AP Physics 1 and AP Physics 2 Draft Curriculum Framework (?CoUegeBoard AP" \)CoIIegeBoard ErJ AP Physics 1 Preliminary Draft \;ICollegeBoard B AP Physics 2 Preliminary Draft Re Articulation Committee[.]
(?CoUegeBoard \)CoIIegeBoard AP" ErJ \;IColle geBoard B AP Physics Preliminary Draft AP Physics Preliminary Draft Re-Articulation Committee Hamza Balci, Kent State University, Kent, OH Suzanne Brahmia, University of Washington, Seattle, WA Eric Burkholder, Stanford University, Stanford, CA Robert Davis, Brigham Young University, Provo, UT Kathy Harper, The Ohio State University, Columbus, OH Mark Hossler, Landmark Christian School, Fairburn, GA Stefan Jeglinski, University of North Carolina, Chapel Hill, NC Kathy Koenig, University of Cincinnati, Cincinnati, OH Kristine Lang, Colorado College, Colorado Springs, CO Joe Mancino, Glastonbury High School, Glastonbury, CT Ricardo Markland, Miami Coral Park Senior High School, Miami, FL Dee Dee Messer, William Mason High School, Mason, OH Holley Mosley, Liberty High School, Frisco, TX Matt Sckalor, Great Neck South High School, Great Neck, NY Peter Sheldon, Randolph College, Lynchburg, VA Gay Stewart, West Virginia University, Morgantown, WV Shelly Strand, West Fargo High School, West Fargo, ND Oather Strawderman, Lawrence Free State High School, Lawrence, KS Brian Utter, University of California Merced, Merced, CA Matt Vonk, University of Wisconsin, River Falls, WI Course Units AP Physics Unit 1: Kinematics Unit 2: Force and Linear Dynamics Unit 3: Work, Energy, and Power Unit 4: Linear Momentum Unit 5: Torque and Rotational Dynamics Unit 6: Energy and Momentum of Rotating Systems Unit 7: Oscillations Unit 8: Fluids AP Physics Unit 9: Thermodynamics Unit 10: Electric Force, Field, and Potential Unit 11: Electric Circuits Unit 12: Magnetism and Electromagnetism Unit 13: Waves, Sound, and Physical Optics Unit 14: Geometric Optics Unit 15: Modern Physics Curriculum Framework Overview This curriculum framework provides a clear and detailed description of the course requirements necessary for student success The framework specifies what students must know, be able to do, and understand to qualify for college credit or placement The curriculum framework includes two essential components: • AP Physics Science Practices (p 4) The science practices are central to the study and practice of physics Students should develop and apply the described practices on a regular basis over the span of the course • Course Content (Physics begins on p & and Physics begins on p 33) The course content is organized into commonly taught units of study that provide a suggested sequence for the course and detail required content and conceptual understandings that colleges and universities typically expect students to master to qualify for college credit and/or placement AP Physics Science Practices Science Practice 1: Creating Representations Science Practice 2: Mathematical Routines Science Practice 3: Scientific Questioning & Argumentation Create representations that depict physical phenomena Conduct analyses to derive, calculate, estimate, or predict physical phenomena Describe experimental procedures and methods, interpret their results, and scientifically support claims 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 3.A Create experimental procedures that are appropriate for a given scientific question 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 3.B Identify and describe possible sources of experimental uncertainty 1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system 2.C Qualitatively compare physical quantities between two or more scenarios or at different times and/or locations within a single scenario 3.C Apply an appropriate law, definition, theoretical relationship, or model to make a claim 2.D Quantitatively predict new values or factor of change of physical quantities when variables are changed using the functional dependence between variables 3.D Support a claim using evidence from experimental data, physical representations, or physical principles or laws Big Ideas The AP Physics course framework is intended to provide a clear and detailed description of the course requirements necessary for student success The framework specifies what students must know, be able to do, and understand, and encourages instruction that allows students to make connections through a broader way of thinking about the physical world All four AP Physics courses are structured around four “big ideas” of physics which encompass core scientific principles, theories, and processes of the discipline The big ideas provide a focusing conceptual lens, with which we can understand the physical world around us They help to connect and organize facts, skills and experiences into more than just a list of information to be memorized Enduring Understandings are the long term takeaways related to the big ideas that leave a lasting impression on students Students build and earn these understandings over time by exploring and applying course content throughout the year (See the Appendix on page 65 for a table that shows how the Big Ideas and Enduring Understandings spiral through the topics.) Big ideas have great transfer value and can be applied to many other inquiries and issues, both horizontally across subjects and vertically through the years in later courses Big ideas in physics encompass more than just ideas For example, Newton’s laws of motion are three of the biggest ideas ever presented Suddenly, thousands of seemingly unrelated facts and phenomena – objects falling, ocean tides, the moon’s orbit – had not only a meaningful explanation but can be seen as part of a huge and coherent system with endless predictive and connective power Big Ideas Systems Interactions Change Enduring Understandings A physical system is a portion of the physical universe chosen for analysis Objects and system interactions can be described using concepts such as force and energy SYS-1 Systems have physical characteristics represented by physical quantities, some of which depend on the reference frame of the observer SYS-2 Systems may have physical characteristics that are independent of each other SYS-3 The properties of a system are dependent on the motion of, and interactions between, the objects that comprise the system SYS-4 The selection of a system influences the analysis and description of that system's properties and behavior INT-1 The interaction between any two objects within a system, or between any two systems can be described with forces INT-2 The behavior of a system depends on the system's interactions with other systems or the environment INT-3 A system has energy that may be converted from one form to another INT-4 Light interacts with systems as both particles and waves (Physics Only) CHA-1 The difference between the initial and final states of a system is determined by the interaction that caused the observed changes Changes in the properties of a system can be used to predict future states CHA-2 Representations can be used to describe physical quantities and changes related to those quantities of the system CHA-3 Changes in a system are the result of interactions CON-1 Certain physical quantities are conserved Changes that occur because Conservation of interactions are constrained by conservation laws CON-2 Systems must follow all conservation laws simultaneously CON-3 Matter has fundamental properties that are conserved (Physics and Physics E&M Only) Start of Algebra-Based AP Physics UNIT 1: Kinematics Topic # & Name Learning Objectives Essential Knowledge 1.1: Scalars & Vectors in One-Dimension 1.1.A Describe a vector or scalar quantity using magnitude and direction, as appropriate 1.1.A.1 Scalars are quantities described by magnitude only; vectors are quantities described by both a magnitude and direction 1.1.A.2 Vectors can be visually modeled as arrows with appropriate direction and a length proportional to their magnitude 1.1.A.3 Distance and speed are examples of scalar quantities, while position, velocity, and acceleration are examples of vector quantities 1.1.A.3.i Vectors are notated with an arrow above the symbol for that quantity Relevant Equation: v = v0 + at 1.1.A.3.ii Vector notation is not required for vector components along an axis., In one-dimension, the sign of the component completely describes the direction of that component Derived equation: vx = vx,0 + ax t 1.2: Average and Instantaneous Motion 1.1.B Describe a vector sum in one dimension 1.2.A Describe a change in an object’s position 1.1.B.1 In a given one-dimensional coordinate system, opposite directions are denoted by opposite signs 1.2.A.1 An object is modeled as a particle with no internal configuration, cannot change shape, and may be treated as a single point with extensive properties such as mass and charge 1.2.A.2 Displacement is the change in an object’s position Relevant equation: x = x − x0 1.2.B Describe the average velocity and acceleration of an object 1.2.B.1 Average quantities are calculated considering the initial and final states of an object over an interval of time 1.2.B.2 Average velocity is the change of position during an interval of time v avg = x t 1.2.B.3 Average acceleration is the change of velocity during an interval of time a avg = 1.2.C Describe the displacement, instantaneous velocity, and acceleration of an object as functions of time v t 1.2.B.4 An object is accelerating if either the magnitude or direction of the object’s velocity is changing 1.2.C.1 Calculating average velocity or average acceleration over a very small time interval yields a value that is very close to the instantaneous velocity or instantaneous acceleration Topic # & Name Learning Objectives Essential Knowledge 1.3: Representing Motion 1.3.A Describe the position, velocity, and acceleration of an object using representations of that motion 1.3.A.1 Motion can be represented by motion diagrams, figures, graphs, equations, and narrative descriptions 1.3.A.2 For constant acceleration, three kinematic equations can be used to describe instantaneous linear motion in one-dimension: vx = vx0 + ax t axt 2 vx2 = vx0 + 2ax (x − x0 ) x = x0 + vx0t + Note: The equations above are written to indicated motion in the x-direction, but these equations can be used in any single dimension as appropriate 1.3.A.3 Near the surface of Earth, the vertical acceleration caused by the force of gravity is downward, constant, and has a measured value approximately equal to ag = g 10 m s2 1.3.A.4 Graphs of position, velocity, and acceleration vs time can be used to find the relationships between those quantities 1.3.A.4.i An object’s instantaneous velocity is the slope of a line tangent to a position vs time graph 1.3.A.4.ii An object’s instantaneous acceleration is the slope of a line tangent to a velocity vs time graph 1.3.A.4.iii The displacement of an object during a time interval is equal to the area under a velocity vs time graph that corresponds to the motion of the object 1.3.A.4.iv The change in velocity of an object during a time interval is equal to the area under an acceleration vs time graph that corresponds to the motion of the object Boundary Statement Quantitative analyses of non-uniform acceleration are not required for AP Physics or AP Physics However, students will be expected to be able to qualitatively analyze, sketch appropriate graphs, and discuss situations in which acceleration is non-uniform Boundary Statement For all situations in which a numerical quantity is required for g, the value 1.4: Reference Frames and Relative Motion 1.4.A Describe the reference frame of a given observer 1.4.B Describe the motion of objects as measured by observers in different inertial reference frames g 10 m s2 will be used However, students will not be penalized for correctly using more precise values 1.4.A.1 A choice of reference frame determines the direction and the magnitude of quantities measured by an observer in that reference frame 1.4.B.1 Measurements within a given reference frame may be converted to measurements within another reference frame 1.4.B.2 The observed velocity of an object results from the combination of the object’s velocity and the velocity of the observer’s reference frame 1.4.B.2.i The acceleration of any object is the same as measured from all inertial reference frames 1.4.B.2.ii Combining the motion of an object and the motion of an observer from a given reference frame involves the addition or subtraction of vectors Boundary Statement: Unless otherwise stated, the frame of reference of any problem may be assumed to be inertial Adding or subtracting vectors to find relative velocities are restricted to motion along one dimension for AP Physics and AP Physics Topic # & Name Learning Objectives Essential Knowledge 1.5: Vectors and Motion in Two Dimensions 1.5.A Describe the perpendicular components of a vector quantity 1.5.A.1 Vectors can be mathematically modeled as the resultant of two perpendicular components 1.5.A.2 Vector quantities can be resolved into components using a chosen coordinate system 1.5.A.3 Vectors can be resolved into perpendicular components using trigonometric functions and relationships Relevant equations: a c b cos = c b tan = a 2 a + b = c2 sin = 1.5.B Describe the motion of an object moving in two dimensions 1.5.B.1 Motion in two dimensions can be analyzed using one-dimensional kinematic relationships if the motion is separated into components 1.5.B.2 Projectile motion is a special case of two-dimensional motion that has zero acceleration in one dimension and constant, nonzero acceleration in the second dimension 10 ... 8: Fluids AP Physics Unit 9: Thermodynamics Unit 10 : Electric Force, Field, and Potential Unit 11 : Electric Circuits Unit 12 : Magnetism and Electromagnetism Unit 13 : Waves, Sound, and Physical... symmetrical 2. 2: Forces and Free2 .2. A Describe a force as an 2. 2.A .1 Forces are vector quantities that describe the interactions between objects or systems Body Diagrams interaction between two 2. 2.A .1. i... equation: vx = vx,0 + ax t 1. 2: Average and Instantaneous Motion 1. 1.B Describe a vector sum in one dimension 1. 2. A Describe a change in an object’s position 1. 1.B .1 In a given one-dimensional