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AP Physics 1 Assignments

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Past Assignments

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Magic Mountain Field Trip is Wed., May 31, 2017. That is a B day. Cost and Permission slip details coming soon. (The buses have been ordered as of 1:45 PM on May 9.)

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Questions to Delete from the Old AP Multiple Choice Practice Exams from 1998, 1993, 1988, and 1984:
 
In the 1998 practice Multiple Choice Test I posted, the following items are off-topic and should be skipped: 10-12, 14, 17-26, 28, 30-37, 42, 45-48, 50, 52-55, 61, 62, 64-66, 69-70.
 
In the 1993 practice Multiple Choice Test I posted, the following items are off-topic and should be skipped: 15-19, 23-26, 29, 31-41, 49, 53-56, 60, 67-70.
 
In the 1988 practice Multiple Choice Test I posted, the following items are off-topic and should be skipped: 14, 17-27, 29, 31 33-39, 41, 45-50, 53, 55-57, 64-67, 70.
 
In the 1994 practice Multiple Choice Test I posted, the following items are off-topic and should be skipped: 17, 19-21, 24, 25, 29-34, 36-38, 41-50, 53, 54, 58, 60, 62, 63, 68-70.

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Clarification of the Scoring Guideline from the 2015 Free Response Exam, Question 2, Part c. Circuit Design Problem
 
The question was, "why is removing one of the ammeters something it says to do in the Scoring Guideline?"
 
The answer is that removing one of the ammeters is not absolutely necessary. The rubric is attempting to describe options for what a student could say that wouldn't affect the scoring. In this question, "make no changes to the prior circuit design" is the most efficient answer they were looking for. But despite that, this particular rubric is saying that if a student mentions a change anyway that doesn't affect the values of any measurements, then the student is still eligible for the point. So they are saying that "removing one ammeter" (but not both) is an example of what could be said that would not affect the scoring even though "make no changes" might be a better answer.
 
However, one could also argue that all meters can conceivably have an internal resistance that can affect the overall behavior of the circuit. So if one is no longer checking to see if current into the bulb matches current out of the bulb, then one could argue that using one, rather than two, ammeters does a slightly better job of reducing error in the circuit.

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Solution for the Barbell's Moment of Inertia from Class - the big grand review problem. A lab-based review problem that covers Chapters 8, 4, 5, and 2.
 
This reviews energy expressions as I said should be done in class. It also compares to the solution gotten from Newton's Law methods so is a very good comprehensive review problem. The same result is gotten two ways. That's always good.

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Good luck on the AP test, everyone! Do your best to enjoy the puzzle-solving aspect of it. Don't cram; no late-night studying. Sleep, rest, do your best, and the concepts that you learned the right way are things that you will find yourself thinking of during the test as you solve the problem puzzles presented.
 
Do not stay up late thinking you have to do all the recent things I have posted on Edlio. These postings have come from student requests from things that they had tried, and by posting, I am serving those individuals as well as I can. If you see something here that helps your efforts, great, do what you can do, with quality over quantity, and do not stay up late getting tired.
 
Remember, the AP exam scale is often generous as a way of rewarding people who can communicate depth of conceptual understanding. Celebrate every time you can do this, and don't dwell on any negatives. Spend the test time earning more and more points, and don't fret over points not earned. With this in mind, sleep well and enjoy the privilege of taking this test. Your full year of effort is what gets rewarded; not what you do in one day of study.
 
If you haven't done so yet, completion of reading of the textbook is not a bad thing to do as long as you don't stay up late doing it. Remember, the test is a game of concepts and definitions, not so much one of math.
 
Last thing: avoid arriving at the test hungry, and don't eat a lot of food like sugar that causes you to crash. Eat a good late breakfast or early lunch. The test is 3 hours after all.

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These old Multiple Choice Exams are useful, but you'll encounter questions that are no longer part of your class's AP Exam topic list. But use them, do as much as you can on any one test, and use them to spark concept questions in your topic inventory. It works as great topic review, no matter how much you do. I'm available to answer questions on them either in review sessions or during the school day.
 
Unfortunately, the 2004 sample test file (attached) doesn't open right for most students, but for a few it does, so I included it. What happens is that the diagrams appear as black boxes.
 
Review Session, Sunday April 30, 11 AM for AP Physics 1 but come anytime.
Review Session, Sunday April 30, 3 PM for AP Physics 2 but come anytime.
 
