AP Physics C: Mechanics is equivalent to a onesemester, calculus based, collegelevel physics course, especially appropriate for students planning to specialize or major in physical science or engineering. The course explores topics such as kinematics; Newton’s laws of motion; work, energy and power; systems of particles and linear momentum; circular motion and rotation; and oscillations and gravitation. Introductory differential and integral calculus is used throughout the course.
LABORATORY REQUIREMENT AP Physics C: Mechanics should include a handson laboratory component comparable to a semesterlong introductory collegelevel physics laboratory. Students should spend a minimum of 20 percent of instructional time engaged in handson laboratory work. Students ask questions, make observations and predictions, design experiments, analyze data, and construct arguments in a collaborative setting, where they direct and monitor their progress. Each student should complete a lab notebook or portfolio of lab reports.
PREREQUISITE Students should have taken or be concurrently taking calculus.
AP Physics C: Mechanics Course Content:
The AP Physics C: Mechanics course applies both differential and integral calculus and provides instruction in each of the following six content areas:
• Kinematics
• Newton’s laws of motion
• Work, energy and power
• Systems of particles and linear momentum
• Circular motion and rotation
• Oscillations and gravitation
Learning Objectives for Laboratory and Experimental Situations: Students establish lines of evidence and use them to develop and refine testable explanations and predictions of natural phenomena. Focusing on these disciplinary practices and experimental skills enables teachers to use the principles of scientific inquiry to promote a more engaging and rigorous experience for AP Physics C: Mechanics students. Such practices or skills require students to
• Design experiments
• Observe and measure real phenomena
• Organize, display, and critically analyze data
• Analyze sources of error and determine uncertainties in measurement
• Draw inferences from observations and data
• Communicate results, including suggested ways to improve experiments and proposed questions for further study
A minimum of 20 percent of instructional time is devoted to handson and inquirybased laboratory investigations.
Course Content

Kinematics 0/10

Lecture1.1Introduction to Vectors

Lecture1.2Vector Multiplication

Lecture1.3Displacement, Velocity and Acceleration ;

Lecture1.4Graphs of Motion

Lecture1.5Motion in one dimension

Lecture1.6Equations of Kinematics

Lecture1.7Freely Falling Objects

Lecture1.8Motion in Two dimensions including projectile motion Relative Velocity

Lecture1.9Uniform Circular motion

Lecture1.10Banked Curves


Newton’s Laws of Motion 0/3

Lecture2.1Static Equilibrium(first law)

Lecture2.2Dynamics of a single particle ( second law)

Lecture2.3Systems of Two or more objects (third law)


Work, Energy, Power 0/4

Lecture3.1Work and Workenergy theorem

Lecture3.2Forces and potential energy

Lecture3.3Conservation of energy

Lecture3.4Power


Systems of Particles, Linear momentum 0/3

Lecture4.1Center of mass

Lecture4.2Impulse and momentum

Lecture4.3Conservation of linear momentum, Collisions


Rotatory Motion 0/3

Lecture5.1Torque and Rotational statics

Lecture5.2Rotational Kinematics and Dynamics

Lecture5.3Angular momentum and its conservation


Oscillations and Gravitation 0/7

Lecture6.1Simple Harmonic Motion

Lecture6.2Mass on a spring

Lecture6.3Pendulum and other oscillations

Lecture6.4Newton’s law of gravity

Lecture6.5Orbits of planets and satellites

Lecture6.6a) Circular

Lecture6.7b) General


AP Physics C Lab 0/1

Lecture7.1Investigations


AP Physics C M Exam Preparation 0/1

Lecture8.1Exam Guidance

Instructor
David is the professor of mathematics education at David School and a former Associate Professor of Physics at JNTU. He served as a teacher of mathematics and Physics in various international schools in Asia and Europe. His research focuses on social and cultural factors as well as educational policies and practices that facilitate mathematics engagement, learning, and performance, especially for underserved students. David School collaborates with teachers, schools, districts, and organizations to promote mathematics excellence and equity for young people.
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