Download Objective - Mr. Wilson`s Irvin High School Physics and Principles of

Curricular Requirements
Page(s)
CR1
Students and teachers have access to college-level resources including college-level textbooks and reference materials in print or electronic format.
1
CR2a
The course design provides opportunities for students to develop understanding of the foundational principles of kinematics in the context of the big
ideas that organize the curriculum framework.
3
CR2b
The course design provides opportunities for students to develop understanding of the foundational principles of dynamics in the context of the big ideas
that organize the curriculum framework.
4
CR2c
The course design provides opportunities for students to develop understanding of the foundational principles of gravitation and circular motion in the
context of the big ideas that organize the curriculum framework.
7
CR2d
The course design provides opportunities for students to develop understanding of the foundational principles of simple harmonic motion in the context
of the big ideas that organize the curriculum framework.
6
CR2e
The course design provides opportunities for students to develop understanding of the foundational principles of linear momentum in the context of the
big ideas that organize the curriculum framework.
6
CR2f
The course design provides opportunities for students to develop understanding of the foundational principle of energy in the context of the big ideas
that organize the curriculum framework.
5
CR2g
The course design provides opportunities for students to develop understanding of the foundational principles of rotational motion in the context of the
big ideas that organize the curriculum framework.
7
CR2h
The course design provides opportunities for students to develop understanding of the foundational principles of electrostatics in the context of the big
ideas that organize the curriculum framework.
9
CR2i
The course design provides opportunities for students to develop understanding of the foundational principles of electric circuits in the context of the big
ideas that organize the curriculum framework.
9
CR2j
The course design provides opportunities for students to develop understanding of the foundational principles of mechanical waves in the context of the
big ideas that organize the curriculum framework.
8
CR3
Students have opportunities to apply AP Physics 1 learning objectives connecting across enduring understandings as described in the curriculum
framework. These opportunities must occur in addition to those within laboratory investigations.
8
CR4
The course provides students with opportunities to apply their knowledge of physics principles to real world questions or scenarios (including societal
issues or technological innovations) to help them become scientifically literate citizens.
5
CR5
Students are provided with the opportunity to spend a minimum of 25 percent of instructional time engaging in hands-on laboratory work with an
emphasis on inquiry-based investigations.
CR6a
The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles.
1
CR6b
The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices.
2
CR7
The course provides opportunities for students to develop their communication skills by recording evidence of their research of literature or scientific
investigations through verbal, written, and graphic presentations.
2
CR8
The course provides opportunities for students to develop written and oral scientific argumentation skills.
1,2
2,3
AP Physics 1 Syllabus
Textbook:
College Physics, Openstax College, ISBN-10 1938168003 Rice University, 2013.
C1:
Curricular
Requirement
Supplemental Resources


Douglas C. Giancoli, Physics – Principles with Applications 5th Revised ed., Prentice
Hall,
Upper Saddle River New Jersey, 2002.
EPISD Physics Version 1.0, EPISD Physics Department, www.CK12.org.




PhET Interactive Simulations from University of Colorado Boulder.
HyperPhysics from Georgia State University
Data Collection/Analysis Software: Logger Pro, Vernier Software
Cambridge Physics Outlet
Students and
teachers have
access to collegelevel resources
including collegelevel textbooks and
reference
materials in print or
electronic format.
Course Overview:
AP Physics 1 is an algebra-based general physics course. The class meets on a modified
block schedule: 45-minute daily sessions. The class meets for 16 weeks in the fall semester
and 20 weeks in the spring semester for an approximate total of 180 class sessions.
The class employs guided instruction to emphasize problem solving and critical thinking skills.
Additionally, students explore theory and practical applications through on-line simulations,
structured laboratory experiments, guided laboratory experiments, and student-formulated
inquiry.
In accordance with guidance from the College Board, the content for this course, including
laboratory investigations and assessment, is based on six big ideas which are:
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:
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.
