Curricular Requirements Page(s) SC1 The course covers Newtonian mechanics in depth and provides instruction in kinematics. 5 SC2 The course covers Newtonian mechanics in depth and provides instruction in Newton s laws of motion. 6 SC3 The course covers Newtonian mechanics in depth and provides instruction in work. 7 SC4 The course covers Newtonian mechanics in depth and provides instruction in energy. 7 SC5 The course covers Newtonian mechanics in depth and provides instruction in power. 7 SC6 The course covers Newtonian mechanics in depth and provides instruction in systems of particles. 8 SC7 The course covers Newtonian mechanics in depth and provides instruction in linear momentum. 8 SC8 The course covers Newtonian mechanics in depth and provides instruction in circular motion. 9 SC9 The course covers Newtonian mechanics in depth and provides instruction in rotation. 9 SC10 The course covers Newtonian mechanics in depth and provides instruction in oscillations. 10 SC11 The course covers Newtonian mechanics in depth and provides instruction in gravitation. 10 SC12 Introductory differential and integral calculus are used throughout the course. 2-4 SC13 The course utilizes guided inquiry and student-centered learning to foster the development of critical thinking skills. 2-3 SC14 Students spend a minimum of 20% of instructional time engaged in laboratory work. 2 SC15 A hands-on laboratory component is required. 2 SC16 Each student should complete a lab notebook or portfolio of lab reports. 2 1 P a g e
Course Description: Advanced Placement Physics C: Mechanics is for the student desiring a first semester calculus-based collegelevel physics course. Topics to be covered during this course range from kinematics, Newton s laws of motion, work, energy, and power, linear momentum, circular motion, and oscillations and gravitation. The laboratory is a vital part of this course that will assist in the hands-on learning of physical phenomenon through making observations, recording and analyzing quantitative data, and communicating conclusions through these results. Students will be expected to take the Advanced Placement Examination in Physics C: Mechanics and may be able to earn college credit or advanced standing based upon the scored earned on the examination. The entire course of study will have an emphasis and devotion to the deep understanding of each topic. Upon completion of this course the students will have mastery of the following: Read, understand, and interpret verbal, mathematical, and graphical physical information. Describe and explain the sequence of steps in the analysis of a particular physical phenomenon or problem. Use mathematical reasoning in a physical situation or problem. Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties. Laboratory: The laboratory is a crucial part of the AP Physics C: Mechanics course since this is the place where students will learn about physical phenomenon, situations, and problems with hands-on qualitative and quantitative observations. Students are engaged in hands-on laboratory work, integrated throughout the course, which accounts for a minimum of 20 percent of the course. Students will keep a laboratory notebook according to proper documentation procedures set forth by the instructor. Under the completion of the laboratory component of this course the students will be provided the opportunity to master the following: The inquiry process of laboratory investigations including the formulation of strategies to develop and test hypotheses Physical manipulations of equipment and quantitative measuring of such equipment (including computerbased laboratory equipment such as Vernier LabQuests, Vernier Probes, and Vernier s LoggerPro software). Processes and procedures of physical situations including observations and analysis of data Group collaboration and formal laboratory records and reports including scientific research, report, and display of results Physical understanding of problems and questions set forth by and/or in the laboratory Develop, record, and maintain evidence of their verbal, written, and graphic communication skills through laboratory reports, summaries of literature or scientific investigations, and oral, written, and graphic presentations. Students are provided the opportunity to engage 21 hands-on laboratory experiments integrated throughout the course while using computer-based laboratory equipment to support the learning objectives listed within the AP Physics C Course Description. Students will work independently or in groups of two depending upon the laboratory. They will collect, process, manipulate, and graph data from both qualitative and quantitative observations. Inquiry laboratories will be used in many of the experiment that will enable students to design, carry out, and analyze data using guided inquiry principles. A minimum of 4 unit projects will be completed by students that will allow for improved understanding of physical phenomenon as well as collection and analyzing of quantitative data while improving upon their design. 2 P a g e
