AP Physics 1, Year at a Glance (Starring Fluids!)

(Now with Commentary from Yours Truly)

Note - the work and commentary found in this document is solely mine and does not reflect the views, philosophies, or practices of any organization I may be affiliated with. If you find something in here and it makes you upset, please take it out on me, not anyone else. My info is below for just that reason.

Written By:

Linda Stegemann (FNA Linda Detwiler - got remarried.)

Email:

lindabuys913@gmail.com

Phone:

912-596-9260

Social Media:

LinkedIn

AP Physics Teachers Group

I shouldn’t have to say this… but…

This is a *Teacher Only* document. Please do not directly share it with your students. Lots of teachers use this and you’re messing with their exam security. Don’t be that person….

Table of Contents:

In the past, I had a typed out TOC. Instead, I’ll be opting for the pre-built Document Outline because it stays updated better.

To turn this on, go to View, then make sure there is a checkmark next to Show Document Outline. 

Alternatively, the keyboard short cut CTRL + ALT + A, then CTRL + ALT + H works. (Hold down CTRL and ALT together, then while holding them, press A then H.)

About Me

Hi everyone! My name is Linda Stegemann. I was a chemistry and physics teacher for ten years before leaving the classroom to work in EdTech.

Credentials:

  • Bachelors in Chemistry, specialization in Chem Ed - University of West Florida, 2013
  • Masters in Chemistry, specialization in Chem Ed - South Dakota State University, 2021

Notice neither of those are physics degrees. The last physics course I took was PChem in college and UP2 as a freshman. I failed. I don’t physics as well as… well… a lot of you reading this document, let’s be honest. Physics in a circle still scares me shitless. (Straight lines - for the most part - I can handle. But, throw in a curve and my brain shuts down.)

So, why right physics content and teach physics?! Simple - there was no one else to teach it. Kids wanted the course, and admin wanted to offer more APs, so here I am. My goal was to learn as much as I could and then pass that on to my students. This was mildly successful - this document didn’t rock a 100% pass rate. But, it did get a 5 my last year. It got to a 40% pass rate - which at the time of writing - was the national average. And, more importantly, it produced happy physics students. And that’s what mattered to me.

When I taught AP Physics 1, I had NOTHING. No Physics background. No inhouse support. No tutor. Heck - no textbook. I started with nothing but Google, an APSI, and a lot of tears. I made this and it got me through some sleepless nights of panic.

I share this to point out two things:

  1. You will find mistakes. I apologize in advance. When you find them, please email me or text me and I will do my best to fix them or find someone to show me the correct answer.
  2. There are better ways to do some of these things. Better notes, better demos. Better analogies. Better videos. You could probably find a “better” version for everything here. And that’s okay! This isn’t an end-all-be-all perfection. (There’s definitely a reason it’s FREE. BTW, if you paid someone for them, please email me.) It’s a list of how I did this several years ago. Remember - I’m not in the classroom any more. I just update this to make it better for you. Make tweaks, changes. Heck - use nothing other than the outline! (It is a good outline doc… these tables are nice.) That’s fine! I didn’t design this to be perfect: I wanted it to be better than having nothing.

The CED - Plus Notes about this updated YAG

(Lort, what version are we on?!)

NEW CED! Effective 2024

Hi! These were my yearly lesson plans.  Now Linda… the heck you mean “were”?!

Well, you see, I left the classroom in 2021. I’ve been maintaining this on my free time ever since. It also means that this year - these updates are untested. There’s new labs, notes, and components I made just for fluids. Luckily, my chem background helped a lot – but I still haven’t had a chance to try these out with kiddos. So, if you see something that needs to be fixed, let me know.

I do not give edit access. However, you are welcome to make a copy. Keep access to the original: my updates will not show up on the copy. Link to the original (in case you make a copy)

Teacher Tips/Rants

  1. What do I do about the course audit and my syllabus?

*Sings a happy tune* I don’t work for College Board, so I can tell you the truth!!! :D

Step 1: Go to the Audit where you upload an “approved syllabus.”

Step 2: Select one of the four premade syllabi. Not sure which one? Roll a d4.

Step 3: Without ever looking at the thing, select “adopt without changes.”

Step 4: Click “submit” and then NEVER THINK ABOUT THE SYLLABUS AGAIN.

Repeat yearly.

No one at CB gives a darn about the syllabus. There is no secret syllabus surveillance team. No one will ask you about it again. It’s simply paperwork for the sake of paperwork. Ignore it, hand them their own work, and then go teach the class however you darn well feel like it.

  1. The Workbook - The 2019 Version

What is "The Workbook?"

The workbook is this magical thing CB made in response to the shrill cries of APP1 teachers worldwide as this course consumed our souls.... It is a bunch of POGIL-ish worksheets that are meant to bridge the gap between the old APPB style of the course and new expectations. This workbook should build up your students' skills as they prep for AP Physics 1 or really ANY physics course. They're not quite FRQs, but they're not your typical worksheet boringness either.

Note: I expect we’ll get a new workbook in Fall 2024. Apparently. Still waiting.

How do I find said Workbook?

Method 1: AP Classroom.

  • Log into AP Classroom and access the "Course Resources" in the left toolbar. Select "Overview."
  • The workbook is under "More Resources" at the bottom of the list as "AP Physics 1 Student Workbook, Teacher Edition."

Method 2: The Audit

  • Log into the Course Audit (https://apcourseaudit.inflexion.org/start/resource/) and select the "Resources" tab in the top toolbar, then select "Practice Exams and Secure Documents."
  • Find Physics 1 in your list. (LORD WHY IS MY LIST THIS LONG?!?!)
  • The 2nd and 3rd entries in the list will be the workbook. (See Image 2)
  • Note: You will need to accept the disclaimer that these are available to EVERY AP Physics teachers.

Are these answers online?

Like all good things, these are on Chegg and Course Hero. So, I wouldn't recommend using them for graded practice outside of class.

How do you use them?

So, these are guided notes for me. I work through them with the students. I often use them to introduce the material; we talk through each of the questions. I ask the question and give the students a minute to answer, then we discuss their responses and I explain the correct answer. In this, we are one giant group. Now, in the past, I’ve had tiny classes (12-15 students) so I have actually sat all of the students together at one table and we worked through these like a study group. I tried to model how I did my study groups in college: we would each take a turn reading a question. Then, the person to the reader’s left answers the question. The next person on the left explains if they agree/disagree and then we open the whole thing up to debate. Most questions go pretty quickly (if everyone agrees) and we get a lot of content covered with them. Plus, I ask the students to think about the characteristics that they would want to see in a study group member, so they are thinking about positive characteristics for team members.

  1. What is Pivot Interactives and Why Should I Care?

Pivot Interactives is an online phenomena collection software with videos of REAL experiments ready to be used in your Physics class. Yeah, most of physics can be done with a stopwatch and a ruler and a ball with some string, but what about the REALLY GOOD data stuff? See, these videos make the data analysis a LOT easier. And, I don’t have to clean them up. These activities are premade, ready to go and include answer keys in the software that your kids cannot access. A subscription is $5.50/student/year (so, average AP class of 24 kids runs $132 for the whole year) and is cheaper than a single graphing calculator. It’s worth every penny in my book. NOTE: I no longer work for Pivot Interactives - you’ll need to talk to a salesperson for a quote.  sales@pivotinteractives.com

  1. What is a Work Day?

Exactly what it sounds like: it’s a DAY to WORK. I gave the students a to do list of things they owe me, the dates they’re due, and then told them “welcome to college. Get it done.” If they slack off, that’s on them. If they use their time wisely, good. I give these usually once a week (if I can). They’re days to just get stuff done. I grade; they work. As the year goes on, they will get better about how they use them. If you need more structure, this is the Work Day form I use with my standard/PreAP chem students: Work Day Google Form. Because my APP1 kids have me for chem, they get REALLY used to work days and they crank stuff out these days..

  1. How I Use NTQs and MCQs

Takes about 10-15 min each

  1. Present the question. Give them 2-3 minutes to work it out (up to five if they’re actively working).
  2. Get the answer from each student. (No “IDKs.” Real answer or real lunch detention; take your pick. I’ll even take your starting guess.They’re all MCQs anyways.) Tally them on the board. If you want, have them do this anonymously. Put their heads down and raise their hands to indicate their answer.
  3. Have someone argue each answer choice. Why did they picked it? What was their thought process. DO NOT REVEAL THE CORRECT ANSWER. (Work on that poker face.)
  4. After everyone has heard the arguments, revote. If the vote sways, have them explain the change.
  5. Third vote time: Have the students revote for the best answer. The prize: 1% added to their next quiz OR 1 Free EdPuzzle Pass (these were GOLD to my kids). The whole class has to come to an agreement about ONE answer. There has to be a unanimous vote for that answer. If everyone is right, everyone gets the prize. Pick wrong and no one gets it.
  6. After this third and final vote: reveal the correct answer and address any misconceptions that you heard. Give out prizes if they earned them. Happy celebration; lots of encouragement. Make it fun!

We did this process with practically ANY MCQ that we were contested about. (Maybe 5/unit) and the students LOVED them. Such wonderful learning opportunities.

  1. I see EdPuzzle is back…

Good eye! Yes, EdPuzzle is back! For a long time, the video streaming service (powered by YouTube and video uploads) did not count its video views for the YouTube content creators. One of those affected creators is JT Palmer, the creator of Flipping Physics - for whom I have a ton of respect. His videos are all over EdPuzzle and he was getting NONE of the views for this. YouTube creators are paid based on Monthly Views, so this impacted his revenue. I railed against EdPuzzle during this time.

Fast forward to recently, when an update on EdPuzzle moved them to a YouTube for Education player, which means all of their views COUNT for YouTube monetization! YAY!!! So, I will be re-adding those EdPuzzle Links.

Note: Edpuzzle is a paid service. Single teacher plans run $13.50/mo (so, $162/yr) and they have district pricing. Remember - you should always pester your district, then your school, then your department to pay for things. You paying for stuff is a last resort!

  1. Let’s talk about pacing.

So, College Board gives these suggested pacings in the CED. I did the math real quick:

  • Following the MINIMUM, you use 106 45-minute periods. (53 blocks)
  • Following the MAXIMUM, you use 147 45-minute periods. (74 blocks)

Now let’s look at my old district’s calendar to figure out my working days: I cover a “Unit Zero” in my class for a few reasons:

  • It’s a soft introduction to the expectations of AP.
  • It gives me time to assess and begin remediating algebra skills
  • SCHEDULE CHANGES?!?!?!? I would still get them well into September.
  • My admin had this whole “no content in the first five days” BS, so I said they were “team building” and “personal growth” exercises, since it’s not tied to a standard.

Because of this, I don’t start new material until usually the last week of August. I always END content on the first day of April. (We do mock exams the week before spring break.) So, a quick count: that’s 136 days for classes. Let’s dock, say, 10… for “stfu”. (No, I didn’t misspell stuff, but I have to remind myself of what the “stuff” is that gets my educational time squandered… things like useless pep rallies and assemblies about DARE which has been proven to actually cause more harm than good. [Yes, each one of those is a separate resource.]) ANYWHOZERS! That leaves 126 days for physics. So, 20 more than CB said on the short end and not enough on the high end. OH GOODY!

So, who is the lucky winner of those days: well, that’s up to the kids. Here’s my suggestion: Go get an 8x10 picture frame and insert a white sheet of paper with the name “Flex Days” and the Numbers 1-30 on it, with spaces:

“Flex Days” (“Flex Blocks” if you have blocks)

  1. ___________
  2. ___________
  3. ___________

*You get the idea.

Any time your students want an extra day, make them decide AS A CLASS if this should eat a flex day. If they use a day, one of them has to pull the frame down, take out the paper, and fill in the line with why the day was used and that person has to sign it. When they run out, they’re cutting into review time (ie: the whole month of April).

But, why 30? I thought the school was gonna eat 10. YEP. THEY ARE. When the school eats a day, you’re gonna write this in RED SHARPIE. If you’re super passive aggressive, you could have the kids ask one of the admin to sign it since they chose to eat the day. Do the same with field trips you never learned about or big “events” that steal your kids from class. (*Note* probably only a good idea if you have tenure like I did.)

So, when parents come to visit and they’re like “why is the class so RUSHED?!” you can point to your framed reminder of where your days are going. This does a few things:

  • You’re no longer the bad guy. The school is stealing your educational minutes and you have PROOF.
  • It’s also a great heads up for next year. Bet if you save it you’ll even see patterns from year to year.
  • Your students are learning to manage their most valuable resource: time. A day is a LONG time, and they need to learn to budget it for big projects. This is one of those things. Make them aware of where their time is going.

Got extra days? Shoot, that’s more time for torque. (Really, that’s where I would dump all of mine.)

My goal: be done with energy by Winter Holiday. Save up extra days like a squirrel prepping for the winter and pour my HEART AND SOUL into torque.

  1. What on God’s Green EarthⓇ is OAIM?

Don’t worry - it’s nothing dangerous. OAIM is a lab-writing heuristic I developed specifically for APP1.

If you’ve ever had the joys of teaching a student how to develop their own scientific method, you probably are having Vietnam-style flashbacks right now. Let’s highlight your most common experiences within the context of an example:

Ask the students to develop a method to find the density of an unknown fluid. You collect their procedures to give feedback before they start:

Paper #1: Student has written a five page epic about their planned quest through your lab. It includes details like “gather my materials from (detailed description of the cabinets in your room)” and “place the graduated cylinder on a flat surface.” You give up six sentences in because, in additional to its absurd length, this kid can’t spell “cylinder” and it’s driving you bonkers.

Paper #2: On a scrap of paper no bigger than a quarter, you see hastily scribbled “get the mass and volume.” There’s not enough advil in the world to avoid the headache you now have.

Paper #3: This procedure is decent. They took some care to explain that the volume is important and the mass is important and gave some rough ideas about collection methods. It’s good, BUT… it’s just not quite right. Like, it says “get the mass with a balance.” AWESOME! OF WHAT?! And while you can’t quite touch it, you know that the procedure is missing something and in your heart, you feel like telling them “it’s just not quite right” without being able to tell them how to fix it might lead to your professional demise.

Been there. Done that. Have the mental scars. So, now imagine me in Physics doing this pretty much every week. And trying to get them ready for the experimental design question. AT THE SAME TIME.

Back in 2017, I sat down and read every experimental design question that existed in the exam bank, and I was able to figure out the rough pattern of the points for the questions:

  1. Most points were for academically relevant actions and corresponding measurements. Did they account for gravity? How are they handling time? Did they start at the right distance?
  2. Were they specific in each step? You can’t just drop something - you gotta drop the right something. (Otherwise, they’re dropping the ball, academically. Ba dum tis.)
  3. Points were included for using the right instruments? No one is using an instant inertia-ometer to determine the rotational inertia of a rolling can.
  4. Points were included for “error reduction step.” IE: Repeat multiple trials. Got it. My APSI presenter beat that into my head.

So… I boiled this down to: OAIM

  • O: Object
  • A: Action
  • I: Instrument
  • M: Measurement

Let’s look at an example: Instead of “find the mass”, let’s try: Measure the mass of the wood shard with a balance.

Okay - splitting that apart.

  1. O: Object - Measure the mass of the wood shard with a balance.
  1. What are we using to make this step fundamentally different than other mass measurements? Well, in this step, we’re getting the mass of the wood shard. Not a ball. Not a barbie. Not my number of … flocks…. A wood shard. This is lab-specific, so it’s going to change a lot. This is also a special Mousekatool - we’ll use this later.
  1. A: Action - Measure the mass of the wood shard with a balance.
  1. Okay, so this example is kinda a copout, but the action is the doing step. Not gonna lie - this is the part the kids already know. We’re dropping, kicking, throwing, launching, releasing chaos in physics. If you graded even the worse lab reports, they’re all gonna have actions. Actions are verbs. Remind your kids of that. The ELA department will worship the ground you walk on. (Man, that previous sentence even had TWO classic verbs and a modal verb. Look at us go - THREE ACTIONS!)
  1. I: Instrument - Measure the mass of the wood shard with a balance.
  1. This seems silly, but it gets important when there are multiple pieces of equipment that almost sorta do the same thing. Sure, photogates and a stopwatch both measure time. A meterstick and a caliper can both be used to measure thickness. But, the one you use increases precision - and impacts your procedure. Don’t be suspicious - do be specific! (You can sing along to the tik tok trend.) This is also a special Mousekatool - we’ll use this later.
  1. M: Measurement - Measure the mass of the wood shard with a balance.
  1. Now, the most common question I ask in class, much to the chagrin of my students, is “but… WHY?” And, here’s that question again. Why, pray tell, are you even cranking out a balance in the first place? OH! Because you need the mass. The mass of what? The mass of the wood shard. The mass of the wood shard from the density lab. The density lab wood shard. The wood shard. Mass. That’s right. (Kronk would be pleased with your diligence.) This is the WHOLE POINT to this blasted procedure, so you better make it clear in the step.

Alright, let’s bring that all back together: Measure the mass of the wood shard with a balance. All the bold stuff is important. Now there’s no extra fluff.

Let’s try a physics example. Imagine you want to experimentally determine the height of a building using only a stopwatch and a ball. How would you do that?

Starting from the Equation Sheet, because they give us that on the exam:

x= x0 + vx0t + ½at2

Hm… how can I use this? Well…

Starting at the top of the building, drop a ball from rest. Measure the total time it takes for the ball to reach the ground using a stopwatch.

Alright… so:

Starting distance is (typically) zero. Starting velocity is zero since we said “from rest.” We wanna find distance. Also, we know that the ball will accelerate thanks to our OG homie gravity and we’re measuring fall time.

x= ?

x0 = 0

vx0t = 0

½at2 = ½ (10)(measured)2

x=5t2

Neat.

Let’s write this thing up:

Procedure: Starting at the top of the building, drop a ball from rest. Measure the total time it takes for the ball to reach the ground using a stopwatch.

Is that in OAIM: Starting at the top of the building, drop a ball from rest. Measure the total time it takes for the ball to reach the ground using a stopwatch.

I see the object - the ball - and the actions the ball will take. It’s plummeting to its doom off the side of a building. I see the measurement I’m getting - the drop time of the ball - and the instrument needed for that action - the stopwatch.

Anything extra? Nope. Anything missing? Nope. Well… I guess “repeat multiple trials.”

Now, here’s the slick thing. In lab, we also ask the students to make a data table and make a materials list. Here’s those mousekatools in action:

  • Your objects and instruments are your materials.
  • Your measurements are the data table.

Boom. All that prep work you would spend DAYS writing. With practice, they can do this in about five minutes. Which is AMAZING when you remember they get 25 for this question on the FRQ section.

But, other FAQs:

  • Why else would we want to teach a mnemonic device like OAIM? Devices like OAIM and CER are quick, easy to remember strategies. They’re incredibly small, yet dense with information. And… they are helpful when you forget everything else. Ask any APSI instructor and they will tell you the crazy mistakes kids have made. That why kids write little reminders on their papers, like:
  • Gravity down
  • LEFTHGIR - Left and right
  • 10

When we’re stressed, some of us forget our names. And, the idea that you will need to create a BRAND NEW PROCEDURE - on demand - while also juggling flaming anxiety. It’s a huge burden. Devices like OAIM and CER give the students a clean, neat checklist to remember allowing them simple strategies for when they forget to breathe.

  • How long does it take you to teach this? My chem students learn OAIM from scratch in about 6 weeks. Thankfully, my physics students usually also had me for chem, so we were good. But, most students nail this within their first 5 labs.
  • How do you support the learning in the classroom? Highlighters. Until the kids have a perfect lab report and they get their 1 point for “OAIM Success” in my gradebook (it’s a bonus in their quiz category), they have to highlight each part of each step. And each step should have all four. Steps without all four are either irrelevant or missing information. If you’re purchasing supplies on a tight budget, check out NAEIR. Right now, you can get six variety packs of highlighters (with six GORGEOUS colors) for $6. Yeah. 36 highlighters… $6. NAEIR is one of the best kept secrets and I wish it wasn’t. You’ll need to sign up to shop there, but it is worth the time to sign up. Anywho, assign each letter a color (I normally do red-yellow-green-blue order for OAIM) and have them highlight the components before they turn in their work. Then, not only can you visually see if they have everything, BUT you can give even more specific feedback. Like - oh, you identified “the balance” as the action. It’s actually a noun, so it’s an object or an instrument. Or, I see you said the distance was the measurement, but you’re instrument is a stopwatch. Stopwatches don’t measure distance - they measure time. You can now give really specific feedback to encourage growth. (Also, if you’re still teaching CER, this works there too. Highlight their claim, evidence, and reasoning before they turn in so you know what they think is the evidence and reasoning.)

Additional Resources:


Software Resources

*These are not paid endorsements. These endorsements are made by Linda Stegemann without request (or probably even the knowledge) of the companies. I do not get anything for you buying these things.  

There is also a materials list with each unit, but these are the softwares or online services I use over and over.

(Editor’s Note: I am a past Pivot employee - some of the activities in this document in Pivot are ones I wrote.)

Resource

Cost

Used for…

Type

Value Add?

Pivot Interactives

$5.50/stu

Labs and practice

Subscription

There are a lot of these labs that are just not possible in a classroom.

AP Physics 1 Ultimate Review Packet - by Flipping Physics

$30/stu -

**$20/ea when bought through the school

Unit reviews and/or end of year review

One-time purchase per student

A comprehensive resource designed to help students independently prepare for the AP exam. It includes detailed study guides for each unit, supplemental review videos, additional multiple-choice questions with step-by-step solutions, stumbling blocks videos to address common misconceptions, and one full-length, hybrid, digital, practice AP Physics 1 style exam.

If you’re a new teacher, I highly recommend buying one for yourself to “review” on your own.

AP Physics 1 Ultimate Exam Slayer - by Flipping Physics

$25/student

**$15/ea when bought through the school

Understanding the exam and its structure

One time purchase

Helps students master the exam by explaining its format, categories of multiple-choice questions, the four types of free-response questions, and essential equations. It includes multiple-choice quizzes for each unit, solutions for all released free-response questions organized by topic, and two full-length, hybrid, digital, practice exams with video solutions after each section to guide learning and build confidence.

EdPuzzle

$13.50/mo for a single teacher (not sure on student caps)

Video player - it’s YouTube on steroids

Subscription

Honestly, I’m super glad they fixed their video player. I hated having to tell people “no” to this resource. EdPuzzle was a LIFELINE for me in my classroom. I used it for everything.  Now that it supports the creators that make the videos, I’m happy to say buy it.

5 Steps to a 5 (when you click - link is at the top of the page)

$20/book for the latest edition

Review, HW, (I honestly replaced my textbook with it)

Book - reusable, but will need to be replaced with new CED launches

Greg Jacob’s book is one of those unique treasures in teaching. It’s a GOOD BOOK. It’s concise but well explained. It has good practice questions. It’s just a phenomenal review book. Also - get funding for this book from your district’s reading resources. It’s not designed to be a “consumable,” so you may be able to get it funded as a reading supplement.

I ask the students to buy this book and donate it at the end of the course. Students who can’t afford one borrow an older edition, making it easier year after year.

Cartoon Guide to Physics

$10/book

Comic version of your text

Book - very reusable

Physics is one of those highly visual sciences - you can see it and understand it sometimes. This Cartoon guide helps with that. This is a comic book version of your textbook without the practice problems. It was NOT designed specifically for AP Physics, but it’s still good. My students really liked reading it and they referenced back to it when working through problems - so the visualizations helped them.

This book is ANCIENT. You can get it used on Amazon for $3-4 each no issue. Just pick it up piecewise. (Also, read it too! It’s super funny.)

The Physics Classroom

Varies - maxes out around $2/kid

HW sets

Subscription

This has a free version and honestly - I used the free version. I did not give a grade for the concept builders. But, if you do, I recommend checking out the gradebook features of TPC.

Hardware Resources

Non-Sensors: Arbor Scientific’s AP Physics 1 Kit

https://www.arborsci.com/collections/physics-complete-materials-list

This is a complete list of materials for all the major labs in AP Physics. If you have the money, I highly recommend checking it out.

Sensors: Vernier Physics Bundle

https://www.vernier.com/product-category/?category=packages&term_subject=physics&page_num=1 

I *love* the GoDirect line. They’re super easy to use, durable as all heck, and they work with Pivot’s Bluetooth feature. These work well with Chromebooks as well.

(Editor’s Note: I am a consultant with Arbor Sci and I have worked with the Vernier team while at Pivot. That said, I do not profit off of any of these endorsements.)

Additional Resources

2025 Equation Sheet

Reading Requirements for the Year

AP Physic Exam Master Index (Please read note on first page!)

Physics Next Time Questions (great for bellwork)

https://www.thephysicsaviary.com/

FRQ Exam Master Index: here

Chief Reader Notes (Googled) 2024 2023 2022 2021 2019 2018 2017 2016

College Board: Past FRQs and Commentary

OAIM here

Not Mine: The Holy Grail of Labs - Shout Outs to Helen Reynolds who made this!

AP Physics 1 Variables

Year Round Goodies:

Reading

Exam Updates You Need to Know:

TLDR of the Content Updates:

  • 8 units—an increase from 7.
  • Fluids (previously Unit 1 of AP Physics 2) will now be Unit 8 of AP Physics 1.
  • Adding connections between rotational and translational motion.
  • Adding specific learning objectives referencing power.
  • Adding equations of motion for objects in simple harmonic motion.
  • Uncoupling specific science practices from specific learning objectives. In the revised course framework, any learning objective can be tested with any science practice, which allows a greater range of questions to be written to the new framework.

Starting in 2024, the following will be true for the AP Physics 1 exam:

  • 40 multiple-choice questions (MCQs)—a decrease from 50 MCQs.
  • Removing multiselect questions.
  • Decreasing Section I (MCQs) time from 90 to 80 minutes. (2 min/question)
  • 4 free-response questions (FRQs)—a decrease from 5 FRQs.
  • All 4 FRQs will be new question types:
  • Mathematical routines
  • Translation between representations
  • Experimental design and analysis
  • Qualitative/quantitative translation
  • Increasing Section II (FRQs) time from 90 to 100 minutes. (25 min/question)

Unit Zero: Mathematics Skills

Weight

CB Recommended Time

My Time

0%

0 Periods

5 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

  • Explain how AP Physics 1 would be different than other science courses experiences in school thus far
  • Identify actions that would be deemed “unsafe” in a physics lab
  • Explain how significant figures and rounding are done in relevance to the AP Physics 1 exam.
  • Identify the common base units used in AP Physics 1
  • Complete simple metric conversions
  • Explain the relevance of accurate and/or precise measurements on laboratory analysis
  • Use sine, cosine, and tangent to find relevant values of a triangle
  • Linearize a non-linear graph

Boundary Statements

  • AP Physics 1 does not expect students to quantitatively analyze nonuniform acceleration. However, students will be expected to be able to qualitatively analyze, sketch appropriate graphs of, and discuss situations in which acceleration is nonuniform.
  • For all situations in which a numerical quantity is required for g, the value g ≈ 10 m/s2 will be used. However, students will not be penalized for correctly using the more precise commonly accepted values of 9.81 or 9.8.
  • Unless otherwise stated, the frame of reference of any problem may be assumed to be inertial.
  • Adding or subtracting vectors to find relative velocities is restricted to motion along one dimension for AP Physics 1.

Materials Needed For Labs

  1. Jumpers
  2. Balance
  3. Metersticks (2 1-meter or 1 2-meter)
  4. Washers
  5. Hot glue gun

  1. Large graph paper - use discount wrapping paper with the grid space on the back  and cut into 3’ strips for group graphs. Hang in hallway for pretty factor.

Meter Stick Pro Tip:

Mount a 2-meter on to your wall. Yeah. Like screw it in! Make it level and straight, then mount it on the wall. This will be a PERFECT thing for bounces and drops and all of your other height measurements. OR… Mount a floor-to-ceiling one. Stack as many metersticks as it takes to mount them from the floor (0) to ceiling and screw them in. You’ll need to pre-drill the holes with a small drill in the center of the sticks before mounting. Small screws will hold it fine - space them every 30-50 cm for best hold (top, middle, bottom of each stick). This will give you a height station that you can use all year long. You really only need one - but it’s helpful for so many things.

Start of Unit Festivities

  • Looking for a physical textbook reading plan? This is my alignment to the Stewart text from BFW. (2nd Ed)

Activity Log

Day

Activity

1

Opening/Introduction/ Course Expectations/ Safety Contract

Syllabus

Soapbox: You may want to skip this whole syllabus thing for something more “fun.” My recommendation: don’t. Look, physics is a blast. You will get to know your students more organically by “accidentally” throwing a foam ball at them or spinning them in a chair. Skip the *get to know you* games. You need to hit this syllabus. They NEED to understand the workload. THEY NEED TO SEE THAT THIS WILL BE HARD. Do this before the drop/add period. It will save you a battle later.

Video Requirement for Unit Zero: 58:05 minutes

Google Forms Version Introductory Concepts* - By Brad Williams

EdPuzzles:

  1. [1] (6:14) Introduction to Significant Figures with Examples - edpuzzle
  2. [1] (7:20) Rounding and Working with Significant Figures in Physics - edpuzzle
  3. [1] (5:32) Introduction to Base Dimensions and Your Friends - edpuzzle
  4. [2] (12:26) Introduction to Conversions in Physics - edpuzzle
  5. [1] (13:25) Introduction to Accuracy and Precision (with Relative Error) - edpuzzle
  6. [3] (13:08) A Problem to Review SOH CAH TOA & Pythagorean Theorem - edpuzzle

*DO NOT GIVE THAT LINK TO THE STUDENTS!!! It has the answers in it. Make a copy of each of the forms by clicking the link, then assign those on Google Classroom. Yes, it’s 6 videos. It’s 58 minutes total for 1 week. Kinda sucks, but it’s AP. I would assign these videos over the AP videos HANDS DOWN.

If there is any video to NOT skip, it’s the SOHCAHTOA video. Like, require them to redo it until they get a 100. They NEED to know trig otherwise they’re gonna have a bad time later (lookin’ at you, vectors). Hit it hard until they get it.

2

Pretest: Math Skills KEY (I made similar ones for chemistry: Test 1 KEY and 2)

Autograding one in Pivot - you still have to grade the data table in Q2 and the CER paragraph in Q1.

Vital information comes out of this. For any part they struggle with, plan to work hard to remediate that ALL YEAR LONG.

3

If you don’t know linearization, check out these resources:

Notes - look at the notes under the slide

In class practice: Simulation 1

HW: Workbook 1.L (Linearization of Graphs)

What the heck is linearization and why didn’t anyone tell me about this BEFORE I got halfway through my first year?

So, linearization used to be a key skill that was called out in APPB back in ye olden days. This is a way to make non-linear (read: curvy, wonky graphs) linear. Hence the name “linearization” (the process of being linear). For a great explainer video, check out Linearizing Graphs in Physics. (Shout outs to John Burk for the video link)

When you linearize a graph, you force the equation into a y=mx+b configuration so that the graph makes a line that you can easily analyze without a graphing calculator.

Could students do this on a graphing calculator? Probably, but I have used one a whooping 5 times in my life. I mostly use it like a scientific calculator.

Do they need to know how to linearize? Yeah. There is typically a graphing FRQ that is made infinitely easier if the students know how to linearize. There are a lot of data analysis questions that are easier to do when they’re linear.

Do they need to master it RIGHT NOW? Nope. This is an “enduring standard” that you will bash your head against all year. In fact, this WHOLE UNIT is a series of enduring standards. You will do everything in this unit all year long. So, don’t fret if they’re not perfect on this today. You’ll circle back to it at least once a month every month until May.

Also - pro tip - when looking up more resources on linearization, look up “linearization physics 1”, not just “linearization.” Traditional linearization is a differential equations skill - if you see videos about ‘a is a number’ and discussing the second derivative, you’ve gone too far into the math side. You want stuff specifically directed at physics students.

4

Lab: What is the mass of a jumper? (What is OAIM?)

Pictures 1 2 3

Teacher Notes and a Webinar: Jumpin' Jumpers Labs - 2025/08/09 13:49 EDT - Recording - NOT FOR STUDENTS!!! It’s like 90 minutes long. No kid is watching that…

5

Jumper Day 2

 

Labs

BW/Notes

Lab: Measurement

Unit One: Kinematics

Weight

CB Recommended Time

My Time

10-15%

12-17 Periods

22 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

Topic 1.1 Scalars and Vectors in One Dimension

  • 1.1.A Describe a scalar or vector quantity using magnitude and direction, as appropriate.
  • 1.1.B Describe a vector sum in one dimension.

Topic 1.2 Displacement, Velocity, and Acceleration

  • 1.2.A Describe a change in an object’s position.
  • 1.2.B Describe the average velocity and acceleration of an object.

Topic 1.3 Representing Motion

  • 1.3.A Describe the position, velocity, and acceleration of an object using representations of that object’s motion.

Topic 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.

Topic 1.5 Vectors and Motion in Two Dimensions

  • 1.5.A Describe the perpendicular components of a vector.
  • 1.5.B Describe the motion of an object moving in two dimensions.

Boundary Statements

  • AP Physics 1 does not expect students to quantitatively analyze nonuniform acceleration. However, students will be expected to be able to qualitatively analyze, sketch appropriate graphs of, and discuss situations in which acceleration is nonuniform.
  • For all situations in which a numerical quantity is required for g, the value g ≈ 10 m/s2 will be used. However, students will not be penalized for correctly using the more precise commonly accepted values of 9.81 or 9.8.
  • Unless otherwise stated, the frame of reference of any problem may be assumed to be inertial.
  • Adding or subtracting vectors to find relative velocities is restricted to motion along one dimension for AP Physics 1.

Materials Needed For Labs

  1. Constant Velocity Cars
  2. masking tape
  3. stopwatch
  4. meter sticks
  5. carbon paper
  1. “droppable” objects (think bouncy balls…)
  2. video recording device (You can use Pivot!!)
  3. string
  4. small weight

Start of Unit Festivities

Rearranging Physics

Flipping Physics Videos by Topic/Standard

Starred Videos(*) Indicate the “short list” if you think students will riot.

Topic 1.1 Scalars and Vectors in One Dimension

1.1.A Describe a scalar or vector quantity using magnitude and direction, as appropriate.

[3] (8:22) Introduction to Vector Components - edpuzzle

1.1.B Describe a vector sum in one dimension.

[3] (11:34) Introductory Tip-to-Tail Vector Addition Problem - edpuzzle

[3] (10:52) Introductory Vector Addition Problem using Component Vectors - edpuzzle

[2] (4:25) Using a Data Table to Make Vector Addition Problems Easier - edpuzzle

Topic 1.2 Displacement, Velocity, and Acceleration

1.2.A Describe a change in an object’s position.

*[1] (11:43) Introduction to Displacement & Differences Between Displacement & Distance - edpuzzle

1.2.B Describe the average velocity and acceleration of an object.

[2] (11:45) Introduction to Velocity and Speed and the differences between the two - edpuzzle

[2] (12:53) Average Velocity Example Problem with Three Velocities - edpuzzle

[2] (5:36) Example Problem: Velocity and Speed are Different - edpuzzle

*[2] (10:53) Introduction to Acceleration with Prius Brake Slamming Example Problem - edpuzzle

*[2] (9:53) Basic Acceleration Example Problem & Understanding Acceleration Direction - edpuzzle

*[2] (6:42) Introduction to Uniformly Accelerated Motion with Examples of Objects in UAM - edpuzzle

[3] (11:41) Introductory Uniformly Accelerated Motion Problem – A Braking Bicycle - edpuzzle

[3] (17:02) Toy Car UAM Problem with Two Different Accelerations - edpuzzle

*[2] (5:58) Understanding Uniformly Acceleration Motion - edpuzzle

[1] (2:00) ​Understanding Uniformly Accelerated Motion - Examples Only - edpuzzle

*[2] (5:17) Reviewing One Dimensional Motion with the Table of Friends - edpuzzle

*[1] (12:12) Introduction to Free-Fall and the Acceleration due to Gravity - edpuzzle

*[2] (6:01) Apollo 15 Feather and Hammer Drop – Introductory Free-Fall Problem - edpuzzle

[3] (12:11) Dropping Ball from 2.0 Meters - Introductory Free-Fall Acceleration Problem - edpuzzle

[2] (4:56) Graphing the Drop of a Ball from 2.0 Meters - Free-Fall Acceleration Problem - edpuzzle

*[2] (10:46) Throwing a Ball up to 2.0 Meters & Proving the Velocity at the Top is Zero - edpuzzle

*[2] (7:19) Common Free-Fall Pitfalls - edpuzzle

*[3] (10:22) A Free-Fall Problem That You Must Split Into Two Parts - edpuzzle

[3] (4:08) Dropping Dictionaries Doesn’t Defy Gravity, Duh! - edpuzzle

Topic 1.3 Representing Motion

1.3.A Describe the position, velocity, and acceleration of an object using representations of that object’s motion.

*[2] (12:39) Understanding and Walking Position as a function of Time Graphs - edpuzzle

*[2] (24:53) Walking Position, Velocity and Acceleration as a Function of Time Graphs - edpuzzle

[2] (12:51) Understanding Instantaneous and Average Velocity using a Graph - edpuzzle

*[2] (7:59) A Graphical UAM Example Problem - edpuzzle

[2] (3:53) Experimentally Graphing Uniformly Accelerated Motion - edpuzzle

[1] (3:24) Creating a Position vs. Time Graph using Stop Motion Photography - edpuzzle

Topic 1.4 Reference Frames and Relative Motion

1.4.A Describe the reference frame of a given observer.

*[1] (1:58) The Drop and Upward Throw of a Ball are Very Similar - edpuzzle

1.4.B Describe the motion of objects as measured by observers in different inertial reference frames.

[2] (15:11) Example Problem: Finding Average Speed for Pole Position - edpuzzle

[3] (12:00) Don’t Drop Your Camera 5.0 Seconds After Liftoff - Advanced free-fall problem - edpuzzle

Topic 1.5 Vectors and Motion in Two Dimensions

1.5.A Describe the perpendicular components of a vector.

*[2] (10:26) Introduction to Tip-to-Tail Vector Addition, Vectors and Scalars - edpuzzle

[3] (7:57) Complicated Vector Addition Problem with Component Vectors - edpuzzle

1.5.B Describe the motion of an object moving in two dimensions

*[2] (6:58) Introduction to Projectile Motion - edpuzzle

[3] (9:42) Projectile Motion Problem with Initial Horizontal Velocity (1 of 2) - edpuzzle

[3] (7:57) Projectile Motion Problem with Initial Horizontal Velocity (2 of 2) - edpuzzle

*[3] (9:33) Nerd-A-Pult – An Introductory Projectile Motion Problem - edpuzzle

*[3] (7:57) Nerd-A-Pult – Measuring Initial Velocity - edpuzzle

*[4] (10:30) Nerd-A-Pult #2 – Another Projectile Motion Problem - edpuzzle

[3] (8:53) Understanding the Range Equation of Projectile Motion - edpuzzle

[4] (7:31) Deriving the Range Equation of Projectile Motion - edpuzzle

[3] (7:23) A Range Equation Problem with Two Parts - edpuzzle

[3] (4:14) The Classic Bullet Projectile Motion Experiment - edpuzzle

[1] (1:58) ​Bullet Projectile Motion Experiment with X & Y Axis Scales - edpuzzle

*[2] (6:37) Demonstrating the Components of Projectile Motion - edpuzzle

Other

Science Skills

[1] (18:00) Why "Show All Your Work"? - edpuzzle

[2] (25:12) Harnessing the Power of Spreadsheets in Physics - edpuzzle

[1] (5:59) How to use Cardinal Directions with Vectors - edpuzzle

Activity Log

Day

Standards

Activity

1

1.1, 1.2, 1.3

Notes: 1-D Kinematics

2

1.1, 1.2, 1.3

BW: Questions 19-20 (page 14) FORM  Key

Interpreting Distance-Time Graphs (Yes, it’s for middle school, but it’s still REALLY good for introducing the concept.)

  • Your students need to understand motion graphs. Like, it’s not going away and if they don’t master it now, everything later is gonna suck hard. So, they should be able to smoothly interpret and move between a PT/VT/AT graph without ANY issues. If they can’t make a PT graph and get it all the way to acceleration, we have an issue.
  • Key point: your students should know velocity graphs. At Physics 1, most of the velocity graphs will be linear. So, you should be able to easily derive (or, at least, discuss) the acceleration from the slope and the displacement from the area under the curve.
  • Looking for some Desmos Activities to help? Try Constant Velocity Graph Matching and Constant Velocity Equation Matching

Pivot Alternative: Ping Pong Ball Bazooka- randomized, autogrades, and a great “first Pivot” activity. Shows students how motion calculations turn into motion graphs. Do this together as a class and take them through it. Think of it as guided notes.

3

1.1, 1.2, 1.3

Workbook 1.C: Discuss how to write a method. (Check out the OAIM Method; it hits all of the skills.)

Workbook 1.D: Using data, make a x/t and v/t graph

How I use the Workbook

4

1.1, 1.2, 1.3

BW Quiz: 2.1-2.3 (5 minutes) KEY

Lab Options:

In both of these activities, you’re introducing acceleration. So, make sure you say that word A LOT. Make them talk about the position, the speed, the direction, the velocity, and the acceleration EXPLICITLY. So, those circulating questions while they are working:

  • (Pause the video or take a picture of their buggy as it’s driving away.)
  • What is the position of the object? How do you know?
  • What is the direction of the object? Is that positive or negative? Why is that?
  • What is the velocity of the object? What is the speed of the object? How is it different?
  • What is the acceleration of the object? Is it positive or negative? How do you know?

Be careful with “accelerating” and “decelerating” until your students have shown mastery of velocity vs. speed vs. acceleration. Colloquially, we get them confused all of the time and the AP exam is banking on that for easy distractors. Also ask for more detail when they say things like "it's" or "positive" or "negative". When they say "it" get them to say what they are talking about (position, velocity, acceleration), and then get them to explain the meaning of positive or negative. (a velocity graph with a positive slope means the acceleration is pointing in the positive direction). If you need help visualizing this or having a backdrop for more discussions, check out this Desmos.

Note: Buggy Cart Lab Conclusion Part Two is optional - however, I like to challenge students to “talk to me like I’m five” so that they avoid the crutches of “big science words.” They should be able to dumb it down for a kiddo.

5

Lab Day 2

6

1.1, 1.2, 1.3

BW: Discussing Flaws Form Solutions (15 minutes; this is one of those ‘community building things.’ I suggest doing these check-ins often.)

Workbook 1.J and 1.K: Introduction of free fall (this will serve as notes) Walk them through these questions as their introduction to free fall. You could do it POGIL style.

HW: Develop method for Gravity Lab OR complete Part 1 of the Free Fall Five activity.

7-

10

1.1, 1.2, 1.3

Lab Options

This lab actually takes 2-3 days minimum. And, I recommend you give it that. I like doing BOTH the In Class and the Pivot version of this lab.

Day 1: We write a procedure and make the Excel spreadsheet for analysis

Day 2: Gather data. A BUNCH. And don’t worry - it will be bad. A “good” g is something between 6-10.

Day 3/4: Do the Pivot version. Should take about 1-2 class periods. They should get a g of 9.8ish (within 0.2).

Day 5: Discuss why they’re different! This is a great accuracy vs. precision moment - there is a ton of “miss-able” motion in the first 5 seconds of the drop. So, students can really miss out on these valuable measurements, leading to bad data. It has NOTHING to do with their methodology - it’s just that they don’t have the tools to get the best data possible. That’s why sometimes we want to do video analysis; it gives us the chance to really slow down time and take careful measurements, leading to more precise results. Our procedures give accuracy - they’re either right or wrong; our tools give precision, and a bad tool can make a good procedure look bad.

11

Work Day/ Review 1D Kinematics

What is a Work Day?!

12

1.1, 1.2, 1.3

Quiz: Chapter 2 Google Form Explain

Grade quiz and discuss FRQ as a class - this is the pro-tip of the year right here. Have the students grade themselves. Time this thing in class using the times on the quiz. Then, grade it together. Take the quiz with them. Show them how to work each question. When they’re grading the FRQ, have them grade themselves on a separate piece or paper or a sticky note; then, when you grade it, you can compare for confidence. See if they are understanding their errors - a student without misconceptions will match your grade pretty well. A student with engrained misconceptions will vary from your score.

Alternative Assessment: Positive/Negative Acceleration Graphs Use this Pivot to replace their quiz. They are given a scenario and need to find the acceleration of the object.

  • I would adjust the points: Q1 points: -Time on the X axis (1pt), -Position column (1pt), velocity column (1pt), acceleration column (1pt), vertical axis for each (3 pt; 1 ea). I would also do 1 pt each for the units in the columns and the correct variables.
  • Q2: I like the scoring guideline. HARP on those points! No explanation is a ZERO on the AP exam. That guideline is very similar to an FRQ. Time is about ~60 minutes

13

1.4

(30 minutes) Frame of Reference Movie Bring popcorn. This is gonna be a cult classic.

Rest of class: Pick one scenario in the movie. For that scenario, describe at least two frames of reference for the event. Describe the motion of objects as measured by observers in different inertial reference frames. Determine which frame is the “inertial frame of reference” and justify this selection. (May be best to work in pairs for this. Their heads will hurt after the film.)

14

1.1, 1.5

Vector Addition Practice (Scroll below the simulation to see the Teacher’s Notes.)

Name that Vector link

(Notes to review at home. They should have watched a FP video on vectors by this point.) You will begin talking about vectors tomorrow, so hit on what a vector is.

Pivot Option: Introduction to Vectors (autogrades!!!)

15

1.1, 1.5

Notes: 2D Kinematics → I don’t use a PowerPoint for this.

If you want a visual, project the video only from this Pivot: Projectile Motion. You can do the lab later. Just watch the video and use it as a talking piece.

  • Write the projectile motion equations in the X and Y directions.
  • Write the variable in the X/Y. Then, discuss the things that stay the same each time (Xo is 0. Vxo is 0. ay is gravity. t is not directional, so it’s used to go between the two.)

Soapbox Message: So, the AP philosophy for Projectile motion is to almost never work with REAL numbers. Rather, they would say things like: A projectile with mass M is launched from the ground off of a cliff of height H. It falls for time T. A second projectile with mass 2M is launched from the ground off of a cliff of height H. How will their fall times compare? You can take normal projectile motion worksheets and make them into this: start them with the numbers. Do values 0-10. Then, move into common fractions (½, ⅓, ¼, ⅛ ) and common exponents (x2, x3, x4). Then move to JUST letters. The sooner you can wean them off of real numbers, the better they will be.

Discuss next time questions 1 and 2

16

1.5

Bellwork: NTQ #3 

Workbook 1.M (page 1) and 1.N

17

1.5

Lab Options:

  • Projectile Motion Lab - definitely took the “I give you the procedure” route with this lab, but you could scaffold building the procedure as well. (What is OAIM?)
  • Projectile Motion -- I like this better. It shows all three views of the ball falling through the air.

This is another one of those “for the visual, the computer is better” kinda things. I think the Pivot is better than the in class version because the students can “see” the projectile path in the video.

18

1.5

Lab Con’t

19

Work Day

What is a Work Day?!

20

1.4, 1.5

Projectile Motion Quiz

Students REALLY need that MCQ/FRQ practice. You should be giving at least one “CB like” quiz and one “CB like” exam each unit if you are tasked with preparing students for the exam. I think that straying too far from the exam questions is a disservice to students who are trying to prepare to pass the AP exam. If you’re working with students that WILL NOT test or who do not care to pass the exam… well, that’s not exactly AP Physics 1. You can do whatever. But, for AP, we need to practice with AP questions.

21

Personal Progress Check for Unit 1 is due. Review answers in class

Review 


Quizizz Fast Facts* Note - I’m no longer at WebCo, so I can’t get in an edit this account anymore.

22

Exam (New FRQ from 2023 exam)

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

1D

2D

Teacher Talk: Linda — I need a unit review!

OH BOY HAVE I FOUND SOMETHING FOR YOU!!!!

Meet The Ultimate Review packet for AP Physics 1, by JT Palmer - the genius behind Flipping Physics!

To use this to its fullest - I recommend two things:

  1. Get your school to buy it rather than asking your kiddos to pay - it’s $15/std when purchased by the school, but it’s $25/kid when the kids pay.
  2. Use it throughout your year as your unit review.

Looking at U1 - there are 12 objects. Here’s how I would use it

Object Name

-Links won’t work until you sign up

Give or Assign

Grade it?

Review Video

Give - resource

No

Lecture Notes 

Give - resource

No

Study Guide

Assign

No - use as notes

Pro tip - this thing is amazing and you could honestly use this as mini-notes with each lesson as you go throughout the unit. You will need to buy the teacher’s license for this. (Make the school buy it…) But, I could see myself giving these sections as standalone quizzes with each lesson.

Study Guide Answer Key

Give after assignment

I mean, it’s an answer key. I don’t have teacher access, so I’m not sure if you can hide this or not.

Proj. Motion Supp. Video + Notes

Give - resource

No, but I could see giving this video to students as a reteach tool post your projectile motion quiz.

Motion Graphs Video + Notes

Give - resource

(See Proj. Motion)

Center of Mass

Do this WITH YOUR KIDS in class

Seriously, take this video and watch it in class right after you start PM. I think this will help them to understand the weird scenarios that you see on the AP exam.

MCQ Practice

Assign

Hey look! Your graded MCQ practice - due the day of the review.

FRQ Practice

Give - Resource

This is a list of released FRQs with worked out problems. If you use any of these FRQs in class, this would be a great way to remediate the students in small groups.

Teacher Talk: Okay… but like… how do I know if I’m going too fast?

Oh, if that isn’t a loaded question. 🫠 lol.

So - general rule of thumb: I stop and reteach if the class average is below a passing grade (a 70%) OR if the majority of the students are unhappy with their grade. That said, they can do test corrections or wrong answer analysis to get the AP Curve (Sq Rt of their score x10) and their test grade replaces everything lower than it. So, we’re not “taking it again.” I don’t have the time to make a new quiz because they didn’t study for the first one. And we’re damn sure not “retaking” the previous exam. They’re smart - they know how to memorize a key. Screw that.

When we reteach, I go over the quiz or test and explain why each wrong answer is wrong. This is called Wrong Answer Analysis. If the students can understand why something is wrong, they are more likely to avoid it in the future. We talk about pitfalls (like, gravity doesn’t follow the projectile; it’s always pulling to the center of mass of the planet [which tends to be DOWN]) and misconceptions (fast =/= accelerating) and we highlight those on the paper. I treat the quiz paper as another set of notes and we write ALL over it. It’s great for them to see how to deconstruct a test. This takes time - about 5 minutes per MCQ and 20-30 min per FRQ. So, this can eat up a class period or two easily. Don’t do this every time. But, it’s a great way to save some sanity when you feel like you need to slow down.

Old Resources

No longer use. Maybe you’ll like them? These are not maintained.

Notes/Worksheets

Labs/Activities

Quizzes/Test

Graph Interpretation 

1D Kinematics Games

Kinematics Notes

UAM Practice 

Notes: Projectile Motion

Next Time Questions:

1 2 3 4 5 6 7

HW: Moving Man Brainstorm

PhET Projectile Motion

Wild Thing DMV

Cannonball, Ball, Toy DMV

What’s Your Vector? 

Projectile Motion Inquiry

(NOT AN IPAD): Moving Man PhET HW Activity for the kids (Suggested time is 120 minutes, so 2 days or 1 day in class and 1 day HW)

Quiz Review

Test Review

2016Q3

2011B1

2006B2

Unit Two: Dynamics

Weight

CB Recommended Time

My Time

18-23%

22-27 Periods

28 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

Topic 2.1 Systems and Center of Mass

  • 2.1.A Describe the properties and interactions of a system.
  • 2.1.B Describe the location of a system’s center of mass with respect to the system’s constituent parts.

TOPIC 2.2 Forces and Free-Body Diagrams

  • 2.2.A Describe a force as an interaction between two objects or systems.
  • 2.2.B Describe the forces exerted on an object or system using a free-body diagram.

Topic 2.3 Newton’s Third Law

  • 2.3.A Describe the interaction of two objects using Newton’s third law and a representation of paired forces exerted on each object.

Topic 2.4 Newton’s First Law

  • 2.4.A Describe the conditions under which a system’s velocity remains constant.

Topic 2.5 Newton’s Second Law

  • 2.5.A Describe the conditions under which a system’s velocity changes.

Topic 2.6 Gravitational Force

  • 2.6.A Describe the gravitational interaction between two objects or systems with mass.
  • 2.6.B Describe situations in which the gravitational force can be considered constant.
  • 2.6.C Describe the conditions under which the magnitude of a system’s apparent weight is different from the magnitude of the gravitational force exerted on that system.
  • 2.6.D Describe inertial and gravitational mass.

Topic 2.7 Static and Kinetic Friction

  • 2.7.A Describe kinetic friction between two surfaces
  • 2.7.B Describe static friction between two surfaces.

Topic 2.8 Spring Forces

  • 2.8.A Describe the force exerted on an object by an ideal spring

Topic 2.8 Circular Motion

  • 2.9.A Describe the motion of an object traveling in a circular path.
  • 2.9.B Describe circular orbits using Kepler’s third law.

Boundary Statements

  • AP Physics 1 only expects students to calculate the center of mass for systems of five or fewer particles arranged in a two-dimensional configuration or for systems that are highly symmetrical.
  • AP Physics 1 only expects students to depict the forces exerted on objects, not the force components on free-body diagrams. On the AP Physics exams, individual forces represented on a free-body diagram must be drawn as individual straight arrows, originating on the dot and pointing in the direction of the force. Individual forces that are in the same direction must be drawn side by side, not overlapping.
  • AP Physics 1 only expects students to describe tension qualitatively in a string, cable, chain, or similar system with mass. For example, students might note that the tension in a hanging chain is greater toward the top of the chain.
  • The interaction between objects or systems at a distance is limited to gravitational forces in AP Physics 1. In AP Physics 2, gravitational, electric, and magnetic forces may be considered.
  • AP Physics 1 only expects students to quantitatively analyze banked curves in which no friction is required to maintain uniform circular motion. Analysis of situations in which friction is required on a banked curve is limited to qualitative descriptions.
  • AP Physics 1 does not expect students to know Kepler’s first or second laws of planetary motion.

Materials Needed For Labs

  1. Inertial Balance
  2. Various standard weights
  3. large C clamp
  4. stopwatch
  5. pulley
  6. hanging masses
  7. string
  1. spring scale
  2. electric balance
  3. Wooden block (or student shoe)
  4. Multi-surface board
  5. Flying Pig
  6. String
  7. Meter stick
  8. Magnetic ceiling hook

Start of Unit Festivities

Rearranging Physics

Flipping Physics Videos by Topic/Standard

TOPIC 2.1 Systems and Center of Mass

2.1.A Describe the properties and interactions of a system.

[1] (3:46) Introduction to Equilibrium - edpuzzle

[1] (7:06) Center of Mass Introduction - edpuzzle

2.1.B Describe the location of a system’s center of mass with respect to the system’s constituent parts.

[2] (6:41) Calculating the Center of Mass of a System of Particles - edpuzzle

[2] (7:42) Center of Mass of an Irregular Object - edpuzzle

[2] (6:13) Center of Mass of an Object with a Hole - edpuzzle

[2] (8:45) Throwing a Ball in a Boat - Demonstrating Center of Mass - edpuzzle

TOPIC 2.2 Forces and Free-Body Diagrams

2.2.A Describe a force as an interaction between two objects or systems.

[1] (6:33) Introduction to Force - edpuzzle

2.2.B Describe the forces exerted on an object or system using a free-body diagram.

Solo mr.p: [3] (6:31) A Basic Force Vector Addition Problem - edpuzzle

[2] (3:35) Summing the Forces is Vector Addition - edpuzzle

[1] (6:57) Introduction to Free Body Diagrams or Force Diagrams - edpuzzle

[1] (2:58) The Reality of our First Free Body Diagram - edpuzzle

[3] (3:59) 5 Steps to Help Solve any Free Body Diagram Problem - edpuzzle

TOPIC 2.3 Newton’s Third Law

2.3.A Describe the interaction of two objects using Newton’s third law and a representation of paired forces exerted on each object.

[1] (5:58) Introduction to Newton's Third Law of Motion - edpuzzle

[2] (2:37) A Common Misconception about Newton's Third Law Force Pairs - edpuzzle

TOPIC 2.4 Newton’s First Law

2.4.A Describe the conditions under which a system’s velocity remains constant.

[1] (4:26) Introduction to Inertia and Inertial Mass - edpuzzle

[1] (5:30) Introduction to Newton's First Law of Motion - edpuzzle

[1] (3:52) Understanding the Tension Force - edpuzzle

TOPIC 2.5 Newton’s Second Law

2.5.A Describe the conditions under which a system’s velocity changes.

[2] (9:42) Introduction to Newton’s Second Law of Motion with Example Problem - edpuzzle

[3] (5:59) Using Newton's Second Law to find the Force of Friction - edpuzzle

[3] (9:27) A Three Force Example of Newton's 2nd Law with Components - edpuzzle

[3] (8:29) Introductory Newton's 2nd Law Example Problem and Demonstration - edpuzzle

Solo mr.p: [2] (5:42) A Basic Newton's Second Law Problem - edpuzzle

[3] (10:45) Force vs. Time on a Dynamics Cart - edpuzzle

TOPIC 2.6 Gravitational Force

2.6.A Describe the gravitational interaction between two objects or systems with mass.

[2] (2:57) Everybody Brought Mass to the Party! - edpuzzle

2.6.B Describe situations in which the gravitational force can be considered constant.  

[1] (5:24) Introduction to the Force of Gravity and Gravitational Mass - edpuzzle

[3] (8:59) An Introductory Tension Force Problem - edpuzzle

2.6.C Describe the conditions under which the magnitude of a system’s apparent weight is different from the magnitude of the gravitational force exerted on that system.

[1] (5:46) Weight and Mass are Not the Same - edpuzzle

[2] (6:11) Do You Feel Your Weight? A lesson on Apparent Weight - edpuzzle

[2] (6:20) How Much is a Mermaid Attracted to a Doughnut? - edpuzzle

2.6.D Describe inertial and gravitational mass.

[2] (5:07) g is Positive

[3] (6:35) Breaking the Force of Gravity into its Components on an Incline - edpuzzle

[3] (4:20) Deriving the Acceleration due to Gravity on any Planet and specifically Mt. Everest - edpuzzle

[1] (7:19) Newton's Universal Law of Gravitation Introduction - The Big G Equation - edpuzzle

[1] (3:47) Dropping a Bucket of Water - Demonstration - edpuzzle

[2] (6:59) Apparent Weightlessness Introduction - edpuzzle

[2] (8:11) Number of g's or g-Forces Introduction - edpuzzle

TOPIC 2.7 Kinetic and Static Friction

2.7.A Describe kinetic friction between two surfaces

[1] (4:04) Introduction to Static and Kinetic Friction by Bobby - edpuzzle

[2] (4:59) Introduction to the Coefficient of Friction - edpuzzle

[2] (6:58) Understanding the Force of Friction Equation - edpuzzle

[2] (2:57) Experimentally Graphing the Force of Friction - edpuzzle

[3] (6:59) Introductory Kinetic Friction on an Incline Problem - edpuzzle

[2] (6:59) Do Your Feet Affect How Far You Slide on a Water Slide? - edpuzzle

2.7.B Describe static friction between two surfaces.

[3] (7:59) Does the Book Move? An Introductory Friction Problem - edpuzzle

[1] (4:39) Do Anti-lock Brakes use Static or Kinetic Friction? by Billy - edpuzzle

[3] (9:19) A Friction Review Problem - The Original Billy Bobby and Bo - edpuzzle

[3] (8:59) Determining the Static Coefficient of Friction between Tires and Snow - edpuzzle

[3] (9:22) Physics "Magic Trick" on an Incline - edpuzzle

[3] (6:41) Introductory Static Friction on an Incline Problem - edpuzzle

[2] (2:34) Calculating the Uncertainty of the Coefficient of Friction - edpuzzle

[5] (20:28) An incline, 2 masses, and a pulley. What could be more fun? - edpuzzle

TOPIC 2.8 Spring Forces

2.8.A Describe the force exerted on an object by an ideal spring

[2] (9:35) Hooke's Law Introduction - Force of a Spring - edpuzzle

[2] (5:46) Determining the Spring Constant, k, with a Vertically Hanging Mass - edpuzzle

[2] (5:51) The Human Spine acts like a Compression Spring - edpuzzle

TOPIC 2.9 Circular Motion

2.9.A Describe the motion of an object traveling in a circular path.

[1] (5:03) Introduction to Circular Motion and Arc Length - edpuzzle

[1] (4:16) Defining Pi for Physics - edpuzzle

[1] (3:44) Introductory Arc Length Problem - Gum on a Bike Tire - edpuzzle

[1] (2:59) Angular Velocity Introduction - edpuzzle

[1] (5:40) Introductory Angular Velocity Problem - A Turning Bike Tire - edpuzzle

[1] (2:27) Angular Acceleration Introduction - edpuzzle

[1] (5:26) Angular Accelerations of a Record Player - edpuzzle

[1] (6:34) Uniformly Angularly Accelerated Motion Introduction - edpuzzle

[2] (3:43) Introductory Uniformly Angularly Accelerated Motion Problem - A CD Player - edpuzzle

[1] (3:57) Human Tangential Velocity Demonstration​ - edpuzzle

[2] (3:39) Introductory Tangential Velocity Problem - Mints on a Turntable - edpuzzle

[2] (6:50) Tangential Acceleration Introduction with Example Problem - Mints on a Turntable - edpuzzle

[1] (5:57) Demonstrating the Directions of Tangential Velocity and Acceleration - edpuzzle

[2] (6:20) Centripetal Acceleration Introduction - edpuzzle

[2] (5:59) Introductory Centripetal Acceleration Problem - Cylindrical Space Station - edpuzzle

[2] (4:57) The Scalar Nature of Variables in Rotational Motion Equations - edpuzzle

2.9.B Describe circular orbits using Kepler’s third law.

[2] (8:12) Gravitational Field Introduction - edpuzzle

[2] (8:47) Universal Gravitational Potential Energy Introduction - edpuzzle

[3] (5:59) Deriving the Binding Energy of a Planet - edpuzzle

[3] (7:06) Deriving Escape Velocity of Planet Earth - edpuzzle

[3] (4:23) Mechanical Energy of a Satellite in Circular Orbit - edpuzzle

[4] (6:09) Impulse for Two Objects being Attracted to One Another - edpuzzle

[3] (6:38) The Force of Gravitational Attraction between the Earth and the Moon - edpuzzle

[4] (7:09) Altitude of Geostationary Orbit, a special case of Geosynchronous Orbit - edpuzzle

[5+] (12:34) Force of Gravity and Gravitational Potential Energy Functions from Zero to Infinity (Note - dense video, but it did a better job than I could!)

Other

Science Skills

[2] (7:36) A “Show All Your Work” Example - edpuzzle

[2] (6:16) Dear MarkRober, Could You Show Your Work Better, Please?

[3] (14:33) Letting Go Of Your Numbers Dependency

Activity Log

Day

Standards

Activity

1

2.1

Intro: The Fosberry Flop

Center of Mass Activity 

2

2.1, 2.2

Notes Introduction to forces

FBD Step-by-Step Guide (give to the kids)

3

2.3

Demo: Intro to Newton’s Third Law - Teach Me How to Walk/ Can I Fight Myself? - Shout out to Joe Mancino for this demo. Big crowd pleaser (Get a gym mat from wrestling/cheer coach)

This is a hard one to type up. But… I can’t find any videos of it, so it’s what I have for right now.

Prep: obtain thick gym mats. Wear loose fitting comfy clothes. You’re gonna fall a lot. If you can’t reasonably fall without serious injury DO NOT ATTEMPT THIS DEMO. Use a video on the physics of walking instead.

So, start class by introducing Newton’s three laws. (For added dramatic flair, also mention throughout this talk that you have been forgetting things a lot. Pretend to not remember their names, misspell everything, write letters backwards, ect.) Once the students have all three laws, tell them that you want to focus on the 3rd law: equal and opposite forces. But, you forgot what you wanted to discuss. AND you forgot how to walk to your notes that tell you what you need to discuss. But, no worries: your students walk just fine. Ask them to teach you how to walk.

One of them will likely tell you to lift your leg up. DRAMATIC reach down and lift your leg up. This will unbalance you and you will fall. DO THAT. Don’t stop yourself. Don’t try to stabilize yourself. Fall to your doom. (Hence the floor mats.) Stand back up and tell them that didn’t work and try again.

For each idea they come up with, do EXACTLY what they tell you to do. If they say raise your leg, lean forward, and catch yourself with the other one, try. You’ll fall. It’ll be fine.

The common ones:

  • push back on the ground: fall forward
  • push forward: fall backwards
  • push down on the ground: jump up
  • push up on the ground: stand still
  • lean forward: fall forward
  • lean back: fall back

The ideal: to go UP and FORWARD, you need to push DOWN and BACK. Normally, once they figure out that push down gets you bouncing, it’s either push down and forward (step backwards) or push down and backwards (step forward).

Additional: if falling to your doom does not suit you, you could also fall once, then have them explain how to get back up. To push yourself up, you’re gonna push down on the mat. To stand up, you’ll push down and back to go up and forward.

The goal: to recognize that WALKING is a vector force at an angle comprising two components: a force down and a force back that case a reactionary force of up and forward.

BTW: 500 mg of Acetaminophen 1 hour before this debacle always yielded a happier, less pained me. You will have bruises on your hands and knees for a few days afterwards. If you bruise easily, I find double laying the mats to be even more helpful.

After this: I tell the students I’m mad for forgetting such a simple law of physics, and in a break of self, I will proceed to fight myself. I push on my chest hard (attempting to shove me to start the altercation). Obviously, I don’t move. I then ask if I can push someone else; a volunteer gets lightly pushed. They confirm that I’m capable of pushing. I then confirm that I’m capable of falling: I have the smallest kid in the class push me over, to which I dramatically fall onto the mats. Yep, I can push and I can be pushed. Again, I push myself. No movement. I ask the students: why is this? Because I’m a SYSTEM: forces cause motion outside of the system. An object cannot act upon itself.

4

2.2, 2.3

Free Body Diagrams (The Physics Classroom FBD Interactive) Due in class

5

2.2, 2.3

FBD -- The Physics Classroom worksheet #1-11  Due in class KEY

6

2.2, 2.3

FBDs as math: Workbook 2.C, 2.D

7

2.1, 2.2, 2.3

FRQ Practice: 2015 #4 answer

8

2.1, 2.2, 2.3

Quiz: Free body diagrams KEY

9

2.4, 2.5

Notes: Netwon's First and Second Law 

10

2.4, 2.5

Inertia Lab Options

I have seen these MADE. (This is a one-blade model in the PDF.) It’s 2 blocks of equally sized 2x4 wood with two thin saw blades connecting the blocks at equal distance. They are screwed on with wood screws. IF YOU MAKE YOUR OWN: either grind the teeth off the blade or ONLY demo it. Use heavy leather gloves in the demo or you will slice your hand open on the teeth.

11

2.6

Notes: Gravitation

12

2.6

Activity:

13

2.6

Workbook 3.N and 3.O

14

2.6

Gravitation Mass Lab Options:

  • Gravitational Mass Lab
  • Pivot Version (Ideal intro lab. If they have used Pivot before, they should have no trouble working through this activity on their own)

15

2.6

Quiz: Gravitation (with feedback for MC… now in beta! lol)

16

2.4, 2.5, 2.6

Pulleys Lab Options:

  • Lab: Horizontal Pulley
  • Pivot Version: Nearly identical. (I actually like it more than my lab.)

17

--Work Day--

What is a Work Day?!

18

2.4, 2.5, 2.6

Quiz: Newton's Laws

HW: Quiz Corrections

19

2.7

Notes: Angled systems - I walk through the images on this page.

HW: Inclined Planes KEY - bottom of second page

20

2.7

Workbook 2.H, 2.M

21

2.7

Begin class: give FRQ. (20 minutes) Collect their work and do not go over it.

Rest of class: Pick one

22

2.7

Redo the FRQ after they have finished the lab. Then, give them their original FRQ back. Compare their answers: what changed? Why did they make that change? Did the lab impact their understanding of the FRQ? How so? Highlight how what they learned in the lab could be used to answer the FRQ.

This is Strategy #5 of this blog that I wrote

2.8

Lab Options: Finding the Spring Constant

23

2.8

Partner Quiz: Worksheet 2.O Due by the end of class.

24

2.9

Notes: Circular Motion

Demo Options

25

2.9

Circular Motion Lab:

26

2.9

Workbook 3.D and 3.G

27

Personal Progress Check for Unit 2 is due.

Review answers in class

Quizizz Fast Facts

28

Exam Day (Last year’s exam: Unit Exam)

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

Dynamics 1D

Dynamics 2D

Gravity

Old Resources

Notes/Worksheets

Labs/Activities

Quizzes/Tests

UCM Practice

6.5 Independent Study Gravity (The Physics Classroom, Lesson 3)

6.1-6.2 Notes

MC Practice Key

Force Diagram Practice

Newton’s Laws

Advance Forces

Newton’s Law Flashcards

Force Diagrams 2

Videos of Inertia

Inertia

FBD 2 3 4a FBD Cookbook

FRQ Practice Laws 1-3 and FBD

WIN AM: MC Practice Motion

Resolution of Forces Part 1 2

Lab 8: Centripetal Force

Gravitation Lab

Inertial vs. Gravitational

Gravitational Mass

Newton’s 2nd Law

Fan Cart Lab

DMV Friction Ramp

HW Lab 5: Inertial Mass vs. Gravitational Mass

Lab 6: Forces and Motion Basic Part 1&2 PhET

Test Review

Test Bank: FRQ MC

Reading Quiz over 4.1-4.2

Quiz 4.1-4.4

2020 Unit Two Exam

2019 Unit Two Exam

FRQ 1: 2017 #2 Key

FRQ 2: 2015 #1 Key

Unit Three Review 1 2

FRQ (2018, #1) Key

Unit Three: Work, Energy, and Power

Weight

CB Recommended Time

My Time

18-23%

22-27 Periods

19 Periods

Learning Objectives

TOPIC 3.1 Translational Kinetic Energy

  • 3.1.A Describe the translational kinetic energy of an object in terms of the object’s mass and velocity

TOPIC 3.2 Work

  • 3.2.A Describe the work done on an object or system by a given force or collection of forces.

TOPIC 3.3 Potential Energy

  • 3.3.A Describe the potential energy of a system.

TOPIC 3.4 Conservation of Energy

  • 3.4.A Describe the energies present in a system.
  • 3.4.B Describe the behavior of a system using conservation of mechanical energy principles.
  • 3.4.C Describe how the selection of a system determines whether the energy of that system changes.

TOPIC 3.5 Power

  • 3.5.A Describe the transfer of energy into, out of, or within a system in terms of power.

Boundary Statements

  • AP Physics 1 only expects students to analyze the transfer of mechanical energy (as defined in Unit 3, Topic 4: Conservation of Energy), although students should be aware that mechanical energy may be dissipated in the form of thermal energy or sound. In AP Physics 2, students will also study how thermal energy can be transferred between systems through heating or cooling.
  • AP Physics 1 expects students to know that mechanical energy can be dissipated as thermal energy or sound by nonconservative forces.

Materials Needed For Labs

  • Ruler with groove
  • Marble
  • textbooks for height (Giancoli is good…)
  • Meterstick
  • Ball

Start of Unit Festivities

  • Teacher assignment: Go talk to your admin about scheduling the Mock Exam for late March (week before Spring Break)

Rearranging Physics

Flipping Physics Videos by Topic/Standard

TOPIC 3.1 Translational Kinetic Energy

3.1.A Describe the translational kinetic energy of an object in terms of the object’s mass and velocity

[3] (5:25) Introduction to Kinetic Energy with Example Problem - edpuzzle

TOPIC 3.2 Work

3.2.A Describe the work done on an object or system by a given force or collection of forces.

[3] (7:10) Introduction to Work with Examples - edpuzzle

[3] (5:57) Introductory Work Problem - edpuzzle

[3] (3:14) Work due to the Force of Gravity on an Incline by Billy - edpuzzle

[5+] (7:54) Deriving the Work-Energy Theorem using Calculus - edpuzzle

[3] (10:24) Finding the Force on a Ball from a Dent - edpuzzle

[5] (12:45) Net Work equals Change in Kinetic Energy Problem by Billy - edpuzzle

TOPIC 3.3 Potential Energy

3.3.A Describe the potential energy of a system.

[1] (5:48) Introduction to Gravitational Potential Energy with Zero Line Examples - edpuzzle

[1] (7:17) Introduction to Elastic Potential Energy with Examples - edpuzzle

TOPIC 3.4 Conservation of Energy

3.4.A Describe the energies present in a system.

[3] (15:13) Conservative and Nonconservative Forces - edpuzzle

[2] (7:15) Energy Transferred Into and Out of a System - edpuzzle

[2] (13:38) Energy Systems Clarified - edpuzzle

3.4.B Describe the behavior of a system using conservation of mechanical energy principles.

[2] (8:26) Introduction to Conservation of Mechanical Energy with Demonstrations - edpuzzle

[2] (8:49) Introductory Conservation of Mechanical Energy Problem using a Trebuchet - edpuzzle 

3.4.C Describe how the selection of a system determines whether the energy of that system changes.

[3] (8:49) Conservation of Energy Problem with Friction, an Incline and a Spring by Billy - edpuzzle

[2] (4:58) Introduction to Mechanical Energy with Friction - edpuzzle

[3] (8:58) Introductory Work due to Friction equals Change in Mechanical Energy Problem - edpuzzle

[4] (5:37) Work due to Friction equals Change in Mechanical Energy Problem by Billy - edpuzzle

TOPIC 3.5 Power

3.5.A Describe the transfer of energy into, out of, or within a system in terms of power.

[3] (5:52) Introduction to Power - edpuzzle

[3] (11:24) Average and Instantaneous Power Example - edpuzzle

[3] (9:45) Graphing Instantaneous Power - edpuzzle

[3] (11:25) Average Power Delivered by a Car Engine - Example Problem - edpuzzle

[5+] (6:59) Calculating Average Drag Force on an Accelerating Car using an Integral - edpuzzle

[3] (5:17) Instantaneous Power Delivered by a Car Engine - Example Problem - edpuzzle

Other

Fun Stuff

[1] (3:24) The Energy Song by Bo - edpuzzle

Activity Log

Day

Standards

Activity

1

3.1, 3.3

Notes: Types of Energy and Opened/Closed Systems

2

3.1, 3.3

Start: Name that Energy!

End: Energy Bar Graphs

3

3.1, 3.3

Workbook 4.B, 4.C

4

3.1, 3.3

Lab: Energy Skate Park

5

3.2

Notes: Work and Mechanical Energy

6

3.1, 3.3

Lab: Kinetic to Potential Energy

Pivot: Making and Testing Predictions Based on Energy (Superconducting Puck)

(Fixed - thanks Bridgette!)

7

3.1, 3.2

Work to KE Simulation (PA)

Pivot: Work - Energy Activity

8

3.2, 3.3

Work to PEg

Pivot: Gravity Powered Clock

9

3.1-3.3

Workbook 4.F

10

3.1-3.3

Quiz: Work and Energy

11

3.4

Notes: Law of Conservation of Energy

12

3.4

Ball Drop Lab (PA) and physical component

Pivot: Does the Coefficient of Restitution Depend on Release Height *With modifications for their OWN video analysis: (coming soon)

13

2.8, 3.4

Lab: Spring Constant of a Nerf Gun

Pivot: Dry Ice Puck Rebound (Scaffolded)

14

2.8, 3.4

Day two: Nerf Gun

15

2.8, 3.4

Follow Up: 2019 FRQ #3

16

3.5

Power

17

3.5

Power Lab

18

Personal Progress Check is due.

Review answers in class

Physics Fast Facts

19

Unit Exam (Last year’s exam: New Exam - FRQ Key)

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

Energy

 

Notes/Worksheets

Labs/Activities

Quizzes/Tests

7.1 Notes 

Notes: 7.6-7.7

Unit Review

HW

7.4 7.5 Notes

HW

HW1 HW2

Energy Loss Simulation (PA)

Lab 12: Skater PhET

Unit Exam 

(no FRQ section)

Energy FRQ MC

Quiz: Reading 7.1-7.4

Reading Quiz 7.1-7.7

Scoring Guide

Unit Four: Linear Momentum

Weight

CB Recommended Time

My Time

10-15%

10-15 Periods

13 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

Topic 4.1 Linear Momentum

  • 4.1.A Describe the linear momentum of an object or system.

TOPIC 4.2 Change in Momentum and Impulse

  • 4.2.A Describe the impulse delivered to an object or system.
  • 4.2.B Describe the relationship between the impulse exerted on an object or a system and the change in momentum of the object or system.

TOPIC 4.3 Conservation of Linear Momentum

  • 4.3.A Describe the behavior of a system using conservation of linear momentum
  • 4.3.B Describe how the selection of a system determines whether the momentum of that system changes.

TOPIC 4.4 Elastic and Inelastic Collisions

  • 4.4.A Describe whether an interaction between objects is elastic or inelastic.

Boundary Statements

  • Unless otherwise stated, the general term “momentum” will refer specifically to linear momentum.
  • AP Physics 1 does not require students to quantitatively analyze systems in which the mass of the system changes with respect to time.
  • AP Physics 1 includes a quantitative and qualitative treatment of conservation of momentum in one dimension and a semiquantitative treatment of conservation of momentum in two dimensions. Exam questions involving solutions of simultaneous equations are not included in AP Physics 1, but the AP Physics 1 Exam may include questions that assess whether students can set up the equations properly and reason about how changing a given mass, speed, or angle would affect other quantities. AP Physics 2 includes a full treatment of conservation of momentum in two dimensions for problems that include one unknown final velocity.

Materials Needed For Labs

Start of Unit Festivities

Rearranging Physics

Flipping Physics Videos by Topic/Standard

Topic

Videos

Topic 4.1 Linear Momentum

4.1.A Describe the linear momentum of an object or system.

[1] (3:18) You Can't Run From Momentum! (a momentum introduction) - edpuzzle

TOPIC 4.2 Change in Momentum and Impulse

4.2.A Describe the impulse delivered to an object or system.

[2] (3:57) Force of Impact Equation Derivation - edpuzzle

[2] (7:59) Calculating the Force of Impact when Stepping off a Wall - edpuzzle

4.2.B Describe the relationship between the impulse exerted on an object or a system and the change in momentum of the object or system.

[2] (7:55) Impulse Introduction or If You Don't Bend Your Knees When Stepping off a Wall - edpuzzle

[2] (4:46) Proving and Explaining Impulse Approximation - edpuzzle

[3] (4:18) Demonstrating Impulse is Area Under the Curve - edpuzzle

[2] (4:21) Demonstrating How Helmets Affect Impulse and Impact Force - edpuzzle

[2] (3:59) Review of Momentum, Impact Force, and Impulse - edpuzzle

[2] (6:54) Using Impulse to Calculate Initial Height - edpuzzle

[2] (8:23) Impulse Comparison of Three Different Demonstrations - edpuzzle

TOPIC 4.3 Conservation of Linear Momentum

4.3.A Describe the behavior of a system using conservation of linear momentum

[2] (3:58) Introduction to Conservation of Momentum with Demonstrations - edpuzzle

[1] (4:32) Review of Mechanical Energy and Momentum Equations and When To Use Them! - edpuzzle

[4] (13:27) 2D Conservation of Momentum Example using Air Hockey Discs - edpuzzle

4.3.B Describe how the selection of a system determines whether the momentum of that system changes.

[1] (4:00) Slow Motion Rocket Demonstration (Conservation of Momentum) - edpuzzle

[2] (5:39) Introductory Conservation of Momentum Explosion Problem Demonstration - edpuzzle

TOPIC 4.4 Elastic and Inelastic Collisions

4.4.A Describe whether an interaction between objects is elastic or inelastic.

[2] (6:46) Introduction to Elastic and Inelastic Collisions - edpuzzle

[2] (5:33) Introductory Perfectly Inelastic Collision Problem Demonstration - edpuzzle

[2] (7:53) Introductory Elastic Collision Problem Demonstration - edpuzzle

Other

Science Stuff

[3] (9:57) How to Wear a Helmet: a PSA from Flipping Physics - edpuzzle

Activity Log

Day

Standards

Activity

1

4.1, 4.2, 4.3

Momentum and Impulse

HW:  Quizizz 5.1 Practice   Quizizz 5.2 Practice

2

4.1, 4.2

Momentum Mini Labs *I would probably never get rid of this demo list. However, if you can’t do them, check this one out: Cart Push Off

3

4.2

Virtual Impulse Lab

Soapbox: Linda, why are all of your labs this unit virtual? Why not do *real* labs?

I usually do virtual labs in this unit anyways because it’s in January/February for me, which means snow and flu. We would routinely close for several days due to winter weather and the kids were always sick, so I gave up on in person labs for the unit. That said, even before Pivot, I can tell you that online labs are real labs. The only difference is the kinesthetic piece, hence the minilabs. I want my students to practice the data analysis, not the collision itself.

Pivot: Introduction to Collisions

4

3.4

FRQ: Cons of Energy

Answer Key

Why *this* FRQ? Because! You have been talking about momentum nonstop for a month. Guess what they will want to apply to this? Momentum. Guess what doesn’t fit? Momentum. Just because we’re talking about momentum doesn’t mean that it is the end all be all solution.

5

4.3, 4.4

Momentum and Impulse Quiz 

6

4.3, 4.4

Collisions in 1D

7

4.3, 4.4

Curling Collision Lab

Or… Pivot: Analyzing Collisions and 2D Collisions

8

4.3, 4.4

Collision Cart Lab

(Adapt this with Google Science Journal?) *If you have the Vernier photogates, you can stream this into Pivot!

Virtual option

Pivot Version: Blowdart Cart Collision (New link - 4/2023)

9

Day 2 of whichever lab you did before (OR… a Work Day)

10

4.1

FRQ: Momentum (and/or use this Experimental Design PI instead; it’s custom made, so less of a chance for cheating!)

Key

11

4.3, 4.4

Quiz: Collisions

12

Personal Progress Check is due.

Review answers in class

Fast Facts Review

13

Unit Exam (Last year’s exam: Test with FRQ and KEY)

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

Momentum

 

Notes/Worksheets

Labs/Activities

Quizzes/Tests

Review/Work Day

8.2 Impulse

HW

8.3 Conservation of Momentum

HW

HW

Pivot: Ball Rebound (New link - fully autogrades)

Unit Exam

OLD Quiz 8.1-8.5

Unit Five/Six: Rotation

Weight

CB Recommended Time

My Time

Unit 5: 10-15%

Unit 6: 5-8%

Unit 5: 15-20 Periods

Unit 6: 8-14 Periods

24 Periods

Learning Targets: By the end of the unit, a student in this course should be able to…

TOPIC 5.1 Rotational Kinematics

  • 5.1.A Describe the rotation of a system with respect to time using angular displacement, angular velocity, and angular acceleration.

TOPIC 5.2 Connecting Linear and Rotational Motion

  • 5.2.A Describe the linear motion of a point on a rotating rigid system that corresponds to the rotational motion of that point, and vice versa.

TOPIC 5.3 Torque

  • 5.3.A Identify the torques exerted on a rigid system.
  • 5.3.B Describe the torques exerted on a rigid system.

TOPIC 5.4 Rotational Inertia

  • 5.4.A Describe the rotational inertia of a rigid system relative to a given axis of rotation.
  • 5.4.B Describe the rotational inertia of a rigid system rotating about an axis that does not pass through the system’s center of mass.

TOPIC 5.5 Rotational Equilibrium and Newton’s First Law in Rotational Form

  • 5.5.A Describe the conditions under which a system’s angular velocity remains constant.

TOPIC 5.6 Newton’s Second Law in Rotational Form

  • 5.6.A Describe the conditions under which a system’s angular velocity changes.

TOPIC 6.1 Rotational Kinetic Energy

  • 6.1.A Describe the rotational kinetic energy of a rigid system in terms of the rotational inertia and angular velocity of that rigid system.

TOPIC 6.2 Torque and Work

  • 6.2.A Describe the work done on a rigid system by a given torque or collection of torques.

TOPIC 6.3 Angular Momentum and Angular Impulse

  • 6.3.A Describe the angular momentum of an object or rigid system.
  • 6.3.B Describe the angular impulse delivered to an object or rigid system by a torque.
  • 6.3.C Relate the change in angular momentum of an object or rigid system to the angular impulse given to that object or rigid system.

TOPIC 6.4 Conservation of Angular Momentum

  • 6.4.A Describe the behavior of a system using conservation of angular momentum.
  • 6.4.B Describe how the selection of a system determines whether the angular momentum of that system changes.

TOPIC 6.5 Rolling

  • 6.5.A Describe the kinetic energy of a system that has translational and rotational motion
  • 6.5.B Describe the motion of a system that is rolling without slipping.
  • 6.5.C Describe the motion of a system that is rolling while slipping.

TOPIC 6.6 Motion of Orbiting Satellites

  • 6.6.A Describe the motions of a system consisting of two objects interacting only via gravitational forces.

Boundary Statements

  • Descriptions of the directions of rotation for a point or object are limited to clockwise and counterclockwise with respect to a given axis of rotation.
  • While AP Physics 1 expects students to mathematically manipulate the magnitude of torque using vector conventions, the direction of torque is beyond the scope of the course.
  • AP Physics 1 only expects students to calculate the rotational inertia for systems of five or fewer objects arranged in a two-dimensional configuration.
  • Students do not need to know the rotational inertia of extended rigid systems, as these will be provided within the exam. Students should have a qualitative understanding of the factors that affect rotational inertia; for example, how rotational inertia is greater when mass is farther from the axis of rotation, which is why a hoop has more rotational inertia than a solid disk of the same mass and radius.
  • AP Physics 1 does not expect students to simultaneously analyze rotation in multiple planes.
  • While AP Physics 1 expects that students can mathematically manipulate the magnitude of angular momentum using one-dimensional vector conventions, the direction of angular momentum and angular impulse is beyond the scope of the course.
  • Rolling friction is beyond the scope of AP Physics 1.
  • The precise mathematical relationships between linear and angular quantities while an object is rolling while slipping are beyond the scope of AP Physics 1 and 2, and students will not be expected to model those relationships quantitatively. However, students are expected to qualitatively explain the changes to linear and angular quantities while a rigid body is rolling while slipping

Materials Needed For Labs

Linda - this is two whole units in one - what gives?

