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Correlation of |
Correlation of |
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Principles of Physics |
Physics for Scientists and
Engineers |
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to
Learning Objectives of |
to
Learning Objectives of |
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AP® Physics B |
AP® Physics C |
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A box below
indicates that the objective applies to the AP course indicated in that
column. The numbers in the box are the corresponding section numbers in the
indicated book. |
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| I.
NEWTONIAN MECHANICS |
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| A.
Kinematics (including vectors, vector algebra, components of vectors,
coordinate systems, displacement, velocity, and acceleration) |
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| 1.
Motion in one dimension |
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| a)
Students should understand the general relationships among position,
velocity, and acceleration for the motion of a particle along a straight
line, so that: |
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| (1)
Given a graph of one of the kinematic quantities, position, velocity, or
acceleration, as a function of time, they can recognize in what time
intervals the other two are positive, negative, or zero, and can identify or
sketch a graph of each as a function of time. |
2.6 - 2.9,
2.12 |
2.6 - 2.9,
2.12 - 2.14 |
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| (2)
Given an expression for one of the kinematic quantities, position, velocity,
or acceleration, as a function of time, they can determine the other two as a
function of time, and find when these quantities are zero or achieve their
maximum and minimum values. |
|
2.13 - 2.14 |
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| b)
Students should understand the special case of motion with constant
acceleration, so they can: |
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| (1)
Write down expressions for velocity and position as functions of time, and
identify or sketch graphs of these quantities. |
2.1 - 2.9 |
2.1 - 2.9 |
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| (2)
Use the equations , v
= v0 + at, x = x0 + v0t + (1/2)at2, and v2 = v02 + 2a(x – x0) to solve problems involving one-dimensional motion with
constant acceleration. |
2.18 - 2.26,
2.29 |
2.20 - 2.29,
2.33 |
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| c)
Students should know how to deal with situations in which acceleration is a
specified function of velocity and time so they can write an appropriate
differential equation and solve it for v(t) by separation of variables, incorporating correctly a
given initial value of v. |
|
2.31 |
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| 2.
Motion in two dimensions, including projectile motion |
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| a)
Students should be able to add, subtract, and resolve displacement and
velocity vectors, so they can: |
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| (1)
Determine components of a vector along two specified, mutually perpendicular
axes. |
3.2, 3.4 - 3.8 |
3.2, 3.4 - 3.8 |
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| (2)
Determine the net displacement of a particle or the location of a particle
relative to another. |
4.1 - 4.2 |
4.1 - 4.2 |
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| (3)
Determine the change in velocity of a particle or the velocity of one
particle relative to another. |
4.2 - 4.6,
4.22 - 4.23 |
4.2 - 4.6,
4.23 - 4.25 |
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| b)
Students should understand the general motion of a particle in two dimensions
so that, given functions x(t) and y(t) which describe this motion, they can determine the
components, magnitude, and direction of the particle’s velocity and
acceleration as functions of time. |
|
4.7 |
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| c)
Students should understand the motion of projectiles in a uniform
gravitational field, so they can: |
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| (1)
Write down expressions for the horizontal and vertical components of velocity
and position as functions of time, and sketch or identify graphs of these
components. |
4.7 |
4.8 |
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| (2)
Use these expressions in analyzing the motion of a projectile that is
projected with an arbitrary initial velocity. |
4.8 - 4.20 |
4.9 - 4.21 |
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|
| B. Newton’s laws of
motion |
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1.
Static equilibrium (first law)
Students should be able to analyze situations in
which a particle remains at rest, or moves with constant velocity, under the
influence of several forces. |
5.2,
12.1 - 12.9 |
5.2,
12.1 - 12.10 |
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| 2.