You don't have to do every single practice test I've been pointing to in the last couple weeks. It's quality over quantity. Bring conceptual questions based on anything good you've tried.

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That's the link I showed you how to get to in class. Use it for Free Response self-testing and self-grading as I showed in class.
 
Only two years of AP Physics 1 there, so when you've exhausted all of that, go to the link on the page that sends you to many years of past AP Physics B free responses.
 
As stated in class, these are important to force you to clarify and sharpen your communication on paper so that a grader who doesn't know you is able to clearly follow what you understand.

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Review Sessions!
 
AP Physics 1: Sunday April 30, 11 AM but come anytime.
 
AP Physics 2: Sunday April 30, 3 PM but come anytime.

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A spreadsheet used to correct the simple Circuit Quiz

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Review Notes 1 from 4/25/17. This is the kind of thing to know well for the final. Not the topics themselves, but the language and the processes.
 
This was the mass of the electron problem. It ended up nice.
 
I'll be posting the answers to the orbit problem as well. People were much more on their own for that one, but that didn't make it less important to do.

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Gravitational Orbit Review Problem from Tuesday 4/25. This was a lab analysis technique review which could help for the AP exam.
 
This is also part of getting ready for the Final Exam. It was clear on the board, doable on one's own, and this paper attached is incredibly thorough, nonetheless. The idea is to have already done the full exercise before looking at this attachment.
 
If you were careless and didn't write the exercise off of the board, then it means doing what's on Page 1 of this attachment, because Page 1 is identical to what I wrote on the board. Page 2 gives away the solution, so if you move to Page 2 without first doing this all on your own, you'll turn this document into a waste of time. You're supposed to test yourself.

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Chapter 7 Review Document from Class of April 17, 2017
 
Please review these answers and generate questions about their derivations. It's Chapter 4 and Chapter 7 Review. People were supposed to do them in class and be eager to check the answers.

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Several Circuit Tasks have been assigned, described in class Tuesday with time for questions in case anyone didn't know exactly what I meant. (That didn't stop some people from tuning me out.) Therefore, by Thursday, April 13, everyone will be expected to have processed all of the postings near here that include the following:
 
DC Part 1 Notes - quick, already covered in class
DC Part 2 Notes - quick, written on the board in class for those who pay attention to detail. It told people to look up for the proof on the board when lab time was over. I wonder how many actually did look.
DC Part 3 Notes - quick, maybe not needed by some
DC Part 4 Notes - the bulk of the effort
 
Spreadsheet for Correcting Experiment 5 - Req Only
Spreadsheet for Correcting Experiment 6 - Experiment 6 was the circuit measuring that was assigned during class on Tuesday, April 11. People who didn't meet the measuring goal (3 separate currents and 3 separate voltages) will not be given another chance at it. I and other people in class who did meet the measuring goal are moving on to more sophisticated things. Anyone who concentrates can keep up, but I'm not repeating the Experiment 6 time usage, and those who didn't measure everything and fell behind will have to pay even closer attention to the Experiment 6 Correction Spreadsheet that I'm posting near here.
 
Final Posting: "More Practice to be Ready for Thursday"
 
Just about anybody who didn't finish measuring on April 11 conversed way too much and independently observed way too little and independently visualized way too little. And independently worked from a diagram as a map way too little. Any decent set of measurements for that circuit takes no longer than 10 minutes to execute. The class had been trained on how to hook up meters, and it was shown that it requires using the diagram as a map.
 
People who lacked such efficient, independent measuring skills by the end of the period on April 11 better arrive to class on April 13th on-point and focused and ready-to-go without me saying anything if they expect to have any chance of earning an A on this topic.
 
The other 7 postings with useful documents and spreadsheets can be found nearby on Edlio and are to be used as tools before April 13. This is a carefully engineered program. Those who opt out of it will be doing so by their own choosing, and it will be expected that by opting out, they have chosen low grades. That part would not be by my design. Those who opt in will develop a deep analysis skillset that they won't forget. No further commentary will be made about the difference between opting out and opting in, and all students will be graded according to that distinction, because their performance in predicting currents, voltages, and powers will speak for itself. All the tools are available to be grasped by everyone to make everything predictable.

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DC Part 4 Notes - This is the heart of the skillset of the Circuit Unit. The prior 3 attachments should take about 5 minutes each. This is the one that requires concentration. Everyone has a PhET assignment packet (graded) to compare DC Notes Part 4 to. Well, actually not: everyone is SUPPOSED to have such a thing done. I graded it quickly and gave it back to those who did it, so that they could use it for illustrations of concepts.

