AP PHYSICS C: MECHANICS

UNIT 1
Kinematics

14–20%
AP EXAM WEIGHTING

~11/~22
CLASS PERIODS
Remember to go to AP Classroom
to assign students the online
Personal Progress Check for
this unit.
Whether assigned as homework or
completed in class, the Personal
Progress Check provides each
student with immediate feedback
related to this unit’s topic and skills.

Personal Progress Check 1

Multiple-Choice: ~15 questions
Free-Response: 1 question
 UNIT

1 14–20% AP EXAM WEIGHTING ~11/~22 CLASS PERIODS

Kinematics

Developing Understanding
BIG IDEA 1 Although motion is considered an accepted phenomenon because it can easily be seen,
Changes  CHA discerning—and eventually understanding—why objects move requires more observation.
§§ When descending a hill Unit 1 introduces students to kinematics—particularly one-dimensional, two-dimensional,
on your bike, why do you and projectile motion. Students will not only learn how to define each kinematic quantity
roll faster the farther (position, velocity, acceleration, and time), but also how to distinguish between them, and
you go? how to graphically and mathematically represent the relationships among them. Kinematics
serves as a foundation for various physics principles and concepts, and in the units that
§§ Why should you throw a
follow, students are expected to call upon their knowledge of kinematic quantities to describe
stone higher if you want
components of motion in a variety of scenarios, such as how acceleration is addressed with
it to go farther?
Newton’s third law of motion.

Building the relationships between fundamental laws

and the world around them. Because
Science Practices identifying the appropriate data as well as
1.C 3.A 4.A identifying patterns gets easier with practice,
The ability to describe and explain physical introducing these skills in Unit 1 is important
processes, principles, and concepts is for student success.
central to the study of physics. Physicists
often create and use models and
Preparing for the AP Exam
representations to analyze phenomena, Students should be able to identify, describe,
make predictions, and communicate and/or explain the relationships among
ideas. In this unit, students will practice features in graphs, free-body diagrams,
demonstrating consistency between and other representations. They should
different types of representations of the also be able to analyze patterns and trends
same physical situation. For example, in data (i.e., different motion plots) and use
students will create a motion map, a velocity mathematical routines (selecting appropriate
versus time graph, and a set of equations kinematic equations, deriving mathematical
that all model the same motion of an object relationships, etc.).
or a system. The content of Unit 1 provides
Often, students studying kinematics have
students with multiple opportunities to
trouble recognizing one major difference
discuss the relationships between variables
between instantaneous and average velocity.
and to model these relationships with
That is, instantaneous velocity is a property
various representations.
of an object in motion at a single time, while
Unit 1 will also teach students to identify the average velocity (total displacement
appropriate data to plot in order to describe divided by total time) of an object in motion
patterns and trends in data, as patterns depends on the total amount of time.
and trends help scientists understand

AP Physics C: Mechanics Course and Exam Description Course Framework V.1 | 27

 UNIT

1 Kinematics

UNIT AT A GLANCE
Understanding

Class Periods
Enduring

Topic Suggested Skills ~11/~22 CLASS PERIODS

1.1 K
 inematics: Motion in 1.A  Describe the physical meaning (includes
One Dimension identifying features) of a representation.

1.B  Describe the relationship between different

types of representations of the same physical
situation.

3.A  Select and plot appropriate data.

4.A  Identify and describe patterns and trends in

CHA-1

data or a graph.

4.C  Linearize data and/or determine a

best fit line or curve.

5.A  Select an appropriate law, definition, or

mathematical relationship, or model to describe a
physical situation.

7.A  Make a scientific claim.

1.2 K
 inematics: Motion in 1.C  Demonstrate consistency between different
Two Dimensions types of representations of the same physical
situation.

5.B  Determine the relationship between variables

within an equation when an existing variable
CHA-2

changes.

6.A  Extract quantities from narratives or

mathematical relationships to solve problems.

7.B  Support a claim with evidence from

experimental data.

Go to AP Classroom to assign the Personal Progress Check for Unit 1.

Review the results in class to identify and address any student misunderstandings.

28 | Course Framework V.1 AP Physics C: Mechanics Course and Exam Description

 UNIT
Kinematics
1
SAMPLE INSTRUCTIONAL ACTIVITIES
The sample activities on this page are optional and are offered to provide possible ways to
incorporate instructional approaches into the classroom. Teachers do not need to use these
activities or instructional approaches and are free to alter or edit them. The examples below
were developed in partnership with teachers from the AP community to share ways that they
approach teaching some of the topics in this unit. Please refer to the Instructional Approaches
section beginning on p. 115 for more examples of activities and strategies.

