2 (divided among multiple units) 1, 4 4,5, 6, 7 4, 5, 6, 7 4, 9

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1 Curricular Requirements CR1 Students and teachers have access to college-level resources including college-level textbooks and reference materials in print or electronic format. CRa The course design provides opportunities for students to develop understanding of the foundational principles of kinematics in the context of the big ideas that organize the curriculum framework. CRb The course design provides opportunities for students to develop understanding of the foundational principles of dynamics in the context of the big ideas that organize the curriculum framework. CRc The course design provides opportunities for students to develop understanding of the foundational principles of gravitation and circular motion in the context of the big ideas that organize the curriculum framework. CRd The course design provides opportunities for students to develop understanding of the foundational principles of simple harmonic motion in the context of the big ideas that organize the curriculum framework. CRe The course design provides opportunities for students to develop understanding of the foundational principles of linear momentum in the context of the big ideas that organize the curriculum framework. CRf The course design provides opportunities for students to develop understanding of the foundational principles of energy in the context of the big ideas that organize the curriculum framework. CRg The course design provides opportunities for students to develop understanding of the foundational principles of rotational motion in the context of the big ideas that organize the curriculum framework. CRh The course design provides opportunities for students to develop understanding of the foundational principles of electrostatics in the context of the big ideas that organize the curriculum framework. CRi The course design provides opportunities for students to develop understanding of the foundational principles of electric circuits in the context of the big ideas that organize the curriculum framework. CRj The course design provides opportunities for students to develop understanding of the foundational principles of mechanical waves in the context of the big ideas that organize the curriculum framework. CR Students have opportunities to apply AP Physics 1 learning objectives connecting across enduring understandings as described in the curriculum framework. These opportunities must occur in addition to those within laboratory investigations. CR4 The course provides students with opportunities to apply their knowledge of physics principles to real world questions or scenarios (including societal issues or technological innovations) to help them become scientifically literate citizens. CR5 Students are provided with the opportunity to spend a minimum of 5 percent of instructional time engaging in hands-on laboratory work with an emphasis on inquirybased investigations. CR6a The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles. CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices. CR7 The course provides opportunities for students to develop their communication skills by recording evidence of their research or scientific investigations through verbal, written, and graphic presentations. CR8 The course provides opportunities for students to develop written and oral scientific argumentation skills. Page(s) 1 (divided among multiple units) 8 8 1, 4 4,5, 6, 7 4, 5, 6, 7 4 4, 9

2 AP Physics 1 Course Overview In this challenging and exciting exploration to understand the laws that govern the universe, students act as scientists to develop working models of physical phenomena. Students meet five days a week and for four of those five days the instructional time is 55 minutes; the other day it is 40 minutes. They will spend at least 5 percent of class time engaged in hands-on laboratory work and investigations in which they have the opportunity to apply the science practices. [CR 5] Science Practices The student can use representations and models to communicate scientific phenomena and solve scientific problems. The student can use mathematics appropriately. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. The student can perform data analysis and evaluation of evidence. The student can work with scientific explanations and theories. The student is able to connect and relate knowledge across various scales, concepts, and representations in an across domains. Specific topics of study include motion, forces, gravity, energy, momentum, electricity, mechanical waves and sound. These topics are studied within the context of six of the seven big ideas of physics. Big Ideas of Physics 1. Objects and systems have properties such as mass and charge. Systems may have internal structure.. Fields existing in space can be used to explain interactions.. The interactions of an object with other objects can be described by forces. 4. Interactions between systems can result in changes in those systems. 5. Changes that occur as a result of interactions are constrained by conservation laws. 6. Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena. 7. The mathematics of probability can be used to describe the behavior of complex systems and to interpret the behavior of quantum mechanical system. (this big ideas is addressed in AP Physics ) AP Physics 1 is a rigorous course. This course is the equivalent of the first semester of a typical algebra based college physics course. ( College Board 014). Print Resources [CR 1] Serway, R.A., Vuille, C. (015). College Physics (High School Edition) (10 th ed). Stamford, CT: Cengage Learning Zober, G.P., Zober, P. (015). Fast Track to A 5 Preparing for the AP Physics 1 and AP Physics Examinations. Boston, MA: Cengage Learning OpenStax College, CollegePhysics. OpenStax College. 1 June 01. < 1

