AP® Physics 1 Sample Syllabus 4

Syllabus 1066436v1

Curricular Requirements Page(s)

CR1 Students and teachers have access to college-level resources including college-level textbooks and 1
reference materials in print or electronic format.
CR2a The course design provides opportunities for students to develop understanding of the foundational 1
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 1
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 2
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 2
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 2
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 2
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 2
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 2
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 2
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 2
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 6
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 7
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 2
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 3
Physics 1 principles.
CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations 3, 4, 5, 6
allowing students to apply all seven science practices.
CR7 The course provides opportunities for students to develop their communication skills by recording 2
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. 6, 7

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AP® Physics 1 Sample Syllabus 4  Syllabus 1066436v1

Course Introduction

Textbook: CR1— Students and

Cutnell, John and Kenneth Johnson. Physics. 6th Edition. New York: John Wiley & Sons, teachers have access to
Inc., 2004. [CR1] college-level resources
including college-level
About this course: textbooks and reference
The AP Physics 1 course will meet for 41 minutes every day. Lab work is integral to the materials in print or
understanding of the concepts in this course. The AP Physics 1 Course has been designed electronic format.
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.

Evaluation:
Students will get grades on homework, quizzes, laboratory work, projects, and exams.
Exams are typically worth 100 points and will consist of questions similar to ones students
will see on the AP Exam. Homework assignments and quizzes will consist of problems
from the textbook, supplements, and old AP Exams. Projects are long-term, and typically CR2a— The course design
will involve groups of students developing a plan, collecting data and/or research, and provides opportunities
presenting conclusions in a meaningful way. Laboratory work is student centered and for students to develop
inquiry based and is discussed below. understanding of the
foundational principles of
Grades will be determined by taking the number of points a student has earned and kinematics in the context of
dividing it by the total number of points that the student could have achieved. This the big ideas that organize
the curriculum framework.
decimal is multiplied by 100, and that will be the student’s grade.
CR2b—The course design
Topics Covered: provides opportunities
1. Kinematics (Big Idea 3) [CR2a] for students to develop
a. Vectors/Scalars understanding of the
b. One Dimensional Motion (including graphing position, velocity, and foundational principles of
acceleration) dynamics in the context of
c. Two Dimensional Motion the big ideas that organize
2. Dynamics (Big Ideas 1, 2, 3, and 4) [CR2b] the curriculum framework.

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AP® Physics 1 Sample Syllabus 4  Syllabus 1066436v1

a. Newton’s Laws of Motion and Forces CR2c— The course design

3. Universal Law of Gravitation (Big Ideas 1, 2, 3, and 4) [CR2c] provides opportunities
a. Circular Motion for students to develop
understanding of the
4. Simple Harmonic Motion (Big Ideas 3 and 5) [CR2d] foundational principles of
a. Simple Pendulums gravitation and circular
motion in the context of the
b. Mass-Spring Oscillators big ideas that organize the
5. Momentum (Big Ideas 3, 4, and 5) [CR2e] curriculum framework.
a. Impulse and Momentum CR2d— The course design
b. The Law of Conservation of Momentum provides opportunities
for students to develop
6. Energy (Big Ideas 3, 4, and 5) [CR2f] understanding of the
a. Work foundational principles of
simple harmonic motion
b. Energy in the context of the big
c. Conservation of Energy ideas that organize the
curriculum framework.
d. Power
7. Rotation (Big Ideas 3, 4, and 5) [CR2g] CR2e— The course design
provides opportunities
a. Rotational Kinematics for students to develop
b. Rotational Energy understanding of the
foundational principles
c. Torque and Rotational Dynamics of linear momentum in
d. Angular Momentum the context of the big
ideas that organize the
e. Conservation of Angular Momentum curriculum framework.
8. Electrostatics (Big Ideas 1, 3, and 5) [CR2h]
CR2f— The course design
a. Electric Charge provides opportunities
b. The Law of Conservation of Electric Charge for students to develop
understanding of the
c. Electrostatic Forces foundational principle of
9. Circuits (Big Ideas 1 and 5) [CR2i] energy in the context of the
big ideas that organize the
a. Ohm’s Law curriculum framework.
b. Kirchhoff’s Laws
CR2g— The course design
c. Simple DC Circuits provides opportunities
10. Mechanical Waves and Sound (Big Idea 6) [CR2j] for students to develop
understanding of the
foundational principles
Laboratory Activities: of rotational motion in
the context of the big
Twenty five percent of the course will be lab work. [CR5] Labs may take several in-class ideas that organize the
days to finish, and students may have to do work outside of class as well. curriculum framework.
CR2h— The course design
Students are expected to keep a lab notebook where they will maintain a record of their provides opportunities
for students to develop
laboratory work. Lab reports will consist of the following components: [CR7] understanding of the
- Title foundational principles of
- Objective/Problem electrostatics in the context
of the big ideas that
- Design (if applicable): If the lab has no set procedure, what is to be done? Why organize the curriculum
are you doing it this way? framework.
- Data: All data gathered in the lab will go here CR2i— The course design
- Calculations/Graphs: Calculations are done here. Any graphs that need to be provides opportunities
for students to develop
made go here. understanding of the
- Conclusion: Data analysis occurs here, and a statement can be made about what foundational principles
of electric circuits in
was learned in the lab. Error analysis also occurs here. Evaluation of the lab the context of the big
occurs here as well. ideas that organize the
curriculum framework.

