AP Physics B Compton Scattering & Photo Electric Effect

• Day 79
• Use the photon theory and Compton's hypothesis to calculate the wavelength of a photon after it has been scattered as a result of a collision with an electron.
• Compton Scattering
• Notes

Introduction
The Compton Effect is the quantum theory of the scattering of electromagnetic waves by
a charged particle in which a portion of the energy of the electromagnetic wave is given
to the charged particle in an elastic, relativistic collision. Compton scattering was
discovered in 1922 by Arthur H. Compton (1892-1962) while conducting research on the
scattering of x-rays by light elements. In 1922 he subsequently reported his experimental
and theoretical results and received the Nobel prize in 1927 for this discovery. His
theoretical explanation of what is now known as Compton scattering deviated from
classical theory and required the use of special relativity and quantum mechanics, both of
which were hardly understood at the time. When first reported, his results were
controversial, but his work quickly ...

Losing My Marbles Lab P.9

SUBMIT LAB AND DATA HERE! DUE Friday!!!

.Conservation of momentum in 2-D
Momentum is conserved

• The total momentum before = the total momentum after
• Write the above idea down mathematically.
• Use your labeled and measured diagram to complete the expression i.e. What represents momentum? Why?
• this is the only physics idea in the lab
• Key Skills Required to complete the lab:
• Vectors
• Define F.O.R.
• Break into individual X&Y problems
• Find X&Y components
• Measurements
• Geometry
• Algebra

Whiteboard in real time: 

http://www.twiddla.com/1562677

.
.

Phreshman Graphing motion 1-14

Discuss, post and answer questions here on the HW.

Link to the WS:

U3_ws1.pdf

Read & Follow the directions carefully.

Help Drawing Slopes:

Drawing Slope and tangents

***  Here is a simulation to help you see and predict p/v/a graphs  this is on the test this week.

--->>the above link requires java be installed and you may need to make an exception in your java control panel.  see instructions

AP PHYSIC The Photo Electric Effect

Make Sure your Browser has Java running and enabled .
If the simulation does not run click here: Java
Objective use the same process described in class and determine the rules of photoelectric emmission
Identify related variables
Identify trends maxs and mins
A diagram should be in your notes as well
You may discuss on the Blog and work collaboratively

Click to Run

Pd4 Graph Stacks

Discuss questions and ideas here.  For questions 4-6.

AP Physics Test Tue Circuits and Electricity

Test Review Circuits
Test will include some electrostatic principles.

P.9 Momentum

Objectives

After studying the material of this chapter, you should be able to:
1. Define linear momentum and write the mathematical formula for linear momentum from memory.
2. Distinguish between the unit of force and momentum.
3. Write Newton's Second Law of Motion in terms of momentum.
4. Define impulse and write the equation that connects impulse and momentum.
5. State the Law of Conservation of Momentum and write, in vector form, the law for a system involving two or more point masses.
6. Distinguish between a perfectly elastic collision and a completely inelastic collision.
7. Apply the laws of conservation of momentum and energy to problems involving collisions between two point masses.


Day 72
Momentum Makes me want to PUKE
Develop Strategies & Practice solving simple momentum and Impulse questions
Recitation and questions
HW
Complete 5 of the practice problems


Day 71 
Summarize Newtons Cradle Activity
Demonstration Impulse & A Change in Momentum
"Egg-citing Physics"
Explain how the same impulse can yield different results and why?


Day 70
Make Observations about Newon's Cradle
Guided Demonstration/Lab
Define Determine Differentiate Momentum and Impulse

AP P2

Complete & Discuss on the Blog

The 1995 question

 Questions

 Methods

 Solutions

Also for the circuit with a capacitor (2000) look at your equation sheet. Easy Peasy.

AP P2

Complete the Question below.  

•

In the circuit shown below, A, B,C, and D are identical light bulbs.  Assume that the battery maintains a constant potential difference between its terminals (i.e., the internal resistance of the battery is assumed to be negligible) and the resistance of each light bulb remains constant.

