AP Physics 1 Syllabus

Azeez Shifatu AP® Physics 1 Syllabus

Page(s) Curricular Requirements

1 CR1 Students and teachers have access to college-level resources including college-level textbooks and reference materials in print or electronic format. 1 CR2a Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of kinematics in the context of the big ideas that organize the curriculum framework. 1 CR2b Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of dynamics in the context of the big ideas that organize the curriculum framework. 2 CR2c Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of gravitation and circular motion in the context of the big ideas that organize the curriculum framework.

2 CR2d Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of simple harmonic motion in the context of the big ideas that organize the curriculum framework.

2 CR2e Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of linear momentum in the context of the big ideas that organize the curriculum framework. 2 CR2f Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principle of energy in the context of the big ideas that organize the curriculum framework. 2 CR2g Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of rotational motion in the context of the big ideas that organize the curriculum framework. 2 CR2h Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of electrostatics in the context of the big ideas that organize the curriculum framework. 2 CR2i Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of electric circuits in the context of the big ideas that organize the curriculum framework. 2 CR2j Thecoursedesignprovidesopportunitiesforstudentstodevelopunderstandingofthefoundational principles of mechanical waves in the context of the big ideas that organize the curriculum framework. 6 CR3 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. 7 CR4 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. 2 CR5 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. 3 CR6a The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles. 3, 4, 5, 6 CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices. 2 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. 6, 7 CR8 The course provides opportunities for students to develop written and oral scientific argumentation skills.

Course Introduction

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c U o n u i r v s e e r s d a e l s i g L CR2a— The n a course design w provides p opportuniti r o es o f for v students to i G develop d r understa e a nding of s the v foundational i o principles of t p kinematics in a p the context of t o the big ideas i r that organize o n S b. Impulse and R Kinematics i Mas Momentum o b. Rotational ( m s- b. The Law of t Energy B p Spri Conservation of a c. Torque and i l ng Momentum t Rotational g e Osci 6 i Dynamics llator . o d. Angular I H s n Momentum d a 5 E e. e r . n ( Conservation a m e B of Angular s o M r i Momentum n o g g 8 1 i m y . , c e I 2 n ( d E , M t B e l 3 o u i a e , t m g s c a i t n o ( I 3 r d n B d , o

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] ] 7 o d 4 . n . a. Simple a. a 5 Pendulums l ) r i work. [CR5] b c W v Labs may l [ u a i take several e C i v t in-class days m R t e i to finish, and 2 s s e students may - h s have to do D ] ( a : work outside e B n of class as s a. i d T well. i El g w Students are g ec S e expected to n o tric I n keep a lab C u (i d t notebook where ha n f e y they will rg d a a maintain a e s p f record of their b. ( p i laborat Th 1 B li v ory e i work. c g e La a Lab a

