syllabus physicus
Course Description:
AP Physics 1 is an algebra-based course in general physics. General physics topics presented during the course closely follow those outlined by the College Board and also mirrors an introductory level university physics course. AP Physics 1 is organized around six big ideas that bring together the fundamental science principles and theories of general physics. These big ideas are intended to encourage students to think about physics concepts as interconnected pieces of a puzzle. The solution to the puzzle is how the real world around them actually works. The students will participate in inquiry-based explorations of these topics to gain a more conceptual understanding of these physics concepts. Students will spend less of their time in traditional formula-based learning and more of their effort will be directed to developing critical thinking and reasoning skills.
Students have the opportunity to meet the learning objectives in a variety of ways and to apply their knowledge to real-world experiences and societal issues. Instructional time involves a variety of student-centered activities. Students have the opportunity to work cooperatively to solve challenging problems and to present their solutions to the class. Throughout the year connections to the world are explored in discussions, group projects, and class demonstrations. Laboratory work, described below, offers frequent opportunities to work cooperatively, explore ideas, and present information. Outside of class, students read the assigned text and complete homework assignments that support and reinforce each lesson as well as what has been learned in the laboratory setting. Unit exams take place at the end of each block of instruction. Students also attend tutorial sessions where they can receive individual assistance from the instructor and work with their peers.
Students spend at least 25% of the instructional time engaged in hands-on laboratory work. [CR5] Experiments designed by the instructor are used to demonstrate procedural guidelines and to learn how to use specific laboratory equipment. The majority of labs are inquiry-based where students are given an objective and a set of materials. They are tasked with designing a procedure and collecting data to determine specific quantities, determine the relationship between variables, and/or to derive fundamental physics equations. Laboratory design, experimentation, data gathering, data presentation, analysis, drawing conclusions, and experimental error analysis are elements in these lab activities.
Laboratory work is recorded in a laboratory notebook, and students will have opportunities to present their laboratory work to their peers. All aspects of the laboratory work including any pre-lab work, question/hypothesis, experimental procedure, data, analysis, graphs, conclusion, and error analysis will be recorded. [CR7] Additional information, as indicated in the following pages, will also be included in the lab notebook. At the end of completing the lab work for the investigations that are labeled “Guided-Inquiry,” the students will present their method, data and conclusions on whiteboards. The class will then engage in peer critique of each group’s results, and discuss strategies to decrease error and suggest further investigations. [CR8]
Grading Policy (each semester):
A (90-100) B (80-89) C (70-79) D (60-69) F (Below 60)
70% Summative Assessment (tests, quizzes), 30% Lab
Homework: Push Points
Homework packets will be given within each unit to provide practice and clarification of concepts reviewed in class and in lab work. No points are given for these. However, if you turn these in prior to each exam push points will be given to bump your grade by a maximum of 4%.
Class/Lab Procedures and Rules:
Students must return their signed Flinn Safety contracts before participating in lab- based activities. All school policies in the student handbook will be followed, as well as all lab safety rules and teacher policies. Tardy policy will be followed as listed in the student handbook.
Performance Assessments will include, but will not be limited to quizzes, unit tests, lab reports, projects, and final exams.
Required Materials:
Students must have a spiral-bound notebook or binder with loose-leaf paper for their notes, a scientific calculator, and school macbook.
Textbook:
Ingram, Douglas and David Anderson. OpenStax College Physics for AP Courses. 1st edition. OpenStax. 2015. (Primary Text)
Knight, R., Jones, B., & Field, S. College Physics: A Strategic Approach. 3rd edition. Pearson Education, Inc., 2015. (Supplemental Text)
Big Ideas for AP Physics 1:
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.
AP Physics 1 is an algebra-based course in general physics. General physics topics presented during the course closely follow those outlined by the College Board and also mirrors an introductory level university physics course. AP Physics 1 is organized around six big ideas that bring together the fundamental science principles and theories of general physics. These big ideas are intended to encourage students to think about physics concepts as interconnected pieces of a puzzle. The solution to the puzzle is how the real world around them actually works. The students will participate in inquiry-based explorations of these topics to gain a more conceptual understanding of these physics concepts. Students will spend less of their time in traditional formula-based learning and more of their effort will be directed to developing critical thinking and reasoning skills.