Draw a diagram of the circuit in the box below, using the following symbols to represent the components in your diagram.  Label the resistors A,B, C, and D to refer to the corresponding light bulbs.

->List the bulbs in order of their brightness, from brightest to least bright.  If any two or more bulbs have the same brightness, state which ones.  Justify your answer.

->Bulb D is then removed from its socket.

.

Describe the change in the brightness, if any, of bulb A when bulb D is removed form its socket.  Justify your answer.

->Describe the change in the brightness, if any, of bulb B when bulb D is removed from its socket.  Justify you answer.

 B.  List the bulbs in order of their brightness, from brightest to least bright.  If any two or more bulbs have the same brightness, state which ones.  Justify your answer.

.

Describe the change in the brightness, if any, of bulb B when bulb D is removed from its socket.  Justify you answer.

 

Bulb B becomes brighter.

It was receiving the least amount of current since D was an alternate pathway for the current.  With D gone all the current must go through B, which is in series now.  More current means B will be brighter.

All Ramped up period 4 only

Discuss this online via the blog include your first initial last name in the post.

Some hints:

Why is this graph signicant to the lab?

How is this different than any other WB?

What is the idea that explains the difference?

Sorry did this Friday & it said it posted!

Fc Right Round The Lab

Due  3.14.14
Day 67,68 
NJ STATE STANDARD 5.1
NJ STANDARD5.2 E

Submit Your Data & calculations here

Objective:  Develop record and safely execute a lab that will prove Fc=(mv^2)/r
record all data in notebook using charts and or tables.

• Wear Goggles while labs are being performed
• You may discuss any ideas questions or concerns on the blog.
• Groups of 2
• You are responsible for your own calculations!!! you have been warned.

Electric Circuits & Ohms Law

***** FREE RESOURCE--->5Easy Steps to Get A 5 on the AP Physics Exam 

After studying the material of this chapter, the student should be able to:
1. Explain how a simple battery can produce an electrical current.
2. Define current, ampere, emf, voltage, resistance, resistivity, and temperature coefficient of resistance.
4. Distinguish between a) conventional current and electron current and b) direct current and alternating current.
5. Know the symbols used to represent a source of emf, resistor, voltmeter, and ammeter and how to interpret a simple circuit diagram.
6. Given the length, cross sectional area, resistivity, and temperature coefficient of resistance, determine a wire's resistance at room temperature and some higher or lower temperature.
7. Solve simple dc circuit problems using Ohm's law.
8. Use the equations for electric power to determine the power and energy dissipated in a resistor and calculate the cost of this energy to the consumer.

1. Determine the equivalent resistance of resistors arranged in series or in parallel or the equivalent resistance of a series parallel combination.
2. Use Ohm's law and Kirchhoff's rules to determine the current through each resistor and the voltage drop across each resistor in a single loop or multiloop dc circuit.
3. Distinguish between the emf and the terminal voltage of a battery and calculate the terminal voltage given the emf, internal resistance of the battery, and external resistance in the circuit.
4. Determine the equivalent capacitance of capacitors arranged in series or in parallel or the equivalent capacitance of a series parallel combination.
5. Determine the charge on each capacitor and the voltage drop across each capacitor in a circuit where capacitors are arranged in series, parallel, or a series parallel combination.
6. Calculate the time constant of an RC circuit. 
 

Day 67
Introduction to Basic Circuits & Diagrams.
Notes: Circuit Symbology
Drawing Circuit Diagram

• Battery Voltage Source
• Wires
• Resistors and Bulbs
• Switches

Day 68
Ohm's Law Lab
 
Day 69

Ohm's Law 

Conclusions

Day 70

Easter Bunny Rules

Recitation Circuits WS

HW complete circuits WS

Practice Quiz:

http://www.indiabix.com/electronics/series-circuits/Objectives

Day 71

Circuits Quest con Queso

Day 72

Hotdog Hotdog hot digity dog

Magnetic Fields Continued

Day 60
Practice of RHR and its applications of right hand rule
Online practice questions
http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/1840/Magnetism/Hot%20Potato%20Magnetism%20Graphics/Right_hand_rule_practice_1_jb.htm


Day 61
Forces between current carrying wire notes diagrams and discussion
Yamato 1 magnetohydrodrive-> notes and discussion
http://en.wikipedia.org/wiki/Magnetohydrodynamic_drive

Day 62
Induced EMF
As it pertains to RHR. Wire sections and loops entering magnetic fields
3 cases will be discussed and students will simplify analyze and apply RHR to and between case to explain the resulting current of a wire in a magnetic field.

