Science Curriculum. AP Physics I

Transcription

1 Science Curriculum AP Physics I

2 Course Description AP Physics 1 is the first of a two year sequence that is designed to prepare students to take the AP Physics 1 examination. This course is organized around six big ideas combining together the fundamental science principles and theories of a general physics college course. It begins by integrating the use of trigonometric functions into Algebra-Based Physics topics of mechanics, waves, sound waves and electricity. This allows students to solve problems with vectors that are oriented at arbitrary angles; rather than just parallel or perpendicular to one another. This course emphasizes problem solving in the context of the principles of physical laws and principles; as well as the ability to apply that knowledge and skill to phenomenon in either an experimental or theoretical setting. Great attention is given to strengthening and reinforcing the natural connections between the sciences and real world. Students will be involved in problem solving, inquiry-based laboratory activities on an individual, small group and large group basis. Through this process the ability to read and understand problems, break them down into their component parts and then create and present solutions will be developed. About 25% of instructional time will be spent on hands-on laboratory activities with an emphasis on inquiry-based investigations. [CR5] Much of the work done in the laboratory will include the gathering of data through low-tech and high-tech (PASCO electronic sensors) lab investigations. That data will be configured by the students using the PASCO software and then analyzed using that software as well as a number of compatible programs, including Word and Excel. Through this process both analytical techniques as well as technological capability will be developed. Progressive Science Initiative AP Physics 1 digital textbook course documents from the New Jersey Center for Teaching and Learning found at published in This digital textbook includes SMART Notebooks Presentations, homework, labs, unit plans and assessments. [CR1] Laboratory Software: PASCO Pacing Chart Unit 1 Kinematics 7 weeks Unit 2 Dynamics 3 weeks Unit 3 Circular Motion & Gravity 4 weeks Unit 4 Work & Energy 4 weeks 2

3 Unit 5 Momentum 3 weeks Unit 6 Simple Harmonic Motion 2 weeks Unit 7 Waves & Sound Waves 3 weeks Unit 8 Rotational Motion 2 weeks Unit 9 Electrostatics 2 weeks Unit 10 Electric Current and Simple DC Circuits 4 weeks Culminating Projects 2 weeks AP Physics 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 and 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 object to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena. CR1 CR2a CR2b CR2c Curricular Requirements Students and teachers have access to college-level resources including college level textbooks and reference materials in print or electronic format. 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. 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 frame work. The course design provides opportunities for students to develop understanding of the foundational principles of gravity and circular motion in the context of the big ideas that organize the curriculum frame work. 3

4 CR2d CR2e CR2f CR2g CR2h CR2i CR2j CR3 CR4 CR5 CR6a CR6b CR7 CR8 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 frame work. 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 frame work. The course design provides opportunities for students to develop understanding of the foundational principles of energy in the context of the big ideas that organize the curriculum frame work. 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 frame work. 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 frame work. 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 frame work. 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 frame work. Students have opportunities to apply AP Physics 1 learning objectives connecting across enduring understandings as described in the curriculum frame work. 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 literal citizens. Students are provided with the opportunities to spend a minimum 25 percent of instructional time engaging in hands-on laboratory work with an emphasis on inquiry-based investigations. The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles. The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices. The course provides opportunities for the students to develop their communication skills by recording evidence of their research of literature or scientific investigations through verbal, written, and graphic presentations. The course provides opportunities for students to develop written and oral scientific argumentation skills. Teacher Note: Teachers identify the modifications that they will use in the unit. Modifications for differentiation at all levels Restructure lesson using UDL principals ( Structure lessons around questions that are authentic, relate to students interests, social/family background and knowledge of their community. Provide students with multiple choices for how they can represent their understandings (e.g. multisensory techniques-auditory/visual aids; pictures, illustrations, graphs, charts, data tables, multimedia, modeling). 4