Dynamics of a single particle (second law) |
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| a)
Students should understand the relation between the force that acts on an
object and the resulting change in the object’s velocity, so they can: |
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| (1)
Calculate, for an object moving in one dimension, the velocity change that
results when a constant force F acts over a specified time interval. |
5.5 - 5.9,
8.2 - 8.5 |
5.5 - 5.9,
8.2 - 8.5 |
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| (2)
Calculate, for an object moving in one dimension, the velocity change that
results when a force F(t) acts over a specified
time interval. |
|
8.4 - 8.6 |
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| (3)
Determine, for an object moving in a plane whose velocity vector undergoes a
specified change over a specified time interval, the average force that acted
on the object. |
8.2 - 8.5 |
8.2 - 8.3,
8.5 - 8.6 |
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| b)
Students should understand how Newton’s Second Law, ΣF = Fnet = ma, applies to an object
subject to forces such as gravity, the pull of strings, or contact forces, so
they can: |
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| (1)
Draw a well-labeled, free-body diagram showing all real forces that act on
the object. |
5.14 - 5.17,
5.5 - 5.29,
6.1 - 6.13 |
5.14 -
5.17,
5.5 - 5.29,
6.1 - 6.13 |
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| (2)
Write down the vector equation that results from applying Newton’s Second Law
to the object, and take components of this equation along appropriate axes. |
5.5 -
5.29,
6.1, 6.2,
6.4 - 6.8,
6.11, 6.13 |
5.5 - 5.29,
6.1, 6.2,
6.4 - 6.8,
6.11, 6.13 |
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| c)
Students should be able to analyze situations in which an object moves with
specified acceleration under the influence of one or more forces so they can
determine the magnitude and direction of the net force, or of one of the
forces that makes up the net force, such as motion up or down with constant
acceleration. |
5.5, 5.12,
5.15, 5.22, 5.24, 6.3, 6.5, 6.6, 6.12, 6.13 |
5.5, 5.12, 5.15, 5.22, 5.24, 6.3, 6.5, 6.6, 6.12, 6.13 |
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| d)
Students should understand the significance of the coefficient of friction,
so they can: |
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| (1)
Write down the relationship between the normal and frictional forces on a
surface. |
5.18 - 5.20 |
5.18 - 5.20 |
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| (2)
Analyze situations in which an object moves along a rough inclined plane or
horizontal surface. |
5.20 -
5.22,
5.24 - 5.25 |
5.20 - 5.22,
5.24 - 5.25 |
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| (3)
Analyze under what circumstances an object will start to slip, or to
calculate the magnitude of the force of static friction. |
5.19, 6.7 |
5.19, 6.7 |
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| e)
Students should understand the effect of drag forces on the motion of an
object, so they can: |
(Texts cover drag
forces proportional to speed squared) |
|
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| (1)
Find the terminal velocity of an object moving vertically under the influence
of a retarding force dependent on velocity. |
5.30 |
5.30 |
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| (2)
Describe qualitatively, with the aid of graphs, the acceleration, velocity,
and displacement of such a particle when it is released from rest or is
projected vertically with specified initial velocity. |
|
2.30 |
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| (3)
Use Newton's Second Law to write a differential equation for the velocity of
the object as a function of time. |
|
(2.31) See
note above. |
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| (4)
Use the method of separation of variables to derive the equation for the
velocity as a function of time from the differential equation that follows
from Newton's Second Law. |
|
(2.31) See
note above. |
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| (5)
Derive an expression for the acceleration as a function of time for an object
falling under the influence of drag forces. |
|
(2.31) See
note above. |
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| 3.
Systems of two or more objects (third law) |
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| a)
Students should understand Newton’s Third Law so that, for a given system,
they can identify the force pairs and the objects on which they act, and
state the magnitude and direction of each force. |
5.10 - 5.13 |
5.10 - 5.13 |
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| b)
Students should be able to apply Newton’s Third Law in analyzing the force of
contact between two objects that accelerate together along a horizontal or
vertical line, or between two surfaces that slide across one another. |
5.11, 5.13,
5.17, 6.12 |
5.11, 5.13,
5.17, 6.12 |
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| c)
Students should know that the tension is constant in a light string that
passes over a massless pulley and should be able to use this fact in
analyzing the motion of a system of two objects joined by a string. |
5.12, 6.3,
6.4,
6.8 - 6.11 |
5.12, 6.3, 6.4,
6.8 - 6.11 |
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| d)
Students should be able to solve problems in which application of Newton’s
laws leads to two or three simultaneous linear equations involving unknown
forces or accelerations. |
6.4,
6.9 - 6.11 |
6.4,
6.9 - 6.11 |
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| C.
Work, energy, power |
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| 1.
