• AP Physics students are required to take the AP physics 1 exam and the Regents Physics Exam 

    Course Outline

    Curricular Requirements

    Page(s)

    CR1 Students and teachers have access to college-level resources including college-level textbooks and reference materials in print or electronic format.

    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.

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    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.

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    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.

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     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.

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    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.

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    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.

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    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.

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    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.

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    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.

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    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.

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    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.

    2,8

    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.

    2,9

    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.

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    CR6a The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles.

    3, 4, 8

    CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices.

    3, 4, 5, 6, 7, 8

    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.

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    CR8 The course provides opportunities for students to develop written and oral scientific argumentation skills.

    2, 3, 4, 5, 9

     

     

    Course Introduction

    AP physics 1 is an algebra based physics course that meets for 42 minutes and 80 minutes on alternating days. Presented physics topics closely follow the AP physics 1 guidelines. The units of instruction address the various “big ideas” which serve as the foundation for the course. The course will center on problem solving and connecting concepts between units. The goal is for students to approach problems from multiple perspectives and successfully generate solutions to complex challenges.

    Various instructional strategies will be utilized to help students meet learning objectives. Most of the instructional time will revolve around student-centered activities and cooperative learning. The teacher will serve as circulating support during problem solving sessions. Students will present their solutions to the class through class discourse. Class discourse is frequent between students to help them see the connections between topics [CR8]. Students will see how their classmates approach a solution and learn new techniques.

    Textbook

    The course textbook was recommended to be by the staff at Buffalo State College and is a suggested textbook on the AP website. [CR1]

    Knight, R, Jones, B. and Field, S. College Physics: A Strategic Approach. Boston, MA: Pearson Education.

     

    The above book will be the primary source for homework assignments to be completed both inside and outside of class. Students will have the opportunity to ask for guidance on homework assignments during class or during the physics help session each day after school. Unit exams will take place at the end of each unit.

     

    Students will be graded on homework, tests, lab work, and projects. Exams are worth 50% of the students’ grade and consists of AP-level questions. Homework will primarily come from the textbook as well as old AP physics questions. Projects [CR3, CR4] are long-term with the teacher frequently checking student work. Tests are worth 50%, homework 20%, labs and projects 30% of the final grade. A portion of the grade will be based on participation as directed from the school administrators.

     

    Other Resources

    ·         Vernier Probes

    ·         PhET Animations

    ·         Workbook included with textbook

    ·         Ti 83 Graphing Calculator

     

    Lab Time Statement

    Laboratory work allows students to explore the nuances of physics that may not be accessible through merely solving problems. It allows students to work cooperatively, explore ideas, and develop conclusions about the physical world. Students will spend 33% of their time (every third period of instruction) engaged in laboratory work [CR5]. The instructor has designed experiments and recommended AP labs have been purchased. Many of the labs are inquiry-based and students are given access to lab materials and a task to complete. Students will follow a lab layout designed by the teacher. The basic structure of a lab is objective, materials, procedure, theory, data, analysis, graphs, errors, and conclusion [CR7].

    Laboratory work is recorded in a lab notebook with numbered pages. The notebooks will be periodically checked and graded based on the level of analysis and detail in the lab notebook. All procedures, data, idea, analysis, computations, and general lab work must be contained in this lab notebook. Selected labs will be written as scientific papers following a college lab rubric. Those typed labs will create a lab portfolio [CR7]. Class discourse will follow most labs allowing students to share their findings. Dry-erase boards serve as an effective tool for students to share and critique each other’s work periodically throughout the year as well as full peer critiques on select projects [CR8].

    Units of Instruction and Lab Activities

     

    Unit 1: Kinematics [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.

     

    Big Idea 3: The interaction of an object with other objects can be described by forces.

    Big Idea 4: Interactions between systems can result in changes in those systems.

     

    Learning Objectives: 3.A.1.1, 3.A.1.2, 3.A.1.3

     

    Course Sequence and Key Terms

    Student Labs and Activities [CR6a] The laboratory work used throughout the course includes investigations that support the foundational AP physics 1 principles.