5 Provide opportunities for students to connect with people of similar backgrounds (e.g. conversations via digital tool such as SKYPE, experts from the community helping with a project, journal articles, and biographies). Provide multiple grouping opportunities for students to share their ideas and to encourage work among various backgrounds and cultures (e.g. multiple representation and multimodal experiences). Engage students with a variety of Science and Engineering practices to provide students with multiple entry points and multiple ways to demonstrate their understandings. Use project-based science learning to connect science with observable phenomena. Structure the learning around explaining or solving a social or community-based issue. Provide ELL students with multiple literacy strategies. Collaborate with after-school programs or clubs to extend learning opportunities. Educational Technology Standards: A.1, B.1, C.1, D.1, E.1, F.1 Technology Operations and Concepts - Create professional documents (e.g., newsletter, personalized learning plan, business letter or flyer) using advanced features of a word processing program. Creativity and Innovation - Synthesize and publish information about a local or global issue or event on a collaborative, web-based service. Communication and Collaboration - Participate in an online learning community with learners from other countries to understand their perspectives on a global problem or issue, and propose possible solutions. Digital Citizenship - Model appropriate online behaviors related to cyber safety, cyber bullying, cyber security, and cyber ethics. Research and Information Literacy - Gather and analyze findings using data collection technology to produce a possible solution for a content-related or real-world problem. Critical Thinking, Problem Solving, Decision Making - Use an electronic authoring tool in collaboration with learners from other countries to evaluate and summarize the perspectives of other cultures about a current event or contemporary figure. Career Ready Practices 5

6 Career Ready Practices describe the career-ready skills that all educators in all content areas should seek to develop in their students. They are practices that have been linked to increase college, career, and life success. Career Ready Practices should be taught and reinforced in all career exploration and preparation programs with increasingly higher levels of complexity and expectation as a student advances through a program of study. CRP1. Act as a responsible and contributing citizen and employee - Career-ready individuals understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good. CRP2. Apply appropriate academic and technical skills - Career-ready individuals readily access and use the knowledge and skills acquired through experience and education to be more productive. They make connections between abstract concepts with real-world applications, and they make correct insights about when it is appropriate to apply the use of an academic skill in a workplace situation. CRP4. Communicate clearly and effectively and with reason - Career-ready individuals communicate thoughts, ideas, and action plans with clarity, whether using written, verbal, and/or visual methods. They communicate in the workplace with clarity and purpose to make maximum use of their own and others time. They are excellent writers; they master conventions, word choice, and organization, and use effective tone and presentation skills to articulate ideas. They are skilled at interacting with others; they are active listeners and speak clearly and with purpose. Career-ready individuals think about the audience for their communication and prepare accordingly to ensure the desired outcome. CRP5. Consider the environmental, social and economic impacts of decisions - Career-ready individuals understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization. CRP6. Demonstrate creativity and innovation - Career-ready individuals regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization. CRP7. Employ valid and reliable research strategies - Career-ready individuals are discerning in accepting and using new information to make decisions, change practices or inform strategies. They use reliable research process to search for new information. They evaluate the validity of sources when considering the use and adoption of external information or practices in their workplace situation. CRP8. Utilize critical thinking to make sense of problems and persevere in solving them - Career-ready individuals readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to 6

7 address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others. CRP9. Model integrity, ethical leadership and effective management - Career-ready individuals consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management s actions and attitudes can have on productivity, morals and organizational culture. CRP10. Plan education and career paths aligned to personal goals - Career-ready individuals take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals. CRP11. Use technology to enhance productivity - Career-ready individuals find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks. CRP12. Work productively in teams while using cultural global competence - Career-ready individuals positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings. Learning Objective and Standard Essential Questions Sample Activities Resources Unit 1: Kinematics BI 3 a. Decomposition of vectors b. Composition of vectors c. Motion in one dimension d. Motion in two dimensions (Independence of perpendicular components) e. Displacement in two dimensions f. Velocity in two dimensions g. Acceleration in two dimensions h. Projectile motion How can motion be described and measured? Bowling Bowl Lab Hopper Lab Stomp Rocket Lab Kinematics High Tech Lab Projectile Range Finding Lab - Students will work in groups to determine the initial velocity of a marble fired from a launcher and the two different angles for which the range of the marble is the same for a given PASCO electronic sensors, NJCTL AP Physics I materials 7

