Download Exam Structure

AP® Physics 1: Algebra-Based and
AP Physics 2: Algebra-Based
Curriculum Framework Resources
Current Exams
Emphasis on questions that require only mathematical
routines used for solution.
Part 1.
70 multiple choice questions | 90 minutes
Discrete items and items in sets
5 answer choices, each question
Part 2.
6-7 free-response questions | 90 minutes
1 laboratory-related question
Questions of varying length (multiple parts)
2
New Exams
Students continue to solve problems mathematically but the
use of proportional and symbolic reasoning and ability to
translate between multiple representations will be
emphasized.
Physics 1 Exams
50-55 multiple choice questions | 90 minutes
Discrete items & items in sets
Multiple-correct items
4 answer choices, each question
3
New Exams
Physics 2 Exams
4 free-response questions | 90 minutes
1 experimental design question
1 qualitative/quantitative translation
2 short-answer questions
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Examination Questions
DIRECTIONS
Work with a partner to answer these questions:
 Physics 1:
Multiple-Choice Questions 1-6
Free-Response Question 2
 Physics 2:
Multiple-Choice Questions 1-6
Free-Response Question 1
5
Examination Questions
6
Examination Questions
7
Sample Exam Questions
How will you prepare your students
throughout the year to answer these new
exam questions, which require students to
demonstrate both content knowledge and
skill?
‹#›
Topics We’ll Be Covering
•
Big Ideas
•
Major Topics in Physics 1 and Physics 2
•
Science Practices
•
Learning Objectives
•
Instructional Strategies
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BIG IDEAS
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Big Ideas
 Big Idea 1: Objects and systems have
properties such as mass and charge. Systems
may have internal structure.
 Big Idea 2: Fields existing in space can be used
to explain interactions.
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Big Ideas
 Big Idea 3: The interactions of an object with
other objects can be described by forces.
 Big Idea 4: Interactions between systems can
result in changes in those systems.
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Big Ideas
 Big Idea 5: Changes that occur as a result of
interactions are constrained by conservation
laws.
 Big Idea 6: Waves can transfer energy and
momentum from one location to another
without the permanent transfer of mass and
serve as a mathematical model for the
description of other phenomena.
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Big Ideas
 Big Idea 7: The mathematics of probability can
be used to describe the behavior of complex
systems and to interpret the behavior of
quantum mechanical systems.
– Big Idea 7 applies to Physics 2 only
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Big Ideas Concept Chart
DIRECTIONS
Working in groups of three, create a concept
map that showcases the major concepts/topics
of your assigned Big Idea(s).
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ENDURING UNDERSTANDINGS
AND
ESSENTIAL KNOWLEDGE
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Enduring Understandings
BIG IDEA
3
The interactions of an object with other objects
can be described by forces.
Enduring Understanding 3.A: All forces share certain common
characteristics when considered by observers in inertial reference frames.
Enduring Understanding 3.B: Classically, the acceleration of an object
interacting with other objects can be predicted by using
.
Enduring Understanding 3.C: At the macroscopic level, forces can be
categorized as either long-range (action-at-a-distance) forces or contact
forces.
Enduring Understanding 3.D: A force exerted on an object can change the
momentum of the object.
Enduring Understanding 3.E: A force exerted on an object can change the
kinetic energy of the object.
Enduring Understanding 3.F: A force exerted on an object can cause a
torque on that object.
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Essential Knowlege
BIG IDEA
3
The interactions of an object with other objects
can be described by forces.
Enduring Understanding 3.A: All forces share certain common
characteristics when considered by observers in inertial
reference frames.
Essential Knowledge 3.A.3: A force exerted on an object is
always due to the interaction of that object with another object.
a. An object cannot exert a force on itself.
b. Even though an object is at rest, there may be forces
exerted on that object by other objects.
c. The acceleration of an object, but not necessarily its
velocity, is always in the direction of the net force
exerted on the object by other objects.
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Major Topics in Physics 1 and Physics 2
AP Course
AP Physics 1
Introductory Algebra-Based Physics Course With a Focus on:
kinematics; Newton’s laws of motion; torque; rotation motion and
angular momentum; gravitation and circular motion; work, energy
and power; linear momentum; oscillations, mechanical waves and
sound; introduction to electric circuits
AP Physics 2
Introductory Algebra-Based Physics Course With a Focus on:
fluid statics and dynamics; thermodynamics with kinetic theory, PV
diagrams and probability; electrostatics; electric circuits with
capacitors; magnetic fields; electromagnetism; physical and
geometric options; topics in modern physics
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Major Topics in Physics 1 and Physics 2
• The Curriculum Framework aligns the major
topics of the course under 7 Big Ideas
• Teachers can design the course based on their
own topic sequence
• The table on pages 22–24 show how the topics
are divided between AP® Physics 1 and AP
Physics 2
‹#›
Course Sequence: Physics 1 and Physics 2
DIRECTIONS
Work with a partner to:
1. Create a sequential list of the major topics you
will cover in your course.
2. Match each of the topics to the Enduring
Understandings and Essential Knowledge that
they cover.
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AP Physics 1 example
TOPIC
Enduring Understanding
Impulse and Momentum
3.D A force exerted on an object can change 3.D.1 The change in momentum
of an object is a vector in the direction of the
the momentum of the object
4.B Interactions with other objects or
systems can change the total linear
momentum of a system.
Conservation of momentum
5.D The linear momentum of a system is
conserved.
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Essential Knowledge
net force exerted on the object.
3.D.2 The change in momentum of an object
occurs over a time interval.
4.B.1 The change in linear momentum for a
constant–mass system is the product of
the mass of the system and the change in
velocity of the center of mass.
