TRUSSVILLE CITY SCHOOLS

HEWITT-TRUSSVILLE HIGH SCHOOL – Curriculum Map

COURSE TITLE: / AP Physics 1
GRADE LEVEL: / 11th-12th
PREREQUISITE: / Algebra II with Trig
COURSE DESCRIPTION: / This course focuses on the core concepts of physics. The interactions of matter and energy are the foundations of the course. Computers and electronic probes are used extensively throughout the course to collect and analyze data. Laboratory investigations are used throughout the course to reinforce this core concept. Specific topics studied during the year include 1D & 2D linear motion, forces, work, energy, power, momentum, collisions, mass & weight, circular motion, gravitation, rotational motion, simple harmonic motion, waves, sound, electrostatics and current electricity.

SCOPE AND SEQUENCE:

ALABAMA COURSE OF STUDY (ALCOS):
Physics #1. Kinematics: Constant Velocity Model (CVM)
Scientific and Engineering Practices:
●Asking questions (for science) and defining problems (for engineering)
●Developing and using models
●Planning and carrying out investigations
●Analyzing and interpreting data
●Using mathematics and computational thinking
●Constructing explanations (for science) and designing solutions (for engineering)
●Engaging in argument from evidence
●Obtaining, evaluating, and communicating information
Crosscutting Concepts:
●Patterns
●Cause and effect: mechanisms and explanation
●Scale, proportion, and quantity
●Systems and system models
Disciplinary Core Ideas:
●PS2: Motion and Stability: Forces and Interactions
Time Frame: 3 weeks/15 instructional hours
OBJECTIVE(S):
  1. Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.

LEARNING TARGETS:
  1. I can determine the average velocity of an object in two ways:
  2. by determining the slope of an x vs. t graph.
  3. by using the equation
  4. I can determine the displacement of an object in two ways:
  5. by finding the area under a v vs. t graph.
  6. by using the equation .
  7. Given an x vs. t graph, I can...
  8. describe the motion of the object (starting position, direction of motion, velocity).
  9. draw the corresponding v vs. t graph.
  10. draw a motion map for the object.
  11. determine the average velocity of the object (from the slope).
  12. write the mathematical representation that describes the motion.
  13. Given a v vs. t graph, I can...
  14. describe the motion of the object (direction of motion, how fast).
  15. draw the corresponding x vs. t graph.
  16. determine the displacement of the object (from the area under curve).
  17. draw a motion map for the object.
  18. write a mathematical representation to describe the motion.

Assessments/Labs/Activities:
Sequence
  1. Constant Velocity Buggy Lab - The purpose of this lab experiment is to determine the graphical and mathematical relationship between position and time, and velocity and time, for a buggy moving in a straight line at a constant speed.
  2. Reading: Motion Maps
  3. Traveling Washer in One Dimension Activity - This activity is designed to point out the differences among the position of an object, the distance traveled by an object, and the displacement of an object.
  4. Match the Graph Activity - Students move in front of a motion sensor to graphically explore the relationship between position/time and velocity/time of a moving object (the student).
  5. Constant Velocity Model deployment activity WS1 Motion Maps & Position vs. Time graphs
  6. Constant Velocity Model deployment activity WS2 Motion Maps & Velocity vs. Time graphs
  7. Quiz 1 - Quantitative Motion Maps
  8. Dueling Buggy Lab - The purpose of this lab experiment is to graphically determine the head-on collision point of two constant velocity buggies moving toward each other and then experimentally verify that location.
  9. Constant Velocity Model Deployment Activity WS3: Position vs. time graphs and velocity vs. time graphs.
  10. Quiz 2 - Average Speed
  11. Buggy around a vertical rod Lab - Students compare Linear Speed and Circular Speed by comparing a constant speed buggy moving in a straight line to the same constant speed buggy moving around a vertical rod.
  12. Constant Velocity Model Deployment Activity - WS4 Velocity bs. time graphs and displacement
  13. Constant Velocity Model Deployment Activity - WS5 Multiple representations of motion
  14. Kinematics of a Student Constant Velocity Walking Lab Activity - Students attempt to replicate constant velocity motion by walking or jogging down the hallway, collecting data, and then doing a statistical analysis of the data to determine which student was able to physically replicate constant velocity with the most consistency.
  15. Constant Velocity Model Review Sheet
  16. Constant Velocity Model Test