Students have the opportunity to meet the learning objectives in a variety of ways and to apply their knowledge to real-world experiences and societal issues. Instructional time involves a variety of student-centered activities. Students have the opportunity to work cooperatively to solve challenging problems and to present their solutions to the class. Throughout the year connections to the world are explored in discussions, group projects, and class demonstrations. Laboratory work, described below, offers frequent opportunities to work cooperatively, explore ideas, and present information. Outside of class, students read the assigned text and complete homework assignments that support and reinforce each lesson as well as what has been learned in the laboratory setting. Unit exams take place at the end of each block of instruction. Students also attend tutorial sessions where they can receive individual assistance from the instructor and work with their peers.
Students spend at least 25% of the instructional time engaged in hands-on laboratory work. [CR5] Experiments designed by the instructor are used to demonstrate procedural guidelines and to learn how to use specific laboratory equipment. The majority of labs are inquiry-based where students are given an objective and a set of materials. They are tasked with designing a procedure and collecting data to determine specific quantities, determine the relationship between variables, and/or to derive fundamental physics equations. Laboratory design, experimentation, data gathering, data presentation, analysis, drawing conclusions, and experimental error analysis are elements in these lab activities.
Laboratory work is recorded in a laboratory notebook, and students will have opportunities to present their laboratory work to their peers. All aspects of the laboratory work including any pre-lab work, question/hypothesis, experimental procedure, data, analysis, graphs, conclusion, and error analysis will be recorded. [CR7] Additional information, as indicated in the following pages, will also be included in the lab notebook. At the end of completing the lab work for the investigations that are labeled “Guided-Inquiry,” the students will present their method, data and conclusions on whiteboards. The class will then engage in peer critique of each group’s results, and discuss strategies to decrease error and suggest further investigations. [CR8]
Grading Policy (each semester):
A (90-100) B (80-89) C (70-79) D (60-69) F (Below 60)
70% Summative Assessment (tests, quizzes), 30% Lab
Homework: Push Points
Homework packets will be given within each unit to provide practice and clarification of concepts reviewed in class and in lab work. No points are given for these. However, if you turn these in prior to each exam push points will be given to bump your grade by a maximum of 4%.
Class/Lab Procedures and Rules:
Students must return their signed Flinn Safety contracts before participating in lab- based activities. All school policies in the student handbook will be followed, as well as all lab safety rules and teacher policies. Tardy policy will be followed as listed in the student handbook.
Performance Assessments will include, but will not be limited to quizzes, unit tests, lab reports, projects, and final exams.
Required Materials:
Students must have a spiral-bound notebook or binder with loose-leaf paper for their notes, a scientific calculator, and school macbook.
Textbook:
Ingram, Douglas and David Anderson. OpenStax College Physics for AP Courses. 1st edition. OpenStax. 2015. (Primary Text)
Knight, R., Jones, B., & Field, S. College Physics: A Strategic Approach. 3rd edition. Pearson Education, Inc., 2015. (Supplemental Text)
Big Ideas for AP Physics 1:
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.
Course Outline
Semester 1:
I Kinematics
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Semester 2:
V Momentum
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In the period between the AP Exam and year-end, the course work will be focused in two primary areas:
Final Project
Students will be tasked with a project that will be graded as their final exam. The project will showcase the knowledge and skills learned throughout the year. This project will be due before graduation.
Summary Activities
Students are tasked with designing and testing an apparatus or a structure, similar to a Science Olympiad event. Some examples are bridges, catapults, etc. Rules and limitations regarding materials and dimensions are set (LO 1.C.1.1, 3.A.3.3, 3.B.1.2). Students are given the opportunity to test and refine their project. The finished products are then showcased in a competitive, yet friendly setting. [CR3] [CR4]
Final Project
Students will be tasked with a project that will be graded as their final exam. The project will showcase the knowledge and skills learned throughout the year. This project will be due before graduation.
Summary Activities
Students are tasked with designing and testing an apparatus or a structure, similar to a Science Olympiad event. Some examples are bridges, catapults, etc. Rules and limitations regarding materials and dimensions are set (LO 1.C.1.1, 3.A.3.3, 3.B.1.2). Students are given the opportunity to test and refine their project. The finished products are then showcased in a competitive, yet friendly setting. [CR3] [CR4]