AP Physics 1
Course Syllabus
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
CR6b: The laboratory work used throughout the course includes guided-inquiry laboratory investigations
allowing students to apply all seven science practices.
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.
CR8: The course provides opportunities for students to develop written and oral scientific argumentation
skills.
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6
6
6
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6
6
6, 7
7
7
7
5
5, 6
2
3, 4, 5
3, 4, 5
2
5, 6
Textbook:
Hecht, Eugene. Physics: Algebra/Trig. 3rd Edition. 2003. Pacific Grove, Ca: Thomson Learning, Inc. [CR1]
Course Description:
The AP Physics 1 course will meet for 41 minutes every day. Lab work is integral to the understanding of the
concepts in this course. The AP Physics 1 Course has been designed by the College Board as a course
equivalent to the algebra-based college-level physics class. At the end of the course, students will take the AP
Physics 1 Exam, which will test their knowledge of both the concepts taught in the classroom and their use of
the correct formulas.
The content for the course is based on six big ideas:
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.
Grading Policy:
Quarterly:
HW/Quizzes – 10%
Labs and Projects – 55%
Exams – 35%
The course final will count as 20% (the equivalent of a fifth marking period) of the overall final grade for the
year.
Homework / Quizzes: Homework will be assigned daily, and it is to be completed for grading prior to the next
class meeting. Quizzes will be given periodically and will be announced at least two days before being
administered. All homework assignments and quizzes will be graded and returned daily. As always, I will be
available whenever possible for anyone who needs further clarification or help.
Exams: Regular exams will be administered throughout the year. Exams will always be given during a
double-period. They will consist of 25 multiple choice questions and 3 free response questions that are all taken
from actual AP Released Physics Exams. All exams are correctable for two-thirds of missed points back.
Written corrections must include full solutions, not just the correct answer, and must be on separate paper.
Labs: To provide additional meaning and support of the students’ conceptual development, the program
provides appropriate, relevant ‘hands-on’ lab experiences. These experiences will account for at least 25% of
scheduled class time throughout the year.[CR5] Students will be required to design a number of the activities
to investigate physical phenomenon, and other experiences will be based on more traditional experiments done
to prove or determine a physical outcome. Students will be required to use appropriate equipment to take
accurate and precise measurements and then interpret those measurements including their uncertainties. These
measurements will then be used to draw conclusions that account for the physical phenomenon observed.
These conclusions must be clearly explained, using appropriate physics terminology, in written lab reports that
also include a purpose/problem, hypothesis, procedure, data, data analysis with calculations and graphs, sources
of experimental error, and proposed methods of reducing error and uncertainty within the activity. All lab
information will be maintained in a composition-style laboratory notebook.[CR7] The following represents the
minimum number of labs to be completed throughout the year: (Note: Additional labs may be completed if time
permits.) [CR6]
Lab
Number
Topic
Description
Open or
Guided
Inquiry
Science
Practices
1
Speed
Students will design an experiment to determine the
range of speeds of a variable speed cart.
Y
2, 4, 5
Free Fall
Structured lab in which students drop varying masses
attached to spark tape through a spark timer.
Students will graph the results to determine the
acceleration of the mass, the relationships between
velocity and time and displacement and time.
Students will identify and determine the frictional
force within their experimental trials.
N
1, 2, 4, 5,
6
Projectiles
Students will determine where a paper cup needs to
be placed on the floor so that a marble rolled off of
the edge of a table will land in it.
N
1, 2, 4
Projectiles
Using a projectile launcher, students will be given a
series of challenges such as placing a ring stand at the
maximum height, or placing a cup at the point where
the marble will land.
Y
1, 2, 4
Air Resistance
Structured lab in which students examine data
collected during the free fall of coffee filters to
evaluate the frictional fore acting on the filters.
Students will then apply their findings to the situation
of an object thrown upward.
N
1, 2, 3, 4,
5, 6, 7
6
Friction
Given a ramp, a pulley, a string, unequal masses, a
meter stick, a timer, and a spring scale, design a
series of experiments to determine the coefficients of
static and kinetic friction. In addition, determine the
acceleration of the object when forces are
unbalanced.
Y
1, 2, 3, 4,
5
7
Circular Motion
Students will design an experiment that will allow
them to graphically determine the radius of a constant
speed, circular, spinning apparatus.
