AP Physics 1 Syllabus
Instructor Dinita Heitz
Athens High School
AP Physics is a year-long non-calculus-based physics course that covers a broad range of introductory physics topics. By the end of the year, students will be prepared to take the AP Physics 1 exam, though the scope of the course is not limited exclusively to the AP curriculum.
A strong background in algebra is required, and some knowledge of trigonometry is recommended.
The class meets every day for 180 days. The school year begins the Monday
August 25 th , 2014 and will be completed on Tuesday June 2 nd , 2015. Students will be encouraged to join a study group to work out of class if there is more need for instruction.
Course goals include developing each student’s intuition, investigation, and creativity to produce formal reports using the following:
Problems/questions
Hypothesis
Experiment
Observations/data
Calculations
Conclusions
Grading Policy: As directed by the school district.
• Tests–60 percent
Tests are administered after each unit of material. Each test consists of three sections:
1. Multiple-choice questions
2. Free-response questions
3. Lab-based question: may include questions on labs done in class or questions on a lab that was not performed in class.
• Labs and Quizzes–20 percent

Labs: Most of the lab experiments are open-ended: The students are given an objective and a list of equipment. Students design their own procedure, data gathering, and data analysis. The allotted time is for conducting the experiment and recording the pertinent data. The students perform the data analysis and complete the lab report at home.
Reports are collected in a lab notebook.
Quizzes: Quizzes may contain questions and/or problems from the homework, the reading assignments, and/or recently covered or previously learned material.

Daily assignments and homework – 20 percent
This grade reflects in-class problem-solving exercises, AP Released Exams, and practice problems. Homework assignments are given from the textbook and from
AP Released Exams.
Text used – College Physics : A Strategic Approach, Knight, Jones, & Field; 2 nd Ed.
New York: Pearson
COURSE OUTLINE
First Semester – Unit 1 – 5 – 88 days
Unit 1 Physics Skills – 8 days
Chp. 1
At the end of this unit the student should be able to be proficient in:
- Scientific Notation and Significant Figures
- Basic Trigonometric Functions (SOH CAH TOA)
- Graphing Techniques: straight line (direct variation), hyperbola
(inverse variation), and half-parabolas (square variation)
- SI units and most common Prefixes
- Unit Conversion
UNIT 2 KINEMATICS - 20 days
Chp. 2 & 3
Big Idea 3
Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.
At the end of this unit the student should be able to:
• Describe a frame of reference

• Define and apply definitions of displacement, average velocity, instantaneous velocity, and average acceleration
• Demonstrate proficiency in solving problems using kinematics equations, including problems involving free fall by using the value of the acceleration due to gravity
• Analyze motion graphs qualitatively and quantitatively, including calculations of the slope of the tangent of an x-versus-t graph, the slope of the v-versus-t graph, the area under the v-versus-t graph and the area under the a-versus-t graph
• Distinguish between vectors and scalars
• Add vectors using graphical methods: parallelogram and polygon methods
• Add vectors using the component method of vector addition
• Describe the horizontal and vertical motion of a projectile
• Demonstrate proficiency in solving problems of situations involving projectiles fired horizontally and at an angle
• Apply the concepts of vectors to solve problems involving relative velocity.
UNIT 3 Dynamics- 25 days
Chp. 4
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
At the end of this unit the student should be able to:
• Distinguish between contact forces and field forces by identifying the agent that causes the force
• Distinguish between mass and weight, and calculate weight using the acceleration due to gravity
• Differentiate between static and kinetic friction
• State and apply Newton’s first law of motion for objects in static equilibrium
• Demonstrate proficiency in accurately drawing and labeling free-body diagrams
• State and apply Newton’s second law of motion
• Demonstrate proficiency in solving problems that involve objects in motion with constant acceleration by analyzing the resultant force(s) in horizontal surfaces, inclined planes, and pulley systems (Atwood’s machines)
• State and apply Newton’s third law of motion

Unit 4 Circular Motion and Gravitation – 10 days
Chapter 6
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
At the end of the unit the students will be able to

Model verbally or visually the properties of a system based on its substructure.