Day 63
Quest on the direction and application of the RHR " Macarena effect quiz"
Worlds simplistic motor student will set up and observe the operation of a simple motor consisting of a coil a battery and a magnet.
Students will make observations
Explain the purpose for each component and step in order to produce the desired effect
Relate back to RHR

Day 64
Summarize key ideas to date-
Discussion and Summary of key concepts of simple electric motor.
Phase/ flux/ RHR will be explained in context. The ultimate goals is to provide the construct example for the functionality of emf to be used in future study of rail guns and emf.
Notes mass spectrograph-
AP2000 b7 student will analyze and explain both qualitatively and quantitatively the function of the device.

Day 65
Choose Any 2 EMAG problems form the AP EXAMS
Develop Solutions and Solve.

Day66
WhiteBoard of problems from previous day.

Day 67
Intorduction to Basic Circuits & Diagrams.
Battery Voltage SOurce
Wires
Resistors and Bulbs
Switches

Centripetal Force & Gravitation

OK.  So if you check the blog and you are able to finish your calculation of the mass of the sun, you only need to do 2 other problems from the ws. not the entire thing.
How do you know what the correct answers is ?  Easy ~2X10^30Kg
Here is a link to the text if you need help "CICK HERE"


1. Calculate the centripetal acceleration of a point mass in uniform circular motion given the radius of the circle and either the linear speed or the period of the motion.
2. Identify the force that is the cause of the centripetal acceleration and determine the direction of the acceleration vector.
3. Use Newton's laws of motion and the concept of centripetal acceleration to solve word problems.
4. Distinguish between centripetal acceleration and tangential acceleration.
5. State the relationship between the period of the motion and the frequency of rotation and express this relationship using a mathematical equation.
6. Write the equation for Newton's universal law of gravitation and explain the meaning of each symbol in the equation.
7. Determine the magnitude and direction of the gravitational field strength (g) at a distance r from a body of mass m.
8. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to solve problems involving the orbital motion of satellites.
9. Explain the "apparent" weightlessness of an astronaut in orbit.
10. State from memory Kepler's laws of planetary motion. NOT!  Derive ideas and formulas based on DUMB IDEAS Like Fnet=Fc=FG
11. Use Kepler's third law to solve word problems involving planetary motion.
12. Use Newton's second law of motion, the universal law of gravitation, and the concept of centripetal acceleration to derive Kepler's third law.
13. Solve word problems related to Kepler's third law.
14. Identify the four forces that exist in nature. ALL DAY EVERY DAY



Practice PROBLEMS WS 7H

Magnetism

Every AP Magnetism Problem to Date

Objectives

After studying the material of this chapter, the student should be able to:
1. Draw the magnetic field pattern produced by iron filings sprinkled on paper placed over different arrangements of bar magnets.
2. Determine the magnitude of the magnetic field produced by both a long straight current-carrying wire and a current loop. Use the right hand rule to determine the direction of the magnetic field produced by the current.
3. Explain what is meant by ferromagnetism, including the concept of domains and the *Curie temperature.
4. State the conventions adopted to represent the direction of a magnetic field, the current in a current-carrying wire and the direction of motion of a charged particle moving through a magnetic field.
5. Apply the right hand rule to determine the direction of the force on either a charged particle traveling through a magnetic field or a current-carrying wire placed in a magnetic field.
6. Determine the torque on a current loop arranged in a magnetic field and explain galvanometer movement.
7. Explain how a mass spectrograph can be used to determine the mass of an ion and how it can be used to separate isotopes of the same element. 


Day 56
           Electormagnetism:
SS:5.1
Coil Compass  Battery & Wire Ohm my!

