AP Physics 1Expectations, Syllabus, and Unit Outlines

Teacher: Mr. MacFarlane/ “Mr. Mac”E-Mail: john.macfarlane@asd20.orgWebsite: http://macfarlanephysics.weebly.com/ Room: 237Office Hours: Daily after school until 3:15 pm, Thursdays, 3pm-4:30pm, Blue 3 Planning Period with 24 hour email approval. Textbook: Physics, 5th ed. Giancoli, Pearson New Jersey, 1998.Online Homework Resource: webassign.com

Dear Parents and Students,

Welcome to AP Physics 1 (and some 2). Most students in the class are juniors or seniors and have taken a semester long “Principles of Physics” course their sophomore year. This course is the identical course to the Honors Physics Course previously offered. The only difference is that students have the ability to take an AP exam at the end of the course and perhaps achieve college credit. This course covers a wide range of physics topics laid out by the College Board in their “Curriculum Framework.” (I encourage parents to scan through this document to get an idea of the amount of information the students are expected to know by exam time in May.) This document can be found by clicking this link. http://media.collegeboard.com/digitalServices/pdf/ap/2012advances/12b_6714_AP_Physics_WEB_121001.pdf. What is nice is that the College Board has taken the recommendation of the NRC and many veteran teachers of AP classes and developed a curriculum outline that teaches the fundamental concepts of physics and “Science Practices” that prepare them for STEM careers and STEM thinking skills. I am very happy with the course that we offer your student.

This is an algebra-based class, so any specific math skills required to understand physics are appropriate for most honors level juniors. What makes the class challenging, besides the physics concepts themselves, is the AMOUNT of material that must be learned in one school year and the critical thinking skills that need to be applied. We must get everything in that a college algebra-based class would (an exhausting amount by any measure) by the exam dates in May. That demands that students build on what was learned in the prior sophomore class along with keeping up with the rigor of the current class. The demanding nature of the class leaves little time for in class for multiple practice opportunities over each subject. It also expects that students will put in the time and effort to learn ideas and concepts as we go along without needing constant re-teaching. We will see 10 units in 32 weeks of school. That makes in-class time incredibly important.

Serious review sessions, study groups, and practice exams will be held in the evenings in April at the school. Also, some lab data collection WILL have to be finished up outside of class time throughout the year. I promise to do my best to limit this time, but I also have no other options if we wish to be prepared for the exam in May. There are plenty more specifics about the class in the following pages where I will address “Frequently Asked Questions” about the class. I think you will find that they thoroughly cover any questions you may have. As always, please contact me if you have any questions. I look forward to helping your student learn physics and all the attributes of the AP Physics 1&2 curriculum by May. It is a unique and innovative blend of the fundamentals of science and science practices that will prepare them for any STEM career pathway.

Sincerely,Mr. MacFarlane, M.A.T. Secondary Science

AP Physics 1Expectations, Syllabus, and Unit Outlines

FAQs: Click on a Question Below to Find an Answer

What will an AP Physics 1 student expect to learn this year?What do I expect from students?What can you expect from the teacher?What would a typical class period look like?What will homework consist of? (The burning question! :)What do I do if I forget to do my homework?What do I do if I simply miss one day of class and it’s excused?What if I miss a bunch of class?What resources do I have to help my struggling student?How is my grade determined?What is Mr. Mac looking forward to this year?First Assignment

What will an AP Physics 1 student expect to learn this year?

1 st Semester (Which builds on the semester long “Principles of Physics, POP”) Unit 0- Measurement & UncertaintyUnit 1- Describing MotionUnit 2- Waves & OscillationsUnit 3- Conservation Laws I (Newton’s Ideas)Unit 4- Conservation Laws II (Work, Energy, & Energy Conservation)2nd semesterUnit 5- All About Energy (Work non.-con., Power, Thermal Ideas/Microscopic Energy)Unit 6- Electricity & Magnetism (Charge, E, B Fields, Potential, Circuits)Unit 7- Orbits & Rotational Dynamics (Orbital & Rotational Dynamics)Unit 8- Radiation (Atomic Theory, Light, Nuclear Radiation, E=mc2)Unit 9- Review for Exam

It is important to remember that this class is the EQUIVALENT OF AN ALGEBRA BASED College Course. The College Board encourages students to have a broader perspective on their subject and make connections with their lives and their other subjects of study. The AP in front of the course does not necessarily mean it is harder. It is a comprehensive curriculum where students should feel part of a community of learners (both students and teachers).

AP Physics 1Expectations, Syllabus, and Unit Outlines

What do I expect from students?

Attitude is everything. I expect students to take their learning seriously and be engaged and present in the learning process-both in and out of class. I expect that students are serious about the AP exam in May and expect to score well. I expect that students are respectful of the learning environment and treat everyone with humanity and dignity.

What can you expect from the teacher?

First and foremost, anything I expect of the students I expect from myself. You can expect that I hold myself to very high standards and that I am not satisfied with “good enough”. You can expect me to hold your student accountable for their actions (usually this is a positive thing!) You can expect me to be prepared for class consistently in a professional manner. You can expect me to treat each student as an important person who can achieve with my guidance. You can expect me to have an extensive content knowledge of both physics, and the AP curriculum. You can expect me to do everything in my power to help a student achieve the AP Score mark (from 1 to 5) they wish to get on the exam in May, but ALSO embody the attributes of simply a good science student. You can expect me to reward effort and excellence. You can also expect that I will do my best to make learning fun, engaging, and relevant. (p.s.-I am also an imperfect HUMAN.)

What would a typical class period look like?

After having taught for 12 years, I have come to a point where me standing in front of a class of students and yammering on and on for 90 minutes is not fulfilling. Research shows this doesn’t actually help students take ownership of their learning. My goal this year is to have students work more on the tough physics problems IN CLASS (rather than having the 1a.m. nuclear meltdown) and leave the basic definitions and concept introductions outside of class to the student. In an ideal world, the students would use “homework” time for practicing problems and reading about the basics. I also have always done my honest best to use as many resources as I can to help students whether that be demos, labs, online video tutorials, animations, interactive lessons, peer coaching, etc. Some people would call this a “flipped” classroom. Click this link for a 60 second explanation:http://blog.peerinstruction.net/2013/04/22/what-is-a-flipped-classroom-in-60-seconds/

On any given day, you could see students collecting data in an investigation using computer aided data collection technology, solving problems and discussing ideas in groups, questioning from the teacher and the students, demonstrations, worked examples and occasionally lectures on tricky subjects. My hope is that anything we do in class be driven by student questions. I also hope to get outside of the 4 walls of the classroom and see physics in action as much as possible. I don’t teach physics for some authority trip, I teach physics because I love the subject and enjoy seeing

AP Physics 1Expectations, Syllabus, and Unit Outlines

students’ minds “come alive.” I am here to help students learn, but they’ll take much more from the class if they have a learning attitude.

What will homework consist of? (The burning question! :)

Let me start by being real honest. Homework for homework’s sake is not necessary. I don’t enjoy homework any more than students. For every hour they have, I have 3. BUT . . . in a class of this pace, there simply isn’t enough class time to do it all. So, first, the most consistent form of homework will be working on problems in their journals from a website called www.webassign.com. Often, many of these problems will be discussed and worked on in class, but never the majority. These problems are from their textbook. Here’s how it works.

Students will login for the 1st time with this information:

username: lastname.firstname (Example: smith.robert, as they are given on the Rampart attendance roster, no caps)institution: rampart.copassword: same as username. Students should change this ASAP in the settings. Students will find selected problems online after logging in. These should be completed in their learning journals using the GUESS method (discussed in class). Then, the answers will be input online AFTER they work on them by hand. They get 3 opportunities to get the problem wrong before a 25% deduction occurs. It will tell them immediately if the question is right or wrong. Students and parents have had very positive feedback about this service since 2006. They can complete homework anywhere there is internet service and there is no paper shuffling on both ends. Count on there being a “webassign” every week of school. Ten minutes of every second class will be dedicated to eager students presenting their solution to particularly hard problems. I also encourage students to use each other for help and form study groups. Even chatting online can sometimes help. Be resourceful and tenacious. If you see your student working on problems with no notebook/journal being written in, you should stop them immediately. The online nature is for immediate feedback only. It is not to exempt them from working the problem by hand first.

Also, as discussed above, homework will be reading the book, taking notes from a study guide, or finishing an important lab write-up. Most big assignments (lab write-up, project) have a “3 block day” due date. (It is due on the 3rd block day after it is assigned.)

AP Physics 1Expectations, Syllabus, and Unit Outlines

What do I do if I forget to do my homework?

Given that I post a calendar of the goings on each day, I will not tolerate any excuses for missed assignments. But hey, it happens to all of us once in a while. So what do you do?