3 Course Syllabus-First Semester Instructional Time Foundational Principles (Class Periods) 7 Introduction to Science Practices Paper Airplane Science vs. Reality Graphing Skills Linear Relationships 4 Energy Introduction: Model of Energy After this introduction, principles of energy are further developed and discussed in all of the other units 0 Kinematics in 1D Constant Velocity Particle Model o Buggy Lab Uniformly Accelerated Particle Model o Wheel & Axle Lab Kinetic Energy 15 Dynamics Models of Constant Force (Newton s Laws) o Modified Atwood s Machine Lab o Force Table Work o Pulling an Object Lab Power Efficiency Gravitational Potential Energy 15 Kinematics in D Projectile Motion Uniform Circular Motion Newton s Law of Universal Gravitation Discussion of energy as it relates to D motion 7 Conservation of Energy Potential Energy Review Kinetic Energy Review Conservation of Energy o Keeping Track of the Energy Lab 14 Simple Harmonic Motion & Energy (Oscillating Particle Model) Simple Pendulum o Pendulum Lab Spring-Mass Systems o Hooke s Law Lab o Oscillating Particle Lab o Gravitational Mass and Inertial Mass Gravitational vs. Inertial Mass Lab Big Ideas Science practices 1,,5,6 Curricular Requirements,4,5 [CR f] 1,,,4,5 [CR a] 1,,,4,5 1,,,4 [CR b] [CR f] [CR b] [CR c],4,5 [CR f] 1,,4,5,6 (one learning objective from 6 not part of grade in Semester 1) [CR d]

4 Course Syllabus-Second Semester Instructional Time Foundational Principles (Class Periods) 15 Collisions & Interactions (Impulsive Force Model) Linear Momentum o Impulse and Changes in Momentum Lab Conservation of Linear Momentum o Conservation of Linear Momentum Lab 15 Rotational Motion (Models of Rotating Bodies) Models of Rotating Bodies Rotational Kinematics Rotational Dynamics o Torque Lab o Rotational Moment of Inertia Lab Rotational Energy Conservation of Angular Momentum o Torque and Changes in Angular Momentum Lab 15 Electrostatics and Simple DC Circuits Electric Charge and its Conservation o Sticky Tape Investigation Electric Force Electric Fields Simple DC Circuits o Introduction to Current, Potential Difference, and Resistance o Use Ohm s law and Kirchhoff s laws to Analyze Simple, Series, and Parallel Circuits. Series and Parallel Circuits Lab 0 Mechanical Waves (Models of Mechanical Waves) Mechanical Waves o Standing Waves on a String Lab Sound o Resonance in Tubes Closed at One End Lab Big Ideas Curricular Requirements,4,5 [CR e],4,5 [CR g] 1,,5 [CR h] [CR i] 6 [CR j]

5 Laboratory Investigations and the Science Practices At least 5% of instructional time is spent in laboratory work. [CR5] Many of the models of physical phenomena that are developed in class are developed through labs. All students are required to individually record all lab notes in their lab notebook. For most labs, students will record the following information in their notebook: [CR7] Title Purpose Plan and Prediction Procedure and Apparatus Data Evaluation of Data Conclusion Typically data and observations will be gathered and analyzed by student teams (7 or fewer students). Findings will then be shared and discussed as a class with the goal of seeing if an agreement can be reached regarding a model that provides a means of predicting and explaining the behavior of the system being studied. During the class discussion student teams engage in a discussion with each other in which they must report their findings in a coherent and convincing argument and articulate their reasons for the claims that they make. They will also evaluate and question the claims of other student teams and provide feedback regarding procedural and analytical methods that the other teams chose to use. [CR8] After the class discussion each student will write their own conclusion in their lab notebook in which they present any models of the physical phenomena that were observed during the lab, cite experimental evidence for these models, and account for any differences between their actual observations and the observations that would be expected based upon the models. Throughout all lab experiences in the course, 19 of which are listed below, all seven of the science practices [CR 6b] and a majority of the foundational principles are addressed. [CR 6a] Investigation Identifier Guided-Inquiry (GI): Students investigate a teacher-presented question using procedures that they design and/or select. Name of Lab Investigation/Activity Buggy Lab (GI) Wheel & Axle Lab (GI) Short Description Students will determine the relationship between the positions of a constant velocity vehicle and the instances of time at which those positions are noted. Students will determine the relationship between the positions of Wheel and Axle rolling down rails and the instances of time at which those positions are noted. Learning Objectives.A.1.1,.A.1.,.A.1..A.1.1.A.1.,.A.1. Science Practices 1.1, 1.5,.1,.,.1,.,., 4., 4., 5.1, , 1.,.,., 6., 6. 4