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The Spreadsheet Used to Correct the PhET Fake Circuit Experiment. The place where this is useful is that it lists your circuit's equivalent resistance.

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Experiment 6 Correction Spreadsheet:
 
BEFORE opening this, do the following practice problem: Draw a circuit that has 4100 ohms in parallel with 39,000 ohms. Put that parallel combination in series with an 8200 ohm resistor. Have current run to the network just described through the use of a 1.19 Volt power supply. USE the DC Part 4 notes method to solve for: the current through each resistor, and the voltage across each resistor. This is excellent practice to confirm one's understanding of the Part 4 notes. After you have solved that on your own, you may open this spreadsheet for the answer. The givens of this problem were the lab data of certain students in 2017, and they have asked me to correct their measurements. This is the spreadsheet I am using to correct them. Do as I have said here, and take advantage of this as a practice problem before opening the spreadsheet. Then open the spreadsheet to check your solutions.

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More Practice to be Ready for Thursday
 
This is following the skills stressed in DC Part 4 Notes. You need as many places as possible to apply those skills. So here are two more ideas. 1) Take the circuit I assigned you in the PhET fake experiment, and pretend it's just a practice problem to apply the Part 4 skills to. Use the Notes Part 4 skills to predict every current and every voltage in that PhET circuit.
 
2) Go to any problem diagrammed on Pages 617 and 618 of your textbook. Without reading the problem, predict every current and every voltage across each resistor in that diagram.
 
You don't need it to be an odd problem to check the answer. The Part 4 Notes taught you how to check your full set of answers for any problem you do. A circuit solution is either entirely right or entirely wrong. All the answers are connected to each other, and there is no middle ground.

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To be done between April 13 and April 17.
 
This is a paper version of the goal I set in class and communicated during the class of April 13. I set the goal and gave people time to do either a measuring brainstorm for it or a setup of theoretical Kirchoff's Laws on paper. No matter what people did during April 13, the level of this paper is the expected sophistication of the class in circuits now. This is good practice. It's two pages.

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Deluxe version of the assignment packet I handed out in class. Let's call this Fake Circuits Experiment. It's due upon arrival on April 11. If you've been absent, do it anyway. If I gave you a battery voltage in class personally, you can use that instead of what's written here. (This would only apply to people who were absent on March 31.) If someone was absent on March 31 but never talked to me, they have to do this anyway and use the settings next to the student's name in this document.

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Circuit to Load into the PhET website. This is a shortcut option. Once you've read the Fake Circuit Experiment options, you'll know what it refers to. It's good.
 
To take advantage of it, you can't just select this file. Your home computer won't have a program that can open it. What you'd have to do is save this file to your computer. Then, after being in the PhET circuit simulator website, you select LOAD on the simulator, and that opens a browser from which you can select this file (now stored somewhere on your computer.)

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Millikan Oil Drop
 
So this key is really helpful. Use it so you can be ready to share your nicely written solution to the original Millikan Page at the beginning of Monday March 27.

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Original Millikan Oil Drop Homework worksheet. In case anyone didn't pick it up in class.

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The basic bare minimum assignment is just to work through the Lesson 3 Notes that I already handed out in class, and are reposted here. But for working ahead, look at the thing called PhET Charges and Fields Assignment.
 
There is a force value in these Lesson 3 Notes, and it's 2.88 attoNewtons. Where did that come from? If you're really observant, you could calculate it yourself. If you need help with that, that help is imbedded in the PhET Charges and Fields Assignment Posting.
 
The simulation to use in creating the Charges and Fields scenario is here:
 
Note: People who missed the waves test have to take an in-class version of it on Wed. March 15.

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PhET Charges and Fields Assignment
 
Note: Pages 2 and 3 of this help you figure out why the force value talked about in Lesson 3 is 2.88 attoNewtons. That wasn't obvious.
 
Pages 1 and 4 through 9 of this document are an assignment to work ahead on, not due on the 15th.

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Here's a practice test I found on Mechanical Waves. I didn't write it. That's better for you for practice. See if your concept awareness lets you adjust.
Real test got moved to Thurs. March 9, in case you didn't hear me in class.

