Curricular Requirements Code Description Page CR1 CR2 CR2a CR2b CR2c CR2d CR2e CR2f CR2g CR2h CR2i CR2j CR3 CR4 CR5 CR6 Students and teachers have access to college-level resources including college-level textbooks and reference materials in print or electronic format. The course design provides opportunities for students to develop understanding of the AP Physics 1 foundational physics principles in the context of the big ideas that organize the curriculum framework. 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. 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. The course design provides opportunities for students to develop understanding of the foundational principles of circular motion and gravitation in the context of the big ideas that organize the curriculum framework. 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. 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. The course design provides opportunities for students to develop understanding of the foundational principle of energy in the context of the big ideas that organize the curriculum framework. 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. 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. 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. 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. 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. 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. Students are provided with the opportunity to spend a minimum of 25 percent of instructional time engaging in hands-on laboratory work with an emphasis on inquiry-based investigations. Students are provided the opportunity to engage in inquiry-based laboratory investigations that support the foundational principles and apply all seven science practices defined in the curriculum framework. 2 2-5 2-3 3 3 3 4 3-4 4 4 4-5 5 5-6 3-5 2 2-5 CR6a The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles. 2-5 CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices. 2-5 CR7 The course provides opportunities for students to develop their communication skills by recording evidence of their research of literature or scientific investigations through verbal, written, and graphic presentations. CR8 The course provides opportunities for students to develop written and oral scientific argumentation skills. 5-6 2!1
Course Overview AP Physics 1 is an algebra-based physics course designed as a first semester college physics course. This is an advanced class designed for students who are particularly interested in physics and/or related subjects. This class will cover topics of kinematics, dynamics, circular motion, gravitation, simple harmonic motion, momentum, energy, rotational motion, electrostatics, electric circuits, and mechanical waves. These topics will be connected to real world scenarios in all aspects of the course. Laboratory and other hands-on activities will comprise a significant portion of the course. The course will also involve independent research, scientific writing, and scientific argumentation. Resources Textbook: Walker, J. S. (2010). Physics (4th ed). San Francisco, CA: Addison-Wesley. [CR1] Course Syllabus Each unit will reference big ideas and learning objectives. Refer to the document AP Physics 1 Course and Exam Description on the class website or teacher page for an in-depth description of each big idea and learning objective. Each unit also includes laboratory investigations. Laboratory investigations and other hands-on activities comprise at least 25% of the course. [CR5] Students will maintain a dedicated lab notebook throughout the course. Twice per quarter, students will be required to write a full lab report detailing the theory, methods, data, analysis, and conclusion of a lab. [CR7] UNIT 1: NATURE OF PHYSICS AND MEASUREMENT Units and dimensions Metric system and metric prefixes Unit conversions Measurement uncertainty and significant figures - Estimating the volume of a human body (guided inquiry) UNIT 2: KINEMATICS [CR2a] Describe motion in 1 and 2 dimensions Work with uniform accelerated motion Apply vectors in 1 and 2 dimensions Work with free fall in 1 and 2 dimensions - Free fall: straight down - Projectile motion Big Ideas: 3 and 4 Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.3, 4.A.1.1, 4.A.2.1, 4.A.2.3!2