Textbook, Laboratory Manuals, Virtual Laboratory Websites, and Study Guides: Serway, R. A., & Faughn, J. S. (2006). College Physics. (7 th edition). Belmont, CA: Thomson Brooks/Cole. [Primary Textbook] Dukerich, L. (2011). Advanced Physics with Vernier - Mechanics. Beaverton, Or: Vernier Software & Technology. Fullerton, D. (2017). The AP Physics C Companion. Webster, NY: Silly Beagle Productions. PhET. (n.d.). University of Colorado at Boulder. Retrieved from http://phet.colorado.edu/ The College Board (2014). AP Physics C Course Description 2014. The College Board (2014). AP Physics C Guided-Inquiry Experiments. Tipler, P. A., & Mosca, G. (2008). Physics for scientists and engineers. (6 th edition). New York: W.H. Freeman. Young, H. D. & Freedman, R. A. (2008). University physics. (12 th edition). Boston: Addison-Wesley. Homework Students will complete set of multiple choice and/or free response homework questions along with the reading of a physics text to gain greater understanding through unit topics of study. Homework will be assessed by homework quizzes at the end of each week as to measure and further develop deeper understanding. Tests: Timed multiple choice and free response tests will be administered at the culmination of each unit. Questions will cover content knowledge in a cumulative fashion to assess student understanding. Tests will be graded with the use of a rubric similar to found in Advanced Placement Physics C: Mechanics exam questions and timed as such. Students will have to apply mathematical and physical scientific knowledge to solve problems set forth over the topics articulated in the Advanced Placement Physics C Course Description. Whiteboarding: Whiteboarding of AP Free Response problems both individually and in pairs is a critical component of the AP Physics C: Mechanics course. Each week, one to two days will allow students to utilize collaboration, problem solving, and visual demonstration of understanding through past AP Exam questions. Therefore, an engaged lecture will be kept to approximately one day per week to teach the difficult physics problems that often incorporate differential and integral calculus within the solution. Grading Scale: 50% - Tests 25% - Classwork (Laboratory Work, Laboratory Notebooks, and Unit Projects) 25% - Homework Quizzes 3 P a g e
Course Outline: The Advanced Placement course is organized around the six content areas set forth in the AP Physics C Course Description. All enduring understandings, essential knowledge components, and learning objectives will be taught throughout the course of study through the following AP Physics C Mechanics Topics. Unit AP Physics C Mechanics Topic Time Frame Content Area 1 Background Skills Integrated Throughout All 2 Kinematics 4 weeks Content Area 1 3 Dynamics 5 weeks Content Area 2 4 Work, Energy, and Power 4 weeks Content Area 3 5 Momentum 5 weeks Content Area 4 6 Rotation 5 weeks Content Area 5 7 Oscillations 5 weeks Content Area 6 8 Gravitation 2 weeks Content Area 6 9 AP Review 3 weeks All Unit 1: Background Skills Significant Figures Scientific Notation Accuracy and Precision Metric System Trigonometry and Triangles Vectors and Scalars Vector Notation Dot Product Cross Product Graphing Calculus and Derivatives Calculus and Integration Background Skills will be reviewed and completed as a summer assignment and will be addressed throughout the year within each unit of study. Introductory differential and integral calculus are used throughout the course in almost every unit of study. 4 P a g e
Unit 2: Kinematics Defining Kinematic Quantities Speed and Velocity Acceleration Instantaneous Velocity and Acceleration Particle Diagrams of Motion Motion in Multiple Dimensions Uniformly Accelerated Motion Free Fall Objects Falling from Rest and Launched Upward Projectile Motion Angled Projectiles Path of a Projectile Relative Motion Laboratory: o Graphing of Kinematic Motion Laboratory Using Vernier Motion Detectors and Vernier Dynamics Cart systems, students will recreate positiontime, velocity-time, and acceleration-time graphs while investigating the relationships of differentials and integrations with each kinematic quantity. o Acceleration of Gravity Laboratory Students will determine the acceleration of gravity graphically by measuring and plotting the relationship between the distance and time for an object to fall. Through inquiry, students will develop the linear relationship between distance and time. o Vernier Projectile Motion Laboratory Students will use the Vernier Projectile Launcher and Time of Flight lab to investigate the projectile range as a function of a launch angle as well as predicting the ball landing point from the initial launch speed and angle. Projects: o Physics Catapult Students will build a catapult under design specifications to maximize the launch of a softball. 5 P a g e