First, sometimes you just have to chalk it up to water under the bridge. If you miss a 10 point assignment once, it will not change your grade at semester. If you miss webassign.com assignments, the good news is that each assignment is worth 25 points but only 20 points go in the gradebook out of 20. So there are 5 built in points of extra credit in each assignment. There will also be opportunities to earn extra points here and there (especially on tests where it counts even more.)

What I don’t tolerate is excuses after the fact. For instance, “Mr. Mac, I was in Hawaii for 2 weeks and never talked to you before I left. Not even once via email. Now I am missing all these assignments. When can I make them up?”

My answer: “ The department policy is that NO late work is accepted at this level. And I think that is BEYOND generous. I am interested in making students take responsibility for their actions. There’s no excuse to not communicate to your teacher PROACTIVELY.”

What do I do if I simply miss one day of class and it’s excused?

No problem. Turn it in the very next time I see you in class. But, for webassign.com, the due dates are simply what they are. I am generous with my due dates to accommodate busy lives. (like mine ;)

BUT . . .I am not going to remind you to turn it in because it just won’t be on my mind. When in doubt, put the work in the inbox and go from there. Sometimes I grade things for feedback and grading things that are not in the main stack is a whole other chore. Often, students take a picture or scan it and email it. I really appreciate that.

What if I miss a bunch of class?

Well, then we’ll figure out something together. If it is because of an emergency (bad illness, family emergency, my kidney fell out, . . . ) just have someone contact me from the homefront. I am a compassionate person. If you miss a bunch of class because you went on a band trip to Canada and you didn’t do a Pre-Arranged Absence form, then that was your poor choice. See “0% Department policy” above.

AP Physics 1Expectations, Syllabus, and Unit Outlines

What resources do I have to help my struggling student?

Try to encourage your student to do homework with a “study-buddy” or group. Peers are probably the best first line of defense against getting stuck. Chances are, if everyone is stuck, we’ll address it in class at some point.

I have important links on my webpage that will link you to only the best online resources to help a student out. There are lots of step by step walkthroughs/podcasts online that can illustrate how to get past a tough point. Be resourceful.

Encourage your student to use their book. I know it is tough, but there are examples identical to many problems I assign. I find that students who struggle have often times NEVER opened the book.

Encourage your student to be engaged in class by asking questions, talking with peers, and engaging in activities. Also, not staying up all night playing video games, or chatting on Facebook helps. The amount of chronic sleep deprivation I observe is at almost epidemic levels.

Verify that your student is working on webassign.com problems for an hour a few times per week. If they are spending more than 2 hours on webassign on any given night, make them stop. Often too, when students say they’ve spent 5 hours on webassign it is because they waited until the last night to finish. Students tend to obsess about what they don’t know. Remember, a 15/25 is actually 15/20 in the gradebook. Sometimes assignments are just challenging. So is life.

Communicate with your teacher. Email is the best and quickest way for me to respond. Talk to me in class, after class, etc. and let me know if you are struggling. Come in on Thursdays after school for extra help to clarify things. But I’ll only help you if you have actually tried first.

Demand to see their work in their journal. Where are the notes they took? Where are the worked examples from class? Where is the GUESS method work from the problem they are “stuck” on? If you can’t find any of these things, they aren’t stuck, they never started. Encourage problem solving.

Studying. How is your student studying? Did they go back to the learning targets and assess their knowledge? Did they complete the review sheet and ask questions/check work in class? Did they prepare their cheat sheet for the test? Basically, often times students are “studying” by reading over the things they ALREADY KNOW. You cannot earn a good grade in the class by turning in busy work. Tests and labs (summative assessments) matter- a lot.

AP Physics 1Expectations, Syllabus, and Unit Outlines

How is my grade determined?

Semester In-Progress (Weighted as 70% of total semester grade )Summative Assessments -Unit Tests, Lab Write-Ups & Projects: 60% 42% semester grade

Formative Assessments (things that help you reach the learning targets)-Quizzes: 15% 10% semester grade-Homework/Classwork: 25% 18% semester grade

Semester Exam (Weighted as 30% of total semester grade )Final Exam (AP Style Exam/AP Practice Exams): 80% 24% semester gradeHolistic Portfolio: 20% 6% semester grade

AP Physics 1Expectations, Syllabus, and Unit Outlines

(Top 2 lab scores in each criteria 10%, Learning Journal Thoroughness 5%, Daily Participation Marks 5%, Homework Bonus (1 or fewer missing assignments=+3%))AP Students: Your grades will be accompanied by an AP Mark from 1 to 5 each quarter so you can see how you are doing on their scale.

Grades will be updated frequently. Students and parents can check progress through the MyCampus portal which can be found on the RHS website. Grade Graphs will be recorded in their journals about every 4 weeks

What is Mr. Mac looking forward to this year? Helping students perform well in May on the Exam. A very small class size, not mixed with honors. A classroom focused on student learning. Excursions out of the building to apply our knowledge. Calling lines at the volleyball games. Our Knowledge Bowl team continuing its success. Emphasizing 20th century physics during 2nd semester. High Trails Starting landscaping projects at the house. Riding my motorcycle more. Teaching shooting classes a lot more. Camping, hiking, golfing, shooting, biking, and anything else I love to do. Spending time with my family. Watching my favorite TV shows like Adventure Time, Walking Dead . . . Leaving the school building before 4pm once or twice. Working with motivated students who want to really learn something.

First AssignmentThe first assignment for students is for their parents to verify that they have read and understood this document. An email needs to be sent to me by a parent or guardian at john.macfarlane@asd20.org saying:

BOTH parents and students should read the entire document and discuss it. (Students will be asked to initial a roster during class to confirm they have read the document as well.) THEN:

1. Parents, please email me at john.macfarlane@asd20.org. TO RECEIVE CREDIT FOR COMPLETION OF THE ASSIGNMENT include “Expectations Email”, the Class (Blue/Gold, Period), and the student’s name in the subject line. For example, if your student, John Smith, is in

AP Physics 1Expectations, Syllabus, and Unit Outlines

my Blue 1 class, write B1 on the subject line like this “Expectations Email, B1, John Smith”.

2. Please mention your student’s full name somewhere in the email. 3. Copy and paste the statement at the bottom of the expectations

document into the body of the email. “I have read and understood the information discussed in the “Expectations and Important Info” document”

4. Also include a quick note of something that will help your student learn. Example: “Sara enjoys being active in the classroom and learns best when challenged.” Or “David can be quite shy and doesn’t always offer answers in class unless called on.” Have your student lead the way on this one.

5. For full credit (10/10 Homework Points), the email must arrive in my inbox by 11AM Friday, August 22nd, regardless of the class period the student is in.

The AP Physics 1 Content Outline: Background & Introduction

The College Board has outlined, based on exhaustive research from the NRC, the fundamental 7 “Big Ideas” in Physics 1&2. All 7 Big Ideas are covered throughout both classes (AP Physics 1&2). The emphasis is on a deeper understanding, and less breadth. We will prepare for the AP Physics 1 exam.

Within Each Big Idea are:

Enduring Understandings (Example: 1.A)Essential Knowledge (Example: 1.A.1)Learning Objectives (Example: 1.A.1.3)

Within each of these are “Science Practices” (SP). Throughout each unit’s labs the Science Practices #3-7 will be used. If there is a specific emphasis during that unit it will be outlined within that unit planner. For instance, in Unit 1 we will focus on Practice #1: “Use math appropriately”, but truly each lab will require this during error analysis and calculation of quantities.

Essential Knowledge Items grouped by “Big Idea”. (See the specific unit outlines for more details. Some of these incorporate AP Physics 2 Ideas within the unit.)

Big Idea #1 “The Internal Structure of a system determines many properties of a system.”

Unit 3: Newton’s Laws1.A.1

AP Physics 1Expectations, Syllabus, and Unit Outlines

1.C.1-3 Newton’s Laws1.E.1 Mass=DensityxVolume

Unit 5: All About Energy (Thermal)1.A.51.E.3

Unit 6: E&M1.B.1-31.E.21.E.4-6

Unit 8: Atomic Radiation1.A.2-4 Orbitals and Energy levels1.C.41.D.1

Unit 8: Nuclear Radiation1.D.21.D.3 Relativity of Time/Length3.G.3 Strong Force

Big Idea #2: “Fields existing in space can be used to explain interactions.”

Unit 6: E&M3.G.2 Fundamental Forces3.C.2 Coulomb’s Force2.A.1 E-Fields2.A.2 Electric Potential2.E.1-3 V=-Ed2.C.1 F=qE2.C.2 E-Field of Shapes2.C.3 Spheres of Charge2.C.4 Dipoles2.C.5 Capacitors Basics4.E.3 2 Types of Charges4.E.4 Comparing Capacitors and Resistors3.C.3 B-Fields2.D.1 Mag Force qvB2.D.2 Mag Field Wire2.D.3 Dipole Torque2.D.4 Permanent Magnets

Unit 7: Satellite Motion/Rotational Dynamics

2.B.1 Universal Grav. Law2.B.2 F=mg3.G.1 Fundamental Scales

AP Physics 1Expectations, Syllabus, and Unit Outlines

Big Idea #3: “The interactions of objects with another can be described by forces.”

