ADVANCED PLACEMENT PHYSICS 1

Transcription

1 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT OFFICE OF CURRICULUM AND INSTRUCTION SCIENCE DEPARTMENT ADVANCED PLACEMENT PHYSICS 1 Grade Level: Credits: 5 BOARD OF EDUCATION ADOPTION DATE: AUGUST 29, 2016 SUPPORTING RESOURCES AVAILABLE IN DISTRICT RESOURCE SHARING APPENDIX A: ACCOMMODATIONS AND MODIFICATIONS APPENDIX B: ASSESSMENT EVIDENCE APPENDIX C: INTERDISCIPLINARY CONNECTIONS

2 FREEHOLD REGIONAL HIGH SCHOOL DISTRICT Board of Education Mr. Heshy Moses, President Mrs. Jennifer Sutera, Vice President Mr. Vincent Accettola Mr. William Bruno Mrs. Elizabeth Canario Mr. Samuel Carollo Mrs. Amy Fankhauser Mrs. Kathie Lavin Mr. Michael Messinger Central Administration Mr. Charles Sampson, Superintendent Dr. Nicole Hazel, Chief Academic Officer Dr. Jeffrey Moore, Director of Curriculum and Instruction Ms. Stephanie Mechmann, Administrative Supervisor of Curriculum & Instruction Dr. Nicole Santora, Administrative Supervisor of Curriculum & Instruction Curriculum Writing Committee Ms. Erin Rudowski Mr. Joseph Santonacita Mr. Michael Vannucci Supervisors Ms. Deana Farinick Ms. Kim Fox Mr. Brian Post Ms. Marybeth Ruddy Ms. Denise Scanga

3 AP PHYSICS I COURSE PHILOSOPHY Advanced Placement Physics I is an algebra-based college level course that prepares the students for further study in the sciences. In this course, students develop a conceptual understanding of physics through the application of science practices and inquiry-based investigations. The extensive number of laboratory investigations in this class reinforces the collaborative nature of science in which teams work together to use their learning to solve real-world problems. The course enduring understandings are based on the College Board s big ideas and the unit enduring understanding are based on the College Board enduring understandings. COURSE DESCRIPTION The College Board provides this description: AP Physics I is an algebra-based, introductory college-level physics course. Students cultivate their understanding of Physics through inquiry-based investigations as they explore topics such as Newtonian mechanics (including rotational motion); work, energy, and power; mechanical waves and sound; and introductory, simple circuits. COURSE SUMMARY COURSE GOALS CG1: Students will use scientific inquiry to develop hypotheses, evaluate data and information, account for assumptions, and develop explanations and theories to engineer solutions. CG2: Students will analyze and model physical systems in order to explain phenomena. CG3: Students will effectively communicate scientific ideas through multiple representations. CG4: Students will support and defend conclusions with evidence and research. COURSE ENDURING UNDERSTANDINGS COURSE ESSENTIAL QUESTIONS CEU1: Fields existing in space can be used to explain interactions. The interactions of an object with other objects can be described by forces. CEU2: Objects and systems have properties such as mass and charge. Systems have internal structure. Interactions between systems can result in changes in those systems. CEU3: Changes that occur as a result of interactions are constrained by conservation laws. CEU4: 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. CEQ1a: How do interactions affect real-world situations? CEQ1b: How and why do objects interact? CEQ2a: In what ways can a system be defined? CEQ2b: How do interactions affect the defined system? CEQ2c: How can one predict an object's continued motion, changes in motion, or stability? CEQ2d: How can we sort different interactions by similarities or differences? CEQ3a: Is energy infinite/limitless? CEQ3b: How can we use conservation to describe other phenomena? CEQ4a: What phenomena could demonstrate the properties of waves? CEQ4b: How do waves transfer energy and momentum?

4 UNIT TITLE UNIT GOALS & PACING UNIT GOALS & PACING RECOMMENDED DURATION Unit 1: Kinematics Students will represent one-dimensional motion in multiple ways in order to analyze and predict the motion of a system. 5 weeks Unit 2: Dynamics Unit 3: Circular/ Projectiles & Gravitation Unit 4: Momentum Students will investigate and represent interactions in multiple ways in order to analyze and make predictions about the changes in motion of a system. LG1: Students will represent two-dimensional motion in multiple ways in order to analyze and make predictions about the motion of a system. LG2: Students will analyze and make predictions about the variables that affect the gravitational field and force between two objects of mass. Students will represent phenomena in multiple ways to analyze, predict, and justify changes in momentum within and between systems and the surrounding environment. 5 weeks 4 weeks 3 weeks Unit 5: Work & Energy Students will represent phenomena in multiple ways to analyze, predict and justify energy transformations within and between systems and the surrounding environment. 3 weeks Unit 6: Rotational Dynamics Students will represent rotational motion and the quantities associated with rotational dynamics in multiple ways in order to analyze, predict and/or justify the changes in the rotational motion of a system. 3 weeks Unit 7: Electrostatics Students will investigate electrically charged systems to represent interactions between charged objects in multiple ways in order to analyze, predict and/or justify the changes in motion of the system.. 2 weeks Unit 8: Circuits Students will investigate simple direct current circuits to analyze, predict and/or justify their analyses of the physical quantities and set ups associated with basic circuitry. 3 weeks Unit 9: Simple Harmonic Motion Students will use multiple representations to analyze data, hypothesize, and predict the motion of oscillating systems. 2 weeks Unit 10: Waves and Sound Students will generate hypotheses and analyze data regarding the energy transfer in wave propagation and investigate the characteristics of waves. 4 weeks

