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MIFFLIN COUNTY SCHOOL DISTRICT
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MCSD Advanced Placement Courses
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AP Physics C:
Mechanics Planned Instruction
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Title of Planned Instruction: AP
Physics C: Mechanics |
| Subject Area: Science
Grade Level:
11-12 |
| Prerequisites:
Biology I, Chemistry I, and
Physics I. Prior or concurrent
course work in calculus is highly
recommended Course Description:
The AP Physics C: Mechanics
course provides students with a
learning experience equivalent to
that of a semester-long,
calculus-based college course in
physics that includes a
laboratory component. The course
is devoted to Newtonian
mechanics. Introductory
differential and integral
calculus is used throughout the
course and on the AP Physics C:
Mechanics Exam. The course
utilizes guided inquiry and
student-centered learning to
foster the development of
critical thinking skills.
Required Time: 1 Year
Course Credit: 1
Credit
Major Text(s) and Resources: |
|
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Halliday, D.,
Resnick, and J. Walker.
Fundamentals of Physics.
5th ed. New York:
John Wiley & Sons, Inc., 1997
Young, Hugh D. and Roger A.
Freedman. Sears and Zemansky’s
University Physics, 11th
ed. San Francisco, CA: Pearson
Education, Inc., 2004. |
| Names of District Subject Area
Curriculum Writing Committee: |
| |
- Raymond R. Hoppel
- David R. McCachren
- Vance S. Varner
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Date of Board Approval:
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| Course Objectives and
Performance Indicators |
| |
Standard: 3.1.12 Unifying
Themes
Units: All |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessment |
|
A. |
Apply concepts of systems,
subsystems, feedback and control
to solve complex technological
problems. |
Apply knowledge of control
systems concept by designing and
modeling control systems that
solve specific problems. Apply
systems analysis to predict
results.
Analyze and describe the
function, interaction and
relationship among subsystems and
the system itself.
Compare and contrast several
systems that could be applied to
solve a single problem.
Evaluate the causes of a
system’s inefficiency. |
--Student-designed and
constructed projects with rubrics
--Teacher observation of student
discussions during design project
work |
|
B. |
Apply concepts of models as a
method to predict and understand
science and technology. |
Evaluate technological processes
by collecting data and applying
mathematical models (e.g.,
process control). Apply
knowledge of complex physical
models to interpret data and
apply mathematical models.
Appraise the importance of
computer models in interpreting
science and technological systems |
--Teacher observation of student
discussions during design project
work --Student-designed and
constructed projects with rubrics
--Teacher observation of
student use of MacMotion software
applications and probeware |
|
C. |
Assess and apply patterns in
science and technology. |
Assess
and apply recurring patterns in
natural and technological
systems. Compare and contrast
structure and function
relationships as they relate to
patterns.
Assess patterns in nature
using mathematical formulas. |
·--Teacher observation of student
discussions during design project
work --Student-designed and
constructed projects with rubrics
--Teacher observation of
student use of MacMotion software
applications and probeware |
|
D. |
Analyze scale as a way of
relating concepts and ideas to
one another by some measure. |
Compare and contrast various
forms of dimensional analysis.
Assess the use of several units
of measurement to the same
problem.
Analyze and apply appropriate
measurement scales when
collecting data. |
--Constructed response word
problems for mechanical
efficiency, for example
--Teacher observation of
students’ ongoing experiment work |
|
E. |
Evaluate change in nature,
physical systems and man made
systems. |
Evaluate fundamental science and
technology concepts and their
development over time (e.g.,
unified field theory, energy
measurement). Analyze how
models, systems and technologies
have changed over time.
Explain how correlation of
variables does not necessarily
imply causation.
Evaluate the patterns of
change within a technology (e.g.,
changes in engineering in the
automotive industry). |
--Teacher observation of
students’ ongoing experiment work
--Constructed response word
problems for mechanical
efficiency, for example
--Teacher observation of
student discussions during design
project work |
-----
Standard:
3.2.12 Inquiry and Design
Units: All |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessments |
|
A. |
Evaluate the nature of scientific and
technological knowledge. |
Know and use the ongoing scientific
processes to continually improve and
better understand how things work.
Critically evaluate the status of
existing theories (e.g., wave theory of
light, classification of subatomic
particles). |
--Student-designed and constructed
projects with rubrics --Constructed
response tests with word problem
calculations |
|
B. |
Evaluate experimental information for
appropriateness and adherence to relevant
science processes. |
Evaluate experimental data correctly
within experimental limits. Judge that
conclusions are consistent and logical
with experimental conditions.
Interpret results of experimental
research to predict new information or
improve a solution. |
--Teacher observation of students’
ongoing experiment work --Evaluation of
student laboratory reports with
guidelines |
|
C. |
Apply the elements of scientific inquiry
to solve multi-step problems. |
Generate questions about objects,
organisms and/or events that can be
answered through scientific
investigations. Evaluate the
appropriateness of questions.
Design an investigation with adequate
control and limited variables to
investigate a question.
