Download Common Curriculum Map Discipline: Science Course: AP Prep Physics

Common Curriculum Map
Discipline: Science
Course: AP Prep Physics
Unit 1:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What is entailed in the study of physics?
How can kinematics be applied to real-world motion problems?
What are the relationships--mathematically and graphically--between position, velocity, and acceleration?
How can one apply Newton's laws of motion to problems involving forces and motion?
Content:
Kinematics in one dimension: distance, displacement, speed, velocity, acceleration
Graphing motion: x vs. t, v vs. t, and a vs. t; interpretations of slope, concavity, and area
Gravity, free fall, air resistance, fundamental forces, friction, coefficients of static and kinetic friction,
normal force, weight, mass, tension, Atwood device, finding net force
Newton's Laws of Motion, net force/kinematics combo problems
(scroll down)
Vectors vs. scalars, vector addition and subtraction, scalar multiplication, components, incline planes, free
body diagrams, 2-D force/kinematics problems with and without friction
Skills:
Students will create map out force/motion problems on paper, drawing free body diagrams, vectors, vector
components, writing and solving equations of motion.
Students will create motion scenarios and graph the motion as functions of time: position, veloctiy, and
acceleration
Students will learn the basics of Microsoft Excel and the Pasco Data Studio software and use this software
to analyze motion both theoretically and emperically (scroll)
Students will learn to access my website and the linked PowerPoint presentations and, in some instances,
learn how to preview this material before it is presented in class
Assessment:
Classroom discussion, group work
Motion detector, elevator, incline plane, friction/force sensor lab, and several other labs
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes, spreadsheet
assignment submitted as email attachements
Unit 2:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
How does one find the range, max height, and hang time of a projectile?
How do launch speed, launch angle, and mass affect the above quantitites?
How do velocities differ in different reference frames, and how does one deal with problems involving
multple frames of reference?
What is a free body diagram and how is it useful in problem solving?
Content:
Intricate 1, 2, and 3 dimensional force and motion problems with inclines, friction, pulleys, applied forces,
and tension; static equilibrium problems.
Relative velocity problems requiring vector subtraction and laws of sines and cosines.
Projectile motion: range, max height, hang time, impact velocity, symmetry, parabolic trajectories,
complex projectile-launching problems
Circular motion, centripetal force/acceleration, tangential acceleration, radius (scroll) of curvture, simple
pendulums, conical pendulums
Skills:
Students will set up and solve systems of equations that involving projectile motion.
Students will create free body diagrams to analyze systems in equilibrium and accelerating systems.
Students will analyze the motion of a simple pendulum in the lab and determine which of the following
parameters affect its period: length, mass, angular
(scroll) displacement. They will analyze their data
on a computer and compare their results to what theory predicts.
Students will set up and solve circular motion probelms by breaking vectors into radial and tangential
components and calculating the net centripetal force. They will then use Newton's second law and the
centripetal force equation.
Assessment:
Almost daily requizzes before school
Classroom discussion, group work
Projectile, pendulum, and other labs
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes, spreadsheet
pendulum lab analysis submitted as email attachements
Unit 3:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What types of everyday motion can be classified as simple harmonic motion and why?
How can the concepts of torque and center of mass be used in problem solving?
What do Keplers law of planetary motion mean for our solar system?
How can one use the principle of conservation of momentum to solve collision problems?
Content:
Simple harmonic motion; torque; center of mass.
Universal gravitation; Kepler's laws of planetary motion; topics in astronomy; satellites; the Cavendish
experiment;uniform and nonuniform gravitational fields.
Conservation of momentum in 1 and 2 dimensions; impulse-momentum theorem.
Skills:
Students will set up and solve simple harmonic motion and 2-D collision problems.
Students will clearly explain how time and average force are related to the change in momentum of an
object and to the survivability of an auto accident.
Students will compute the speed necessary to put a satellite into orbit, the mass of the earth, and the radius
of the earth.
Assessment:
Daily problem sessions and requizzes before school
Classroom discussion, group work, demos
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Unit 4:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What parallels exist between the quantities mass, momentum, velocity, and force and their rotaional
analogs moment of inertia, angular momentum, angular velocity, and torque?
How can the above rotational quantities be applied to static equlibrium problems?
What is the relationship between work, potential energy, and kinetic energy?
Content:
Torque; rotational inertia; vector cross products; angulular momentum and its conservation; angular
position, speed, & acceleration; static equilibrium problems; rotational dynamics.
