AP Physics 1 Summer Assignment 2015
Objective: Welcome to the exciting and challenging world of AP Physics. There are six parts to your
summer assignment. They are all easy tasks that are usually taken care of in during the first couple of
weeks of school. By completing these tasks over the summer we will be able to start doing physics on
day 1. The first assignment requires you to join the Edmodo group. The next two assignments require
you to read something, take a quiz over it, sign it, have the adult responsible for you sign it, and turn it in
on the first day of school. The last three assignments ask you to delve into physics content by reading a
chapter of an online textbook, answering questions about the material, designing and implementing a mini
lab, and intentionally experiencing some everyday physics in your life and recording your observations in
clear language. Students who do not have this material ready on the first day of school will take a quiz on
the second day of school.
AP Physics 1 is equivalent to a one semester college course in algebra-based Classical Mechanics; with
additional work in basic electricity. In addition to the chance to earn college credit, the course is designed
to prepare you for further work in AP Physics 2 or AP Physics C. We will not cover all the topics in the
standard Physics I course, but you will study Mechanics in more depth, and acquire a much stronger
conceptual and analytical foundation. Most students will need to invest an average of one hour each day
outside of class working on physics. Many students taking AP Physics, accustomed to earning “A’s”
without too much work, find they are challenged just to earn a “B.” AP Physics 1 is a rewarding course,
and will prepare you well for college. However, each student is expected to commit to not dropping the
course unless failing.
We recommend working through this packet first independently, and then with a partner or small group.
After you work through it once, you are encouraged to seek assistance to review/re-learn. There are a lot
of great resources online to help you. Here are a few that we recommend:
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Summer Edmodo Site. You must join this. Join code : ctuscd
The Physics Classroom http://www.physicsclassroom.com
APlus Physics http://www.aplusphysics.com/
MIT Open Courseware http://ocw.mit.edu/high-school/physics/
Learn AP Physics www.learnapphysics.com/apphysicsb/index.html
Dolores Gende http://apphysicsb.homestead.com/
Hippo Campus Physics http://classic.hippocampus.org/Physics
We also encourage you to get the following books to work through the year:
5 Steps to a 5 AP PHYSICS
by Greg Jacobs and Joshua Schulman
ISBN-10: 0071751203
(Or another study guide like Princeton Review
which is Mrs. Sanders’s favorite)
Head First Physics
by Heather Lang, Ph.D.
ISBN 978-0-596-10237-1
(Limited to Mechanics, but really good explanations
and easy to read)
You are expected to complete this packet prior to the first day of your AP class. Please bring your
completed packet and a quad-ruled composition book (if you can’t find one, Mrs. Sanders will have some
to purchase at cost during registration) on the first day of class. If you have any questions you can email
Mrs. Sanders at [email protected].
We are looking forward to a great year in AP Physics 1! ~ Ms. Fogle and Mrs. Sanders
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Summer Assignment Checklist:
1. Part 1: Join Edmodo – page 3
o Create an Edmodo account (if needed)
o Join
2. Part 2: Syllabus – page 4
o Read syllabus
o Take the Edmodo Quiz
o Sign Syllabus Receipt Form on page 7
o Have the adult responsible for you sign and fill in their contact information
3. Part 3: Safety Contract – page 9
o Read safety contract
o Take the Edmodo safety quiz
o Sign safety contract on page 10
o Fill in your allergies
o Have the adult responsible for you sign and fill in their contact information
4. Part 4: Velocity Notes – pages 11-13
o Go to http://www.physicsclassroom.com/Physics-Tutorial/1-D-Kinematics
o Read Lessons 1 and 2 the following sections:
 Introduction
 Scalars and Vectors
 Distance and Displacement
 Speed and Velocity
 Acceleration
 Introduction
 Ticker Tape Diagrams
 Vector Diagrams
o Answer the Guiding Questions on pages 11-13
5. Part 5: Lab Design – page 14
o Get a journal (quad ruled composition book, NO spirals please)
o Design the experiment
o Take data
o Calculate speed
o In your journal
 Title
 Purpose
 Procedures
 Data
 Analysis
6. Part 6: Describe Physics – page 15
o 5 diagrams
o 5 paragraph length descriptions
o Use of at least 3 required words per paragraph
o Ticker Tape diagram for each
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Part 1: Join Us!