5 AP PHYSICS I UNIT 1: Kinematics SUGGESTED DURATION: 5 WEEKS UNIT OVERVIEW UNIT LEARNING GOALS Students will represent one-dimensional motion in multiple ways in order to analyze and predict the motion of a system. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can solve advanced kinematics problems, scenarios and/or peer teach other students. The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of kinematics; differentiate between the physical quantities of position, displacement, distance and path length, velocity and speed, acceleration and time (both clock readings and time intervals), and the use of reference frames as an indicator for a particular motion; analyze data from a moving system to draw conclusions; 3 derive a mathematical representation of the motion of a system from velocity vs. time and acceleration vs. time graphs; apply concepts of graphical and mathematical representations to predict the position or motion of a system; analyze dot diagrams, motion diagrams, tables, position vs. time graphs, and velocity vs. time graphs; compare indices and rates to justify which ratio is fastest, steepest, etc.; and differentiate between a vector quantity and a scalar quantity and give examples of each. The student can: recognize different physical quantities and their corresponding metric units; identify the symbols that accompany physical quantities and units of measurements; recognize and define relevant terms; collect data from a moving system; 2 define a reference frame for a particular scenario; describe the motion of an object based on a defined reference frame; construct dot diagrams and motion diagrams; construct tables and graphs (e.g., position vs. time, velocity vs. time); and define a reference frame for a particular scenario. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: An object's motion in one dimension can be expressed and analyzed using EQ1a: Why might one representation of motion be more useful than another? multiple representations. EQ1b: In what ways can a person tell how an object is moving? EU2: Motion is relative to its observer. EQ2a: How can a person or object be standing still, moving at a constant velocity, and accelerating at the same time? EQ2b: In what ways can a person tell if a system is moving and how it is moving? EU3: The principles of kinematics (mechanics) can describe the motion of all objects. EQ3: How can we predict the motion or changes in motion of an object? EU4: Constant velocity in one dimension is a result of zero acceleration in that same EQ4: How can you change the rate of motion of an object? dimension.

6 COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3, 4 EQ1a, 1b, 2b, 3, EQ4 CCSS Literacy: RST , WHST a-e, WHST , WHST NGSS: SCI-HS-ETS1-2 Learning Objectives: 3.A.1-3 Science Practices: 1.5, 2.1, 2.2, 4.2, 4.3, 5.1 DOK: 4 DESCRIPTION Option 1: Students will perform a laboratory experiment in which they observe an object moving with a constant velocity and generate data. Students will produce models and multiple representations to express the motion of the object. Students will generate conclusions about the motion of the object supported by evidence. Option 2: Student will perform a laboratory experiment on an object with accelerated motion. Students will make observations, gather data and expresses the data graphically, mathematically and visually. Students will analyze the data to generate conclusions about displacement, velocity and acceleration and cite evidence to support their claim. Students must also interpret the meaning of the slope on each of the graphical representations.

