AP Physics 1 Course Syllabus

Transcription

1 AP Physics 1 Course Syllabus Description [CR5] AP Physics 1 expands upon the concepts introduced in Physical Science to help students understand the physical world around them. The course opens with a review of the mathematical skills needed in a college or university physics course. It then quickly proceeds into classical physics, starting with mechanics and kinematics, a mathematical interpretation of how the world works developed by Isaac Newton. Students then continue on to learn about harmonic motion and waves. The course concludes with an exploration of electricity and DC circuits. Throughout the course, students learn to apply these concepts to the world around them through lessons, readings, homework problems and laboratories. Lab work will be essential to this course (at least 25% of class time will be spent on labs), and thus careful note-taking and data-recording practices will be taught and encouraged. (Course Description for AP Physics can be found online at: Textbook [CR1] Giancoli, Douglas C. Physics. 6 th edition. Pearson Prentice Hall Classroom Rules 1. Always show respect for your teacher and classmates. 2. Always raise your hand to be recognized. 3. Always show your work. 4. Always try your best. Required Materials 1. Notebook a. 3-ring Binder (preferred) b. Spiral Notebook c. Marble Notebook 2. Loose Leaf Paper (college ruled) and/or Graph Paper 3. Pencils and Erasers 4. Pens (black or blue ink) 5. Calculator a. Scientific b. Graphing Optional Materials 1. Engineering Paper 2. Geometry Kit a. Ruler b. Compasses c. Protractor Grading 1. Assignments 50%

2 a. Homework b. Classwork c. Special Projects d. Labs 2. Assessment 35% a. Tests & Quizzes 3. Participation 15% a. Attendance b. Class Participation c. Notebook Checks Extra Credit [CR8] Extra credit work can only be used to replace existing Assignment grades, and will take the form of a written essay or special project. For a written essay, the student must select a common scientific idea or principle, summarize it, and give sound scientific arguments for its acceptance in scientific thought. Alternatively, the student may select a popular pseudoscientific idea, summarize it, and provide an adequate refutation of it claims to validity. Limit of 2 extra credit assignments per student per 9 weeks. Special Projects [CR3, CR4] Students will have the opportunity to complete special projects related to the field of physics and engineering, including but not limited to a bridge-building project (3 rd nine weeks), catapult contest, or constructing a pendulum that counts exact seconds. Details of each project will be revealed as the time for them approaches. Lab Work [CR5, CR6b, CR7] Approximately 25% of instructional time will be spent on laboratory experiments [CR5] following a guided-inquiry format, and designed to demonstrate procedural guidelines for lab experimentation and prepare the student for college-level lab work, including designing procedures, data gathering, data representation, analysis, drawing conclusions and calculating error/uncertainty. Labs may take more than one class period to finish and students may be required to complete their lab reports at home. Students are expected to keep careful and detailed records of their lab experiments, including hypotheses, materials, procedures, observations, data analysis and results/conclusions in a section of their binder to be designated as their lab notebook. Lab Reports [CR7] Laboratory reports should include the following components: - Title - Objective/Problem Statement - Hypothesis (if applicable) - Procedures (if applicable): what is being done and why is it being done that way - Observations/Data: all observational raw data should go here - Data Analysis/Calculations: equations, calculations (show steps), graphs and any other analysis of data should go here - Results/Conclusions: state what can be concluded from the data analysis, and what you learned; error calculations and commentary on possible sources of error would also go here.

3 Lab Fees To cover the costs of special lab materials, this course will require a $10 lab fee. This fee is mandatory for all students. This fee will be collected at a later date TBD. Lab Safety All students must adhere to specified lab safety protocols while participating in laboratory experiments. Failure to do so will result in grade penalties or other disciplinary action. Peace When the peace sign is held up and your instructor asks for peace, all students must immediately give their undivided attention, and should indicate their readiness by also holding up the peace sign. Failure to respect the peace will result in disciplinary action. Additional Reading (optional) Etkina, Eugenia, Michael Gentile, and Alan Van Heuvelen. College Physics. Pearson, Feynman, Richard P. Six Easy Pieces. Basic Books McKinley, Christine. Physics for Rock Stars. Perigee Books Walker, Jearl. The Flying Circus of Physics. Wiley Publishing Spivak, Michael. Calculus. 4 th edition. Publish or Perish Hewitt, Paul G. Conceptual Physics. 11 th edition. Addison-Wesley By signing below, you agree to comply with all rules and requirements outlined above to the absolute best of your ability. Student Name (print) Student Signature Parent Name (print) Parent Signature