Required
1. Go to www.edmodo.com
2. If you don’t have a user name from a previous year, make one.
 I strongly recommend using your school e-mail address
 Keep it school appropriate and make sure it is something you are okay with your classmates
hearing 
3. Use Join Code: ctuscd
If the group is closed, request to join and e-mail Mrs. Sanders ([email protected])
Recommended (you must be on a computer for this, the app doesn’t work)
4. Add a picture of your beautiful face to your profile
 In your profile (click “Account” in the upper right-hand corner and then select “Settings”
 Upload a picture for your profile
5. Setup to receive automatic texts or e-mails when Ms. Fogle or Mrs. Sanders sends an important message
(“I didn’t see it on Edmodo” is NOT an excuse)
 In your profile (click “Account” in the upper right-hand corner and then select “Settings”)
 On the left-hand side, select e-mail and text updates
 Choose your preferred notification method (standard messaging rates for your carrier apply if you
choose text)
ONLY check Direct Messages, Alerts, and Replies or you will get every message posted sent to you!
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East Central High School: AP Physics 1 Syllabus 2015-2016
GENERAL INFORMATION
Instructors:
Name:
Dayna Fogle
Stephanie Sanders
Room #
3207
3208
Conference Period
TBD
5th
e-mail
[email protected]
[email protected]
School Phone: 649-2951
Textbooks:
 Etkina, E., Gentile, Michael, & Van Heuvelen, Alan. College Physics, 1st ed. Boston: Pearson.
Course Web Site: Each teacher will offer a Google Site that will open in August.
All proprietary work including class notes will be posted on our Edmodo page until the Google Sites are open. Students and
parents may each hold an Edmodo account. Curricular resources, reminders, and due dates will be posted on these resources,
please use them.
COURSE OVERVIEW
Goals: Course goals include developing each student’s intuition, creativity, and investigative skills to do the following
(abbreviated from the 2014 College Board AP Physics 1 Course Description):
 Develop a high level understanding of AP Physics 1 foundational physics principles in the context of the Eight Big
Ideas (see below).
 Relate and apply physics knowledge to real world scenarios to become scientifically literate citizens
 Work in the laboratory to implement, design, and analyze laboratory-based experiments for at least 25 percent of
instructional time
 Engage in inquiry-based laboratory investigations
 Develop communication skills by recording evidence of research (laboratory and literature based) in verbal, written,
and graphic presentations
 Develop written and oral scientific argumentation skills
 And of course…pass the College Board AP Physics 1 exam with a “3” or better!
Teaching Methodologies:
The classes are student-centered and conducted through guided and open inquiry with a focus on students doing science
through model-based learning. Students working both individually and collaboratively are required to synthesize information,
formulate hypotheses, plan and implement data collection strategies, interpret and analyze data, develop and implement
models, engage in scientific questioning, evaluate arguments, reach conclusions, present and defend their conclusions through
multiple forms of communication, and connect and relate knowledge across domains. Readings from the textbook are
supplemented with online resources including flipped classroom videos, journal articles, and other published works.
Homework reinforces concepts covered in class and prepares students for laboratory experiences. The course consists of 7
units (see outline below) with at least two summative assessments per unit. The class normally meets five days per week, for
51 minutes each session. Generally, one to two class periods per week are allotted to laboratory or laboratory-related activities.
Course Description and Sequence:
AP Physics 1 is the result of a substantial course redesign splitting the formerly offered AP Physics B course into a two year
course. AP Physics 1 is suitable for a first year physics student and is equivalent to a one semester course in algebra-based
Classical Mechanics with a small amount of basic electricity. Students who successfully complete the course, the lab portfolio,
and earn a sufficient score on the AP Physics 1 exam can earn as much as 4 semester hours of college credit (college
dependent). The course scope and sequence is outlined in the table on the following page.