Unit 3: Dynamics Newton s 1 st Law of Motion Free Body Diagrams Newton s 2 nd Law of Motion Elevators Equilibrium Friction Retarding and Drag Forces Ramps and Inclines Newton s 3 rd Law of Motion Pulleys and Atwood Machines o 2016 AP Exam Question #1 Laboratory Students will use Vernier Motion Detector and Force Sensor to measure the acceleration of a Vernier cart from different forces applied. By plotting these values, students will determine the mass of the cart and force of friction. o 2007 AP Exam Question #1 Laboratory Students will use a Vernier Force Sensor and pull at a specific angle to determine the coefficient of friction of various grits of sandpaper. Students will also predict the position-time and velocity-time graphs while confirming with Vernier Motion Detectors. o 2010 AP Exam Question #1 Laboratory Students will use coffee filters and Vernier Motion Detectors to graphically represent the relationship between mass and terminal velocity and plotting to find the drag force constant. Students will also predict and confirm position-time and velocity-time graphs using Vernier Motion Detectors. o 2017 AP Exam Question #1 Laboratory Students will use a vertical Atwood Machine to measure the acceleration of the system using different masses. The acceleration of gravity will be developed by a linear plot of these variables. Students will also predict and test the difference of the acceleration and tension of an Atwood Machine on a horizontal table compared to the vertical Atwood Machine. Projects: o Rube-Goldberg Project Students will design and build a Rube Goldberg-style machine that uses different types of energy to accomplish a single task, and document the operation of their machine with digital video. 6 P a g e
Unit 4: Work, Energy, and Power Work Non-Constant Forces Hooke s Law Work in Multiple Dimensions Work-Energy Theorem Energy and Conservative Forces Conservation of Energy Power o 2013 AP Exam Question #1 Laboratory Students will use Vernier Dynamics Carts, Motion Detectors, and Springs to plot the velocity versus time of this system. Students will then predict and test the position-time graph of this system and calculate the force constant of the spring. o 2012 AP Exam Question #2 Laboratory Students will perform an inquiry experiment investigating the conservation of mechanical energy involving a transformation from initial gravitational potential energy to translational kinetic energy. Students will design the experiment and measure variables to calculate gravitational potential energy and translational kinetic energy while giving physical explanations for increases or decreases in energy during the experiment. o 2014 AP Exam Question #1 Laboratory Students will use Vernier Dynamics Carts and Photogates to plot the cart speed as a function of position. Students will compare measured values versus the predicted values while developing physical explanations for precision and error. Project: o Mousetrap Car Competition Students will build a mousetrap-powered car designed to travel a maximum distance in a straight line. 7 P a g e
Unit 5: Momentum Defining Momentum Force and Momentum Impulse Conservation of Linear Momentum Types of Collisions Collisions in Multiple Dimensions Center of Mass Center of Mass by Inspection Center of Mass for Systems of Particles Center of Mass by Integration o Impulse and Momentum: Experiment 10A and 10B from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect force, velocity, and time data as a cart experiences different types of collisions. Students will determine an expression for the change in momentum in terms of the force and duration of a collision. o Momentum and Collisions: Experiment 11A and B from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect velocity- time data for two carts experiencing different types of collisions. Students will compare system momentum and kinetic energy before and after collisions. o 2016 AP Exam Question #2 Laboratory Students will investigate a non-linear spring s distance of compression during a collision of two different mass carts. Students will predict and compare speeds of the carts after collision as well as determining the force constant of the spring. Projects: o Water Bottle Rocket Competition Students will design and build a water bottle rocket that will stay in the air for a maximum amount of time. 8 P a g e
