AP Physics 1 (Sem 1)
Course Description:
AP Physics 1 (Sem 1) is an introductory college-level physics course designed to simulate the rigor and skills needed for a first year college course. The course is algebra based and the topics of study include Newtonian mechanics, work, energy, simple harmonic motion, gravity and orbits, and fluids. This course also has a laboratory requirement which will be met with hands-on labs along with online simulations. The labs will be inquiry-based to provide students the opportunity to develop critical thinking and reasoning skills along with applying the science practices. This course does not include the AP exam; students can contact their school’s AP coordinator or guidance counselor to sign up for the exam. In order to maintain the integrity of AP standards, all AP course midterm and final exams must be proctored.
Course Details:
| Course Title (District): | AP Physics 1 (Sem 1) | ||||||||||
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| Course Title (NCES SCED) : | AP Physics 1 | ||||||||||
| Course Provider : | Michigan Virtual | ||||||||||
| Content Provided By : | Michigan Virtual | ||||||||||
| Online Instructor Provided By : | Michigan Virtual | ||||||||||
| Standards Addressed : | National Collegiate Athletic Association, CollegeBoard | ||||||||||
| Alignment Document : | https://drive.google.com/file/d/1HfTErjJjlu0viG4T8T2C-_9jTVXnwURM/view?usp=sharing | ||||||||||
| Academic Terms : | Semester | ||||||||||
| NCES SCED Code : 03165 |
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How To Enroll:
| Enrollment Website : | https://slp.michiganvirtual.org/ |
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| Email : | [email protected] |
| Phone : | (888) 889-2840 |
Students and Parents: It is important to work closely with your local school counselor or registrar to follow the school's enrollment procedures. By clicking the "Start Registration Request" button below, you will be able to notify the school of your interest in registering for the online course. However, it is the responsibility of the district or school to review the registration request and approve or deny the request. Please make a note to follow up with your school after submitting a registration request.
Additional Course Information:
- Email: [email protected]
- Phone: (888) 889-2840
- Differentiate between scalar and vector quantities, focusing on their magnitudes and directions in the context of physical motion
- Analyze the position, velocity, and acceleration of an object using representations of motion in one and two dimensions
- Explain how motion is measured from different inertial reference frames, and describe the perpendicular components of a vector in two-dimensional motion
- Describe the properties, interactions, and forces acting on a system, including the use of free-body diagrams to represent these forces
- Explain the concept of a system’s center of mass and its relationship to the system’s constituent parts
- Analyze the conditions under which a system’s velocity remains constant, considering the interactions and forces between objects or systems
- Explain the conditions that cause a system’s velocity to change, including the roles of kinetic and static friction between surfaces
- Differentiate between kinetic and static friction, describing how each affects the motion of objects
- Describe the interaction of two objects using Newton’s third law and a representation of paired forces exerted on each object
- Describe the relationship between an object’s translational kinetic energy, mass, and velocity, and the potential energy of a system
- Analyze the work done on an object or system by a force or collection of forces, and the transfer of energy within or into/out of a system in terms of power
- Apply the principles of conservation of mechanical energy to explain the behavior of a system and how the selection of a system affects its energy changes
- Describe the linear momentum and impulse of an object or system, and the relationship between impulse and the change in momentum
- Apply the principles of conservation of linear momentum to analyze the behavior of a system, including the determination of whether interactions between objects are elastic or inelastic
Additional Cost Description:
Michigan Virtual prepares students for the AP exam but does not offer the AP exam. It is the responsibility of the school or parent to register for a local administration of the AP exam. AP courses often require students purchase a College Board approved textbook. See required textbook information below.
Students require a graphing calculator (equivalent to a TI-83 or TI-84) that can perform trigonometry functions, such as SIN, COS, and TAN. Although free graphing calculators can be found online, students are encouraged to select a physical device from the approved AP Exam Calculator Policy that they plan to use during the AP Exam, as online calculators will not be permitted for use during AP Exam sessions.
No textbook purchase is required for this AP course, as the approved text is provided in course lessons College Physics for AP Courses by Anderson, David, Nathan Czuba, Erika Gasper, et al., (2015). OpenStax.org. ISBN: 978-1-938168-93-2. The content of this eTextbook is provided directly within the lessons contained in the course. When the lesson includes instructions to read particular passages of the textbook, then you will find a link to those passages within the lesson instructions. Throughout this course we will use the free, open textbook "College Physics for AP Courses" from OpenStax.
Upon completion of this course, students will be able to...
