®
AP Physics 1
2014-2015
Curricular Requirements
CR1 Students and teachers have access to college-level resources including college-level textbooks and
reference materials in print or electronic format.
Page(s)
2
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.
2
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.
3
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.
3
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.
3
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.
3
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.
3
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.
4
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.
4
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.
4
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.
4
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.
12
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.
12
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.
4
CR6a
The laboratory work used throughout the course includes investigations that support the foundational AP
Physics 1 principles.
5, 6, 7,
8, 9, 10,
11, 12
CR6b
The laboratory work used throughout the course includes guided-inquiry laboratory investigations
allowing students to apply all seven science practices.
5, 6, 7,
8, 9, 10,
11, 12
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.
5
CR8
The course provides opportunities for students to develop written and oral scientific argumentation skills.
13
1
Resources
Textbook
Giancoli, D. C. (2014). Physics Principles With Applications AP Edition. Glenview: Pearson. [CR1]
Workbook
Boyle, J. (2014). Physics Principles With applications 7th Edition Student Study Guide & Selected Soultions
Manual. Glenview: Pearson.
Other Resources:
Hieggelke, C., Maloney, D., Kanim, S., & O'Kuma, T. (2015). TIPERs Sensemaking Tasks for Introductory
Physics. Glenview: Pearson.
www.physicsclassroom.com
http://phet.colorado.edu/
Instructional Strategies
The AP Physics 1 course is conducted using inquiry-based instructional strategies that focus on
experimentation to develop students’ conceptual understanding of physics principles. The
students begin studying a topic by making observations and discovering patterns of natural
phenomena. The next steps involve developing, testing, revising, and applying models.
Throughout the course, the students construct and use multiple representations of physical
processes, solve multi-step problems, design investigations, and reflect on knowledge
construction through reflective writing in a laboratory journal.
In many labs, the students use probe ware technology for data acquisition. In the classroom,
students use calculators and school-issued computers to carry out data analyses, participate in
interactive simulations, and create products graded as summative assessments.
Course Syllabus
Unit 1: Kinematics [CR2a]
 Kinematics in one dimension: constant velocity and uniform accelerated motion
 Vectors: vector components and resultant
 Kinematics in two dimensions: projectile motion
Big Idea 3
Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.3
2
Unit 2: Dynamics [CR2b]
 Forces, types, and representation (free-body diagrams)
 Newton’s First Law and equilibrium
 Newton’s Third Law
 Newton’s Second Law
 Applications of Newton’s Second Law
 Friction
Big Ideas 1, 2, 3, 4