w n reports b I p of d will l d e C consist e e r on 5 of the ) a c se ) followi : e rv ng If 6 n ati [ compo t ) t on C nents: h o of R [CR7] e [ f El 2 - C t ec i T l R h tric ] i a 2 e C t b j ha a. Ohm's Law l ] c h rg b. Kirchhoff's e o a e Laws c. c. Simple DC u s L - El Circuits r n a ec 1 s o b O tro 0 e b o st . j s r ati w e e a c M i c t Fo e t l t p rc c o l i r es h r b v o 9 a y e e c . n / e i A l P d C c c a r u a r i t b o l e , what is e that erstanding u C of the n to be d nee d R foundational done? in d to principles of e 2 gravitation r Why th be c and circular s a e mad — motion in the t context of the a r la e go T big ideas that n e b here. h organize the d curriculum i w - e framework. n y ill Conclu c g o CR2d— The g sion: o o u o Data u course design f r provides h analysi s opportunities t d er s, Error e for students h o to develop e e Analysi i d understand - s, and e ing of the f n foundational Evaluat s o g C principles of u ion i simple n al g happen harmonic d i c n motion in the a t ul s here. context of the t The p big ideas that i at r organize the o t io conclus o curriculum n ion will v framework. a h n i l i s/ follow d CR2e— The e G the course design p s s r ra claim, provides i opportunities w p evidenc o n p for students c a h e, p to develop i y s: reasoni o understand p r ing of the l ? C ng t foundational e format u principles of s al linear - (CER) n c i momentum o to t in the context o f ul f the b i g D promot i at e ideas that r a io e s organize the o t critical curriculum t n f framework. a a thinking s o CR2f— The t : ar and self r i course design o e evaluati s n t provides A on. opportunities a d u l l d for students o to develop l e m n n understand ing of the o e t t s foundational d h principle of i o a er t energy in the context of the big n t e. o ideas that a organize the i A d n e curriculum n framework. g v t y e CR2g— The h a gr l e o t a course design p provides c h p opportunities o u e h for students n n to develop t r s d e xt of the b i g t ideas that h organize e the curriculu b m framewor i k. g CR2h— The i course d design e a provides s opportuni ties for t students h to a develop t underst anding o of the r foundational g principles of a electrostatics n in the context i of the z big e ideas that t organize h the e curriculum framewor c k. u CR2i— The r r course i c design u provides l opportuni u ties for m students to f develop r underst a anding m of the e foundatio w nal o principles r of k electric . circuits in the context of

CR2j— The course design Every major unit will be prefaced with a Page Keeley probe to identify and clarify provides opportunities misconceptions, and will have an inquiry-based lab. Inquiry-based labs will make up no for students to develop less than half of the laboratory work. Collectively, laboratory work will engage students in understanding of the all seven science practices. foundational principles of mechanical waves in Laboratory activities and simulations in this class are included the following table. the context of the big ideas [CR6a] The inquiry-based labs are noted in the second column. that organize the curriculum framework. N m M S a h u #4 o m t o e l Pr r oje i a t ctil o t e n D i O e o p s e c n r n i # - 1 p I t G i S # [ o p 2 n e Y e R d o c L k a e N b t S L t ( a K b u i Y d n e e ( n m K t a i s t n i e N c m w s a i ) t l i l c

s Y Th ) d re e e s C # i ar L g s a n R b aci a ng n S i e xperiment paper Science CR5— rtunities s to cup Practices Students for y determine needs are students to s the range to be provided develop their t communication of speeds placed with e skills by of a 2.1, 2.2, 4.1, the on recording evidence m variable the 4.2, 4.3 opport unity of their speed floor research of a to cart. so literature or n s p e n that scientific d a mi d A computer 1.4, 2.2, 4.3, 6.1 investigations a n i m u simulation through verbal, marb m o f t of three written, le 25 h cars with and graphic rolled 1.2, 1.4, 2.1, perce e different off of presentations. 2.2, 4.1, 4.2, 4.3 nt of acceleration the instruc s racing. CR6a— The edge tional 4 time laboratory work Stud of a . table engaging used throughout the 1.4, 2.1, 2.2, course includes 3 ents will in hands- 2.3, 4.3 investigations that , land on will support the in it. laborator y work foundational AP 4 desi with an Physics 1 . U principles. gn si empha 4 n 1.4, 2.1, 2.2, sis on , an g inquiry- CR6b— The laboratory work experime a based investi 4 nt to pr oj gation . determine e s. 2 the cti initial velocity le CR7— a la of an air- The c powered u course n c rocket. c provides e o h l Students will p er e determine p , r where a o a Challenge students will be given a series . s of 4.1, 4.2, 4.3 t challenges such as i (Kinema o tics) placing a ring stand at the maximum n height, or placing a cup at the point o Y where the marble f will land. #5 t Newton's What is the relationship between h 2nd 1.1, 1.4, 2.1, 2.2, e The mass of a system and the 3.3. 4.1, 4.2 s Law Lab the mass of a y stem?

