00 Learning Targets and Understandings

AP PHYSICS 1

BIG IDEAS AND LEARNING OBJECTIVES

Unit 1: 1D and 2D KINEMATICS

Multiple representations are key in Unit 1. By studying kinematics, students will learn to represent motion—both constant velocity and constant acceleration—in words, in graphical (1.A and 1.C) and/or mathematical forms (2.A and 2.B),and from different frames of reference. These representations will help students analyze the specific motion of objects and systems while also dispelling some common misconceptions they may have about motion, such as exclusively using negative acceleration to describe an object slowing down. Additionally, students will have the opportunity to think beyond their traditional understanding of mathematics. Instead of merely evaluating equations (2.B), students will use mathematical representations to support their reasoning and gain proficiency using mathematical models to describe physical phenomena.

The student can…

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.C Comparephysicalquantitiesbetweentwoormorescenariosoratdifferenttimesand locations in a single scenario.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim.

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

3.A Create experimental procedures that are appropriate for a given scientific question

Enduring Understandings

The world is made up of objects that are in a constant state of motion. To understand the relationships between objects,students must first understand movement. Unit1 introduces students to the study of motion and serves as a foundation for all of AP Physics 1 by exploring the idea of acceleration and showing students how representations can be used to model and analyze scientific information as it relates to the motion of objects.

Essential Questions

How can the idea of frames of reference allow two people to tell the truth yet have conflicting reports?

How can we estimate the height of a very tall building with only a small rock and a stopwatch?

Why might it seem like you are moving backwards when a car passes you on the highway? Why is the general rule for stopping your car “when you double your speed, you must give yourself four times as much distance to stop”?

UNIT 2: DYNAMICS

Translation between models and representations is key in this unit. Students will continue to use models and representations that will help them further analyze systems, the interactions between systems, and how these interactions result in change. Alongside gaining proficiency in the use of specific force equations, Unit 2 also encourages students to derive new expressions from fundamental principles (2.A) to help them make predictions using functional dependence between variables (2.D). The skills of making claims (3.B) and supporting those claims using evidence (3.C) can be developed throughout the unit by providing students with opportunities such as having them make predictions about the acceleration of a system based on the forces exerted on that system, and then justifying those predictions with appropriate physics principles.

The student can…

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

2.C Compare physical quantities between two or more scenarios or at different times and locations in a single scenario.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim.

1.A Create diagrams, tables, charts, or schematics to represent physical situations

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

Enduring Understandings

In Unit 2, students are introduced to the concept of force, which is an interaction between two objects or systems of objects. Part of the larger study of dynamics, forces provide the context in which students analyze and come to understand a variety of physical phenomena. This understanding is accomplished by revisiting and building upon the models and representations presented in Unit1—specifically through the introduction of the free body diagram. Students will further analyze the effect of forces on systems when they encounter Newton’s second law in rotational form in Unit 5.

Essential Questions

Why do we feel pulled toward Earth but not toward a pencil?

Why is it more difficult to stop a fully loaded dump truck than a small passenger car?

Why is it difficult to walk on ice?

Why will a delivery truck filled with birds sitting on its floor be the same weight as a truck with the same birds flying around inside?

Unit 3: WORK, ENERGY, AND POWER

Describing, creating, and using representations (1.A, and 1.C) will help students grapple with common misconceptions that they may have about energy, such as whether a force does work on an object, even though the object doesn’t move, or whether a single object can “have” potential energy. A thorough understanding of energy will support students’ ability to justify claims with evidence (3.C) about physical situations. This understanding is crucial, as the mathematical models and representations (2.A) used in Unit 3 will spiral throughout the course and appear in subsequent units. As students’ comprehension of energy evolves, students will begin to connect and relate knowledge across scales, concepts, and representations, as well as across disciplines—particularly, physics, chemistry, and biology.

The student can…

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

3.A Create experimental procedures that are appropriate for a given scientific question.

2.C Comparephysicalquantitiesbetweentwoormorescenariosoratdifferenttimesand locations in a single scenario.

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

Enduring Understandings

In Unit 3, students are introduced to the idea of conservation as a foundational principle of physics, along with the concept of work as the primary agent of change for energy. As in earlier units, students will once again utilize both familiar and new models and representations to analyze physical situations, now with force or energy as major components. Students will be encouraged to call upon their knowledge of content and skills in Units 1 and 2 to determine the most appropriate technique for approaching a problem and will be challenged to understand the limiting factors of each technique.

Essential Questions

How much money can you save by charging your cell phone at school instead of at home?

If energy is conserved, why are we running out of it?

Does pushing an object always change its energy?

Why does it seem easier to carry a large box up a ramp rather than up a set of stairs?

Unit 4: MOMENTUM

Inquiry learning and critical thinking and problem-solving skills are best developed when scientific inquiry experiences are designed and implemented with increasing student involvement. In Unit 4, students can be asked to practice collecting data and determining appropriate experimental procedures to answer scientific questions (3.A). For example, students can be asked to analyze a familiar experiment by providing a written explanation of how they would make observations or collect data in the given scenario. Once students have designed a procedure and have collected data, they can practice analyzing that data(1.B, 2.B, 2.D) by plotting linearized graphs and using the best fit line to the plotted data to make claims about the physical scenario.

The student can…

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

2.C Compare physical quantities between two or more scenarios or at different times and locations in a single scenario.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim.

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

2.D Predict new values or factors of change of physical quantities using functional dependence 3.A Create experimental procedures that are appropriate for a given scientific question.

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

Enduring Understandings

Unit 4 introduces students to the relationships between force, time, impulse, and linear momentum via calculations, data analysis, designing experiments, and making predictions. Students will learn how to use new models and representations to illustrate the law of conservation of linear momentum of objects and systems while gaining proficiency using previously studied representations. Using the law of conservation of linear momentum to analyze physical situations provides students with a more complete picture of forces and opportunities to revisit misconceptions surrounding Newton’s third law. Students will also have the opportunity to make connections between momentum and kinetic energy of objects or systems and see under what conditions these quantities remain constant.

Essential Questions

How is the physics definition of momentum different from how momentum is used to describe things in everyday life?

Can a person on an elevator that breaks loose and falls to the ground avoid harm by jumping at the last second?

Why will a water balloon break when thrown on the pavement, but not break if caught carefully?

Why is it important that cars are designed to include crumple zones?

Unit 5: TORQUE AND ROTATIONAL DYNAMICS

In Unit 5, students will be introduced to new, but somewhat familiar, equations—and be expected to derive new expressions from those equations (2.A), just as they have in previous units. Those new expressions can help students compare physical quantities between scenarios (2.C), to make claims (3.B), and justify claims or predict values of variables using functional dependence (2.D). For example, students might be asked to determine the torque exerted on a system if the force exerted is doubled. Because using functional dependence to predict changes in quantities can be challenging, students may benefit from many opportunities to practice these important mathematical skills that will be tested in both the multiple-choice and free-response sections of the AP Physics1 Exam.

The student can…

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

3.A Createexperimentalproceduresthatareappropriateforagivenscientificquestion.

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system

2.C Comparephysicalquantitiesbetweentwoormorescenariosoratdifferenttimesand locations in a single scenario.

3.B Apply an appropriate law, definition, theoretical relationship, or models to make a claim.

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

Enduring Understandings

Unit 5 reinforces the Unit 2 ideas of force and linear motion by introducing students to their rotational analogs—torque and rotational motion. Although these topics present more complex scenarios, the tools of analysis remain the same. The content and models explored in the first four units of the course set the foundation for Units 5 and 6. During their study of torque and rotational motion, students will be introduced to different ways of modeling forces. Throughout Units 5 and 6, students will compare and connect their understanding of linear and rotational motion, dynamics, energy, and momentum to develop holistic models to evaluate physical phenomena.

Essential Questions

Why does it matter where a door handle is placed?

Why are long wrenches more effective?

What do mobiles have in common with the Grand Canyon Skywalk?

Why does a tightrope walker use a long pole?