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Every major unit will have an inquiry-based lab, and inquiry-based labs will make up no CR2j— The course design
less than half of the laboratory work. Collectively, laboratory work will engage students in provides opportunities
all seven science practices. for students to develop
understanding of the
Laboratory activities and simulations in this class are included the following table. foundational principles
[CR6a] The inquiry-based labs are noted in the second column. of mechanical waves in
the context of the big
ideas that organize the
curriculum framework.
Name Open- Short Description Science
Inquiry or Practices CR5— Students are provided
Guided- with the opportunity to
Inquiry? spend a minimum of 25
[CR6b] percent of instructional
time engaging in hands-on
#1 Speed Lab Y Students will design an 2.1, 2.2, 4.1, laboratory work with an
experiment to determine the 4.2, 4.3 emphasis on inquiry-based
range of speeds of a variable investigations.
speed cart.
CR7— The course provides
Three Cars Racing N A computer simulation of three 1.4, 2.2, 4.3, 6.1 opportunities for
Simulation cars with different accelerations students to develop their
racing. communication skills by
recording evidence of their
#2 Rocket Lab Y Students will design an 1.2, 1.4, 2.1, research of literature or
experiment to determine the 2.2, 4.1, 4.2, 4.3 scientific investigations
initial velocity of an air-powered through verbal, written,
rocket. and graphic presentations.

#3 Marble in Cup N Students will determine where a 1.4, 2.1, 2.2, CR6a— The laboratory work
Lab paper cup needs to be placed on 2.3, 4.3 used throughout the course
the floor so that a marble rolled includes investigations that
off of the edge of a table will support the foundational
land in it. AP Physics 1 principles.

#4 Projectile Mo- Y Using a projectile launcher, 1.4, 2.1, 2.2, CR6b— The laboratory work
tion Challenges students will be given a series of 4.1, 4.2, 4.3 used throughout the course
challenges such as placing a ring includes guided-inquiry
stand at the maximum height, or laboratory investigations
placing a cup at the point where allowing students to apply
the marble will land. all seven science practices.

#5 Newton’s 2nd Y What is the relationship between 1.1, 1.4, 2.1, 2.2,
Law Lab the mass of a system and the 3.3, 4.1, 4.2,
acceleration of the system? 4.3, 4.4, 5.1,
6.1, 6.2, 6.4

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Name Open- Short Description Science CR6b— The laboratory work

Inquiry or Practices used throughout the course
Guided- includes guided-inquiry
Inquiry? laboratory investigations
[CR6b] allowing students to apply
all seven science practices.
Forces on a Crate N Using a simulation, analyze 1.1, 1.4, 2.2,
Simulation the motion of a crate. Students 4.3, 6.1
can vary the force on the crate,
the direction of that force, the
initial velocity of the crate,
and the coefficient of kinetic
friction.

Jupiter’s Moons N Students will do research on 1.1, 1.4, 2.1, 2.2,

Jupiter and four of its moons. 3.3, 4.1, 4.2,
Based on this research, students 4.3, 4.4, 5.1,
will mathematically come up 6.1, 6.2, 6.4, 7.1
with the mass of Jupiter. They
will compare this information to
the accepted value.

#6 Pendulum Lab Y What factor(s) control the 1.1, 1.4, 2.1, 2.2,
period of a simple pendulum? 3.3, 4.1, 4.2,
4.3, 4.4, 5.1,
6.1, 6.2, 6.4
#7 Mass-Spring Y Students must determine both 1.1, 1.4, 2.1, 2.2,
Oscillator Lab the spring constant k of a spring 3.3, 4.1, 4.2,
and the mass of three unknown 4.3, 4.4, 5.1,
masses. Students must also 6.1, 6.2, 6.4
investigate the conservation
of mechanical energy of the
system. Materials given: spring
with unknown spring constant,
known masses, unknown
masses.
#8 Conservation Y Using a track and collision carts, 1.1, 1.4, 2.1, 2.2,
of Linear Momen- students will observe seven 3.3, 4.1, 4.2,
tum Lab different collisions and make 4.3, 4.4, 5.1,
conclusions about momentum 6.1, 6.2, 6.4, 7.2
conservation in real life
situations.