Learning Objectives: 1.C.1.1, 1.C.1.3, 2.B.1.1, 3.A.2.1, 3.A.3.1, 3.A.3.2, 3.A.3.3, 3.A.4.1, 3.A.4.2, 3.A.4.3,
3.B.1.1, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.4.1, 3.C.4.2, 4.A.1.1, 4.A.2.1, 4.A.2.2, 4.A.2.3, 4.A.3.1, 4.A.3.2
Unit 3: Circular Motion & Gravitation [CR2c]
 Uniform circular motion
 Dynamics of uniform circular motion
 Universal Law of Gravitation
Big Ideas 1, 2, 3, 4
Learning Objectives: 1.C.3.1, 2.B.1.1, 2.B.2.1, 2.B.2.2, 3.A.3.1, 3.A.3.3, 3.B.1.2, 3.B.1.3, 3.B.2.1, 3.C.1.1,
3.C.1.2, 3.C.2.1, 3.C.2.2, 3.G.1.1, 4.A.2.2
Unit 4: Energy [CR2f]
 Work
 Power
 Kinetic Energy
 Potential Energy: gravitational and elastic
 Conservation of energy
Big Ideas 3, 4, 5
Learning Objectives: 3.E.1.1, 3.E.1.2, 3.E.1.3, 3.E.1.4, 4.C.1.1, 4.C.1.2, 4.C.2.1, 4.C.2.2, 5.A.2.1, 5.B.1.1,
5.B.1.2, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2, 5.B.5.1, 5.B.5.2, 5.B.5.3, 5.B.5.4, 5.B.5.5,
5.D.1.1, 5.D.1.2, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1, 5.D.2.3
Unit 5: Momentum [CR2e]
 Impulse
 Momentum
 Conservation of momentum
 Elastic and inelastic collisions
Big Ideas 3, 4, 5
Learning Objectives: 3.D.1.1, 3.D.2.1, 3.D.2.2, 3.D.2.3, 3.D.2.4, 4.B.1.1, 4.B.1.2, 4.B.2.1, 4.B.2.2, 5.A.2.1,
5.D.1.1, 5.D.1.2, 5.D.1.3, 5.D.1.4, 5.D.1.5, 5.D.2.1, 5.D.2.2, 5.D.2.3, 5.D.2.4, 5.D.2.5, 5.D.3.1
Unit 6: Simple Harmonic Motion [CR2d]
 Linear restoring forces and simple harmonic motion
 Simple harmonic motion graphs
 Simple pendulum
 Mass-spring systems
Big Ideas 3, 5
Learning Objectives: 3.B.3.1, 3.B.3.2, 3.B.3.3, 3.B.3.4, 5.B.2.1, 5.B.3.1, 5.B.3.2, 5.B.3.3, 5.B.4.1, 5.B.4.2
3
Unit 7: Rotational Motion [CR2g]
 Torque
 Center of Mass
 Rotational kinematics
 Rotational dynamics and rotational inertia
 Rotational energy
 Angular momentum
 Conservation of angular momentum
Big Ideas 3, 4, 5
Learning Objectives: 3.F.1.1, 3.F.1.2, 3.F.1.3, 3.F.1.4, 3.F.1.5, 3.F.2.1, 3.F.2.2, 3.F.3.1, 3.F.3.2, 3.F.3.3,
4.A.1.1, 4.D.1.1, 4.D.1.2, 4.D.2.1, 4.D.2.2, 4.D.3.1, 4.D.3.2, 5.E.1.1, 5.E.1.2, 5.E.2.1
Unit 8: Electrostatics [CR2h]
 Electric charge and conservation of charge
 Electric force: Coulomb’s Law
Big Ideas 1, 3, 5
Learning Objectives: 1.B.1.1, 1.B.1.2, 1.B.2.1, 1.B.3.1, 3.C.2.1, 3.C.2.2, 5.A.2.1
Unit 9: DC Circuits [CR2i]
 Electric resistance
 Ohm’s Law
 DC circuits
 Series and parallel connections
 Kirchhoff’s Laws
Big Ideas 1, 5
Learning Objectives: 1.B.1.1, 1.B.1.2, 1.E.2.1, 5.B.9.1, 5.B.9.2, 5.B.9.3, 5.C.3.1, 5.C.3.2, 5.C.3.3
Unit 10: Mechanical Waves [CR2j]
 Traveling waves
 Wave characteristics
 Sound
 Superposition
 Standing waves on a string
 Standing sound waves
Big Idea 6
Learning Objectives: 6.A.1.1, 6.A.1.2, 6.A.1.3, 6.A.2.1, 6.A.3.1, 6.A.4.1, 6.B.1.1, 6.B.2.1, 6.B.4.1, 6.B.5.1,
6.D.1.1, 6.D.1.2, 6.D.1.3, 6.D.2.1, 6.D.3.1, 6.D.3.2, 6.D.3.3, 6.D.3.4, 6.D.4.1, 6.D.4.2, 6.D.5.1
Laboratory Investigations & the Science Practices
The AP Physics 1 course devotes over 25% of the time to laboratory investigations [CR5]. The
laboratory component of the course allows the students to demonstrate the science practices
[CR6b] through a variety of investigations in all of the foundational principles of AP Physics 1
[CR6a]. The science practices are:
4
Science Practices (SP)
1. The student can use representations and models to communicate scientific investigations
within the context of the AP course.
