Final Exam Score = N

 

Lowest N required for a 5 is 49

Lowest N required for a 4 is 38

Lowest N required for a 3 is 30

 

N = MC + FR1 + FR2 + FR3

 

The highest these components could be are as follows:

 

N-Max = 35 + 15 + 15 + 15

 

This scale information is posted here Friday afternoon, 1/18, just prior to my grading the tests. Therefore, this is not a curve. It is a preset scale that matches the percentages in the nation that determined 3's, 4's, and 5's the year that this particular AP exam was given.

Rotational Kinematics Solution - Interactive Physics propeller problem.

 

Done correctly, the answer is 1.70 rev. I made one typo on the board when I wrote that alpha equals 0.25 s^-2 times t. I misremembered things. That was actually the torque's expression. Alpha has a different coefficient times t.

 

It's perfectly well done in the attachment, which is why I don't stress over little typos on the board, and why I tell you not to photograph the board. This is because I know that I always back everything up with thorough notes. I try not to write typos on the board, but I also don't hold myself to perfection. So as I've said over and over, you are supposed to be a critical reader of the board and tell me if I have a little careless answer like the one I mentioned above. Either way, the notes posted will have it correct, and I eventually correct myself.

 

Bonus item in this attachment. A solution that predicts how fast a bike will move from knowledge of the gear one is in and radius of the circle on which the foot moves when pedaling.

Answer to another class problem from 1/14/18.

 

Question: In Supplementary Problem 12, study the diagram now, as the dart gets closer and closer before hitting the wheel, how do you express the angular momentum?

 

Related question: How will you handle the fact that the radius vector in L keeps getting shorter and the angle between the radius vector and v keeps changing. Do not scroll down until you have fully tried this on your own. You were supposed to give it effort in class and then want to check in with me about the answer before leaving today. Only one person asked specifically about it.

 

 

 

 

 

 

 

 

 

 

 

Pre-collision, the angular momentum can't be changing. Handling the cross-product correctly reveals that the value of L is mv times a constant length. That constant length is the distance between the horizontal diameter of the circle and the line of motion along which the dart's velocity is aligned. This distance is Rsin(theta), where theta is as defined as in the diagram. This theta is constant, NOT changing.

 

So the angular momentum pre-collision is mvRsing(theta). That means this quantity is equivalent to the wheel/dart's angular momentum post-collision.

 

Any student who did not figure this out or who is not willing to figure this out has another option: they can do my Notes Part 6. Those who do none of the three things above will be choosing to fail on a required topic in the course.

 

Notes Part 6 contain more than just this one concept. Everyone is expected to have used them by now. Those who wait are those who act like physics is complicated and they do this to themselves by simply refusing to assimilate the vocabulary in a timely way.

One Error from Example Solutions in class of Thursday 1/10!

 

In the problem on the front board labeled "93 AP Test", #3. I wrote the final answer on the board as:

 

square root of (3g/L).

 

But Matthew Tsai caught my mistake. The valid answer is:

 

square root of (3g/2L)

 

 

I had solved it as if the beam were going to end vertical, like in the recent experiment. But the accurate solution needed the instantaneous angular speed at the instant when the rod was angled such that its body made a 30 degree angle relative to the horizon. Thank you, Matt Tsai.

Rotational Dynamics Notes Part 6 - Conservation of Angular Momentum

 

(This is the last topic. Nothing new in these notes, it is just illustration of how angular momentum conservation looks on paper when it gets applied. You might be wondering, "Which were Notes Parts 1 through 5?" The things that would have been in Notes 1 through 5 have all been covered. I might still post the old notes 1 through 5, but this year I did things in different order, so I don't think they are necessary, because their content has been covered in the labwork and the Supplementary Problem-set and its solution notes. But Notes Part 6 are different; everyone needs to see what's in Notes Part 6.)

 

Notes Part 6 will help with the Supplementary Problems 12 through 16.

Conservation of Angular Momentum Notes - Notes Part 6

 

These are unique and necessary. They don't teach anything new. They apply the last topic, Conservation of Angular Momentum. They do a lot to show what this conservation looks like on paper so that a solver could write similar stuff on Supplementary Problems 12 through 16.

 

You might wonder, "Where are Notes parts 1 through 5?" There are old notesets 1 through 5. But their content isn't unique. It's all been covered, mostly through the Supplementary Problems and the labwork. But Notes Part 6 are different. I think a person needs Part 6's topic in written form like I've provided.

 

But here also are Notes Part 5 anyway.