7 TARGETED STANDARDS AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 3.A.1: An observer in a particular reference frame can describe the motion of an object using such quantities as position, displacement, distance, velocity, speed, and acceleration. a. Displacement, velocity, and acceleration are all vector quantities. b. Displacement is change in position. Velocity is the rate of change of position with time. Acceleration is the rate of change of velocity with time. Changes in each property are expressed by subtracting initial values from final values. c. A choice of reference frame determines the direction and the magnitude of each of these quantities. 4.A.1: The linear motion of a system can be described by the displacement, velocity, and acceleration of its center of mass. 4.A.2: The acceleration is equal to the rate of change of velocity with time, and velocity is equal to the rate of change of position with time. a. The acceleration of the center of mass of a system is directly proportional to the net force exerted on it by all objects interacting with the system and inversely proportional to the mass of the system. b. Force and acceleration are both vectors, with acceleration in the same direction as the net force. 3.A.1.1: Express the motion of an object using narrative, mathematical, and graphical representations. (SP 1.5, 2.1, 2.2) 3.A.1.2: Design an experimental investigation of the motion of an object. (SP 4.2) 3.A.1.3: Analyze experimental data describing the motion of an object and is able to express the results of the analysis using narrative, mathematical, and graphical representations. (SP 5.1) 4.A.1.1: Use multiple representations of the center of mass of an isolated two-object system to analyze the motion of the system qualitatively and semi-quantitatively. (SP 1.2, 1.4, 2.3, 6.4) 4.A.2.1: The student is able to make predictions about the motion of a system based on the fact that acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in position per unit time. (SP 6.4) 4.A.2.2: The student is able to evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified. (SP 5.3) 4.A.2.3: The student is able to create mathematical models and analyze graphical relationships for acceleration, velocity, and position of the center of mass of a system and use them to calculate properties of the motion of the center of mass of a system. (SP 1.4, 2.2) HS-PS2-1 Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. WHST Provide a concluding statement or section that follows from or supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Draw evidence from informational texts to support analysis, reflection, and research. RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

8 AP SCIENCE PRACTICES SP 1.2: Use representations and models of natural or man-made phenomena and systems in the domain. SP 1.4: Use representations and models of natural or man-made phenomena and systems in the domain. SP 1.5: Express key elements of natural phenomena across multiple representations in the domain. SP 2.1: Justify the selection of a mathematical routine to solve problems. SP 2.2: Apply mathematical routines to quantities that describe natural phenomena. SP 2.3: Estimate numerically quantities that describe natural phenomena. SP 4.2: Design a plan for collecting data to answer a particular scientific question. SP 5.1: Analyze data to identify patterns or relationships. SP 5.3: Evaluate the evidence provided by data sets in relation to a particular scientific question. SP 6.4: Make claims and predictions about natural phenomena based on scientific theories and models.

9 AP PHYSICS I UNIT 2: Dynamics SUGGESTED DURATION: 4 WEEKS UNIT OVERVIEW UNIT LEARNING GOALS Students will investigate and represent interactions in multiple ways in order to analyze and make predictions about the changes in motion of a system. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can apply Newtonian dynamics to solve advanced problems and to peer teach other students. The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of dynamics; apply the concept of force as an interaction between two objects to formulate solutions in various scenarios; analyze data from the physical quantities of acceleration, net force, mass, weight, and friction to draw conclusions; predict future or past states of a system using multiple representations of the system; 3 validate the correlation between restoring force and change in length of elastic material (Hooke's law), gravitational forces, weight, and mass (gravitational field strength); interpret motion diagrams and force diagrams; analyze a system using multiple representations of the system; and use problem solving strategies to formulate solutions to complex problems. The student can: use multiple representations to express the interactions of an object for a given scenario; use relevant terms to describe interactions; 2 recognize different physical quantities, their representative symbols, and their corresponding metric units; calculate physical quantities such as mass, acceleration, forces, and changes in velocity; and recognize proportionalities between physical quantities. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Classically, the acceleration of an object interacting with other objects can be EQ1a: How can an interaction influence the motion of a system? predicted by using a = ΣF/m. EQ1b: How accurate are acceleration predictions? EU2: All forces share certain common characteristics when considered by observers EQ2: How do you determine the most useful perspective? in inertial reference frames. EU3: At the macroscopic level, forces can be categorized as either field forces or EQ3: Under what conditions is it appropriate to consider an interaction as a contact contact forces. Certain types of forces are considered fundamental. force?