Work and the work-energy theorem |
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| a)
Students should understand the definition of work, including when it is
positive, negative, or zero, so they can: |
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| (1)
Calculate the work done by a specified constant force on an object that
undergoes a specified displacement. |
7.1, 7.4 |
7.1, 7.6 |
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| (2)
Relate the work done by a force to the area under a graph of force as a
function of position, and calculate this work in the case where the force is
a linear function of position. |
7.3 |
7.3 |
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| (3)
Use integration to calculate the work performed by a force F(x) on an object that
undergoes a specified displacement in one dimension. |
|
7.3 - 7.5 |
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| (4)
Use the scalar product operation to calculate the work performed by a
specified constant force F on an object that undergoes a displacement in a plane. |
7.1, 7.2, 7.4 |
7.1, 7.2, 7.6 |
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| b)
Students should understand and be able to apply the work-energy theorem, so
they can: |
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| (1)
Calculate the change in kinetic energy or speed that results from performing
a specified amount of work on an object. |
7.7 - 7.11 |
7.9 - 7.14 |
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| (2)
Calculate the work performed by the net force, or by each of the forces that
make up the net force, on an object that undergoes a specified change in
speed or kinetic energy. |
7.7 - 7.11 |
7.9 - 7.14 |
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| (3)
Apply the theorem to determine the change in an object’s kinetic energy and
speed that results from the application of specified forces, or to determine
the force that is required in order to bring an object to rest in a specified
distance. |
7.7 - 7.11 |
7.9 - 7.14 |
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| 2.
Forces and potential energy |
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| a)
Students should understand the concept of a conservative force, so they can: |
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| (1)
State alternative definitions of “conservative force” and explain why these
definitions are equivalent. |
|
7.21,
7.29 - 7.32 |
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| (2)
Describe examples of conservative forces and non-conservative forces. |
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7.21,
7.29 - 7.32 |
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| b)
Students should understand the concept of potential energy, so they can: |
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| (1)
State the general relation between force and potential energy, and explain
why potential energy can be associated only with conservative forces. |
|
7.16, 7.17,
7.20, 7.21,
7.26 |
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| (2)
Calculate a potential energy function associated with a specified
one-dimensional force F(x). |
|
7.26 - 7.27 |
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| (3)
Calculate the magnitude and direction of a one-dimensional force when given
the potential energy function U(x) for the force. |
|
7.26 - 7.27 |
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| (4)
Write an expression for the force exerted by an ideal spring and for the
potential energy of a stretched or compressed spring. |
5.28, 15.18 |
5.28, 15.20 |
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| (5)
Calculate the potential energy of one or more objects in a uniform
gravitational field. |
7.13 |
7.16 |
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| 3.
Conservation of energy |
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| a)
Students should understand the concepts of mechanical energy and of total
energy, so they can: |
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|
| (1)
State and apply the relation between the work performed on an object by
nonconservative forces and the change in an object’s mechanical energy. |
|
7.20,
7.29 - 7.33 |
|
|
| (2)
Describe and identify situations in which mechanical energy is converted to
other forms of energy. |
7.15, 7.18,
7.19, 7.26,
32.13, 32.14 |
7.18, 7.21,
7.22, 7.32,
32.16, 32.17 |
|
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| (3)
Analyze situations in which an object’s mechanical energy is changed by
friction or by a specified externally applied force. |
7.18,
7.23 - 7.27 |
7.21,
7.29 - 7.33 |
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| b)
Students should understand conservation of energy, so they can: |
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|
| (1)
Identify situations in which mechanical energy is or is not conserved. |
7.19 - 7.27 |
7.22 - 7.33 |
|
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| (2)
Apply conservation of energy in analyzing the motion of systems of connected
objects, such as an Atwood’s machine. |
8.18 -
8.19,
15.21 |
8.20 - 8.21,
15.24 |
|
|
| (3)
Apply conservation of energy in analyzing the motion of objects that move
under the influence of springs. |
15.19 - 15.21 |
7.26 - 7.28,
15.21 - 15.24 |
|
|
| (4)
Apply conservation of energy in analyzing the motion of objects that move
under the influence of other non-constant one-dimensional forces. |
|
7.26 - 7.28 |
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| c)
Students should be able to recognize and solve problems that call for
application both of conservation of energy and Newton’s Laws. |
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4.
