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Course:

AP Physics I

Instructor:

Mr. Viggato

Contact information:

Telephone Number: (702) 7995800

Instructor Email:

[email protected]

ADVANCED PLACEMENT COURSES AT CLARK HIGH SCHOOL

An AP course is considered a college-level class that may result in a student earning college credit; students must be certain they are ready to meet the challenges of a college curriculum. They must be organized and self-disciplined, with above average reading and writing skills. Learning is only successful when students are actively engaged in the process; therefore, what they achieve will depend on their personal commitment and involvement. Parents/guardians should be aware that the rigor of an AP course(s) may impact the time and preparation a student must undertake at home. Some courses also require summer reading and/or writing assignments.

Instructors will need to move very intensively through a tremendous amount of material to prepare students appropriately. Therefore, it is imperative that students attend class every day. If a student must be absent, it is the responsibility of the student to find out what work was missed and to complete the assignments in the designated time frame.

After completing the AP course students should be well prepared for the exam that culminates each course. The culminating assessment for an AP course is the AP Examination; students are required to sit for the examination in May.

Course Scope and Goals:

Curricular Requirements

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

Clark High School2015-2016 Course ExpectationsCR2a 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.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.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.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.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.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.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.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.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.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.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.CR6a The laboratory work used throughout the course includes investigations that support the foundational AP Physics 1 principles.CR6b The laboratory work used throughout the course includes guided-inquiry laboratory investigations allowing students to apply all seven science practices.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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Clark High School2015-2016 Course ExpectationsCR8 The course provides opportunities for students to develop written and oral scientific argumentation skills.

Classes meet on a block schedule (85 minutes). Each student will have the opportunity to learn from lecture, problemsolving, laboratory experimentation, group work, and solo effort. Lab work is integral to the understanding of the concepts in this course. The AP Physics 1 Course has been designed by the College Board as a course equivalent to the algebra-based college-level physics class. At the end of the course, students will take the AP Physics 1 Exam, which will test their knowledge of both the concepts taught in the classroom and their use of the correct formulas.

The content for the course is based on six 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 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.

Textbook(s):

Physics: 7th Edition by Giancoli

Course Materials:

3Ring and Spiral Notebook, paper, mechanical pencils and “lead”, blue/black ball point pens, set of 4color of highlighters, portable flash drive, and scientific calculator.

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Clark High School2015-2016 Course Expectations

Grading Policy: The purpose of grades is to provide effective feedback to students, parents, and the school administration about a student’s progress towards mastery of the established standards for a particular course or subject. It is important to note that excessive absences (seven unexcused absences during a semester) may result in a loss of credit in accordance with CCSD Regulation 5113.

Extra credit will not be permitted unless the work is specifically designed to provide more evidence of a student’s progress towards mastery of the established standards.

Tests and Homework Quizzes will be assigned weekly for each section, coming primarily from the textbook, and will focus on problems similar to those taken from AP released exams. Section Tests consist of multiplechoice questions, freeresponse problems, and questions based on lab experiments completed during that unit.

Students will be graded on a 0100 point scale, with the following grade equivalents:90100 = A8089.9 = B7079.9 = C6069.9 = D059.9 = F

Semester grades will be calculated as follows:

First Quarter Grades

40% of the semester grade

Second Quarter Grades


Semester Exam


Note: Digital Portfolio is a component of the semester exam and is counted as 5% of the semester grade.

Semester Grade

100%

Quarter Grade Assignment Categories will be weighted as follows:

Type of Assignment Weighting for Quarter GradeHomework/Classwork 10%Tests/Quizzes 65%Laboratories 25%

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Citizenship Policy:

The following rubric will be used as a general guideline to determine student citizenship grade:

CATEGORY Outstanding Satisfactory Needs Improvement Unsatisfactory

Engagement

Consistently involved in class activities; contributes to overall learning process; collaborates with others and/or the teacher.

Engages in class activities, but may have to be encouraged; works with others or groups, but may not initiate collaboration.

Does not engage in class activities; rarely demonstrates initiative and may occasionally disengage from class.

Consistently uninvolved in class activities. Adamant refusal to work.

Preparation

Consistently prepared with materials; work is on time and may go beyond expectations.