Unit 1: Describing Motion3.A.1 Kinematics and Motion Graphs

Unit 2: Waves & Oscillations3.B.3 Restoring Force/SHM

Unit 3: Conservation Laws I3.A.2-4 Newton’s Laws3.B.All Newton’s 2nd Law Equations3.C.2,4 Types of Forces** Add Bouyant3.D.1-2 Momentum-Impulse Theorem3.E.1 Conservation of Mechanical Energy

Unit 7: Rotational Dynamics3.C.1 Gravity Fields3.F.1-3 Torque

Big Idea #4: Interactions between systems can result in changes in those systems.

Unit 1: Describing Motion

4.A.1-2 Kinematics Equations, acceleration,

Unit 3: Conservation Laws I4.A.3 F=ma from c.o.m.4.B.1-2 Ft=mv4.C.1-2 Delta KE=Work

Unit 5: All About Energy Thermal4.C.3 Q=mcT

Unit 6: E&M4.E.5 Series/Parallel Resistors and Power4.E.1-2 Faraday’s Law & B-Fields on Magnets

Unit 7: Rotational Dynamics4.D.1 Rotational Kinematics4.D.3 T=Ialpha equivalent of F=ma

Unit 8: Nuclear Radiation4.C.4 E=mc^2

Big Idea #5: “Changes occur as a result of interactions constrained by conservation laws.”

Unit 4: Conservation Laws II5.A.1 System Definitions

AP Physics 1Expectations, Syllabus, and Unit Outlines

5.A.2 Open vs. Closed Systems5.A.3 Work non-con.5.A.4 Constraints5.D.1 Conservation of linear momentum5.D.2 Elastic/Inelastic and %KE Conserved5.B.1 KE/GPE5.B.5 Work=Fext x Delta X5.B.10 Fluid Flow and Bernoulli *** ADD5.F.1 Conservation of Mass-Energy

Unit 7: Rotational Dynamics5.E.1 Conservation of Angular Momentum Delta L/Delta t=Torque

Unit 5: All About Energy (Thermal)5.B.2 Internal KE and Temp5.B.3 Latent Heat (P.E. Microscopic)5.B.4 Internal Energy=KE+PE5.B.5 Work=PdeltaV )Piston Compressing5.B.6 Q=mCdelta T5.B.7 PV Diagrams ***ADD

Unit 8: Radiation5.B.8 E=hf5.B.11 E=mc^25.G.1 Nucleon Conservation

Unit 6: E&M5.B.9 Loop/Junction Rules5.C.3 Circuits with Caps5.C.1 Conservation of Charge Also 5.C.2

Big Idea #6: Waves can transfer energy and momentum from one location to another without permanent transfer of mass and serve as a mathematical model for the description of phenomena.”

Unit 2: Oscillations & Waves6.A.1 Transverse vs. Long.6.A.2 Medium required for physical6.A.3 Amplitude6.A.4 Intensity proportional to A^2/ E proportional to AMplitude6.B.1 Period, T6.B.2 v=fxlambda6.B.3 A cos (wt)6.B.4 Traveling Waves6.B.5 Doppler6.C.1 Superposition6.C.2 Diffraction6.C.3 Interference6.C.4 Refraction6.D.1 Wave Pulse/Interference6.D.2 A1+A2

AP Physics 1Expectations, Syllabus, and Unit Outlines

6.D.3 Standing Waves6.D.4 Boundaries/ Guitar Strings6.D.5 FFT/Beats Practical Sound Color

Unit 8: Radiation (Light)6.E.1 Light Absorbed, Transmitted, Absorbed6.E.2 Reflection Law6.E.3 Snell’s Law6.E.4 Mirrors/Shadows6.E.5 Ray Diagrams and Simple Lenses (OLD Optics Units)

Unit 6: E&M6.F.1 EM Spectrum6.F.2 Light Waves c=f lambda6.F.3 E=hf6.F.4 Light Models6.G.1-2 Waves vs. Particles

Big Idea #7: The mathematics of probability can be used to describe the behavior of complex systems and to interpret the behavior of quantum mechanical systems” (This is bringing us into the 20th century.)

Unit 5: All About Energy (Thermal)7.A.1 Pressure=Force/Area7.A.2 Boltzmans 3/2kt=KE avg.7.A.3 PV=NkT7.B.1 Thermal Equilibrium (Dice Game) Maxwell’s Demon Entropy7.B.2 2nd Law of Thermo. Delta S>0 (Closed systems)

Unit 8: Radiation (Nuclear/Atomic)7.C.1 Wave Functions7.C.2 De Broglie (Mechanical universe on atomic models)7.C.4 Spectral Lines/Atomic Energy Level Jumps (Quantum meets classical) Bohr Model Development7.C.3 Probability of Decay (Alternate definition of Half Life) Alpha Decay ModelsScience Practice #6 (Theories) and #1 (Use Models)

Individual Unit Outlines (Units 0-8)

Red text indicates the Essential Knowledge statements for each unit.

AP Physics 1 Unit 0 Outline:Measurement & Uncertainty

“Humans may crave absolute certainty; they may aspire to it; they may pretend ... to have attained it. But the history of science—by far the most successful claim to knowledge accessible to humans—teaches that the most we can hope for is successive improvement in our understanding, learning from our mistakes, an asymptotic approach to the Universe, but with the proviso that absolute certainty will always elude us.

AP Physics 1Expectations, Syllabus, and Unit Outlines

    We will always be mired in error. The most each generation can hope for is to reduce the error bars a little, and to add to the body of data to which error bars apply. The error bar is a pervasive, visible self-assessment of the reliability of our knowledge.”

-Carl Sagan, The Demon-Haunted World: Science as a Candle in the Dark (1995), p. 28.

“Some people say, "How can you live without knowing?" I do not know what they mean. I always live without knowing. That is easy. How you get to know is what I want to know.”        -Nobel Laureate Physicist Richard Feynman, The Meaning of it All (1999)

3.G.1 Fundamental Scales over which gravity acts.Introduction to Science Processes 1-7, with emphasis on #1 and #7.

Learning Targets/Big Ideas:

Students will be able to use computational thinking to estimate orders of magnitude (powers of ten) of various physical quantities, convert between and within the SI and British systems of measurement, and use proper scientific notation to represent numbers. (Review)

Students will be able to record various forms of uncertainty and error in measurements, calculations, and graphs.

Unit 0 covers AP Physics 1 Science Practices 1-7, with emphasis on the mathematical techniques used in science. To access the alignment document and all supporting documents for the unit, please use the following link: http://macfarlanephysics.weebly.com

Click on the AP Physics 1 subpage and go to the link on the dropdown menu called “Unit 0: Measurement & Uncertainty”. For more information about this new course please use the following link.http://apcentral.collegeboard.com/apc/public/courses/teachers_corner/2262.html

Objectives Checklist: Estimate everyday quantities using orders of magnitude. Convert units within and among SI and British systems. Record uncertainties in all measured values. Calculate uncertainties in results and represent this error on graphs using error

bars. Propagate error through calculations involving variables with uncertainty. Calculate minimum and maximum slope (gradient) on a graph with error bars. Find standard deviation for an average using software and understand its

meaning. Create a scaled model.

Unit 0 VocabularyS.I. mixed & named units Absolute Uncertaintym.k.s. Order of magnitude Relative/Fractional/% Uncertaintymeter Random Error/Uncertainty Error Barkilogram Accuracy Systematic Error

AP Physics 1Expectations, Syllabus, and Unit Outlines

seconds Precision Standard Deviation/SDOM

Class Topic Class Activity/Lab HomeworkWelcome, Intro. What is Physics? NotebooksExpectations, etc. Online Tool Demos Expect. EmailsWho is Mr. Mac? Group Colors Visit WebPage

Seating Chart Stickies

Don’t Spill the Beans Team Activity Finish All Week 1Debrief ???? Assignments

M.K.S. System Prep Journals Secure {M.K.S. Chart}& Conversions Eureka Clip #1: WebAssign Email

http://youtu.be/o5mL2Y2WNDs?t=2m54sExample Problems/G.U.E.S.S. {GUESS Template}Group Problems #1 /Whiteboard Share

(begin WebAssign #1)

Orders of Magnitude/ Cosmic Voyage to Elsewhere: The Scales of the Univ. Finish W.A. #1Sci. Notation Review http://youtu.be/6rUfJG4yWLg

“Fermi Questions” Activity http://youtu.be/DrG3BgX9w0sQuestions/Clarification?Fermi Questions Presentations-START

SOLAR SYSTEM SCALE MODEL WALK BEGIN WORK

OOM/Uncertainty in Wrap-Up Fermi Whiteboards Finish W.A. #2Measurements +/- Notes: Uncertainty in Measurements