4 Labs & Activities [CR4, CR6a, CR6b] Lab 1: Constant Velocity Students will observe motion of constant velocity, record observations and create graphs plotting displacement vs. time, velocity vs. time, and acceleration vs. time. (EU 3.A, 4.A) Lab 2: Acceleration [Guided-Inquiry] Given an inclinable track, a low-friction cart, a meter stick, and a timing device, students will design an experiment to determine the acceleration of the cart. Students will describe observed motion qualitatively, organize the data into a meaningful table, and construct a graph that can be used to determine the acceleration of the object. (EU 3.A, 4.A) (SP 2, 3, 4, 5) Lab 3: Free Fall Structured lab to demonstrate computer data acquisition. Using computer-based data collection, students will record the time for a free falling object from various heights. Students will graph results in order to determine the value of the acceleration due to gravity (g). (EU 3.A, 4.A) (SP 2, 5) Lab 4: Projectile Motion Students will fire a projectile horizontally and use the results to mathematically determine the launch velocity. Subsequently students will fire the projectile at several launch angles while experimentally determining maximum height and maximum range. Results will be compared to calculated values. Students will also construct a variety of graphs involving displacement, velocity, and acceleration. (EU 3.A, 4.A) (SP 2, 4, 5) Lab 5: Statics Using masses, strings, and spring scales, students will suspend the masses in several configurations in equilibrium while recording the tension in each string. The results will also be compared to free-body diagrams of each suspended mass. (EU 3.A, 3.B) (SP 1, 2, 5, 7) Lab 6: Atwood s Machine [Guided Inquiry] Determine the acceleration of gravity using two masses, a string, a pulley, a meter stick, and a timer. (EU 1.A, 1.C, 3.A, 3.B) (SP 2, 4, 5) Lab 7: Friction [Guided Inquiry] Given a ramp, a pulley, a string, unequal masses, a meter stick, a timer, and a spring scale, students will design a series of experiments to determine the coefficients of static and kinetic friction. In addition, determine the acceleration of the object when forces are unbalanced. (EU 1.A, 1.C, 3.A, 3.B) (SP 1, 2, 3, 4, 5, 6, 7) Lab 8: Circular Motion

5 Determine the speed of a mass moving as a conical pendulum using two methods: kinematics of uniform circular motion and by summing forces. Compare the results obtained by both methods. (EU 1.A, 3.A, 3.B) (SP 1, 2, 4, 5, 7) Lab 9: Work and Energy [Guided Inquiry] Design a lab to determine the effect on internal energy due to non-conservative forces. Data collected will be presented graphically in order to determine the work done. In addition, students will calculate changes in kinetic energy to the work done. Students will share the results with the class and discuss whether or not the results are consistent with the work energy theorem. (EU 3.E, 4.C, 5.B) (SP 1, 2, 4, 5, 6) Lab 10: Momentum Using low friction carts, capable of colliding elastically and inelastically, students will design experiments to verify conservation of momentum and kinetic energy for both types of collisions. Analysis will include graphing the motion of each cart before, during and after the collision. (EU 5.D) (SP 2, 3, 4, 5, 6, 7) Lab 11: Rotational Statics [Guided Inquiry] Students will design a lab to demonstrate rotational statics, using a balanced meter stick and a series of weights. (EU 3.F) (SP 4, 5) Lab 12: Conservation of Energy in Rotation Given an apparatus that rotates horizontally due to the vertical motion of a mass draped over a pulley, students will collect a variety of data to determine the moment of inertia of the rotating system, the net torque acting on the system, the angular and linear acceleration, the final velocity of the system, and the work done during the motion. Students will also use conservation of energy to determine the final velocity and compare this to the value obtained using torque and kinematics. (EU 3.F, 4.D, 5.B) (SP 4, 5) Lab 13: Angular Momentum [Guided Inquiry] Using a pulley and a rotating platform, students will design a lab involving a rotating system where a net torque results in angular acceleration. Students will also make changes to the system s configuration to explore the effect on angular momentum. Students will compare the change in angular momentum to the change in average torque multiplied by time. (EU 3.F, 4.D, 5.E) (SP 1, 2, 4, 5) Lab 14: Hooke s Law [Guided Inquiry] Students will design a two-part lab. In the first part, they will determine the relationship between a spring s restoring force, spring constant, and displacement. In the second part of the lab, students will examine the oscillation of the spring determining the period of the oscillation, the energy of the system, and the force and speed acting on the mass at various locations during the oscillation. (EU 3.B, 5.B) (SP 4, 5) Lab 15: Gravitational Fields [Guided Inquiry]