Organize experimental information
using analytic and descriptive
techniques.
Evaluate the significance of
experimental information in answering the
question.
Project additional questions from a
research study that could be studied |
--Evaluation of student laboratory
reports with guidelines
--Teacher observation of students’
ongoing experiment work
--Student-designed and constructed
projects with rubrics |
|
D. |
Analyze and use the technological design
process to solve problems. |
Assess all aspects of the problem,
prioritize the necessary information and
formulate questions that must be
answered.
Propose, develop and appraise the best
solution and develop alternative
solutions.
Implement and assess the solution.
Evaluate and assess the solution,
redesign and improve as necessary.
Communicate and assess the process and
evaluate and present the impacts of the
solution. |
--Evaluation of student laboratory
reports with guidelines
--Teacher observation of students’
ongoing experiment work
--Student-designed and constructed
projects with rubrics |
-----
Standard:
3.4.12 Physical Science, Chemistry and
Physics
Units: All |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessments |
|
A. |
Explain concepts about the structure and
properties of matter. |
Classify and describe, in equation form,
types of chemical and nuclear reactions.
Explain how radioactive isotopes that are
subject to decay can be used to estimate
the age of materials.
Explain how the forces that bind
solids, liquids and gases affect their
properties.
Apply the conservation of energy
concept to fields as diverse as
mechanics, nuclear particles and studies
of the origin of the universe.
Apply the predictability of nuclear
decay to estimate the age of materials
that contain radioactive isotopes.
Quantify the properties of matter
(e.g., density, solubility coefficients)
by applying mathematical formulas. |
--Constructed response tests with word
problem calculations --Evaluation of
student laboratory reports with
guidelines
--Teacher observation of students’
ongoing experiment work |
|
B. |
Apply and analyze energy sources and
conversions and their relationship to
heat and temperature. |
Determine the heat involved in
illustrative chemical reactions.
Evaluate mathematical formulas that
calculate the efficiency of specific
chemical and mechanical systems.
Use knowledge of oxidation and
reduction to balance complex reactions
Apply appropriate thermodynamic
concepts (e.g., conservation, entropy) to
solve problems relating to energy and
heat. |
--Constructed response tests with word
problem calculations --Evaluation of
student laboratory reports with
guidelines
--Teacher observation of students’
ongoing experiment work |
|
C. |
Apply the principles of motion and force. |
Evaluate wave properties of frequency,
wavelength and speed as applied to sound
and light through different media.
Propose and produce modifications to
specific mechanical power systems that
will improve their efficiency.
Analyze the principles of
translational motion, velocity and
acceleration as they relate to free fall
and projectile motion.
Analyze the principles of rotational
motion to solve problems relating to
angular momentum, and torque.
Interpret a model that illustrates
circular motion and acceleration.
Describe inertia, motion, equilibrium,
and action/reaction concepts through
words, models and mathematical symbols. |
--Constructed response tests with word
problem calculations --Evaluation of
student laboratory reports with
guidelines
--Teacher observation of students’
ongoing experiment work
--Student-designed and constructed
projects with rubrics
--Teacher observation of student
discussions during design project work |
-----
Standard:
3.6.12 Technology Education
Unit(s): |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessments |
|
B. |
Analyze knowledge of
information technologies of processes
encoding, transmitting, receiving,
storing, retrieving and decoding. |
Apply various graphic and
electronic information techniques to
solve real world problems (e.g., data
organization and analysis, forecasting,
interpolation). |
--Teacher
observation of student use of MacMotion
software applications and probeware |
|
C. |
Analyze physical
technologies of structural design,
analysis and engineering, personnel
relations, financial affairs, structural
production, marketing, research and
design to real world problems. |
Apply knowledge of
construction technology by designing,
planning and applying all the necessary
resources to successfully solve a
construction problem.
Compare resource options
in solving a specific manufacturing
problem.
Analyze and apply
complex skills needed to process
materials in complex manufacturing
enterprises.
Apply advanced
information collection and communication
techniques to successfully convey
solutions to specific construction
problems.
Assess the importance
of capital on specific construction
applications.
Analyze the positive
and negative qualities of several
different types of materials as they
would relate to specific construction
applications.
Analyze transportation
technologies of propelling, structuring,
suspending, guiding, controlling and
supporting.
Analyze the concepts of
vehicular propulsion, guidance, control,
suspension and structural systems while
designing and producing specific complex
transportation systems. |
--Student-designed and constructed
projects with rubrics
--Constructed response
word problems for mechanical efficiency,
for example
--Teacher observation
of student discussions during design
project work
--Teacher observation
of student use of MacMotion software
applications and probeware
--Teacher observation
of students’ ongoing experiment work |
-----
Standard:
3.7.12 Technological Devices
Units: All |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessments |
|
A. |
Apply advanced tools,
materials and techniques to answer
complex questions. |
Demonstrate the safe use
of complex tools and machines within
their specifications.
Select and safely apply
appropriate tools, materials and
processes necessary to solve complex
problems that could result in more than
one solution.