4.B.2 The change in linear momentum of the
system is given by the product of the
average force on that system and the time
interval during which the force is exerted.
5.D.1 In a collision between objects, linear
momentum is conserved. In an elastic collision,
kinetic energy is the same before and after.
5.D.2 In a collision between objects, linear
momentum is conserved. In an inelastic
collision, kinetic energy is not the same before
and after the collision.
5.D.3 The velocity of the center of mass of the
system cannot be changed by an interaction
within the system.
AP Physics 2 example
TOPIC
Enduring Understanding
Essential Knowledge
Static Fluids
1.E Materials have many macroscopic
properties that result from the
arrangement and interactions of the atoms
and molecules that make up the material.
1.E.1 Matter has a property called density.
3.C At the macroscopic level, forces can be
categorized as either long-range (action-ata-distance) forces or contact forces.
3.C.4 Contact forces result from the
interaction of one object touching another
object and they arise from interatomic
electric forces. These forces include
buoyant force.
5.B The energy of a system is conserved.
5.B.10 Bernoulli’s equation describes the
conservation of energy in fluid flow.
5.F Classically, the mass of a system is
conserved.
5.F.1 The continuity equation describes
conservation of mass flow rate in fluids.
Examples should include volume rate of
flow, mass flow rate.
Dynamic Fluids
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SCIENCE PRACTICES
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Science Practices
 The Science Practices merge with Essential
Knowledge statements to provide the content
and skills students need to demonstrate to be
successful in the course
 The Science Practices outline the skills students
need to “think and act like scientists”
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Science Practices
1. The student can use representations and
models to communicate scientific
phenomena and solve scientific problems.
2. The student can use mathematics
appropriately.
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Science Practices
3. The student can engage in scientific
questioning to extend thinking or to guide
investigations within the context of the AP®
course.
4. The student can plan and implement data
collection strategies appropriate to a
particular scientific question.
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Science Practices
5. The student can perform data analysis and
evaluation of evidence.
6. The student can work with scientific
explanations and theories.
7. The student is able to connect and relate
knowledge across various scales, concepts,
and representations in and across domains.
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Science Practices
DIRECTIONS
Share some specific examples of how you think
the Science Practices will be demonstrated in
AP® Physics 1 and 2 courses
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LEARNING OBJECTIVES
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Learning Objectives
The Learning Objectives provide clear and detailed
articulation of what students should know and be able
to do.
Each Learning Objective clearly shows the integration of
the Science Practices with specific content.
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Learning Objectives – Physics 1
Content
Essential
Knowledge
3.A.3:
A force exerted on an
object is always due
to the interaction of
that object with
another object.
Science
Practice
Science
Practice 6.4:
The student can
make claims and
predictions about
natural phenomena
based on scientific
theories and models.
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Learning
Objective
Learning
Objective 3.A.3.1:
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.
Learning Objectives – Physics 2
Content
Essential
Knowledge
3.A.3:
A force exerted on an
object is always due
to the interaction of
that object with
another object.
Science
Practice
Science
Practice 6.4:
The student can
make claims and
predictions about
natural phenomena
based on scientific
theories and models.
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Learning
Objective
Learning
Objective 3.A.3.4:
The student is able to
make claims about the
force on an object due
to the presence of
other objects with the
same property: mass,
electric charge.
Learning Objectives
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Learning Objectives
In the next activity, we’ll look at how the
Learning Objectives merge the content and
Science Practices, and use them to begin
designing mini-lessons that address the content
and skills of the curriculum framework.
‹#›
Learning Objectives
Sample AP Physics 1 Lesson
TOPIC: Energy
1. Assessing Prior Knowledge
2. Classroom Activity
3. Formative Assessment
4. Inquiry-Based Lab Investigation
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Learning Objectives
DIRECTIONS
In groups of three, create a mini-lesson that identifies
essential knowledge and learning objectives and includes
at least two of the following components:
Demo or simulation
Formative and/or Summative
Assessment
Assessment of Prior
Knowledge
Lab Investigation
Classroom Activity
Project
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INSTRUCTIONAL
STRATEGIES
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Instructional Strategies
 The Physics 1 and 2 Curriculum Framework calls
for students to have more depth of
understanding.
 Student-centered instructional strategies can
help increase conceptual understanding.
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Instructional Strategies
DIRECTIONS
 Individually create a list of teaching strategies
that you know to be effective.
 Next to each strategy suggest how you might
use it in your AP® Physics course to support
the Learning Objectives.
 Share with your partner.
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Instructional Strategies
 What similarities and differences do you see
between the strategies chosen between you
and your partner?
 Are your strategies teacher-centered or
student-centered?
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WEB RESOURCES
 PER User Guide: Compilation of Instructional
Strategies informed by Physics education
research (PER)
 Teaching Methods: Carleton University
 Design Labs: From Rutgers PAER
 Scientific Abilities: From Rutgers PAER
Check the KITS for Multiple Representations
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TEACHING RESOURCES
 Using Ranking Tasks in the AP Classroom by




Martha Lietz
Ranking Tasks: Introduction
Ntipers: Newtonian Tasks Inspired by PER
TIPERS: Electricity and Magnetism
5 Easy Lessons: Strategies for Successful
Physics Teaching by Randy Knight
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TEXTBOOK RESOURCES
 OpenStax: College Physics (Rice University,
free digital textbook)
 CK12 Physics: Free customizable digital
textbooks (high school level)
 College Physics: Eugenia Etkina, Van Heuvelen
and Gentile (June 2013)
 College Physics: Randy Knight, Jones & Field
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