1984 Multiple Choice test in pdf format

Final Exam Information - Read the Read Me First file first

 

Most of your Final Exam info will come from these online postings. I mentioned this in class. I'm not planning on repeating much of this information by talking about it. Read what I post.

 

"Resistance ODE Summary" is meant to be very powerful, because I already told everyone the topic of Free Response Problem 2 on the final. The document "Resistance ODE Summary" can only be beneficial to people who use it with at least one full week of questioning time available in the classes before the final exam. The document requires you to respond to things and form your own questions based on critical thinking, and then I expect to hear those questions from vocal students in Period 6 classes as early as January 10, 2019. There will not be much time left between January 10 and the final exam date.

 

People who plan to ignore my advice about preparing for FR#2: Since I can't talk you out of your ways, it would be wise to do things your way in a forum that isn't graded. So that's what the 2015 and 2018 sample documents are for. So if you plan to not prepare ahead of time, see what it feels like on 2015 first, then 2018 and get yelled at by their keys. Keep in mind, last year, I offered the 2015 one ahead of time to 2018 students, just like I'm doing now. And then a lot of people did precisely what they're supposed to do and aced it. And the rest pretty much got zero/15 on the FR2 problem, because they didn't listen to me regarding preparation. So it starts to become comical to read these keys. You have two years' worth now. Again, don't take from them that "everyone blew it". That's by no means true. The truth is the scores were A's and F's, and the only way to be in the A's is to specifically prepare. And all tools have been provided.

 

Here's why the keys are comical: they're preachy. Yet those who need to be preached to probably aren't reading the preachy document. So why do I bother? Well, there is another reason I post them in an effort to point out the importance of differential equations. Speaking the language of differential equations is what FR2 is largely about. What's going to happen in Semester 2? A LOT of differential equations. Those who want to have an easier time in Semester 2 must prepare themselves well for Free Response Problem 2 on the final.

 

Note: I can make infinite variations in the way I ask the questions of FR2. Those who prepare by learning the concepts and the physics will handle anything. Those who only "learn" the mathematical forms will be prepared for nothing.

File to make it easy to make the U versus x graph for the Diagonal Bungee Experiment

Cardboard Boat Race:

 

You may enter for credit. Boats that make it across the pool will get an A in an optional gradebook column that will be about 7% of the semester. Boats that win heats or the whole thing will earn greater than 100%.

 

Restrictions: Cardboard only. Duct tape on one side only. Largest boat size is 6'x4'x3'. Team sizes are 4 or fewer.

 

Note: a good boat with a bad paddle doesn't do well. (At least in the race; it can make it across the pool.)

Due Thursday is Collision Pattern Summary Assignment. Follow its direction carefully. It requires careful attention. This needs to get done at home so I can move class along. You'll be handing in three specific results charts customized to you. You have to find your name three separate times in the online document "Collision Pattern Summary Assignment 2018".

 

The other file, "Collision Pattern Summary Assignment 2017 - Solved Example" is golden. It shows exactly what to do from an example, in case you found things too cryptic. It even has a common error, addressed and corrected as an illustration of how to use concepts to check the meaning of answers.

This Information is For Friday's Class. Help out the Substitute. The file attached that's named "Working with Any Kind of Potential Energy" will be given out to everyone to occupy maybe half the period. The other half will be finalizing the Diagonal Bungee Lab Solution. "Working with Any Kind of Potential Energy" is a test review document, and it's not the first. More on that below...

 

This posting is also where you look for the best Energy Test Information from now through Sunday. The energy test is Tuesday 12/11. The first useful resource is the longer file that's the solution to a very good problem that's already been highlighted. The solution file is named "Potential Energy that's Unfamiliar" and it's attached.

 

You've already been told that the test will have two competing forces. One will be standard constant gravity. The other will be a spatially-dependent force function. Both forces will be conservative. And even being told all this, the unprepared would manage to make the test impossible as follows:

 

They won't be able identify what is being asked for when I ask things like, "How much work is being done by just the spring from position A to position B?" They won't know the easiest way to answer a question such as that or how to distinguish it from "How much work is being done by all forces from position A to position B?" The questions will be vocabulary reviews of the energy forms. The numbers won't be hard, but will come out impossibly difficult for anyone who doesn't know what's being asked. Examples of what I'm talking about will happen in the attached documents.

 

The prepared, on the other hand, will know the multiple ways to answer any of the questions asked and they'll know the vocabulary well enough to see the easy answer to each posed question. They'll understand what has to increase when another thing decreases, and they'll understand the reason for certain things staying constant or being zero or being the same solution that's already been asked.