2. The student can use mathematics appropriately.
3. The student can engage in scientific questioning to extend thinking or to guide
phenomena and solve scientific problems.
4. The student can plan and implement data collection strategies appropriate to a particular
scientific question.
5. The student can perform data analysis and evaluation of evidence.
6. The student can work with scientific explanations and theories.
7. The student is able to connect and relate knowledge across various scales, concepts and
representations in and across domains.
The students use guided-inquiry (GI) or open-inquiry (OI) in the design of their laboratory
investigations. Some labs focus on investigating a physical phenomenon without having
expectations of its outcomes. In other experiments, the student has an expectation of its
outcome based on concepts constructed from prior experiences. In application experiments,
the students use acquired physics principles to address practical problems. Students also
investigate topic-related questions that are formulated through student designed/selected
procedures.
All investigations are reported in a laboratory journal [CR7] – this is a composition book
(college-ruled). Most lab experiences are considered to be standard labs. These experiences
are recorded entirely within the lab journal using the following format:
I.
Table of Contents
A.
Several pages at the start of the journal are reserved for a table of contents.
B.
Each lab has an entry in this table including the title of the activity, the date
performed, and the page numbers where it can be found within the journal.
C.
All pages in the journal are numbered. Do not skip any pages within the body of
the lab journal.
II.
Report Sections
A.
Title – Each report begins with the title of the lab activity.
B.
Purpose – All objectives of the activity are clearly stated.
C.
Hypothesis – A logical hypothesis/prediction is stated.
D.
Procedure – The steps taken to obtain the data are described. See the handout
for each activity for specific guidelines.
E.
Data and Analysis – All data is written in organized tables directly in the lab
book. A sample calculation is shown for each step of the analysis. Relevant
graphs are included. See the handout for each activity for specific guidelines.
F.
Discussion – A summary of the activity is provided. Questions from the activity’s
handout are answered in complete sentences with the question stated within
the answer.
5
Selected investigations are designated as full formal labs. Students record their observations
and data in the lab journal, but produce a full typed report including a background section and
citations according to the Joliet Township Science Writing Rubric. These reports are scored as
summative assessments.
I.
II.
III.
Table of Contents
A.
Formal labs have an abbreviated entry in the lab journal. Title, hypothesis, and
data are the only sections required in the lab book for these activities.
B.
Entries for these activities are included in the table of contents.
Report Criteria
A.
Formal lab reports are typed and submitted electronically to the instructor.
B.
Formal lab reports follow all protocols set by the Joliet Township Scientific
Writing Program and will be graded according the rubric provided to students at
the start of the course.
Report Sections
A.
Title – The report begins with a title page including the title of the activity, the
date of data collection, and the names of other students involved in the
collection of the data.
B.
Abstract – An overview of the activity and its outcome is provided.
C.
Introduction – Relevant background information is provided to set the context
of the activity, the purpose of the activity is clearly explained, and a logical
hypothesis/prediction is provided.
D.
Experimental Design – Safety considerations are discussed. A thorough
description of the methodology is provided.
E.
Data and Analysis – All data is provided in organized tables. Graphs are
generated using computer software and are included within the body of the lab
report. Sample calculations are provided for all steps of the analysis.
F.
Discussion – Conclusions are drawn with relevant support from the data and
analysis. Scientific explanations are provided to support or explain both the
significance of the conclusion and sources of error within the data collection.
Major trends in the data are correctly interpreted. Meaningful comparisons are
made to accepted physics principles. Meaningful applications or real-world
connections are discussed.
G.
References – The background information is correctly cited within the text. A
reference list is included at the end of the report. All references are provided in
APA format.
Selected investigations are designated as laboratory practicums. These investigations focus on
answering a specific question through the use of experimental methods. A lab practicum is
carried out in small groups within one class period. No guidance is provided by the instructor.