Okay, I definitely see the question. However, as I was working through the different activities in each unit, I just found it IMPOSSIBLE to split them apart.

Start of Unit Festivities

Rearranging Physics

Flipping Physics Videos by Topic/Standard

Assign Videos: ** Indicated the “short list” if you think students will riot.

Let’s level here about something - I despise this unit. I’m all well and good with physics, but the moment you loop it into a damn circle, my brain explodes. I err on the side of “give them EVERYTHING and pray,” so I’m not above assigning all of these - but, I’m also trying to stay above water in this unit.

TOPIC 5.1 Rotational Kinematics

5.1.A Describe the rotation of a system with respect to time using angular displacement, angular velocity, and angular acceleration.

[1] (2:59) Angular Velocity Introduction - edpuzzle

[1] (5:40) Introductory Angular Velocity Problem - A Turning Bike Tire - edpuzzle

[1] (2:27) Angular Acceleration Introduction - edpuzzle

[1] (5:26) Angular Accelerations of a Record Player - edpuzzle

[1] (6:34) Uniformly Angularly Accelerated Motion Introduction - edpuzzle

[2] (3:43) Introductory Uniformly Angularly Accelerated Motion Problem - A CD Player - edpuzzle

TOPIC 5.2 Connecting Linear and Rotational Motion

5.2.A Describe the linear motion of a point on a rotating rigid system that corresponds to the rotational motion of that point, and vice versa.

[1] (3:41) Rotational form of Newton's Second Law - Introduction - edpuzzle

[2] (2:49) Which Direction will the Wheel Accelerate? - edpuzzle

TOPIC 5.3 Torque

5.3.A Identify the torques exerted on a rigid system.

** [2] (9:59) Torque Introduction - edpuzzle

[2] (6:58) An Introductory Torque Wrench Problem - edpuzzle

[2] (5:53) The Right Hand Rule for Torque - edpuzzle

[2] (4:58) Net Torque on a Door Problem - edpuzzle

5.3.B Describe the torques exerted on a rigid system.

[5] (13:48) 2 Masses on a Pulley - Torque Demonstration - edpuzzle

[3] (8:58) Torque - Mass on Plank with String - edpuzzle

** [4] (8:51) Acceleration of a Wheel descending on a Rope (Torque Solution) - edpuzzle

TOPIC 5.4 Rotational Inertia

5.4.A Describe the rotational inertia of a rigid system relative to a given axis of rotation.

** [1] (6:54) Demonstrating Rotational Inertia (or Moment of Inertia) - edpuzzle

** [2] (8:40) Moment of Inertia Introduction and Rotational Kinetic Energy Derivation - edpuzzle

** [2] (7:57) Introductory Moment of Inertia and Rotational Kinetic Energy Problem - edpuzzle

[2] (3:58) Eggs in a Carton Moment of Inertia Problem - edpuzzle

** [1] (11:22) Moment of Inertia of Rigid Objects with Shape - edpuzzle

** [3] (4:42) Introductory Rotational Form of Newton's Second Law Problem - edpuzzle

** [3] (9:23) - (1 of 2) Measuring the Rotational Inertia of a Bike Wheel - edpuzzle

** [3] (9:52) - (2 of 2) Measuring the Rotational Inertia of a Bike Wheel - edpuzzle

5.4.B Describe the rotational inertia of a rigid system rotating about an axis that does not pass through the system’s center of mass.

** [3] (7:18) Graphing Rotational Inertia of an Irregular Shape - edpuzzle

[2] (4:35) How the Force of Tension on a Pulley Changes with Acceleration - edpuzzle

[2] (3:17) Parallel Axis Theorem Example - edpuzzle

TOPIC 5.5 Rotational Equilibrium and Newton’s First Law in Rotational Form

5.5.A Describe the conditions under which a system’s angular velocity remains constant.

** [2] (5:43) Rotational Equilibrium Introduction (and Static Equilibrium too!!) - edpuzzle

** [3] (10:24) Introductory Rotational Equilibrium Problem - edpuzzle

[3] (8:58) Placing the Fulcrum on a Seesaw - edpuzzle

[3] (6:59) Painter on a Scaffold - Don't Fall Off! - edpuzzle

TOPIC 5.6 Newton’s Second Law in Rotational Form

5.6.A Describe the conditions under which a system’s angular velocity changes.

[1] (2:59) Angular Velocity Introduction - edpuzzle

[1] (5:40) Introductory Angular Velocity Problem - A Turning Bike Tire - edpuzzle

[1] (6:23) The Right Hand Rule for Angular Velocity and Angular Displacement - edpuzzle

TOPIC 6.1 Rotational Kinetic Energy

6.1.A Describe the rotational kinetic energy of a rigid system in terms of the rotational inertia and angular velocity of that rigid system.

[4] (7:59) 2 Masses on a Pulley - Conservation of Energy Demonstration - edpuzzle

** [4] (6:59) Acceleration of a Wheel descending on a Rope (Energy Solution) - edpuzzle

** [2] (5:53) Equations for Kinetic Energy and Angular Momentum of a Point Particle Moving in a Circle - edpuzzle

TOPIC 6.2 Torque and Work

6.2.A Describe the work done on a rigid system by a given torque or collection of torques.

TOPIC 6.3 Angular Momentum and Angular Impulse

6.3.A Describe the angular momentum of an object or rigid system.

[2] (5:59) Angular Momentum of a Rigid Object with Shape Introduction - edpuzzle

[2] (9:51) Angular Momentum of Particles Introduction - edpuzzle

6.3.B Describe the angular impulse delivered to an object or rigid system by a torque.

[3] (4:24) Common Point Particle Angular Momentum Triangle - edpuzzle

6.3.C Relate the change in angular momentum of an object or rigid system to the angular impulse given to that object or rigid system.

[4] (7:57) Point Particle & Rigid Object Collision - Conservation of Angular Momentum Demo & Problem - edpuzzle

[5] (12:28) Dart with Thin Rod Collision - Conservation of Angular Momentum Demo & Problem - edpuzzle

TOPIC 6.4 Conservation of Angular Momentum

6.4.A Describe the behavior of a system using conservation of angular momentum.

** [2] (9:21) Conservation of Angular Momentum Introduction and Demonstrations - edpuzzle

[3] (9:51) Are Linear and Angular Momentum Conserved during this Collision? - edpuzzle

6.4.B Describe how the selection of a system determines whether the angular momentum of that system changes.

[2] (5:20) Wheel Conservation of Angular Momentum Demonstration and Solution - edpuzzle

** [3] (10:31) Merry-Go-Round - Conservation of Angular Momentum Problem - edpuzzle

TOPIC 6.5 Rolling

6.5.A Describe the kinetic energy of a system that has translational and rotational motion

** [2] (5:52) Which Will Be First? (Rolling Down an Incline) - edpuzzle

6.5.B Describe the motion of a system that is rolling without slipping.

** [2] (5:38) Rolling Without Slipping Introduction and Demonstrations - edpuzzle

6.5.C Describe the motion of a system that is rolling while slipping.

[3] (7:28) Rolling Acceleration Down an Incline - edpuzzle

TOPIC 6.6 Motion of Orbiting Satellites

6.6.A Describe the motions of a system consisting of two objects interacting only via gravitational forces.

** [3] (4:44) Are Linear and Angular Momentum Conserved for a Satellite? - edpuzzle

Activity Log

Day

Standards

Activity

1

5.1, 5.2

Rotational Kinematics

Start on in class, finish for HW: 7A

Note: The homework in this unit is from the AP Physics workbook. The answers are prolifically available online. That said, if the focus is on explanation and understand and not a grade, you’ll do fine.

2

5.1, 5.2

Activity: Ladybug Rotation Exploration - goes with this simulation (Chrome is your friend here)

3

5.1, 5.2

Equilibrium and How to Achieve It
Homework: 7.D

4

5.3

Worksheet 7.B 

5

5.3

Stability and Statics 

Homework: 7.E and 7.F

6

5.1-5.3, 6.2

Lab Options:

  • Mini Labs: Torque (I’m pretty big on having them DO these… I wouldn’t swap this to digital. If anything, I would kit them and send it home.)
  • Pivot Alternative: Measuring Torque

7

5.1-5.3

PHeT: Balancing Act 

8

Quiz

9

5.4

Rotational Inertia

Homework: 7.G

10

5.4

Lab Options:

11

Work Day - What is a Work Day?!

12

5.5, 5.6, 6.1, 6.5

Rolling objects - Explainer for the teacher

Part 1: Ring v Disk

Place the ring and disk on a ramp and - without launching them, explain that both can roll down the ramp without issues. Ask the class to predict the outcome of the launch - which will win the race, or will they both finish at the same time? Have them jot down 1-2 points to justify their answer.

Then, race the disks. Explain to the students why the disk won.

Part 2: Brief Slides for notes

13

5.5, 5.6

Worksheet 7.J and 7.K

14

Quiz: 2021 FRQ #4 Key

15

6.1, 6.2

Rotational Kinetic Energy and Work

HW: 7.H

16

5.4, 5.5, 6.1

The Ultimate Soup - Intro Explainer for Teachers (super quiet audio - best one I could find)

BONUS - have you students bring in cans to race and determine a winner, then explain why the winner won in each race (could do a double-elimination bracket race). Work with a local food bank to target needed canned goods and bring those in and race them, then donate the goods to the food bank. <3 Feeding people with physics!

17

6.2

In Class: 7.I Worksheet

18

6.3, 6.4

Collisions with Curves: Angular Momentum and Angular Impulse

Video: https://ed.ted.com/lessons/what-on-earth-is-spin-brian-jones

19

Worksheet 7.L

20

Worksheet 7.N

21

6.5

Motion of Orbiting Satellites

22

(OPEN)

23

Review

24

Exam

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

UCM

Rotational Kinematics

Rotational Dynamics

 

Notes/Worksheets

Labs/Activities

Quizzes/Tests

Link2Learn: 10.3 Reading Questions

Toilet Paper

Quiz #1 with Key

Quiz #2 with Key

Test with FRQ and KEY

2016 Unit Test Plus 2017 #3 Key

OLD Quiz 9.1-9.4 V2

Unit Seven: Oscillations

Weight

CB Recommended Time

My Time

5-8%

5-10 Periods

7 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

TOPIC 7.1 Defining Simple Harmonic Motion (SHM)

  • 7.1.A Describe simple harmonic motion

TOPIC 7.2 Frequency and Period of SHM

  • 7.2.A Describe the frequency and period of an object exhibiting SHM.

TOPIC 7.3 Representing and Analyzing SHM

  • 7.3.A Describe the displacement, velocity, and acceleration of an object exhibiting SHM.

TOPIC 7.4 Energy of Simple Harmonic Oscillators

  • 7.4.A Describe the mechanical energy of a system exhibiting SHM.

Materials Needed For Labs

Rearranging Physics

Flipping Physics Videos by Topic/Standard

Assign Videos: ** Indicated the “short list” if you think students will riot.

TOPIC 7.1 Defining Simple Harmonic Motion (SHM)

7.1.A Describe simple harmonic motion

** [1] (3:59) Simple Harmonic Motion Introduction via a Horizontal Mass-Spring System - edpuzzle

** [2] (6:32) When is a Pendulum in Simple Harmonic Motion? - edpuzzle

** [1] (2:28) Comparing Simple Harmonic Motion to Circular Motion - Demonstration - edpuzzle

TOPIC 7.2 Frequency and Period of SHM

7.2.A Describe the frequency and period of an object exhibiting SHM.

** [1] (2:26) Horizontal vs. Vertical Mass-Spring System - edpuzzle

** [2] (8:22) Demonstrating What Changes the Period of Simple Harmonic Motion - edpuzzle

[3] (2:59) Triple the Mass in a Mass-Spring System. How does Period Change? - edpuzzle [Bonus - (4:58) Bloopers - Anish, Kevin, and Olivia]

[3] (4:10) Frequency vs. Period in Simple Harmonic Motion - edpuzzle

TOPIC 7.3 Representing and Analyzing SHM

7.3.A Describe the displacement, velocity, and acceleration of an object exhibiting SHM.

** [1] (4:59) Simple Harmonic Motion - Force, Acceleration, and Velocity at 3 Positions - edpuzzle

[3] (7:49) Simple Harmonic Motion: Position Equation Derivation - edpuzzle

[5+] (5:48) Simple Harmonic Motion: Velocity and Acceleration Equation Derivations - edpuzzle

** [3] (8:51) Simple Harmonic Motion: Position, Velocity, and Acceleration Graphs - edpuzzle

[2] (9:53) SHM: Demonstrating Position, Velocity, and Acceleration of a Mass-Spring System - edpuzzle

TOPIC 7.4 Energy of Simple Harmonic Oscillators

7.4.A Describe the mechanical energy of a system exhibiting SHM.

** [3] (6:59) Simple Harmonic Motion: Graphs of Mechanical Energies - edpuzzle

** [1] (2:48) Simple Harmonic Motion: Creating Circular Motion from Sine and Cosine Curves - edpuzzle

Activity Log

Day

Standards

Activity

1

7.1-7.4

Simple Harmonic Motion

Take Home Quiz: 16.1-16.5

2

7.2

Pivot Video Upload Activity

OR In Class Version

3

7.3

Simple Harmonic Motion Graphs

Questions

Graph simulations 1 

4

7.1-7.4

Pre-Lab-Post Method

Prelab: FRQ - 2024 #2

Lab: The Case of the Unknown Spring

5

7.1-7.4

(if needed, finish lab)

Post - Repeat the FRQ

Have the students compare their first attempt with the lab they just did and their second attempt, then as a class, score their second attempt. What changed through each step?

6

Personal Progress Check is due.

Review answers in class

7

Test with FRQ and KEY

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

SHM

Pro Tip: Pre-Lab-Post???

This method has three parts: a pre-test, a lab activity, and an identical post-test. Pretest the students with a short response question, like an FRQ. Once the students are done, do not release the scores or answers. Save them until the end when you will go over everything together.

Next, have the students complete a corresponding Pivot Interactives activity or lab activity. Ideally, this activity will be similar to the phenomena discussed in the short answer question. While they do this, highlight any conversation drawing parallels between the lab and the FRQ. We’re trying to drive home the idea that science FRQs are just lab questions!

Then, without giving detailed feedback on the activity they just did, have the students retest with the same short answer assessment or FRQ as before the activity.

When they’re done, ask them to compare their answers before and after the lab. Use the class time to discuss how experiences in the lab help to prepare students for the exam. This serves the purpose of not only reviewing for the assessment but also teaching them the value of real-world practice in the classroom. I find it most beneficial when I use this strategy early in the year, as it solidifies that labs and activities aren’t just for the “coolness” factor (albeit that they are REALLY COOL). Activities like Pivot Interactives help them to experience models of the less tangible vocabulary and systems that we discuss in class. Plus, as they defend their changes, you will hear a lot of “well, in the Pivot, the (system/scenario) did (action/result). Therefore, I expect that this (system/scenario) will also do (action/result).” They will begin to use the models they make naturally, growing their understanding and giving them one more reference.