Work; gravitational potential energy; kinetic energy; elastic potential energy; elastic and inelastic
collisions; conservation of momentum and energy; power.
Simple machines; ideal and actual mechanical advantage; force-distance trade-off; efficiency; compound
machines.
Skills:
Students will explain the precession of a gyroscope in terms of torque and angular momentum.
Students will perform set up and solve conservation of angular momentum problems.
Students will perform set up and solve conservation of energy and linear momentum together.
(scroll)
Students will design pulley systems in which both the ideal mechanical advantage and the number of
pulleys is specified.
Assessment:
Daily problem sessions and requizzes before school
Classroom discussion, group work, demos
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Unit 5:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What are the laws of thermodynamics and how can they be applied to real-world situations?
What exactly is thermal energy?
Content:
Thermodynamics: Kinetic-molecular theory; Heat & Internal Energy; Thermal Equilibrium; Temperature
Scales; Laws of Thermodynamics; Entropy; Specific Heat Calorimetry; Heat Transfer Processes; Phase
changes; Thermal Expansion; Heat Engines & Refrigerators; Latent Heats of Fusion & Vaporization
Skills:
Given the masses, temps, and specific heats of two substances, tudents will calculate the equilibrium temp
of the mixture.
Students will explain in their own words what entropy is and explain further how entropy is related to
probabilities.
Students will explain the difference between coefficient of thermal expansion, specific heat, heat of
fusion/vaporiation, thermal conductivity constant.
Assessment:
Classroom discussion, group problem solving
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Unit 6:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What is a fluid and where does knowledge of fluids impact our lives?
How does one apply Archimedes' and other principles in fluid problems?
What is a wave and how do the various types of waves fundamentally differ from one another?
How do waves interact with other waves?
Content:
Fluids: States of Matter; Phase Changes; Density; Pressure; Pascal’s Principle; Buoyant Force;
Archimedes’ Principle; Bernoulli’s Principle; Torricelli’s principle; Viscosity; Turbulence;
Cohesion/Adhesion; Surface Tension
Waves: Types of Waves; Longitudinal Waves; Transverse Waves; Surface Waves; Frequency
Wavelength; Period, Amplitude, Wave speed; Transmission of Waves; Reflection/Refraction;
Superposition Principle; Interference; Diffraction; Standing Waves; Resonance
Skills:
Students will explain phenomena such as suction, heavier than air flight, lighter than air flight, buoyancy,
and menisci.
Given various relevant paraments, students will calculate flow speed of a fluid in a pipe.
Students will distinguish between longitudinal, transverse, and surface waves, as well as between
refraction, reflection, and diffraction. (scroll)
Students will apply Archimedes principle in problem-solving situations, both qualitatively and
quantitatively.
Assessment:
Classroom discussion, group work
Archimedes Principle lab, slinky wave lab
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Unit 7:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
How do the fundamental principles of waves apply to sound?
How is sound represented graphically?
How is the study of sound related to music and other practical applications?
How does light behave as a wave?
Content:
Sound: Graphs of pressure vs. position and pressure vs. time; speed of sound, mach numbers; frequencypitch, amplitued-volume; Doppler effect and problems; interference, noise reduction, acoustics; standing
waves (closed-closed, open-closed, open-open), resonance, harmonics, music; intensity and sound level
(with review of logarithms), decibels.
Light: Historical background, waves vs. particles, electromagnetic waves, Michelson-Morley experiment,
measuring the speed of light, color, electromagnetic spectrum, parallax, luminous vs. illuminated bodies,
thin film interference, Planck's constant, polarized light, lasers and holograms, luminous flux, luminous
intensity, illuminance, power.
Skills:
Students will explain the numerous differences between sound and light waves.
Students will explain orally and in writing how the speed of light was first approximated and how it can
now be more accurately measured.
Students will calculate sound levels, illuminance, and set up and solve problems involving communication
with high speed space travel.
Assessment:
Classroom discussion, group work
sound resonance lab, laser demo/discussion;
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Unit 8:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
How do mirrors and lenses affect the paths of light?
What is the relationship between the curvature of a mirror or lens and the position of an object and its
image?
How do ray diagram help one to solve optics problems?
What are the practical applications of optics?
How are electric fields similar to gravitational fields?
How does one draw an electric field for a particular charge configuration?
Content:
Optics: angle of incidence = angle of reflection; diffuse reflection; refraction; index of refraction; Snell's
law (derivation and many geometric optics problems); critical angle, fiber optics,and total internal
reflection; mirages; rainbows; spherical vs. parabolic mirrors; concave & convex mirror and lens
calculations; lens/mirror equation; ray diagrams for lenses and mirrors; magnification; real vs. virtual
images; chromatic & spherical aberration; human eye; diffraction.