Power
Students should understand the definition of
power, so they can: |
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|
| a)
Calculate the power required to maintain the motion of an object with
constant acceleration (e.g., to move an object along a level surface, to
raise an object at a constant rate, or to overcome friction for an object
that is moving at a constant speed). |
7.12, 7.16 |
7.15, 7.19 |
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|
| b)
Calculate the work performed by a force that supplies constant power, or the
average power supplied by a force that performs a specified amount of work. |
7.12, 7.15 |
7.15, 7.18 |
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| D.
Systems of particles, linear momentum |
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| 1.
Center of mass |
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| a)
Students should understand the technique for finding center of mass, so they
can: |
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| (1)
Identify by inspection the center of mass of a symmetrical object. |
|
8.22 |
|
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| (2)
Locate the center of mass of a system consisting of two such objects. |
|
8.22 |
|
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| (3)
Use integration to find the center of mass of a thin rod of non-uniform
density |
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| b)
Students should be able to understand and apply the relation between
center-of mass velocity and linear momentum, and between center-of-mass
acceleration and net external force for a system of particles. |
|
8.24 - 8.25 |
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|
| c)
Students should be able to define center of gravity and to use this concept
to express the gravitational potential energy of a rigid object in terms of
the position of its center of mass. |
|
12.3 - 12.4 |
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|
2.
Impulse and momentum
Students should understand impulse and linear
momentum, so they can: |
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| a)
Relate mass, velocity, and linear momentum for a moving object, and calculate
the total linear momentum of a system of objects. |
8.1, 8.6 |
8.1, 8.7 |
|
|
| b)
Relate impulse to the change in linear momentum and the average force acting
on an object. |
8.3 - 8.5 |
8.3 - 8.6 |
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|
| c)
State and apply the relations between linear momentum and center-of-mass
motion for a system of particles. |
|
8.22 - 8.26 |
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|
| d)
Calculate the area under a force versus time graph and relate it to the
change in momentum of an object. |
8.3 - 8.5 |
8.3 - 8.6 |
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|
| e)
Calculate the change in momentum of an object given a function F(t) for the net force
acting on the object. |
|
8.4 |
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| 3.
Conservation of linear momentum, collisions |
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| a)
Students should understand linear momentum conservation, so they can: |
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|
| (1)
Explain how linear momentum conservation follows as a consequence of Newton’s
Third Law for an isolated system. |
|
8.8 |
|
|
| (2)
Identify situations in which linear momentum, or a component of the linear
momentum vector, is conserved. |
8.6, 8.8 - 8.19 |
8.7, 8.9 - 8.21,
8.28 |
|
|
| (3)
Apply linear momentum conservation to one-dimensional elastic and inelastic
collisions and two-dimensional completely inelastic collisions. |
8.6, 8.8 -
8.15,
8.18 - 8.19 |
8.7, 8.9 - 8.16, 8.19 - 8.21 |
|
|
| (4)
Apply linear momentum conservation to two-dimensional elastic and inelastic
collisions. |
|
8.17 - 8.18 |
|
|
| (5)
Analyze situations in which two or more objects are pushed apart by a spring
or other agency, and calculate how much energy is released in such a process. |
|
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| b)
Students should understand frames of reference, so they can: |
|
|
|
|
| (1)
Analyze the uniform motion of an object relative to a moving medium such as a
flowing stream. |
|
4.22 - 4.25,
41.1 |
|
|
| (2)
Analyze the motion of particles relative to a frame of reference that is
accelerating horizontally or vertically at a uniform rate. |
|
9.10 |
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|
| E.
Circular motion and rotation |
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|
1.
Uniform circular motion
Students should understand the uniform circular
motion of a particle, so they can: |
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| a)
Relate the radius of the circle and the speed or rate of revolution of the
particle to the magnitude of the centripetal acceleration. |
9.4 |
9.4 |
|
|
| b)
Describe the direction of the particle’s velocity and acceleration at any
instant during the motion. |
9.1, 9.4 |
9.1, 9.4 |
|
|
| c)
Determine the components of the velocity and acceleration vectors at any
instant, and sketch or identify graphs of these quantities. |
9.1,
9.4,
10.11 - 10.12,
10.14 |
9.1, 9.4,
10.14 - 10.15,
10.17 |
|
|
| d)
Analyze situations in which an object moves with specified acceleration under
the influence of one or more forces so they can determine the magnitude and
direction of the net force, or of one of the forces that makes up the net
force, in situations such as the following: |
|
|
|
|
| (1)
Motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or
car rounding a banked curve). |
9.6 - 9.8, 9.10 |
9.7 - 9.9, 9.11 |
|
|
| (2)
Motion in a vertical circle (e.g., mass swinging on the end of a string, cart
rolling down a curved track, rider on a Ferris wheel). |
9.11 - 9.12 |
9.12 - 9.13 |
|
|
| 2.