10 COMMON ASSESSMENT ALIGNMENT LG1 EU1 EQ1 CCSS Literacy: RST , WHST a-e, WHST , WHST NGSS: HS-ETS1-2, HS-PS2-1 Learning Objectives: 1.C.1.1, 3.A.2.1 Science Practices: 1.1, 4.1, 4.2, 4.3, 5.1, 5.3 DOK: 4 DESCRIPTION Option 1: Students will use a cart on an inclined plane, or a modified Atwood's machine to assess the claim that the direction of the unbalanced force is the same as the direction of the change in motion. Students will back up their claim using graphs of position and velocity vs. time. Option 2: Using a modified Atwood's machine, students will design an experiment to determine the relationship between acceleration, net force and mass of the system. Students will cite evidence from graphs of position vs. time and velocity vs. time to justify their claim. Option 3: Students will predict the motion of an object on an Atwood's machine. Students will defend their prediction citing evidence from the relationship between force, mass, and acceleration as well as data from the multiple representations. TARGETED STANDARDS AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 1.C.1: Inertial mass is the property of an object or a system that determines how its motion changes when it interacts with other objects or systems. 1.C.2: Gravitational mass is the property of an object or a system that determines the strength of the gravitational interaction with other objects, systems, or gravitational fields. a. The gravitational mass of an object determines the amount of force exerted on the object by a gravitational field. b. Near the Earth s surface, all objects fall (in a vacuum) with the same acceleration, regardless of their inertial mass. 2.B.1: A gravitational field at the location of an object causes a gravitational force of magnitude exerted on the object in the direction of the field. a. On Earth, this gravitational force is called weight. b. The gravitational field at a point in space is measured by dividing the gravitational force exerted by the field on a test object at that point by the mass of the test object and has the same direction as the force. 1.C.1.1: Design an experiment for collecting data to determine the relationship between the net force exerted on an object, its inertial mass, and its acceleration. (SP 4.2) 2.B.1.1: Apply to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of the effects of a net force on objects and systems. (SP 2.2, 7.2) 3.A.2.1: Represent forces in diagrams or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation. (SP 1.1) 3.A.3.1: 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, 7.2) 3.A.3.2: Challenge a claim that an object can exert a force on itself. (SP 6.1) HS-PS2-1 Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex realworld problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. WHST Provide a concluding statement or section that follows from or supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes.

11 AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 3.A.3.3: Describe a force as an interaction between two objects and identify both objects for any force. (SP 1.4) c. If the gravitational force is the only force exerted on the object, the observed free-fall acceleration of the object (in meters per second squared) is numerically equal to the magnitude of the gravitational field (in Newtons/kilogram) at that location. 3.A.2: Forces are described by vectors. a. Forces are detected by their influence on the motion of an object. b. Forces have magnitude and direction. 3.A.3: A force exerted on an object is always due to the interaction of that object with another object. a. An object cannot exert a force on itself. b. Even though an object is at rest, there may be forces exerted on that object by other objects. c. The acceleration of an object, but not necessarily its velocity, is always in the direction of the net force exerted on the object by other objects. 3.A.4: If one object exerts a force on a second object, the second object always exerts a force of equal magnitude on the first object in the opposite direction. 3.B.1: If an object of interest interacts with several other objects, the net force is the vector sum of the individual forces. 3.B.2: Free-body diagrams are useful tools for visualizing forces being exerted on a single object and writing the equations that represent a physical situation. a. An object can be drawn as if it was extracted from its environment and the interactions with the environment identified. b. A force exerted on an object can be represented as an arrow whose length represents the magnitude of the force and whose direction shows the direction of the force. 3.A.4.1: Construct explanations of physical situations involving the interaction of bodies using Newton s third law and the representation of action-reaction pairs of forces. (SP 1.4, 6.2) 3.A.4.2: Use Newton s third law to make claims and predictions about the action-reaction pairs of forces when two objects interact. (SP 6.4, 7.2) 3.A.4.3: Analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton s third law to identify forces.(sp 1.4) 3.B.1.1: 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. (SP 6.4, 7.2) 3.B.1.2: Design a plan to collect and analyze data for motion (static, constant, or accelerating) from force measurements and carry out an analysis to determine the relationship between the net force and the vector sum of the individual forces. (SP 4.2, 5.1) 3.B.1.3: Re-express a free-body diagram representation into a mathematical representation and solve the mathematical representation for the acceleration of the object. (SP 1.5, 2.2) 3.B.2.1: Create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively. (SP 1.1, 1.4, 2.2) WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Draw evidence from informational texts to support analysis, reflection, and research. RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible.

12 AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS c. A coordinate system with one axis parallel to the direction of the acceleration simplifies the translation from the free-body diagram to the algebraic representation. 3.C.4.1: Make claims about various contact forces between objects based on the microscopic cause of those forces. (SP 6.1) 3.C.4: Contact forces result from the interaction of one object touching another object, and they arise from interatomic electric forces. These forces include tension, friction, normal, spring (Physics 1). 4.A.2: The acceleration is equal to the rate of change of velocity with time, and velocity is equal to the rate of change of position with time. a. The acceleration of the center of mass of a system is directly proportional to the net force exerted on it by all objects interacting with the system and inversely proportional to the mass of the system. b. Force and acceleration are both vectors, with acceleration in the same direction as the net force. 4.A.3: Forces that systems exert on each other are due to interactions between objects in the systems. If the interacting objects are parts of the same system, there will be no change in the center-of-mass velocity of that system. 3.C.4.2: Explain contact forces (tension, friction, normal, buoyant, spring) as arising from interatomic electric forces and that they therefore have certain directions. (SP 6.2) 4.A.2.1: Make predictions about the motion of a system based on the fact that acceleration is equal to the change in velocity per unit time, and velocity is equal to the change in position per unit time. (SP 6.4) 4.A.2.2: Evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified. (SP 5.3) 4.A.2.3: Create mathematical models and analyze graphical relationships for acceleration, velocity, and position of the center of mass of a system and use them to calculate properties of the motion of the center of mass of a system. (SP 1.4, 2.2) 4.A.3.1: Apply Newton s second law to systems to calculate the change in the center-of-mass velocity when an external force is exerted on the system. (SP 2.2) 4.A.3.2: Use visual or mathematical representations of the forces between objects in a system to predict whether or not there will be a change in the center-ofmass velocity of that system. (SP 1.4)