• Investigate and make/write observations about interactions between the components. 
•   model simplification  ex. Milikan oil drop

Day 57

• Complete & Discuss Results From investigation
• Summarize observations Diagrams
• Notes

Day 58 

• Return Potential Potential Difference Quest discuss and revise errors in reasoning
•  
•   

Day 59

• Introduction to the Right Hand Rule and Force

*Every AP Magnetism Problem to Date

Day 60
Practice of RHR and its applications of right hand rule
Online practice questions
http://www.allenisd.org/cms/lib/TX01001197/Centricity/Domain/1840/Magnetism/Hot%20Potato%20Magnetism%20Graphics/Right_hand_rule_practice_1_jb.htm


Day 61
Forces between current carrying wire notes diagrams and discussion
Yamato 1 magnetohydrodrive-> notes and discussion
http://en.wikipedia.org/wiki/Magnetohydrodynamic_drive

Day 62
Induced EMF
As it pertains to RHR. Wire sections and loops entering magnetic fields
3 cases will be discussed and students will simplify analyze and apply RHR to and between case to explain the resulting current of a wire in a magnetic field.

Day 63
Quest on the direction and application of the RHR " Macarena effect quiz"
Worlds simplistic motor student will set up and observe the operation of a simple motor consisting of a coil a battery and a magnet.
Students will make observations
Explain the purpose for each component and step in order to produce the desired effect
Relate back to RHR

Day 64
Summarize key ideas to date-
Discussion and Summary of key concepts of simple electric motor.
Phase/ flux/ RHR will be explained in context. The ultimate goals is to provide the construct example for the functionality of emf to be used in future study of rail guns and emf.
Notes mass spectrograph-
AP2000 b7 student will analyze and explain both qualitatively and quantitatively the function of the device.

Phershman PHYSICS

2/22/14
Some people asked about reading Motion Maps

• How to Read a Motion Map ClickHere
• Key Ideas for Motion Postion vs. time
• KEY IDEAS

2/7/14 HW WS Click Here!  Complete 4&5  you may discuss
Objectives:

Honors Physics

Constant Velocity Particle Model
1.1  A  CVPM  I know the difference between vector and scalar quantities.
1.2  A  CVPM  I know the difference between position, distance, and displacement.
1.3  A  CVPM  I can interpret/draw motion maps for objects moving with constant velocity.
1.4  A  CVPM  I can interpret/draw the position vs. time graph for an object moving with constant velocity.
1.5  A  CVPM  I can interpret/draw the velocity vs. time graph for an object moving with constant velocity.
1.6  B  CVPM  I can draw the corresponding position-vs-time graph given a velocity-vs-time graph.
1.7  B  CVPM  I can solve problems involving average speed and average velocity.

Watch Video
Draw a motion map for both the squirrel and man.
Sketch a graph of their motions be sure to include all key points.

Electric Potential and Potential Difference 

"Voltage"  

 State Standard 5.2 A-E

Objectives

After studying the material of this chapter, the student should be able to:
1. Write from memory the definitions of electric potential, and electric potential difference.
2. Distinguish between electric potential, electric potential energy, and electric potential difference.
3. Draw the electric field pattern and equipotential line pattern which exist between charged objects.
4. Determine the magnitude of the potential at a point a known distance from a point charge or an arrangement of point charges.
5. State the relationship between electric potential and electric field and determine the potential difference between two points a fixed distance apart in a region where the electric field is uniform.
6. Determine the kinetic energy in both joules and electron volts of a charged particle which is accelerated through a given potential difference.
7. Explain what is meant by an electric dipole and determine the magnitude of the electric dipole moment between two point charges.
8. Given the dimensions, distance between the plates, and the dielectric constant of the material between the plates, determine the magnitude of the capacitance of a parallel plate capacitor.
9. Given the capacitance, the dielectric constant, and either the potential difference or the charge stored on the plates of a parallel plate capacitor, determine the energy and the energy density stored in the capacitor.

