14Fluids - Hydrostatics and Hydrodynamics. Chapter 9 in Wilson, Buffa, Lou.HW set to come
GRAVITY Problems Due Monday 9/22Here are the lessons on Capacitance. Try them in the order they're listed here.Click here to view my lesson about Capacitance as Q/V.Click here to view my lesson about C dependence on Area.
Click here to view my lesson about C dependence on d.
Here is the link to the website with all the lectures : http://www.educreations.com/profile/3901689/Warren Hills High School, AP Physics B
- To provide students with basic physics knowledge, including theories, experimental techniques, concepts and general principles.
- To equip students with problem solving skills that can be broadly applied. This includes developing their ability to ask questions and to pursue solutions through careful reasoning and methodical experimental investigation.
- To foster in students a deeper understanding of the meaning of science as a human exploration into the physically observable world. Through the processes of observation and pattern recognition, model building, prediction and subsequent testing of the developed models, students will begin to see that science is an unending process of refinement and creativity.
- To illuminate the deep connections between physics and other disciplines, and between physics and society.
Scientific Inquiry is to be the basis of the course. Students will have the opportunity to studythe natural world and develop explanations based on the evidence of their work. They will be introduced to the idea of scientific exploration as a human venture, imperfect, profoundly creative, and subject to continuous refinement.
Students will see science demystified and more accessible by seeing discovery through the processes of
1) observation and pattern recognition,
2) creation of specific models or explanations to account for the observations,
3) rendering predictions about future events based on the models they construct, and
4) subsequent development of rigorous testing experiments to determine model validity.
As part of the above, students will also learn to understand the importance of organizing,displaying and critically analyzing results and how to communicate their results for critique by others.
Students will learn problem solving strategies (and procedures where applicable), and will be provided with both conceptual and worked examples. Qualitative and Quantitative problems will be covered. Topics will range from Kinematics and Newtons Laws to Electromagnetism, Fluids, Thermodynamics, and select topics in Modern Physics such as Quantum, Atomic and Nuclear Physics, as presented herein. See the curriculum map for a more detailed breakdown.