13 AP SCIENCE PRACTICES SP 1.1: Create representations and models of natural or man-made phenomena and systems in the domain. SP 1.4: Use representations and models of natural or man-made phenomena and systems in the domain. SP 1.5: Re-express key elements of natural phenomena across multiple representations in the domain. SP 2.2: Apply mathematical routines to quantities that describe natural phenomena. SP 4.2: Design a plan for collecting data to answer a particular scientific question. SP 5.1: Analyze data to identify patterns or relationships. SP 5.3: Evaluate the evidence provided by data sets in relation to a particular scientific question. SP 6.1: Justify claims with evidence. SP 6.2: Construct explanations or phenomena based on evidence produced through scientific practices. SP 6.4: Make claims and predictions about natural phenomena based on scientific theories and models. SP 7.2: Connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

14 AP PHYSICS I UNIT 3: Circular/Projectiles & Gravitation SUGGESTED DURATION: 4 WEEKS UNIT OVERVIEW UNIT LEARNING GOALS LG1: Students will represent two-dimensional motion in multiple ways in order to analyze and make predictions about the motion of a system. LG2: Students will analyze and make predictions about the variables that affect the gravitational field and force between two objects of mass. UNIT LEARNING SCALE: LG2 4 In addition to score 3 performances, the student can apply Newtonian dynamics to solve advanced problems and to peer teach other students. The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of gravitational fields and forces; apply the concept of force as an interaction between two objects to formulate solutions in various scenarios; analyze data from the physical quantities of the net force, mass, weight, and gravitational interactions in uniform and non-uniform fields to draw conclusions; validate the conditions necessary to keep a system moving in a circular path; predict future or past states of a system using multiple representations of the system; 3 validate the correlation between gravitational forces, weight, and mass (gravitational field strength); interpret motion diagrams and force diagrams; analyze a system using multiple representations of the system; use problem solving strategies to formulate solutions to complex problems; predict how changes to the variable in the system will affect the system by applying Newton s laws and kinematics to gravitational forces; and explain the relationship between, gravitational forces, mass, distance between objects of mass (universal law of gravitation), weight, and mass (gravitational field strength). The student can: use multiple representations to express the interactions of an object for a given scenario; use relevant terms to describe interactions; 2 recognize different physical quantities, their representative symbols, and their corresponding metric units; recognize proportionalities between physical quantities; draw motion and force diagrams; and calculate physical quantities such as mass, acceleration, force, velocity, period, and radius. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3.

15 UNIT LEARNING SCALE: LG2 4 In addition to score 3 performances, the student can apply Newtonian dynamics to solve advanced problems and to peer teach other students. The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of gravitational fields and forces; apply the concept of force as an interaction between two objects to formulate solutions in various scenarios; analyze data from the physical quantities of the net force, mass, weight, and gravitational interactions in uniform and non-uniform fields to draw conclusions; predict future or past states of a system using multiple representations of the system; validate the correlation between gravitational forces, weight, and mass (gravitational field strength); 3 interpret motion diagrams and force diagrams; analyze a system using multiple representations of the system; use problem solving strategies to formulate solutions to complex problems; apply centripetal force and gravitational force to develop Kepler s 3 rd law of planetary motion; predict how changes to the variable in the system will affect the system by applying Newton s laws and kinematics to gravitational forces; and explain the relationship between, gravitational forces, mass, distance between objects of mass (i.e., universal law of gravitation), weight, and mass (i.e., gravitational field strength). The student can: use multiple representations to express the interactions of an object for a given scenario; use relevant terms to describe interactions; recognize different physical quantities, their representative symbols, and their corresponding metric units; 2 recognize proportionalities between physical quantities; draw motion and force diagrams; identify Kepler s laws of planetary motion; and calculate physical quantities such as mass, acceleration, force, velocity, period, and radius. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Classically, the acceleration of an object interacting with other objects can be EQ1a: How can an interaction influence the motion of a system? predicted by using a = ΣF/m. EQ1b: How accurate are acceleration predictions? EU2: Objects and systems have properties of inertial mass and gravitational mass EQ2: How do we evaluate the accuracy of a system's mass? that are experimentally verified to be the same and that satisfy conservation principles. EU3: A field associates a value of some physical quantity with every point in space. EQ3a: How does the field help describe interactions between objects? Field models are useful for describing interactions that occur at a distance (longrange forces) as well as a variety of other physical EQ3b: How do we know a field exists? phenomena. EU4: At the macroscopic level, forces can be categorized as either field forces or contact forces. Certain types of forces are considered fundamental. EQ4: Under what conditions is it appropriate to consider an interaction as a field force?