Describe a force as an interaction between two objects and identify both objects.

Represent forces in a diagram or mathematically using appropriately labeled vectors with magnitude, direction, and units during the analysis of a situation.

Articulate situations when the gravitational force is the dominant force and when the electromagnetic, weak, and strong forces can be ignored.

Use Newton’s law of gravitation to calculate the gravitational force the two objects exert on each other and use that force in contexts other than orbital motion.

Use Newton’s law of gravitation to calculate the gravitational force between two objects and use that force in contexts involving circular orbital motion.

Articulate situations when the gravitational force is the dominant force and when the electromagnetic, weak, and strong forces can be ignored.
UNIT 5 Energy –25 DAYS
Chp. 10 & 11
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.
At the end of this unit the student should be able to:

Describe and make qualitative and / or quantitative predictions about everyday examples of systems with internal potential energy.

Describe and make predictions about the internal energy of everyday systems.


Calculate the total energy of a system and justify the mathematical routines used in the calculation of the component types of energy within the system whose sum is the total energy.

Calculate changes in kinetic energy and potential energy of a system, using information from representations of that system.

Design an experiment and analyze graphical data in which interpretations of the area under a force-distance curve are needed to determine the work done on or by the object or system.

Define open and closed systems in everyday situations and apply conservation concepts for energy, charge, and linear momentum to those situations.
Second Semester – Unit 6 – 10 - 89 days
UNIT 6 MOMENTUM – 20 days
Chapter 9
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
At the end of this unit the student should be able to:

Students will predict the change in momentum of an object from the average force exerted on the object and the interval of time during which the force is exerted.

Calculate the change in linear momentum of a two object system with constant mass in linear motion from a representation of the system.

Define open and closed systems for everyday situations and apply conservation concepts for energy, charge, and linear momentum to those situations.

Predict the velocity of the center of mass of a system when there is no interaction outside of the system but there is no interaction within the system.

Analyze data that verify conservation of momentum in collisions with and without an external friction force.

Apply the conservation of linear momentum to a closed systems of objects involved in an inelastic collision to predict the change in kinetic energy.

UNIT 7 Mechanical WAVES– 10 DAYS
Chp. 15 & 16
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
At the end of this unit the student should be able to:
• Define and give characteristics and examples of longitudinal, transverse, and surface waves
• Apply the equation for wave velocity in terms of its frequency and wavelength
· Describe the relationship between energy of a wave and its amplitude
• Describe the behavior of waves at a boundary: fixed-end, free-end, boundary between different media
• Demonstrate proficiency in solving problems involving transverse waves in a string
• Distinguish between constructive and destructive interference
• State and apply the principle of superposition
• Describe the formation and characteristics of standing waves
• Describe the characteristics of sound and distinguish between ultrasonic and infrasonic sound waves
• Calculate the speed of sound in air as a function of temperature
• Describe the origin of sound in musical instruments
• Use boundary behavior characteristics to derive and apply relationships for calculating the characteristic frequencies for an open pipe and for a closed pipe
• Explain the interference of sound waves and the formation of beats
• Apply the Doppler Effect to predict the apparent change in sound frequency
UNIT 8 SIMPLE HARMONIC MOTION 10 DAYS
Chapter 14
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
At the end of this unit the student should be able to:


Predict which properties determine the motion of a simple harmonic oscillator and what the dependence of the motion is on those properties.

Design a plan and collect data in order to ascertain the characteristics of the motion of a system undergoing oscillatory motion caused by a restoring force.

Construct a qualitative and / or quantitative explanation of oscillatory behavior given evidence of a restoring force.

Predict which properties determine the motion of a simple harmonic oscillator and what the dependence of the motion is on those properties.
UNIT 9 ROTATIONAL MOTION MOMENTUM - 20 DAYS
Chapter 7
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
At the end of this unit the student should be able to:

Use representations of the relationships between force and torque.

Compare the torques on an object caused by various forces.

Estimate the torque on an object caused by various forces in comparison to other situations.