 

A third mock test will likely be posted here sometime on Sunday, 12/9. Remember, there are a lot of other problems that were called Supplementary Problems with answers in the big study guide. But focus on equilibrium and U(x) graphs as priority.

 

And Diagonal Bungee Correction! I just posted the spreadsheet that I'm going to use to correct your labwork. There is so much value in this Excel file.

u-sub integral facts

U(x) graph notice I said I'd write and post. This is important.

 

This is a necessary item for solving the Diagonal Bungee Glider experiment. Everyone will be single-focused on this when class begins on 12/5/18.

 

The word file gives notice on things a person is supposed to think when deriving a U(x) function. People are supposed to do those things and not look at the Excel file. The Excel file is to be looked at afterward for comparison. The scenario of the Excel file was a mass at rest at Position 1, only allowed to oscillate vertically, and it's lowest low point was 4 m below where it started. Those who eventually look at this file will do damage with it if they miss the detail difference between Ue vs. y and U vs. y.

In a note on the board last Thursday, I said to keep an eye on the internet. This brief closure document is why:

For class use during Period 6 on Monday 12/3

HW files for what's due 11/29:

 

"W Integral Example" file is old news. When you are done integrating, don't forget to put the limits of integration in to simplify the final expression. e raised to the negative infinity power equals zero.

 

The 2nd thing I said to do, called HW2 is the new file. It's called "Introduction to Energy Budgets amidst Elastic Force." It'll be self-explanatory.

 

Important Solution Attachment - This is the full solution to "Work-Energy Theorem Notes"

 

This is 4 pages.

You were handed Page 1 in class on 11/14/18.

The problem needs to be processed* ASAP.

 

The 3 pages that are solution pages are actually lecture notes, so do them no matter what. Some of it won't be repeated in class. Some will. All is essential and required.

 

This all goes well smoother for people present in class on 11/16. Those not there that day must fully absorb this note set on their own and know it well before arrival in class on 11/27.

 

*Should food be processed?

Statistic: in a sample of 24 people responding on a test, 13 directly contradict a specific item that appears in multiple practice tests (and was stressed in class). "Physics is hard" is not the reason they do this. The other 11 picked up the item that was stressed (probably from reading but maybe from hearing me say it) and used it to keep their test solution simple. These 11 could then know that to answer what is asked is a simple, stratightforward thing. The other 13 actually don't know if the test item is hard or easy, because through lack of vocabulary, they didn't even answer the question that was asked. It's a lack of reading.

 

So: when a unit is ending and a test is a day or two away, and a friend is using a lot of discussion about a physics item, trying to convince another friend of something, and the solving sounds complicated, does the convincer have the reading habits of the 13 or the habits of the 11? Because by the test day, if the material sounds complicated, then someone is making a big deal about complication that doesn't actually exit and this stems from a lack of reading. Test items are never complicated, and one is supposed to know that going in from having seen their equals in practice. No test-day discussion is helpful, because a person can't make up the simplifying reading in a day. On November 9, there was complicated-sounding test-day discussion outside of my door that approximately matched the 13 of 24 ratio I'm referring to here. (I heard some people reviewing definitions at the last minute, as if they were not fully set in some peoples' heads. On the last day, that's not going to go well.) Are 13 of 24 people making things harder than they need to be through lack of vocab access.

 

I'm not saying here that people have to be perfect or can't make mistakes. I'm saying here that in this case the members of the 13 made things impossible for themselves, because they did not read facts. In a test about forces, they still don't have all the vocabulary of forces. When they don't read facts, they don't know what the words mean, and they then answer different questions than what the test asks. Discussion and collaboration is encouraged: it happened throughout the unit weeks before the test when the material was being developed. But by test day, the vocabulary is supposed to have been developed and that isn't the day to expect discussions to be fruitful. If a discussion feels necessary, then someone hasn't been reading, and that person would be better off doing something to catch up on some of that.

 

The test only asks simple things. It's always easy to show where every likely test pitfall existed somewhere in practice. And if the simple thing being asked on a test isn't recognized, through lack of vocabulary, then answering it is impossible. And that's where the hype and drama come from. I'm saying this now so that one can have it in mind when starting the next unit, Chapters 7, 8, and 9. People who structure their reading to learn to read a test always find that test items are simple and usually don't make a big deal about it. The successes tend to be quiet.