Student has materials and submits work in a timely fashion and as expected.

Student may have had multiple instances of being unprepared, late work, or not completed as requested.

Consistently unprepared for class. Does not submit work on time or at all.

Behavior

Consistently respectful of both classmates and adults; takes responsibility for individual actions; consistently complies with school and classroom rules.

Respectful to both peers and adults. Occasionally accepts personal responsibility. Mostly complies with school and classroom rules.

Disruptive to others. Argumentative and defensive when disciplined. Disregard for school or class rules.

Consistent disrespect to classmates or adults. Regularly disruptive to learning process and violation of school or class rules.Plagiarism / Academic Dishonesty

Student citizenship grades are reported as follows:

O = Outstanding S = Satisfactory citizenship N = Needs Improvement U = Unsatisfactory citizenship

Behavior Expectations: It is a goal of West Tech Academy to create a collegelike atmosphere where students, staff, teachers, and administration interact in a collaborative, professional, and responsible manner. Basic behavioral guidelines include:

Students will not interfere with teacher instruction. Students will not interfere with another student’s learning. Students will not engage in behaviors that are not in their best interest, the best interest of

others, or in the best interest of West Tech Academy. The CCSD Honor Code will be strictly enforced. The Acceptable Use Policy (AUP) regarding the use of technology must be followed at all times.

Students and parents are responsible for reviewing the CCSD Student Behavior Guidelines/Honor Code/AUP, the Student Handbook, and the Tardy Policy.

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Makeup Work / Late Work:

All assignments are due at the beginning of the period on the established due date.

After any absence, a secondary student is required to initiate contact with the teacher(s) to obtain appropriate makeup work within three school days immediately following the absence. Once contact has been made with the teacher(s), specific makeup work must be completed and returned to the teacher(s) within a reasonable length of time, to be determined by the teacher and communicated to the student/parent or legal guardian. The makeup work must be returned to the teacher(s) by the specified due date if it is to be acknowledged. Students shall be allowed a minimum of three (3) days to complete makeup work.

Graded assignments turned in beyond the three days for makeup work is considered late work. Late work is generally not accepted for credit.

Tardy Policy:A schoolwide tardy policy will be enforced at Clark. The policy is as described below: 1. Verbal Warning

2. Referral to the Dean's Office for Parent Contact3. Suspension4. Required Parent Conference at Dean's Discretion5. Determined by the Dean's Office

Assignments:Please Note: All major written Assignments/Projects are to be word processed. No hand written work will be accepted unless it is on a form handed out or work done in class. Adequate time will be given to complete the work. Occasionally we watch online videos that correlate to the topic being studied in class.

Laboratory Experiments:The course includes a laboratory component comparable to a semesterlong, college level physics laboratory. Each student will spend a minimum of 1 class (25 percent) of instructional time engaged in laboratory work. A handson laboratory component is required. Each student will complete a lab notebook and create a portfolio of lab reports. Unit Laboratories Experiments (listed at the end of this syllabus) will follow a standard model consisting of:

Title: Objective: Equipment Needed: Procedure: Data Tables: Calculations: Results: Conclusions:

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Clark High School2015-2016 Course Expectations By the end of the course the student will be able to:

Design experiments; Observe and measure real phenomena; Organize, display and critically analyze data; Analyze sources of error and determine uncertainties in measurement; Draw inferences from observations and data; and Communicate results, including suggested ways to improve experiments and proposed

questions for further study.

The lab book will contain the typed report formatted as sated above. Lab books will be collected at the conclusion of each term for grading. On line sources and interactive demonstrations {PHET} will be utilized to augment computer and internet assisted modeling of physics ideas and concepts. A student weekly “showandtell” will utilize journals, magazines and articles to highlight new ideas in science. Laboratories will primarily utilize various systems of data collection with an air track and or everyday items [CR6CR7].

