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AP-Physics 1 Syllabus Course Overview The course meets for ten classroom periods in a two-week rotation. Each period lasts 59 minutes. Laboratory work is performed during one of two double (94 minute) blocks. Lab work includes both inquiry (or open-ended) and guided investigations. The labs listed are all conducted by the student. The course emphasizes multi-step problem solving and encourages students to construct meaning from observation and data. Student assessment is based on examinations, employing problem solving and conceptual questions; and laboratory work. Text: College Physics, 10th Edition, Raymond Serway and Chris Vuille Big Ideas for AP Physics 1: 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. 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. Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws. Big Idea 6: Wave 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. 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 Unit Descriptions Unit 1: One and Two Dimensional Kinematics Big Ideas: 3, 4 [CR 2a] Chapter 2, 3 Course Sequence • • • • • Kinematic Variables Kinematics in One Dimension Vector components and addition Kinematics in Two Dimensions Projectile Motion Student Labs and Activities • Data Analysis Lab – Hammer and Puck (OI) • • • • • • • • This investigation introduces data analysis – students swing a hammer from several heights and measure the distance traveled by a wooden puck. Students are asked to analyze the data and determine the relationship between the two variables. [SP 5] Measurement Lab Toy Car Speed Lab Activity Instantaneous Velocity on an Incline Acceleration on an Incline Acceleration due to Gravity Acceleration in Spring Loaded System Reaction Time Lab Analysis of Traffic Behavior • Projectile Range – Horizontal • Ball in the Cup Lab (OI) Students are asked to predict where to place a cup so that a marble which is rolled off of a lab bench will land in the cup. [SP 2 & 6] Projectile Range at Different Angles Analysis of Field Goal Kicking Walk Around the School • • • Unit 2: Dynamics Big Ideas: 1, 2, 3, 4 [CR 2b] [CR2c] Chapter 4 • Common Forces and Free Body Diagrams • Newton’s First Law • Newton’s Second Law • Newton’s Third Law • Applications of Newton’s Second Law Friction Inclines Rope & Pulley Problems • • • • • • • Newton’s 2nd Law Lab (GI) Students first vary the force acting on a dynamics cart and measure resulting accelerations. Students then vary the mass of the cart, keeping the force constant, and measure the resulting accelerations. Students are asked to draw conclusions about the relationships between acceleration and force and between acceleration and mass. [SP 5] Force Table Investigation Equilibrium Round Robin Coefficient of Static and Kinetic Friction Lab (GI) Students vary the mass of friction blocks and pull them at constant velocity to generate force vs time graphs. Students then calculate the coefficient of static and kinetic friction from the graphical data. [SP 5 & 6] • Atwood’s Machine Lab • Determination of Coefficient of Static Friction for Running Shoes (OI) Students are given a variety of running shoes and must determine which shoes provide the best traction by determining the coefficient of friction between the shoe and the floor. Students must develop their own procedure and perform their own analysis based on their understanding of friction. [SP 4 &6] • Determination of Mass of Car using Newton’s 2nd Law Unit 3: Energy Big Ideas: 3, 4, 5 [CR 2f] Chapter 5 • • • • • Work Power Kinetic Energy Potential Energy Conservation of Energy • • Investigation of Work on and Inclined Plane Conservation of Energy in Pendulum System • • • Hooke’s Law Lab (GI) Students add mass to several springs and measure the resulting displacement. Students analyze the relationship between the applied force and the displacement of the spring using graphical analysis. Students also determine the spring constant and analyze the energy stored in the spring using area under a curve. [SP 2, 5 & 6] Determination of Spring Constant for Projectile Shooter Determination of Power Output for Students on Stairs • Computer Simulation – Conservation of Energy • Ball on a Ramp Lab Unit 4: Momentum Big Ideas: 3, 4, 5 [CR 2e] Chapter 6 • • • • Impulse Momentum Conservation of Momentum Elastic and Inelastic Collisions • • • • • • Inelastic Collisions on Air Track Explosions using Dynamics Carts Coefficient of Restitution for Various Balls (OI) Students are asked to do some research on the coefficient of restitution and connect it to conservation of energy in collisions. Students will then be asked to develop a procedure and perform an experiment to determine the coefficient of restitution for various balls. [SP 1 & 7] Conservation of Momentum in Ball Bearing Collisions Ballistic Pendulum Lab Determination of Force in Throwing a Baseball Unit 5: Rotational Motion and Law of Gravity Big Ideas: 1, 2, 3, 4, 5 [CR 2c, 2g] Chapter 7, 8 • • • • • • • • • • Uniform Circular Motion Dynamics of UCM Centripetal Force Law of Universal Gravitation Torque Center of Mass Rotational Kinematics Rotational Dynamics Rotational energy Angular Momentum Conservation of Angular Momentum • • • • • • • • • • • • • • Centripetal Motion Lab (GI) Students vary the centripetal force (via the hanging mass) acting on a whirling object and analyze the effect of force on the velocity of the spinning object. [SP 2 & 5] Centripetal Acceleration of a Fan Activity Coefficient of Static Friction on Rotating Turntable Investigation of Weight Change in Elevator Flying Pigs OI Students must make appropriate measurements and carry out the calculations