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Course Sequence*:
Semester 1
 Kinematics/Horizontal Projectiles (~5 weeks)
 Forces/vectors/gravitations (~ 6 weeks)
 Energy/Work-energy Theorem (~4 weeks)
 Simple Harmonic Motion/Waves (~3 weeks + selfstudy)
Semester 2
 Momentum (~3 weeks)
 Rotation (~4 weeks)
 Electrostatics/DC Circuits (~4 weeks)
 Review (~2 weeks)
 5/3 AP Exam
 Physics Applications (~3 weeks)
* The timing of the units will depend on student progress. Our class is structured to ensure that students have some ability to
self-pace. Students striving for a 5 should plan to complete SHM and Waves before winter break.
Materials:
Required Daily
1. Graphing composition book – no spiral
2. Pencils
3. Blue or black ink pens – permanent
4. Calculator at home (minimum scientific)
Recommended
5. Textbook. (Older textbook available for check out)
6. Internet access
7. Graphing calculator (TI-83Plus, TI-84, etc.)
8. Word-processing, presentation, spreadsheet software or
Google Drive
Grading Policy:
AP Physics 1 is a standards-based grading course. This means that students receive grades for demonstrating mastery of
standards rather than for completion of assignments. Students will be asked to demonstrate mastery of content standards
on summative lab and written assessments and in their lab portfolios. By grading for mastery of content, we feel that
students can focus on learning physics and that students and teachers can engage in a better dialogue about how to
improve upon the student’s existing mastery of physics content. Our grade book is standards-based rather than
assignment-based. As a student demonstrates mastery of content during various activities to include discussion, quizzes,
tests, in class problem solving, tutoring, and laboratory experiments, his/her grades will be entered into the appropriate
content standard(s). Students will be given a rubric for each standard as the standard is taught. Students will gain
familiarity with the rubric on all formative assessments. Students may earn the following scores:
Score
Meaning
recorded
1
2
3
4
5
Student is unable to meet the content standard.
Student begins to demonstrate an understanding of the content standard, but a substantial misconception is still
present. Student is unable to recognize the misconception without assistance
Student demonstrates an understanding of the content standard with only minor misconceptions. Mistakes may
be present in model implementation.
Student meets the content standard requirements to the acceptable AP level
Student can consistently apply the content standard in new problems and extend this knowledge into other
domains.
Each time a standard is assessed, a grade for that standard will be entered. As a student shows improvement in content
mastery over time, his/her grade will reflect mastery of the content rather than compliance with assignments. Please
visit the Edmodo page or website (in September) for more information about Standards Based Grading and don’t
hesitate to contact either of us with questions or concerns.
Late/Incomplete/Re-testing Policy
The ultimate goal of this class is for students to master college level algebra-based physics. Multiple opportunities for
demonstrating mastery are available in class with the final grade to reflect mastery of course objectives. If a student does not
master the material before the class moves on to a new topic, these opportunities remain available in tutoring. Students may reattempt to demonstrate mastery of any standard provided they complete three steps:
1. Correct any previous assessments using the class correction policy.
2. Provide evidence that they have engaged in the learning process. This may include tutoring, additional practice, or
other agreed upon evidence
3. Complete a reassessment contract (available on the Edmodo page and in class)
Assignments that are turned in after graded assignments are returned will not be accepted for evidence of mastery.
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Students will be provided with an alternate assignment at an equivalent academic level. Grade book assignments recorded as
an “I” indicate that I have insufficient evidence to assess the student’s mastery of this standard. An “I” is an indicator that the
student needs to participate in a retest over this standard.
Consequences for missing, late, or incomplete assignments will be to complete the work.
Comments will be included in TxGradebook for any missing or incomplete assignments that affect the student’s ability to
master content. Missing assignments that do not affect learning will not be recorded in TXGradebook, but may warrant a
student/teacher or parent/teacher conference.