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Vocabulary Review for Mechanical Waves Unit
 
By now you should have finished reading all the textbook chapters from the study guide. Test is March 9

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Waves Practice Test related to electromagnetic waves only. Question: what is the central distinction between mechanical waves and electromagnetic waves? This practice test has 20 questions, but only the first 9 are relevant to my class right now.

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Another Practice Test - Waves!
For this one I wrote many of the questions, and I compiled a few questions I found, some from old AP tests. 21 questions. A person needs to take this as if it were test conditions. Cut off your time at 50 minutes, do it in one sitting without looking things up, and don't do it in groups with friends. After the 50 minutes, and after checking your answers with the key, do those discussion and reading things.

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There is one number for a force in the Lesson 3 Notes that you'll need explained (unless you are extremely observant.) Sometime during the afternoon of March 14, that explanation will come to this space.
 
Again, the force value I'm talking about is derivable by you if you look very carefully. You would have to look up Coulomb's Law, and the victim charge is the proton, but what is the source charge value in Coulombs? To know the source charge, you would have to go to the internet and launch the PhET site yourself and observe the values of test charges (the red and blue charged pucks) used on that site.
 
The link to the PhET site is here. You select Download:
 
 
In a little while, a word document will be posted with hints about how a force of 2.88 attoNewtons was derived in the notes. That's important math to understand, and is one of two main ideas I had in mind when I said, "look at the website for HW."
 
The other of the two main ideas was how one gets work from a known constant E field, a charge, and a distance, and what that ends up having to do with Volts. These things are thoroughly done in the Lesson 3 Notes. So if you played along in class Monday and then came to internet like I said, you'll be well equipped. Watch this space; I will shortly help some more with the 2.88 attoNewtons.

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Bubble Worksheet - At the very least, show the basic math (with geometry) that answers the first question on this. At some point by the afternoon of Tuesday, Jan. 28, I'll post something to help you check your work.

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Study Guide to Finish Waves Unit - Test Date is March 7

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The Follow-up to the Standing Wave Notes that are due 2/6. This is for working ahead, officially due sometime after 2/6. See where this string wave activity is headed. If you get what's going on, always work ahead. The paper posted here reports quantities that were really measured in 2016.

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Standing Wave Write-up due Mon. 2/6. Structuring this one is easy. Just open the posted file, read it, and what you give me is your responses to Pages 2 and 3 of the file, stapled to whatever extra space you need on your own paper for the measurements and charts you did in class. For example, if you did 4 tension environments, you have to staple your own paper to Pages 2 and 3, because Pages 2 and 3 only give you space for two charts. So two tensions would be charted on Page 2 of the posted file, and the other two tensions would be charted on your own paper. Make sure that next to each chart you present to me, you have the associated tension value labeled somewhere near the chart. If there are 4 charts and one has unknown tension, then write the word "unknown" near that chart. If you didn't do an unknown, that's ok for now, and if you didn't do three or four different tensions, that's ok too. The more the better, but two unique, labeled tensions will still get the job done. To know why, you have to read.
Read the whole posted file, pages 1 through 4, but please do not give me Page 1 or Page 4 in what you hand in on Monday.

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Beats Excel File - The assignment attached to this will be Due on Thurs. Feb 2 along with the that being the final deadline for the Experiment 1. Both due upon arrival. You may turn in Experiment 1 Early on Jan. 31 if it goes smoothly.

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Answers to the Multiple Choice Practice Final that's been posted for awhile.
 
The answer choices for questions 14 through 18 got messed up in the original document. So when you solve those practice questions, just get the ideal answer regardless of the choices given. This answer document tells you the correct answer to those.

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Answers to the Grand Review Problem from the front Board on Friday 1/13. This was a rotating platform problem. It simultaneously reviews Chapters 4, and 8, and kinematics. Page 1 restates the problem. Page 2 shows the answers.

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Solution to the Quiz Taken on Friday, 1/13

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Problems 50 and 58 from the Chapter 5/6 Study Guide. Test yourself on those as if they were tests before looking at this answer document.

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Assignment Sheet for Easy Exp of 1/11/17

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Notes for the Hammer Balance Solution - No FBD given to you

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Notes for the Hammer Balance Solution - FBD given to you

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Answers from Two In-Class Problems used for the lesson on Monday 1/9/17:
 
1) Answers for the forces in the two green spring scales: 4.273 N for the scale closer to the extra mass. 2.117 N for the scale farther from the extra mass.
 