6 Name of Lab Investigation/Activity Modified Atwood s Machine Lab(GI) Force Table Pulling an Object Lab (GI) Pendulum Lab (GI) Hooke s Law Lab (GI) Oscillating Particle Lab(GI) Short Description Students will use a Modified Atwood s machine to determine the relationship between the unbalanced force acting upon a system, the mass of the system, and the acceleration of the system. Student teams will have the task of determining the amount of mass that will need to be placed on a hanger and over the edge of the table in order to establish an equilibrium condition for a metal ring that currently has unbalanced forces on it. Students will be investigating the relationship between a force applied to an object and the distance over which that force is applied. A connection will be made to the area under a Force vs. Displacement graph and the energy transferred through work Students will find the relationship between the Period of a Pendulum and the Pendulum s mass, starting amplitude, and string length. Students will find the relationship between the force applied to a spring and the spring s change in length. Students will find the relationship between the period of oscillation for an object on a spring displaced from equilibrium, the mass of the object, the amplitude of displacement, and the stiffness of the spring. Learning Science Objectives Practices 1.C.1.1, 1.1,.1,.B.1.1.,., 6., 7..B , 1.5,.1,., 4., 5.1, C.., 5.B.5.1, 5.B.5..B..1,.B..,.B..4 5.B.5.1, 5.B.5..B..1,.B.. 4.1, 4., 4., 5.1, 5., 5., 6.1, 6., 6.4, 7..,., 4.1, 4., 4., 4.4, 6., 7..,., 4.1, 4., 4., 4.4, 6., , 1.5,.1,.,.1,.,., 4.1, 4.4, 5.1, 6., 6.4, 7. 5

7 Name of Lab Investigation/Activity Gravitational vs. Inertial Mass Lab Keeping Track of the Energy Lab (GI) Impulse and Changes in Momentum Lab Conservation of Linear Momentum Lab (GI) Torque Lab (GI) Rotational Moment of Inertia Lab (GI) Short Description Students will conduct experiments to determine both the gravitational mass and inertial mass of an object. Students will make quantitative predictions about how much energy is stored in the initial and final states of a system. They will then make measurements that will allow them to compare their predicted values of energy to the actual values. They will discuss reasons for discrepancies between their predicted and actual values. Students will measure the force applied to a moving cart as it slows the cart down, turns it around, and speeds it up again in the opposite direction. They will compare a force vs. time graph with the change in momentum of the cart Students will design and conduct an experiment to verify the law of conservation of momentum and compare their predicted values to their actual findings. Students will use a lever to find the relationship between the distance the effort force is applied from the fulcrum and the magnitude of that force that is required to balance a constant torque on the opposite side of the fulcrum. Students will find the relationship between the torque applied to an object and the object s angular acceleration. Learning Science Objectives Practices 1.C..1 1., 1.5,.1,.,., 4.1, 5.1, 5., 6.1, 6., 6.5, 7. 4.C.1.1, 1.4, 1.5, 4.C.1.,.1,., 5.B..1,., 4.1, 5.B , 5.1, 5., 5., 6.1, 6.,.D.1.1,.D..,.D..4, 4.B.1.1, 4.B.1., 4.B.. 5.D.1.4, 5.D.., 5.D , , 1.5,., 4.1, 5.1, 6.1, ,.1,.,., 4.1, 4., 4., 5., 6.4.F.1.4., 4.1, 6..F..1,.F.., 4.D..1., 4.1, 6. 6