Topics Covered:

1. Kinematics (Big Idea 3) [CR2a] a. Vectors/Scalars b. One Dimensional Motion (including graphing position, velocity, and acceleration) c. Two Dimensional Motion

2. Dynamics (Big Ideas 1, 2, 3, and 4) [CR2b] a. Newton’s Laws of Motion and Forces

3. Universal Law of Gravitation (Big Ideas 1, 2, 3, and 4) [CR2c] a. Circular Motion

4. Simple Harmonic Motion (Big Ideas 3 and 5) [CR2d] a. Simple Pendulums b. Mass-Spring Oscillators

5. Momentum (Big Ideas 3, 4, and 5) [CR2e] a. Impulse and Momentum b. The Law of Conservation of Momentum

6. Energy (Big Ideas 3, 4, and 5) [CR2f] a. Work b. Energy c. Conservation of Energy d. Power

7. Rotation (Big Ideas 3, 4, and 5) [CR2g] a. Rotational Kinematics b. Rotational Energy c. Torque and Rotational Dynamics

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d. Angular Momentum e. Conservation of Angular Momentum

8. Electrostatics (Big Ideas 1, 3, and 5) [CR2h] a. Electric Charge b. The Law of Conservation of Electric Charge c. Electrostatic Forces

9. Circuits (Big Ideas 1 and 5) [CR2i] a. Ohm’s Law b. Kirchhoff’s Laws c. Simple DC Circuits

10. Mechanical Waves and Sound (Big Idea 6) [CR2j]

Laboratory activities and simulations in this class are included the following table. [CR6a] The inquiry-based labs are noted in the second column.

Name Open- Inquiry or Guided- Inquiry? [CR6b]

Short Description

Science Practices

#1 Speed Lab Y Students will design an experiment to determine the range of speeds of a variable speed cart.

2.1, 2.2, 4.1, 4.2, 4.3

Three Cars Racing Simulation

N A computer simulation of three cars with different accelerations racing.

1.4, 2.2, 4.3, 6.1

#2 Rocket Lab Y Students will design an experiment to determine the initial velocity of an air-powered rocket.

1.2, 1.4, 2.1, 2.2, 4.1, 4.2, 4.3

#3 Marble in Cup Lab

N Students will determine where a paper cup needs to be placed on the

1.4, 2.1, 2.2, 2.3, 4.3

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floor so that a marble rolled off of the edge of a table will land in it.

#4 Projectile Motion Challenges

Y Using a projectile launcher, students will be given a series of challenges such as placing a ring stand at the maximum height, or placing a cup at the point where the marble will land.

1.4, 2.1, 2.2, 4.1, 4.2, 4.3

#5 Newton’s 2nd Law Lab

Y What is the relationship between the mass of a system and the acceleration of the system?

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

Forces on a Crate Simulation

N Using a simulation, analyze the motion of a crate. Students can vary the force on the crate, the direction of that force, the initial velocity of the crate, and the coefficient of kinetic friction.

1.1, 1.4, 2.2, 4.3, 6.1

Jupiter’s Moons N Students will do research on Jupiter and four

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2,

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of its moons. Based on this research, students will mathematically come up with the mass of Jupiter. They will compare this information to the accepted value.

6.4, 7.1

#6 Pendulum Lab

Y What factor(s) control the period of a simple pendulum?

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#7 Mass-Spring Oscillator Lab

Y Students must determine both the spring constant k of a spring and the mass of three unknown masses. Students must also investigate the conservation of mechanical energy of the system. Materials given: spring with unknown spring constant, known masses, unknown masses.

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#8 Conservation of Linear Momentum Lab

Y Using a track and collision carts, students will observe seven different collisions and make

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4, 7.2

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conclusions about momentum conservation in real life situations.

A Two Car Collision Simulation

N Students will observe a simulation of two identical cars crashing. The elasticity of the collision can be varied.

1.1, 1.4, 2.2, 4.3, 6.1

#9 Introductory Circular Motion Lab

Y When velocity is kept constant, what is the relationship between the radius of circular motion and the period of circular motion? The speed? The acceleration?

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#10 Centripetal Force Lab

Y Using a spinning rubber stopper to lift masses, students will determine the relationship between the acceleration of the stopper and the centripetal force.

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#11 Conservation of Angular Momentum Lab

Y What is the relationship between the moment of inertia of a system and the angular momentum of a system?

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

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Clark High School2015-2016 Course ExpectationsTorque Simulation

N Students will use a computer simulation to study rotational equilibrium.