Y
1, 2, 3, 4,
5, 6
Inclined Atwood
Machine
Students will design an experiment in which they
graphically determine the acceleration of an inclined
Atwood Machine. They will make determinations of
the individual forces, the energy changes, the work
done, and the power consumed. Students will then
devise a procedure that would allow them to
graphically determine the acceleration due to gravity
using the same system.
Y
1, 2, 3, 4,
5, 6
2
3
4
5
8
Lab
Number
Topic
Description
Open or
Guided
Inquiry
Science
Practices
9
Conservation of
Linear Momentum /
Collisions
Using an air track and gliders, students will observe
six different collisions and make conclusions about
momentum conservation in real life situations.
Y
1, 2, 3, 4,
5, 6, 7
10
Conservation of
Angular
Momentum
What is the relationship between the moment of
inertia of a system and the angular momentum of a
system?
Y
1, 2, 3, 4,
5, 6
Pendulum / Simple
Harmonic Motion
Students will design procedures to test the factor(s)
that control the period of a pendulum. Students will
investigate the energy changes within the system and
graph the displacement, velocity and acceleration of
the pendulum over two complete cycles of motion.
Students will overlay the graphs on one another and
prepare a thorough, written explanation of the picture
created by the graph.
Y
1, 2, 3, 4,
5, 6
12
Mass-Spring
Oscillator / Simple
Harmonic Motion
Students must determine both the spring constant k of a
spring and the mass of three unknown masses. Students
must also investigate the conservation of mechanical
energy of the system. Students will graph the
displacement, velocity and acceleration of the pendulum
over two complete cycles of motion. Students will
overlay the graphs on one another and prepare a
thorough, written explanation of the picture created by
the graph.
Y
1, 2, 3, 4,
5, 6
13
Standing Waves /
Properties of Waves
Students will vary wavelength, frequency, and the
tension in a wire while looking at standing waves
formed on a wire.
Y
1, 2, 3, 4,
5, 6
Speed of Sound
Students will create and investigate standing waves
in a tube to determine the speed of sound in the
classroom. After researching the relationship, the
students will make, and justify, a determination of the
air temperature within the classroom at the time of
the experiment.
Y
1, 2, 3, 4,
5, 6, 7
11
14
Topic
Description
Open or
Guided
Inquiry
Science
Practices
15
Coulomb's
Law
Using a computer simulation involving charged particles,
explore the electrostatic force of repulsion between the
charges, the accelerations of the charges, and how the force
and acceleration changes with distance.
N
1, 2, 3, 4,
5, 6
16
Series and
Parallel
Circuits
Using a number of resistors and light bulbs, explore current
and voltage in resistors hooked up to a power supply when
resistors are wired in series with one another and when
they are wired in parallel with one another.
Y
1, 2, 3, 4,
5, 6
Compound
Circuits
Given an encased circuit and bulbs, students will determine
the configuration of the circuit. After creating the correct
schematic diagram, students will use Kirchhoff’s Laws to
determine the current, resistance, potential difference,
energy and power for each component of the circuit.
Y
1, 2, 3, 4,
5, 6, 7
Lab
Number
17
Projects:
Outside of the Classroom Lab Experiences [CR3]:
1. Using an accelerometer app for their smart phone (SPARKvue is one), students will analyze
accelerations they experience every day. They can take the data while moving down the hall
between classes, while on the school bus, on an amusement park ride, or anything else they want
(within reason – safety first!). Students will present a description of the motion they experienced
(not only acceleration, but velocity and displacement, too), both qualitatively and quantitatively,
including graphs. Their presentation will be peer critiqued and/or questioned, and they will