16 COMMON ASSESSMENT ALIGNMENT LG1, LG2 EU1, EU3 EQ1, EQ3 CCSS Literacy: RST , WHST a-e, WHST , WHST NGSS: HS-ETS1-2, HS-PS2-1, HS-PS2-4 Learning Objectives: 3.B.1.1, 3.B.1.2, 3.B.2.1, 3.E.1.3, 4.A.2.1, 4.A.3.1 Science Practices: 1.1, 1.4, 2.2, 4.2, 4.3, 5.1, 6.4 DOK: 4 DESCRIPTION Option 1: Students will design an experiment to measure and analyze the motion of a projectile traveling horizontally off a table top. Students will use multiple representations to present the object's motion in two-dimensions and use mathematical models to predict the final position of the object and hit a target. Option 2: Students will conduct a guided inquiry to measure and predict the period of a self-propelled object such as an airplane or a flying pig or cow, moving in a conical pendulum. Students will construct a FBD for the object moving on the conical pendulum, calculate the speed, period and angle for various string lengths, and graph the relationship between period vs. length, speed vs. length and angle vs. length. Option 3: Students will conduct a guided inquiry to determine the gravitational field constant near the Earth's surface. Students will use observations and data from the experiment generated free body diagrams, to determine force of the Earth, force diagrams, graph (Fe vs. mass) and analyze the slope to determine "g" in terms of N/kg. TARGETED STANDARDS AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 2.A.1: A vector field gives, as a function of position (and perhaps time), the value of a physical quantity that is described by a vector. a. Vector fields are represented by field vectors indicating direction and magnitude. b. When more than one source object with mass or 2.B.1.1: Apply mg to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of the effects of a net force on objects and systems. (SP 2.2, 7.2) electric charge is present, the field value can be 2.B.2.1: Apply g = GM r2 to calculate the determined by vector addition. gravitational field due to an object with mass c. Conversely, a known vector field can be used to make M, where the field is a vector directed inferences about the number, relative size, and location toward the center of the object of mass M. (SP of sources. 2.2) HS-PS2-4 Use mathematical representations of Newton s Law of Gravitation and Coulomb s Law to describe and predict the gravitational and electrostatic forces between objects. HS-ESS1-4 Use mathematical or computational representations to predict the motion of orbiting objects in the solar system. HS-ETS1-2 Design a solution to a complex real-world problem by breaking it down into smaller, more manageable problems that can be solved through engineering. 2.B.1: A gravitational field at the location of an object with mass m causes a gravitational force of magnitude mg to be exerted on the object in the direction of the field. a. On Earth, this gravitational force is called weight. b. The gravitational field at a point in space is measured by dividing the gravitational force exerted by the field on a test object at that point by the mass of the test object and has the same direction as the force. 2.B.2.2: Approximate a numerical value of the gravitational field (g) near the surface of an object from its radius and mass relative to those of the Earth or other reference objects. (SP 2.2) HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. WHST Provide a concluding statement or section that follows from or supports the argument presented.

17 AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS c. If the gravitational force is the only force exerted on the object, the observed free-fall acceleration of the object (in meters per second squared) is numerically equal to the magnitude of the gravitational field (in Newtons/kilogram) at that location. 3.C.1.1: Apply Newton s law of gravitation to calculate the gravitational force the two objects exert on each other and use that force in contexts other than orbital motion. (SP 2.2) 2.B.2: The gravitational field caused by a spherically symmetric object with mass is radial and, outside the object, varies as the inverse square of the radial distance from the center of that object. a. The gravitational field caused by a spherically symmetric object is a vector whose magnitude outside the object is equal to g = GM r 2. b. Only spherically symmetric objects will be considered as sources of the gravitational field. 3.C.1.1: Apply Newton s law of gravitation to calculate the gravitational force the two objects exert on each other and use that force in contexts other than orbital motion. (SP 2.2) 3.C.1.2: Apply Newton s law of gravitation to calculate the gravitational force between two objects and use that force in contexts involving orbital motion (for circular orbital motion only in Physics 1). (SP 2.2) WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Draw evidence from informational texts to support analysis, reflection, and research. RST Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. 3.C.1: Gravitational force describes the interaction of one object that has mass with another object that has mass. a. The gravitational force is always attractive. b. The magnitude of force between two spherically symmetric objects of mass m1 and m2 is Gm 1m 2 r 2 where r is the center-to-center distance between the objects. c. In a narrow range of heights above the Earth s surface, the local gravitational field, g, is approximately constant. RST Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. RST Evaluate the hypotheses, data, analysis, and conclusions in a science or technical text, verifying the data when possible and corroborating or challenging conclusions with other sources of information. RST Synthesize information from a range of sources (e.g., texts, experiments, simulations) into a coherent understanding of a process, phenomenon, or concept, resolving conflicting information when possible. AP SCIENCE PRACTICES SP 2.2: Apply mathematical routines to quantities that describe natural phenomena. SP 7.2: Connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