6 Using a pendulum, students will design a lab to determine the strength of the gravity field on Earth. (EU 3.B, 5.A, 5.B) (SP 2, 3, 4, 5, 7) Lab 16: Circular Orbits Students will use the PhET simulation My Solar System to construct a planetary system consisting of a sun and a single planet. They will vary the radius and determine the speed required for uniform circular motion, and graph the data to calculate G for the PhET universe. (EU 3.A, 5.A, 5.B, 5.E) (SP 1,2,4,5,6) Lab 17: Waves Using an adjustable wave driver, students will generate standing waves in a string. In the first part of the lab, the medium will remain constant (constant string tension and length) while frequency is varied to identify the fundamental frequency and several harmonics. In the second phase of the lab, the tension will be varied to access the effect on frequency, wavelength, and wave speed of altering the medium. In the third phase, the effect of changing wave amplitude will be explored. Students will quantitatively determine period, frequency, wavelength and wave speed. Students will assess the effect on wave energy due to changes in frequency, wavelength, and amplitude. (EU 6.A, 6.B, 6.D) (SP 4, 5) Lab 18: Speed of Sound [Guided Inquiry] Using a tube submerged in water, a set of tuning forks, and a meter stick, design an experiment to determine the speed of sound in air. (EU 6.B, 6.D) (SP 4, 5, 6, 7) Lab 19: Ohm s Law Using a multi-meter, students will explore the relationships between emf, current, and resistance in a simple circuit. The rate that electric energy is consumed by the circuit will also be determined. (EU 5.B) (SP 5, 6) Lab 20: Circuits Students construct one series and one parallel circuit involving the same three resistors. Measurements of potential, current, and resistance will be used to deduce Kirchhoff s Laws. The connections to conservation of charge and energy will be stressed. (EU 5.B) (SP 1, 6, 7) Additional Activities: [CR3] Engineering Project [CR4]: Students are tasked with designing and testing an apparatus or a structure, similar to a Science Olympiad event. Some examples are bridges, catapults, etc. Rules and limitations regarding materials and dimensions are set. Students are given the opportunity to test and refine their project. The finished products are then showcased in a competitive, yet friendly setting. (LO 1.C.1.1, 3.A.3.3, 3.B.1.2) Roller Coaster Project: Working in groups of three, students are asked to design a simple roller coaster using provided materials (a track with a vertical loop and toy cars) to test whether

7 the total energy of a car-earth system is conserved if there are no external forces exerted on it by other objects. Students include multiple representations of energy to provide evidence for their claims. Students use a bar chart, the mathematical expression of conservation of energy represented by the graph, and the corresponding calculations to evaluate whether the outcome of the experiment supports the idea of energy conservation. (LO 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.2, 4.C.1.1, 4.C.1.2) Torque and Forces in the Human Arm [CR4]: [Real-World Application] Students are asked to design and build an apparatus that mimics the forearm and biceps muscle system. The objective is to determine the biceps tension when holding an object in a lifted position and to allow to the students to make an interdisciplinary connection between physics and biology. Students may use the Internet to research the structure of the biceps muscle. They can use readily available materials in the classroom, such as a meter stick, a ring stand, weight hangers, an assortment of blocks, and a spring scale. In their lab journal, students are required to document the different stages of their design. Required elements include design sketches, force diagrams, mathematical representations of translational and rotational equilibrium, and numerical calculations. (LO 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4, 3.F.1.5) Speed of Sound in Air [CR8]: [Scientific Argumentation Skills] Working in small groups, students are asked to design two different procedures for determining the speed of sound in air. They will brainstorm their approaches and write them on the whiteboard. Each of the teams then presents their ideas to the class. They will receive feedback from their peers and then conduct their own experiments. They will record the revised procedures in their lab journals. During the post-lab discussion, the students discuss their results (evidence) by examining and defending one another s claims. Then as a class we reach consensus about the estimated value for the speed of sound. (LO 6.A.2.1, 6.A.4.1, 6.B.4.1)