     

    Investigation Identifier

    GI- Guided inquiry [CR6b]

    OI- Open Inquiry [CR6b]

     

     

    Metric System

    Physics SI Unit Conventions

    Significant Figures

     

    Kinematics Rates and Values

    Position

    Distance

    Displacement

    Speed

    Velocity

    Acceleration

     

    Kinematics Equations

    Kinematics problem solving

     

    Position, Velocity, and Acceleration Graphs

    Graphical motion analysis

     

    Reference Frames

    Coordinate system

    Scalars and vectors

     

    Acceleration due to gravity and free fall

     

    Two-dimensional Kinematics

    Vector components

    Relative motion

    Projectile motion

     

     

     

     

    1.       Constant Velocity

    Generate a position vs. time graph by taking data of a constant motion vehicle. Demonstrate proper lab notebook procedures. [CR6a](SP 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2)

     

    2.       [GI] Graph Matching

    Using a motion detector, a constant motion vehicle, and an accelerated motion vehicle, match the motion graph with the motion of the vehicles. [CR6b](SP 1.2, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    3.       [GI] Exploring Accelerated Motion

    Given a track and a steel ball, students will design a lab to determine the acceleration of the ball. Students will construct a graph to determine the acceleration of the cart with the ramp at different angles. Groups will meet to discuss their procedures and results. [CR6b][CR8] (SP1.1, 1.4, 2.1, 2.2, 3.2, 4.1, 5.1, 5.2, 6.2, 7.2)

     

     

    4.       Finding g

    Using a stroboscopic photo or slow motion video of two falling objects of low and high air resistances, students will determine “g” and the acceleration of the other object. [CR6a](SP 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    5.       [OI] Reaction Time

    Groups of students will determine their reaction time at least two ways, one of which uses kinematics equations, and a second way to be determined by the group.  Groups will discuss the merits of their methods. [CR6b][CR8] (SP 1.4, 2.1, 2.2, 3.3, 5.1, 6.1)

     

    6.       [GI] Car Jump

    Given an angle, determine the initial velocity of a car rolling off of a ramp and landing location. The landing and take off are at different heights. [CR6b] (SP 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4, 7.2)

     

     

     

    Unit 2: Dynamics [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.

     

    Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structures

    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.

     

    Learning Objectives: 1.C.1.1, 1.C.1.3, 2.B.1.1, 2.B.2.1, 2.B.2.2, 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, 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.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

     

     

    Inertial mass, Newton’s 1st law of inertia

     

    Forces

    Agent object notation, force pairs

    Contact forces

    Field forces

     

    Specific Forces

    Weight

    Tension

    Normal force

    Force on a spring

    Frictional forces

     

    Free-body Diagrams

    Resolving Force Vectors

     

    Newton’s Second Law

    Newton’s Third Law

     

    Applications of Newton’s Laws

    Determining net force for use in

    Statics and equilibrium

    Dynamics

     

    Statics and Dynamics on Incline Planes

    Dynamic Situations with Pulleys

     

    Uniform Circular Motion

    Centripetal force

    Universal Law of Gravitation

    Inverse square law

     

     

    7.       Newton’s 1st and 3rd Law

    Identify the force pair between two objects interacting. Explain student perform tasks in terms of inertia. [CR6a] (SP 1.2, 3.1, 4.1, 4.3, 5.1, 6.1, 7.2)

     

    8.       [GI] Coefficient of Friction and Incline Planes

    Determine the coefficient of friction moving a block at a constant speed and sliding down a ramp at a constant speed. [CR6b] (SP 1.1, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4, 7.2)

     

    9.       [GI] Atwood’s Machine

    Determine the acceleration of the hanging masses and the tension in the string [CR6b] (SP 1.1, 1.4, 1.5, 2.1, 2.2, 2.3, 3.1, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4, 7.2)

     

    10.    [GI] Finding an Unknown Mass Using Centripetal Motion

    Determine the mass of an object providing centripetal force to keep a stopper moving in a circle [CR6b] (SP 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4, 7.2)

     

    Unit 3: Conservation of Energy and Momentum [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.

     

    Big Idea 3: Interaction of the 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.