Class Expectations:
We will all work hard together and pursue learning with passion. We are accountable to each other to be prepared, to
participate fully, to take risks and ask questions, to listen and consider, and to debate with reason and reasonableness. While
maintaining academic integrity at all times, we will encourage and aid each other appropriately. Our goal is for everyone to be
prepared to pass the AP Exam. To help us succeed, here are our expectations:
1.
2.
3.
Be respectful – Respect yourself, others, and all property. Remember that the goal of our environment is to learn as a
community.
Do your best every day – Come to class prepared with materials, complete homework, and a mind ready to learn.
While in the classroom, do your best to be collaborative, diligent, and engaged every day. Follow classroom routines
to minimize lost or disrupted learning time.
Maintain our “safe zone” for learning – Learning occurs through experience that often includes mistakes, questions,
misconceptions, and misunderstandings. Please remember that our class room is a safe environment for everyone
physically, mentally, and emotionally. Hold everyone in our class to a high standard with regard to support and
collegiality.
Further advice: Ask questions and study. Please don’t fall behind. We recommend you form study groups to help each other
stay accountable. Seek help and attend tutorials for individual assistance. Remember that everyone learns at a different pace;
come see us if you feel over or under whelmed at any point in time; we want you to master the material, we are less concerned
about the timing of your mastery.
Consequences:
Maintaining a learning environment conducive to learning is critical, and consequences will be assigned as needed in
accordance with ECHS policy when a student’s actions disrupt this environment. Consequences will correlate with undesirable
behavior and may include: verbal warning, seat change, possible lunch detention, parent/guardian contact, discipline referral,
counselor/assistant principal conference, or alternative forms as needed.
Tutorials
Our tutorial schedule will be posted weekly. Normally, one of us will be available before school from 7:50– 8:30 for tutorials
Monday, Wednesday and Friday and after school from 4:20-5:00 on Tuesday and Wednesday, and from 5:00-7:30 on Monday
and Thursday. If these times are not convenient, please feel free to work with your teacher to schedule alternative times. Our
goal is for all students to have access to the resources they need to master the course content, thus our tutoring hours are
flexible whenever possible.
Technology:
Physics students are expected to care for all technologies utilized in the room. Please do not download without permission or
change settings on classroom computers or other technologies. Cell Phones, PDA’s, and other personal electronic devices
may be used in class when appropriate and to enhance learning. Personal electronic devices that are distracting to the
student or class will be taken up in accordance with district and school policy.
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AP Physics 1 Syllabus Receipt Form
Please sign and return on the first day of school
Student Name:
Parents’/Guardians’ Name(s):
Best Contact Information (phone/e-mail):
I have received and read the syllabus for AP Physics 1:
Parent
Signature:__________________________________________________________________________________
Student
Signature:__________________________________________________________________________________
Students, please complete the Syllabus Quiz on Edmodo (you will need a computer to do so, the app often
doesn’t display quizzes)
Edmodo User Name: _______________________________________
Date Completed: __________________________________________
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Part 4: Introduction to Kinematics
These are your first physics notes and you will need to have a clear understanding of these notes to accomplish
Part 4. Please feel free to use (and post on Edmodo) other resources. Check Edmodo for additional resources
created by your teachers. You may use visuals to illustrate your answers, but you MUST use words in complete
sentences to explain your thinking. If you get stuck, ask for help, come see Mrs. Sanders at registration (I’m
here for 2 weeks before school), OR request a Starbucks review over the summer.
1. Define and illustrate (yes, either draw or find a picture and tape it here) each of the following terms. Please
include whether the value is a vector or a scalar and the units used.
a) Mechanics
b) Kinematics
c) Scalar
d) Vector
e) Distance
f) Displacement
g) Speed
h) Velocity
i) Acceleration
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2. Give three examples of scalar quantities and three examples of vector quantities.