8 Course Breakdown [CR2a-j] UNIT 1. KINEMATICS One-dimensional kinematics (constant velocity and uniform accelerated motion) Vectors (vector components and resultants) Projectile Motion (2-dimensional kinematics) Big Idea 3 Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.3 UNIT 2. DYNAMICS Forces, types, and representation (free-body diagrams) Newton s First Law Newton s Third Law Newton s Second Law Applications of Newton s Second Law Friction Ropes, Pulleys and Tension Big Ideas 1, 2, 3, 4 Learning Objectives: 1.C.1.1, 1.C.1.3, 2.B.1.1, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.B.1.1, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.4.1, 3.C.4.2, 4.A.1.1, 4.A.2.1, 4.A.2.2, 4.A.2.3, 4.A.3.1, 4.A.3.2 UNIT 3. CIRCULAR MOTION AND GRAVITATION Uniform angular motion Dynamics of uniform angular motion Universal Law of Gravitation Big Ideas 1, 2, 3, 4 Learning Objectives: 1.C.3.1, 2.B.1.1, 2.B.2.1, 2.B.2.2, 3.A.3.1, 3.A.3.3, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.1.1, 3.C.1.2, 3.C.2.1, 3.C.2.2, 3.G.1.1, 4.A.2.2 UNIT 4. ENERGY Work Power Kinetic energy Gravitational potential energy Elastic potential energy Conservation of energy Big Ideas 3, 4, 5 Learning Objectives: 3.E.1.1, 3.E.1.2, 3.E.1.3, 3.E.1.4, 4.C.1.1, 4.C.1.2, 4.C.2.1, 4.C.2.2, 5.A.2.1, 5.B.1.1, 5.B.1.2, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2, 5.B.5.1, 5.B.5.2, 5.B.5.3, 5.B.5.4, 5.B.5.5, 5.D.1.1, 5.D.1.2, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1, 5.D.2.3 UNIT 5. MOMENTUM Impulse Momentum Conservation of momentum Elastic and inelastic collisions Big Ideas 3, 4, 5 Learning Objectives: 3.D.1.1, 3.D.2.1, 3.D.2.2, 3.D.2.3, 3.D.2.4, 4.B.1.1, 4.B.1.2, 4.B.2.1, 4.B.2.2, 5.A.2.1, 5.D.1.1, 5.D.1.2, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1, 5.D.2.2, 5.D.2.3, 5.D.2.4, 5.D.2.5, 5.D.3.1 UNIT 6. SIMPLE HARMONIC MOTION Linear restoring forces

9 Simple harmonic motion (and SHM graphs) Pendulums Mass-spring systems Big Ideas 3, 5 Learning Objectives: 3.B.3.1, 3.B.3.2, 3.B.3.3, 3.B.3.4, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2 UNIT 7. ROTATIONAL MOTION Torque Center of mass Moment and rotational kinematics Rotational dynamics and rotational inertia Rotational energy Angular momentum Conservation of angular momentum Big Ideas 3, 4, 5 Learning Objectives: 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4, 3.F.1.5, 3.F.2.1, 3.F.2.2, 3.F.3.1, 3.F.3.2, 3.F.3.3, 4.A.1.1, 4.D.1.1, 4.D.1.2, 4.D.2.1, 4.D.2.2, 4.D.3.1, 4.D.3.2, 5.E.1.1, 5.E.1.2, 5.E.2.1 UNIT 8. MECHANICAL WAVES Traveling waves Wave characteristics Sound Superposition Standing waves on a string Standing sound waves Big Idea 6 Learning Objectives: 6.A.1.1, 6.A.1.2, 6.A.1.3, 6.A.2.1, 6.A.3.1, 6.A.4.1, 6.B.1.1, 6.B.2.1, 6.B.4.1, 6.B.5.1, 6.D.1.1, 6.D.1.2, 6.D.1.3, 6.D.2.1, 6.D.3.1, 6.D.3.2, 6.D.3.3, 6.D.3.4, 6.D.4.1, 6.D.4.2, 6.D.5.1 UNIT 9. ELECTROSTATICS Electric charge Conservation of charge Electric force and Coulomb s Law Big Ideas 1, 3, 5 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 3.C.2.1, 3.C.2.2, 5.A.2.1 UNIT 10. DC CIRCUITS Electric resistance Ohm s Law DC circuits Series and parallel connections Kirchhoff s Laws Big Ideas 1, 5 Learning Objectives: 1.B.1.1, 1.B.1.2, 1.E.2.1, 5.B.9.1, 5.B.9.2, 5.B.9.3, 5.C.3.1, 5.C.3.2, 5.C.3.3