Group Problems #2

Uncertainty in Averages Rxn Times Activity Reaction Times DCP& Standard Deviations Using MS Excel for DCP Bring Hardcopy

Computer Lab/Cart

Clarify & Wrap Up Debrief Rxn. Time ActivityFlex Day Student Questions (Rxn Times, W.A.#2)

Student Presenters

Checkpoint Quiz #1: Conversions, Orders of Mag., & Uncertainty in Measurements

IA Lab Criteria {IA Criteria Sheet} Group JigsawExemplars: Poor, OK, Good, Great

Online IA Exemplars Discuss what makes a good labBegin Design Lab #1 Design & Check w/ Teacher

Begin Raw Data Collection with +/-, units

AP Physics 1Expectations, Syllabus, and Unit Outlines

Finish Design Lab #1 Data Collection Use “Lab Criteria” to

Data Processing Write-up Design Lab w/

Raw Data Picture

De-Brief Design Lab #1 Self-Assess Using {IA Lab Checklist} Login to turnitin.comError On Graphs Notes & Examples: Error on Graphs& Systematic Error Use REAL LAB DATA AS EXAMPLES

Uncertainty in Calcs. Notes & Examples Finish W.A. #2& Error PropagationFinish-Up Review Questions/Clarification Upload Design Lab #1

to www.turnitin.com

Unit 0 Test: Physical Measurement & Kinematics (60 min.)-10 AP Style Multiple Choice Problems-40 Points of AP Style Short answer and Work-out problems-Questions emphasize application and analysis.-Taken in Class, AP Score from 1-5 assigned.

Unit 1 Outline:Describing Motion (Kinematics in 1D)

“The universe cannot be read until we have learnt the language and become familiar with the characters in which it is written. It is written in mathematical language, and the letters are triangles, circles and other geometrical figures, without which means it is humanly impossible to comprehend a single word.” -Galileo Galilei, Opere Il Saggiatore, p. 171.

“A piece of wooden moulding or scantling, about 12 cubits long, half a cubit wide, and three finger-breadths thick, was taken; on its edge was cut a channel a little more than one finger in breadth; having made this groove very straight, smooth, and polished, and having lined it with parchment, also as smooth and polished as possible, we rolled along it a hard, smooth, and very round bronze ball. Having placed this board in a sloping position, by lifting one end some one or two cubits above the other, we rolled the ball, as I was just saying, along the channel, noting, in a manner presently to be described, the time required to make the descent. We repeated this experiment more than once in order to measure the time with an accuracy such that the deviation between two observations never exceeded one-tenth of a pulse beat. Having performed this operation and having assured ourselves of its reliability, we now rolled the ball only one-quarter of the length of the channel; and having measured the time of its descent, we found it precisely one-half of the former. Next we tried other distances, comparing the time for the whole length with that for the half, or with that for two-thirds, or three-fourths, or indeed for any fraction; in such experiments, repeated a full hundred times, we always found that the spaces traversed were to each other as the squares of the times, and this was true for all inclinations of the . . . channel along which we rolled the ball…”- Galileo Galilei, Discourses and Mathematical Demonstrations Relating to Two New Sciences, 1638.

AP Physics 1Expectations, Syllabus, and Unit Outlines

3.A.1 Kinematics and Motion Graphs4.A.1-2 Kinematics Equations, acceleration, Unit 1 Will hit Science Practice #1: Use math appropriately, but each lab will require this.

Learning Target/Big Idea

Students will learn to describe & analyze uniformly accelerated linear motion through graphical representation and the use of standard physics symbols.

Objectives Checklist: Apply the 4 “equations of motion” to objects with constant acceleration in

one-dimension. Use the G.U.E.S.S. method on all calculations.

1) Givens (e.g. x=5, m=1, b=6) 2) Unknown (y=?)3) Equation (y=mx+b)4) Solve/ Plug-in Givens (y= 1*5+6)5) Solution with SI m.k.s. units [y=11].

Apply methods of dimensional analysis and unit conversions to word problems. Express answers in scientific notation and understand the meaning of “orders of

magnitude”. Define displacement, speed, velocity, & acceleration using + and – signs to represent

direction. Differentiate between average and instantaneous velocity/acceleration. Represent all basic terms (velocity) with algebraic symbols (v). Derive the four “equations of motion”, using geometry, from a graph of motion in one

dimension.

Create and use “motion graphs” (distance, velocity, acceleration vs. time) to describe the motion of an object moving in one dimension with constant acceleration. Create “motion graphs” to graphically describe velocity and acceleration. Derive distance, velocity, and acceleration vs. time from each other using the idea of

instantaneous slope. Calculate the area under a velocity vs. time graph to find displacement, and

acceleration vs. time graph to find change in velocity. Determine the magnitude and direction of the acceleration due to gravity (g) near the

surface of the Earth for various objects using Motion Detectors and Graphical Analysis software.

Create and print a graph of experimental data on a computer. Apply a quadratic line of best fit to lab data to mathematically model real life motion in

one dimension, and connect this motion to an equation of motion using motion graph analysis.

Observe directly that objects, regardless of size and appearance, fall with the same constant acceleration near Earth, if air resistance is ignored.

Analyze graphs of experimental data to conclude that the acceleration of objects near the surface of the Earth is a constant and pointed downward.

Apply the “equations of motion” for freely falling bodies to describe their uniformly accelerated motion near the surface of the earth.

AP Physics 1Expectations, Syllabus, and Unit Outlines

Observe directly that objects undergoing uniform circular motion are being constantly accelerated toward the center while moving at constant speed. Understand the term vector and apply it to uniform circular motion. Know the equation for centripetal acceleration and recall its derivation. Using muscle memory, make a heavy object move in a circle and observe the direction

of accel.

Students will use the Lab Criteria (“Yellow Sheet”) to create a full inquiry lab write-up. Organize experimental data, analyses, and conclusions into a formal lab write-up that

addresses a student created researchable question. Create, using a computer for all phases, a complete lab investigation that addresses

all aspects of the 3 Lab Criteria: Design, Data Collection and Processing, and Conclusion & Evaluation.

http://www.asd20.org/Schools/rhs/Teachers/John_MacFarlane/Pages/default.aspxClick on the IB Physics SL subpage, go to the link “Unit 1: Describing Motion/Kinematics”, then find the pdf titled “Physics Subject Guide 2009”.Unit 1 also addresses CO 9-12 Science Standard 1 with emphasis on Evidence Outcome A along with various math and reading/writing standards. For more information on the Colorado P-12 Science Standards, please visit: www.cde.state.co.us/scripts/allstandards/COStandards Unit 1 covers I.B. Physics SL Topic 2, subtopics 2.1-Kinematics, 2.4- Uniform Circular Motion and Topic 1.3- Vectors in the Syllabus Details on pp. 49-51 of the IB Physics SL Subject Guide. To access the subject guide and all supporting documents for the unit, please use the following link from a computer.

Unit 1 Vocabulary IB LingoMotion Graph Slope g/gravity ICTFrame of Reference Delta Motion Sensor

Data LoggingDisplacement Free-Fall Photogate TimerVelocity & Speed Uniform Logger ProVector Uniform Circular Motion LinearizingAcceleration Centripetal Acceleration r^2 valueHang-time 4 Equations of Motion correlation coefficient

Class Topic Class Activity/Lab HomeworkUsing CBRs to Walking with Computer Based Motion Sensors WebAssign #3Graph Motion Group Graphs, Analysis & Presentations

Frame of Reference “Mike’s Physics” Video: & Symbols http://youtu.be/O6Onfqt-Vzw?t=36s

{Motion Graph W.S. 1-8}Relative Motion & Frames or ReferenceVideo:http://youtu.be/pyBNImQkRuk

Deriving 4 Equations Notes & Examples: 4 Equations of Motion & Uniform Circular Motionof Motion/Accel. Examples using GUESS method

Practice Worksheets, {Ch.3 “Lin. Motion” pp.7-10}Group Practice from WebAssign #3

AP Physics 1Expectations, Syllabus, and Unit Outlines

Making Sense of Notes: Moving between dt, vt, & at graphs Practice Motion Moving Man: PhET Animation:

Graphs 9-16 http://phet.colorado.edu/en/simulation/moving-man

http://phet.colorado.edu/en/simulation/calculus-grapherDemo: Realtime Motion Graph {Extra Credit: Driving graph

Area}

Graphical Analysis Group Share 9-16 WebAssign #4& Practice “Practice Quiz”- Peer TutoringCheckpoint Quiz Checkpoint Quiz: Equations of Motion & Basic Motion Graphs

Using Logger Pro/ {Hang Time Activity} Intro & Demo JumpsAnalysis of 14

to Relate Eqns. & Notes: Relating Equations to Graphs & “Free-Fall” types of motionGraphs for “free-fall”

Feedback Groups finish Hang Time Activity& Finish Teacher Checks Sections

Group Practice from WebAssign #4Journaling Prompt: “Explain the ways a motion graph can tell you about an object’s

motion.”