Torque and rotational statics |
|
|
|
|
| a)
Students should understand the concept of torque, so they can: |
|
|
|
|
| (1)
Calculate the magnitude and direction of the torque associated with a given
force. |
11.1 - 11.2 |
11.1 - 11.2 |
|
|
| (2)
Calculate the torque on a rigid object due to gravity. |
11.1 - 11.2,
11.33 |
11.1 - 11.2,
11.39 |
|
|
| b)
Students should be able to analyze problems in statics, so they can: |
|
|
|
|
| (1)
State the conditions for translational and rotational equilibrium of a rigid
object. |
12.1 |
12.1 |
|
|
| (2)
Apply these conditions in analyzing the equilibrium of a rigid object under
the combined influence of a number of coplanar forces applied at different
locations. |
12.1 - 12.9 |
12.1 - 12.10 |
|
|
| c)
Students should develop a qualitative understanding of rotational inertia, so
they can: |
|
|
|
|
| (1)
Determine by inspection which of a set of symmetrical objects of equal mass
has the greatest rotational inertia. |
|
11.6, 11.8 |
|
|
| (2)
Determine by what factor an object’s rotational inertia changes if all its
dimensions are increased by the same factor. |
|
11.6, 11.8 |
|
|
| d)
Students should develop skill in computing rotational inertia so they can
find the rotational inertia of: |
|
|
|
|
| (1)
A collection of point masses lying in a plane about an axis perpendicular to
the plane. |
|
11.6 |
|
|
| (2)
A thin rod of uniform density, about an arbitrary axis perpendicular to the
rod. |
|
11.8, 11.12,
11.14 |
|
|
| (3)
A thin cylindrical shell about its axis, or an object that may be viewed as
being made up of coaxial shells. |
|
11.8, 11.12 |
|
|
| e)
Students should be able to state and apply the parallel-axis theorem. |
|
11.14 - 11.15 |
|
|
| 3.
Rotational kinematics and dynamics |
|
|
|
|
| a)
Students should understand the analogy between translational and rotational
kinematics so they can write and apply relations among the angular
acceleration, angular velocity, and angular displacement of an object that
rotates about a fixed axis with constant angular acceleration. |
|
Chapter 10 |
|
|
| b)
Students should be able to use the right-hand rule to associate an angular
velocity vector with a rotating object. |
|
10.18 |
|
|
| c)
Students should understand the dynamics of fixed-axis rotation, so they can: |
|
|
|
|
| (1)
Describe in detail the analogy between fixed-axis rotation and straight-line
translation. |
|
Chapter 10 |
|
|
| (2)
Determine the angular acceleration with which a rigid object is accelerated
about a fixed axis when subjected to a specified external torque or force. |
|
11.5, 11.9,
11.11, 11.13 |
|
|
| (3)
Determine the radial and tangential acceleration of a point on a rigid
object. |
|
10.15, 10.17 |
|
|
| (4)
Apply conservation of energy to problems of fixed-axis rotation. |
|
|
|
|
| (5)
Analyze problems involving strings and massive pulleys. |
|
11.11 |
|
|
| d)
Students should understand the motion of a rigid object along a surface, so
they can: |
|
|
|
|
| (1)
Write down, justify, and apply the relation between linear and angular
velocity, or between linear and angular acceleration, for an object of
circular crosssection that rolls without slipping along a fixed plane, and
determine the velocity and acceleration of an arbitrary point on such an
object. |
|
11.20 - 11.23 |
|
|
| (2)
Apply the equations of translational and rotational motion simultaneously in
analyzing rolling with slipping. |
|
11.20 - 11.23 |
|
|
| (3)
Calculate the total kinetic energy of an object that is undergoing both
translational and rotational motion, and apply energy conservation in
analyzing such motion. |
|
11.20 - 11.23 |
|
|
| 4.