ALABAMA COURSE OF STUDY (ALCOS):
Physics #1. Kinematics: Uniformly Accelerated Particle Model
Scientific and Engineering Practices:
●Asking questions (for science) and defining problems (for engineering)
●Developing and using models
●Planning and carrying out investigations
●Analyzing and interpreting data
●Using mathematics and computational thinking
●Constructing explanations (for science) and designing solutions (for engineering)
●Engaging in argument from evidence
●Obtaining, evaluating, and communicating information
Crosscutting Concepts:
●Patterns
●Cause and effect: mechanisms and explanation
●Scale, proportion, and quantity
●Systems and system models
Disciplinary Core Ideas:
●PS2: Motion and Stability: Forces and Interactions
Time Frame: 3 weeks/15 instructional hours
OBJECTIVE(S):
Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.
LEARNING TARGETS:
  1. I can express the motion of an object using narrative, mathematical, and graphical representations
    Example: I can determine the average acceleration of an object by determining the slope of a velocity vs. time graph or by using the equation a = v/t
  2. I can create mathematical models and analyze graphical relationships for acceleration, velocity and position use them to calculate the motion of an object
    Example: I can determine the displacement of an object by finding the area under a velocity vs. time graph or by using the equation x = vt
  3. I can design an experimental investigation of the motion of an object.
  4. I can analyze experimental data describing the motion of an object and express the results of the analysis using narrative, mathematical, and graphical representations.
  5. I can explain the significance of the slope when graphing distance-time, velocity-time, or acceleration-time data.
  6. I can explain linear motion using one-dimensional vectors.
  7. When given a position vs. time graph I can
  8. describe the motion of the object (starting position, direction of draw a motion map for the object)
  9. determine the average velocity of the object from the slope
  10. write the mathematical representation that describes the motion
  11. When given a velocity vs. time graph
  12. Describe the motion of the object (direction of motion, how fast)
  13. Draw the corresponding position vs. time and acceleration vs. time
  14. Determine the average acceleration of the object from the slope
  15. Determine the displacement of the object (from the area under the curve)
  16. Draw a motion map for the object
  17. Write a mathematical representation to describe the motion
  18. When given an acceleration vs. time graph
  19. Describe the motion of the object (direction of acceleration, rate motion, velocity, acceleration)
  20. Draw the corresponding position vs. time, and velocity vs. time graph
  21. Determine the velocity of the object (from the area under the curve)
  22. Draw a motion map for the object
  23. Write a mathematical representation to describe the motion

Assessments/Labs/Activities:
Sequence
  1. Motion on an Incline Lab - The purpose of this lab experiment is to graphically and mathematically determine the relationship between position & time, and velocity & time for an object rolling down a ramp.
  2. Free Fall Lab - This lab investigates the relationship among kinematic variables for a freely-falling object.
  3. Foot and Hand Reaction Time Activity - Students measure their individual average reaction time by catching a falling ruler between fingers and by moving their foot in time for a falling ball not to hit it. Then students relate their findings to the stopping of an automobile traveling at a high speed.
  4. UAM Deployment Activity WS1 Uniformly Accelerated Motion
  5. Cart down a ramp Activity: Increasing and Decreasing Speed
  6. UAM Deployment Activity WS2 Accelerated Motion Representations
  7. UAM Deployment Activity WS3 Stacks of Kinematic Curves
  8. UAM Deployment Activity WS4 Interpreting Graphs of Accelerated Motion
  9. Quiz 1: Stack of x-t, v-t, and a-t graphs
  10. Freefall on Planet Newtonia Activity
  11. UAM Deployment Activity WS5 Quantitative Acceleration Problems
  12. Review Uniformly Accelerated Motion
  13. Coasting Bicycle Lab - The purpose of this experiment is to graphically and mathematically investigate the relationship among kinematic variables for a moving bicycle coasting to a stop in the hallway.
  14. Uniform Acceleration Test