8 1. Students determine the speed of a bowling ball and introduce the results with graphs. Guided Inquiry Investigation [CR6a] [CR6b] 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, Students determine the initial speed of a hopper by measuring the maximum height of the hoppers jump. Guided Inquiry Investigation [CR6a] [CR6b] 1.4, 2.1, 2.2, 3.1, 4.2, 5.1, Students determine the initial speed, and the maximum height of the rocket by measuring the time the rocket is in air. Guided Inquiry Investigation [CR6a] [CR6b] 1.1, 1.4, 2.1, 2.2, 3.3, 5.1, Students study the displacement, velocity, and acceleration of a lab cart moving at a constant acceleration, they will be able to construct the lab conclusion based on graphical analysis. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.3, 5.1, Students determine the relationships between the horizontal range and angle with the horizontal of a marble launched at different angles. [CR8] Open-Inquiry Investigation [CR6a] [CR6b] initial velocity. Each group will present their procedure, data, and the analysis of their investigation with a group that has a different initial velocity. Groups will need to justify their findings. Each group will provide critique of the other s claims and supporting evidence, and give that group an opportunity to respond to the critique. Projectile Target Lab 1.1, 1.4, 2.1, 2.2, 3.3, 5.1, Students make calculations and predictions of how to shoot two targets: vertical and horizontal. Open-Inquiry Investigation [CR6a] [CR6b] 1.1, 1.4, 2.1, 2.2, 3.3, 5.1, 6.1 8

9 Unit 2: Dynamics BI 3 a. Newton s Laws b. Free body diagrams in two or three dimensions c. Determining the net force due to forces acting at arbitrary angles d. Decomposing forces into perpendicular components e. Friction when an applied force is at an arbitrary angle f. Elastic force 1. Students figure out the relationships between force, acceleration and mass. [CR6a] 1.4, 2.1, 2.2, 3.3, 5.1, 5.2, Students determine the experimental value of acceleration due to gravity. [CR6a] 1.4, 2.1, 2.2, 3.3, 5.1, 5.2, Students determine the apparent weight of a static object and figure out the relationships between the apparent weight and inclined angle. [CR6a] 1.4, 2.1, 2.2, 3.3, 5.1, 5.2, 6.2 Unit 3: Circular Motion and Gravity BI 3 a. Circular Motion b. Law of Universal Gravitation c. Net force due to a banked curve 1. Students determine the relationship be centripetal force, velocity and radius of a rotating object. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.2, 5.1, 5.2, 6.2, 7.2 Unit 4: Work and Energy - BI 3-5 a. Work, Energy and Power How do forces affect motion? How does the movement of an object in circuit differ from that of other types of motion? How can energy be described Review Newton s 2 nd Law Atwood Machine Electronic Scale Centripetal Force Lab Marble Launcher Lab 9

10 b. Work when force and displacement are at arbitrary angles c. Applying Law of conservation of energy 1. Students study the relationships between kinetic, gravitational potential, and elastic potential energy. Open-Inquiry Investigation [CR6a] [CR6b] 1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, Students observe the energy transformation from one form into another. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, Students investigate how time and amount of work done change power. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, Students investigate the conservation of energy on inclined plan. Open-Inquiry Investigation [CR6a] [CR6b] 1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2 Unit 5: Momentum - BI 3-5 a. Impulse and momentum b. The effect of impulse at an arbitrary angle to initial velocity c. Collisions: Perfectly elastic, perfectly inelastic, inelastic d. Perfectly inelastic collisions of objects moving in arbitrary directions e. Perfectly elastic collisions of objects moving in arbitrary directions f. Inelastic collisions of objects moving in arbitrary directions g. Conservation of linear momentum with objects moving in arbitrary directions 1. Students verify the conservation of and measured? What happened to the energy of objects during collisions? Energy High Tech Lab Power Lab Inclined Plan Lab Explosion Lab Momentum High Tech Lab 10

11 momentum during explosions. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.1, 3.2, 4.1, 4.2, 5.1, 5.2, 6.1, 6.2, Students verify conservation of momentum and energy for two types of collisions: elastic and inelastic. [CR6a] 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 6: Simple Harmonic Motion BI 3 & BI 5 a. Simple Harmonic Motion b. Mass-spring Oscillating System c. Simple Pendulum d. Oscillation and Energy Transformation e. Resonance 1. Students have to prove that the period of pendulum depends on mass and spring constant. Open-Inquiry Investigation [CR6a] [CR6b] 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.2, Students verify the relationships between the period and length of the pendulum. Open-Inquiry Investigation [CR6a] [CR6b] 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.2, 7.2 Unit 7: Waves & Sound Waves BI 6 a. Mechanical Waves (Longitudinal and Transverse) b. Wave Interference and Diffraction c. Standing Waves d. Sound e. Sound Resonance f. Beats and Beat Frequency g. Doppler Effect 1. Students determine the speed of a wave by Does perpetual motion exist? How can we measure wave speed? Mass-spring Pendulum Lab Simple Pendulum Standing Waves Lab Sound Resonance Lab 11