 

The specific fact in question in this case had something to do with friction, but me spelling it out again defeats the purpose. I already put it into my other solution documents and stressed it in class. Old news

Some Last Practice Test Resources:

 

Test 17 was already gone over pretty well in class, most recently right at 2:45 PM on November 7. You should want to see its written rubric. It's attached here along with an updated copy of the original.

 

I have more things I can post. They would all be icing on the study cake. None is vital for the teaching of the unit, which was completed the other day. All are just more good practice. So I'm gonna start attaching things, and I'll add to the attachments until about 3 PM Thursday. With these attachments, I'm not recommending that anyone stay up past bedtimes. Aside from little mock tests I have, attachments will also include some solution conversations about some of the SP's. You were all supposed to have been asking me questions about the SP's by now. If not, it means you're successfully solving them on your own.

 

The 2015 Test has the rubric in its latter page. Extremely thorough key.

 

The 2011 quiz is a high-level mastery problem from the 1987 AP Exam. Space alien day care

I'm posting here some HW related to Newton's Laws. I mentioned it in class.

 

Due Tuesday 10/30: The two problems that I post in relation to forces that create centripetal acceleration:

1) As handed out and presented in class. This is the problem that has a banked curve and no friction. You got a single page note worksheet on setting this one up, which also says what to solve for. That single-page problem prompt is attached here as well for the people who were absent. It's called "Banked Curve, no f, intro to UCM". People in class were to already have begun setting that up. So very important: It's solution packet its posted here, and it presumes that you tried to solve the problem all on your own.

Also included in the solution packet: a repeat of the Period 6 10/26 lesson problem where the vehicle is turning on a flat surface and the turning happens BECAUSE OF friction. This reprint of that in-class solution is there in the second half of the document called "Banked Curve, no f, intro to UCM, Solution coordinate sys comparison". The flat surface problem is not one of the two HW problems though.

 

The solution document for Problem 1 is important for everyone to review, most importantly because of its facet called "Coordinate System Comparison". It trains solving-oriented thinking.

 

2) I said you'd be accessing a second problem at home - the one that's a banked turn and INCLUDES friction - I told everyone to watch this space for the second document. The second document is now re-edited and is both shorter and better than it used to be, and it's attached. Here is the problem it contains: A sportscar driver can move at a certain speed u around a certain circular track with a banked surface. u is the fastest speed possible such that the turn can still be safely negotiated in the absence of friction. Suppose that the value of u is such that the angle of the embankment is 8 degrees when the radius of circular motion is 200 m. If the driver wants the maximum possible speed increased to 1.5u, what coefficient of static friction is necessary between the tires and the road?

 

The attached file, "Banked Curve, with friction, mastery of UCM" states the problem above, but maybe a bit more clearly and has a diagram. If you feel confident to do so, begin work on Problem 2 without referring to the solution document. However you do it, eventually access my solution document named "Banked Curve, with friction, mastery of UCM - solution" to either check your work or to get yourself unstuck.

 

Knowing these two problems (as numbered above) and their solution documents is due on Tuesday 10/30.

 

The midterm will be Friday November 9. It covers through Chapter 6.

One more Diagnostic Quiz on free-body diagrams and the definition of forces. Do it like a quiz, see how long you take, actually write it on a response paper.

 

Afterwards, see the answers and see how long answering was supposed to take.

Tasks between now and Friday, Oct. 26:

 

1. Complete your Chapter 5, Unit 5 Diagnostic training. Diagnose your strength of awareness of FORCE definitions, most importantly your willingness to make free-body diagrams and to use them without being told to. This posting (updated close to 4 PM on Saturday October 20) now contains a very organized set of tools for that purpose. I would do my practice quizzing before Monday 10/22, and there will be more on that below.

 

If there is any uncertainty about what to be doing, it's to refine to the sharpest degree possible your Free-body Diagramming skill. Use the self-testers I've provided. I'll call these the Diagnostic Tools. I'll provide a legend to the Diagnostic Tools you have after this little numbered list.

 

2. Identify and organize Diagnostic Tools that have already been provided. For example, Chapter 5, Problem 54 is a necessary discussion and was handed out in class, but I don't know who all used it yet. It's re-attached here just in case (and with the problem restated on paper for those without the book nearby.) Realize that the Diagnostic Tool sheets I provided in class are sometimes only like the first two pages of longer documents. For example, this was the case with the Problem 54 document and "Chapter 5 Tutorial 2", whose longer documents are attached here. At least know what's in the online posting so you can decide if you need the longer document. Also note that attached here is a series of practice quizzes that have not been handed out in class.