Angular momentum and its conservation |
|
|
|
|
| a)
Students should be able to use the vector product and the right-hand rule, so
they can: |
|
|
|
|
| (1)
Calculate the torque of a specified force about an arbitrary origin. |
|
11.2 - 11.4 |
|
|
| (2)
Calculate the angular momentum vector for a moving particle. |
|
11.26,
11.28 - 11.29 |
|
|
| (3)
Calculate the angular momentum vector for a rotating rigid object in simple
cases where this vector lies parallel to the angular velocity vector. |
|
11.26 - 11.27 |
|
|
| b)
Students should understand angular momentum conservation, so they can: |
|
|
|
|
| (1)
Recognize the conditions under which the law of conservation is applicable
and relate this law to one- and two-particle systems such as satellite
orbits. |
|
11.33 - 11.35,
13.22 |
|
|
| (2)
State the relation between net external torque and angular momentum, and
identify situations in which angular momentum is conserved. |
|
11.33 -
11.35,
13.22 |
|
|
| (3)
Analyze problems in which the moment of inertia of an object is changed as it
rotates freely about a fixed axis. |
|
11.33 -
11.35 |
|
|
| (4)
Analyze a collision between a moving particle and a rigid object that can
rotate about a fixed axis or about its center of mass. |
|
|
|
|
| F.
Oscillations and Gravitation |
|
|
|
|
1.
Simple harmonic motion (dynamics and energy relationships)
Students should understand simple harmonic motion, so they can: |
|
|
|
|
| a)
Sketch or identify a graph of displacement as a function of time, and
determine from such a graph the amplitude, period, and frequency of the
motion. |
15.2 - 15.6 |
15.2 - 15.7 |
|
|
| b)
Write down an appropriate expression for displacement of the form A sin wt or
A cos wt to describe the motion. |
15.2,
15.3 - 15.5 |
15.2,
15.4 - 15.6 |
|
|
| c) Find
an expression for velocity as a function of time. |
|
15.10 -
15.11,
15.13 |
|
|
| d)
State the relations between acceleration, velocity, and displacement, and
identify points in the motion where these quantities are zero or achieve
their greatest positive and negative values. |
15.9, 15.11,
15.13 |
15.10,
15.12,
15.13, 15.15 |
|
|
| e)
State and apply the relation between frequency and period. |
15.3 |
15.4 |
|
|
| f)
Recognize that a system that obeys a differential equation of the form d2x/dt2 = –ω2x must execute simple
harmonic motion, and determine the frequency and period of such motion. |
|
15.13, 15.17 |
|
|
| g)
State how the total energy of an oscillating system depends on the amplitude
of the motion, sketch or identify a graph of kinetic or potential energy as a
function of time, and identify points in the motion where this energy is all
potential or all kinetic. |
15.19 |
15.21 - 15.22 |
|
|
| h)
Calculate the kinetic and potential energies of an oscillating system as
functions of time, sketch or identify graphs of these functions, and prove
that the sum of kinetic and potential energy is constant. |
15.19 - 15.21 |
15.21 - 15.24 |
|
|
| i)
Calculate the maximum displacement or velocity of a particle that moves in
simple harmonic motion with specified initial position and velocity. |
|
15.10, 15.40 |
|
|
| j)
Develop a qualitative understanding of resonance so they can identify
situations in which a system will resonate in response to a sinusoidal
external force. |
|
15.35 - 15.36 |
|
|
2.
Mass on a spring
Students should be able to apply their knowledge
of simple harmonic motion to the case of a mass on a spring, so they can: |
|
|
|
|
| a)
Derive the expression for the period of oscillation of a mass on a
spring. |
|
15.17 |
|
|
| b)
Apply the expression for the period of oscillation of a mass on a
spring. |
15.17, 15.20 |
15.19, 15.23 |
|
|
| c)
Analyze problems in which a mass hangs from a spring and oscillates
vertically. |
15.21, 15.32 |
15.24, 15.40 |
|
|
| d)
Analyze problems in which a mass attached to a spring oscillates
horizontally. |
15.20, 15.32 |
15.23, 15.40 |
|
|
| e)
Determine the period of oscillation for systems involving series or parallel
combinations of identical springs, or springs of differing lengths. |
|
15.19 |
|
|
3.