Each group produces a brief typed summary of their procedures, data, and data analysis. These
activities are submitted electronically and are not logged in the lab journal.
6
Laboratory Activities
Unit 1: Meeting Point (GI)
Students independently analyze the motion of two battery-operated constant-velocity
cars to predict where the cars will meet if started from the opposite ends of a track.
Enduring Understanding: 3.A
Science Practices: 1.5, 2.1, 2.2, 4.2, 4.3, 5.1
Displacement from a Velocity-Time Graph (GI) (Formal Lab 1)
Students analyze a ticker-tape record of the motion of a cart rolling down a hill.
Students construct a displacement-time graph, velocity-time graph, and accelerationtime graph. Finally, students compare the length of the tickertape to the displacement
predicted by the area beneath the velocity-time graph.
Enduring Understanding: 3.A
Science Practices: 1.1, 1.4, 1.5, 2.1, 2.2, 4.3, 5.1
Free-Fall Investigation (OI)
Students analyze the accelerated motion of different objects falling through the air.
Error analysis is emphasized. Historical claims about vertical motion are analyzed.
Enduring Understanding: 1.A, 3.A
Science Practices: 1.1, 1.3, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 5.2, 5.3, 6.3, 6.5
Shoot the Target (GI)
Students fire projectiles using a spring-loaded projectile cannon and use measurements
of the flight path to determine the muzzle velocity of the cannon. The muzzle velocity is
then used to determine the height of a target placed at a given range such that the
projectile will strike the target.
Enduring Understanding: 1.A, 3.A
Science Practices: 1.5, 2.1, 2.2, 4.2, 4.3, 5.1
Chase Scenario (GI) (Lab Practicum)
Students collect data for a battery-operated constant-velocity car and an accelerating
fan cart. Students develop a mathematical model for the motion of the two vehicles.
Students then use these models to predict the position where the fan cart will catch up
to the constant-velocity car.
Enduring Understanding: 1.A, 3.A
Science Practices: 1.5, 2.1, 2.2, 4.2, 4.3, 5.1
Unit 2: Static Equilibrium Challenge 1 (GI)
Students use masses, string, and a force table to test their solutions to problems seeking
an equilibrant for two or three given forces in two dimensions.
Enduring Understanding: 1.A, 3.A, 3.B
Science Practices: 1.1, 1.4, 1.5, 2.2, 4.3, 5.1, 6.1, 6.4, 7.2
Static Equilibrium Challenge 2 (GI) (Formal Lab 2)
Students use two pulleys, string, and a variety of masses to arrange three different
equilibrium scenarios in two dimensions. The components of all tension forces are
analyzed to determine if the net force on the system is, in fact, zero.
Enduring Understandings: 1.A, 2.B, 3.A, 3.B, 4.A
Science Practices: 1.1, 1.4, 1.5, 2.2, 4.2, 4.3, 5.1, 7.2
7
Newton’s Second Law (OI)
Students use a modified Atwood’s machine consisting of a PASCO motion cart and
motion sensor, string, a pulley, and masses to determine the relationship between
acceleration and applied force and the relationship between acceleration and the mass
of the system. The two relationships are then synthesized into a model for the
relationship between force, acceleration, and mass.
Enduring Understandings: 1.A, 1.C, 2.B, 3.A, 3.B, 4.A
Science Practices: 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.3, 5.1, 6.4, 7.2
Coefficient of Friction (GI)
Students use wooden blocks, a spring scale, masses, and multiple surfaces to determine
the coefficient of static friction for several surfaces. Students then discuss the ways in
which the relative magnitude of a friction force can be qualitatively predicted.
Enduring Understandings: 1.A, 2.B, 3.A, 3.B
Science Practices: 1.1, 2.2, 4.3, 6.2, 6.4, 7.2
Atwood’s Machine (GI)
Students use a pulley, string, and several masses to test their solutions to Atwood’s
machine problems.