These six big ideas are in turn found across ten principles that drive the scope and content of
the curriculum. These principles in AP Physics 1 include: 1) kinematics, 2) dynamics, 3) energy,
4) simple harmonic motion, 5) linear momentum, 6) gravitation and circular motion,
7) rotational motion, 8) mechanical waves, 9) electrostatics, and 10) electric circuits.
Grading Policy:
Class Work (75%)
Class work constitutes the bulk of the course grade. Class work is based on total points
earned divided by total points possible. The categories are laboratory assignments, homework
assignments, and quizzes weighted by factors of 2.5, 1.0 and 2.0, respectively. Students will
use TI-nSpire calculator systems and need to know how to use a scientific graphic calculator
(preferably TI-83, TI-84, or TI-89) to perform necessary operations on all homework, laboratory
work, and assessments.
Page 1 of 10
CR5:
Curricular
Requirement
Students are provided
the opportunity to
spend a minimum of 25
percent of instructional
time engaging in
hands-on laboratory
work with an emphasis
on inquiry-based
investigations.
CR6a:
Curricular
Requirement
The laboratory work
used throughout the
course includes
investigations that
support the
foundational AP
Physics 1 principles.
Homework: Students will demonstrate competence with concepts by the use of short
assignments ranging from 5 to 20 questions per set. Included in this section are
sample problems from the textbook as well as instructor-generated questions or
worksheets. In addition, the course employs internet research and, when necessary,
on-line tutorials.
CR5:
Curricular
Requirement
Students are provided
the opportunity to
spend a minimum of 25
percent of instructional
time engaging in
hands-on laboratory
work with an emphasis
on inquiry-based
investigations.
Laboratory work: Approximately 30% of class time is spent in preparation, execution,
and overview of laboratory assignments conducted during 90 minute sessions. The
course will at times employ teacher-led laboratory experiments (demonstrations).
However, these demonstrations will never count as laboratory work for students,
though they may serve as a source of discussion and potential springboard for studentcentered experimental inquiry as well as serving as material for assessment.
Therefore, actual laboratory assignments as designated in this syllabus (as opposed to
simulations), in order to promote discovery and provide opportunity for studentcentered inquiry, are always student-driven (hands-on) and consist of either structured
experiments (prescribed question and procedure), guided experiments (prescribed
question, student-generated procedure), or inquiry-based experiments (studentselected question and student-generated procedure.)
Students will be allowed to select and set up appropriate equipment, conduct an
investigation, and collect primary data during the time provided in class. Students will
write-up an individual laboratory report in ink. All completed laboratory work will be
compiled in a bound composition book with the following format:
I
II
III
IV
V
VI
VII
VIII
CR6b:
Curricular
Requirement
The laboratory work
used throughout the
course includes guidedinquiry laboratory
investigations allowing
students to apply all
seven science
practices.
Title of experiment
CR7: Curricular
Purpose and background
Requirement
Cautions or safety measures
The course provides
Question (or Purpose)
opportunities for students to
develop their communication
Hypothesis (none required if purpose-driven)
skills by recording evidence of
Experiment
their research of literature or
A) Materials and Equipment (including diagrams of set-ups)
scientific investigations
through verbal, written, and
B) Procedure (with space for alterations and observations)
graphic presentations.
Analysis
A) Data Tables (to include errors and uncertainties)
B) Graphs, Charts, or Plots (with statistical analysis including best fit
lines)
C) Literature values (when applicable)
Conclusion
A) Evaluation of hypothesis
B) Errata
C) Emendations of experimental design/procedures
D) Extensions as proposed for further investigation or as practical
applications
At the conclusion of every laboratory experiment, the class will conduct a review of the
experimental results. In addition to identifying errata and benefiting from peer
evaluation, students will discuss any emendations to the original procedure (also as
instructive for future investigations) and compare the results to literature values or
“expected” results generally accepted by the scientific community. In the event of
discrepancy, students are expected to provide possible reasons for said discrepancy
and possible extensions of the experiment (either in scope of investigation or in genuine
application of concepts studied) to tackle any unresolved issues.