Activity Topic Sample Activity

1 1.1 Desktop Experiment

Provide students with a pull-back toy car and a means to take video, and have them
record position versus time data for the car as it speeds up and slows down. Have
students fit a cubic polynomial to the position-time data and use calculus to predict
the car’s maximum speed and initial and final magnitude of acceleration.

2 1.2 Desktop Experiment

Give students a ball launcher, right-triangular block, and meterstick. Have them calculate
the launch speed of the ball using a horizontal launch of the ball from the launcher, then
predict where the ball will land if the ball is launched on the triangular block.

3 1.1 Changing Representations

Give students a verbal description of segmented motion, such as “accelerates from
rest at 5 m/s2 for 10 seconds, then comes to rest again after another 20 seconds.”
Have students draw position/velocity/acceleration graphs and formulate piecewise
position/velocity/acceleration equations of motion.

4 1.1 Create a Plan

Find data of speed and total stopping distance for cars. Provide students with five
pairs of speed and total stopping distances (not broken into thinking and braking
distances). Ask students to determine from the data the driver’s reaction time and the
car’s braking acceleration.

5 1.2 Graph and Switch

Student A creates a horizontal and vertical pair of velocity graphs for projectile
motion, and Student B must write a narrative of what happens (including whether the
projectile was shot at an angle, lands higher or lower or at the same height).

Unit Planning Notes

Use the space below to plan your approach to the unit.

AP Physics C: Mechanics Course and Exam Description Course Framework V.1 | 29

 UNIT

1 Kinematics

SUGGESTED SKILLS
Visual
TOPIC 1.1
Kinematics:
Representations
1.A  Describe the physical
meaning (includes
identifying features) of a
representation.
1.B  Describe the
Motion in One
relationship between
different types of
representations of the
Dimension
same physical situation.

Representing Data
and Phenomena Required Course Content
3.A  Select and plot
appropriate data.

Analysis
4.A  Identify and describe ENDURING UNDERSTANDING
patterns and trends in data
CHA-1
or a graph.
There are relationships among the vector quantities of position, velocity, and
4.C  Linearize data and/or
acceleration for the motion of a particle along a straight line.
determine a best fit
line or curve.

Mathematical
Routines LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
5.A  Select an appropriate CHA-1.A CHA-1.A.1
law, definition, or a. Determine the appropriate The kinematic relationships for an object
mathematical relationship, expressions for velocity accelerating uniformly in one dimension are:
or model to describe a
and position as a function
physical situation. 1
of time for an object x = x 0 + v x 0 t + ax t 2
Argumentation accelerating uniformly in 2
7.A  Make a scientific claim. one dimension with given v x = v x 0 + ax t
initial conditions.
v x2 = v x20 + 2ax ( x − x 0 )
b. Calculate unknown
variables of motion such a. The constant velocity model can be derived
as acceleration, velocity, from the above relationships.
AVAILABLE RESOURCES or positions for an object ∆x
Classroom Resources > undergoing uniformly vx =
§§ AP Physics Featured accelerated motion in ∆t
Question: Projectile one dimension. b. The average velocity and acceleration
Concepts c. Calculate values such models can also be derived from the above
§§ AP Physics Featured as average velocity or relationships.
Question: Raft with minimum or maximum
Hanging Weights velocity for an object in ∆x
v x ( avg ) =
§§ Critical Thinking uniform acceleration. ∆t
Questions in Physics ∆v x
§§ Physics Instruction ax ( avg ) =
Using Video Analysis
∆t
Technology
§§ Quantitative Skills in continued on next page
the AP Sciences
§§ Teaching Strategies for
Limited Class Time

30 | Course Framework V.1 AP Physics C: Mechanics Course and Exam Description

 UNIT
Kinematics
1
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
CHA-1.B CHA-1.B.1
Determine functions of Differentiation and integration are necessary
position, velocity, and for determining functions that relate position,
acceleration that are velocity, and acceleration for an object with
consistent with each nonuniform acceleration.
other, for the motion of an
dx
object with a nonuniform vx =
acceleration. dt
dv
ax = x
dt

a. These functions may include trigonometric,

power, or exponential functions of time.
b. They may also include a velocity-dependent
acceleration function (such as a resistive
force).

CHA-1.C CHA-1.C.1
Describe the motion of Position, velocity, and acceleration versus time
an object in terms of the for a moving object are related to each other
consistency that exists and depend on an understanding of slope,
between position and time, intercepts, asymptotes, and area or upon
velocity and time, and conceptual calculus concepts.
acceleration and time. a. These functions may include trigonometric,
power, exponential functions (of time) or
velocity-dependent functions.

AP Physics C: Mechanics Course and Exam Description Course Framework V.1 | 31

 UNIT

1 Kinematics

SUGGESTED SKILLS
Visual
TOPIC 1.2
Kinematics:
Representations
1.C  Demonstrate
consistency between
different types of
representations of the
same physical situation.
Motion in Two
Theoretical
Relationships
5.B  Determine the
Dimensions
relationship between
variables within an
equation when an existing Required Course Content
variable changes.

Mathematical
Routines
6.A  Extract quantities ENDURING UNDERSTANDING
from narratives or
CHA-2
mathematical relationships
to solve problems. There are multiple simultaneous relationships among the quantities of position,
velocity, and acceleration for the motion of a particle moving in more than one
Argumentation
dimension with or without net forces.
7.B  Support a claim
with evidence from
experimental data.
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
CHA-2.A CHA-2.A.1
a. Calculate the components All of the kinematic quantities are vector
of a velocity, position, or quantities and can be resolved into
AVAILABLE RESOURCES
acceleration vector in two components (on a given coordinate system).
Classroom Resources >
dimensions. a. Vector addition and subtraction are
§§ AP Physics Featured
Question: Projectile b. Calculate a net necessary to properly determine changes in
Concepts displacement of an object quantities.
moving in two dimensions. b. The position, average velocity, and average
§§ AP Physics Featured
Question: Raft with c. Calculate a net change in acceleration can be represented in the
Hanging Weights velocity of an object moving following vector notation:
§§ Critical Thinking in two dimensions.    
Questions in Physics r = x+ y+z
d. Calculate an average 
§§ Physics Instruction acceleration vector for  ∆r
vavg =
Using Video Analysis an object moving in two ∆t
Technology dimensions. 
 ∆v
§§ Quantitative Skills in e. Calculate a velocity vector aavg =
the AP Sciences
for an object moving relative
∆t
§§ Teaching Strategies to another object (or frame of
for Limited Class Time reference) that moves with a
uniform velocity.
 f. Describe the velocity vector
for one object relative to a
second object with respect
to its frame of reference.

continued on next page

32 | Course Framework V.1 AP Physics C: Mechanics Course and Exam Description

 UNIT
Kinematics
1
LEARNING OBJECTIVE ESSENTIAL KNOWLEDGE
CHA-2.B CHA-2.B.1
Derive an expression Differentiation and integration are necessary
for the vector position, for determining functions that relate position,
velocity, or acceleration of velocity, and acceleration for an object in
a particle, at some point in each dimension.
its trajectory, using a vector
expression or using two dx
vx =
simultaneous equations. dt
dv x
ax =
dt
a. The accelerations may be different in each
direction and may be nonuniform.
b. The resultant vector of a given quantity
such as position, velocity, or acceleration is
the vector sum of the components of each
quantity.

CHA-2.C CHA-2.C.1
Calculate kinematic Motion in two dimensions can be analyzed
quantities of an object in using the kinematic equations if the motion
projectile motion, such as is separated into vertical and horizontal
displacement, velocity, components.
speed, acceleration, and a. Projectile motion assumes negligible air
time, given initial conditions resistance and therefore constant horizontal
of various launch angles, velocity and constant vertical acceleration
including a horizontal launch (earth’s gravitational acceleration).
at some point in its trajectory.
b. These kinematic relationships only apply to
constant (uniform) acceleration situations
and can be applied in both x and y directions.

1
x = x 0 + v x 0 t + ax t 2
2
v x = v x 0 + ax t
v x2 = v x20 + 2ax ( x − x 0 )

CHA-2.D CHA-2.D.1
Describe the motion of an The position, velocity, and acceleration versus
object in two-dimensional time for a moving object are related to each
motion in terms of the other and depend on understanding of slope,
consistency that exists intercepts, asymptotes, and area or upon
between position and time, conceptual calculus concepts.
velocity and time, and
acceleration and time.

AP Physics C: Mechanics Course and Exam Description Course Framework V.1 | 33