Download AP Physics 1 - Glen Ridge Public Schools

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Course Title:
AP Physics 1
Subject:
Physics
Grade Level:
11-12
Duration:
Full year
Prerequisite:
Geometry (with a grade of “B” or better),
Algebra II or Algebra II Honors
(concurrently), teacher recommendation,
and completion of a summer assignment
Elective or Required:
Elective / Required
Department Mission Statement:
The Glen Ridge Public School’s science curriculum seeks to inspire scientific
literate citizens who will be able to complete in the technologically driven global
community. Our program fosters a spirit of intellectual curiosity and collaborative
problem solving that is innovative, hands-on, inquiry based and developmentally
appropriate. This is done through the study of Life, Physical, Earth & Space, and
Engineering Sciences.
Our students will use scientific methodology to evaluate and critique global
issues. Students will be challenged and encouraged to take risks and develop
critical scientific thinking skills.
Course Description:
This course is designed for a student with strong mathematical ability who has
elected to take the Advanced Placement Physics 1 examination administered
by The College Board during the month of May. It is intended to be equivalent to
a first-semester college Physics course. Analytical methods involving collegelevel, algebra-based mathematics are emphasized throughout and utilizes basic
trigonometry. The course follows topics required by The College Board.
AP Physics 1 Curriculum – Summer 2014 – page 1 of 33
The AP Physics 1 course has been designed by The College Board to
particularly emphasize the practice of science through the scientific inquiry and
reasoning. Both “guided-inquiry” and “open-inquiry” are used for laboratory
investigations. They are particularly intended to foster student engagement in the
practice of science by stressing how a scientist approaches the solutions to
problems using laboratory investigations based on the following seven Science
Practices:
1.
2.
3.
4.
5.
6.
7.
The student can use representations and models to communicate
scientific phenomena and solve scientific problems.
The student can use mathematics appropriately.
The student can engage in scientific questioning to extend thinking or to
guide investigations within the context of the AP course.
The student can plan and implement data collection strategies in relation
to a particular scientific question.
The student can perform data analysis and evaluation of evidence.
The student can work with scientific explanations and theories.
The student is able to connect and relate knowledge across various
scales, concepts, and representations in and across domains.
The AP Physics 1 course is a prerequisite for the AP Physics 2 course which
has been designed by The College Board to continue and deepen an
understanding of introductory college–level Physics concepts.
Author:
Date Submitted:
Michael Dancho
Summer 2014
AP Physics 1
Topic/Unit:
PHYSICS: Experiments, Fundamentals, and Tools
(This unit is NOT formally prescribed by The College Board, but has been found to be
necessary to provide an important foundation for the study of Physics.)
Approximate # of Weeks:
2 of 30 weeks
Essential Questions:
A.
What are the most important considerations in designing an experimental
investigation based on a question about the physical world?
B.
What are some common methods to analyze experimental data?
C.
How is the analysis of error important in experimental investigations?
D.
What are several methods – including technology - by which scientists
communicate their experimental results?
AP Physics 1 Curriculum – Summer 2014 – page 2 of 33
A-1.
A-2.
B-1.
C-1.
D-1.
Design experiments NJCCC: 5.1.12.A.3, 5.1.12.B.1,
Students will understand the process of designing experiments, so they
can:
a) describe the purpose of an experiment or a problem to be investigated.
b) identify equipment needed and describe how it is to be used.
c) draw a diagram or provide a description of an experimental setup.
d) describe procedures to be used, including controls and measurements
to be taken.
Observe and measure real phenomena
NJCCC: 5.1.12.D.3
Students will be able to make relevant observations and be able to
SAFELY take measurements with a variety of instruments using the
proper number of significant figures based on the particular instrument
being used.
Analyze data
NJCCC: 5.1.12.A.1, 5.1.12.A.2, 5.1.12.B.1
Students will understand how to analyze data, so they can:
a) display data in graphical or tabular form.
b) fit lines and curves “of best fit” to data points in graphs.
c) perform calculations with data.
d) answer the investigation question based on experimental evidence
e) make extrapolations and interpolations from data.
Analyze errors
NJCCC: 5.1.12.A.3, 5.1.12.C.1, 5.1.12.C.2,
5.1.12.C.3
Students will understand measurement error and experimental error, so
they can:
a) identify sources of error and how they propagate.
b) estimate magnitude and direction of errors.
c) determine significant digits.
d) identify ways to reduce error.
Communicate results NJCCC: 5.1.12.D.3
Students will understand how to summarize and communicate results, so
they can:
a) draw inferences and conclusions from experimental data.
b) suggest ways to improve experiment.
c) propose questions for further study.
Essential Questions:
A.
What is Physics, Classical Physics, and Modern Physics?
B.
Why is the study of Physics important to every educated, informed citizen?
C.
What determines “truth” in Physics, as well as all fields of science?
D.
What measurement skills, mathematics skills, and experimental
investigation techniques
form the basis for the study of Physics?
E.
How are the fundamental discoveries in Physics and their technological
applications important to society?
AP Physics 1 Curriculum – Summer 2014 – page 3 of 33
Upon completion of this unit involving experiments, fundamentals, and
tools, students will be able to
A-1. define the Physics and list some of its major fields of study:
Classical Physics: mechanics, fluids, electricity, magnetism,
electromagnetism, waves, sound, light, heat and thermodynamics, as well
as Modern Physics: atomic and nuclear physics. NGSS: PS1.A;
NJCCC: 5.2.12.C.2. 5.2.12.C.3
B-1. relate physics to other fields of study and to careers, as well as its
relevance to decisions facing a well-informed citizen in a technological
society.
B-2. appreciate the historical role played by the ancient Greeks (especially
Aristotle) in the history of science, as well as that played by Galileo as the
Father of Experimental Science and other scientists. NJCCC: 5.4.12.A.1
B-3. relate creativity and collaboration in Physics using observation, theory
creation, testing of a theory, and the tentative nature of a theory.
NJCCC: 5.1.12.D.1
C-1. explain the role of models, theories, principles, and laws in Physics, and
how they are all based on experimental evidence which determines
“truth” in science..
D-1. demonstrate an ability to use a scientific method of investigation used
in our class and based on: observation, question, experiment design,
data, data analysis, results, sources of experimental error, and ideas for
further investigation.
D-2. understand that, while there is no single “scientific method,” there are
common methods used by all scientists.
D-3. demonstrate an ability to follow the orderly approach to problemsolving using in this Physics class.
D-4. realize that the discoveries of Physics are based on measurement of
physical quantities; differentiate between a unit of measurement and
a standard of measurement.
D-5. state the Systeme Internationale (SI) , cgs, and British System standard
units of mass, length, and time which form the basis for the study of
mechanics. NGSS: PS2.A
D-6. differentiate between a base unit and a derived unit of measurement.
D-7. perform a mathematical analysis of a particular set of lab data by
determining the
NJCCC: 5.1.12.A.1
a) mean, median, and range for a set of data
b) the average deviation and percent deviation of a set of data
c) absolute error and relative error between an experimentally
determined data value and an accepted value for the data.
d) percent difference between two measurements.
D-8. demonstrate a working knowledge of measurement, significant figures,
uncertainty – including estimated uncertainty and percent uncertainty.
D-9. distinguish between accuracy and precision and indicate the precision of
a measurement using the proper number of significant figures when
recording measurements
AP Physics 1 Curriculum – Summer 2014 – page 4 of 33
D-10. recognize the existence of significant figure rules used to deal with
expressing the proper number of significant figures in the results of
mathematical operations using data.
D-11. use the convention that operational results will be generally rounded to
three significant figures in this class.
D-12. express a measurement in decimal and in scientific notation
(exponential notation), and perform basic mathematical operations with
measurements expressed in scientific notation.
D-13. state the abbreviations and values of some commonly used metric
prefixes: giga, mega, kilo, deci, centi, milli, micro, nano, and pico.
D-14. use the conversion factor method (factor-label method) to convert
measurements from one unit to another unit.
D-15. demonstrate an ability to manipulate algebraic equations, especially for
use in dimensional analysis.
D-16. demonstrate the use of order of magnitude in rapid estimating of
computational results.
D-17. distinguish between dependent and independent variables when
investigating relationships between physical quantities in experimental
activities.
D-18. correctly plot data points on a graph according to convention, and
understand how smooth curves (curves of “best-fit”) drawn through data
points represent the mathematical relationship between the independent
and dependent variables.
D-19. recognize linear (and direct) relationships, calculate the slope of a straight
line (with appropriate units), and recognize the physical significance of the
slope. NJCCC: 5.1.12.B.2
D-20. recognize parabolic (quadratic), hyperbolic (inverse), and inverse square
relationships; “linearize” these relationships, calculate the slopes (with
proper units) of these straight lines, and recognize the physical
significance of these slopes. NJCCC: 5.1.12.B.2
D-21. use – as necessary – scientific calculator, graphing calculators, computer
technology and spreadsheet software programs to analyze and present
data from Physics investigations. NJCCC: 5.1.12.B.2
E-1. assess the risks and benefits associated with alternative solutions to
problems.
E-2. explore cases that demonstrate the interdisciplinary nature of the scientific
enterprise.
E-3. recognize the role of the scientific community in responding to changing
social and political conditions, and how scientific and technological
achievement effect historical events.
E-4. explain and give an example of how theory, experiment, and Physics
research lead to the application of scientific discoveries in Physics into
technological advances and assess the impact of introducing a new
technology in terms of alternative solutions, costs, tradeoffs, risks,
benefits, and environmental impact.
AP Physics 1 Curriculum – Summer 2014 – page 5 of 33
E-5.
plan, develop, and implement a proposal to solve an authentic,
technological problem.

Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)
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

Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century
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Activities – include 21st Century Technologies:
Using the Starboard presentation system, students will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:





Introductory Experiment: The Simple Pendulum
Measuring Mass, Length, and Time
Measuring Mass, Length, and Time: Error Analysis
Hooke’s Law: A Spring and Its Spring Constant
Hooke’s Law: Behavior of a Rubber band
Enrichment Activities:
AP Physics 1 Curriculum – Summer 2014 – page 6 of 33
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Research the history of measurement, write a short summary, and
prepare a short PowerPoint presentation of your findings.
Research the theoretical foundation of special relativity and mass,
length, and time, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Research recent technological advances and their relationship to
Physics, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found online)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
AP Physics 1 Curriculum – Summer 2014 – page 7 of 33
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
BIG IDEA 1: Objects and systems have properties such as mass and
charge.
Systems may have internal structure.
Approximate # Of Weeks:
4 of 30 weeks
Essential Questions:
A.
Does the internal structure of a system determine the properties of the
system?
B.
Is electric charge a property of an object or system that affects it’s
interactions with other objects or systems containing charge?
C.
Do objects and systems have properties of inertial mass and gravitational
mass that are experimentally verified to be the same and that satisfy
conservation principles?
D.
(This item is not included in the AP Physics 1 course published by The College Board.)
E.
Do materials have many macroscopic properties that result from the
arrangement and interaction of atoms and molecules that make up the
material?
Upon completion of this unit students will be able to:
A-1. construct representations of the differences between a fundamental
particle and a system composed of fundamental particles and to relate
this to the properties and scales of the system being investigated.
NGSS: PS1.A
A-2. model verbally or visually the properties of a system based on its
substructure and to relate this to changes in the system properties over
time as external variables are changes. NJCCC: 5.2.12.A.1
B-1. make claims about natural phenomena based on conservation of electric
charge. NGSS: PS1.A, PS3.B
B-2. make predictions, using the conservation of charge, about the sign and
relative quantity of net charge if objects or systems after various charging
processes, including conservation of charge in simple circuits.
NCSS: PS3.B
B-3. construct an explanation of the two-charge model of electric charge based
on evidence produced through scientific practices. NGSS: PS1.A;
NJCCC: 5.2.12.A.1
B-4. challenge the claim that an electric charge smaller than the elementary
charge has been isolated. NGSS: PS1.A
AP Physics 1 Curriculum – Summer 2014 – page 8 of 33
C-1.
C-2.
E-1.
design an experiment for collecting data to determine the relationship
between the net force exerted on an object, its inertial mass, and its
acceleration. NGSS: PS2.A, PS2.A; NJCCC: 5.2.12.E.4
design a plan for collection data to measure gravitational mass and to
measure inertial mass and to distinguish between the two experiments.
choose and justify the selection of data needed to determine resistivity for
a given material.

Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)





Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century












Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:


Electric Charge, Electric Force, & Conservation of Charge
Charging an Electroscope
AP Physics 1 Curriculum – Summer 2014 – page 9 of 33
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Inertial Mass and Gravitational Mass
Electrical Resistivity and Resistance
Ohm’s Law and the Filament of a Light Blub
Ohm’s Law and a “Lead” Pencil
Ohm’s Law and an Electrical Resistor
Enrichment Activities:
Research the design and operation of photocopy, laser, and inkjet
printers, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Research superconductivity, write a short summary, and prepare a short
PowerPoint presentation of your findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
AP Physics 1 Curriculum – Summer 2014 – page 10 of 33
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
BIG IDEA 2: Fields existing in space can be used to explain interactions.
Approximate # Of Weeks:
1 of 30 weeks
Essential Questions:
A.
A field associates a value of some physical quantity with every point in
space. How can field models be useful for describing interactions that
occur at a distance (long-range forces) as well as a variety of other
physical phenomena?
B.
How is a gravitational field caused by an object with mass?
Upon completion of this unit students will be able to:
A-1. qualitatively and quantitatively describe a vector field in terms of
magnitude and direction of field vectors. NCSS: PS2.B
A-2. qualitatively and quantitatively describe a vector field for more than one
source in terms of the addition of magnitude and direction of field vectors.
NCSS: PS2.B
A-3. make inferences about the number, relative size, and location of sources
when given a known vector field. NCSS: PS2.B
B-1. apply F = m g to calculate the gravitational force on an object with mass m
in a gravitational field of strength g in the context of the effects of a new
force on objects and systems. NGSS: PS2.A, PS2.B
B-2. apply g = G M / r2 to calculate the gravitational field due to an object of
mass M , where the field is a vector directed toward the center of the
object of mass M. NCSS: PS2.B
B-3. approximate a numerical value of the gravitational field (g) near the
surface of an object from its radius and mass relative to those of the Earth
or other reference objects. NCSS: PS2.B
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Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
AP Physics 1 Curriculum – Summer 2014 – page 11 of 33

CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSA.REI.C.5, 6 (systems of linear equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSG.SRT.C.6 (sine, cosine, tangent of a right triangle)
CCSS.MATH.CONTENT.HSG.SRT.C.8 (trig ratios and Pythagorean theorem)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)





Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century










Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:


Addition of Vector Quantities Graphically
Addition of Vectors Analytically

Enrichment Activities:
Research the concept of a graviton, write a short summary, and prepare
a short PowerPoint presentation of your findings.




Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
AP Physics 1 Curriculum – Summer 2014 – page 12 of 33








Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
BIG IDEA 3: The interactions of an object with other objects can be
described by forces.
Approximate # Of Weeks:
7 of 30 weeks
AP Physics 1 Curriculum – Summer 2014 – page 13 of 33
Essential Questions:
A.
What are the common characteristics shared by all forces when they are
considered by observers in inertial frames of reference?
B.
In classical terms, how can the acceleration of an object interacting with
other objects be predicted by using a = Σ F / m ?
C.
How are forces categorized as being either long-range (action-at-adistance) forces or contact forces at the macroscopic level?
D.
How does the momentum of an object change when a force acts on the
object
E.
How does the kinetic energy of an object change when a force acts on the
object?
F.
How can a force exerted on an object cause a torque on that object?
G.
Why are certain types of forces considered fundamental?
Upon completion of this unit students will be able to:
A-1. express the motion of an object using a narrative, mathematical, and
graphical representations.
A-2. design an experimental investigation of the motion of an object.
A-3. analyze experimental data describing the motion of an object and express
the results of the analysis using narrative, mathematical, and graphical
representations.
A-4. represent forces in diagrams or mathematically using appropriately
labeled vectors with magnitude, direction, and units during the analysis of
a situation. NGSS: PS2.A
A-5. analyze a scenario and make claims (develop arguments, justify
assertions) about the forces exerted on an object by other objects for
difference types of forces or components of forces. NGSS: PS2.A
A-6. challenge a claim that an object can exert a force on itself. NGSS: PS2.A
A-7. describe a force as an interaction between two objects and identify both
objects for any force. NGSS: PS2.A
A-8. construct explanations of physical situations involving the interaction of
bodies using Newton’s third law and the representation of action-reaction
pairs of forces. NGSS: PS2.A
A-9. use Newton’s third law to make claims and predictions about the actionreaction pairs of forces when two objects interact. NGSS: PS2.A
A-10. analyze situations involving interactions among several objects by using
free-body diagrams that include the application of Newton’s third law to
indentify forces. NGSS: PS2.A
B-1. predict the motion of an object subject to forces exerted by several objects
using an application of Newton’s second law in a variety of physical
situation with acceleration in one dimension. NGSS: PS2.A;
NJCCC:5.2.12.E.4
B-2. design a plan to collect and analyze data for motion (static, constant,
accelerating) from force measurements and carry out an analysis to
determine the relationship between the net force and the vector sum of the
AP Physics 1 Curriculum – Summer 2014 – page 14 of 33
B-3.
B-4.
B-5.
B-6.
B-7.
B-8.
C-1.
C-2.
C-3.
C-4.
C-5.
C-6.
D-1.
D-2.
D-3.
D-4.
individual forces. NGSS: PS2.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2,
5.1.12.B.3, 5.1.12.B.4, 5.2.12.E.4
re-express a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the
acceleration of the object. NGSS: PS2.A; NJCCC: 5.2.12.E.1, 5.2.12.E.4
create and use free-body diagrams to analyze physical situation to solve
problems with motion qualitatively and quantitatively.
to predict which properties determine the motion of a simple harmonic
oscillator and what the dependence of the motion is on those properties.
design a plan and collect data in order to ascertain the characteristics of
motion of a system undergoing oscillatory motion caused by a restoring
force. NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
analyze data to identify qualitative and quantitative relationships between
given values and variables (i.e., force, displacement, acceleration,
velocity, period of motion, frequency, spring constant, string length, mass)
associated with objects in oscillatory motion to use that data to determine
the value of an unknown. NGSS: PS2.A; NJCCC: 5.2.12.E.1, 5.2.12.E.4
construct a qualitative and/or a quantitative explanation of oscillatory
behavior given evidence of a restoring force. NGSS: PS2.A
use Newton’s law of gravitation to calculate the gravitational force the two
objects exert on each other and use that force in contexts other than
orbital motion. NGSS: PS2.A
use Newton’s law of gravitation to calculate the gravitational force
between two objects and use the force in contexts involving circular orbital
motion. NGSS: PS2.A
use Coulomb’s law qualitatively and quantitatively to make predictions
about the interaction between two electric point charges. NGSS: PS1.A
connect the concepts of gravitational force and electric force to compare
similarities and difference between the two forces. NGSS: PS2.A
make claims about various contact forces between objects based on the
microscopic cause of those forces. NGSS: PS2.A, PS2.B
explain contact forces (tension, friction, normal, buoyant, spring) as arising
from inter-atomic electric forces and that they therefore have certain
directions. NGSS: PS1.A; PS2.A, PS2.B; NJCCC: 5.2.12.A.2
justify the selection of data needed to determine the relationship between
the direction of the force acting on an object and the change in momentum
caused by that force. NGSS: PS2.A
justify the selection of routines for the calculation of the relationships
between changes in momentum of an object, average force, impulse, and
time of interaction. NGSS: PS2.A
predict the change in momentum of an object from the average force
exerted on the object and the interval of time during which the force is
exerted. NGSS: PS2.A
analyze data to characterize the change in momentum of an object from
the average force exerted on the object and the interval of time during
which the force is exerted. NGSS: PS2.A
AP Physics 1 Curriculum – Summer 2014 – page 15 of 33
D-5.
design a plan for collecting data to invest6igate the relationship between
changes in momentum and the average force exerted on an object over
time. NGSS: PS2.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3,
5.1.12.B.4
E-1. make prediction about the changes in kinetic energy of an object based on
considerations of the direction of the net force on the object as the object
moves. NGSS: PS2.A; PS3.A; NJCCC: 5.2.12.E.4
E-2. use net force and velocity vectors to determine qualitatively whether
kinetic energy of an object would increase, decrease, or remain
unchanged. NGSS: PS2.A, PS3.A; NJCCC: 5.2.12.E.4
E-3. use force and velocity vectors to determine qualitatively and quantitatively
the net force exerted kinetic energy of an object would increase, decrease,
or remain unchanged. NGSS: PS2.A, PS3.A; NJCCC: 5.2.12.E.4
E-4. apply mathematical routines to determine the change in kinetic energy of
an object given the forces on the object and the displacement of the
object. NGSS: PS2.A, PS3.A
F-1. use representations of the relationship between force and torque.
NGSS: PS2.A
F-2. compare the torques on an object caused by various forces.
NGSS: PS2.A
F-3. estimate the torque on an object caused by various forces in comparison
to other situations. NGSS: PS2.A
F-4. design an experiment and analyze data testing a question about torques
in a balanced rigid system. NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3,
5.1.12.B.4
F-5. calculate torques on a two-dimensional system in static equilibrium by
examining a representation or model (such as a diagram or physical
construction.)
F-6. make predictions about the change in the angular velocity about an axis
for an object when forces exerted on the object cause a torque about that
axis. NGSS: PS2.A
F-7. plan data collection and analysis strategies designed to test the
relationship between a torque exerted on an object and the change in
angular velocity of that object about an axis. NJCCC: 5.1.12.B.1,
5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
F-8. predict the behavior of rotational collision situations by the same
processes that are used to analyze linear collision situations using an
analogy between impulse and change in linear momentum and angular
impulse and change in angular momentum. NCSS: PS2.A;
NJCCC: 5.2.12.E.2, 5.2.12.D.4
F-9
justify in an unfamiliar context or using representations beyond equations
the selection of a mathematical routine to solve for the change in
angular momentum of an object caused by torques exerted on the object
NCSS: PS2.A
F-10. plan data collection and analysis strategies designed to test the
relationship between torques exerted on an object and the change in
AP Physics 1 Curriculum – Summer 2014 – page 16 of 33
G-1.
angular momentum of that object. NCSS: PS2.A; NJCCC: 5.1.12.B.1,
5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
articulate situations when the gravitational force is the dominant force and
when the electromagnetic, weak, and strong forces can be ignored.
NGSS: PS2.A

Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSA.REI.C.5, 6 (systems of linear equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSG.C.A.2 (circle relationships)
CCSS.MATH.CONTENT.HSG.C.A.4 (tangent to a circle)
CCSS.MATH.CONTENT.HSG.C.B.5 (circle radius and radian measure)
CCSS.MATH.CONTENT.HSG.SRT.C.6 (sine, cosine, tangent of a right triangle)
CCSS.MATH.CONTENT.HSG.SRT.C.8 (trig ratios and Pythagorean theorem)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)





Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century


















Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
AP Physics 1 Curriculum – Summer 2014 – page 17 of 33
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:






























Motion at Constant Velocity
Motion at Constant Acceleration (Galileo’s Experiment)
Motion of a Cart with Variable Velocity
Determining a Value for the Acceleration of Gravity
Projectile Motion of an Object Launched Horizontally
Projectile Motion of an Object Launched Upward at an Angle to the
Horizontal
Uniform Circular Motion and Centripetal Force
Addition of Several Forces: Translational Equilibrium
Motion of a Simple Pendulum:
Period and Length
Motion of a Simple Pendulum:
Period and Amplitude
Vertical Motion of a Mass on a Spring: Period and Mass
Vertical Motion of a Mass on a Spring: Period and Amplitude
Coulomb’s Law for Point Charges
Kinetic Friction and the Coefficient of Friction
Static Friction and An Object on an Inclined Plane
Work and Change in Kinetic Energy
Torque and Rotational Equilibrium
Torque and Change in Angular Momentum
Enrichment Activities:
Research a physical pendulum, write a short summary, and prepare a
short PowerPoint presentation of your findings.
Research the Physics of a particular sport, write a short summary, and
prepare a short PowerPoint presentation of your findings.
Research the application of torque and angular motion to the design
and operation of the catapult and trebuchet, write a short summary,
and prepare a short PowerPoint presentation of your findings.
Research the application of torque and angular motion to the design
and operation of machines, write a short summary, and prepare a short
PowerPoint presentation of your findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
AP Physics 1 Curriculum – Summer 2014 – page 18 of 33




Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
BIG IDEA 4: Interactions between systems can result in changes in those
systems.
Approximate # Of Weeks:
4 of 30 weeks
Essential Questions:
A.
How is the acceleration of the center of mass of a system related to the
net force exerted on the system, where a = Σ F / m ?
AP Physics 1 Curriculum – Summer 2014 – page 19 of 33
B.
C.
D.
How can interactions with other objects or systems change the total linear
momentum of a system?
How can interactions with other objects or systems change the total
energy of a system?
How does a net torque exerted on a system by other objects or systems
change the angular momentum of the system?
Upon completion of this unit students will be able to:
A-1. use representations of the center of mass of an isolated two-object system
to analyze the motions of the system qualitatively and semi-quantitatively.
NGSS: PS2.A
A-2. make predictions about the motion of a system based on the fact that
acceleration is equal to the change in velocity per unit time, and velocity is
equal to the change in position per unit time. NJCCC: 5.2.12.E.1
A-3. evaluate using given data whether all the forces on a system or whether
all parts of a system have been identified. NGSS: PS2.A
A-4. create mathematical models and analyze graphical relationships for
acceleration, velocity, and position of the center of mass of a system and
use them to calculate properties of the motion of the center of mass of a
system. NGSS: PS2.A; NJCCC: 5.2.12.E.1
A-5. apply Newton’s second law to systems to calculate the change in the
center-of-mass velocity when an external force is exerted on the system.
NGSS: PS2.A
A-6. use visual and mathematical representations of the forces between
objects in a system to predict whether or not there will be a change in the
center-of-mass velocity of that system. NGSS: PS2.A
B-1. calculate the change in linear momentum of a two-object system with
constant mass in linear motion from a representation of the system (data,
graphs, etc.) NGSS: PS2.A
B-2. analyze data to find the change in linear momentum for a constant-mass
system using the product of the mass and change in velocity of the center
of mass. NGSS: PS2.A
B-3. apply mathematical routines to calculate the change in momentum of a
system by analyzing the average force exerted over a certain time on the
system. NGSS: PS2.A
B-4. perform analysis on data presented as a force-time graph and predict the
change in momentum of a system. NGSS: PS2.A
C-1. calculate the total energy of a system and justify the mathematical
routines used in the calculation of component types of energy within the
system whose sum is the total energy. NCSS: PS3.A
C-2. predict changes in the total energy of a system due to changes in position
and speed of objects or frictional interactions within the system.
NCSS: PS3.A; NJCCC: 5.2.12.E.1
C-3. make predictions about the changes in the mechanical energy of a system
when a component of an external force acts parallel or anti-parallel to the
direction of the displacement of the center of mass. NGSS: PS2.A, PS3.A
AP Physics 1 Curriculum – Summer 2014 – page 20 of 33
C-4.
D-1.
D-2.
D-3.
D-4.
D-5.
D-6.


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


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apply the concepts of conservation of energy and the work-energy
theorem to determine qualitatively and/or quantitatively that work done on
a two-object system in linear motion will change the kinetic energy of the
center of mass of the system, the potential energy of the system, and/or
the internal energy of the system. NGSS: PS2.A, PS3.A, PS3.B
describe a representation and use it to analyze a situation in which several
forces exerted on a rotating system of rigidly connected objects change
the angular velocity and angular momentum of the system. NGSS: PS2.A
plan data collection strategies designed to establish that torque, angular
velocity, angular acceleration, and angular momentum can be predicted
accurately when the variables are treated as being clockwise or
counterclockwise with respect to a well-defined axis of rotation, and refine
the research question based on the examination of data. NCSS: PS2.A;
NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
describe a model of a rotational system and use that model to analyze a
situation in which angular momentum changes due to interaction with
other objects or systems. NCSS: PS2.A; NJCCC: 5.2.12.E.2
plan a data collection and analysis strategy to determine the change in
angular momentum of a system and relate it to interactions with other
objects and systems. NCSS: PS2.A
use appropriate mathematical routines to calculate values for initial or final
angular momentum, or change in angular momentum of a system, or
average torque or time during which the torque is exerted in analyzing a
situation involving torque and angular momentum. NCSS: PS2.A
plan a data collection strategy designed to test the relationship between
the change in angular momentum of a system and the product of the
average torque applied to the system and the time interval during which
the torque is exerted. NCSS: PS2.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2,
5.1.12.B.3, 5.1.12.B.4
Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSA.REI.C.5, 6 (systems of linear equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSG.SRT.C.6 (sine, cosine, tangent of a right triangle)
CCSS.MATH.CONTENT.HSG.SRT.C.8 (trig ratios and Pythagorean theorem)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
AP Physics 1 Curriculum – Summer 2014 – page 21 of 33

CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)





Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1


take PowerPoint class notes
use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:












Determining the Center of Mass of an Object
Newton’s Second Law: Acceleration and Force (Mass Constant)
Newton’s Second Law: Acceleration and Mass (Net Force Constant)
Analyzing the Motion of a Hockey Puck
Atwood’s Machine: Acceleration of Two Masses and Tension
Enrichment Activities:
Research the mechanical advantage of a pulley, write a short summary,
and prepare a short PowerPoint presentation of your findings.
Research the design and operation of an elevator, write a short
summary, and prepare a short PowerPoint presentation of your findings.
Research the motion of binary stars and other celestial bodies, write a
short summary, and prepare a short PowerPoint presentation of your
findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
AP Physics 1 Curriculum – Summer 2014 – page 22 of 33








Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
BIG IDEA 5: Changes that occur as a result of interactions are constrained
by conservation laws.
Approximate # Of Weeks:
7 of 30 weeks
AP Physics 1 Curriculum – Summer 2014 – page 23 of 33
Essential Questions:
A.
Are certain quantities conserved in the sense that changes of those
quantities in a given system are always equal to the transfer of that
quantity to or from the system by all possible interactions with other
systems?
B.
Is the energy of a system conserved?
C.
Is the electric charge of a system conserved?
D.
Is the linear momentum of a system conserved?
E.
Is the angular momentum of a system conserved?
Upon completion of this unit students will be able to:
A-1. define open and closed/isolated systems for everyday situations and apply
conservation concepts for energy, charge, and linear momentum of those
situations. NGSS: PS1.A, PS2.A, PS3.A, PS3.B
B-1. set up a representation or model showing that a single object can only
have kinetic energy and use information about that object to calculate its
kinetic energy. NCSS: PS3.A
B-2. translate between a representation of a single object, which can only have
kinetic energy, and a system that includes the object, which may have
both kinetic and potential energies. NCSS: PS3.A
B-3. calculate the expected behavior of a system using the object model (i.e.,
by ignoring changes in internal structure) to analyze a situation. Then,
when the model fails, the student can justify the use of conservation of
energy principles to calculate the change in internal energy due to
changes in internal structure because the object is actually a system.
NCSS: PS3.A, PS3.B
B-4. describe and make qualitative and/or quantitative predictions about
everyday examples of systems with internal potential energy.
NCSS: PS3.A
B-5. make quantitative calculations of the internal potential energy of a system
from a description or diagram of that system. NCSS: PS3.A
B-6. apply mathematical reasoning to create a description of the internal
potential energy of a system from a description or diagram of the objects
and interactions in that system. NCSS: PS3.A
B-7. describe and make predictions about the internal energy of a system.
NCSS: PS3.A, PS3.B
B-8. calculate changes in kinetic energy and potential energy of a system using
information from representations of that system. NCSS: PS3.A
B-9. design an experiment and analyze data to examine how a force exerted
on an object or system does work on the object or system as it moves
through a distance. NGSS: PS2.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2,
5.1.12.B.3, 5.1.12.B.4
B-10. design an experiment and analyze graphical data in which interpretations
of the area under a force-distance curve are needed to determine the work
AP Physics 1 Curriculum – Summer 2014 – page 24 of 33
B-11.
B-12.
B-13.
B-14.
B-15.
B-16.
C-1.
C-2.
C-3.
D-1.
D-2.
done on or by the object or system. NGSS: PS2.A; NJCCC: 5.1.12.B.1,
5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
predict and calculate from graphical data the energy transfer to or work
done on an object or system from information about a force exerted on the
object or system through distance. NGSS: PS2.A, PS3.A
make claims about the interaction between a system and its environment
in which the environment exerts a force on the system, thus doing work on
the system and changing the energy of the system (kinetic energy plus
potential energy). NGSS: PS2.A, PS3.A
predict and calculate the energy transfer to (i.e., the work done on) an
object or system from information about a force exerted on the object or
system through a distance. NGSS: PS2.A, PS3.A
construct or interpret a graph of the energy changes within an electrical
circuit with only a single battery and resistors in series and/or in, at most,
one parallel branch as an application of the conservation of energy
(Kirchhoff’s loop rule). NCSS: PS3.A, PS3.B
apply conservation of energy concepts to the design of an experiment that
will demonstrate the validity of Kirchhoff’s loop rule ( Σ ΔV = 0) in a circuit
with only a battery and resistors either in series or in, at most, one pair of
parallel branches. NCSS: PS3.A, PS3.B; NJCCC: 5.1.12.B.1, 5.1.12.B.2,
5.1.12.B.3, 5.1.12.B.4
apply conservation of energy (Kirchhoff’s loop rule) in calculations
involving the total electric potential difference for complete circuit loops
with only a single battery and resistors in series and/or in, at most one
parallel branch. NCSS: PS3.A, PS3.B
apply conservation of electric charge (Kirchhoff’s junction rule) to the
comparison of electric current in various segments of an electrical circuit
with a single battery and resistors in series and in, at most, one parallel
branch and predict how those values would change if configurations of the
circuit are changed. NGSS: PS1.A, PS3.B
design an investigation of an electrical circuit with one or more resistors in
which evidence of conservation of electric charge can be collected and
analyzed. NGSS: PS1.A, PS3.B; NJCCC: 5.1.12.B.1, 5.1.12.B.2,
5.1.12.B.3, 5.1.12.B.4
use a description or schematic diagram of an electrical circuit to calculate
unknown values of current in various segments or branches of the circuit.
NCSS: PS3.B
make qualitative predictions about natural phenomena based on
conservation of linear momentum and restoration of kinetic energy in
elastic collisions. NCSS: PS2.A, PS3.A, PS3.B; NJCCC: 5.2.12.D.4
apply the principles of conservation of momentum and restoration of
kinetic energy to reconcile a situation that appears to be isolated and
elastic, but in which data indicate that linear momentum and kinetic energy
are NOT the same after the interaction, by refining a scientific question to
identify interactions that have NOT been considered. Students will be
AP Physics 1 Curriculum – Summer 2014 – page 25 of 33
expected to solve qualitatively and/or quantitatively for one-dimensional
situations and only qualitatively in two-dimensional situations.
NCSS: PS2.A, PS3.A, PS3.B
D-3. apply mathematical routines appropriately to problems involving elastic
collisions in one dimension and justify the selection of those mathematical
routines based on conservation of momentum and restoration of kinetic
energy. NCSS: PS2.A, NCSS: PS3.A, PS3.B; NJCCC: 5.2.12.D.4
D-4. design an experimental test of an application of the principle of the
conservation of linear momentum, predict an outcome of the experiment
using the principle, analyze data generated by that experiment whose
uncertainties are expressed numerically, and evaluate the match between
the prediction and the outcome. NCSS: PS2.A, PS3.B;
NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
D-5. classify a given collision situation as elastic or inelastic, justify the
selection of conservation of linear momentum and restoration of kinetic
energy as the appropriate principles for analyzing an elastic collision,
solving for missing variables, and calculate their values.
NCSS: PS2.A, PS3.A, PS3.B; NJCCC: 5.2.12.D.4
D-6. qualitatively predict, in terms of linear momentum and kinetic energy, how
the outcome of a collision between two objects changes depending on
whether the collision is elastic or inelastic. NCSS: PS2.A, PS3.A;
NJCCC: 5.2.12.D.4
D-7. plan data collection strategies to test the law of conservation of
momentum in a two-object collision that is elastic or inelastic and analyze
the resulting data graphically. NCSS: PS2.A, PS3.B; NJCCC: 5.2.12.D.4
D-8. apply the conservation of linear momentum to a closed system of objects
involved in an elastic collision to predict the change in kinetic energy.
NCSS: PS2.A, PS3.A, PS3.B; NJCCC: 5.2.12.D.4
D-9. analyze data that verify conservation of momentum in collision with and
without an external friction force. NGSS: PS2.A, PS3.B;
NJCCC: 5.2.12.D.4
D-10. classify a give collision situation as elastic or inelastic, justify the selection
of conservation of linear momentum as the appropriate solution method
for an elastic collision, recognize that there is a common final velocity for
the colliding object in the totally inelastic case, solve for missing variables,
and calculate their variable. NCSS: PS2.A, PS3.B; NJCCC: 5.2.12.D.4
D-11. predict the velocity of the center of mass of a system when there is no
interaction outside of the system but there is an interaction within the
system (i.e., the student simply recognizes that interactions within a
system do not affect the center of mass motion of the system and is able
to determine that there is no external force). NGSS: PS2.A
E-1. make qualitative prediction about the angular momentum of a system for a
situation in which there is no net external torque. NCSS: PS2.A
E-2. make calculations of quantities related to the angular momentum of a
system when the net external torque on the system is zero. NCSS: PS2.A
AP Physics 1 Curriculum – Summer 2014 – page 26 of 33
E-3.
describe or calculate the angular momentum and rotational inertia of a
system in terms of the locations and velocities of objects that make up the
system. Students are expected to do qualitative reasoning with compound
objects. Students are expected to do calculations with a fixed set of
extended objects and point masses. NGSS: PS2.A; NJCCC: 5.2.12.E.2

Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSA.REI.A.1, 2 (reasoning with equations; radicals)
CCSS.MATH.CONTENT.HSA.REI.B.3, 4.b (linear & quadratic equations)
CCSS.MATH.CONTENT.HSA.REI.C.5, 6 (systems of linear equations)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSG.C.A.2 (circle relationships)
CCSS.MATH.CONTENT.HSG.C.A.4 (tangent to a circle)
CCSS.MATH.CONTENT.HSG.C.B.5 (circle radius and radian measure)
CCSS.MATH.CONTENT.HSG.SRT.C.6 (sine, cosine, tangent of a right triangle)
CCSS.MATH.CONTENT.HSG.SRT.C.8 (trig ratios and Pythagorean theorem)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)
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Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century
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Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
AP Physics 1 Curriculum – Summer 2014 – page 27 of 33
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:
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Conservation of Mechanical Energy
Conservation of Energy
Conservation of Linear Momentum: Two-Object Collision
Conservation of Linear Momentum: Two-Object “Explosion”
The Disk and Ring Race
Rotational Inertia: “Point Masses” and Rigid Bodies
Conservation of Angular Momentum
Earth-Satellites and Conservation of Angular Momentum
Circuit Characteristics of Resistors Connected in a Series
Circuit Characteristics of Resistors Connected in a Parallel
Circuit Characteristics of Resistors Connected in a Series-Parallel
Behavior of Light Bulbs Connected in Series-Parallel Circuits
Enrichment Activities:
Research the historical and experimental development of the concept
of energy, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Research rotational inertia and its application in sports, write a short
summary, and prepare a short PowerPoint presentation of your findings.
Research the physics of a neutron star collapse, write a short
summary, and prepare a short PowerPoint presentation of your findings.
Research physics and the design and operation of various types of
light bulbs, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
AP Physics 1 Curriculum – Summer 2014 – page 28 of 33
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1
Topic/Unit:
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.
Approximate # Of Weeks:
5 of 30 weeks
Essential Questions:
A.
Is a wave a traveling disturbance that transfers energy and momentum?
B.
Is a periodic wave a wave that repeats as a function of both time and
position and can be described by its amplitude, frequency, wavelength,
speed, and energy?
C.
(This item is not included in the AP Physics 1 course published by The College Board.)
D.
How does interference and superposition of waves lead to standing waves
and beats?
Upon completion of this unit students will be able to:
A-1. use a visual representation to construct an explanation of the distinction
between transverse and longitudinal waves by focusing on the vibration
that generates the wave. NCSS: PS4.A
AP Physics 1 Curriculum – Summer 2014 – page 29 of 33
A-2.
A-3.
A-4.
A-5.
B-1.
B-2.
B-3.
B-4.
D-1.
D-2.
D-3.
D-4.
D-5.
D-6.
D-7.
describe representations of transverse and longitudinal waves.
NCSS: PS4.A
describe sound in terms of transfer of energy and momentum in a medium
and relate the concepts to everyday examples. NCSS: PS2.A, PS3.A
use a graphical representation of a periodic mechanical wave to determine
the amplitude of the wave. NCSS: PS4.A
explain and/or predict qualitatively how the energy carried by a sound
wave relates the amplitude of the wave, and/or apply this concept to a real
world example. NCSS: PS3.A, PS4.A
use a graphical representation of a periodic mechanical wave (position vs.
time) to determine the period and frequency of the wave and describe how
a change in the frequency would modify features of the representation.
NCSS: PS4.A
use a visual representation of a periodic mechanical wave to determine
wavelength of the wave. NCSS: PS4.A
design an experiment to determine the relationship between periodic wave
speed, wavelength, and frequency and relate these concepts to everyday
examples. NCSS: PS4.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3,
5.1.12.B.4
create or use a wave front diagram to demonstrate or interpret
qualitatively the observed frequency of a wave, dependent upon the
relative motion of source and observer. NCSS: PS4.A
use representations of individual pulses and construct representations to
model the interaction of two wave pulses to analyze the superposition of
two pulses. NCSS: PS4.A
design a suitable experiment and analyze data illustrating the
superposition of mechanical waves (only for wave pulses or standing
waves). NCSS: PS4.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3,
5.1.12.B.4
design a plan for collecting data to quantify the amplitude variations when
two or more traveling waves or wave pulses interact in a given medium.
NCSS: PS4.A; NJCCC: 5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
analyze data or observations or evaluate evidence of the interaction of two
or more traveling waves in one or two dimensions (i.e., circular wave
fronts) to evaluate the variations in resultant amplitudes. NCSS: PS4.A
refine a scientific question related to standing waves and design a detailed
plan for the experiment that can be conducted to examine the
phenomenon qualitatively or quantitatively. NCSS: PS4.A; NJCCC:
5.1.12.B.1, 5.1.12.B.2, 5.1.12.B.3, 5.1.12.B.4
predict properties of standing waves that result from addition of incident
and reflected waves that are confined to a region and have nodes and
antinodes. NCSS: PS4.A
plan data collection strategies, predict the outcome based on the
relationship under test, perform data analysis, evaluate evidence
compared to the prediction, explain any discrepancy and, if necessary,
AP Physics 1 Curriculum – Summer 2014 – page 30 of 33
revise the relationship among variables responsible for establishing
standing waves on a string or in a column of air.
D-8. describe representations and models of situations in which a standing
wave is result from the addition of incidence and reflected waves confined
to a region. NCSS: PS4.A
D-9. challenge with evidence the claim that the wavelengths of standing waves
are determined by the frequency of the source regardless of the size of
the region. NCSS: PS4.A
D-10. calculate wavelengths and frequencies (if given wave speed) of standing
waves based on boundary conditions and length of region in which the
wave is confined, and calculate numerical values of wavelengths and
frequencies. Examples should include musical instruments. NCSS: PS4.A
D-11. use a visual representation to explain how waves of slightly different
frequency give rise to the phenomenon of beats. NCSS: PS4.A
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Common Core Standards:
CCSS.ELA.RST.1, 2, 3, 4, 5, 6, 7, 9, 10 (text evidence, experimental analysis)
CCSS.ELA.WHST. 1, 2, 4, 5, 6, 7, 9
(analysis of data and writing of lab reports)
CCSS.MATH.CONTENT.HSN.Q.A.1, 2, 3 (measurement, units, multi-step problems)
CCSS.MATH.CONTENT.HSA.SSE. A.1, 1.a, 1.b (math expressions)
CCSS.MATH.CONTENT.HSA.CED.A.1, 2, 3, 4 (equations and relationships)
CCSS.MATH.CONTENT.HSF.IF.B.4, 6 (graphing & rate of change of variables)
CCSS.MATH.CONTENT.HSF.IF.C.7, 7.a (linear and exponential graph analysis)
CCSS.MATH.CONTENT.HSF.LE.A.1,1.a,1.b,1.c (linear and exponential graphs)
CCSS.MATH.CONTENT.HSS.ID.A.2, 3 (statistical analysis of data)
CCSS.MATH.CONTENT.HSS.ID.B.6, 6.a, 6.c (statistical analysis of two variable data)
CCSS.MATH.CONTENT.HSS.ID.C.7, 8 (data and linear regression; slope and y-intercept)
Interdisciplinary Standards (njcccs.org)
Standard 9.1 – 21st-Century Life & Career Skills
Standard 9.3 – Career Awareness, Exploration, and Preparation
Standard 8.1 – Computer and Information Literacy
Standard 8.2 – Technology Education
Standard 6.3 – Active Citizenship in the 21st Century
Activities – include 21st Century Technologies:
Using the Starboard presentation system, student will
 participate in Physics demonstrations
with qualitative and/or quantitative discussions NJCCC: 5.1.12.D.1
 take PowerPoint class notes
 use “smart” phones as stopwatches, protractors, and
for information searches.
Students will, from time to time, use their graphing calculators to analyze data.
AP Physics 1 Curriculum – Summer 2014 – page 31 of 33
Participation in either “guided-inquiry” or “open-inquiry” mini-laboratory
exercises and/or “in-depth” laboratory investigations:

