APâ Physics C - Mechanics



AP Physics C (Mechanics) Syllabus

Course Description:

The AP Physics program offers students the opportunity to deepen their understanding of physics principles and extend their ability to apply these principles in problem solving. The physics laws governing the behavior of matter and energy is learnt through a fast-paced, college-level Advanced Placement program. The main emphasis is placed on mechanics and the course deals with topics in the following key areas: Kinematics, Newton’s Laws of Motion, Work, Energy and Power, Systems of Particles and Linear Momentum, Circular Motion and Rotation, Oscillations and Gravitation. The minimum prerequisites for this course are that students should have previously taken Regular Physics and must have either taken AB or BC calculus or be currently enrolled in it. The AP Physics course requires a thorough understanding of algebra, geometry, trigonometry and calculus. This course prepares students for the AP Physics C exam.

Text book and Material:

The textbook currently used in this course is Serway and Jewett Physics for Scientists and Engineers, 9th ed, published in 2014. It is a calculus based textbook, and has a wide range of problems from basic, intermediate to challenging. This course covers mechanics and each topic is covered in an order following the textbook. Calculus is used throughout and where appropriate in each of the above learning tools. [SC12]

A TI 83plus calculator or similar, two notebooks one exclusively used for problems and notes, and the other for lab work and a binder to store formal lab reports are required

Summer Assignment:

To begin the preparation for this course, all students enrolled for the following year are given a set of review problems based on past year’s mechanics topics, and several math problems to practice their mathematical, algebraic, graphical and analytical skills. Students are assessed on this material during the first week of the quarter.

Schedule / Teacher availability:

We have block scheduling and meet on alternate days for 90 minute periods. In addition, I am available before school and during flex (free) period for extra help. Students spend nearly 20 % of instructional time on hands on labs, which is one 90 minute class per two weeks. [SC14]

Course Objectives:

Students who attend regularly and successfully complete the course will:

1. Have a deep understanding of physics concepts and strong problem solving skills

2. Have the ability to read, grasp, and interpret verbal, mathematical and graphical information while solving problems.

3. Be able to describe and present their solutions in a sequence of steps, when analyzing a particular physics problem or scenario.

4. Use critical thinking skills when applying math or physics principles to these problems, like recognizing the limitations relevant to that situation, making simplifying assumptions or drawing a proper conclusion. They should also be able to solve new problems based on learnt physics or math concepts [SC13].

5. Use basic mathematical reasoning in a physical situation or problem; arithmetic, algebraic, geometric, trigonometric, or calculus.

6. Perform experiments and interpret the results of observations, including making an assessment of experimental uncertainties and reporting their finding in a formal lab report [SC16].

Formal Lab:

The lab administration may change significantly due to the Distance Learning environment and students may be required to do online labs, simulations and video analysis. Students are required to keep a portfolio of all lab work (in a notebook) and formal lab reports (in a binder). In most labs, the teacher poses a physics problem of measurement to the students and may suggest what equipment may be used in order to do this one class prior to assigning the lab. Labs will often involve use of probeware, like force or motion sensors, and LabQuests. In addition, students will learn to analyze data graphically using Excel. The students work in groups of 2 or 3 to brainstorm ideas and propose a method to solve this. They are given a whole class block to come up with the procedure, data tables, make observations and take measurements. Finally, they form conclusions based on collected data, and point out sources of error and do data and error analysis [SC13]. A formal lab report is made outside of class time, and is a part of their lab portfolio [SC16]. Usually, one week is given for submission of report. This allows students to use time outside of class to work on this, if not completed in class. Though collaboration is key, the reports are individually submitted and graded. The labs require hands on manipulation of equipment and are based on student centered learning and inquiry to develop critical thinking [SC13, SC15].

Class Expectations / Participation:

Good attendance is crucial and students are required to collaborate with other students as both lab work and theoretical work is assigned to groups of 2 or 3 students. Students must actively participate in class discussions, presentations, problem solving and completing assignments. Homework is given regularly and practice is critically important to understanding and developing problem solving skills. Even though collaboration is emphasized, your grades are entirely your responsibility, and you earn them based on quizzes, tests, labs and random homework checks.

Teaching Strategies:

A typical class begins with discussion of previously assigned homework. If a new topic is introduced, then there is a demonstration to stimulate interest, followed by a lecture on the topic. The lecture encourages discussion and questions from students rather than passive listening. Example problems are modelled based on the lecture and students are given practice problems where they can get help from the teacher. Later problems are assigned to students who work with a partner. Students practice this on a small whiteboard and enter the correct solution in their notebooks. When relevant, some activity like drawing free body diagrams of a complex system or finding center of mass of an irregular cardboard may be assigned to these groups. Occasionally, video clips of cartoons or science fiction movies or you tube physics clips are shown (for example, physics of superheroes) and students must critique the good or bad physics in these clips.

Grading Policy:

Chapter based cumulative tests: Will consist of 3 free response questions on both current and previous material and one lab based question on a previously assigned lab. It will also have conceptual questions in multiple choice format. The free response will be mostly based on earlier released AP exams. These are timed tests based on typical timing AP tests.

Quizzes: Only based on questions in current chapter. One will be based on multiple choice questions alone. Another will be based one or two free response questions. They will be timed quizzes.