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Name Open- Short Description Science CR6b— The laboratory work

Inquiry or Practices used throughout the course
Guided- includes guided-inquiry
Inquiry? laboratory investigations
[CR6b] allowing students to apply
all seven science practices.
A Two Car Collision N Students will observe a 1.1, 1.4, 2.2,
Simulation simulation of two identical cars 4.3, 6.1
crashing. The elasticity of the
collision can be varied.
#9 Introductory Y When velocity is kept constant, 1.1, 1.4, 2.1, 2.2,
Circular Motion what is the relationship between 3.3, 4.1, 4.2,
Lab the radius of circular motion and 4.3, 4.4, 5.1,
the period of circular motion? 6.1, 6.2, 6.4
The speed? The acceleration?
#10 Centripetal Y Using a spinning rubber stopper 1.1, 1.4, 2.1, 2.2,
Force Lab to lift masses, students will 3.3, 4.1, 4.2,
determine the relationship 4.3, 4.4, 5.1,
between the acceleration of 6.1, 6.2, 6.4
the stopper and the centripetal
force.
#11 Conservation Y What is the relationship 1.1, 1.4, 2.1, 2.2,
of Angular between the moment of inertia 3.3, 4.1, 4.2,
Momentum Lab of a system and the angular 4.3, 4.4, 5.1,
momentum of a system? 6.1, 6.2, 6.4
Torque Simulation N Students will use a computer 1.1, 1.4, 2.2,
simulation to study rotational 4.3, 6.1
equilibrium.
#12 Coulomb’s Y What is the charge stored on a 1.1, 1.4, 2.1, 2.2,
Law Lab pair of charged balloons that are 3.3, 4.1, 4.2,
repelling each other? 4.3, 4.4, 5.1,
6.1, 6.2, 6.4
Electrostatics N Using a computer simulation 1.1, 1.4, 2.1, 2.2,
Simulation involving two positive charges, 3.3, 4.1, 4.2,
explore the electrostatic force 4.3, 4.4, 5.1,
of repulsion between the 6.1, 6.2, 6.4
charges, the accelerations of
the charges, and how the force
and acceleration changes with
distance.

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Name Open- Short Description Science CR6b— The laboratory work

Inquiry or Practices used throughout the course
Guided- includes guided-inquiry
Inquiry? laboratory investigations
[CR6b] allowing students to apply
all seven science practices.
#13 Series and Y Using a number of resistors, 1.1, 1.4, 2.1, 2.2,
Parallel Lab explore current and voltage in 3.3, 4.1, 4.2,
resistors hooked up to a power 4.3, 4.4, 5.1,
supply when resistors are wired 6.1, 6.2, 6.4
in series with one another and
when they are wired in parallel
with one another.
#14 Standing Y Students will vary wavelength, 1.1, 1.4, 2.1, 2.2,
Waves on a Wire frequency, and the tension in a 3.3, 4.1, 4.2,
Lab wire while looking at standing 4.3, 4.4, 5.1,
waves formed on a wire. 6.1, 6.2, 6.4
#15 Standing N Students will vary the frequency 1.1, 1.4, 2.1, 2.2,
Sound Waves in a of sound coming out of a speaker 3.3, 4.1, 4.4,
Tube Lab to create standing waves in a 5.1, 6.1, 6.2, 6.4
tube to determine the speed of
sound in the classroom.

CR3— Students have

Outside the Classroom Lab Experience: [CR3] opportunities to apply
In addition to labs, students will be required to do one exercise outside of the laboratory AP Physics 1 learning
experience. Students may pick one of the following at the end of our rotation unit (end of objectives connecting
mechanics): across enduring
understandings as
- Students will use a video analysis program (Videopoint) to analyze the motion
described in the curriculum
of a toy as it moves (either in a straight line or in a circle). Students will provide framework. These
the toy and do their own videotaping. They will then present a description opportunities must occur
of the analysis both quantitatively and qualitatively, including graphs. Their in addition to those within
presentation will be peer critiqued and/or questioned, and they will answer the laboratory investigations.
questions with supporting evidence. [CR8] (3.A.1.1, 3.A.1.3, 1.C.1.1)
- Using an accelerometer app for their smart phone (SPARKvue is one), students CR8— The course provides
will analyze accelerations they experience every day. They can take the data opportunities for students
while moving down the hall between classes, while on the school bus, on an to develop written and oral
amusement park ride, or anything else they want (within reason – safety first!). scientific argumentation
skills.
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. [CR8]
(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

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AP® Physics 1 Sample Syllabus 4  Syllabus 1066436v1

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. CR8— The course provides
For the object in rotational equilibrium, students will also find the magnitude of opportunities for students
each torque acting on the object. Students will present their work in class. Their to develop written and oral
presentation will be peer critiqued and/or questioned, and they will answer the scientific argumentation
questions with supporting evidence. [CR8] (3.B.1.3, 3.B.2.1, 3.F.1.1, 3.F.1.2, skills.
3.F.1.5)
CR4— The course
Real World Physics Solutions: provides students with
opportunities to apply
In order for students to become scientifically literate citizens, students are required to
their knowledge of physics
use their knowledge of physics while looking at a real world problem. [CR4] Students principles to real world
may pick one of the following solutions: questions or scenarios
- Students will pick a Hollywood movie and will point out three (or more) instances (including societal issues or
of bad physics. They will present this information to the class, describing the technological innovations)
inaccuracies both qualitatively and quantitatively. to help them become
- Students will research a thrill ride at an amusement park. They will present scientifically literate
information to the class on the safety features of the ride, and why they are in citizens.
place.
- 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.
- 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.