18 AP PHYSICS I UNIT 4: Momentum SUGGESTED DURATION: 3 WEEKS UNIT OVERVIEW UNIT LEARNING GOALS Students will represent phenomena in multiple ways to analyze, predict, and justify changes in momentum within and between systems and the surrounding environment. UNIT LEARNING SCALE 4 In addition to score 3 performances, the student can apply conservation of momentum to solve advanced problems and peer teach other students. The student can: use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to prove scenarios in terms of momentum; analyze data from multiple representations to make predictions about future or past states of a system; justify a claim regarding the conservation of momentum of the system supported with evidence; 3 communicate ideas and concepts using multiple representations (e.g., charts, force/free body diagrams, motion graphs, conservation bar charts, organized data tables); explain kinematics, Newton s laws, and energy in relation to momentum; interpret conservation bar charts; differentiate between elastic/inelastic, head-on, and glancing collisions; and use problem solving strategies and reasoning skills to formulate solutions to complex problems. The student can: recognize different physical quantities and their corresponding metric units; recognize the symbols that accompany physical quantities and units of measurement; determine if momentum is constant or conserved in a scenario and give evidence to support the claim; 2 identify the initial and final states of a scenario; construct conservation bar charts; define the objects of a system and identify external objects that exert forces and cause impulse; calculate values for physical quantities including momentum, impulse, mass, velocity, force, and time of impact; and use multiple representations (e.g., diagrams, charts, graphs, mathematical, verbal, written) to express scenarios. 1 The student needs assistance or makes larger errors in attempting to reach score 3 performances. 0 Even with help, the student does not exhibit understanding of performances listed in score 3. ENDURING UNDERSTANDINGS ESSENTIAL QUESTIONS EU1: Classically, the acceleration of an object interacting with other objects can be predicted by using a = ΣF/m. EU2: A force exerted on an object can change the momentum of the object. EU3: Interactions with other objects or systems can change the total linear momentum of a system. EU4: Certain quantities are conserved, in the sense that the changes of those quantities in a given system are always equal to the transfer of that quantity to or from the system by all possible interactions with other systems. The linear momentum of a system is conserved. EQ1a: How can an interaction influence the motion of a system? EQ1b: How accurate are acceleration predictions? EQ2: Why will an object in motion not indefinitely remain in motion? EQ3: Under what conditions would a system's total linear momentum change? EQ4a: When can a system's momentum be transferred and when can a system's momentum be transformed? When is it useful to look at changes in momentum as a transfer versus a transform? EQ4b: What physical quantities are conserved in physical phenomena?