12 using standing waves on a string. [CR6a] 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.2, Students determine the speed of sound by using sound resonance. [CR6a] 1.4, 2.1, 2.2, 3.1, 4.1, 4.2, 5.1, 5.2, 6.2, 7.2 Unit 8: Rotational Motion BI 3-5 a. Rotational Kinematics and Kinematics Equations b. Torque and Angular Acceleration c. Moment of Inertia d. Rotational Energy e. Angular Momentum f. Conservation of Energy and Angular Momentum 1. Students determine the initial speed of a bullet by using a ballistic pendulum. [CR6a] 1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 5.1, 6.2 Unit 9: Electrostatics BI 1, BI 3 & BI 6 a. Electric charges and their interaction b. Electric field intensity c. Potential and Voltage d. Capacitance and Capacitors e. Adding electric fields at arbitrary angles f. Motion of a charged particle traveling at an angle to an electric field 1. Students plan and execute class demonstration(s) of charging by induction using an electroscope and non-conducting objects/materials. Each demonstration is accompanied by student explanation of how and why charge is being transferred (or not) as it is. [CR3] 1.B.1.1, 1.B.1.2, 3.C.2.1 How can we determine the speed of a bullet? How can we visualize electrostatic fields? Ballistic Pendulum Lab Student Activity with Induction Electric Field Maps Lab 12

13 2. Students construct electric field maps. Open- Inquiry Investigation [CR6a] [CR6b] 1.1, 1.4, 2.1,2.2, 3.1, 4.1, 4.1, 7.2 Unit 10: Electric Current and Simple DC Circuits BI 1 & BI 6 a. Introduction to Current, Potential Difference, and Resistance b. Ohm s Law and Kirchhoff s Laws c. Joule s Law d. Electric Power e. Analyzing Simple, Series, and Parallel Circuits using Ohm s Law and Kirchoff s Laws 1. Students determine the relationships between current, voltage and resistance. [CR6a] 1.1, 1.4, 2.1,2.2, 3.1, 4.1, 4.1, Students study the properties of series and parallel circuits. [CR6a] 1.1, 1.4, 2.1,2.2, 3.1, 4.1, 4.1, Students determine the resistivity of metals. [CR6a] 1.1, 1.4, 2.1,2.2, 3.1, 4.1, 4.1, 7.2 How do we harness electrical energy? Ohm s Law Lab Series and Parallel Circuits Resistivity Lab Unit Project 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. [CR4] Students will pick a Hollywood movie and will point out three (or more) instances of bad physics. They will present this information a partner in class for critique, describing the inaccuracies both qualitatively and quantitatively. Assessment 13

14 Formative assessments are done by the teacher in order to assure that the students understand the material that has been taught. These occur during class and divide into two categories. The first category is ungraded and consists of student participation, student responses to questions, observed student-student interactions and homework completion. The second type of formative assessment is graded and consists of quizzes, based on previously discussed homework assignments; quests, which are full period assessments that check a broader set of problems at the same level of difficulty as quizzes; and reading quizzes, which check to see if students have been completing reading assignments. Altogether these assessments represent about % of the marking period grade. Summative assessments take the form of unit tests, midterms and finals. These are all given in the same form as the AP exam; half multiple choice and half free response. The multiple choice questions are conceptual in nature while the free response section involves solving multistep problems; often taken from prior AP exams. Unit tests comprise about 50-60% of each marking period grade. The midterm and final exam each represent 10% of the full year grade; combined they equal a marking period grade. The intention is for identical summative assessments to be given to all the students in the course on the same day, regardless of their teacher. This is to encourage students to study together in groups, with or without a teacher, to advance their skill and understanding. Laboratory work is graded and typically represents about 20% of each marking period grade. The grade is divided evenly between the work done in the lab, based on teacher observation, and the lab report. 14