Enduring Understandings: 1.A, 1.C, 2.B, 3.A, 3.B, 4.A
Science Practices: 1.2, 1.4, 1.5, 2.1, 2.2, 2.3, 4.2, 4.3, 5.1, 6.4, 7.2
Unit 3: Flying Toy (GI)
Students analyze the uniform circular motion of a flying toy hanging from a sting. The
tension in the string is calculated in two ways: using static equilibrium principles
concerning the weight of the toy and using calculations based on centripetal force. The
two solutions for the tension force in the string are compared and sources of error are
analyzed.
Enduring Understandings: 1.A, 1.C, 2.B, 3.A, 3.B, 4.A
Science Practices: 1.1, 1.2, 1.4, 1.7, 2.1, 2.2, 2.3, 4.2, 4.3, 5.1, 5.3, 6.4, 7.2
Unit 4: Work Done in Stretching a Spring (GI)
Students use a spring, a force sensor, and a SPARK unit to determine the work done by a
force that varies with distance.
Enduring Understandings: 1.A, 3.A, 4.C, 5.B
Science Practices: 1.1, 1.4, 2.1, 2.2, 4.2, 4.3, 5.1, 6.1, 6.4, 7.2
Hooke’s Law (GI)
Students perform one of two procedures. One group determines the spring constant
for three different springs and compares the results. Another group determines the
maximum amounts of potential energy stored in a spring when various masses are
dropped vertically from rest. Each group presents their data to the rest of the class so
that a comprehensive mathematical model of spring behavior can be developed.
Enduring Understandings: 1.A, 2.B, 3.A, 4.C, 5.B
Science Practices: 1.1, 1.4, 2.1, 2.2, 4.2, 4.3, 5.1, 6.2, 6.4, 7.2
Determine the Spring Constant of a Projectile Cannon (OI) (Lab Practicum)
Students fire a marble of known mass using spring-loaded projectile cannon. Students
use measurable quantities from the flight of the projectile to determine the spring
constant of the spring inside of the cannon.
Enduring Understandings: 1.A, 2.B, 3.E, 4.C, 5.A, 5.B
Science Practices: 1.1, 1.4, 1.5, 1.7, 2.1, 2.2, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 6.4, 7.2
8
Energy and Non-Conservative Forces (GI)
Students use matchbox cars, rulers, and lengths of track to determine the amount of
energy lost by a car rolling along a length of curved track and estimate the coefficient of
friction.
Enduring Understandings: 1.A, 2.B, 3.A, 3.B, 3.E, 4.C, 5.A, 5.B
Science Practices: 1.1, 1.4, 1.5, 2.1, 2.2, 4.2, 4.3, 5.1, 6.4, 7.2
Unit 5: Marshmallow Gun (GI)
Students use marshmallow guns constructed from lengths of PVC pipe to shoot
marshmallows with the force of their breath. Students formulate a plan to calibrate
their shots and then examine the relationship between the initial position of the
marshmallow in the pipe and the horizontal range of the shot. Mathematical routines
related to projectile motion and kinematics are used to correlate the findings to the
concepts of impulse and momentum.
Enduring Understandings: 3.A, 3.D, 4.B
Science Practices: 1.5, 2.1, 2.2, 4.1, 4.2, 4.3, 5.1, 6.4
Elastic and Inelastic Collisions with Lab Carts (GI)
PASCO carts and motion sensors are used in conjunction with SPARK units to analyze
both inelastic and elastic collisions between motion carts of different masses.
Enduring Understandings: 1.C, 3.D, 4.A, 4.B, 4.3, 5.A, 5.D
Science Practices: 1.4, 1.5, 2.1, 2.2, 3.2, 4.1, 4.2, 4.4, 5.1, 5.3, 6.4, 7.2
Ballistic Pendulum (GI)
Students analyze the interaction between a projectile fired from a spring-loaded
projectile cannon and a ballistic pendulum. The conservation principles for both energy
and momentum are used to determine the muzzle velocity of the projectile cannon.