Assessments: During each unit, quizzes will be administered to check for
understanding. Additionally, at the end of each unit or topic, a quiz is employed to
assess mastery of the material as it has been presented. Though this tool serves
primarily as a summative assessment, it may also serve as a formative indicator should
further review of the material herein presented be necessary.
Page 2 of 10
CR8:
Curricular
Requirement
The course provides
opportunities for
students to develop
written and oral
scientific
argumentation skills
Binder: Students will compile a binder or folder with a collection of laboratory
assignments. Included in binders are practical examinations as well as investigations
from online-line tutorials, virtual laboratory work, and Critical Thinking exercises.
Critical Thinking (CT) exercises are either responses to a unique discrepant event or
they are reaction essays to particular articles or current events meant to engage
students in application of knowledge, laboratory skills, and/or or analytical skills to
consider and evaluate relevant, real-world issues.
CR8:
Curricular
Requirement
The course provides
opportunities for
students to develop
written and oral
scientific
argumentation skills.
Examinations (25%)
Per district policy, examinations are administered at the end of each nine weeks grading period.
In these examinations, the following format (based off the AP exam) is used:
A) Multiple-answer questions:
B) Free response questions:
C) Experiment-based questions from either experiments covered in the literature, from
demonstrations (instructor-performed), or from laboratory work (studentperformed):
Curriculum, Scope and Sequence
Kinematics (Big Idea 3)
Reading: Chapters 2 and 3 (Openstax)
Objectives:
Students are expected to…
1) Describe a frame of reference
2) Define and apply definitions of displacement, average velocity, instantaneous velocity,
and average acceleration
3) Competently solve problems using kinematics equations, including problems involving
one- and two-dimensional motion
4) Solve problems by the use of simultaneous equations
5) Analyze motion graphs qualitatively and quantitatively, including calculations of the
slope of the tangent of an s-versus t-graph, the slope of the v-versus t-graph, the area
under the curve for a v-versus t-graph, and the area under the curve for an a-versus tgraph
6) Distinguish between vectors and scalars
7) Add and subtract vectors using graphical methods and trigonometric values
8) Describe the horizontal and vertical motion of a projectile to demonstrate and
understanding of the independence of components of projectile motion
9) Analyze projectile motion with the use of graphic calculators
10) Perform operations on vectors for cross products and dot products
CT Motion: Absolute, Relative, or Other
Laboratory Experiments:
1) Displacement, Velocity, and Acceleration (structured)
Objective: predict, generate, and analyze the motion of peers undergoing displacement at
different rates and in different directions. Students will be introduced to the concept of
regression plots with best fit lines for constant velocity and accelerated motion.
Equipment: football field and stopwatches
Science Practices: 1.1,2,3,5 / 2.2 / 3.2 / 4.4 / 5.1,3 / 6.1,4 / 7.1
Page 3 of 10
CR2a: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of kinematics in
the context of the big ideas
that organize the
curriculum
framework.
2) Displacement, Velocity, and Acceleration (guided)
Objective: predict and analyze the motion of objects moving at constant speed and also at
uniform acceleration. Students collect data to produce a graph of displacement versus time;
and use the graph to plot a v-versus t-graph for each object. Students compare values for
velocity and acceleration using slope of actual experimental data to kinematic equations.