Calculate torques on a two dimensional system in static equilibrium, by examining a representation or model.

Model verbally or visually the properties of a system based on its substructure and relate this to changes in the system properties over time as external variables changed.

Make predictions about the change in the angular velocity about an axis for an object when forces exerted on the object cause a torque about that axis.

Plan data collection and analysis strategies designed to test the relationship between torques exerted on an object and the change in momentum of that object.

UNIT 10 ELECTROSTATICS 10 days
Chp.18
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
At the end of this unit the student should be able to:
• Define electrostatics and the nature of an electric charge
• State the law of electrostatics and the law of conservation of charge
• State Coulomb’s law and its equation to calculate the electrostatic force between two charges
• Define the electric field and derive for a single point charge
• Describe electric field lines as means to depict the electric field
• Define and apply the concepts of electric potential energy, electric potential, and electric potential difference
• Describe and apply the relationship of the potential difference between two points to the uniform electric field existing between the points
• Understand that equipotential lines are perpendicular to electric field lines
UNIT 11 DC Circuits – 15 days
Chp. 22 & 23
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
At the end of this unit the student should be able to:
• Define electric current as the rate of flow of charge
• Understand some reasons for the conventional direction of electric current
• Explain the term emf (electromotive force) and what a source of emf is
• Define resistance and the factors affecting the resistance of a conductor
• State and apply Ohm’s law
• Understand and apply the equation of electric power as the rate of energy transferred in the form of heat
• Draw schematic diagrams of circuits, including measuring devices such as ammeters and voltmeters
• Analyze series and parallel circuits and demonstrate proficiency in calculations of equivalent resistance, current, and voltage drop

• Calculate the terminal voltage, taking into account the internal resistance of a battery
• State and apply Kirchhoff’s laws to solve complex networks
• Analyze circuits with resistors and capacitors (steady state) and demonstrate proficiency in calculations of equivalent resistance, current, and voltage drop
LABORATORY INVESTIGATIONS AND THE SCIENCE PRACTICES
The AP Physics 1 course devotes over 25% of the time to laboratory investigations. The laboratory component of the course allows the students to demonstrate the seven science practices through a variety of investigations in all of the foundational principles.
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 topicrelated questions that are formulated through student designed/selected procedures.
All investigations are reported in a laboratory journal. Students are expected to record their observations, data, and data analyses. Data analyses include identification of the sources and effects of experimental uncertainty, calculations, results and conclusions, and suggestions for further refinement of the experiment as appropriate.
The laboratory component of the course allows the students to demonstrate the seven science practices through a variety of investigations in all of the foundational principles.
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 topicrelated questions that are formulated through student designed/selected procedures.
Outside the Classroom Lab Experience:
In addition to labs, students will be required to do one exercise outside of the laboratory experience. Students may pick one of the following at the end of our rotation unit (end of mechanics):
Students will use a video analysis program (Videopoint) to analyze the motion of a toy as it moves (either in a straight line or in a circle). Students will provide the toy and do their own videotaping. They will then present a description of the analysis both quantitatively and qualitatively, including graphs.
Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. (3.A.1.1, 3.A.1.3, 1.C.1.1)
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 quantitatively and quantitatively, including graphs. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence.
(3.A.1.1, 3.A.1.3, 1.C.1.1)
Students will take two pictures – one of an object in translational equilibrium, and one of an object in rotational equilibrium. The objects also must have more than three forces acting on them. They will then construct free-body diagrams for each object, and determine the magnitude of each force acting on each object. For the object in rotational equilibrium, students will also find the magnitude of each torque acting on the object. Students will present their work in class. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. (3.B.1.3, 3.B.2.1, 3.F.1.1, 3.F.1.2, 3.F.1.5)
Real World Physics Solutions:

In order for students to become scientifically literate citizens, students are required to use their knowledge of physics while looking at a real world problem.
Students may pick one of the following solutions:
A. Students will pick a Hollywood movie and will point out three (or more) instances of bad physics. They will present this information to the class, describing the inaccuracies both qualitatively and quantitatively.
B. Students will research a thrill ride at an amusement park. They will present information to the class on the safety features of the ride, and why they are in place.
C. Students will present information to the class on noise pollution, and it’s danger to both human and animal life. They will also propose solutions to noise pollution problems.
D. 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.
Students work in lab groups, but each student must submit a lab report which is turned in the day after the conclusion of each activity, then graded and returned.
The report must include the following components:
• Statement of the problem
• Hypothesis
• Discussion or outline of how the procedure will be carried out
• Data collected from the experiment
• Data analysis
• Conclusion including error analysis
Students are required to keep the reports in an organized lab notebook. This lab notebook will kept by the students for the entire year and must include the completed lab reports as well as the raw data tables and any notes made during the execution of the labs done in the course.

Name of Lab
#1 Speed Lab
Guide
Open
Inquiry
Y
Three Cars Racing
Simulation
#2 Rocket Lab
N
Y
#3 Marble in
Cup Lab
N
#5 Newton’s 2nd Law
Lab
Y
Forces on a Crate
Simulation
N
Jupiter’s
Moons
. N
Short Description Science Practices
Students will design an experiment to determine the range of speeds of a variable speed cart.
A computer simulation of three cars with different accelerations racing.
2.1, 2.2, 4.1, 4.2, 4.3
1.4, 2.2, 4.3, 6.1
Students will design an experiment to determine the initial velocity of an air-powered rocket.
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.
1.2, 1.4, 2.1, 2.2,
4.1, 4.2, 4.3
1.4, 2.1, 2.2, 4.1,
4.2, 4.3
What is the relationship between the mass of a system and the acceleration of the system?
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
Using a simulation, analyze the motion of a crate. Students can vary the force on the crate, the direction of that force, the initial velocity of the crate, and the coefficient of kinetic friction.
1.1, 1.4, 2.2, 4.3, 6.1
Students will do research on
Jupiter and four of its moons.
Based on this research, students will mathematically come up with the mass of Jupiter. They will compare this information to the accepted value.
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2,
6.4, 7.1

#6 Pendulum Lab
#7 Mass-
Spring
Oscillator
Lab
Y
Y
#8
Conservation of Linear
Momentum
Lab
Y
A Two Car
Collision
Simulation
N
#9
Introductory
Circular
Motion Lab
Y
#10
Centripetal
Force Lab
Y
#11
Conservation of Angular
Momentum
Lab
Y
What factor(s) control the period of a simple pendulum?
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
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.
Materials given: spring with unknown spring constant, known masses, unknown masses.
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2,
6.4, 7.2
Using a track and collision carts, students will observe seven different collisions and make conclusions about momentum conservation in real life situations.
Students will observe a simulation of two identical cars crashing. The elasticity of the collision can be varied.
When velocity is kept constant, what is the relationship between the radius of circular motion and the period of circular motion?
The speed? The acceleration?
1.1, 1.4, 2.2, 4.3, 6.1
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
Using a spinning rubber stopper to lift masses, students will determine the relationship between the acceleration of the stopper and the centripetal force.
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
What is the relationship between the moment of inertia of a system and the angular momentum of a system?
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2,
6.4

Torque
Simulation
N
#12
Coulomb’s
Law Lab
Y
Electrostatics
Simulation
N
#13 Series and
Parallel Lab
Y
Students will use a computer simulation to study rotational equilibrium.
What is the charge stored on a pair of charged balloons that are repelling each other?
Using a computer simulation involving two positive charges, explore the electrostatic force of repulsion between the charges, the accelerations of the charges, and how the force and acceleration changes with distance.
Using a number of resistors, 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.
Students will vary wavelength, frequency, and the tension in a wire while looking at standing waves formed on a wire.
1.1, 1.4, 2.2, 4.3, 6.1
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
1.1, 1.4, 2.1, 2.2,
3.3, 4.1, 4.2, 4.3,
4.4, 5.1, 6.1, 6.2, 6.4
#14 Standing
Waves on a
Wire Lab
Y