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Course Title: 

AP Physics 1: Algebra based

Course Description:

This is a college-level elective laboratory course designed specifically for eligible Gifted Learning Links students. The primary course topics are Kinematics, Dynamics, Circular motion and Gravity, Energy, Momentum, Rotational Motion, Electric Charge and Simple DC Circuits, and Waves, Simple Harmonic Motion, and Sound. Stressed are the visualization of physical principles and their practical application through complex problem solving, student-centered laboratory investigations and learning projects.

Students have a wide range of interests they would like to address during high school in order to be best prepared for life after graduation.  Almost all will go to college, and many wish to pursue careers in medicine, business, and other non-technical (i.e. non-science and engineering) majors.  AP Physics 1 is a non-calculus physics course that can earn students college credit if they receive high scores on the AP exam, and it also is meant to prepare them for the SAT II physics exam as well as the physics section of the MCAT exam (medical school entrance exam).  This is a class appropriate for those students who have some prior physics experience, have taken Algebra II, and are interested in non-technical science majors in college (such as medicine).

This course is an individually-paced course. That is, students work through the course material at their own pace, with the intention of completing the course at or before the end of the allotted time.  Online collaboration between students is encouraged and is facilitated through forums on the Discussion Board. Assignments and graded work will be submitted online, and feedback on this work will be sent to students online as well, primarily through email and the course website.

AP Physics 1 is organized around 6 big ideas that bring together the fundamental science principles and theories of general physics.  These big ideas are intended to encourage students to think about physics concepts as interconnected pieces of a puzzle.  The solution to the puzzle is how the real world works.  The students will participate in inquiry-based explorations of these topics to gain a more conceptual understanding of these physics concepts.  Students will spend less of their time in traditional formula-based learning and more of their effort will be directed to developing critical thinking and reasoning skills.

Outcomes:  Upon successful completion of this course, students will:

Big Ideas for AP Physics 1

1. Objects and systems have properties such as mass and charge.  Systems may have internal structure.

2. Fields existing in space can be used to explain interactions.

3. The interactions of an object with other objects can be described by forces.

4. Interactions between systems can result in changes in those systems.

5. Changes that occur as a result of interactions are constrained by conservation laws.

6. Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serves as a mathematical model for the description of other phenomena.

Resources and Materials:

a. College Physics – Eleventh edition

Serway & Vuille –Cengage Learning 2015

ISBN: 1-305-95230-8

a. Scientific calculator

b. Lab notebook (you may submit digital labs)

c. Timing device (check if you have a stopwatch on cell phone)

d. Measurement device (meter stick, yardstick, tape measure)

Student/Teacher Interaction:

Students and instructors will communicate primarily via messaging within our learning management system, Schoology.

Student Evaluation and Grading Policies for credit-bearing courses:

Honors, Honors Electives, and AP® students will receive a final narrative evaluation and a letter grade for each semester. Honors and AP® students in two-semester courses will also receive a narrative evaluation and grade at the end of the first semester.

● CTD Grading scale

A+    97-100	B+    87-89	C+    77-79	D+    67-69	F Below 60
A     93-96	B      83-86	C      73-76	D      63-66
A-    90-92	B-     80-82	C-    70-72	D-     60-62

● Breakdown of final grade:

○ Tests and Quizzes 25%

○ Problem Sets 25%

○ Labs 20%

○ Forum posts 10%

○ Final exams 20%

● In order to ensure an appropriate exchange of feedback, students may submit no more than 4 assignments per day.

● Students can access grades and track course progress using the Schoology Grades tool. Parents may request access to Schoology in order to monitor their student’s progress.

Academic and Performance Expectations:

Gifted LearningLinks courses are intended for highly motivated, independent learners.

● While instructors initiate contact with students, it is each student’s responsibility to contact the instructor with questions and concerns.

● While online programming provides students with the flexibility to schedule study time around their other academic and personal commitments, GLL students must be able to:

○ Devote the appropriate amount of time per week to study for their courses. Students should plan to spend 5-7 hours per week for timely completion.

○ Plan ahead and meet all assignment and test deadlines as set out in the course syllabus.

● Unless prior arrangements have been made with the instructor, students are expected to follow the course syllabus and meet all course requirements outlined therein.

● Students will work independently, guided by an instructor providing rigorous coursework, and personalized feedback. Instructors will not conduct regularly scheduled lectures.