Equipment: Cambridge Physics Outlet (CPO) pack, motion sensor, laptop computer
Science Practices: 1.1,2,3,4,5 / 2.1,2,3 / 4.1,3,4 / 5.1,2,3 / 6.1,2,4 / 7.1,2
3) Vector Addition (guided)
Objective: compare the experimental value of a resultant of multiple vectors to the hypothetical
values obtained through graphical and/or trigonometric methods
Equipment: force table set, slotted masses
Science Practices: 1.1,3,4 / 2.1,2,3 / 3.3 / 4.2,3 / 5.1,2,3 / 6.1,2 / 7.2
4) Projectile Motion (simulation)
Objective: hypothesize as to the effects of angle, speed, and air resistance on range of
projectiles
Equipment: computer access
Science Practices: 1.3,4 / 2.2,3 / 3.3 / 4.3,4 / 5.1,3 / 6.1,2,4 / 7.1,2
5) Projectile Motion (guided)
Objective: predict the motion of a projectile based on analysis of individual components in two
dimensions to hit a target
Equipment: projectile launcher, marble, meter stick, plumb bob, photo-gate, dial calipers
Science Practices: 1.1,3 / 2.1,2,3 / 3.3 / 4.1,2,3,4 / 5.1,2,3 / 6.1,2,3 5 / 7.2
Newton’s Laws of Motion (Big Ideas 1,2,3,4)
Reading: Chapter 4 and 5 (Openstax)
Objectives:
Students are expected to…
1) Define and distinguish between contact forces and field forces
2) Identify force of gravity, normal force, friction force, tension, and internal forces such
that students will be able to correctly produce free-body diagrams on objects and
between objects within a system
3) Distinguish between mass and weight, calculate weight using field force and mass,
calculate normal forces
4) Differentiate static and kinetic friction, calculate quantities and graphically depict each
5) State and apply Newton’s first law of motion for objects in equilibrium
6) State and apply Newton’s second law of motion as it applies to acceleration and
impulse
7) State and apply Newton’s third law of motion while correctly identifying paired forces
8) Competently solve problems that involve objects in motion with constant acceleration
by analyzing the resultant force(s) on horizontal surfaces, on inclined planes, on pulley
systems (Atwood’s machines) or combinations thereof
CT Unstoppable Force vs. Immovable Object
Laboratory Experiments:
6) Acceleration (guided)
Objective: investigate and describe the relationships between force, mass and acceleration
Equipment: rolling carts, various rubber bands, slotted masses
Science Practices: 1.1,2 / 2.3 / 3.2,3 / 4.3 / 5.1 / 6.1,4 / 7.2
7) Free fall, Gravity & Air Resistance, Part 1 (inquiry)
Objective: select variables which may affect free fall, hypothesize as to how those variables
may affect free fall, formulate a reproducible procedure adequate to collect sufficient data
Equipment: students will need to select appropriate equipment but will not execute experiment
Science Practices: 1.2,5 / 2.3 / 3.1,2,3 / 4.1,2 / 6.4
Page 4 of 10
CR2b: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of dynamics in
the context of the big ideas
that organize the
curriculum
framework.
8) Free fall, Gravity & Air Resistance, Part 2 (structured)
Objective: examine the effects of mass, density, shape, surface area, and air resistance on
objects in free fall
Equipment: density block kit, wooden spheres of various sizes, paper, book, stopwatch,
measuring tape
Science Practices: 1.2,3 / 2.2,3 / 3.2 / 4.3,4 / 5.1 / 6.1,2,3,4,5 / 7.2
9) Friction Forces (simulation)
Objective: practice analyzing free body diagrams to determine static and kinetic coefficients of
friction using two methods
Equipment: computer
Science Practices: 1.2,3,5 / 2.1,2 / 4.3 / 5.1,3 / 6.2,3,4 / 7.2
10) Friction Forces on Inclined Plane (guided)
Objective: hypothesize as to and examine relationships between angle of incline, normal force,
applied force, and forces of gravity to determine kinetic coefficients of friction at various angles
Equipment: wooden blocks, spring scales, inclined plane, pulley, string, protractor, hanging
masses
Science Practices: 1.1,3 / 2.1,2 / 4.1,2,3,4 / 5.1,2,3 / 6.1,2,4 / 7.2
Energy, Work & Power (Big Ideas 3,4,5)
CR2f: Curricular
Requirement
Reading:
Chapter 7.1-9 (Openstax)
Objectives:
Upon completion of the unit, students are expected to…
1) State and apply the principle of conservation of (mechanical) energy
2) Apply the principles of the work-energy theorem
3) Competently solve problems by applying the work-energy theorem to situations that
involve conservative and non-conservative forces
4) Define and apply the concepts of work done by a constant force, elastic potential
energy, gravitational potential energy, kinetic energy, and constant power
5) Calculate the work from the area under the curve of a force-versus-displacement graph
CT The Politics and Science of Energy: Biofuels & Food Shortages
CT Sustainability and Impact of Wind, Solar, & Nuclear Energy
For these two particular Critical Thinking exercises, students will first be polled as to whether
they support particular initiatives such as the use of ethanol in gasoline or the promotion of
“clean” electric vehicles. After conducting research, students will present their findings. They
should see that the issues are not as clear as our media would make them seem and that the
impacts of such initiatives can be far reaching.