19 COMMON ASSESSMENT ALIGNMENT LG1 EU1, 2, 3, 4 EQ1, 2, 3, 4a, 4b CCSS Literacy: RST , RST , RST , WHST a-e, WHST , WHST NGSS: HS-ETS1-2, HS-EST1-4, HS-PS2-1, HS-PS2-2 Learning Objectives: 5.D.1.1, 1.6, 2.1, 2.4 Science Practices: 4.1, 4.2, 4.3, 4.3, 5.1, 5.3, 6.4, 7.2 DOK: 4 DESCRIPTION Option 1: Students will conduct an experiment using collision carts and force and motion sensors to establish the relationship between the graphical representations of the force exerted on the cart over a period of time and the change in momentum. Students will analyze data expressed in multiple representations to predict the changes of momentum of systems and to determine if the momentum of a system has been conserved. Students will justify their claims with a written explanation, relevant calculations, and by citing evidence. Option 2: Students will design, evaluate and refine an experiment to test whether momentum is constant in an isolated system. Students will critique their design and justify how their design applies the concepts of the law of conservation of momentum. TARGETED STANDARDS AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 3.D.1: The change in momentum of an object is a vector in the direction of the net force exerted on the object. 3.D.1.1: Justify the selection of data needed to determine the relationship between the direction of the force exerted on an object and the change in momentum caused by that force. (SP 4.1) 3.D.2: The change in of an object occurs over a time interval. a. The force that one object exerts on a second object changes the momentum of the second object (in the absence of other forces on the second object). b. The change in momentum of that object depends on the impulse, which is the product of the average force and the time interval during which the interaction occurred. 4.B.1: The change in linear momentum for a constant-mass system is the product of the mass of the system and the change in velocity of the center of mass. 3.D.2.1: Justify the selection of routines for the calculation of the relationships between changes in momentum of an object, average force, impulse, and time of interaction. (SP 2.1) 3.D.2.2: Predict the change in momentum of an object from the average force exerted on the object and the interval of time during which the force is exerted. (SP 6.4) 3.D.2.3: Analyze data to characterize the change in momentum of an object from the average force exerted on the object and the interval of time during which the force is exerted. (SP 5.1) 3.D.2.4: Design a plan for collecting data to investigate the relationship between changes in momentum and the average force exerted on an object over time. (SP 4.2) HS-PS2-1 Analyze data to support the claim that Newton s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration. HS-PS2-2 Use mathematical representations to support the claim that the total momentum of a system of objects is conserved when there is no net force on the system. HS-PS2-3 Apply scientific and engineering ideas to design, evaluate, and refine a device that minimizes the force on a macroscopic object during a collision. HS-ETS1-1 Analyze a major global challenge to specify qualitative and quantitative criteria and constraints for solutions that account for societal needs and wants.

20 AP ESSENTIAL KNOWLEDGE AP LEARNING OBJECTIVES NGSS & CCSS STANDARDS 4.B.2: The change in linear momentum of the system is given by the product of the average force on that system and the time interval during which the force is exerted. a. The units for momentum are the same as the units of the area under the curve of a force versus time graph. b. The changes in linear momentum and force are both vectors in the same direction. 4.B.1.1: Calculate the change in linear momentum of a two-object system with constant mass in linear motion from a representation of the system (data, graphs, etc.). (SP 1.4, 2.2) 4.B.1.2: Analyze data to and the change in linear momentum for a constant-mass system using the product of the mass and the change in velocity of the center of mass. (SP 5.1) 5.A.1: A system is an object or a collection of objects. The objects are treated as having no internal structure. 5.A.2: For all systems under all circumstances, energy, charge, linear momentum, and angular momentum are conserved. For an isolated or a closed system, conserved quantities are constant. An open system is one that exchanges any conserved quantity with its surroundings. 5.A.3: An interaction can be either a force exerted by objects outside the system or the transfer of some quantity with objects outside the system. 5.A.4: The boundary between a system and its environment is a decision made by the person considering the situation in order to simplify or otherwise assist in analysis. 5.D.1: In a collision between objects, linear momentum is conserved. In an elastic collision, kinetic energy is the same before and after. a. In an isolated system, the linear momentum is constant throughout the collision. 4.B.2.1: Apply mathematical routines to calculate the change in momentum of a system by analyzing the average force exerted over a certain time on the system. (SP 2.2) 4.B.2.2: Perform analysis on data presented as a force-time graph and predict the change in momentum of a system. (SP 5.2) 5.A.2.1: 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, 7.2) 5.D.1.1: Make qualitative predictions about natural phenomena based on conservation of linear momentum and restoration of kinetic energy in elastic collisions. (SP 6.4, 7.2) 5.D.1.2: Apply the principles of conservation of momentum and restoration of kinetic energy to reconcile a situation that appears to be isolated and elastic, but in which data indicate that linear momentum and kinetic energy are not the same after the interaction, by refining a scientific question to identify interactions that have not been considered. Students will be expected to solve qualitatively and/or quantitatively for one-dimensional situations and only qualitatively in two-dimensional situations. (SP 2.2, 3.2, 5.1, 5.3) 5.D.1.3: Apply mathematical routines appropriately to problems involving elastic collisions in one dimension and justify the selection of those mathematical routines based on conservation of momentum and restoration of kinetic energy. (SP 2.1, 2.2) HS-ETS1-2 Design a solution to a complex realworld problem by breaking it down into smaller, more manageable problems that can be solved through engineering. HS-ETS1-3 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts. HS-ETS1-4 Use a computer simulation to model the impact of proposed solutions to a complex real-world problem with numerous criteria and constraints on interactions within and between systems relevant to the problem. WHST Provide a concluding statement or section that follows from or supports the argument presented. WHST Write informative/explanatory texts, including the narration of historical events, scientific procedures/experiments, or technical processes. WHST Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. WHST Draw evidence from informational texts to support analysis, reflection, and research.