8 Name of Lab Investigation/Activity Torque and Changes in Angular Momentum Lab (GI) Sticky Tape Investigation Series and Parallel Circuits Lab (GI) Standing Waves on a String Lab (GI) Resonance in Tubes Closed at One End Lab (GI) Short Description Students will apply a torque to an object and then make measurements that will allow them to compare a torque vs. time graph with the change in in angular momentum of the object. Students use pieces of transparent tape to learn about charge and develop a model of matter that accounts for the properties of charged objects. Students will design and conduct experiments to verify Kirchhoff s loop rule and Kirchhoff s Junction rule. They will compare predicted values to their actual findings and will also identify reasons for discrepancies between their predicted and actual values. Students will find the relationship between the frequency of a periodic wave and its wavelength by investigating standing waves on a string. Students will predict the standing wave pattern that can be created in a tube open on one end and close on the other. They will then design and conduct an experiment to test their prediction and will discuss reasons for discrepancies between their predicted pattern and the observed pattern. Learning Science Objectives Practices.F.., 1.4,., 4.D..1,., 4.1, 4.D.., 4.D.. 5.1, 5., 6.1, 6. 1.A.5.1, 1.B.1.1, 4., 4.4, 1.B.1., 5.1, 5., 1.B , 6., 6.4, 7.1, 7. 5.B.9., 1.4,., 5.C.. 4.1, 4., 4., 4.4, B..1, 1.1, 1.4, 6.B.4.1, 6.D.1., 6.D..1.,., 4.1, 4., 4., 4.4, 5.1, 5., 6.1, 6., 7. 6.D.. 1.4, 1.5,.,.,., 4.1, 6.4, 6.5 7

9 Instructional Activity Examples Applying Learning Objectives across Enduring Understandings: How do you Roll? [CR ] Students will observe a demonstration of two rolls of toilet paper that are released above the ground from the same height. One roll will be dropped and the other roll will be released so it unwinds as it falls. They will notice that the roll that is unwinding as it falls take longer to reach the ground. Student teams will then be charged with the task of predicting the heights from which the rolls should be dropped such that they will land at the same time. Once they have a prediction they will receive two rolls of toilet paper of equal diameter and test their prediction. Time will be allotted for students to compare their calculated prediction to the observed and try to account for discrepancies. The activity will conclude with a class discussion in which teams present the method for arriving at their predicted values, how those values compared to the observed experimental values, and an accounting for discrepancies, if any. Learning Objectives.A.1.1 The student is able to express the motion of an object using narrative, mathematical, and graphical representations. [SP.].B.1.1 The student is able to predict the motion of an object subject to forces exerted by several objects using an application of Newton s second law in a variety of physical situations with acceleration in one dimension. 5.A..1 The student is able to define open and closed/isolated systems for everyday situations and apply conservation concepts for energy, charge, and linear momentum to those situations. [SP 6.4, 7.] Real World Application: Understanding your Electric Bill and Electricity Usage [CR 4] Students will obtain a photocopy of a recent electric bill (either for their own residence or one will be provided to them). They will white-out any personal information that is on the bill and then on the photocopy, or on an attached piece of paper, they will explain all of the information that is presented on the bill. Then they will look at all of the electric bills for their residence (or for the residence provided for them provided to them) for the last year. They will document their family s total electricity usage for each month for that entire year. They will present that information in a graph and then explain the trends they see by answering questions such as: When does your family use the most electricity? When does it use the least? Why? Finally, they will choose a product that uses electricity in their home. They will research the product and estimate how much energy that product uses during the course of a year. If it is advertised as an energy efficient/energy saving product they will explain what aspects of the product make it more efficient than its counterparts. If it is not an energy efficient/energy saving product they will propose a product that could replace what they currently are using and estimate the impact that would have on their electricity usage during the year. Learning Objectives 1.B.1.1 The student is able to make claims about natural phenomena based on conservation of electric charge. [SP 6.4] 5.A..1 The student is able to define open and closed/isolated systems for everyday situations and apply conservation concepts for energy, charge, and linear momentum to those situations. [SP 6.4, 7.] 8

10 Scientific Argumentation: The Elevator Ride [CR 8] Student learning teams are given a description of a man that rides in an elevator every day. During different portions of his ride he experiences different accelerations. The details about the motion during each portion of the ride are given to the students. The student teams then decide how to rank, from greatest to least, the portions of the elevator ride based the man s apparent weight. Each team prepares a whiteboard on which they indicate that ranking along with justification of why they believe their ranking to be correct. Their justifications may include words, diagrams, equations, and calculations. After having time to prepare the teams then present their thoughts to the rest of the class and defend why they believe their ranking to be correct. During this class discussion students critique the claims and justifications made by other teams and have the opportunity to respond to questions about their own claims and evidence. Ultimately, the teams come to, or are guided to, an agreement on which ranking is correct and why. Learning Objectives.B.1.1 The student is able to apply F = mg to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of a net force on objects and systems. [SP., 7.].A..1 The student is able to represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units, during the analysis of a situation. [SP 1.1].A..1 The student is able to analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces. [SP 6.4, 7.] 9