Enduring Understandings: 1.C, 4.B, 5.A, 5.B, 5.D
Science Practices: 1.4, 2.1, 2.2, 4.3, 6.4, 7.2
Crash Scene Investigation (OI) (Lab Practicum)
Students are provided with a block, a PASCO motion cart and a PASCO force sensor.
They are expected to use the sensor to determine the coefficient of kinetic friction
between the block and an aluminum track. Then, students will create a collision
between the motion cart and block and measure the sliding distance of the block and
cart. Data analysis will be used to determine if the “driver” of the motion cart deserves
a “speeding ticket.”
Enduring Understandings: 1.C, 2.B, 3.A, 3.B, 4.B, 5.A, 5.D
Science Practices: 1.1, 1.4, 1.5, 2.1, 2.2, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 5.3, 6.4, 7.2
Unit 6: Pendulum Lab – Experimentally determine the acceleration due to gravity. (GI)
Students use a pendulum to experimentally determine the acceleration due to gravity
on Earth’s surface. Each lab group uses a different combination of mass and angle. The
class then analyzes the data of all groups to defend the claim that mass and angle do not
affect the period of a pendulum.
Enduring Understandings: 2.B, 3.B
Science Practices: 2.2, 4.2, 4.3, 5.1, 6.2, 6.4, 7.2
9
Simple Harmonic Motion Inquiry (OI) (Formal Lab 3)
Students develop their own procedure in order to determine the spring constant of an
oscillating spring-mass system using PASCO probe ware and graphical analysis.
Additionally, students are required to use their graphs of variables to discuss how
Newton’s Laws and kinematic relationships previously studied are observable within the
spring-mass system. Finally, students are charged with calibrating their spring-mass
system in order to create a time-keeping device.
Enduring Understandings: 2.B, 3.B
Science Practices: 2.2, 3.1, 3.2, 3.3, 4.2, 4.3, 5.1, 6.2, 6.4, 7.2
Unit 7: Rotational Equilibrium (GI)
Students analyze the normal forces on two ends of a bridge as a mass gradually moves
from one end to the other.
Enduring Understandings: 2.B, 3.A, 3.B, 3.F, 4.D
Science Practices: 1.1, 1.4, 1.5, 2.2, 3.2, 4.1, 4.2, 4.3, 5.1, 5.3, 7.2
Rotational Inertia (GI)
Students use a hanging mass and string to apply a force at different radial distances for
a cylindrical mass. Students perform graphical analysis of the applied torque and the
resulting angular acceleration to determine the rotational inertia of the cylindrical mass.
This value is then compared to an estimate based on the geometry and mass of the
cylinder.
Enduring Understandings: 2.B, 3.B, 3.F
Science Practices: 1.1, 1.4, 2.2, 4.1, 4.2, 4.3, 5.1, 7.2
Conservation of Angular Momentum (GI)
Students estimate the rotational inertia of a person holding a bowling ball of known
mass at arm’s length. The rotational inertia is also calculated when the bowling ball is
held close to the body. The person is given an initial angular velocity while sitting on a
swivel chair and then brings the bowling ball in from arm’s length to contact with the
body. Students analyze the situation quantitatively to argue for or against the
conservation of angular momentum.
Enduring Understandings: 4.D, 5.A, 5.E
Science Practices: 1.2, 1.4, 2.2, 4.1, 4.2, 4.3, 6.4, 7.2
Unit 8: Static Electricity Interactions (GI)
Students use clear tape and various materials to observe and analyze force interactions
between charged objects.
Enduring Understandings: 1.A, 1.B, 3.A, 3.C, 5.A
Science Practices: 1.1, 1.4, 4.3, 6.2, 6.4, 7.1, 7.2
Coulomb’s Law (OI) (Lab Practicum)
Students apply a charge to two pith balls of known mass hanging from pieces of string.
Students determine the necessary measurements and calculations needed to estimate
the number of excess electrons on each pith ball.
