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