Unit 1: Kinematics in One and Two Dimensions. Six Weeks
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AP Physics 1 – Pacing Guide – Development
Unit 1: Kinematics in One and Two Dimensions. Six Weeks
Guiding Questions:
o How can the motion of an object moving at constant velocity be described and represented?
o How can the motion of an object that is accelerating be described and represented?
o What information can be gathered from motion graphs?
o What are the characteristics of the motion of a projectile launched at an angle?
o What advantages are gained from using vectors as opposed to scalars?
o How is velocity fundamentally different from speed and why is this difference important when solving kinematics problems?
o How can accelerated motion in one and two dimensions be described qualitatively, quantitatively, and graphically?
o Why is free fall considered a special case of accelerated motion?
Labs:
o Meeting Point Investigation
o Match the graph investigation
o Free-Fall Investigation
o Vector Additional Investigation
o Dropped Ball v. shot ball
o Hit the cup lab
o Projectile motion: Phet
o Chase Scenario – summative
o 1 & 2D Kinematics (Ball on a ramp to a table off the table) (from the AP Physics Inquiry Based Lab Manual)
Homework:
Unit 2: Dynamics. Five Weeks Guiding Questions:
o How can the forces acting on an object be represented?
o How can a free-body diagram be sued to create a mathematical representation of the forces acting on an object?
o How do Newton’s laws apply to interactions between objects at rest and in motion?
o How can you utilize Newton’s laws of motion to predict the behavior of objects?
o Do action reaction force pairs (Newton’s third law) have a cause and effect relationship?
o How can free-body diagrams be utilized in the analysis of physical interactions between objects?
o Why can’t’ an object exert a force on itself?
Labs:
o Inertial and Gravitations Mass – students determine if there is a difference between inertial mass and gravitational mass.
o Forces Activity
o Inertia Broom Ball
o Instructional Activity Inertia Demonstrations
o Static Equilibrium Investigation
o Newton’s Second Law Investigation
o Formative Assessment: Simulation Exercises
o Formative Assessment: “What, If anything, Is wrong?”
o Coefficient of Friction
o Atwood’s Machine Investigation
o Physlet-Based Exercises
o Inertial mass
o Weight v. mass
o The “Mu” of your shoe o Hooke’s law
o Coffee Filter Terminal Velocity
o Friction on a ramp
o Modified Atwood’s Machine
o Test
Homework:
Unit 3: Circular Motion and Gravitation. Two weeks
Guiding Questions:
o What does it mean for a force to be fundamental
o What force or combination of forces keeps an object in circular motion?
o How is the motion of the moon around the Earth like the motion of a falling apple?
o How does the effect of Earth’s gravitational field on an object change as the object’s distance from Earth Changes?
o Why do you stay in your seat on a roller coaster when it goes upside down in a vertical loop?
o How is the motion of a falling apple similar to that of the moon in orbit around the Earth?
o What conditions are necessary for a planet to obtain a circular orbit around its host star?
o How can Newton’s second law of motion be related to the universal law of gravitation?
o How can the motion of the center of a system be altered?
Labs:
o Flying Pig Lab
o Factors affecting centripetal acceleration lab o Formative Assessment: Linked Multiple choice tasks
o Instructional Activity: the apple and the moon
o Solar system simulation
o Data Analysis – Apollo 11
o Gravity force Lab
o My Solar System
o Summative assessment: research paper
Homework:
Unit 4: Conservation of Energy Three weeks
Guiding Questions:
o How are the different modes of energy storage transformed within a system and transferred between a system and environment?
o How can energy be represented with graphs and equations?
o What does it mean for energy to be conserved?
o How are humans dependent upon transformations of energy?
o If you hold an object while you walk at a constant velocity, are you doing work on the object?
o How are humans dependent upon transformation of energy
o If you hold an object while you walk at a constant velocity, are you doing work on the object? Why or why not?
o What factors affect the collision of two objects, and how can you determine whether the collision is elastic or inelastic?
o How can changes in momentum be utilized to determine the forces applied to an object?
Labs:
o Instructional Activity: Where’s the money?
o Roller coaster Investigation o Stretching a spring investigation
o Energy and nonconservation forces
o Roller coaster lab using CPO
o Formative Assessment: ranking task
o Formative Assessment: Changing representations
o Summative Assessment: energy and nonconservative forces
o What is your power? Power of the human body
o Q-tip impulse
o Silly Putty Squash
o Jar of Sand Challenge
o Spring to work
o 1-d Marble collision
o 1-d car collision
o Air track collisions
o Roller Coaster Design
o Egg Drop
o CPO Hill labs
o Egg Drop Lab
Homework:
Unit 5: Impulse and Conservation of Momentum. Two weeks
Guiding Questions:
o How does a force exerted on an object change the object’s momentum?
o How are Newton’s second and third laws related to momentum?
o What does it mean for momentum to be conserved? o How can the outcome of a collision be used to characterize a collision as elastic or inelastic?