Labs: All labs will be preserved as formal lab reports in the lab portfolio and will be graded on originality of approach, clarity of presentation, accuracy of measurements and calculations, attention to detail especially procedures that minimize errors.

Homework / classwork: Homework is assigned everyday through webassign (online) to ensure students are doing independent work and classwork is usually collaborative effort done on whiteboards by students in groups of two or three and presented in class. They are graded for accuracy, as students usually have time to ask questions and seek help.

The AP Physics C Mechanics Exam will be held on Monday, May 03, 2021 at 12:00 pm

|Content Area |% of AP |Approx. Timeline|Chapter | |

| |Exam | |Number | |

| | | |Serway | |

| | | |Jewett | |

| | | | | |

|Kinematics (including vectors, vector algebra, components of vectors, coordinate systems, |18% |1st Quarter | 1,2,3,4 | |

|displacement, velocity, and acceleration) | | | |[SC1] |

|Motion in one dimension | | | | |

|Motion in two dimensions including projectile motion | | | | |

|Exam 1 – Vectors, Kinematics and Projectile Motion | | | | |

|Newton’s Laws of Motion |20% |1st Quarter |5,6 | |

|Static equilibrium (first law) | | | |[SC2] |

|Dynamics of a single particle (second law) | | | |[SC8] |

|Systems of two or more bodies (third law) | | | | |

|Uniform and non-uniform circular motion and other applications of Newton’s Laws | | | | |

|Exam 2 – Newton’s Laws of Motion and Previous Material – Cumulative Assessment | |

|Work, Energy, Power |14% |2nd Quarter |7,8 | |

|Work and work-energy theorem | | | |[SC3] |

|Forces and potential energy | | | |[SC4] |

|Conservation of energy | | | |[SC5] |

|Power | | | | |

|Exam 3 – Work, Energy and Power and Previous Material – Cumulative Assessment | |

|Systems of Particles, Linear Motion |12% | 2nd |9 | |

|Center of mass | |Quarter | |[SC6] |

|Impulse and momentum | | | |[SC7] |

|Conservation of linear momentum, collisions | | | | |

|Exam 4 – Momentum, Impulse and Collisions and Previous Material – Cumulative Assessment | |

|Rotation |18% |3rd Quarter | | |

|Torque and rotational statics | | |10,11,12 | |

|Rotational kinematics | | | |[SC9] |

|Angular momentum and its conservation | | | | |

|Exam 5 – Rotation and Previous Material – Cumulative Assessment | |

|Oscillations and Gravitation |18% |4th Quarter |13,15 | |

|Simple harmonic motion (SHM) – Dynamics and energy relationships | | | | |

|Mass on a spring | | | |[SC10] |

|Pendulums and oscillations | | | |[SC11] |

|Newton’s Law of gravitation | | | | |

|Orbits of planets and satellites | | | | |

|Circular | | | | |

|General | | | | |

| | | | | |

| | | | | |

| | | | | |

| | | | | |

|Exam 5 – Oscillations and Gravitation and Previous Material – Cumulative Assessment |

|Practice for the AP Exam – Cumulative Assessment | |4th Quarter | | |

|Lab Title |Main Objective | |

|Errors |To learn how to calculate error and find sources of error. All labs. | |

|Linear Motion |To understand the difference between constant velocity motion and accelerated motion, students will |[SC1] |

| |use a lab quest and motion sensor to generate various kinds of motion by walking towards or away | |

| |from a wall and analyze the distance-time and velocity-time graphs They will show | |

| |derivative/integral relationships between position, velocity, and acceleration. | |

|Projectile Motion |To demonstrate two dimensional motion under the influence of a single constant acceleration, |[SC1] |

| |students will use a mini launcher to study range and “hang time”. | |

|Newton’s Laws of Motion |To study Newton’s laws of motion, tension and friction students will use incline planes. To explore |[SC2] |

| |force and acceleration as vectors and to learn how to handle vectors when they are not in the same | |

| |direction, students will use a force table. They will also understand drag and terminal velocity, | |

| |using a motion sensor, lab quest and coffee filters. | |

|Conservation of Energy |To investigate the properties of work and energy, students will use the mini launcher to estimate |[SC3] |

| |kinetic & potential energies. This activity ties up with what they learnt in projectile motion. |[SC4] |

|Momentum and Collisions, Systems of |To explore a system undergoing a collision where linear momentum is conserved, students will use |[SC6] |

|Particles |carts. They will show relationships between momentum and impulse. They will also do a ballistic |[SC7] |

| |pendulum lab to understand conservation of energy and linear momentum | |

|Circular/Centripetal Motion and Angular|To determine moment of inertia and the conservation of angular momentum, students will use a pulley |[SC8] |

|Momentum |and weight system. We will also study the motion of rolling objects down an incline to understand |[SC9] |

| |rotational inertia. Students will also do a toilet roll drop to understand the effect of rolling | |

| |(rotational kinetic energy considerations) and rotational inertia as compared to simple free fall. | |

|SHM/Oscillations |To study oscillations, spring constant and time period. They will learn to estimate ‘g’ from study |[SC10] |

| |of a spring mass system and a simple pendulum. They will use a simple pendulum in an elevator to |[SC2] |

| |study the effect of the elevator’s acceleration on measurement of g. | |

|Newton’s Law of Gravitation |Students will use calculus and computer simulations to model elliptical orbits. |[SC11] |

| | |[SC12] |

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