‍‍In this strategy, we’re really focusing on the changes that they made and why they made those changes. While it’s important to see if they’re right or wrong, it’s more important to see that if they were wrong before, they are correct in the end. So, focus on what changes were made. Check their logic and make sure that it’s sound and applicable moving forward.

Notes/Worksheets

Labs/Activities

Quizzes/Test

 

Unit Eight: Fluids

Weight

CB Recommended Time

My Time

10-15%

12-17 Periods

11 Periods

Learning Targets: By the end of the unit, a student in this course should be able to...

TOPIC 8.1 Internal Structure and Density

  • 8.1.A Describe the properties of a fluid.

TOPIC 8.2 Pressure

  • 8.2.A Describe the pressure exerted on a surface by a given force.
  • 8.2.B Describe the pressure exerted by a fluid.

TOPIC 8.3 Fluids and Newton’s Laws

  • 8.3.A Describe the conditions under which a fluid’s velocity changes.
  • 8.3.B Describe the buoyant force exerted on an object interacting with a fluid

TOPIC 8.4 Fluids and Conservation Laws

  • 8.4.A Describe the flow of an incompressible fluid through a cross-sectional area by using mass conservation.
  • 8.4.B Describe the flow of a fluid as a result of a difference in energy between two locations within the fluid– Earth system.

Boundary Statements

  • All fluids will be assumed to be ideal, and all pipes are assumed to be completely filled by the fluid, unless otherwise stated.

Materials Needed For Labs

Start of Unit Festivities

Rearranging Physics

  • Assign: Rearranging Physics

Flipping Physics Videos by Topic/Standard

Assign Videos: ** Indicated the “short list” if you think students will riot.

TOPIC 8.1 Internal Structure and Density

8.1.A Describe the properties of a fluid.

[1] (7:31) 3 States of Matter - Solid, Liquid, Gas - Edpuzzle

[2] (6:26) Density - Edpuzzle

TOPIC 8.2 Pressure

8.2.A Describe the pressure exerted on a surface by a given force.

[2] (8:47) Billy's Pressure Dream

[2] (9:01) Fluid Pressure - Billy's Still Dreaming about Physics

8.2.B Describe the pressure exerted by a fluid.

TOPIC 8.3 Fluids and Newton’s Laws

8.3.A Describe the conditions under which a fluid’s velocity changes.

8.3.B Describe the buoyant force exerted on an object interacting with a fluid

[3] (11:04) Buoyant Force Equation: Step-by-Step Derivation

[2] (13:13) Buoyant Force Explained: Submerged Objects in Fluids

[2] (9:01) Buoyant Force Calculation: A Submerged Wood Cylinder

[2] (8:58) Buoyant Force in Action: Weight of Displaced Water!

[2] (7:17) Buoyant Force Explained: Objects Floating on Fluids!

TOPIC 8.4 Fluids and Conservation Laws

8.4.A Describe the flow of an incompressible fluid through a cross-sectional area by using mass conservation.

8.4.B Describe the flow of a fluid as a result of a difference in energy between two locations within the fluid– Earth system.

[2] (4:08) Ice Melting in Water: Does the Water Level Change?

Activity Log

Day

Standards

Activity

0

8.1-8.4

Are you freaking out about fluids? This is a great single shot overview. Watch it to get all the content. AP Physics 2 Fluids Review

Now, all of these lessons assume your students had chemistry - and therefore learned about states of matter and some fluids - prior.

If they didn’t, I recommend starting with Properties of Matter from chemistry. These are my relevant notes from my Chem class:

  1. Properties of Matter
  1. Notes
  2. Day 1 Day 2
  3. Homework
  4. Paper Version
  1. Oobleck - Non Newtonian Fluids
  1. Oobleck Lab KEY
  2. Paper on Misconceptions - Questions to ask during the lab
  3. Slides for the next day: here

This above sequence is +4 days of content.

If you’re making oobleck, add just enough water that when you slap it, it doesn’t splash. You should be able to pinch it and pick up a chunk, but when you set it in your hand, it will melt. It will dry out throughout the day, so be ready to add a splash of water in between classes. Also, you’re about to have the softest hands EVER! This stuff always makes my hands feel like silk. It is cornstarch, so heads up for corn allergies. You can use potato or rice starch as well, but in these quantities, they tend to be very expensive. 1 can of cornstarch from Walmart (the green ones) makes 2 bowls of oobleck.

Also - sanity note - your teenagers will revert to 4-5 year old children during this lab. I had one kid who coated his face and hair in the stuff when I turned my back. -_- So, be advised - they’re gonna try you today.

1

8.1, 8.2

Fluid Properties Notes

2

8.1, 8.2

Baby Oil V. Honey - Who will win?!

3

8.3

A Funky Fluid

(Spoiler: Dandruff shampoo is Rheopectic.)

4

8.3

Bouyancy

Start on Activity: Buoyant Bobs

Pivot Version: Buoyancy Problem

5

8.3

Finish Buoyant Bobs or Pivot

6

8.1-8.3

FRQ Practice: 2022 #1 KEY - Note: only P1 of the FRQ is in P1 now - 2 and 3 are still in P2. Definitely pair this with some MCQ practice.

7

8.4

Fluid Dynamics Video + Notes for the Kids

8

8.4

Pressure PhET

9

8.1-8.4

FRQ Practice: 2017 #1 KEY Video

10

Review

11

Exam Day

New Jersey Center for Teaching and Learning (NJCTL) Test Bank

Fluids

 

Notes/Worksheets

Labs/Activities

Quizzes/Tests

Material No Longer in APP1

Why is this here?

Well, you see kids, since the launch of APP1 almost a decade ago, it has had five content changes that I can remember. So, couple reasons really:

  1. Anyone coming in looking at older material is probably confused to hell and back. This is intended to showcase what is no longer on the exam for reference.
  2. We have zero guarantees that this stuff WON’T come back, so I’mma digitally horde it.
  3. Some of you have time after the exam (I feel for you) - this is decent for then

Statics/Electricity

Flipping Physics: Electrostatics and Electricity

Notes/Worksheets

Labs/Activities

Quizzes/Test

21.3 Kirchhoff’s Rule

HW

21.1 Resistors Notes

HW

HW

Notes

18.5 and 18.6 Fields

HW 

HW 1

Notes 

HW

Coulomb's’ Law

HW
Conductors and Electric Fields in Static Equilibrium

HW

Conductors and Inductors

Phet

Field Phet

Phet

John Travoltage

Practice

Practice

Statics

Quiz 18.1-18.6 Key

Electrostatics FRQ MC

Exam

 Circuits FRQ MC

Statics Quiz

Waves

Flipping Physics: Waves and Sounds

Notes/Worksheets

Labs/Activities

Quizzes/Tests

16.1 Hooke’s Law

HW

16.2 Period and Frequency and 16.9

HW

16.4 The Simple Pendulum

17.1 and 17.2

17.5 Notes Handout

Online Tone Generator .com

Hooke’s Law PhETs

Waves PhET Handout

Springs PhET

Pendulum PhET

Wave Interference PhET as a class

Review

MC

FRQ

Unit Exam

Test Bank: Oscillation FRQ MC Waves FRQ MC

FRQ (Page 9_ Key)

How I Review

Week Zero (Last Week of March, after ACT testing)

Give a FULL LENGTH AP Exam. The whole schbang. Reduce time by 10-15% (make it fit in your class periods for the week). If you can swing it, have you school hold a mock exam, where all AP students sit for the full exam just like a normal testing day. You will review the questions from this exam on DAY 1-2 each when in review mode. (Note: there are no previously existing exams for this - CB will likely give you one or two in the Spring. Pick one of them)

Let’s talk about this review:

It’s HINGES on this mock exam. So, what am I talking about here? Each year, we did a FULL mock exam. It was run just like the real deal. We printed the full length exam, stapled it just like the exam, provided the students with the same materials. Everything. It was timed and read and treated like the AP exam. All of the AP teachers worked together to get a week where we locked down the gym and held testing, just like we would for the AP exam.

Schedule:

Monday

Tuesday

Wednesday

Thursday

Friday

English

  • Lang
  • Lit

Math

  • Calc AB
  • Calc BC
  • Stats
  • Comp Sci (all)
  • (depending on enrollment) Physics C

Science

  • Bio
  • Chem
  • Physics-es
  • APES

History

  • US
  • Euro
  • Econ
  • Gov

Make Up and double ups

Fairly straight forward. On Monday, if you take AP Lang or AP Lit, you’re sitting for the English exam. Luckily, they’re nearly identical in stop/start times, so: we sat EVERY SINGLE KIDDO who was taking that exam through the exam. Full four hours. We used the school gym for this. They missed the first half of classes that day. (Yes; this kills a week for AP classes. IT’S WORTH IT!!!) By doing this, you guarantee that every student:

  • Knows the expectations of test day
  • Has experienced the exam once
  • *Takes ONLY ONE EXAM A DAY!!!* (If you do them in class over multiple days, you will overlap with other AP teachers and you will all suffer for it)

It’s also not bad for you to experience this before the day of. In fact, I encourage YOU, the AP teacher, to take the exam WITH YOUR STUDENTS. And be honest: don’t cheat and read the answer key in advance. Take it honestly. This will help when you’re grading it.

Things you need to do before this point:

  • Start of the semester: Get the other AP teachers on board. Pick a week for the mock and make the goal to finish material by that week. (I use the week before Spring Break. Our SB was the first week of April)
  • 1-4 months prior: Start making plans on the big school calendar (you may have done this already) and coordinate with your building manager to get tables/chair/padding/pencils/whatever ready for the testing site
  • 2 weeks prior: print the PRIOR year’s AP exam. Now, NORMALLY, you would just pull this from the secure documents within your course audit. (It’s gonna take you to a login page.) BUT… AP Physics 1 is SPECIAL. We don’t get that luxury because our exam has changed a lot in the last five years. All those pretty pretty exams in the SD: *NO GOOD!* CB should give you a full length sample exam sometime in the Fall. When printing, include ALL of the extra fluff pages: the title page, the equation sheet, everything. Staple the Equation sheet into the packet; they can’t pull it out on exam day. Give yourself TIME to print these: it’s a big document stack. I normally hold them together with tiny binder clips.
  • 1 week prior: count your stuff and make sure you got it all: pencils (2 per kiddo), booklets, candy, extra calculators, big timer, tables and all
  • day before: help with set up

Day of: practice your “pep talk.” I give them testing goodie bags. Really, this is a time to just tell your kids you love them, this is only a test, it’s practice, and we’re going to use this to make us stronger. We’re going to learn from this experience together. Go in as a team, come out stronger.

Aftermath

  • Grade this sucker. Scantrons for MCQs (I like gradecam for MCQ analysis). You will manually grade the FRQs. Remember: you will grade the FRQs 1 at a time, no more than 1 minute/question. That means you’re grading all of Q1, then all of Q2, then Q3, then Q4. Limit yourself to 1-2 minutes per question. Ideally, you will spend no more than 5 minutes/student on grading FRQs. Time yourself with a lap timer; get fast. BE BRUTAL! It’s a mock. Score harder than the graders will.
  • After grading: Bottle of wine? Beach? Like, go relax for a few days. Watch a movie with the kids in class. Take a break. You ALL earned it.

Student Review: Give the students the unscored exam back on day 1. You will then grade THE WHOLE THING together as part of the review process. You already have their FRQ Scores and their MCQ scores - now they get to see them as you go.

Goal:

  • 3 minutes each for the MCQs (so, 150 minutes on MCQs)
  • 10 minutes each on FRQs (40 minutes total)
  • 190 total minutes on scoring.
  • For me (45 minute periods), this breaks down like this:

Monday

Tuesday

Wednesday

Thursday

Friday

Grade MCQ 1-15

Grade MCQ 16-30

Grade MCQ 31-45

Grade MCQ 46-50 AND FRQ 1-3

Grade FRQ 4 and score breakdown

Now Linda… what the hell is a “score breakdown?”

Funny you should ask!

The final “score” on an exam can be a pretty illusive concept for students. So, using the scoring guide at the end of your test, you will have the students score themselves. Usually, this means they tally up their points on the MCQs and FRQs, then enter it into the grade sheet and calculate their score. This means that when they leave on the last day, they know their EXACT score on that mock.

This takes about ~5 minutes. After that, have the students flip the score sheet over and write down the seven (or eight) units:

  • Unit 1: Kinematics
  • Unit 2: Dynamics
  • Unit 3: Energy
  • Unit 4: Momentum
  • Unit 5: Rotation
  • Unit 6: Torque
  • Unit 7: Oscillation
  • Unit 8: Fluids

Have them rank the units they want to cover from highest importance (#1) to lowest importance (#7). Again, about ~5 minutes. (Made a Google Form for this as well.) Use the total points earned by each unit to rank your order for review. So, if Unit 7 earned the most points, you review it first.

Also, I encourage you to make a review calendar with your students. I make a physical calendar in my room (take a white poster and just sketch a few weeks; include the weeks) and add every important event between the mock exam and the real exam:

Example: 2022 Calendar (That’s the 2022 Exam dates)

Sunday

Monday

Tuesday

Wed.

Thurs.

Friday

Sat.

March 27

28

29

30

31

April 1

2

3

4

Spring Break

5

Spring Break

6

Spring Break

7

Spring Break

8

Spring Break

9

10

11

12

13

14

15

16

17

18

Holiday - Easter Monday

19

Drug Assembly

20

21

Prom Dec.

22

Prom Dec.

23

Prom

24

25

Senior Week - Breakfast

26

Senior Week - Skip day

27

Senior Week

- Walk

28

Det is out - DR

Senior Week

29

Senior Week

- Prank day

30

May 1

2

Gov

Chem 

3

APES  

Psych

4

Lit

5

Stats

6

US History

Senior Finals

7

8

9

Calc

10

Lang

Physics C

11

Bio

12

Physics 1

13

14

That calendar is PACKED. Already. With stupid things that you have NO CONTROL OVER. Go ahead and mark them off. You’re not reviewing those days.

Ask your kids to include days they will miss, sport events, EVERYTHING. Mark out any days that over ½ the class will be busy. The remaining days: highlight them. Those are the days you honestly plan to review. The other days will be independent review days. You will likely have about 50% of your days for whole class review. Gives you a clearer picture of what you’re working with.

Alternatively! Get a Prep Source. :)