ALABAMA COURSE OF STUDY (ALCOS):
Physics # 1.3 Kinematics: 2-Dimensional Projectile Motion
Scientific and Engineering Practices:
●Asking questions (for science) and defining problems (for engineering)
●Developing and using models
●Planning and carrying out investigations
●Analyzing and interpreting data
●Using mathematics and computational thinking
●Constructing explanations (for science) and designing solutions (for engineering)
●Engaging in argument from evidence
●Obtaining, evaluating, and communicating information
Crosscutting Concepts:
●Patterns
●Cause and effect: mechanisms and explanation
●Scale, proportion, and quantity
●Systems and system models
Disciplinary Core Ideas:
●PS 2: Motion and Stability: Forces and Interactions
Time Frame: 2 weeks/8 instructional hours
OBJECTIVE(S):
Investigate and analyze, based on evidence obtained through observation or experimental design, the motion of an object using both graphical and mathematical models (e.g., creating or interpreting graphs of position, velocity, and acceleration versus time graphs for one- and two-dimensional motion; solving problems using kinematic equations for the case of constant acceleration) that may include descriptors such as position, distance traveled, displacement, speed, velocity, and acceleration.
LEARNING TARGETS:
  1. I can describe both the horizontal and vertical components of projectile motion and create a 2-dimensional motion map in which
a. The horizontal spacing of the motion map dots is uniform and the horizontal velocity vectors are equal in length
b. The vertical spacing of the motion map dots and the length of the vertical velocity vectors will increase or decrease as the object’s vertical speed increases or decreases due to gravitational acceleration.
  1. I can describe the motion of a projectile that travels upward and downward and returns to the starting height:
  2. the object takes as long to reach the maximum height as it does to return to its starting height
  3. the top of the path is halfway between the starting position (xi ) and the final position (xf).
  4. I can identify or sketch a position, velocity, or acceleration as a function of time, and can recognize in what time intervals the other two are positive, negative, or zero.
  5. I can distinguish between the horizontal and vertical motions of a projectile and understand they are completely independent of one another.
  6. I can identify the net forces on a projectile
a. in the absence of air resistance, there is no net horizontal force on the projectile and the projectile travels with a constant horizontal velocity
b. in the absence of air resistance, gravity is the only vertical force on the projectile and the projectile travels with a uniformly accelerated vertical motion. Every second, the vertical velocity of the projectile changes by – 9.8 m/s
  1. I can add, subtract, and resolve displacement and velocity vectors, so they can:
a. Determine components of a vector along two specified, mutually perpendicular axes.
b. Determine the net displacement of a particle or the location of a particle relative to another.
c. Determine the change in velocity of a particle or the velocity of one particle relative to another.
  1. When solving projectile motion problems I can divide the motion into horizontal and vertical components and solve each component separately.
a. Draw a picture of the situation and label all known numerical information on the picture.
b. List knowns and unknowns for horizontal and vertical motion variables
c. Use trigonometry to break initial velocities at an angle into horizontal and vertical components
d. Consciously assign algebraic signs (+ and -) to the vertical motion variables (standard Cartesian convention is for up direction to be positive and down direction to be negative)
e. A table of known and unknown values (t, vx, x, vy and y) is helpful for identifying patterns and solving problems.
f. The variable that ties both lists of variables together is time. Dependent on the variables you know, use either the horizontal or vertical motion to solve for time, then use the time to solve for the unknown quantity.
g. Solving for time will sometimes require the use of the quadratic equation. Program it into your calculator to make this computation easier.
h. Use the equations, v = vo +at, x = xo +vot +½at2, and v2 = vo + 2a(x ­‒ xo), to solve problems involving one-dimensional motion with constant acceleration
8. I can design an experimental investigation of the motion of an object.
9. I can analyze experimental data describing the motion of an object and express the results of the analysis using narrative, mathematical, and graphical representations
Assessments/Labs/Activities:
Sequence
  1. Particle Model in 2-Dimensions/Projectile Motion (PM) analysis using video analysis.
  2. PM Deployment Activity WS1 Freefall kinematics
  3. PM Deployment Activity WS2 Horizontally Launched Projectiles
  4. Lab Activity - Range vs. Height Lab. The purpose of this experiment is to mathematically and graphically determine the muzzle velocity (vx) of our projectile (1-click of mini-launcher) by investigating the relationship between range (Δx) and height (Δy) of a horizontally launched projectile.
  5. PM Deployment Activity WS3 Projectile Motion Problems
  6. Quiz 1: Kinematics in 2-Dimensions
  7. PM Deployment Activity WS4 Projectile Motion Problems
  8. Model Deployment Lab - Hit the Target Challenge Lab - The purpose of this lab activity is calculate the range and height of projectiles launched at angles in order to hit a given target.
  9. Quiz 2: Angled Projectiles
  10. Review Sheet: Projectile Motion
  11. Particle Model in 2-Dimensions/Projectile Motion (PM) Unit Test