2) For the 40 kg chimpanzee climbing up the ladder. If the ladder's full length is L, the ladder goes to the verge of slipping if the chimp gets to the location such that its distance from bottom, x, equals 0.575 times L. If you don't like symbolic solutions, I suppose you could have invented an L value of 10 m. In that situation, the answer for x is 5.75 m. This means that for the ladder not to slip, x has to be less than or equal to (0.575)L. In fractional form, this came out to x < (23/40)L.
 
Another way of stating the answer is as follows. Suppose the Chimp went to the ladders midpoint and rested there. This would be like having 90 kg all concentrated at that point. It makes sense to me that the chimp could sit there, effectively increasing the ladder's mass from 40 kg to 90 kg. It didn't slip when it was 40 kg. Increasing the ladder's mass at its center of mass does not increase the slipping likelihood (and I think I can prove this on paper.) It's when the chimp climbs higher than this midpoint, that the slipping likelihood increases. The greatest additional x that the chimp can climb before the ladder slips is (0.075)L beyond the midpoint, or (3/20)L beyond the midpoint.

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A Chapter 8 Solution similar to the problems used in the lesson of class on 1/9/17. This is similar to the double-green scale beam support problem. Problem is stated, and then a solution is provided.

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Final Exam Review Material - this is only the first posting. More is expected to be used later, which is why the date says to do all of this by Jan. 9, which is over a week before the final.

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Some Sample Questions from old finals. This is not complete. Some topics not represented.

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Solution Notes to Chapter 6, #56 that I talked about in class. There's a little Easter Egg here.

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Note-Set 1 From Chapter 8
There is no due-date on this. You just want to get your Chapter 8 stuff in ASAP before the final. I'll be beginning, Chapter 8, Solving With Torques on Monday January 9. This application is fun, and you'll see others like it.

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Only some students need this. If your Collision Summary Assignment was corrected and returned, your answers were compared to the answers on this document. People who didn't hand it in will not see their personal answers in this document.

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Due Thursday - Collision Pattern Summary Assignment
As described in class, this Word document posted gives you the v1 you need to do the numbers of the chart and it gives your q value. If you have trouble finding your name and/or reading the chart, seem me the day before this is due. This document also contains a few notes on how to strategize things. I plan on adding to the document with diagrams and some repeats of things I said in class, and when I do so, this posting will change its name to Deluxe Collision Pattern Summary Assignment, but it's doable as it's posted now.

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Deluxe Collision Pattern Assignment is here. Use it to check yours, which is done by now.

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Key to Practice Test that was taken at 11:55 AM on Monday, Dec. 5. No matter what you do, read brief note at the end of this. It mentions how the key to this problem can directly connect to solving for the lowest point reached by the Tea Biscuit Bungee Jumper.
 
Then watch this space. I will post my solution to the Tea Biscuit Bungee Jumper as soon as I can, sometime on Monday the 5th. I already did the easier version of it, which was start from rest, just like the experiment.

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Tea Biscuit Bungee Jumper!
 
This file is great. Turned into a great Practice Application. Use it to study for the test. This file concisely reviews what was done in class AND extends the thinking to the higher-level problem where the jumper is already in motion when the spring starts stretching. It's posed as a problem to solve. I'll put the answer in a separate posting.

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Tea Biscuit Bungee Jumper Answer
 
Try the problem fully on your own before looking here. This key is one page! That's how simple it is (if you know your definitions.)

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This posting was the only thing that was called "HW" in class. Its due date is Dec. 5. The other postings on Edlio that say "Due December 5" are here to help you finish preparing for this Chapter, prior to the test, which is December 7. The other postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. That kind of studying is what you need. The alternative is called "cramming" and works NOT AT ALL in physics. The other postings are coded to help you know what they are for so you can decide how much you need to use them in the spirit of review.
 
The Vertical Spring File: For HW, you are to correctly program the Kinetic Energy, the Potential Energy, and the Mechanical Energy in this posted file that is for the simulated Interactive Physics spring scenario. You can tell your answer is the right by the way the ME vs. t graph behaves. I went over the ideal graph shape in class.
 
When you get stuck figuring out how to program the Elastic PE column (which is not obvious), that is when you use the nice packet I handed out in class called "Bungee Example Revisit".
 
As far as real-life spring motion sensor data goes, if you understand all of above, then you could work ahead by seeing if you can unleash your skills to derive the ME versus time graph for your real data. When you're doing that, you are really firing on all cylinders in Chapter 5.