1.1, 1.4, 2.2, 4.3, 6.1

#12 Coulomb’s Law Lab

Y What is the charge stored on a pair of charged balloons that are repelling each other?

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

Electrostatics Simulation

N Using a computer simulation involving two positive charges, explore the electrostatic force of repulsion between the charges, the accelerations of the charges, and how the force and acceleration changes with distance.

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#13 Series and Parallel Lab

Y Using a number of resistors, explore current and voltage in resistors hooked up to a power supply when resistors are wired in series with one another and when they are wired in parallel with one another.

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3, 4.4, 5.1, 6.1, 6.2, 6.4

#14 Standing Waves on a Wire

Y Students will vary

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.2, 4.3,

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Clark High School2015-2016 Course ExpectationsLab wavelength,

frequency, and the tension in a wire while looking at standing waves formed on a wire.

4.4, 5.1, 6.1, 6.2, 6.4

#15 Standing Sound Waves in a Tube Lab

N Students will vary the frequency of sound coming out of a speaker to create standing waves in a tube to determine the speed of sound in the classroom.

1.1, 1.4, 2.1, 2.2, 3.3, 4.1, 4.4, 5.1, 6.1, 6.2, 6.4

Outside the Classroom Lab Experience: [CR3]

In addition to labs, students will be required to do one exercise outside of the laboratory experience. Students may pick one of the following at the end of our rotation unit (end of mechanics): Students will use a video analysis program (Videopoint) to analyze the motion of a toy as it moves (either in a straight line or in a circle). Students will provide the toy and do their own videotaping. They will then present a description of the analysis both quantitatively and qualitatively, including graphs. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. [CR8] (3.A.1.1, 3.A.1.3, 1.C.1.1) Using an accelerometer app for their smart phone (SPARKvue is one), students will analyze accelerations they experience every day. They can take the data while moving down the hall between classes, while on the school bus, on an amusement park ride, or anything else they want (within reason – safety first!). Students will present a description of the motion they experienced (not only acceleration, but velocity and displacement, too), both quantitatively and quantitatively, including graphs. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. [CR8] (3.A.1.1, 3.A.1.3, 1.C.1.1) Students will take two pictures – one of an object in translational equilibrium, and one of an object in rotational equilibrium. The objects also must have more than three forces acting on them. They will then construct free-body diagrams for each object, and determine the magnitude of each force acting on each object. For the object in rotational equilibrium, students will also find the magnitude of each torque acting on the object. Students will present their work in class. Their presentation will be peer critiqued and/or questioned, and they will answer the questions with supporting evidence. [CR8] (3.B.1.3, 3.B.2.1, 3.F.1.1, 3.F.1.2, 3.F.1.5)

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Clark High School2015-2016 Course ExpectationsReal World Physics Solutions:

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 may pick one of the following solutions: Students will pick a Hollywood movie and will point out three (or more) instances of bad physics. They will present this information to the class, describing the inaccuracies both qualitatively and quantitatively. Students will research a thrill ride at an amusement park. They will present information to the class on the safety features of the ride, and why they are in place. Students will present information to the class on noise pollution, and it’s danger to both human and animal life. They will also propose solutions to noise pollution problems. Students will go to the insurance institute of highway safety website (iihs.org) and will look at the safest cars in a crash. They will present information as to why these cars are safer and how the safety features keep people safe.

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AP Physics I

Mr. Viggato

This page must be returned to the course instructor by: August 30, 2015.

Print student name ______________________________ ID Number: ____________________

Having read the Course Expectations for the AP Physics I, my signature indicates that I understand the policies that are outlined and explained in the Course Expectations, especially the following policies:

1. Students enrolled in an AP course are required to sit for the AP Examination. 2. Successful completion of the AP course requires intensive study and work outside of class.

The parent/guardian may contact the instructor or the AP Coordinator with questions before signing.

_______________________________________________ Date _________________________Student Signature

_______________________________________________ Date _________________________Parent Signature

“THE FUTURE BELONGS TO THOSE WHO PREPARE FOR IT.” – EMERSON

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clarkchargers.orgclarkchargers.org/ourpages/auto/2015/8/27/53378470/AP Physics I... · Web viewAn AP course is considered a college-level class that may result in a student earning