     

    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.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, 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.D.2.4, 5.D.2.5, 5.D.3.1

     

     

    Impulse and Linear Momentum

    Graphing impulse

     

    Conservation of Momentum

    Elastic

    Inelastic

    Explosions

     

    Work

    Dot product vectors

    Conservative and non-conservative forces

     

    Power

    Graphing work and power

     

    Work Kinetic Energy Theorem

     

    Graphical Energy Bar Model

    Kinetic

    Elastic potential

    Gravitational potential

    Total mechanical energy

     

    Conservation of Energy

    Conservation of mechanical energy

     

    Conservation of Energy and Momentum in Collisions

     

     

    11.    [GI] Impulse Momentum

    Drop a bowling pin onto a force plate with different amounts of padding. Determine the change in momentum and average force from force vs. time graphs. [CR6b] (SP 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    12.    [OI] Work on a Ramp

    Determine the work against friction on two ramps in the school. [CR6b] (SP 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    13.    [OI] Pop-Up Toy

    Determine the spring constant of a pop-up toy two ways. Discuss your procedure and results with another group. [CR6b][CR8] (SP 1.1, 1.2, 1.3, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 6.5, 7.2)

     

    14.    [GI] Ballistics Pendulum

    Students determine the initial speed of a “bullet” [CR6b] (SP 1.1, 1.4, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 7.2)

     

     

     

     

    Unit 4: Rotational Motion [CR2g] The course design provides opportunities for students to develop understanding of foundational principles of rotational motion in the context of the big ideas that organize the curriculum framework.

     

    Big Idea 3: The interactions of an object with other object 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.

     

    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

     

     

    Center of Mass

     

    Rotational Kinematics

    Angular displacement, velocity, acceleration


    Rotational Energy

    Moment of inertia

     

    Torque Vectors

     

     

    Rotational Statics

    Rotational Dynamics

     

    Angular Momentum

    Conservation of angular momentum

    Changes in Angular momentum

     

     

    15.    [GI] Rotational Inertia

    Determine the rotational inertia of a sphere or cylinder rolling down a ramp. [CR6b] (SP 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    16.    [GI] Conservation of Angular Momentum

    Investigate how the angular momentum of a rotating system responds to changes in rotational inertia. [CR6b] (SP 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    Unit 5: Simple Harmonics Oscillations [CR2d] The course design provides opportunities for student to develop understanding of the foundational principles of simple harmonic motion in the context of the big ideas that organize the curriculum framework.

     

    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

     

    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

     

     

    Hooke’s Law

     

    Simple Harmonic Motion around an Equilibrium Point

     

    Springs

    Mass-spring systems

    Pendulum

    Simple harmonic motion graphs

     

     

     

    17.    [OI] Finding Spring Constants

    Design an experiment to determine the spring constant of various springs. [CR6b] (SP 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.3, 6.1, 6.4, 7.2)

     

    18.    [GI] Oscillating Mass Spring

    Using a motion detector, analyze the motion of a mass spring system. [CR6b] (SP 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    19.    [GI] Simple Pendulum

    Determine the factors that affect the period of a pendulum. [CR6b] (SP 1.2, 1.4, 2.1, 2.2, 2.3, 3.1, 3.2, 3.3, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

     

    Unit 6: Mechanical Waves and Sound [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.

     

    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

     

    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

     

     

    Medium Dependence for Mechanical Waves

    Mechanical Waves

    Transverse

    Longitudinal

    Wave on a string

    Wave Properties

    Period and Frequency

    Wavelength

    Amplitude

     

    Constructive Interference

    Destructive Interference

     

    Superposition

    Law of Reflection

    Standing Waves

     

    Sound Waves as Longitudinal

    Resonance

    Loudness

    Beats

    Doppler effect

     

     

    20.    [GI] Mechanical Wave Properties

    Using long spring of different materials, determine the effects of tension, frequency, wavelength, and wave type on wave speed. [CR6b] (SP 1.2, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.2, 6.4, 7.2)

     

    21.    [GI] Speed of Sound in Air

    Student use a resonance tube to determine the speed of sound in air [CR6b] (SP 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 7.2)

     

    22.    [GI] Speed of Sound in Metal

    Students use the fundamental frequency of a singing rod to determine the speed of sound in the metal rod. [CR6b] (SP 1.1, 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, 7.2)

     

    Unit 7: Electrostatics [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.

     

    Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure

    Big Idea 3: The interactions of an object with other objects can be described by forces

    Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws.