Motion Lab Design/ Lab Setup WebAssign #5Full IA Write-Up (IA Criteria: D, DCP, CE, MS)

“Investigate a factor that may affect the motion of a falling object.”

Prep. Raw Data TablesTeacher checkSet-up sensors & Test Runs

Data Collection Data CollectionFull Lab Due Any Extra time is OUTSIDE of class www.turnitin.com

Finish up/Review Practice Test/Review SheetFinal Questions Key available in Class

Unit 1 Test: Describing Motion/Kinematics

Unit 2 Outline:Oscillations & Waves

Now that we have studied simple forms of motion and some of the basic principles behind motion changes, it is now time to study a specific type of motion. Many things around us repeat themselves in regular patterns. Many things around us repeat themselves in regular patterns. Some of these things “wiggle” in specific and well understood ways called sine waves. This motion is called Simple Harmonic Motion, or

AP Physics 1Expectations, Syllabus, and Unit Outlines

S.H.M. for short. Sometimes it’s just the motion graph that wiggles in a predictable way, other times it is the physical thing itself that makes waves. But, like most of physics, if you look deep enough, you can see ALL wave motion is caused by a simple underlying principle related to “springiness”.

Figure 1: Do you see how these principles are essentially the first 3 units?

Unit 2: Oscillations & Waves3.B.3 Restoring Force/SHM6.A.1 Transverse vs. Long.6.A.2 Medium required for physical6.A.3 Amplitude6.A.4 Intensity proportional to A^2/ E proportional to Amplitude6.B.1 Period, T6.B.2 v=fxlambda

6.B.3 A cos (wt) Physics 2 Skill**6.B.4 Traveling Waves6.B.5 Doppler

6.C.1 Superposition Physics 2 Skills** Cursory Treatment6.C.2 Diffraction6.C.3 Interference6.C.4 Refraction

6.D.1 Wave Pulse/Interference6.D.2 A1+A26.D.3 Standing Waves6.D.4 Boundaries/ Guitar Strings6.D.5 FFT/Beats Practical Sound Color

6.E.1 Light Absorbed, Transmitted, Absorbed6.E.2 Reflection Law6.E.3 Snell’s Law Physics 2** Topical Only

The ideas covered in this unit are laid out in gory detail in Topic 4 on a document calledThe” IB Subject Guide”. (pp.56-59 in the subject guide .pdf)). Use the link below to go to that document on my webpage. http://www.asd20.org/Schools/rhs/Teachers/John_MacFarlane/Pages/IB_Physics_SL.aspx

AP Physics 1Expectations, Syllabus, and Unit Outlines

If you are wondering, “What do I need to know to be successful?”, the details are there. The IB Subject Guide is useful regardless of being in IB Physics. This unit is a combination of many different text chapters. Each textbook is different, but there are usually a few chapters dedicated to sound, waves & oscillations, and physical waves. Use those key words to find the chapters in your book.

This unit has 3 main goals or “learning targets”. A very successful student will, in a big picture sense, know how or be able to do everything involved with understanding these 3 things.

Learning Target/Big Idea

Students will learn to the basic causes, characteristics, and models of Simple Harmonic Motion.

Students will learn the properties and behaviors of all physical waves.

Students will apply their knowledge of oscillations and waves to the properties of sound and light.

Class Topic Class Activity Reading HomeworkNewton’s Laws Demo: Tablecloth Ch.4 Hewitt Rev. Q 1-20 Of Motion Notes: Review (pg.43-57) PlugChug1-5

W.A.#7SHM Mini-Mythbusters

Activity: Data & Present

SHM & Flash Animation Demo Ch.25 Hewitt RQ 1-14Describing Waves - “Wave on a String” pg371-387 PlugChug1-5-X0,T,f, - “Springs & Masses”

www.phet.colorado.eduNotes: SHM

Practicing & Shake it Like a Salt Shaker Ch.11 Home Notes W.A.#6Physical Waves Demo Springs Activity pg.286-298

Discuss FindingsNotes: Physical Waves

Hooke’s Law Hooke’s Law Lab Ch. 18 Hewitt(Elasticity) Data Collection pg.263-266

V=f Quiz: SHM and Physical WavesWave Graphs “Sand Pendulum” Activity

Discussion De-Brief Labs/ W.A. Questions W.A.#7

AP Physics 1Expectations, Syllabus, and Unit Outlines

Energy & SHM Demos/Notes: Wave EnergyE-U=K.E. EM Spectrum/ IA2

Resonance Standing Waves Demos: Stringin’ ItTacoma Narrows Video YouTubeMythBusters: “Earthquake Machine”

Wave Characteristics PhET Demo- Wave Types Ch.11 pg.299-315Sound Waves/Light Waves*Superposition- PhET Demos/Demo Spring*Reflection/Refraction Laser/Fish Tank Demos

*PhET- “Huygen’s Principle”*Diffraction www.sciencejoywagon.com/physicszone/lesson*Interference Light & Sound Path Lengths

Sound & Live Music Ch.12 Home Notes W.A.#8FFT Harmonics on the Oscilloscope pg.322-345

Notes: Sound “Waves”SHM Lab Full Design Lab (D, DCP, CE, MS)

Review & Wrap-Up Test: Unit 2 Take and GradeUnit 2 VocabularyNewton’s Laws of Motion Hooke’s Law Wave SpeedSimple Harmonic Motion Force PendulumPeriod Mass NodesFrequency (,f) Standing Wave SuperpositionWavelength Harmonic Driving FrequencyOscillation Resonance EM SpectrumAmplitude Spring Constant, k IntensityReflection Refraction DiffractionInterference Elastic Potential Energy(EPE) Kinetic Energy (KE)

Unit 3 Outline- Conservation Laws Part I:Newton’s Laws & Momentum

1.A.1 A System is an Object or Collection of Objects.1.C.1,2,3 Newton’s Laws1.E.1 Mass=DensityxVolume3.A.2-4 Newton’s Laws3.B.All Newton’s 2nd Law Equations3.C.2,4 Types of Forces** Add Bouyant3.D.1-2 Momentum-Impulse Theorem3.E.1 Conservation of Mechanical Energy4.A.3 F=ma from c.o.m.4.B.1-2 Ft=mv

AP Physics 1Expectations, Syllabus, and Unit Outlines

This unit addresses Topics 2.2 (Mechanics) and 2.4 (uniform circular motion) along with 1.3 (Vectors) on the IB Physics SL Subject Guide. To view the subject guide, please follow this link and scroll to page 54:

www.asd20.org/Schools/rhs/Teachers/John_MacFarlane

Learning Target: (The Big Idea)

Understand the relationship between Inertia, Forces, and Changes in motion in the context of Newton’s Three Laws of Motion.

By the conclusion of this unit students will know and/or be able to:

Define Newton’s Three Laws of Motion precisely and apply them to physical situations involving motion.

o Recognize that motion is defined relative to a chosen frame of reference.o Communicate understanding that changes in motion are caused by net or

unbalanced forces.o Distinguish between the concepts of inertia and force.o Use spring scales, force sensors, and accelerometers to measure the

accelerations and forces involved with motion changes.

Apply the mathematical form of Newton’s Second Law, F=ma, to situations involving forces, masses and accelerations.

o Recognize a vector & understand that force is a vector related to the projection of shadows upon a Cartesian (x, y) axis.

o Represent all forces as vectors on free-body diagrams.o Understand the fundamental causes of the four most common forces and

recall their behaviors in simplified situations (weight, normal force, tension, and friction.)

o Use sine, cosine & tangent to solve for angles & vector components of forces in 2D.

o Construct free-body diagrams, force tables, and summation of force equations to solve a variety of problems involving force, mass, and acceleration.

Understand that Newton’s 2nd and 3rd Laws give rise to conservation of momentum in an isolated system.

o Experimentally determine the factors affecting the frictional force between surfaces.

o Use computer based data analysis software and force sensors to gather data.

o Analyze a student created graph of data and a line of best fit on MS Excel to derive a known quantity.

o Use the physics lab conclusion and evaluation guidelines to create a lab write-up that communicates understanding of the lab objectives.

o Use a peer-review process to evaluate the lab conclusions and evaluation.

Understand that momentum is a quantity of motion that is conserved for isolated collisions between two objects.

o Recognize that momentum is the product of mass and velocity.o Apply the equations for momentum and impulse to physical situationso Use the momentum-impulse theorem (Ft=mv) to calculate the average

forces involved in collisions.

