 Starpoint High School
 AP Physics
 Course Outline

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 collegelevel resources including collegelevel 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.
4
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.
5
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.
5
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.
5
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.
7
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 handson laboratory work with an emphasis on inquirybased 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 guidedinquiry 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 studentcentered 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 APlevel questions. Homework will primarily come from the textbook as well as old AP physics questions. Projects [CR3, CR4] are longterm 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 inquirybased 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. Dryerase 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
Twodimensional 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 1^{st} 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
Freebody 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 1^{st} and 3^{rd} 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 nonconservative 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] PopUp Toy
Determine the spring constant of a popup 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 EnergyMoment 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
Massspring 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 playdoh resistor by varying length and crosssectional 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 actionreaction 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, actout, or rewrite the script for the movie scene as if all of the physics was correct.