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These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.
 
Here is how I'll code the postings described in the last paragraph: If it's titled PA, it means it's help on a Practice Application. If it's titled CD: it means it's a set of notes that will serve as re-explanation of Conceptual Development. If your own Practice work is not feeling at all independent, you need Conceptual Development recaps. So my CD notes are posted as repetition of what I tried to convey in class.
 
PA: #1 First Thing Posted Here: a breakdown of good Chapter 5 textbook practice problems
 
I'll be posting more helpful things throughout the weekend. Not everything I post is necessary, and you may find that you are already good at what is in some of them.

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PA2: Read in another posting about the difference between PA and CD documents.
 
A Solution Breakdown of #43 from the text, which you should try fully on your own before reading this document. And if you can't start it on your own, you should re-do teaching with the CD documents instead of just jumping to this PA solution sheet.
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

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PA3: Read in another posting about the difference between PA and CD documents.
 
A Solution Breakdown of #69 from the text, which you should try fully on your own before reading this document. And if you can't start it on your own, you should re-do teaching with the CD documents instead of just jumping to this PA solution sheet.
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

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PA4: Read in another posting about the difference between PA and CD documents.
 
A Solution Breakdown of the first couple Problems in that Loop Worksheet, which you should try fully on your own before reading this document. And if you can't start it on your own, you should re-do teaching with the CD documents instead of just jumping to this PA solution sheet.
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

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CD1: Read in another posting about the difference between PA and CD documents.
 
This is something I called the Easy Essential Introduction to Potential Energy. Work in class for over two weeks has assumed that students know this content. This is reposted for people who fell behind. It's the most basic defining of gravitational PE. (As of December 1, most of the class had moved on to other forms of PE as well.)
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

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CD2: Read in another posting about the difference between PA and CD documents.
 
This is called "PE Prelim Part 1". This is a more theoretical document, part of a series I call PE Prelim, Parts 1, 2, 3, and 4. It is about getting at the heart of how PE is an idea coming from work. For those who want deep understanding (as all should), the ideas in the PE Prelim series are central. Most of the ideas in the PE Prelim series were heavily stressed by me verbally in class. The PE Prelim series puts it in writing for those fell behind.
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

Due:

Assignment

CD3: Read in another posting about the difference between PA and CD documents.
 
This is called "PE Prelim Part 2". This is a more theoretical document, part of a series I call PE Prelim, Parts 1, 2, 3, and 4. It is about getting at the heart of how PE is an idea coming from work. For those who want deep understanding (as all should), the ideas in the PE Prelim series are central. Most of the ideas in the PE Prelim series were heavily stressed by me verbally in class. The PE Prelim series puts it in writing for those fell behind.
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

Due:

Assignment

CD4: Read in another posting about the difference between PA and CD documents.
 
This is called "PE Prelim Part 3". This is a more theoretical document, part of a series I call PE Prelim, Parts 1, 2, 3, and 4. It is about getting at the heart of how PE is an idea coming from work. For those who want deep understanding (as all should), the ideas in the PE Prelim series are central. Most of the ideas in the PE Prelim series were heavily stressed by me verbally in class. The PE Prelim series puts it in writing for those fell behind.
 
This Part 3 document is a higher level version of what is reached in "Easy Essential Introduction to PE". But they both have something in common. Anyone who walks away from them with the phrase in their head that "Potential Energy equals Mg times some height" is missing the point of the documents. One could say "Gravitational PE's change equals Mg times some height" but even that wasn't the point. No matter how hard I try to be clear with my wording, there is always someone who wastes his or her own time writing "Mg times a height" to represent the potential energy stored in a spring. I still have not figured out where such an action would come from. What is it that motivates people to write down formulas that don't apply when it should be simple to see that spring forces are not gravitational? If you reading this are one who has written "Mg times height" to represent elastic situations, do not take this paragraph personally. Others have done it as well. I'm just sharing that I don't know what causes formula-writing habits to override the physically obvious: elastic PE has nothing to do with gravity, so writing "Mg times whatever" should be seen as having no value when related to a spring's energy. Elastic PE is being handled in other source materials. (And Elastic PE's change still equals work, which WAS the point of these documents.)
 
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

Due:

Assignment

CD5: Read in another posting about the difference between PA and CD documents.
 