AP Physics 1Expectations, Syllabus, and Unit Outlines

o Recall the derivation of conservation of momentum from Newton’s Laws of Motion.

o Use the area under a force vs. time graph to find the impulse exerted on an object.

o Apply momentum and impulse concepts to high-speed photographs of collisions.

o Apply the law of conservation of momentum to collisions in one dimension.o Classify collisions as perfectly elastic or inelastic by % of kinetic energy

conserved.o Use the concepts of momentum and impulse to design, create, test, and

analyze an egg protection device.o Understand that applied science has used momentum and impulse

concepts to improve safety devices.

Monitor progress with respect to the learning targets and objectives through formative assessments and pre and post-unit analysis.

o Graph an instantaneous percentage grade in the class and identify the reasons for an increase or decrease from the previous grade.

o Use a learning journal every day in class to record and reflect on new information.

o Reflect upon the unit objectives and self-assess current understanding each week.

o Write down and share at least one conceptual change that happened during the unit.

o Communicate at least one way to improve future units for increased success.

o Compare pre and post assessments regarding vocabulary contained in the unit.

o Organize information and create connections between concepts by making concept maps/semantic maps before the unit summative assessment.

Class Topic Activities/Demos Reading HomeworkExisting Schema NSTA Science “Probes” [Hewitt Ch.2 W.A. #9:Inertia & Galileo’s Tablecloth Demo Exercises 1-14] Newt. Laws1st Idea Zero-G Flight Footage

“Eureka!: Inertia, Mass”

Newton’s 2nd Law Activity: Sphere Whacking [Hewitt Ch.4-6] Wrap-Up ActivityNotes: Setting Up F=ma (5 Fs of Forces)F.B.D. & Inertia Worksheets“Eureka!: Acceleration”

F=ma in x & y Shadow Projections W.A.#10:“Egyptian Slave Story”: Right Triangle Trig. 2D F=maExamples/Notes: F.B.D. in 2DGuided Practice: W.A. #9 Whiteboard Share Quiz-Study!

AP Physics 1Expectations, Syllabus, and Unit Outlines

HW Questions/ More Practice & ExamplesExamples 2D Vectors W.S.

W.A. Quiz: Newton I & II, F=ma Intro: Lab Demo/Introduce Lab: Atwood’s Machine

Begin Lab Data Collection

FinishLab Excel Graph of a vs. m/m Lab Due: __& Review Debrief Lab

Review

Mini-Test & ½ Test: Newton’s Laws in 2DWA#11:p

Newton’s 3rd Newton’s Cradle“The Love Boat” Video ClipNewton’s 3rd Law W.S.

Mom. & Imp. Revisit Newton’s Cradle [Notes Ch.7Notes: Derive p=0 Rev. Qs 1-10]Video: IIHS Crashes

Ft=mv Notes: Momentum, Collisions, & ImpulseW.A.#12:p

& Area Vid.:“Hidden by Time”Guided Practice: Momentum & Impulse

Types of Collisions Cart Track Activity: Bouncing& %K.E. lost Discuss Activity & Findings

Notes: Types of Collisions

Assessment ½ Test: Basics of Impulse/Mom.Egg Project Intro. Project Brainstorming/Videos

Go Over Guidelines & In Class Concept Mapping

Refining Building/R&DReview Sheet

TBA *****Project Testing*****

Summative Assessment: Egg Smash Analysis/ Conclusion & Eval.

VocabularyInertia Impulse MagnitudeFree-Body Diagram Frame of Reference Force TableAction-Reaction Pairs Tension FrictionWeight Normal Force ScalarMass Summation, DirectionForce Collision Theta

AP Physics 1Expectations, Syllabus, and Unit Outlines

Net/Unbalanced Elastic ExplosionEquilibrium Inelastic “r2-value”Centripetal Kinetic Energy CausalityMomentum Free-Body Diagram Error barsGradient Vector Efficiency

Unit 4 Outline- Conservation Laws Part II:Work, Energy, & Power

4.C.1-2 Delta KE=Work5.A.1 System Definitions5.A.2 Open vs. Closed Systems5.A.3 Work non-con.5.A.4 Constraints on systems5.D.1 Conservation of linear momentum5.D.2 Elastic/Inelastic and %KE Conserved5.B.1 KE/GPE5.B.5 Work=Fext x Delta X

This unit addresses Topics 2.3 (Energy) on the IB Physics SL Subject Guide. To view the subject guide, please follow this link and scroll to page 54: www.asd20.org/Schools/rhs/Teachers/John_MacFarlane/Pages/IB_Physics_SL

Unit 4 Learning Targets:

Understand the concepts of work, energy, & power in mechanical systems.Apply the principle of conservation of energy to ideal mechanical systems.

Day 1o Define the terms work and energy and relate them to

“nature’s currency($)”.o Relate changes in energy to forces doing work through

distances. (W=F●x)o Know that work is a scalar quantity & is related to a system’s

energy change.o Understand that + Work is adding energy to a system (like a

deposit of $) and – Work is transfer out (like a withdrawal of $ from an account).

Days 2 & 3o Define mechanical energy as the sum of potential and kinetic

energies.o Apply the equations of state for work and energy to solve

problems.o Compare potential (G.P.E.=mgh & E.P.E.=1/2kx2) & kinetic

(K.E.=1/2mv2).

AP Physics 1Expectations, Syllabus, and Unit Outlines

o Know that potential energy has two basic mechanical forms, elastic & gravitational, but all potential energies are related to an object’s position.

o Apply the work-kinetic energy theorem to problems (Net Work, W=K.E.)

Day 4o Understand mechanical energy, E, is conserved in ideal

systems. (Ei=Ef)Day 5o Distinguish between conservative and non-conservative

forces in relation to the energy changes of a system.o Understand that when mechanical energy is not conserved,

energy is usually transferred to another system in another form, usually heat. (Ei+Wnc=Ef)

o Define a closed and open system.o Know that mass-energy is conserved in a closed system and it

is the change in energy of a system that is important.Day 6o Analyze mechanical systems (“Rube Goldberg Devices”,

Simple Machines) designed to achieve a simple task. by using a concept map/flow chart to analyze a complex system of energy transfers where the study of individual forces is too complicated or irrelevant.

Unit Vocab/IdeasWork, W (J) Net Work=K.E Non-Con. Force, Fext.(N)Mech.E, E* (J) Kinetic Energy, K.E. Cons. of Mech. E, Ei=EfPower, P (W) Efficiency, e (%) Elastic P.E., E.P.E. (J)Closed System Grav.Pot. Energy, G.P.E.Work “Non-con.”, Wn.c.

[ Day ]: Topic Class Activities [Reading]Homework

[1]: Work & Donut Thinking Maps [Study Guide]W.A#13:Work

Energy Defined Eureka Episodes 8-10 [Ch.8 Hewitt pg.119 R.Q.1-6]

[2]: W, K.E., G.P.E. Demo: Doing Work with Wood & Screws& Work-K.E. Theorem Activity: K.E. of Toys

Debrief & ClarifyNotes #1: W=K.E.

[3]: Mechanical Energy “7-Ideas . . . “ Ch.4 Packet & Quest. 1-10Guided Practice W.A.#13Progress Monitoring #1: Self-Assess Learning

Target 1Guided Practice & Hot Seat Problem Presentations

AP Physics 1Expectations, Syllabus, and Unit Outlines

[4]: Conservation Law #2: Demo: Cups of Water Study GuideW.A#14:Ei=Ef

Mechanical Energy & Example Problems Online TutorialsEi=Ef Guided Practice & Hot Seat Problems

PhET Activity: Skater/SpringBasketball Kinesthetic Activity

[5] Is Energy Always Video: ESPN Sports Figures Tony HawkW.A#15:Wnc

Conserved? Wn.c. & Heat Quiz #1: Work-Kinetic Energy TheoremDemo: Pendulum of DoomNotes #2: Non-Conservative Forces & ExamplesSample Problems & Guided Practice

[6] Simple NASA Videos & JFK Rice Speech Study GuideRube Goldberg Rube Goldberg Devices & Energy (Sankey) Diagrams

[7] Wrap-Up Review Sheet & Concept Mapping

Unit 4 Test: Conservation Laws II

Unit 5: “All About Energy” (Power Production & Thermal Physics)

Learning Targets (“Big Ideas”):

Students will be able to relate the concepts of power and energy via time.

Students will be able to distinguish between the concepts of heat & temperature.

Students will be able to relate mechanical energies (GPE, EPE, KE) to changes in energies on the atomic level.

Students will be able to analyze systems/machines (simple machines or energy production) via work, energy, and power concepts. (Some from Unit 4)

1.A.5 Atomic & Molecular substructures determine a systems properties 1.E.3 Thermal Conductivity 4.C.3 Q=mcT 5.B.2 Internal KE and Temp 5.B.3 Latent Heat (P.E. Microscopic) 5.B.4 Internal Energy=KE+PE 5.B.5 Work=PV Piston Compressing

o 5.B.6 Q=mCdelta T AP Physics 2 Concepts **o 7.A.1 Pressure=Force/Areao 7.A.2 Boltzmans 3/2kt=KE avg.