Laboratory Experiments:
11) Masses on Springs (simulation)
Objective: observe and describe the relationships between displacement, mass, and spring
constant on the kinetic, elastic potential and gravitational potential energy of a mass spring
system at various positions, both with and without friction present
Equipment: computer
Science Practices: 1.2,4 / 2.2 / 4.3 / 5.1 / 6.2,4 / 7.2
12) Conservation of Energy (guided)
Objective: determine velocity and position on several places along a track to calculate KE and
GPE in conservation of ME and state the relationship between each
Equipment: CPO track, photo-gates, ball bearing, meter stick
Science Practices: 1.2,3,4 / 2.1,2 / 3.2,3 / 4.1,2,3,4 / 5.1.2 / 6.1,2,4 / 7.2
Page 5 of 10
The course design provides
opportunities for students
to develop understanding of
the foundational principles
of energy in the context of
the big ideas that organize
the curriculum framework.
CR4: Curricular
Requirement
The course provides
students with opportunities
to apply their knowledge of
physics principles to real
word questions or
scenarios (including
societal issues or
technological innovations)
to help them become
scientifically literate
citizens.
Simple Harmonic Motion (Big Ideas 3,5)
Reading:
Chapter 16.1-8 (Openstax)
Objectives:
Students are expected to…
1) Define simple harmonic motion and its relation to a sine curve
2) Identify the factors affecting the period of a pendulum and quantify the relationships
3) Identify the factors affecting the period of a mass-spring system and quantify the
relationships
4) State the role of a restoring force in producing SHM and how it affects acceleration,
velocity and displacement at equilibrium position and maximum displacement
5) Produce energy diagrams for kinetic energy vs. potential energy at various locations of
motion for an object in SHM
CR2d: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding of
the foundational principles
of simple harmonic
motion in the context of the
big ideas that organize the
curriculum framework.
13) Hooke’s Law (guided)
Objective: determine the value of a spring constant by two methods then determine masses of
three unknown weights
Equipment: ring stand, ring clamp, spring, slotted masses, meter stick, various weights
Science Practices: 1.1,4,5 / 2.1,2 / 3.1,2,3 / 4.1,2,3,4 / 5.1.2,3 / 6.1,4 / 7.1,2
14) Period of a pendulum (inquiry)
Objective: determine factors affecting the period of a pendulum and investigate how those
variables affect period
Equipment: string, bobs of various masses and densities, ring stands, chronometers, ruler
Science Practices: 1.4,5 / 2.1,2 / 3.1,2,3 / 4.1,2,3 / 5.1,2,3 / 6.1,2,4 / 7.1,2
15) Bungee Drop* (inquiry)
*Though this lab better fits in Energy, it will be included at this point in order to afford students the
opportunity to work across topics having used SHM with Hooke’s Law.