NSQ National Standards for Quality Online Courses
| Rating | Comments | |
|---|---|---|
| A1. A course overview and syllabus are included in the online course | Fully Met | |
| A2. Minimum computer skills and digital literacy skills expected of the learner are clearly stated.* | Fully Met | |
| A3. The instructor’s biographical information and information on how to communicate with the instructor are provided to learners and other stakeholders. | Fully Met | |
| A4. Learner expectations and policies are clearly stated and readily accessible within the introductory material of the course. | Fully Met | |
| A5. Minimum technology requirements for the course are clearly stated, and information on how to obtain the technologies is provided.* | Fully Met | |
| A6. Grading policies and practices are clearly defined in accordance with course content learning expectations. | Fully Met | |
| A7. The online course provides a clear description or link to the technical support offered and how to obtain it.* | Fully Met | |
| A8. Learners are offered an orientation prior to the start of the online course. | Fully Met |
| Rating | Comments | |
|---|---|---|
| B1. The online course objectives or competencies are measurable and clearly state what the learner will be able to demonstrate as a result of successfully completing the course.* | Fully Met | |
| B2. The online course expectations are consistent with course-level objectives or competencies, are representative of the structure of the course, and are clearly stated. | Fully Met | |
| B3. The online course content is aligned with accepted state and/or other accepted content standards, where applicable.* | Fully Met | |
| B4. Digital literacy and communication skills are incorporated and taught as an integral part of the curriculum.* | Fully Met | |
| B5. Supplemental learning resources and related instructional materials are available to support and enrich learning and are aligned to the specific content being delivered.* | Fully Met | |
| B6. The online course content and supporting materials reflect a culturally diverse perspective that is free of bias.* | Fully Met | |
| B7. The online course materials (e.g., textbooks, primary source documents, OER) that support course content standards are accurate and current. | Fully Met | |
| B8. The online course is free of adult content and avoids unnecessary advertisements.* | Fully Met | |
| B9. Copyright and licensing status for any third-party content is appropriately cited and easily found. | Fully Met | |
| B10. Documentation and other support materials are available to support effective online course facilitation.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| C1. The online course design includes activities that guide learners toward promoting ownership of their learning and self-monitoring. | Fully Met | |
| C2. The online course’s content and learning activities promote the achievement of the stated learning objectives or competencies. | Fully Met | |
| C3. The online course is organized by units and lessons that fall into a logical sequence. | Fully Met | |
| C4. The online course content is appropriate to the reading level of the intended learners.* | Fully Met | |
| C5. The online course design includes introductory assignments or activities to engage learners within the first week of the course. | Fully Met | |
| C6. The online course provides learners with multiple learning paths as appropriate, based on learner needs, that engage learners in a variety of ways. | Fully Met | |
| C7. The online course provides regular opportunities for learner-learner interaction. | Fully Met | |
| C8. The online course design provides opportunities for learner-instructor interaction, including opportunities for regular feedback about learner progress.* | Fully Met | |
| C9. Online course instructional materials and resources present content in an effective, engaging, and appropriate manner.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| D1. Learner assessments are linked to stated course, unit, or lesson-level objectives or competencies. | Fully Met | |
| D2. Valid course assessments measure learner progress toward mastery of content. | Fully Met | |
| D3. Assessment practices provide routine and varied opportunities for self-monitoring and reflection of learning.* | Fully Met | |
| D4. Assessment materials provide the learner with the flexibility to demonstrate mastery in a variety of ways.* | Fully Met | |
| D5. Rubrics that clearly define expectations for varied levels of proficiency are created and shared with learners.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| E1. Online course navigation is logical, consistent, and efficient from the learner’s point of view.* | Fully Met | |
| E2. The online course design facilitates readability.* | Fully Met | |
| E3. The online course provides accessible course materials and activities to meet the needs of diverse learners.* | Fully Met | |
| E4. Course multimedia facilitate ease of use.* | Fully Met | |
| E5. Vendor accessibility statements are provided for all technologies required in the course.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| F1. Educational tools ensure learner privacy and maintain confidentiality of learner information in accordance with local, state, and national laws for learner data. | Fully Met | |
| F2. The online course tools support the learning objectives or competencies.* | Fully Met | |
| F3. The online course provides options for the instructor to adapt learning activities to accommodate learners’ needs and preferences.* | Fully Met | |
| F4. The course allows instructors to control the release of content.* | Fully Met | |
| F5. The course provides the necessary technical functionality to score and record assessments and calculate earned course points or grades.* | Fully Met |
| Rating | Comments | |
|---|---|---|
| G1. The online course uses multiple methods and sources of input for assessing course effectiveness. | Fully Met | |
| G2. The online course is reviewed to ensure that the course is current. | Fully Met | |
| G3. The online course is updated on a continuous improvement cycle for effectiveness based on the findings from ongoing reviews. | Fully Met |
Review Conducted By: Quality Matters
Date of Review:
11/06/2024
Unit 1: One Dimensional Kinematics
Unit 2: Two Dimensional Kinematics
Unit 3: Newton’s First Law and Equilibrium
Unit 4: Newton’s Second Law and Acceleration
Unit 5: Newton’s Third Law and Two Mass Systems
Unit 6: Work and Conservation of Energy
Unit 7: Systems of Particles and Linear Momentum
| Term Type | Enrollment Opens | Enrollment Ends | Random Draw Date | Enrollment Drop Date | Course Starts | Course Ends | # of Seats | Course Fee | Potential Additional Costs |
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| Drop Policy | Completion Policy | Term Type | Enrollment Opens | Enrollment Ends |
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| School Year | Enrollment Count | Pass Count | Completion Rate | Notes |
|---|---|---|---|---|
| 23-24 | 0.0% |
Students will require a computer device with headphones, a microphone, webcam, up-to-date Chrome Web Browser, and access to YouTube. Web Browser must permit the launch of Web Start or Applet Java applications in order to view some content within this course.
Please review the Michigan Virtual Technology Requirements: https://michiganvirtual.org/about/support/knowledge-base/technical-requirements/