Enduring Understandings: 1.B, 2.B, 3.A, 3.B, 3.C
Science Practices: 1.1, 1.4, 1.5, 2.2, 3.1, 3.2, 3.3, 4.3, 6.1, 6.2, 6.4, 7.2
10
Unit 9: Resistance and Resistivity (GI)
Students use a multi-meter to measure the resistance of several coils of wire, each
consisting of wires possessing unique combinations of material, length, and diameter.
The relationship between each factor and the resistance of a wire is analyzed.
Enduring Understandings: 1.E
Science Practices: 4.1, 4.3, 5.1
Ohm’s Law I (OI)
Students use a variable-voltage power source, wires, multi-meters, and a single resistor
to analyze the relationship between voltage and current in a simple circuit.
Enduring Understandings: 1.B, 5.B
Science Practices: 3.1, 3.2, 3.3, 4.3, 6.4, 7.2
Series and Parallel Circuits (GI) (Formal Lab 4)
Students use multiple resistors, a variable-voltage source, wires, and digital multimeters to analyze the behavior of resistors arranged both in series and in parallel. Data
is analyzed according to Kirchhoff’s Laws.
Enduring Understandings: 1.B, 5.B, 5.C
Science Practices: 1.1, 1.4, 4.1, 4.2, 4.3, 5.1, 6.4, 7.2
Brightness Investigation (GI)
Novel situations involving series and parallel circuits are analyzed through the use of
identical light bulbs, wires, and a variable voltage source. The relative brightness of each
bulb is used to draw conclusions about both the benefits and limitations of each type of
circuit.
Enduring Understandings: 1.B, 5.B, 5.C
Science Practices: 1.1, 1.4, 2.2, 4.1, 4.2, 4.3, 5.1, 6.4, 7.2
Unit 10: Modified Phone Cord Lab (GI)
Students use a telephone cord stretched to two different lengths to create patterns of
standing waves. The wavelengths of each pattern are graphed with both period and
frequency. Further, the results obtained from making the patterns on the same
telephone cord stretched to two different lengths are compared in order to analyze the
relationship between the tension in the telephone cord and the velocity of waves
traveling through the cord.
Enduring Understandings: 6.A, 6.B
Science Practices: 1.2, 1.4, 2.2, 4.2, 4.3, 5.1, 6.2, 7.2
Wave Boundary Behavior (GI)
Students use a large spring and a piece of string to determine the behavior of wave
pulses as they encounter boundaries of different rigidities and interact with other wave
pulses.
Enduring Understandings: 6.A, 6.D
Science Practices: 1.1, 1.2, 1.4, 4.2, 4.3, 5.1, 6.2
Speed of Sound (GI)
Students develop their own procedures to determine the speed of sound. Each group
must present two procedures, carry out the required measurements, and present their
findings. The class will critique both the methods and the results.
Enduring Understandings: 6.A
Science Practices: 4.3, 6.2, 6.4, 7.2
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Standing Sound Waves (GI)
Students use multiple tuning forks, lengths of PVC pipe, and graduated cylinders
partially filled with water to determine the relationship between the length of an air
column and its fundamental frequency.
Enduring Understandings: 6.B, 6.D
Science Practices: 1.5, 2.2, 4.2, 4.3, 5.1, 6.1, 7.2
Instructional Activities
1. Project Design [CR3]
Students engage in hands-on activities outside of the laboratory experience that support the
connection to more than one Learning Objective.
o Design and Build a Wooden Bridge
Students design and build a model bridge meeting the specifications of the IIT
model bridge competition. Force analysis is performed on the bridge for one
mass hanging from the center of the span. The bridge is tested in class to
determine its maximum load capacity and efficiency score.
Learning Objectives: 2.B.1.1, 3.A.2.1, 3.A.3.1, 3.A.4.3, 3.B.2.1
o Design and Build an Egg Catch Container
Students design and build an egg catch container that can catch and protect and
egg from breaking when dropped from various heights above the floor.