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Behavior of Periodic Waves on Coiled Springs
Standing Waves on a String
Standing Waves Produced by Sound in Open Tubes
Standing Waves Produced by Sound in Closed Tubes
Speed of Sound in Air Using a Closed Resonance Tube
Enrichment Activities:
Research the physics involved in earthquake prediction and
behavior, write a short summary, and prepare a short PowerPoint
presentation of your findings.
Research the physics of string and wind musical instruments, write a
short summary, and prepare a short PowerPoint presentation of your
findings.
Research the physics of the Doppler effect in weather forecasting,
write a short summary, and prepare a short PowerPoint presentation of
your findings.
Research the physics of sound recording, storage, and reproduction,
write a short summary, and prepare a short PowerPoint presentation of
your findings.
Methods of Assessments/Evaluation:
“Think - Pair- Share” activities
Revisit “Essential Questions”
“Thumb Up-Down-Horizontal” assessment of concept understanding
Exit slips (written or oral)
Computer-generated “Individualized Problem Sets” (IPSs)
“Homework” quizzes
Announced and unannounced class quizzes
Major topic or unit tests
Written laboratory reports and lab results discussion NJCCC: 5.1.12.D.1,
5.1.12.D.2
Information searches (library and internet research)
Midterm Examination
Final Examination
Resources/Including Online Resources
Current course textbook:
Giancoli, D.C. Physics: Principles with Applications (6th edition).
Pearson Education Inc, Upper Saddle River, NJ. 2009. (0-13-707302-6)
AP Physics 1 Curriculum – Summer 2014 – page 32 of 33
Online student resource for the textbook:
http://wps.prenhall.com/esm_giancoli_physicsppa_6/16/4350/1113739.cw/in
dex.html
M Dancho’s Physics Webpage: http://glenridge.org/Domain/193
“The Mechanical Universe” Physics video set
(classroom use but can also be found on-line)
Youtube.com for Physics demonstrations, lectures, concept review
(especially through the Massachusetts Institute of Technology (MIT) )
http://www.physicsclassroom.com/ for review of basic Physics concepts.
http://www.hippocampus.org/ presents an overview of Physics topics.
http://phet.colorado.edu is a good source of Physics “virtual” experiments and
learning applets.
AP Physics 1 Curriculum – Summer 2014 – page 33 of 33