Objective: determine the spring constant for an unknown “bungee” cord then employ the
principle of conservation of energy to predict the maximum safe displacement for a subject to
drop an uncooked egg from a harness to confirm predictions experimentally
Equipment: various rubber bands, work bench, various masses, meter stick, eggs, metric
balance, digital camera, iMovie or similar software
Science Practices: 1.1,4,5 / 2.1,2,3 / 3.1,2,3 / 4.1,2,3,4 / 5.1,2 / 6.1,5 / 7.1,2
Linear Momentum (Big Ideas 3,4,5)
Reading:
Chapter 8.1-7 (Openstax)
Objectives:
Students are expected to…
1) Define and provide examples of impulse and momentum
2) Reiterate Newton’s second law of motion in terms of momentum, mass, velocity, force,
and time
3) Derive a statement of the conservation of momentum in interactions of two objects
(collisions and explosions) by application of Newton’s third law of motion
4) Recognize and define examples of elastic and inelastic collisions
5) Explain how laws of conservation apply to each type of collision
6) Competently solve problems involving conservation of momentum in one and two
dimensions
CT Vehicle Design and Passenger Restraints
Page 6 of 10
CR2e: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of linear
momentum in the context
of the big ideas that
organize the curriculum
framework.
Laboratory Experiments:
16) Conservation of Linear Momentum, 1D (inquiry)
Objective: qualitatively note and demonstrate the difference between elastic and inelastic
collisions
Equipment: carriages with metal loops and rubber stoppers, putty, inclined ramps, meter stick
Science Practices: 1.2,4 / 2.2,3 / 3.1,3 / 4.2,3 / 5.1,2 / 6.1,2,5 / 7.2
17) Conservation of Linear Momentum, 2D (simulation or structured)
Objective: make measurements of time, displacement, and mass in order to determine
conservation of linear momentum
Equipment: air table, various pucks, metric balance, strobe light, chronometer, digital camera,
meter stick, computer and printer
Science Practices: 1.2,4 / 2.1,2,3 / 3.3 / 4.3 / 5.1 / 6.2,4,5 / 7.2
Gravitation & Circular Motion (Big Ideas 1,2,3,4)
Reading:
Chapter 6.1-6 (Openstax)
Objectives:
Upon completion of the unit, students are expected to…
1) Explain the characteristics of uniform circular motion
2) Diagram the relation between tangential velocity and centripetal acceleration in order to
rectify the notion of “centrifugal” force
3) Derive the equation for centripetal acceleration of objects in uniform angular speed
4) Competently solve problems involving banking angles, the conical pendulum, and
motion in a vertical circle
5) State and apply Newton’s law of universal gravitation
6) Describe Cavendish’s experiment to determine the value of G
7) Illustrate and provide applications for Kepler’s three laws of planetary motion
8) Integrate the equations for planetary motion from gravitation and uniform circular
motion through derivation of Kepler’s Third Law
9) Derive the acceleration due to gravity at the surface of celestial bodies and determine
escape velocities
CR2c: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding of
the foundational principles
of gravitation and
circular motion in the
context of the big ideas that
organize the curriculum
framework.
Laboratory Experiments:
18) Circular Motion (guided)
Objective: Students will calculate the components of centripetal force by attaining equilibrium
with a restoring force provided from a hanging mass
Equipment: hanging masses, rubber stopper, monofilament fishing line, masking tape, meter
stick, fire-polished glass tubing, chronometer
Science Practices: 1.1,2,3,4,5 / 2.1,2,3 / 5.2 / 7.1,2
19) Centripetal Force (inquiry)
Objective: Students will determine the components of centripetal force by measuring the
forces of gravity and tension acting on an object in uniform circular motion
Equipment: “Holy Cow” or other battery-operated suspended flying toy, meter stick, triple
beam balance, chronometer
Science Practices: 1.1,2,3,4,5 / 2.1,2,3 / 3.1,2 / 4.2,3 / 5.1,2 / 7.1,2
Rotational Motion (Big Ideas 3,4,5)
Reading:
Chapter 10.1-7 (Openstax)
CR2g: Curricular
Requirement
Objectives:
Upon completion of the unit, students are expected to…
1) Identify and employ kinematic equations for uniformly accelerated rotational motion
2) Define and calculate the torque of a given force about an axis of rotation
Page 7 of 10
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of rotational
motion in the context of
the big ideas that organize
the curriculum
framework.