This is called "PE Prelim Part 4". It's a numerical problem that applies what was stressed in PE Prelim, Parts 1, 2, and 3. But since there are many ways to learn things, it might be possible to see this as a stand-alone practice problem (PA document) and do it without ever having read Parts 1, 2, or 3 (provided that you learned about PE strongly in some other way, like say by listening to me in class or having read the textbook.)
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

Due:

Assignment

PA5/CD6: This is a practice application that uses energy budgets in solutions for a Pendulum. It solves through KE changes and PE changes, and then talks about where the idea of Mechanical Energy comes from. So this document is also in the category of Conceptual Review.
 
Note: If you never learned the importance of Reference Levels (which I stressed highly in class), then you MUST do this document.
 
 
These postings on Edlio that say "Due December 5" and are NOT the Vertical Spring Excel file are here to help you finish preparing for this Chapter, prior to the test, which is December 7. These postings can be used as much or as little as you need in the interest of studying prior to December 5 for something that is happening December 7. These postings that are not the Vertical Spring Excel file are not anything I will grade, and that actually makes them more important, because it means they give structure to your independent study. They're all intended to be review of things that have been shown before, so any use of them individually is supposed to be quick. And some students won't need all of them, because those students didn't fall behind.

Due:

Assignment

Due Monday 11/21 is this set of Notes on Path Independent Forces. I estimate it taking half an hour (undistracted).

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Assignment

There is no test on Friday November 4.

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Assignment

Study Guide - Helpful for summarizing Chapter 4 - Read ASAP
AND many more practice problems from the book
 
NOTE: This new posting is better than a similar version that I posted the week of October 17 through 21. I improved the document a bit. The book problems are all the same though.

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Assignment

Correction: Add to the following given to the 20 minute practice test: given angle is  30 degrees.
 
However, this should have had ZERO impact on how you wrote the setup to earn 11 out of 12 points, as the rubric explains. The credit is in the setup and not the calculator part.

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Assignment

Answers to Incline/Pulley/Friction Lab Demo Problem I set up on Tuesday 10/25.
 
You should have been actively solving this from the data I measured in front of you. You were solving for friction and normal. The answers are in the attached file. The attached file is a very organized, useful paper. Notice that the result agrees well with the people who did Scenario III from Friday 10/21. I'm just saying.
 
And I agreed to go on the AVID college trip Thursday 10/27. So there won't be any quiz until Monday 10/31. Don't let your costume get in the way.

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Assignment

Chapter 4 Study Guide: use the study guide to create some sense of urgency prior to Friday October 21. There is an in-class Newton's 2nd Law solving quiz on Thursday October 27. Monday October 24 is very much the last minute for such a thing. The Study Guide has more than enough textbook problems that you use to diagnose your weaknesses. With enough time to turn them in strengths.

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Says "Due" 10/19. This just means you're checking to see if you're caught up with understanding, and this document helps.
You were given the first two pages of this in class. Bottom of Page 2 said to find all the mistakes in the FBD's. This posting has all 6 pages of the document. Assuming you processes the first two pages in class, then you'd begin here with Page 3. However, do NOT look at Page 3 if you have not already done your best on Pages 1 and 2. Peaking ahead at Page 3 destroys all the value of the document.

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The assignment is to entirely process this posted document before arrival on Thursday October 23. Using this posted document assumes that you have already done three complete Free-Body-Diagrams for the three masses that are in the problem that was given as a handout in class whose title was "The Problem Statement for Problem 63 of the Other Book". If you haven't done so, the assignment becomes a waste of your time, so read the original problem sheet and make three decent Free-Body-Diagrams, right or wrong. And then use this posting. Thorough comprehension of this posting is the homework, and I will be checking comprehension. (The originally stated problem was called #63 in one book and #54 in another book, so if you see it named "Problem 54" in certain places on this sheet, that is neither a difficulty nor a complication. It's always the same problem.)

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Assignment

This is a file for class use. It's the position versus time for one flight through the air of the basketball the whole class saw, and the times have been selected so that no ground strikes are represented.

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Assignment

This is a file for class use. This is the full raw data file for the Basketball Bounce, and it can be opened in Excel.

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Assignment

Assignment - Find your name in the attached file so that you know your mass and force settings on the Interactive Physics. It's good to know this prior to the class of Thursday 9/15 so that when you arrive, you can start right away. This is for what I called Fake Experiment 2, which will be underway right off the bat in the computer room at the start of Period 5. Meet in Room 206, and I'll tell you when to walk to the computer room.