Unit 6: ENERGY AND MOMENTUM OF ROTATING SYSTEMS

Unit 6 provides opportunities for students to compare physical quantities between scenarios or at different times in a single scenario (2.C), as well as determine new values of quantities using functional dependencies between variables (2.D). From there, students can also make and justify claims based on these physical principles and functional relationships (3.B, 3.C). For example, students could describe conceptually what happens to the rotational inertia of a system when the pivot point is moved, and then justify what impact that change will have on the angular acceleration of the system. By the end of the unit, it is important for students to be comfortable with making claims about the reasonableness of their claims and justifications made with functional dependence (2.D, 3.C), starting with first principles of physics.

The student can…

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

2.C locations in a single scenario.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim.

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

3.A Create experimental procedures that are appropriate for a given scientific question.

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws.

Enduring Understandings

In Unit 6, students will apply their knowledge of energy and momentum to rotating systems. Similar to the approach used for translational energy and momentum concepts in Units 3 and 4, it is important that students have conceptual understanding of how angular momentum and rotational energy change due to external torque(s) on a system. Additionally, articulating the conditions under which the rotational energy and/or angular momentum of a system remains constant is foundational to working through more complex scenarios. Students will use the content and skills presented in both Units 5 and 6 to further study the motion of orbiting satellites and rolling without slipping in this unit.

Essential Questions

What keeps a bicycle balanced?

Why do planets move faster when they travel closer to the sun?

What do satellites and projectiles have in common?

What do ice skaters do with their arms when they want to spin faster? Why?

Unit 7: OSCILLATIONS AND SIMPLE HARMONIC MOTION (SHM)

Throughout this unit, there are many opportunities for students to create graphs (1.C) that may include force, energy, or momentum as either a function of position or time for a single scenario and to make connections between physics concepts based on these graphs. In Unit 7, as in other units in AP Physics 1, practice creating and using models to represent physical scenarios (1.A) and then translating the information presented in these models into other representations—such as symbolic expressions (2.A)—can help students justify or support claims about oscillating systems (3.C).

The student can…

1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system.

2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway.

3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim.

3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws

1.B Create quantitative graphs with appropriate scales and units, including plotting data.

2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway.

2.D Predict new values or factors of change of physical quantities using functional dependence between variables.

3.A Create experimental procedures that are appropriate for a given scientific question.

1.A Create diagrams, tables, charts, or schematics to represent physical situations.

2.C Compare physical quantities between two or more scenarios or at different times and locations in a single scenario.

Enduring Understandings

In Unit 7, students will apply previously-encountered models and methods of analysis to simple harmonic motion. They will also be reminded that, even in new situations, the fundamental laws of physics remain the same. Because this unit is the first in which students possess all the tools of force, energy, and momentum conservation—such as energy bar charts, free-body diagrams, and momentum diagrams—scaffolding lessons will enhance student understanding of fundamental physics principles and their limitations, as they relate to oscillating systems. Students will also use the skills and knowledge they have gained to make and justify claims, as well as connect new concepts with those learned in previous topics.

Essential Questions

How can oscillations be used to make our lives easier and more comfortable?

How can an astronaut be “weighed” in space?

How could you measure the length of a long string with a stopwatch?

Oscillations What do a child on a swing, a beating heart, and a metronome have in common?

Unit 8: FLUIDS

Unit 8, the culminating unit of the course, incorporates all the physics principles and course skills students have encountered in previous units, with an emphasis on representations and models (1.A and 1.C) and connecting related knowledge between fundamental ideas. In this unit, students will use familiar force and energy representations (e.g.,free-body diagrams and energy bar charts) to describe static and dynamic fluids. Students will also once again be encouraged to sharpen their understanding of mathematics and the laws of physics by being asked to reason with equations to describe a phenomenon (2.A, 2.B, 2.C, and 2.D). Additionally, as in the other seven units of the course, being able to identify and describe the relationships between physical quantities—and use these relationships as evidence to make and justify claims (3.B and 3.C)—is a critical skill when answering scientific questions. Inquiry experiences with fluid statics and dynamics can play an integral role in helping students overcome misconceptions. Providing them with opportunities to develop their own scientific experiments (3.A), and collect and plot data (1.B), will further prepare students for the AP Physics 1 Exam by deepening their understanding of the behaviors of fluids.