6.1, 6.2, 6.4

Open- Short Description Science CR6b— The laboratory work Name Inquiry or Practices used throughout the course Guided- includes guided-inquiry Inquiry? laboratory investigations [CR6b] allowing students to apply all seven science practices. N Using a simulation, analyze 1.1, 1.4, 2.2, Forces on a Crate the motion of a crate. Students 4.3, 6.1 Simulation can vary the force on the crate, (Dynamics) the direction of that force, the initial velocity of the crate, and the coefficient of kinetic friction.

N Students will do research on 1.1, 1.4, 2.1, 2.2, Jupiter's Moons Jupiter and four of its moons. 3.3, 4.1, 4.2, Based on this research, students (Gravitation) 4.3, 4.4, 5.1, will mathematically come up 6.1, 6.2, 6.4, 7.1 with the mass of Jupiter. They will compare this information to the accepted value.

Y What factor(s) control the 1.1, 1.4, 2.1, 2.2, #6 Pendulum Lab Period of a simple pendulum? 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, (Harmonic 6.1, 6.2, 6.4 Motion) Y Students must determine both 1.1, 1.4, 2.1, 2.2, the spring constant k of a spring 3.3, 4.1, 4.2, #7 Mass-Spring and the mass of three unknown 4.3, 4.4, 5.1, Oscillator Lab masses. Students must also 6.1, 6.2, 6.4 investigate the conservation (Harmonic of mechanical energy of the Motion) system. Materials given: spring with unknown spring constant, known masses, unknown masses. Y Using a track and collision carts, 1.1, 1.4, 2.1, 2.2, students will observe seven 3.3, 4.1, 4.2, different collisions and make 4.3, 4.4, 5.1, #8 Conservation conclusions about momentum 6.1, 6.2, 6.4, 7.2 of Linear conservation in real life Momentum Lab situations.

Open- Short Description Science CR6b— The laboratory work Name Inquiry or Practices used throughout the course Guided- includes guided-inquiry Inquiry? laboratory investigations [CR6b] allowing students to apply all seven science practices. N Students will observe a 1.1, 1.4, 2.2, A Two Car Collision simulation of two identical cars 4.3, 6.1 Simulation crashing. The elasticity of the collision can be varied. Y When velocity is kept constant, 1.1, 1.4, 2.1, 2.2, #9 Introductory what is the relationship between 3.3, 4.1, 4.2, Circular Motion the radius of circular motion and 4.3, 4.4, 5.1, Lab the period of circular motion? 6.1, 6.2, 6.4 The speed? The acceleration?

Y Using a spinning rubber stopper 1.1, 1.4, 2.1, 2.2, #10 Centripetal to lift masses, students will 3.3, 4.1, 4.2, Force Lab determine the relationship 4.3, 4.4, 5.1, between the acceleration of 6.1, 6.2, 6.4 the stopper and the centripetal force.

Y What is the relationship 1.1, 1.4, 2.1, 2.2, #11 Conservation between the moment of inertia 3.3, 4.1, 4.2, of Angular of a system and the angular 4.3, 4.4, 5.1, Momentum Lab momentum of a system? 6.1, 6.2, 6.4 N Students will use a computer 1.1, 1.4, 2.2, Torque Simulation Simulation to study 4.3, 6.1 rotational equilibrium. Y What is the charge stored on a 1.1, 1.4, 2.1, 2.2, #12 Coulomb's

Law Lab pair of charged balloons that are 3.3, 4.1, 4.2, repelling each other? 4.3, 4.4, 5.1, 6.1, 6.2, 6.4 Electrostatics N Using a computer simulation 1.1, 1.4, 2.1, 2.2, Simulation involving two positive charges, 3.3, 4.1, 4.2, Explore the electrostatic force 4.3, 4.4, 5.1, of repulsion between the 6.1, 6.2, 6.4 charges, the accelerations of the charges, and how the force and acceleration changes with distance.