 

3. Make language-barrier-based errors when you do practice tests BEFORE Monday 10/22. This is because on Wednesday 10/24 there will be a quiz centered around the definitions of forces and how FBD's are made perfect. It will be focused on how Newton's Third Law is involved in how to make diagrams perfect, and then how Newton's 2nd Law is expressed in the form of algebra. The only way to train with high quality is to encounter scenarios with multiple masses pressing upon each other. No one knows what language barriers they will have unless they test themselves, and this has to be done before Monday 10/22, because a language barrier makes a quiz not difficult but impossible, no matter how simple I make the quiz. And I always make quizzes simple. Keys to the Practice Diagnostic Tools will reveal what I'm talking about here.

 

4. FYI: Monday 10/22, I'm moving the in-class lessons into  Chapter 6, forces applied to circular motion.

 

5. Friday 10/26, the labwork on solving for kinetic mu is due. (This is hard deadline unlike recent labwork.)

 

6. If you don't follow the notes labeled "October 16" yet, don't worry about it.

 

Legend to the attachments:

Tutorial 1: Simple Flat track with car of mass M pulled by a mass m hanging from a pulley. Solution. Tutorial 1 is an intro problem. It's not a great diagnostic for quizzing.

 

Chapter 5 Tutorial 2: shouldn't be tried until after you did Problem 54 from the text, Chapter 5

 

Problem 54 from the textbook: The document that reveals this one's Perfect FBD's is a thorough conversation about Newton's Third Law. Very important. "Chapter 5 Tutorial 2" is your chance to see if you learned how to apply what's in this thorough conversation from #54. (Note: certain versions of #54 had the given force as 180 N instead of 18 N. Those are all gone now. It's 18 N.)

 

Quiz Purely on FBD's: This is your most deluxe chance to quiz yourself on the things discussed about Newton's 3rd Law and Newton's 2nds Law in #54's discussion. Notice there are 6 attachments with the phrase "Quiz Purely on FBD's" in their title. Take them in the following order:

First is "Quiz Purely on FBD's" followed by its key.

Second is "Quiz Purely on FBD's Follow Up" followed by its key.

Third is "Quiz Purely on FBD's - Numerical Solving" followed by its key.

 

This 3-part series is a pretty good way to get quality over quantity in your practice. After this, you can do anything from Chapter 5 that you have time for.

 

That's the main idea. Finally, a couple of loose ends:

A. It's good to have some familiarity with the inclined plane to tackle "Quiz Purely on FBD's". So I re-posted my intro to that which was "Concrete Example of the V I Method."

B. The Simpsons Solution is less advanced but some asked for the document. It is highly conceptual, actually.

Something to look at before Thursday 10/18:

 

I've typed up all the numerical in-class examples from Tuesday 10/16. These include the vertical pulley system that descended for 53.5 cm and also the acceleration expected for the inclined plane that I showed at the end of class where the time was 0.4363 seconds to travel a distance of 50 cm.

 

A person is well caught up if he/she accesses the document attached here and checks answers after having tried its items on one's own. (And many of the items would have been already tried in class.) The attachment is concise and focused and comes straight from the in-class stuff of 10/16/18.

 

Due Tuesday 10/16, read what's below.

 

In the class on Friday 10/12, I said to look online to see the next step. That step can be summed up in the one document called "Concrete Example of the V I Method." After dividing the class, this is now to be done by everyone. I added enough explaining statements into it so all can process it. Work through the document before 10/16. It is attached, but some also got it in class.

 

It's important to not fall behind on this.one, but if the events of life are ganging up on you (college applications and stuff) come see me Monday and I'll make sure you take away what's important with minimal time usage.

 

The file called The VI Method may or may not be useful at home. I'll let you be the judge of that.

 

If you want to work ahead on anything in Chapter 5, that is a good use of time and follows right from my Concrete Example document.

 

The projectile motion quiz went well today, and I have posted its key. Everyone should look at this key. I think it has good efficiency advice. It also explains the possible scores of 0, 4, 8.5, or 10 out of 10.

Air Cannon Application:

 

This file gives a good indication of the kinds of things to be ready for when you come to class on Thursday October 4. The ratio-style comparisons (numbered 1 through 3) are important.

More Projectile Motion Practice Items:

 

Posted here are a couple keys and a couple of new things for additional practice. This is to follow through on when I said Friday, "Every practice problem I've prompted today has thorough notes to it online."

