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AP Physics 1 Outline Justification: Many colleges and universities offer credit to incoming freshmen who have received a 3 or higher on AP exams. Students at Palisades currently have opportunities to receive college science credit in Biology and Chemistry. Adding AP Physics is the next step in offering a full range of AP science courses at Palisades. Textbooks: Primary Textbook: Giancoli, Douglas C. 2005. Physics: Principles with Applications, 6th ed. Upper Saddle River, N.J.: Prentice Hall. ISBN 0-13-035257-8 Secondary Resource: (Recommended Student Purchase) Leduc, Steven. Cracking the AP Physics 1 Exam (latest edition): New York, NY. The Princeton Review. ISBN # (Changes) About the AP Physics 1 Course: The Advance Placement Physics 1 is an algebra-based course in general physics. The syllabus is adapted from the College Board AP Physics 1 syllabi. It is equivalent to an introductory algebra-based university level physics course. This is a first year physics course. The emphasis in the course is on understanding of the concepts and skills and using the concepts and formulae to solve problems. Laboratory work will be covered as an integral part of this course. Classes meet at minimum 5 days per week for 90 minutes each day for 1 semester. About once each week or 25% of the course will be devoted to laboratory activities. Homework is assigned daily. The course utilizes guided inquiry and student-centered learning to foster the development of critical thinking skills. Evaluation: Tests and Quizzes 40% Homework 35% Labs 25% Topics: INTRODUCTION Unit 1: Math and Data Review (1.0 weeks) Algebra review Scientific notation, precision, accuracy Units review and dimensional analysis Data collection and measurement Vectors NEWTONIAN MECHANICS Unit 2: Kinematics (3.5 weeks) Motion in One Dimension Position-time and velocity-time graphs Equations of motion under constant acceleration Motion in Two Dimensions Relative Velocity Projectiles Circular motion Unit 3: Newton’s Laws (3.0 weeks) Static Equilibrium (First Law) First Condition – translational equilibrium Free Body Diagrams Dynamics of a Single Body (Second Law) Friction as a Force Systems of Two or More Bodies (Third Law) Circular Motion Centripetal Force & Acceleration Gravitation Applications Inclined planes Atwood’s machines and their modifications Static and kinetic friction Horizontal and vertical circles Planetary motion Unit 4: Work, Energy, Power & Momentum (2.5 weeks) Work and Work-Kinetic Energy Theorem Conservative Forces and Potential Energy Gravity Springs Conservation of Mechanical Energy Power Momentum Impulse-Momentum Theorem Conservation of Linear Momentum and Collisions Inelastic, completely inelastic and perfectly elastic collisions Two-dimensional collisions Unit 5: Torque, Rotation, & Equilibrium (2.0 Weeks) See Saw Wheel & Axel Static Equilibrium Second Condition – rotational equilibrium (torque) Rotational Kinematics Rotational Dynamics Conservation of Angular Momentum SHM, WAVES, SOUND Unit 6: Simple Harmonic Motion (1.5 weeks) Simple Harmonic Motion Springs and Pendulums Energies of SHM SHM frequency and period SHM Position functions Unit 7: Wave motion and Sound (1.5 weeks) Description and characteristics of waves Standing waves and harmonics Waves on a string Waves in a tube (open and closed) The Doppler Effect (in one dimension) Sound intensity, power and relative sound intensity Musical applications Interference and path difference Interference effects ELECTRICITY & SIMPLE CIRCUITS Unit 8: Electrostatics (1.0 weeks) Coulomb’s Law Electric Fields Electric Potential Energy and Electric Potential Applications Point charge distributions Parallel plates Cathode ray tubes Millikan Oil Drop Experiment Condensers, uninterruptible power supplies, tone controls Unit 9: Current Electricity (1.0 weeks) Electric Circuits Emf, Current, Resistance and Power DC circuits Series and parallel circuits Batteries and internal resistance Ohm’s Law and Kirchhoff’s rules Voltmeters and ammeters Resistors and Lamps in circuits Applications Laboratory: All lab experiments are “hands-on” activities. Students will be required to keep a lab notebook containing all of their lab reports in order to provide evidence to colleges. The report should include the following: Problem Statement Hypothesis Design Procedure Materials Variables Data – includes any necessary equations and calculations Conclusion- based upon hypothesis, includes error analysis Lab experiments: 1. Indirect measurement of inaccessible heights and distances 2. Areas, Volumes, and densities of given solids and liquids 3. Constant Velocity of a buggy- Tracker Video Analysis 4. Acceleration of a cart hanging mass system- Sonic Range Finder 5. Determination of acceleration due to gravity- Tracker Video Analysis 6. Projectile Motion Launcher – Relationship between θ and Range 7. Elastic Force in Ideal Springs & Rubber Bands – Nonlinear spring 8. Sliding Friction Block- Coefficient of kinetic friction 9. Inclined Plane – Coefficient of static friction 10. Uniform Circular Motion – Relationships between hanging mass, spinning mass, Fc and r 11. Conservation of Mechanical Energy Spring-mass system – Air Track 12. Conservation of Linear Momentum – Air Track 13. Rotational Inertia- Rolling Hoops and Discs 14. Torque- Fulcrum Balance 15. Torque- Rotational Acceleration of a Disc 16. Simple Pendulum - Photogate timer 17. Waves- Standing Waves on a String 18. Waves- Determining the speed of sound 19. Electrostatics- Investigations with positive and negative charges. 20. Electrostatics- Investigation with the Van de Graff generator 21. Electrostatics- Mapping Electric Fields I: Plotting equipotential and field lines 22. Circuits- Ohm’s Law and Internal Resistance 23. Circuits- Resistors in Series and Parallel At appropriate points in the course, each of the above laboratory investigations will be presented to the students in the form of a problem. Very often a demonstration of a physical phenomenon will be presented to the class and an explanation of the event will be requested. Students will be encouraged to discuss, confer, and debate about possible solutions to the problem – to form hypotheses. In the course of this discussion, they are to identify the variables that are at work in the phenomenon and then to decide how those variables may be manipulated given the available equipment and time. They are then to develop ways of isolating and manipulating these variables so as to test their hypotheses – to design an experiment. Groups of students may be formed to test different variables. Observations and, whenever possible, measured data will be taken from these tests. Results will be presented to the class and judgments will be made as to what conclusions can be drawn from the data, including possible experimental errors and how the experiment could be improved or expanded. Lastly, the students will be presented with the modern, “accepted” explanation or “expected” result. The students are then to discuss possible reasons for their variation from the expected result (error analysis).