Open- Short Description Science CR6b— The laboratory work Name Inquiry or Practices used throughout the course Guided- includes guided-inquiry Inquiry? laboratory investigations allowing students to apply [CR6b] all seven science practices. Y Using a number of resistors, 1.1, 1.4, 2.1, 2.2, #13 Series and explore current and voltage in 3.3, 4.1, 4.2, Parallel Lab resistors hooked up to a power 4.3, 4.4, 5.1, supply when resistors are wired in 6.1, 6.2, 6.4 series with one another and when they are wired in parallel with one another.

Y Students will vary wavelength, 1.1, 1.4, 2.1, 2.2, #14 Standing frequency, and the tension in a 3.3, 4.1, 4.2, Waves on a Wire wire while looking at standing 4.3, 4.4, 5.1, Lab waves formed on a wire. 6.1, 6.2, 6.4

#15 Standing N Students will vary the frequency 1.1, 1.4, 2.1, 2.2, Sound Waves in a of sound coming out of a speaker 3.3, 4.1, 4.4, Tube Lab to create standing waves in a 5.1, 6.1, 6.2, 6.4 tube to determine the speed of sound in the classroom.

CR3— Students have Opportunities to apply Outside the Classroom Lab Experience: [CR3] AP Physics 1 learning In addition to labs, students will be required to do one exercise outside of the laboratory objectives connecting experience. Students may pick one of the following at the end of our rotation unit (end of across enduring mechanics): understandings as - Students will use a video analysis program (Video point) to analyze the motion described in the curriculum of a toy as it moves(either in a straight line or in a circle).Students will framework. These provide the toy and do their own videotaping. They will then present a opportunities must occur description of the analysis both quantitatively and qualitatively, including in addition to those within graphs. Their presentation will be peer critiqued and/or questioned, and they laboratory investigations. will answer the questions with supporting evidence. [CR8] (3.A.1.1, 3.A.1.3, CR8— The course provides 1.C.1.1) opportunities for students - Using an accelerometer app for their smart phone (SPARKvue is one), students to develop written and oral will analyze accelerations they experience every day. They can take the data scientific while moving down the hall between classes, while on the school bus, on an argumentation skills. amusement park ride, or anything else they want (within reason - safety first!). Students will present a description of the motion they experienced (not only acceleration, but velocity and displacement, too), both quantitatively and quantitatively, including graphs. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. [CR8] (3.A.1.1, 3.A.1.3, 1.C.1.1) - Students will take two pictures - one of an object in translational equilibrium, and one of an object in rotational equilibrium. The objects also must have more

than three forces acting on them. They will then construct free-body diagrams for CR8— The course provides each object, and determine the magnitude of each force acting on each object. opportunities for students For the object in rotational equilibrium, students will also find the to develop written and oral magnitude of each torque acting on the object. Students will present their work scientific in class. Their presentation will be peer critiqued and/or questioned, and they will argumentation skills. answer the questions with supporting evidence. [CR8] (3.B.1.3, 3.B.2.1, 3.F.1.1, 3.F.1.2, 3.F.1.5) CR4— The course provides students with Real World Physics Solutions: opportunities to apply their knowledge of physics In order for students to become scientifically literate citizens, students are principles to real world required to use their knowledge of physics while looking at a real world problem. questions or scenarios [CR4] Students may pick one of the following solutions: (including societal issues or - Students will pick a Hollywood movie and will point out three (or more) instances technological innovations) of bad physics. They will present this information to the class, describing the to help them become inaccuracies both qualitatively and quantitatively. scientifically literate - Students will research a thrill ride at an amusement park. They will present citizens. information to the class on the safety features of the ride, and why they are in place. - Students will present information to the class on noise pollution, and it's danger to both human and animal life. They will also propose solutions to noise pollution problems. - Students will go to the insurance institute of highway safety website (iihs.org) and will look at the safest cars in a crash. They will present information as to why these cars are safer and how the safety features keep people safe.