Labs:
o Bumper Design Investigation
o Impulse and Change in Momentum Investigation
o Tire manufacturing investigation
o CPO – Collisions lab
o Instructional Activity: Egg toss
o Egg Drop activity
o Instructional Activity: solving Practice problems
o Formative Assessment: Qualitative Reasoning Task
o Instructional Activity: Elastic and Inelastic collisions Investigation
o Video Analysis Lab of Newton's Cradle
Homework:
Unit 6: Simple Harmonic Motion. Two weeks
Guiding Questions:
o How is simple harmonic motion connected to uniform circular motion?
o How can oscillatory motion be represented graphically and mathematically?
o How is conservation of energy applied to simple harmonic oscillators?
Labs:
o Spring Constant Investigation
o Graphs of An Oscillating System
o Formative Assessment: Physlet-Based Exercises o Instructional Activity: Simple Pendulum Investigation
o Pendulum Challenge
o Springs in oscillation
o What’s in a wave (tank)?
o What is the speed of sound?
o Tsunami wave tank project.
Homework:
Unit 7: Rotational Motion and Conservation of Angular Momentum. Four Weeks
Guiding Questions:
o How can the particle model be extended to a rigid-body model of an object?
o How are the rotational quantities (angular position, velocity, and acceleration) related to linear quantities?
o What does it mean for angular momentum to be conserved?
o What are the conditions necessary for two people with significant differences in masses to balance on a seesaw?
o What are the conditions necessary for static equilibrium?
o In what ways are rotational motion and linear motion related?
o What are the relationships among angular momentum, angular velocity, angular acceleration, rotational inertia, and torque?
o Rotating PVC monstrosity
Labs:
o Torque and the human arm investigation
o Juggling Demonstration
o Spinning Wheel
o Rotational Inertia Investigation o Conservation of Angular Momentum
o Data Analysis
o Torque on a stick
o Seesaw Challenge
o Playground Merry-Go-Round
o Mini Merry-Go-Rounds
o Formative Assessment: Conflicting Contentions
o Summative Assessment: unit test
Homework:
Unit 8: Mechanical Waves and Sound. Two Weeks
Guiding Questions:
o How are waves energy transport phenomena?
o How do the relative velocities of the source of a wave and of the observer affect the frequency of the observed wave?
o How do waves from ore than one source interfere to make wave of smaller or larger amplitude, depending on the location where the waves meet?
o How can wave boundary behavior be used to derive and apply relationships for calculating the characteristic frequencies for standing wave in strings, open pipes and closed pipes
Labs:
o Mechanical waves investigation
o Speed of sound investigation
o Wave boundary behavior investigation
o Standing waves investigation
o Formative Assessment: concept maps
o Wave behavior simulations
o Standing waves investigation o Formative Assessment: beats
o Formative assessment: standing longitudinal waves
o Summative assessment: build a musical instrument
o Pendulum Challenge
o Springs in oscillation
o What’s in a wave (tank)?
o What is the speed of sound?
o Tsunami wave tank project.
o Expanded Wiggler Lab
Homework:
Unit 9: Electrostatics: One Week
Guiding Questions:
o How can the charge model be used to explain electric phenomena?
o How can the forces between two charges be characterized using Newton’s third law?
o How can preexisting knowledge of forces and energy be applied to processes involving electrically charged objects?
o What is lightning and why is it so dangerous?
o What are the fundamental carriers of electrical charge, and how may they be used to charge objects?
o How is gravitational force similar to electrical force and in what ways are these forces very different?
o
Labs:
o Static Electricity investigation
o Coulomb’s law o Phet lab for coulomb’s law
o Collaborative problem solving
o Electroscope lab
o Online phet lab
o Electrostatic Deflection Lab
Homework:
Unit 10: DC Circuits: Two Weeks
Guiding Questions:
o How do charges move through a conductor?
o How was the conventional direction of electric current determined?
o How can phenomena occurring in electric circuits be described by physical quantities such as potential difference (voltage), electric current, electric resistance, and electric power?
o How do conservation laws apply to electric circuits?
o How are voltage, current, and resistance related in a series circuit?
o How are voltage, current, and resistance related in a parallel circuit?
Labs:
o Brightness Investigation
o Voltage and current investigation
o Resistance and resistivity investigation
o Series and parallel circuits investigation
o Circuits simulation – phet
o House Building Lab
Homework: