SCP601UT: AP Physics Part I (2014-2015)
CURRICULUM PROGRAM: Virtual School Program
COURSE TITLE: AP Physics Part I
CALENDAR YEAR: 2014-2015
GRADE LEVEL: 9 - 12
COURSE LENGTH: 36 weeks
About the Program:
AP Physics 1: Algebra-based and AP Physics 2: Algebra-based is a two-year sequence equivalent to the first and second semesters of a typical introductory, algebra-based, college physics course. Each of these courses is a full year course. AP Physics 1: Algebra-based covers Newtonian mechanics (including rotational dynamics and angular momentum); work, energy and power; mechanical waves and sound; introductory electrical circuits. AP Physics 1: Algebra-based covers fluid mechanics; thermodynamics; electricity and magnetism; optics; and atomic and nuclear physics. This framework shifts away from a traditional “content coverage” model of instruction to one that focuses on the big ideas in an introductory college-level physics sequence and provides students with enduring, conceptual understandings of foundational physics principles. This approach will enable students to spend less time on mathematical routines and more time engaged in inquiry-based learning of essential concepts, and it will help them develop the critical thinking and reasoning skills necessary to engage in the science practices used throughout their study of algebra based AP Physics and subsequent course work in science disciplines.
Major Concepts/Content: The AP Physics 1: Algebra-based and AP Physics 2: Algebra-based concepts are introduced together as a single concept outline representing the full scope of conceptual understandings students will acquire from a full year of introductory college-level algebra-based physics. The key concepts and related content that define these courses are organized around seven Big Ideas that cut across traditional content boundaries to provide a broader understanding of the physical world. Specific topics within each of the Big Ideas can be found on AP Central at http://apcentral.collegeboard.com. • Big Idea 1: Objects and systems have properties such as mass and charge. Systems may have internal structure. • Big Idea 2: Fields existing in space can be used to explain interactions. • Big Idea 3: The interactions of an object with other objects can be described by forces. • Big Idea 4: Interactions between systems can result in changes in those systems. • Big Idea 5: Changes that occur as a result of interactions are constrained by conservation laws. • Big Idea 6: Waves can transfer energy and momentum from one location to another without the permanent transfer of mass and serve as a mathematical model for the description of other phenomena. • 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.
Major Instructional Activities: Instructional activities focus more time on student-centered inquiry that promotes rigor and active engagement to develop enduring conceptual understandings of foundational physics principals and less time on mathematical routines. A minimum of 25% of instructional time will be spent in laboratory investigations with emphasis on analysis, making conjectures and arguments and collaborative problem solving. AP science revisions focus on seven overarching practices that capture important aspects of the work of scientists. Science practices describe the knowledge and skills that students should learn and demonstrate to reach a goal or complete a learning activity. • Science Practice 1: The student can use representations and models to communicate scientific phenomena and solve scientific problems. • Science Practice 2: The student can use mathematics appropriately. • Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. • Science Practice 4: The student can plan and implement data collection strategies in relation to a particular scientific question. Note: Data can be collected from many different sources, e.g., investigations, scientific observations, the findings of others, historic reconstruction and/or archived data. • Science Practice 5: The student can perform data analysis and evaluation of evidence. • Science Practice 6: The student can work with scientific explanations and theories. • Science Practice 7: The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains.
Major Evaluative Techniques: Evaluation will center on appropriate tools to assess knowledge of the course content and science practices. Teachers are expected to devote a minimum of 25 percent of instructional time to lab investigations. Research based reports and teacher developed assessments will also be used to evaluate learning.
Course Objectives: • Develop a conceptual understanding of physical science and crosscutting applications in other sciences. • Develop and apply science practices that enable students to establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. • Develop skills in communication, teamwork, critical thinking and commitment to lifelong learning.