 

You were given a front-and-back sided paper to be seen as practice quizzes. You were given this on Friday 9/28. The backside of this paper is the attachment to this message entitled "Quiz 3". The frontside of the paper said "2D Motion Credit Assessment." The key to that "2D Motion Credit Assessment" can be found in the attachment here called "Graded Performance Discussion - Very Thorough". And of course, also attached is the actual key to Quiz 3. Please fully try such practice quizzes before you look at their keys.

 

And on top of this, I've posted another practice quiz. That file is just called "Quiz". I haven't posted its key yet.

 

You'll see that in some of the above, I have indeed changed the names of the symbols use for the givens. This is to stress that you need to practice derivation processes, not the memorization of formulas. Also, in Quiz, I've changed the environment so the problem is not just free-fall, because you're supposed to figure out what general processes to apply in order to make derivations. You're not supposed to blindly trust common formulas without knowing where they came from or if they apply. Will some of the specialized formulas that have been seen before (like T = v0/g) apply to "Quiz"? I'm not telling you. If you derive what's true for yourself, you'll know.

Projectile Motion Unit Study Guide:

 

Attached is the Study Guide that takes one to October 2. It's thorough. It's the 10 or so page thing that I said in class to go get. I said this outside during air cannon launching.

 

You were given Pages 1, 3, and 4 of this document in Period 6. In the electronic version attached, don't miss Page 2.

 

You are attempting to get through as much of the document as you can this week. If you don't like the document, there are other ways to learn the material, mainly Chapter 4 of your textbook. If you don't use my document(s), you should absorb all of Chapter 4 this week.

 

Tuesday, October 2, I'm gonna give you credit based on what you understand about the mathematical things covered in class on 6/26. Here's a good one:

 

From today's (9/26/18) good data collected for the 45 degree launch (actual range achieved, angle on the altimeter, altimeter ground distance from measurer to apex), answer the following:

 

1. What maximum height will be expected when the same launcher launches the bolt purely vertically? Derive this answer only by knowing the Range measured at 45 degrees.

 

2. What maximum height will be expected when the same launcher launches the bolt purely vertically? Derive this answer only by knowing the maximum height measured at 45 degrees.

 

 

The data activity from the air cannon is very good. Outside, we got one good good data point. The quality of that is what I'm mainly after; we don't need to have a lot of rushed points. First thing on Friday, I plan for us to do the following: Launch Noah's cannon straight upward at the same pressure. We'll measure the height, and see how it compares to the height gotten at 45 degrees on 6/26. We'll then launch at two non-45-degree angles that we predict to give equal ranges. So re-study number 6 of the one-page paper I handed out at the start of class on 6/26/18.

Two more Kinematics Practice Quizzes

 

1) Is posted here, with answers on Page 2

 

2) Will center around the question: If you launch something upward with speed v0, it rises to a max height in normal constant Earth gravity. What fraction of v0 will its speed be when it is halfway to its maximum height and on the way up? Set up the appropriate algebraic kinematics to solve.

 

#2's solution posted shows two of several ways to do it.

The Mystery Force Puzzle Problem File

Solution Key to the Sasquatch Sample Quiz

Due Thursday September 6 Upon Arrival:

 

To have read Worksheet 3.0 and to have worked through the math of Worksheet 3.0 and to have that math written down as evidence that you worked through all of it. Worksheet 3.0 was a 4-page hard copy I handed out in class on September 4. But the work is really only 3 pages, because the first page is a chit-chat cover page. I explained in class that the 3-page document is a self-explanatory lesson, provided you read it. It will let you know if you got things right or wrong. There is a main idea to come away with, and it's supposed to be loud and clear form working the pages.

 

For anyone who was absent, attached is an electronic version of the 3.0 document so you can stay caught up.

 

About the "Solution to 3.0" document that's attached here: BE CAREFUL. Do not open this solution document until you have fully tried the original 3-page 3.0 document completely on your own. Seeing the solution given away before you've tried 3.0 completely destroys the point I intend for you to take away from the lesson. The reason the solution document is here is for you to self-monitor after you've tried it and for you to know if you need to ask questions to start the period on Thursday, September 6.

 

I will be grading homework on September 6 based on whether you picked up the main conceptual lesson of 3.0, and this lesson is learned by reading and doing the whole 3.0 document before looking at the solution. (I know how to ask a question that measures whether you got the main idea. Going to the solution key prematurely would sidestep that main idea, so don't do that. I have you covered if you read my original document 3.0 as I intended.)

Answer document for 3.1

Understanding due Thursday 9/6

Problem V will likely appear impossible due to a language barrier.

An Example of how to make a good lab write-up