Alignment to the AP^® Curriculum

The AP^® Physics curriculum framework outlines the two full-year physics courses AP^® Physics 1: Algebra-Based and AP^® Physics 2: Algebra-Based. These two courses focus on the big ideas typically included in the first and second semesters of an algebra-based, introductory college-level physics course. They provide students with the essential knowledge and skills required to support future advanced coursework in physics. The AP^® Physics 1 curriculum includes mechanics, mechanical waves, sound, and electrostatics. The AP^® Physics 2 curriculum focuses on thermodynamics, fluid statics, dynamics, electromagnetism, geometric and physical optics, quantum physics, atomic physics, and nuclear physics.

AP^® Science Practices emphasize inquiry-based learning and development of critical thinking and reasoning skills. Inquiry-based learning involves exploratory learning as a way to gain new knowledge. Students begin by making an observation regarding a given physics topic. Students then explore that topic using scientific methodology, as opposed to simply being told about it in lecture. In this way, students learn the content through self-discovery rather than memorization.

The AP^® framework has identified seven major science practices, which are described using short phrases that include using representations and models to communicate information and solve problems, using mathematics appropriately, engaging in questioning, planning and implementing data collection strategies, analyzing and evaluating data, justifying scientific explanations, and connecting concepts. The AP^® framework’s Learning Objectives merge content with one or more of the seven science practices that students should develop as they prepare for the AP^® Physics exam.

Each chapter of AP^® Physics begins with a “Connection for AP^® Courses” that explains how the content in the chapter sections align to the Big Ideas, Enduring Understandings, Essential Knowledge, and Learning Objectives of the AP^® framework. These sections help students quickly and easily locate where components of the AP^® framework are covered in the book, as well as clearly indicate material that, although interesting, exceeds the scope of the AP^® framework.

Content requirements for AP^® Physics are prescribed in the College Board Publication Advanced Placement Course Description: Physics, published by The College Board (http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.64 and http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112d.html#112.65).

Pedagogical Foundation and Features

AP^® Physics introduces topics conceptually and progresses to more detailed explanations and analytical applications (problem solving). The analytical aspect is tied back to the conceptual before moving on to another topic. For example, each introductory chapter opens with an engaging photograph relevant to the larger conception of the chapter, which also helps students relate course concepts to the real world.

The textbook’s features include the following:

• Connections for AP^® Courses introduce each chapter and explain how its content addresses the AP^® curriculum. Some more advanced chapters are beyond the scope of the AP^® curriculum, as indicated in this section.
• Worked Examples promote both analytical and conceptual skills. They are introduced using an application of interest followed by a strategy that emphasizes the concepts involved, a mathematical solution, and a discussion.
• Problem-Solving Strategies appear at crucial points in the text where students can benefit most from support in devising strategies for solving physics problems.
• Misconception Alerts address common misconceptions that students may have about the material.
• Take Home Investigations provide the opportunity for students to apply or explore what they have learned with a hands-on activity.
• Real-World Connections highlight important concepts and examples in the AP^® framework.
• Applying the Science Practices includes activities and challenging questions that engage students while they apply the AP^® science practices. These activities engage students in inquiry and discovery-based learning on topics they are currently studying.
• Things Great and Small explain the submicroscopic phenomena that underlie macroscopic phenomena students are learning about.
• Simulations direct students to further explore the physics concepts they have learned about in the module through the interactive PhET physics simulations developed by the University of Colorado. These interactive experiences provide a “sandbox” in which students can experiment with complex physical systems or simulate the use of actual experimental methods and equipment in a consequence-free environment. These interactives are, therefore, another major component of inquiry-based learning implemented throughout AP^® Physics.

Assessment

AP^® Physics offers a wealth of assessment options:

• End-of-Module Problems include conceptual questions that challenge students’ ability to explain what they have learned conceptually, independent of the mathematical details. Other problems and exercises challenge students to apply both concepts and skills to solve mathematical physics problems.
• Integrated Concept Problems challenge students to apply concepts and skills to solve a problem. Within these problems, Unreasonable Results components encourage students to analyze the answer with respect to how likely or realistic it really is.
• Construct Your Own Problem requires students to construct the details of a problem, justify their starting assumptions, show specific steps in the problem’s solution, and discuss the meaning of the result.
• Test Prep for AP^® Courses consists of end-of-module problems that include assessment items with the format and rigor found in the AP^® exam to help prepare students for the test.

Fatih Gozuacik, Harmony Public Schools

Fatih Gozuacik holds master’s degrees in physics and atomic physics from Texas A&M Commerce and Sakarya University in Turkey. In addition to teaching AP and College Physics at Harmony Public Schools, he is a mentor for the Physics Bowl and the Science Olympiad, and serves as a college counselor for junior and senior students. Fatih was named the 2015 STEM teacher of the year by Educate Texas.

Marie Ispkunwu, Cedar Ridge High School

Marie Ispkunwu teaches AP Physics and on-level Physics, as well as Engineering Design in Round Rock ISD. She is deeply involved in STEM-related student activities and professional development, including sponsoring the Engineering Club and the Women in Engineering Club. She also coaches her school’s robotics team, and serves as the STEM academy lead.

The concept map showing major links between Big Ideas and Enduring Understandings is provided for visual reference.