UNIT 3: DYNAMICS [CR2b] Mass and Forces Newton s Laws of Motion Gravitational field and force on Earth Force vectors and free body diagrams - Force vs acceleration - Pulling up by your bootstraps: Newton s 3rd Law (guided inquiry) - 2D force vectors: balance on an inclined plane Big Ideas: 1, 2, 3, and 4 Learning Objectives: 1.A.5.1, 1.C.1.1, 1.C.3.1, 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.2.2, 4.A.3.1, 4.A.3.2 UNIT 4: CIRCULAR MOTION AND GRAVITATION [CR2c] Newton s Universal Law of Gravitation Gravitational field and force in general Circular motion kinematics Centripetal acceleration and force Gravitational orbits - Finding G - Inverse square laws (open inquiry) - Turning radius: speed and centripetal acceleration [CR4] (guided inquiry) Big Ideas: 1, 2, 3, and 4 Learning Objectives: 1.C.3.1, 2.B.1.1, 2.B.2.2, 3.A.1.1, 3.A.1.2, 3.A.1.3, 3.A.2.1, 3.A.3.1, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.A.4.3, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.1.1, 3.C.1.2, 3.C.2.2, 3.G.1.1, 4.A.2.2, 4.C.1.1 UNIT 5: SIMPLE HARMONIC MOTION [CR2d] Describing simple harmonic motion: frequency, period, amplitude, and sine functions Spring force and Hooke s Law Spring-mass systems and simple pendulums - Spring force - Does amplitude affect frequency? (guided inquiry) Big Ideas: 3 and 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 6: ENERGY [CR2f] Work Energy and Kinetic Energy Gravitational and Spring Potential Energy Conservation of Energy Power!3
- Ball drop energy - Spring to gravitational potential energy challenge (guided inquiry) - Strong as a horse? Finding your horsepower [CR4] Big Ideas: 3, 4, and 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 7: LINEAR MOMENTUM [CR2e] Linear Momentum and Impulse Collisions and conservation of linear momentum - Collision lab: elastic and inelastic Big Ideas: 3, 4, and 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 8: TORQUE AND ROTATIONAL MOTION [CR2g] Rotational analogs: angle, angular velocity, angular acceleration Rotational kinematics Torque, rotational inertia, and rotational dynamics Rotational energy, and angular momentum - You spin me right round: spinning carnival rides [CR4] (guided inquiry) Big Ideas: 3, 4, and 5 Learning Objectives: 3.A.1.1, 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.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 9: ELECTROSTATICS [CR2h] Electric charge and conservation of charge Electric current Electrostatic force (Coulomb s Law) - Electrostatic force lab Big Ideas: 1, 3, and 5 Learning Objectives: 1B.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: ELECTRIC CIRCUITS [CR2i] Voltage, current, and resistance Basic DC circuits and Ohm s Law Power in electric circuits Series and parallel circuits!4
Kirchoff s laws - Identifying materials using resistivity (guided inquiry) - Circuit Design: Series and Parallel (guided inquiry) Big Ideas: 1 and 5 Learning Objectives: 1B.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 UNIT 11: MECHANICAL WAVES [CR2j] Wave basics: frequency, period, wavelength, amplitude Mechanical waves and sound Interference - Music lab [CR4] Big Ideas: 6 Learning Objectives: 6.A.1.1, 6.A.1.2, 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 Quarter Projects [CR3] Each of the first two quarters will include a project that gives students the opportunity to apply learning objectives across enduring understandings outside of a laboratory setting. These projects will have a focus on real-world settings and applications. [CR4] The third quarter project will be an opportunity for students to engage in scientific argumentations. [CR8] Q1: Bend it Like Beckham: Investigating the Magnus Effect (guided inquiry) Learning Objectives: - 3.A.1.2: 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. - 3.A.4.1: The student is able to construct explanations of physical situations involving the interaction of bodies using Newton s third law and the representation of action-reaction pairs of forces. - 3.B.1.2: The student is able to 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. - 3.C.4.2: The student is able to explain contact forces (tension, friction, normal, buoyant, spring) as arising from interatomic electric forces and that they therefore have certain directions.!5
Q2: Muscle Mania: Modeling the Biceps Muscle to Calculate Torque (guided inquiry) Learning Objectives: - 3.F.1.1: The student is able to use representations of the relationship between force and torque. - 3.F.1.2: The student is able to compare the torques on an object caused by various forces. - 3.F.1.4: The student is able to design an experiment and analyze data testing a question about torques in a balanced rigid system. - 3.F.1.5: The student is able to calculate torques on a two-dimensional system in static equilibrium, by examining a representation or model (such as a diagram or physical construction). Q3: Ruining the Movie: A Discussion on the Scientific Plausibility of Hollywood Science [CR8]!6