3)
4)
5)
6)
7)
Investigate torque and rotational inertia
Solve problems in rotational inertia and rotational equilibrium
Investigate angular momentum and its conservation
Calculate rotational energy in a system
Define and describe the vector nature of angular quantities
Kinetic Sculptures (activity, to be completed outside of the class)
Objective: Students will be given lever arms of pre-determined lengths and utilize various
masses to construct a mobile after calculating equilibrium of torque. They must first propose a
design, implement their design, then discuss how the implementation of design in final product
differed from initial proposal.
Equipment: hanging masses, coat hangers and wooden dowels, modeling clay, string, paper
clips
Learning Objectives: 1.A.5.1, 3.B.2.1, 3.F.1.3, 3.F.1.4, 4.D.1.2
Trebuchet* (activity, to be completed outside of the class)
*Though this lab fits in rotational motion and incorporates elements of kinematics, dynamics, and energy
CR3: Curricular
Requirement
Students have opportunities
to apply AP Physics 1
learning objectives
connecting across enduring
understandings as
described in the curriculum
framework. These
opportunities must occur in
addition to those within
laboratory investigations.
conservation, it will be assigned toward the end of the school year, preferably during or after Spring Break.
Objective: Students will design and fabricate trebuchets with multiple, adjustable settings to
illustrate the principles of conservation of energy and torque, and will be assessed on
maximizing distance, greatest precision, least mass, and greatest distance to mass ratio
Equipment: students may elect to either use PVC and glue, or wood and metal fasteners in
their construction, rope, terry cloth, regulation size baseball, regulation size softball, targets
Learning Objectives: 3.B.1.1, 3.E.1.4, 3.F.1.3, 3.F.1.4, 4.D.1.2, 5.B.1.2
Waves (Big Idea 6)
CR2j: Curricular
Requirement
Reading:
Chapters 16.9-11 (Openstax)
Objectives:
Upon completion of the unit, students are expected to…
1) Identify and provide characteristics and examples of primary, secondary, tertiary, and
surface waves
2) Apply the equation for wave speed given either frequency, period, or wavelength
3) Describe the relationship between frequency and period, between amplitude and
energy
4) Utilize the principle of super-positioning of waves to distinguish between constructive
and destructive interference
5) Describe the behavior of waves at boundary interfaces for fixed-end and free-end
6) Describe the formation and properties of standing waves to proficiently solve problems
involving harmonics
7) Describe, explain and provide examples of the Doppler effect
8) Explain the interaction of waves in reverberation and beat formation
Laboratory Experiments:
20) Standing Waves (structured)
Objective: determine the velocity of a standing wave by measuring various frequencies and
wavelengths and plot a linear regression to confirm relationship of variables
Equipment: metric tape measure, chronometer, long spring
Science Practices: 1.1,2,4,5 / 2.1,2 / 4.3 / 5.1,3 / 6.1,2 / 7.2
21) Speed of Sound (inquiry)
Objective: determine the speed of sound by two methods (echo & resonance)
Equipment: metric tape measure, chronometer, resonance tubes, graduated cylinders with
water, tuning forks, wooden blocks
Science Practices: 1.4 / 2.1,2 / 3.1 / 4.1,2,3 / 5.1,3 / 6.1,2 / 7.2
Page 8 of 10
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of mechanical
waves in the context of the
big ideas that organize the
curriculum
framework.