• Day 53

• 1985 B2  Complete Practice Problem after derivation of V=kq/r 
• magnetic abstraction to help answer e.
• students hold one magnet and move other in the field make analogies between the 2 situations
• Group Work Graded assignment 1989 #2
•  HW:
• Day 54
• White Board  & Discuss Previous HW
• Day 55 Test Fields Potential and Review Question
• Print and use for test
•  

Electromagnetic Induction
 State Standard 5.2 A-E
Student Learning Objectives

• To observe the experimental evidence for electromagnetic induction.
• To understand the circumstances under which changing magnetic fields lead to induced currents.
• To understand how the movement of a conductor through a magnetic field leads to a motional emf.
• To understand and use Lenz’s law for induced currents.
• To use Lenz’s law and Faraday’s law to determine the direction and size of induced currents.
• To understand basic applications of electromagnetic induction to technology.

• Day 56
• Introduction to Electromagnetic Induction
• Discovery Experimentation activity
• 9v Battery/compass/ coil of wire
• Identify variables and qualitative interactions
• Defn relationships and quantities
• relate equations
• sample problem full abstraction
• HW: Read Electromagnetic Induction

Honor Physics Period 9

State Standard 5.2.E Forces

• Engineering
• Objectives:
• calculate all of the forces for objects
  on any surface that is not horizontal.
• calculate the acceleration of these
  objects and apply motion equations.
• Skills Required
• FBD->Free Body Diagrams
• Finding Vector Componants
• Sum of the Forces
• PUKES
• Algebra
• Steps for Solving "you need to memorize this"
• 1) Draw a free-body diagram for the object (the normal force is perpendicular to the plane; the friction force acts along the plane, opposite the velocity)
• 2) break vectors into components, where the parallel component of weight is mg(sin θ);
• 3) write Newton's second law for parallel and perpendicular components; and 
• 4) solve the equations for whatever the problem asks for.
• Week of 2/3/14
• Day 54
• Check HW
• Review HW FBD WS Whiteboarding corrections and discussion
• Practice: Drawing FBD and writing Sum of the Forces
• Day 55
•  Class Clicker Quiz 
• 
  
• Day 56
• WB remaning problems
• Day 57
•  Mastery Learning (Complete all questions w/  FBD/SUM of the Forces/PUKES
• Sample Problem #1 
• WS 1-8 with solved example #1
• Students may ask questions and work together to complete
• Week of 2/10/14
• Day 58
•  Mastery Learning (Complete all questions w/  FBD/SUM of the Forces/PUKES
• Students may ask questions collaborate and work together to complete 
• Day 59
•  Mastery Learning (Complete all questions w/  FBD/SUM of the Forces/PUKES
• Students may ask questions collaborate and work together to complete
• Day 60
•  Mastery Learning (Complete all questions w/  FBD/SUM of the Forces/PUKES
• Students may ask questions collaborate and work together to complete
• PROBLEMS DUE @ END OF CLASS THURSDAY!!!!

AP PHYSICS B REVIEW

Link to Topics and Objectives: "Click Here"
Sample Exam:  Click Here

No Calculators 

No Equation sheet

 Review Strategy:

• Read section reviews for chapters covered
  
  •  find MC questions that illustrate topics.  
    
    • If you understand what the correct answer is and why move on, if not review, post, and correct your misconception
      
      •  Repeat
       

       

       

      
      

Period 9 MID TERM REVIEW

Regents Test

Extra Credit T/F Review Test
You will be required to complete a scan-tron "No whining!"

The idea of forces is on the exam... Most importantly that they are vectors and behave as such.
The total FORCE= Net Force=(Fnet)=ma
Or simply Fnet=ma

There are only to possibilities when it comes to Fnet:
They add up to zero (equilibrium)
Or they don't and the object accelerates.
Here are some sample questions:

https://www.box.com/s/22v28qs6dx7uosh4iw8z

Answers:
https://www.box.com/s/8j5bo5gdrwvsr2nwcvm2

You are permitted to bring one side 8.5x11 inch paper with hand written equation sheet you may include diagrams but no notes.

There is no curve!!!
It is a Pre determined standard.
80 correct = 100
70=90
60=80
50=70
48=68