necessary to determine the tension in a string attached to a ‘flying pig’ which is undergoing uniform circular motion. [SP 1 & 3] Keplers Laws of Planetary Motion Activity Solar System Computer Simulatio Determination of Center of Mass of Students Angular Acceleration of a Fan Rotational Inertia and Translational Motion Conservation of Energy for Objects Rolling on and Incline Lab Balance Torque Lab (GI) Students are asked to determine the mass of a variety of unknowns using known masses and a meter stick as a torque arm. [SP 6] Conservation of Angular Momentum Activity Force Exerted by Human Bicep (GI) Students are asked to determine the force exerted by the human bicep while holding a shot put. Students must apply the concept of balanced torque to determine the force on the muscle. [SP 7] Unit 6: Simple Harmonic Motion and Mechanical Waves Big Ideas: 3, 5, 6 [CR 2d] [CR 2j] Chapte13, 14 • • • • • • • • • Restoring Forces and Simple Harmonic Motion Simple Pendulum Spring Mass Systems Simple Harmonic Motion Graphs Traveling Waves Wave Characteristics Sound Superposition Standing waves • • • • • • SHM Using Spring Investigation Simple Pendulum Lab Wave Investigation using Slinkys Standing Wave Patterns in Vibrating String Investigation of Beats Demo Open Resonance Tubes • Closed Resonance Tube – Speed of Sound Lab (GI) Students are asked to experimentally determine the speed of sound in the room by determining the wavelength associated with tuning forks of specific frequencies. [SP 5, 6] Tension and Wave Frequency Investigation Computer Wave Simulation • • Unit 7: Electrostatics Big Ideas: 1, 3, 5 [CR 2h] Chapter 15 • Electric Charge and Conservation of Charge • Electric Force – Coulomb’s Law • • Electric Fields Potential Difference • • • • • • Charges on a Quantitative Electroscope Electrostatics Round Robin Activity Determination of Electrostatic Force between Pith Balls Lab Determination of Charge on Pith Ball (OI) Students are asked to determine the charge on a pith ball by measuring the angle formed between two pith balls on an electroscope. Students are also asked to determine the approximate number of electrons present on each pith ball. [SP 3] Electric Field Simulation Activity Van der Graaf Demo Unit 8: DC Circuits Big Ideas: 1, 5 [CR 2i] Chapter 17, 18 • • Ohm’s Law Computer Simulation Activity • Electric Current and Voltage Electric Resistance • Simple Voltaic Cells Lab • • Ohm’s Law Ohm’s Law Lab • • DC Circuits Series and Parallel Connections • • Efficiency of an Electric Heater Activity Series and Parallel Circuit Lab (GI) Students wire three identical resistors in series, in • Kirchhoff’s Laws • • parallel, and in a series – parallel combination to investigate the current and power generated in each combination. [SP 5] Circuit Simulation Activity Illuminating the Shed Activity (OI) Students are asked to design and construct a model of a circuit that can be utilized to light a small shed. Students are given light bulbs, wire, and power source as well as single and double switches. [SP 3 & 7] Additional Course Information Lab Investigations Lab investigations support the construction understanding of physical principles as well as provide an opportunity for students to apply all seven science practices. [CR 6] Students spend at least 25% of class time in laboratory activities, which are hands on and inquiry based. [CR 5] Students work cooperatively in groups but, for most investigations, must each submit an individual formal lab report. Students are required to organize their lab investigations in a lab notebook. [CR7] The format for the formal lab report must include o o o o o Introduction (Problem, Hypothesis, Discussion) Materials Data and Observations Analysis Conclusion with Error Analysis Project Design Students engage in hands on activities outside of the laboratory experience which support connections to more than one Learning Objective. Activity 1: Egg Drop [CR 3] Students are asked to design and construct a device within specific area and mass parameters that will allow an egg to survive a fall from a three story building. Students must employ the concepts of impulse and stopping time in their project. Students are asked to create a brochure which extols the virtues of their project and connects their design to impulse and change in momentum. Learning Objectives: 3.D.1.1, 3.D.2.1, 3.D,2.4, 4.A.2.1, 4.B.1.2 Science Practices 3,7 Activity 2: Physics Capstone Project – The Physics Fair [CR 3] [CR 8] Students are asked to design and construct a project that demonstrates one or more physics principles. Students must present their projects in a formal manner through a physics fair, where they present and explain their projects to visiting underclassmen. Students are asked to work cooperatively in groups and engage in peer review of other projects. Sample projects include resonance, catapults, projectiles, properties of light, advanced circuitry. Learning Objectives: Many including 1.C.1.1, 3.A.3.3, 5.D.3.1, 6.B.1.1, 6.B.2.1, 6.C.3.1 Science Practices 3,7 Real World Applications See Labs: o Determination of Coefficient of Static Friction for Running Shoes [CR4] o Coefficient of Restitution for Various Balls [CR 4] o Force Exerted by Human Bicep [CR 4] Alternative Energy Project [CR 4, CR 8] Students work in groups to research a renewable form of energy. Students must present their research to the entire class. Students are evaluated on the depth of their research, the effectiveness of their presentation as well as their ability to perform a peer review of other presentations. Learning Objectives: 5.B.3.1 5.B.4.2, 5.B.5.4, 5.B.6.1 Science Practices 1 & 7 AP Physics 1 Course Requirements