Pendulum and other oscillations
Students should be able to apply their knowledge of simple harmonic motion
to the case of a pendulum, so they can: |
|
|
|
|
| a)
Derive the expression for the period of a simple pendulum. |
|
15.28 |
|
|
| b)
Apply the expression for the period of a simple pendulum. |
15.23, 15.24 |
15.26, 15.29 |
|
|
| c)
State what approximation must be made in deriving the period. |
15.23 |
15.23, 15.27,
15.28 |
|
|
| d)
Analyze the motion of a torsional pendulum or physical pendulum in order to
determine the period of small oscillations. |
|
15.25,
15.30, 15.31 |
|
|
4.
Newton’s law of gravity
Students should know Newton’s Law of Universal Gravitation, so they can: |
|
|
|
|
| a)
Determine the force that one spherically symmetrical mass exerts on
another. |
13.1, 13.7 |
13.1, 13.11 |
|
|
| b)
Determine the strength of the gravitational field at a specified point
outside a spherically symmetrical mass. |
|
13.10 |
|
|
| c)
Describe the gravitational force inside and outside a uniform sphere, and
calculate how the field at the surface depends on the radius and density of
the sphere. |
|
13.3 - 13.5 |
|
|
5.
Orbits of planets and satellites
Students should understand the motion of an object
in orbit under the influence of gravitational forces, so they can: |
|
|
|
|
| a)
For a circular orbit: |
|
|
|
|
| (1)
Recognize that the motion does not depend on the object’s mass; describe
qualitatively how the velocity, period of revolution, and centripetal
acceleration depend upon the radius of the orbit; and derive expressions for
the velocity and period of revolution in such an orbit. |
13.10 - 13.20 |
13.14 - 13.27 |
|
|
| (2)
Derive Kepler’s Third Law for the case of circular orbits. |
|
13.26 |
|
|
| (3)
Derive and apply the relations among kinetic energy, potential energy, and
total energy for such an orbit. |
|
13.28 - 13.32 |
|
|
| b)
For a general orbit: |
|
|
|
|
| (1)
State Kepler’s three laws of planetary motion and use them to describe in
qualitative terms the motion of an object in an elliptical orbit. |
|
13.18 - 13.27 |
|
|
| (2)
Apply conservation of angular momentum to determine the velocity and radial
distance at any point in the orbit. |
|
13.22 - 13.23 |
|
|
| (3)
Apply angular momentum conservation and energy conservation to relate the
speeds of an object at the two extremes of an elliptical orbit. |
|
13.23 |
|
|
| (4)
Apply energy conservation in analyzing the motion of an object that is
projected straight up from a planet’s surface or that is projected directly
toward the planet from far above the surface. |
|
13.33 |
|
|
| II.
FLUID MECHANICS AND THERMAL PHYSICS |
|
|
|
|
| A.
Fluid Mechanics |
|
|
|
|
1.
Hydrostatic pressure
Students should understand the concept of pressure
as it applies to fluids, so they can: |
|
|
|
|
| a)
Apply the relationship between pressure, force, and area. |
14.3, 14.8 |
|
|
|
| b)
Apply the principle that a fluid exerts pressure in all directions. |
14.3, 14.15 |
|
|
|
| c)
Apply the principle that a fluid at rest exerts pressure perpendicular to any
surface that it contacts. |
14.3 |
|
|
|
| d) Determine
locations of equal pressure in a fluid. |
14.4 |
|
|
|
| e)
Determine the values of absolute and gauge pressure for a particular
situation. |
14.4, 14.6, 14.7 |
|
|
|
| f)
Apply the relationship between pressure and depth in a liquid, P = ρgh |
14.4, 14.6, 14.7 |
|
|
|
2.
Buoyancy
Students should understand the concept of buoyancy, so they can: |
|
|
|
|
| a)
Determine the forces on an object immersed partly or completely in a
liquid. |
14.9 - 14.14 |
|
|
|
| b)
Apply Archimedes’ principle to determine buoyant forces and densities of
solids and liquids. |
14.9 - 14.14 |
|
|
|
3.