Evaluate and use
technological resources to solve complex
multi-step problems. |
--Teacher observation of students’
ongoing experiment work
--Evaluation of student
laboratory reports with guidelines |
|
B. |
Evaluate appropriate
instruments and apparatus to accurately
measure materials and processes. |
Apply and evaluate the use
of appropriate instruments to accurately
measure scientific and technologic
phenomena within the error limits of the
equipment.
Evaluate the appropriate use of different
measurement scales (macro and micro).
Evaluate the utility
and advantages of a variety of absolute
and relative measurement scales for their
appropriate application. |
--Evaluation
of student laboratory reports with
guidelines
--Teacher observation of students’
ongoing experiment work
--Student-designed and
constructed projects with rubrics
--Teacher observation
of student discussions during design
project work |
|
C. |
Evaluate computer
operations and concepts as to their
effectiveness to solve specific problems. |
Describe and demonstrate
software installation.
Analyze and solve hardware
and advanced software problems.
Assess and apply
multiple input and output devices to
solve specific problems. |
--Teacher
observation of student use of MacMotion
software applications and probeware |
|
D. |
Evaluate the effectiveness
of computer software to solve specific
problems. |
Evaluate the effectiveness
of software to produce an output and
demonstrate the process.
Design and apply advanced
multimedia techniques.
Analyze, select and
apply the appropriate software to solve
complex problems.
Evaluate the
effectiveness of the computer as a
presentation tool. |
--Teacher
observation of student use of MacMotion
software applications and probeware |
|
E. |
Assess the effectiveness
of computer communications systems. |
Assess the effectiveness
of a computer based communications
system. Transfer
files among different computer platforms.
Analyze the
effectiveness of on-line information
resources to meet the needs for
collaboration, research, publications,
communications and productivity.
Apply knowledge of
protocol standards to solve connectivity
problems. |
--Teacher
observation of student use of MacMotion
software applications and probeware |
-----
Standard:
3.8.12 Science, Technology and Human
Endeavors
Units: All |
| |
Grade Level
Objectives |
Performance
Indicators |
Assessments |
|
A. |
Synthesize and evaluate
the interactions and constraints of
science and technology on society. |
Compare and contrast how
scientific and technological knowledge is
both shared and protected.
Evaluate technological
developments that have changed the way
humans do work and discuss their impacts
(e.g., genetically engineered crops).
Evaluate socially
proposed limitations of scientific
research and technological application. |
--Student-designed
and constructed projects with rubrics
--Teacher observation of
student discussions during design project
work
--Teacher observation
of students’ ongoing experiment work |
|
B. |
Apply the use of ingenuity
and technological resources to solve
specific societal needs and improve the
quality of life. |
Apply appropriate tools,
materials and processes to solve complex
problems. Use
knowledge of human abilities to design or
modify technologies that extend and
enhance human abilities.
Apply appropriate
tools, materials and processes to
physical, informational or
biotechnological systems to identify and
recommend solutions to international
problems.
Apply knowledge of
agricultural science to develop a
solution that will improve on a human
need or want. |
--Student-designed and constructed
projects with rubrics --Teacher observation of student
discussions during design project work
--Teacher observation
of students’ ongoing experiment work |
|
C. |
Evaluate the consequences
and impacts of scientific and
technological solutions. |
Propose solutions to
specific scientific and technological
applications, identifying possible
financial considerations.
Analyze scientific and
technological solutions through the use
of risk/benefit analysis.
Analyze and communicate
the positive or negative impacts that a
recent technological invention had on
society.
Evaluate and describe
potential impacts from emerging
technologies and the consequences of not
keeping abreast of technological
advancements (e.g., assessment
alternatives, risks, benefits, costs,
economic impacts, constraints). |
--Student-designed and constructed
projects with rubrics
--Teacher observation of
student discussions during design project
work
--Teacher observation
of students’ ongoing experiment work |
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District Recommended
Instructional Approach
For the Course
To Drive Teacher’s
Instructional Activities |
- Design and use
project rubrics
consistently within
each grade level or
course
- Evaluate
laboratory activities
by observation and by
assessment of lab
reports written in a
teacher-designed
format and aligned
within each grade
level or course
- Encourage and
support
student-designed
laboratory activities
wherever possible
- Assess students
with selected and
constructed response
written tests
- Assign homework
that is clearly
relevant to the
planned course’s
performance
objectives
- Utilize
technological
resources such as the
Internet and
Microsoft Office
applications whenever
possible to support
student achievement
of course objectives
- Value textbooks
and other printed
materials as a valid
way to support
student performance
during laboratory
exercises and class
work
- Emphasize and
assign value to the
importance of
reading, writing and
mathematical skills
during all lessons
and activities
- Supplement
curricular material
as student interest
and motivation
designate
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Suggested Unit Outline
- Kinematics
- Newton’s laws of
motion
- Work, energy, and
power
- System of
particles, linear
momentum
- Circular motion
and rotation
- Oscillations and
gravitation
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