Learning Objectives: 3.D.1.1, 3.D.2.1, 3.D.2.3, 3.D.2.4, 4.B.1.1, 4.B.1.2
o Design a Household Circuit
Students are given a simple floor plan for a home along with requirements for
the performance of circuits within the household. Students draw schematic
diagrams for the circuits within the house and describe the requirements of the
circuit-breaker box needed to protect the house from danger.
Learning Objectives: 5.B.9.3, 5.C.3.1, 5.C.3.3
o Design and Build a Musical Instrument
Students design and build a musical instrument from household materials that
can be tuned up or down and play a minimum of six different notes. Students
provide a written description of the physics principles governing their
instruments’ performance.
Learning Objectives: 6.A.2.1, 6.A.4.1, 6.B.1.1, 6.D.3.3
2. Real World Applications [CR4]
Students engage in activities related to real world applications of physics principles. These
activities are aimed at answering questions related to occupations that commonly use
physics.
 Blood Spatter Analysis
Students measure the length and width of blood droplets dropped onto paper
from different angles. The ratio of length to width is calculated for each angle.
Students are then shown a prepared crime scene and asked to analyze several
of the droplets to determine the location of the victim when he was stabbed.
Connections are made between projectile motion and careers in law
enforcement.
Learning Objectives: 3.A.1.1, 3.A.1.3
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Highway Engineering
Students are given the specifications for a proposed interchange between two
roadways. Students then design the circular exit ramp such that vehicles may
safely travel without sliding. Factors such as radius, speed limit, coefficient of
static friction, and banking are considered.
Learning Objectives: 2.B.1.1, 3.A.1.1, 3.A.2.1, 3.A.3.1, 3.B.1.3, 3.B.2.1
Roller Coaster Investigation
Following the lab, “Energy and Non-Conservative Forces,” students are given
matchbox cars and track such that they can design a roller coaster ride
consisting of a single hill with a vertical loop. Students then make claims about
the requirements of the hill relative to the vertical loop and research an existing
roller coaster to defend their claims.
Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.3, 3.A.2.1, 3.A.3.1, 3.B.1.1, 3.B.2.1,
5.A.2.1, 5.B.4.2, 5.B.5.4, 5.B.5.5
Torque and the Human Arm
Students construct a model of the human biceps using a spring scale, ring stand,
meter sticks, mass hangers, and masses. Based on research of the forearm and
biceps muscle system, the students create a realistic model to determine the
tension force in the biceps muscle when holding an object in a lifted position.
Students must defend their decisions for model design using their research.
Students must defend their quantitative solution with a force diagram and
calculations based upon the principles of static and rotational equilibrium.
Learning Objectives: 2.B.1.1, 3.A.2.1, 3.A.3.1, 3.A.3.3, 3.A.4.3, 3.B.1.2, 3.B.2.1,
3.F.1.4, 3.F.1.5
3. Scientific Argumentation [CR8]
Students engage in the elements of scientific argumentation in several assignments in this
course. The elements are making claims about the reasoning behind predictions, the
analysis of data obtained through experimentation, and the questioning and/or defense of
the claims of others. Scientific argumentation is emphasized specifically in the following
activities:
 As part of the lab, “Free-Fall Investigation,” students analyze historical claims about
vertical motion.
 As part of the “Pendulum Lab,” students use data, both their own measurements and
those taken by other groups, to make and defend claims about the effects of changing
the length, mass, and amplitude of a pendulum’s swing on its period.
 As part of the "Hooke’s Law Lab,” students present their findings about either the
relationship between force and distance for a spring or the relationship between energy
and distance for a spring. Students defend their claims with experimental evidence.
Finally, the mathematical models from each group are used to derive a more complete
model of spring behavior.
 As part of the lab, “Speed of Sound,” students critique the procedures designed by
other groups. Students must present and defend their own choices about equipment
and techniques to their peers.
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