     

    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

     

     

    Charge

    Electric Field

    Electric Force

    Coulomb’s Law

    Conductors and Insulators

    Conservation of Charge

    Conduction

    Induction

     

    23.    [GI] Coulomb’s Law

    Determine the charge on two balloons after being rubbed with fur. [CR6b] (SP 1.1, 1.2, 1.4, 1.5, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)

     

    24.    Electroscope

    Students explore the transfer of charge between fur, silk, and rods, to determine the arrangement of charge within an electroscope. Student will charge the electroscope both by conduction and induction [CR6a] (SP 1.2, 3.1, 4.1, 4.2, 5.1, 6.2, 7.2)

     

     

    Unit 8: DC Circuits [CR2i] The course design provides opportunities for students to develop understanding of the foundational principles of electric circuits in the context od the big ideas that organize curriculum framework.

     

    Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure

    Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws.

     

    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

     

     

    Current

    Potential Difference, EMF, Batteries

    Resistance

    Ohm’s Law

    Power

    Kirchhoff’s Laws

    Resistor circuits

     

     

    25.    [GI] Ohm’s Law and Resistivity

    Use Ohm’s Law to find the resistance of a play-doh resistor by varying length and cross-sectional area. A graph of resistance vs. length leads to finding the resistivity. (CR6b) (SP 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 4.3, 5.1, 5.3, 6.1, 6.4, 7.2)


    Project Design [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.

    Project Ideas:

    1.       Students design and build a tube instrument and play a simple song for the class. The instrument must only consist of one tube that can slide to change lengths. Students present their physics calculations to the class and explain why the lengths they marked play the corresponding note. Students discuss an instrument that produces sound differently such as a string instrument or discuss the electrical processes needed for an electric guitar.

    Learning Objectives:

    6.A.1.1 The student is able to use a visual representation to construct an explanation of the distinction between transverse and longitudinal waves by focusing on the vibration that generates the wave.

    6.D.1.1 The student is able to use representations of individual pulses and construct representations to model the interaction of two wave pulses to analyze superposition of two waves

    6.D.3.2 The student is able to predict properties of standing waves that result from the addition of incident and reflected waves that are confined to a region and have nodes and antinodes.

     

    2.       Students will develop a suspension system for a vehicle to protect an egg. The vehicle will run a rough course. Students should design an elastic system as well as cushioning to best support the egg.

    Learning Objectives:

    3.B.3.3 The student can analyze data to identify qualitative or quantitative relationships between given values and variables (i.e., force, displacement, acceleration, velocity, period of motion, frequency, spring constant, string length, mass) associated with objects in oscillatory motion to use that data to determine the value of an unknown

    3.B.3.2 The student is able to 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.

    3.B.1.1 The student is able to predict the motion of an object subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations with acceleration in one dimension.

    3.D.2.2 The student is able to 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 was exerted.

     

    Real World Activity [CR4] The course provides students with opportunities to apply physics principles to real world questions or scenarios (including societal or technological innovations) to help them become scientifically literate citizens.

    3.       Students will use Vernier with Video Analysis to analyze an object changing direction (swimming flip turn, bouncing a ball, soccer strike, etc.) The students will present their findings to the class and field questions from classmates [CR8]. They must produce graphs that discuss velocity, impulse, and acceleration and state quantitative values.

     

    Learning Objectives:

     

    3.A.1.1 The student is able to express the motion of an object using narrative, mathematical, and graphical relationships

     

    3.A.1.3 The student is able to analyze experimental data describing the motion of an object and is able to express the results of the analysis using narrative, mathematical, and graphical representations

     

    1.C.1.1 The student is able to design an experiment for collecting data to determine the relationship between the net force exerted on an object, its inertial mass, and its acceleration

     

    3.A.3.3 The student is able to describe a force as an interaction between two objects and identify both objects for any force

     

    3.D.2.3 The student is able to analyze data to characterize 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

     

     

    4.       Two groups of students analyze NFL concussion data over a 12 year period and use mechanics concepts to argue for or against the NFL. Students will have a debate on the NFL’s handling of concussions using quantitative results from the data. [CR8]

     

    Learning Objectives:

     

    3.A.1.3 The student is able to analyze experimental data describing the motion of an object and is able to express the results of the analysis using narrative, mathematical, and graphical representations

     

    3.A.3.3 The student is able to describe a force as an interaction between two objects and identify both objects for any force

     

    3.A.4.2 The student is able to use Newton’s third law to make claims and predictions about the action-reaction pairs of forces when two objects interact.

     

    5.       Students analyze a scene from a movie. The present the parts of the scene that were correct, and incorrect. Students then explain, act-out, or re-write the script for the movie scene as if all of the physics was correct.