3. Compare and contrast distance and displacement.
4. Compare and contrast speed and velocity
5. Compare and instantaneous speed and average speed.
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6.
Describe how you could measure the average speed of a car (assuming you are outside the car and cannot
see the speedometer). Include what equipment you would need.
7. What additional materials would you need to find the average velocity of a car?
8.
What would change about the experiment if you wanted to see if the car is accelerating?
9.
How would you determine if the car was speeding or slowing down?
10. What are the equations for:
a) Speed
b) Velocity
c) Acceleration
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Part 5: Constant Velocity Mini Lab
This is your first attempt to design a lab in physics. This will be different from your previous lab experiences. You will likely need to
do the data collection more than once as you learn from previous attempts, adjust your procedures, and then try again. This should be
in your lab journal graphing notebook (gridded composition book) by the 2 nd day of school. The purpose of this lab is to design
an experiment to measure the average speed of a passing vehicle using measurements of distance and time only.
Steps to Follow
1. Get your lab journal from the store (or see Sanders at registration to buy one)
~See Edmodo for a picture of a journal
2.
Get a blue or black pen. No pencil, or non-blue or black ink in journals!
3.
Number the front of every page on the top right corner (you should end up with 100 pages total)
~ You may not EVER rip pages out of your journal
4.
Write Table of Contents on Page 1
5.
Get scratch paper
6.
Write procedures for taking data, you may need to use a vehicle to pre-measure a distance on the road where you intend to measure
the vehicle (Other options, measure your foot and walk heel to tow for the length of the road, use a tape measurer, use Google
maps). Be specific, say exactly what to do and how to do it. You may use numbered steps or paragraph format. (For an example
of procedures for giving a dog a treat, see Edmodo).
7.
Take and record your data
8.
Find speed using the equation from your notes in Part 4. If you know the driver, compare it to the speed on their speedometer.
Bonus: Look-up how to find percent error and find your error.
9.
Once you are satisfied that your procedures, data, and calculations are your BEST effort, go to page 2 in your journal.
10. On the top left, write your name, then Partners; and the nanes of anyone who helped you, and then the date as shown in step 11.
11. Write the title of the lab in the center of the page. Like this:
Stephanie Sanders
Partners: Fredo Sanders
9/4/2014
Finding the Average Velcoity of a Vehicle
12. Next, write the purpose of the lab
Purpose: The purpose of this lab is to design an experiment to measure the average speed of a passing vehicle using measurements
of distance and time only.
13. Now, write your Procedures in (title the section Procedures)
14. Now put in your Data. Please use a ruler to make the table.
15. Make a new section called Data Analysis and put in your calcualtions. Please show all of your work and use sentences to explain
what you are doing. Like this:
The speed of the car was calculated using the equation: (Show equation without numbers)
For trial 1, the plug in is shown below
Show equation with numbers and units
16. Paperclip your scratch paper to the back of this page.
17. Close your journal, pat yourself on the back and put the journal in your backpack for the first day of school. Only Part 5 should be
in your journal!
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Part 6: Describe Physics
Pick a minimum of 5 of the following experiences to write about. For each experience
1. Draw a diagram of the setup. Label each part.
2. Write a paragraph length response (4-5 sentences) describing what happens. Describe what
you feel; does anything push or pull on you? Think about your motion. Describe it. You
must use words like increasing, decreasing, speed, velocity, acceleration, displacement, and
distance.
3. Draw a ticker-tape diagram showing the motion. Make sure your spacing represents your
motion.
Physics Experiences that you may choose from – pick 5 to write about
1. Ride a bike up hill and down hill
2. Walk up stairs
3. Run up stairs
4. Ride in a car that is accelerating
5. Ride in a car at a constant speed
6. Jump on a trampoline
7. Slide down a water slide
8. Swing on a swing
9. Ride a carousel or merry go round
10. Ride a rollercoaster
11. Do a “cannonball”
Next Steps: Enjoy every minute of your summer, and when I see you in the fall – be ready to work 
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