Fluid flow continuity
Students should understand the equation of continuity so that they can
apply it to fluids in motion. |
14.18 - 14.19 |
|
|
|
4.
Bernoulli’s equation
Students should understand Bernoulli’s equation so that they can apply it
to fluids in motion. |
14.20 - 14.22 |
|
|
|
| B.
Temperature and heat |
|
|
|
|
1.
Mechanical equivalent of heat
Students should understand the “mechanical equivalent of heat” so they can
determine how much heat can be produced by the performance of a specified
quantity of mechanical work. |
21.2,
Chapters 21 & 22 |
|
|
|
2.
Heat transfer and thermal expansion
Students should understand heat transfer and
thermal expansion, so they can: |
|
|
|
|
| a)
Calculate how the flow of heat through a slab of material is affected by
changes in the thickness or area of the slab, or the temperature difference
between the two faces of the slab. |
19.23 |
|
|
|
| b)
Analyze what happens to the size and shape of an object when it is
heated. |
19.8 - 19.13 |
|
|
|
| c)
Analyze qualitatively the effects of conduction, radiation, and convection in
thermal processes. |
19.22 - 19.27 |
|
|
|
| C.
Kinetic theory and thermodynamics |
|
|
|
|
| 1.
Ideal gases |
|
|
|
|
| a)
Students should understand the kinetic theory model of an ideal gas, so they
can: |
|
|
|
|
| (1) State the assumptions
of the model. |
20.1 |
|
|
|
| (2)
State the connection between temperature and mean translational kinetic
energy, and apply it to determine the mean speed of gas molecules as a
function of their mass and the temperature of the gas. |
20.10 - 20.12 |
|
|
|
| (3)
State the relationship among Avogadro’s number, Boltzmann’s constant, and the
gas constant R, and express the energy of a mole of a monatomic ideal gas as
a function of its temperature. |
20.10 |
|
|
|
| (4)
Explain qualitatively how the model explains the pressure of a gas in terms
of collisions with the container walls, and explain how the model predicts
that, for fixed volume, pressure must be proportional to temperature. |
20.2 |
|
|
|
| b)
Students should know how to apply the ideal gas law and thermodynamic
principles, so they can: |
|
|
|
|
| (1)
Relate the pressure and volume of a gas during an isothermal expansion or
compression. |
20.3, 20.5, 21.20 |
|
|
|
| (2)
Relate the pressure and temperature of a gas during constant-volume heating
or cooling, or the volume and temperature during constant-pressure heating or
cooling. |
20.3, 20.5 - 20.8 |
|
|
|
| (3)
Calculate the work performed on or by a gas during an expansion or
compression at constant pressure. |
21.15 |
|
|
|
| (4)
Understand the process of adiabatic expansion or compression of a gas. |
21.18 |
|
|
|
| (5)
Identify or sketch on a PV diagram the curves that represent each of the
above processes. |
Chapter 21 |
|
|
|
| 2.
Laws of thermodynamics |
|
|
|
|
| a)
Students should know how to apply the first law of thermodynamics, so they
can: |
|
|
|
|
| (1)
Relate the heat absorbed by a gas, the work performed by the gas, and the
internal energy change of the gas for any of the processes above. |
21.1, Chapter 21 |
|
|
|
| (2)
Relate the work performed by a gas in a cyclic process to the area enclosed
by a curve on a PV diagram. |
21.7, Chapter 21 |
|
|
|
| b)
Students should understand the second law of thermodynamics, the concept of
entropy, and heat engines and the Carnot cycle, so they can: |
|
|
|
|
| (1)
Determine whether entropy will increase, decrease, or remain the same during
a particular situation. |
22.5, 22.8, 22.9 |
|
|
|
| (2)
Compute the maximum possible efficiency of a heat engine operating between
two given temperatures. |
22.10 |
|
|
|
| (3) Compute the
actual efficiency of a heat engine. |
22.1, 22.12,
22.13 |
|
|
|
| (4)
Relate the heats exchanged at each thermal reservoir in a Carnot cycle to the
temperatures of the reservoirs. |
22.1, 22.12 |
|
|
|
| III.
ELECTRICITY AND MAGNETISM |
|
|
|
|