ALABAMA COURSE OF STUDY (ALCOS):
Physics # 2 Dynamics: Forces (Balanced & Unbalanced)
Scientific and Engineering Practices:
●Asking questions (for science) and defining problems (for engineering)
●Developing and using models
●Planning and carrying out investigations
●Analyzing and interpreting data
●Using mathematics and computational thinking
●Constructing explanations (for science) and designing solutions (for engineering)
●Engaging in argument from evidence
●Obtaining, evaluating, and communicating information
Crosscutting Concepts:
●Patterns
●Cause and effect: mechanisms and explanation
●Scale, proportion, and quantity
●Systems and system models
Disciplinary Core Ideas:
●PS 2: Motion and Stability: Forces and Interactions
Time Frame: 8 weeks/40 instructional hours
OBJECTIVE(S):
Identify external forces in a system and apply Newton's laws graphically by using models such as free-body diagrams to explain how the motion of an object is affected, ranging from simple to complex, and including circular motion.
a. Use mathematical computations to derive simple equations of motion for various systems using Newton's second law.
b. Use mathematical computations to explain the nature of forces (e.g., tension, friction, normal) related to Newton's second and third laws.
LEARNING TARGETS:
1. When analyzing the forces acting on an object:
a. I can draw and label a force diagram for the object
b. I can choose the simplest coordinate axis for analysis: horizontal-vertical or parallel-perpendicular
c. I can break forces not aligned with your coordinate axis into components using trigonometry.
d. I can qualitatively use marks on the vectors to indicate equality and inequality
e. I can write equations for the vector equality marks to quantitatively calculate force values
f. I can recognize that balanced forces always result in constant velocity (including v = 0) and unbalanced forces always cause an acceleration in the same direction as the Fnet.
2. I can describe a force as an interaction between two objects and identify both objects for any force. Forces between objects are differentiated by the way in which two objects interact:
●Normal Force: When two surfaces touch each other, forces perpendicular to the surfaces are called normal forces
●Force of Friction: forces parallel to the surfaces in contact are frictional. The friction force that allows us to step forward or keeps car wheels from spinning can be called traction. When we touch things a combination of both normal and frictional forces are present. For simplicity, we can call a combination force a push or a pull.
●Tension: Extended or linked materials such as a string or chain exert tension forces on an object.
●When an object interacts with a fluid, such as water or air, propelling forces are called thrust, resistive forces are called drag, floating forces are called buoyant, and steering (or Bernoulli's) forces are called lift.
●Gravitational Force: When two objects interact without touching, they exert forces through a force field. Earth, for example, exerts a gravitational force on the Moon even though the Earth and Moon do not touch. Other non-contact forces include electric and magnetic forces.
  1. I can analyze a scenario and make claims (develop arguments, justify assertions) about the forces exerted on an object by other objects for different types of forces or components of forces.
  2. I can make claims about various contact forces between objects based on the microscopic cause of those forces.
  3. I can explain contact forces (tension, friction, normal, buoyant, spring) as arising from interatomic electric forces and that they therefore have certain directions.
  4. I can apply Newton’s second law to systems to calculate the change in the center-of-mass velocity when an external force is exerted on the system.
  5. I can use visual or mathematical representations of the forces between objects in a system to predict whether or not there will be a change in the center-of-mass velocity of that system.
  6. I can use representations of the center of mass of an isolated two-object system to analyze the motion of the system qualitatively and semiquantitatively.
  7. I can apply F=mg to calculate the gravitational force on an object with mass m in a gravitational field of strength g in the context of the effects of a net force on objects and systems.
  8. I can 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.
  9. I can re-express a free-body diagram representation into a mathematical representation and solve the mathematical representation for the acceleration of the object.
  10. I can construct explanations of physical situations involving the interaction of bodies using Newton’s third law and the representation of action-reaction pairs of forces
  11. I can analyze situations involving interactions among several objects by using free-body diagrams that include the application of Newton’s third law to identify forces.
  12. I can create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively.
  13. I can evaluate using given data whether all the forces on a system or whether all the parts of a system have been identified.
  14. I can predict the velocity of the center of mass of a system when there is no interaction outside of the system but there is an interaction within the system (i.e., the student simply recognizes that interactions within a system do not affect the center of mass motion of the system and is able to determine that there is no external force).