Unit 6: Rotation Uniform Circular Motion Centripetal Force Vertical Circular Motion Rotational Kinematics Frequency and Period Moment of Inertia Parallel Axis Theorem Torque Rotational Kinetic Energy Rotational Dynamics Rolling Angular Momentum Conservation of Angular Momentum Translational vs. Rotational Momentum o Centripetal Acceleration: Experiment 12A from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will use a Vernier Centripetal Force Apparatus, Force Sensors, and Photogates to analyze velocity vectors of an object undergoing uniform circular motion to determine the direction of the acceleration vector at any given moment. Students will collect force, velocity, and radius data for a mass undergoing uniform circular motion. Students will determine the relationship between force, mass, velocity, and radius for an object undergoing uniform circular motion. Students will also use this relationship and Newton s second law to determine an expression for centripetal acceleration. o Centripetal Acceleration: Experiment 12B from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will use a Vernier Centripetal Force Apparatus, Force Sensors, and Photogates to analyze velocity vectors of an object undergoing uniform circular motion to determine the direction of the acceleration vector at any given moment. Students will collect force, velocity, and radius data for a mass swinging as a pendulum. Students will determine the relationship between force, mass, velocity, and radius when the force is perpendicular to the velocity. Students will also use this relationship and Newton s second law to determine an expression for centripetal acceleration. o Rotational Dynamics: Experiment 13 from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect angular acceleration data for objects subjected to torque using Vernier Rotary Motion Sensor. Students will also determine an expression for the torque applied to a rotating system and the relationship between torque and angular acceleration. The slope of a linearized graph will be related to system parameters and students will make and test predictions of the effects of changes in system parameters on the constant of proportionality. o Conservation of Angular Momentum: Experiment 14 from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect angle versus time and angular velocity versus time for rotating systems using Vernier Rotary Motion Sensor. The graphs of angle versus time and angular velocity versus time will be analyzed before and after changes in the moment of inertia. Students will determine the effect of changes in the moment of inertia on the angular momentum of the system. 9 P a g e
Unit 7: Oscillations Simple Harmonic Motion Spring-Block Oscillators Vertical Spring-Block Oscillators Spring Combinations (Parallel and Series) The Physical Pendulum o Simple Harmonic Motion: Experiment 15 from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect position versus time data as a mass, hanging from a spring, is set in oscillating motion. Students will then determine the best fit equation for the position versus time graph, define the terms of amplitude, offset, phase shift, period, and angular frequency, and relate the parameters in the best-fit equation for the position versus time graph to their physical counterparts in the system. Lastly, students will use deductive reasoning to predict the system mass required to produce a given value of angular frequency in the curve fit to Simple Harmonic Motion. o Simple Harmonic Motion: Experiment 16 from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect position versus time data as a mass, hanging from a spring, is set in oscillating motion. Students will predict characteristics of the corresponding velocity versus time and acceleration versus time graphs, produce these graphs, and determine the best-fit equations for each. Lastly, students will relate the net force and acceleration for a system undergoing Simple Harmonic Motion. o Pendulum Periods: Experiment 17 from Advanced physics with Vernier Mechanics (Dukerich, 2011). Students will collect angle versus time data for a simple pendulum and determine the best-fit equation for the graph of these variables. From an analysis of the forces acting on the pendulum bob, students will derive the equation describing the motion of the pendulum and relate the parameters in the best-fit equation graph to their physical counterparts in the system. Lastly, students will determine the period of oscillation from the analysis of the graph and account for the deviation from constant periods when the amplitude becomes large. Unit 8: Gravitation Newton s Law of Universal Gravitation Gravitational Fields Gravitational Fields in Shells and Spheres Gravitational Potential Energy Orbits Kepler s Law of Planetary Motion o 2005 AP Exam Question #2 Laboratory with Simulation Students will utilize a Kepler s Third Law simulation to measure the orbital period and orbital radius for four planets in our solar system. Students will then derive an equation for the orbital period of a planet as a function of its orbital radius and through linearizing a graph, a calculated determination of the mass of the sun can be accomplished. Unit 9: AP Review 10 P a g e