AP Physics 1Expectations, Syllabus, and Unit Outlines

o 7.A.3 PV=NkTo 7.B.1 Thermal Equilibrium (Dice Game) Maxwell’s Demon Entropyo 7.B.2 2nd Law of Thermo. Delta S>0 (Closed systems)

This unit addresses Topic 4 (Thermal Physics), Topics 2.3 (Power), and 8.1-4 (Global Energy Sources) on the IB Physics SL Subject Guide. To view the subject guide, please follow this link and scroll to page 54: www.asd20.org/Schools/rhs/Teachers/John_MacFarlane/Pages/IB_Physics_SL

Work (J) Intensity (W/m^2) Kinetic-Molec. TheoryPower, P (W) Efficiency, eff. (%) Photovoltaic CellWind Turbine Rube Goldberg Device Specific Heat CapacityLatent Heat Heat, Q TemperatureAbsolute Temp. Scale Cross-Sectional Area Absorption SpectrumInsolation Energy Density Emissivity, eStefan-Boltzman Law Thermal Conductivity ModeratorControl Rods Generator CalorimetryFossil Fuels “Non-renewable” Greenhouse GasesConduction Convection RadiationLaws of ThermoD. Thermal Equilibrium Internal Energy

Day 1: Setting the Stage: Power and Energy, Another Looko Students develop their own definitions of Powero Relate Power to Work and Energyo Define power as rate of change of energy & its various

representations.(P=W/t, E/t, F●v)

Day 2: Apply principles of Power to Machineso Measure the horsepower of a human being and relate it to other

machines.o Compare and contrast power and work in context of a simple

machine.

Day 3: Another look at Work/ Where does the “missing” kinetic energy go?o Review that macroscopic K.E. can be lost during collisions.o Know the 3 temperature scales (KFC) and convert between them.o Define Temperature, Heat and Internal Energy

Days 4-7o Relate the expansion of solids to temperature changes.o Relate heat, Q and temperature changes, T, via specific heat

capacity.o Apply the idea of efficiency to open systems. (e=Wuseful/Wtotal)o Relate the concept of Latent Heat to Internal Chemical Potential

Energy.o Define and apply the 3 methods of heat transfer.

AP Physics 1Expectations, Syllabus, and Unit Outlines

o Design a lab that investigates the power of a hot plate via Heat concepts.

Days 8-9o Understand the Kinetic-Molecular Theory in terms of molecular

movement as it relates to pressure and temperature.o Understand the definition of pressure and apply to simple situations.o Apply the Laws of Thermodynamics to Thermal Equilibrium using

KMT

Day 10-11o Define EM Radiation and Absorption as they relate to a black body.o Apply the concept of resonance to atmospheric absorption spectra.o Know and apply the Stefan-Boltzman Equation in simple cases.o Relate the concept of Intensity to Power and Areao Construct a turbine applying principles of physics to achieve

maximum power output under constant conditions.

Days 12-13o Know the basics of 6 methods of large-scale energy production

around the world: Fossil Fuel(Coal & Natural Gas),Hydro,Nuclear,Wind,Solar, Wave.

o Outline the role of water and turbines in “power production”.o Distinguish between renewable and non-renewable technologies.o Know the term energy density as it relates to fuels.o Understand the role of moderators and the control rods in a nuclear

reactor.o Discuss the Pros./Cons. of each method of energy production.

Class Topic Class Activities HomeworkProblem Set

[1] Power & Burning Cup Demo & Write {5 Power Equations,WebAss. #1

“Missing” K.E. Power Donut Maps 3 W.A. Probs.}Hewitt Books: Ch.8 pp.103-105,111-118 R.Q.5-9, 13-

18TE9,10Notes: Power BasicsClassroom 121 Lesson 16, Eureka!#9 & Eureka#28Human Body Power Activity Part I: Wrist CurlsWrap-Up and Set Stage: Questioning Journals

[2]Applying Power Warm-up: Power Example{3 Temp. Scales (KFC)}Human Body Power Activity Part II: StairsDe-Brief: Graphs of Human Power Output & Dyno CurvesActivity: Pulleys & “Easier”Debrief Pulley Activity Synthesis ParagraphHot & Cold Touch- Leads into Power transfer of Heat!

AP Physics 1Expectations, Syllabus, and Unit Outlines

[3]Intro. Heat, Temp. Demo: Slow Cup Boil & Write {Q=mcT,WebAssign#2

& Measurement NSTA Science ProbesWhat is Heat and Temperature?Hewitt Ch. 21 RQ 1-15Refine Definitions in Pods{“What is Heat? Temp.? Use the physics you’ve already learned.”}

[4]Thermal Equil., Notes: Temp. Scales & Expansion {Ch.13-14 Reading Guide}Heat Flow, Q=mcT Notes: K.E. Example, What is Heat? Internal Energy?

Specific Heat Capacity Activity:Finding Cp of a substance via method of mixtures.

[5] Phase Change & Notes: Phase Change as P.E.Latent Heat Q=mL, Julius Sumner Miller VideoGuided Practice Demo: Boiling Ice Graph

Examples: Phase Changes and EnergyGuided Practice W.S./Group Work

[6] Quiz & Quiz: Heat & Temperature WebAssign #3Heat Transfer Grade quiz in ClassMethods Demo: Boiling Icewater & I.R. Goggles, Ball and Ring

Notes: Conduction, Convection, & Radiation Aussie Thermos Guy VideoHomework Questions Presenters/Hot Seat{Design a lab that investigates the Power of a Hot

Plate.}

[7] Lab & WebAssign #3: Presenters {Finish Lab}Efficiency Hot Plate Lab: D, DCP, CE

De-Brief Lab/Exemplars??Efficiency Discussion

[8] Quiz; Quiz: Heat Transfer, Latent Heat, & Internal EnergyKin.-Molec.Theory Demo: Regelation on Ice (Doing work on molecules)Ideal Gas Law, Demo: Can Crush/PhET K.E.-Molecular Theory& K.E.=3/2kT Activity: Living Molecules {3/2kT}

[9] KMT, Pressure Notes: K.E.=3/2kT, Ideal Gas Law, PressureLaws of ThermoD. Tire Pressure Activity: How Heavy is my bike?& Poker Activity: “Maxwell’s Demon” & Refrigerators

Demo: Thermocouple (Video) {Stefan-Boltzman Law}

AP Physics 1Expectations, Syllabus, and Unit Outlines

[10] Radiation, Abs., Notes: The Earth’s Atmosphere & SpectraWebAssign #4

Greenhouse Effect, Stefan-Boltzman Law Demo: Cylinders&“Black Bodies” Authentic Literacy: Climate Change Data & NASA Visualizer

Introduce: Group Presentations on Power Production

Fossil Fuel Plant (Coal, Natural Gas) Solar CellsHydroelectric WavesWind Turbines Nuclear

[11] Intensity Notes: Power and IntensityExamples: Conduction, Sound, Turbines, Solar Cells,

SunlightEarthActivity: Make Your Own Turbine Competition!

[12] Energy Sources Presentations & Discussion*Wrap-up {Vote for best method, outline why}

[13]Concepts Map Review Sheets/Practice Test

Unit 5 Test: “All About Energy”

Unit 6: Electricity & Magnetism

1.B.1-3 Fundamentals of Charge1.E.2 Resistivity2.A.1 E-Fields

2.A.2 Electric Potential Physics 2**2.C.1 F=qE2.C.2 E-Field of Shapes2.C.3 Spheres of Charge2.C.4 Dipoles2.C.5 Capacitors Basics2.D.1 Mag Force qvB2.D.2 Mag Field Wire2.D.3 Dipole Torque2.D.4 Permanent Magnets2.E.1-3 V=-Ed

3.C.1,2,4 Coulomb’s Force (Qualitative)

AP Physics 1Expectations, Syllabus, and Unit Outlines

3.C.3 B-Fields 3.G.2 Fundamental Forces

4.E.1,2 Faraday’s Law & B-Fields on Magnets 4.E.3 2 Types of Charges4.E.4 Comparing Capacitors and Resistors4.E.5 Series/Parallel Resistors and Power

5.B.9 Loop/Junction Rules (Basics-RIVIR)5.C.3 Kirchoff’s Basic Rules5.C.1 Conservation of Charge5.C.2 Circuits with CapsAnalyze the energy usage and power of household electrical items and identify the main factors contributing to household energy consumption.

This unit will cover all of Topic 5: Electric Current and Topic 6.2: Electric Fields on the IB Syllabus Details and 6.3 “Magnetic Fields” on the IB Syllabus Details.