Electrostatics (Big Idea 1,3,5)
Reading:
Chapters 18 and 19 (Openstax)
Objectives:
Upon completion of the unit, students are expected to…
1) Define the nature of electric charge and describe the convention for determining
charge, net charge, and test charge
2) State and apply the law of conservation of charge
3) Differentiate between conductors and insulators
4) Explain how an electroscope works with regards to induction and charge by contact
5) State Coulomb’s law and explain the experimental derivation of Coulomb’s constant
6) Define the permittivity of free space
7) Determine and describe the distribution of field lines as a result of electric field created
by either point charges or enclosed objects
8) Competently solve problems to determine electric forces involving multiple point
charges by using vector analysis
CR2h: Curricular
Requirement
The course design provides
opportunities for students
to develop understanding
of the foundational
principles of electrostatics
in the context of the big
ideas that organize the
curriculum
framework.
Laboratory Experiments:
22) Electrostatics (simulation)
Objective: investigate and illustrate the interactions of electric charges, forces present, and
movement of charges within an electric field
Equipment: computer
Science Practices: 1.2,4,5 / 4.3,4 / 5.1,3 / 6.2,4 / 7.2
23) Coulomb’s Law (structured)
Objective: determine the charge held on a ®Styrofoam sphere, then examine interaction of
charges on latex balloons as a function of distance and type of charge
Equipment: ®Styrofoam sphere, latex balloons, metric ruler, string, stand, metric balance,
glass rod, PVC rod, wool swatch, felt cloth, rabbit fur
Science Practices: 1.1,2,3,4,5 / 2.2 / 3.2,3 / 4.3 / 5.1 / 6.1,2 / 7.1,2
Electric Current & DC Circuits
Reading:
Chapters 20 and 21
CR2i: Curricular
Requirement
Objectives:
Upon completion of the unit, students are expected to…
1) Define the schematically represent the following: bridge, capacitors, circuit, diode, EMF,
lamps, leads, LED, resistor, and switch
2) Distinguish between static charge and electric current
3) Define electric current and explain the convention for determining its direction
4) Define resistance and explain how material, temperature, cross-sectional area, length,
and other factors affect the resistance of a conductor
5) State and apply Ohm’s law to solve problems with varying potential and current
6) Resolve resistors in series or parallel to determine equivalent resistance
7) Explain how ammeters and voltmeters function and apply both to circuits
8) State and apply Kirchhoff’s rule to solve problems involving resistors in series or parallel
configurations
9) Investigate and resolve series, parallel, and series-parallel circuits to competently solve
problems involving equivalent resistance, current, and voltage drop
Laboratory Experiments:
24) Resistance (structured)
Objective: investigate and quantify the effects of material, diameter, and length of wires in
resistance
Equipment: aluminum, nickel and copper coiled sets, Multimeters
Science Practices: 1.2,4 / 2.1,2 / 3.3 / 4.3 / 5.1 / 6.2,4 / 7.1,2
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The course design provides
opportunities for students
to develop understanding
of the foundational
principles of electric
circuits in the context of
the big ideas that organize
the curriculum
framework.
25) Resistors (guided)
Objective: examine the various configurations of resistors to predict the resistance of an
unknown resistor by application of Kirchhoff’s Rule
Equipment: breadboard, various resistors, Multimeter, AC adapter or 2 “D” batteries
Science Practices: 1.2,4 / 2.1,2 / 3.3 / 4.3 / 5.1 / 6.2,4 / 7.1,2
26) Circuits (guided)
Objective: examine the configuration of various circuits to predict whether elements are in
series, parallel, or a combination thereof; predict and record equivalent resistance, current, and
voltage drops
Equipment: circuit board set, equivalent bulbs, Multimeter, AC adapter or 2 “D” batteries
Science Practices: 1.2,4 / 2.1,2 / 3.3 / 4.3 / 5.1 / 6.2,4 / 7.1,2
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