Performance issues will be resolved in the following ways:

● Instructor and student will confer

● Instructor will contact the parent(s)/guardian(s)

● Gifted LearningLinks staff will arrange a conference with the student, parent(s)/guardian(s) and instructor.

Chronic performance problems unresolved by the above measures may warrant dismissal from the program. Students dismissed for disciplinary reasons are recorded as dismissed from the course, and do not receive credit, are not provided with an evaluation, and the course will not be added to a transcript. Any requests for credit or a modified evaluation may be considered on a case by case basis.

Intellectual Ownership, Academic Honesty & Netiquette:

The Gifted LearningLinks online course environment is offered as a virtual space where students and professionals may meet, communicate, and collaborate. Participants are expected to behave as they would in a face-to-face classroom, following online rules of etiquette (netiquette). Students are expected to act with honesty and personal integrity in all of their academic work and social interactions. This applies to all academic exercises including assignments, papers, labs, and assessments. See the CTD Web site for specific details: https://www.ctd.northwestern.edu/policies

Topics Covered:

1. Kinematics

Big Idea 3

a. Vectors/Scalars

b. One Dimensional Motion

c. Two Dimensional Motion

1. Dynamics

Big Ideas1, 2, 3, 4

a. Newton’s Laws

b. Forces (types, representation, FBD)

c. Applications of Newton’s 2^nd Law

2. Energy & Momentum

Big Ideas 3, 4, 5

a. Work and Power

b. Energy

c. Conservation of Energy

d. Impulse and momentum

e. Conservation of momentum

f. Elastic and inelastic collisions

3. Rotational Motion

Big Ideas 1,2 3, 4, 5

a. Uniform Circular Motion and the Dynamics of UCM

b. Universal Law of Gravitation

c. Torque

d. Center of Mass

e. Rotational kinematics

f. Rotational energy

g. Angular momentum

h. Conservation of angular momentum

Laboratory Investigations:

Labs are all “hands-on” and placed throughout the instructional year.  Students will spend at least 25% of class time in laboratory investigations.  Labs can be either guided inquiry (GI) or open inquiry (OI).  During guided inquiry labs, the students are given instruction on the operation of lab equipment and guidance in the process of the experiment.  Open inquiry labs are when the students are given an objective and standard materials needed to conduct a lab.  Students are allowed to create their own experimental design and collect data, which can be analyzed through graphical methods.  These inquiry-based investigations have an extra element added to the lab report.  After these labs, each student group must present their results to the class and defend their results.  They will also evaluate one other group’s approach to the problem and offer a critique of their procedures and results.

Students may work in lab groups, but each student must submit a lab report which is turned in, graded and returned. The report must include the following components:

· Statement of the problem

· Hypothesis

· Discussion or outline of how the procedure will be carried out

· Data collected from the experiment

· Data analysis

· Conclusion including error analysis

· Peer review (if included in this lab)

Unit 1 Kinematics

1. Measurement lab (GI):  Students familiarize themselves with methods of taking data and using that data to make multiple motion graphs. (SP: 2, 4, 5; BI: 1, 2, 3)

1. Ball toss (OI): Students determine the initial velocity and maximum height of a ball they threw at an angle.  (SP: 1, 2, 3, 4, 5; BI: 1, 2)

2. The Moving Man: Students use an PhET simulation to analyze the relationship between displacement, velocity, and acceleration.  (SP: 1, 2, 5; BI: 1, 3)

3. Reaction Time (GI): Students figure out a method to determine their own reaction time. (SP: 2, 3, 4, 5; BI: 1, 2, 3)

Unit 2 Dynamics

4. Inclined Planes Forces and Friction (OI): Students determine what effect an incline has on the value of friction and determine coefficients of friction for various objects. (SP: 1, 2, 4, 5, 6; BI: 1, 2, 3)

5. Forces and Motion: Students use a PhET simulation to analyze a combinations of forces and their effect on motion.  (SP: 3, 5, 7; BI: 1, 3)

Unit 3 Rotational Motion

6. Centripetal Force (OI): Students spin an object and calculate the centripetal force experienced by the object based on the velocity.  (SP: 2, 4, 5; BI: 1, 2, 3)

7. Gravity: Students use a PhET simulation to build their own solar system and investigate the effect of gravity on the bodies.  (SP: 1, 3, 5, 6, 7; BI: 1, 2, 3)