Class Topic Class Activity Reading HomeworkCharge/Electrostatics Charge Demos 16.1-9

Webassign #7E-Fields/ W=qV PhET Animations Ch.32 (Hewitt)

Coulomb’s Law Examples & Packets 17-18 Ch.33&34 (Hewitt)Inverse Square Laws “Mech. Univ.: Forces & Fields”

Ohm’s Law, P=iV “Mech. Universe”: DC Circuits WebAssign #8V=iR/Circuits Lab: Ohm’s Law (DCP,CE)

18.1-4

Homework Questions Student Examples

Ohm’s Law Finish Labs

DC Circuits Notes on Circuits 18.6,19.1-2

Kirchoff’s Rules Examples 19.3-4

Circuits Practice Batteries and Bulbs

Electric Potential Notes/PhET Demos 17.1-2 W.A. #3Work on Charges Examples/M.U. Video

Mapping Electric Fields E-Field Mapping Lab 17.3-17.5Charge Topology

De-Brief Labs Show Clay Sculptures

Circuit Diagrams Notes/Quiz: Potential/V=iR

AP Physics 1Expectations, Syllabus, and Unit Outlines

Wrap-Up Review for Test

Magnetic Fields PowerPoint Notes 20.1-3Magnetic Force/FBI Gun Notes and Demos 20.4-7 Packet Questions

Circular Motion of B Field Explore Magnets

Flux Battery MotorsReview

Unit 6 Test: E&M

Orbits and Rotational Dynamics

2.B.1 Universal Grav. Law2.B.2 F=mg3.C.1 Gravity Fields3.F.1-3 Torque4.D.1 Rotational Kinematics4.D.3 T=Ialpha equivalent of F=ma5.E.1 Conservation of Angular Momentum Delta L/Delta t=Torque5.E.2 Angular Momentum and Rotational Inertia

By the end of this unit, students should know and be able to:

Observe that a centripetal force, directed toward the center, is necessary for objects to move in a circle.

Define and apply centripetal acceleration and centripetal force to real situations and textbook problems.

Understand that angular velocity, acceleration, and displacement describe a specific type of motion called uniform circular motion.

Appropriately use the four rotational kinematic equations to solve various circular motion problems.

Convert between rotational and linear variables to describe motion. Use Newton’s Law of Universal Gravitation and Kepler’s Laws of Planetary

Motion to analyze and predict the nearly circular motion of the planets. Compute information related to satellite motion using NASA’s J-Track 3D. Discuss and analyze the Copernican Revolution as an example of a scientific

revolution and worldwide paradigm change. Know that torque is the rotational equivalent of force and moment of inertia is the

rotational equivalent of mass. Define and apply the equations for torque and rotational inertia to different

rotating objects in and out of the classroom. Apply torque and the second law of equilibrium (“statics”) to the physical world

and textbook problems. Know that for rotating objects, angular momentum is conserved in collisions.

AP Physics 1Expectations, Syllabus, and Unit Outlines

Use Newton’s 2nd Law in angular form to find the change in angular momentum of a rotating object.

Describe through writing at least one conceptual change during the unit.

Science Standards: 1A,2B,5A,6AMath Standards: 1D,2ALL,3A,3B,4A,4D,5A,5C,5D,6A,6C,7A,7B,7FReading and Writing: 1A,2B,3A,3B,3C,4B,4C,4D

This unit covers all of Topic 6.1 “Gravitational Fields” on the IB Physics SL Syllabus.

Class Topic Activity/Lab Reading AssignmentGravity Fields I “Blind” Coke Cans 5.6-5.7-Engage, Explore Focused QuestionsF=GmM/r^2

Gravity Fields II Surface “g” & 5.8-5.9 WebAssign #__-Elaborate G-Field NotesFinish Coke Cans Use Equations to Fix Order

Using justification

W.A. Guided Practice Apply to W.A. ProblemsSatellite Motion Online Animations/Auth. Lit.: Space Junk

Circular Orbits WebAssign ExtensionsKepler’s Laws Satellite Question W.S.Wrap-Up/Assess Quiz: G-Fields

Centripetal Accel./Force F=mv2/r Lab Ch.8 p.144 Complete Lab

*Kinematic Equations Yellow Helicopter SF 7.1-7.2 [WebAssign #21,3,5,7-10,15-

21]

Angular/Linear Conv. Blurry Bike Wheel pp.131-134

Homework Checkpoint W.A. Questions

Newton’s Law: Gmm/r2 Gravity Web Quest Ch.9 1st 1/2 Finish W.Q.

Satellite Motion NASA J-Track 3D pp.194-198 [WebAssign #3

31,35-38]

*Kepler’s Laws COSMOS Episode 3: “Harmony of the Worlds” p.199

AP Physics 1Expectations, Syllabus, and Unit Outlines

Chapter 2: “7 Ideas That Shook the Universe” Reading ?“Scientific Revolutions” Class Discussion Journaling

Discussion W.A. Questions Reaction Paper

Quiz: Orbits & Circular Motion

Torque Meter Stick Act. pp.134-144 [WebAssign#4#4 1,3,5,11-17]

Moment of Inertia Rolling Disc/Hoop Demo

*Statics Lab: Finding M.O.I.

Continue Lab W.A. Questions

Angular Momentum Bike Wheel Demos p.150

Formal Review Review Sheet Study!!

Unit 7 Test: Orbits and Rotational Dynamics smile & relax

Unit 8: Radiation (Atomic & Nuclear) OutlineThis unit will cover all of Topic 7 on the IB Physics SL Syllabus Details. The Subject Guide for IB Physics SL can be found by using the link below. http://teachersites.schoolworld.com/webpages/JMacFarlane/files/Physics%20Subject%20Guide%2020091.pdf Page 65, (Topic 7 in the “Core” material) is where a complete outline of syllabus details may be found for the unit.

1.C.4 E=mc^2 Basics

Physics 2**1.A.2-4 Orbitals and Energy levels1.D.1 Wavicles1.D.2 Particle Waves1.D.3 Relativity of Time/Length3.G.3 Strong Force 4.C.4 E=mc^2 5.B.8 E=hf5.B.11 E=mc^25.G.1 Nucleon Conservation

AP Physics 2 ** Cursory Mentions6.E.4 Mirrors/Shadows6.E.5 Ray Diagrams and Simple Lenses (OLD Optics Units)6.F.1 EM Spectrum6.F.2 Light Waves c=f lambda

AP Physics 1Expectations, Syllabus, and Unit Outlines

6.F.3 E=hf6.F.4 Light Models6.G.1-2 Waves vs. Particles7.C.1 Wave Functions7.C.2 De Broglie (Mechanical universe on atomic models)7.C.4 Spectral Lines/Atomic Energy Level Jumps (Quantum meets classical) Bohr Model Development7.C.3 Probability of Decay (Alternate definition of Half Life) Alpha Decay Models

Science Practice #6 (Theories) and #1 (Use Models)

Major Learning Targets:Describe different atomic models, discussing evidence for and against them, along with the limitations of each.Describe various nuclear processes via nuclear reactions and discuss the properties of the associated radiation.Solve equations using information about nuclear reactions and mass defect.

Class Topic Class Act./Demo Reading WebAssignAtomic Models PhET Animations G27.8-11 W.A. #4A& Evidence (7.1) -“Models of H Atom” G28.1-3, H32

-“Rutherford Scattering”Mechanical Universe Video Series “Models of the Atom”-Classical (Dalton, Democritus)-Plum Pudding (J.J. Thompson)-Solar System (Rutherford, Geiger, Marsden)-Bohr/Quantized (Bohr)-Electron Cloud (http://en.wikipedia.org/wiki/Solvay_Conference)

Each model’s main idea and limitations will be discussed briefly. A deep reading activity will be done from textbook on Atomic Models. (See Reading Column above) Students will also complete an interactive mini-lecture online about atomic spectra.http://www.colorado.edu/physics/2000/quantumzone/index.html

For the spectral lines of each element, use this link: http://chemistry.bd.psu.edu/jircitano/periodic4.html

The Nucleus PhET Animations G30 & Apndx.F, H33& Nucleons -“Alpha Decay”

-Study Guide

Nuclear Decay & Simulation ActivityHalf-Life Notes on Half-Life & Reactions

Lab: Half-Life Lab: (DCP,CE) “Half-life of Root Beer Foam”

AP Physics 1Expectations, Syllabus, and Unit Outlines

Nuclear Reactions PhET “Alpha Decay” Nuclear Reactions Webquest

Dice Simulations Model of Atoms WorksheetRadioactivity Activities Guide

Nuclear Processes Begin Formative Assessment **1 Article on Japan Radiation**

PhET “Beta Decay”/“Nuclear Fission”Fission, Fusion, & Artificial TransmutationDemonstrations: Geiger Counter & Samples

Radiation ,Dose Video: Discovery Ed. “Radioisotopes at Work”W.A. #4B

& Biological Effects Radiation Demonstrations & Bananas!!

Nuclear Instability Discussion on Nuclear ForcesSummative Quiz: Atomic Models/Half-Life

Mass Defect & E=mc^2 Examples All Study Binding Energy Nuclear Reactions Practice Guides & Worksheets

Practice Day Formative Assessment & Practice Problems