answer the questions with supporting evidence. [CR8] (EU 3.A.1, 3.A.1, 1.C.1)
2. Using a Vernier Watts Up Pro, students will monitor the electrical devices within their homes,
identifying power consumption and usage trends. Students will devise and test a plan to reduce
the monthly electricity usage within their homes by at least 5%. The presentation, which will be
both qualitative and quantitative, should include the original usage data, the analysis and
justification of the savings plan, and the results of the plan’s implementation. The presentation
will be peer critiqued and/or questioned, and they will answer the questions with supporting
evidence. [CR4] [CR8] (EU 1.A.5, 4.E.5, 5.B.9, 5.C.3)
Real World Applications:
1. Students will go to the insurance institute of highway safety website (iihs.org) and will look at
the safest cars in a crash. They will present information as to why these cars are safer and how
the safety features keep people safe. [CR4]
2. Students will be assigned in pairs, and each team will research a source of energy (solar, fossil
fuels, wind, geothermal, hydroelectric, etc.) and the cost-benefit of each. Student teams present
findings to the class and argue the merits of their assigned energy source. [CR4] [CR8]
Course Outline:
The following topics will be covered in each unit: [CR2]
Topic
Chapter
Unit 1: Course Introduction
Measurements
Significant Figures
Physics Conventions
Unit 2: Kinematics (1D & 2D)
Vectors
Speed and Velocity
Acceleration
Falling Objects
Projectiles
1
1.3-1.5
1.6
1.1-1.2, 1.7-1.9
2&3
2.5-2.8
2.1-2.4, 2.7, 2.9
3.1-3.5
3.6-3.8
3.9
Unit 3: Dynamics
Newton’s Laws of Motion
Weight
Friction
4
4.1-4.5
4.6
4.8
Unit 4: Gravity and Circular Motion
Centripetal Acceleration
Center-Seeking Forces
Law of Gravitation
Weightlessness
5
5.1
5.2
5.3-5.6
5.7
Unit 5: Work, Power and Energy
Work
Kinetic Energy
Potential Energy
Mechanical Energy
Law of Conservation of Energy
Power
6
6.1
6.2
6.3
6.4
6.5, 6.7
6.6
Unit 6: Linear Momentum
Momentum
Impulse-Momentum
Collisions
Law of Conservation of Momentum
Collisions in 2-D (Vectors)
7
7.6
7.1-7.3
7.5
7.4
7.5
Unit 7: Rotational Motion
Rotational Kinematics
8
8.1-8.4
Homework
Assignment Number
1-7
1-3
4, 5
6, 7
8-20
8, 9
10, 11
12-15
16, 17
18-20
21-29
21-23
24, 25
26-30
31-38
31, 32
33, 34
35-37
38
39-54
39, 40
41, 42
42, 43
44-47
48-51
52-54
55-70
55-57
58-60
61, 62
63-65
66-70
71-89
71-74
Curricular
Requirement /
Big Idea
Big Idea 1
[CR2a]
Big Idea 3
[CR2b]
Big Ideas 1, 2, 3, 4
[CR2c]
Big Ideas 1, 2, 3, 4
[CR2f]
Big Ideas 3, 4, 5
[CR2e]
Big Ideas 3, 4, 5
[CR2g]
Big Ideas 3, 4, 5
Torque
Dynamics of Rotation
Rotational Kinetic Energy
8.5. 8.6
8.7, 8.8
8.9
Law of Conservation of Angular Momentum
Unit 8: Simple Harmonic Motion
Harmonic Motion
Springs
Pendulums
Damping, Forcing and Resonance
Unit 9: Mechanical Waves and Sound
Wave Characteristics
Transverse and Longitudinal Waves
Acoustics: Sound Waves
Speed of Sound in Air
Hearing Sound
Intensity
Beats
Standing Waves
Doppler Effect
Unit 10: Electrostatics
Charge
Electrostatic Force
Law of Conservation of Charge
Unit 11: Direct Current
Electrical Potential
Electric Current
Resistance
Ohm's Law
Electrical Power and Energy
Unit 12: Circuits
Circuit Principles
Kirchhoff's Rules
8.10, 8.11
10
10.5
10.1, 10.6
10.7
10.8
11
11.1
11.2, 11.3
11.4
11.6
11.7
11.8
11.9
11.10
11.11
15 & 16
15.1, 15.2
15.3
16.4
16 & 17
16.1
17.1
17.3
17.2
17.4, 17.5
18
18.1-18.4
18.5
75-78
79-82
83-85
86-89
90-105
90-94
95-98
99-102
103-105
106-126
106-109
110, 111
112, 113
114, 115
116, 117
118, 119
120, 121
122-124
125, 126
127-135
127-129
130-133
134, 135
136-148
136, 137
138, 139
140, 141
142-145
146-148
149-158
149-153
154-158
[CR2g]
Big Ideas 3, 4, 5
[CR2d]
Big Ideas 3, 5
[CR2j]
Big Idea 6
[CR2h]
Big Ideas 1, 3, 5
[CR2i]
Big Ideas 1, 5