Electrostatics: charge, conservation of charge, elementary charge; Coloumb's equation & comparison with
gravity; calculating net force on a charge due to several other charges; valence electrons; electroscopes;
charging by conduction, friction, & induction; lightning; grounding; equilibrium problems. (scroll)
Electric fields: definition & comparison w/ gravitational fields; SI units; drawing electric fields for a
variety of charge configurations; field vs. test charges; properties of electric field lines; uniform vs.
nonuniform fields; electric potential, potential energy, work done by an electric field; capacitance,
parallel plate capacitors; Millikan oil drop experiment; lightning rods.
Skills:
Students will make preditions about electric fields and test them via computer simulation.
Students will draw rays diagrams for concave mirrors and lenses and calculate image distances, image
heights, and magnifications. They will also determine if an image is real or virtual.
Students will solve complex vector problems resulting from arrangements of charges.
Assessment:
Classroom discussion, group work
index of refraction lab;
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Parallax lab; index of refraction lab; focal length lab/demo with concave mirrors and convex lenses.
Unit 9:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
How are potential, current, and resistance defined, and how are these quantities computed in an electrical
circuit?
How does one draw and simplify circuit diagrams?
What is magnetism and what is responsible for it?
What is the relationship between magnetism and electricity?
Content:
Circuits: current, voltage, resistance, capacitance, batteries, resistors in series and parallel, charge carriers,
ammeters and voltmeters, equivalent resistance, complex circuit problems, resistivity, power lines,
power, intro to AC.
Magnetism: electron spin, magnetic materials, magnetic fields, forces on moving charges in magnetic
fields, force on current carrying wire in magnetic field, magnetic domain in bar magnets, Earth's
magnetic field, right hand rules, solenoids, electromagnets, magnetic flux and induced current, motors
and generators, applications and history.
Skills:
Students will set up electrical circuits in the lab and on paper with resistors in series and parallel. They
will calculate current at various points in the circuit theoretically and measure it in the lab with an
ammeter. They will then compare these values and offer explanations for why they might differ.
Students will explain how we know the Earth's magnetic field has reversed many times throughout its
history and explain the relationship between electricity and magnetism in various applications such as
motors and generators. (scroll)
Given a magenetic field and a charge with known velocity vector, students will calculate magnetic force
vector on the charge.
Assessment:
Classroom discussion, group work
circuit lab;
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes
Parallax lab; index of refraction lab; focal length lab/demo with concave mirrors and convex lenses.
Unit 10:
Standards:
STATE GOAL 11: Understand the processes of scientific inquiry and technological design to investigate
questions, conduct experiments, and solve problems.
A. Know and apply the concepts, principles and processes of scientific inquiry.
11.A.4a Formulate hypotheses referencing prior research and knowledge.
11.A.5a Formulate hypotheses referencing prior research and knowledge.
11.A.4b Conduct controlled experiments or simulations to test hypotheses.
11.A.4c Collect, organize and analyze data accurately and precisely.
11.A.4d Apply statistical methods to the data to reach and support conclusions.
11.A.4e Formulate alternative hypotheses to explain unexpected results.
STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life,
physical and earth/space sciences.
D. Know and apply concepts that describe force and motion and the principles that explain them.
12.D.4a Explain and predict motions in inertial and accelerated frames of reference.
12.D.5b Analyze the effects of gravitational, electromagnetic and nuclear forces on a physical system.
CRISS: Think, pair, share
Essential Questions:
What are the laws of thermodynamics and how can they be applied to real-world situations?
What exactly is thermal energy?
Content:
Thermodynamics: Kinetic-molecular theory; Heat & Internal Energy; Thermal Equilibrium; Temperature
Scales; Laws of Thermodynamics; Entropy; Specific Heat Calorimetry; Heat Transfer Processes; Phase
changes; Thermal Expansion; Heat Engines & Refrigerators; Latent Heats of Fusion & Vaporization
Skills:
Given the masses, temps, and specific heats of two substances, students will calculate the equilibrium
temp of the mixture.
Students will explain in their own words what entropy is and explain further how entropy is related to
probabilities.
Students will explain the difference between coefficient of thermal expansion, specific heat, heat of
fusion/vaporiation, thermal conductivity constant.
Assessment:
Classroom discussion, group problem solving
"Prequizzes" on PowerPoint presentations online, traditional and "tag-team" quizzes