Unit 4 Energy

8. Personal Power (GI): Students will calculate their own power output when climbing stairs and compare it to the power used by a light bulb.  (SP: 2, 3, 4, 5, 6; BI: 1, 2, 3, 5)

9. Conservation of Energy: Students will use a PhET simulation to investigate conservation and conversion of energy of a skater.  (SP: 1, 3, 5, 7; BI: 1, 2, 3, 5)

Unit 5 Momentum

10. 2D Collisions: Students will use a PhET simulation to observe and calculate how momentum in conserved in 2D collisions.  (SP: 1, 2, 5, 6, 7; BI: 1, 3, 5)

Unit 6 Simple Harmonic Motion

11. Pendulum (OI): Students will determine the acceleration due to gravity on Earth using a basic pendulum.  (SP: 2, 3, 4, 5, 6, 7; BI: 1, 2, 3)

Unit 7 Torque and Rotational motion

12. Balancing Act:  Students will use a PhET simulation to balance the torques of various systems.  (SP: 1, 2, 3, 5; BI: 1, 2, 4, 5, 6)

13. Torque, Moment of Inertia, and Angular Momentum: Students will use a PhET simulation to discover the relationships between angular acceleration, moment of inertia, angular momentum and torque.  (SP: 1, 2, 5, 6; BI: 1, 2, 3) 

Outside the Classroom Lab Experience:

In addition to labs, students will be required to do one exercise outside of the laboratory experience.  Students may pick one of the following:

1. Students will use a video analysis program to analyze the motion of a toy as it moves in a straight line and a circle.  Students will provide the toy and do their own recording.  They will then present a description of the analysis both quantitatively and qualitatively, including graphs.  Their presentation will be peer critiqued and questioned/debated, and they will answer the questions with supporting evidence. (3.A.1.1, 3.A.1.3, 1.C.1.1)

1. Using an accelerometer app, students will analyze accelerations they experience every day.  They can take the data while moving down the hall between classes, while driving to/from school, on an amusement park ride, or anything else they want (safety first!).  Students will present a description of the motion they experienced (acceleration, velocity, and displacement) both quantitatively and qualitatively, including graphs. Their presentation will be peer critiqued and questioned/debated, and they will answer the questions with supporting evidence. (3.A.1.1, 3.A.1.3, 1.C.1.1)

2. Students will take two pictures – one of an object in translational equilibrium, and one of an object in rotational equilibrium.  The objects 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 questioned/debated, and they will answer the questions with supporting evidence. (3.B.1.3, 3.B.2.1, 3.F.1.1, 3.F.1.2, 3.F.1.5)

Real World Physics Solutions:

In order for students to become scientifically literate citizens, students are required to use their knowledge of physics while looking at real world problems.  Students will do both #1 and #2 and will choose to do either #3 or #4.

1. Students will pick a Hollywood movie and will point out three (or more) instances of bad physics.  They will present this information describing the inaccuracies both qualitatively and quantitatively.

1. Every unit, students will post at least 2 examples of different concepts (from that unit) in the real world.  (Ex:  a car crash demonstrating conservation of linear momentum)

2. Students will research a thrill ride at an amusement park.  They will present information on safety features of the ride, and why they are in place.

3. Students will go to the insurance institute of highway safety website (iihs.org) and 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.

CTD Statement on Third Party Web Sites:

Instructors are required to thoroughly review any third party websites they intend to use in their courses for inappropriate content. However, because web content continuously changes, CTD disclaims any responsibility for any of the content contained on third-party websites used in course materials. If you become aware of anything that may be inappropriate, please notify CTD staff immediately.

 Course Timeline: 

Course Timeline: 

Target Completion Dates
If your start date is:	Sep 1	Sep 15	Sep 30
Semester 1
Intro complete	Sep 8	Sep 21	Oct 7
Unit 1 complete	Oct 6	Oct 18	Oct 31
Unit 2 complete	Nov 3	Nov 14	Nov 26
Unit 3 complete	Dec 1	Dec 13	Dec 21
Unit 4 complete	Dec 22	Dec 31	Jan 9
Semester 1 complete including final exam	Dec 31	Jan 7	Jan 14
Semester 2
Unit 5 complete	Jan 31	Feb 4	Feb10
Unit 6 complete	Feb 28	Mar 4	Mar 7
Unit 7 complete	Mar 28	Apr 3	Apr 5
Semester 2 complete including final exam and Long term assignments	Apr 30	Apr 30	Apr 30