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AP Physics 1B (Period 2) Assignments

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Past Assignments

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Final - Ideas on a Sheet

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Some Chapter 5/6 Synthesis Review

I mentioned how Chapter 6 end-of-chapter problems bring a few topics together. Spend time on the later problems on the study guide. That's the "Become Invincible Now" part of this study guide.
 
The solution notes file is cool.

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Ch. 8 May 12 Review Problem 1

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New Login Needed for Class - unexpected but necessary

You need this immediately:
 
 
James Warren is inviting you to a scheduled Zoom meeting.
 
Topic: Physics Period 2 and 5 Classes
Time: May 12, 2020 10:00 AM Pacific Time (US and Canada)
        Every day, until Jun 11, 2020, 31 occurrence(s)
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Please download and import the following iCalendar (.ics) files to your calendar system.
Daily: https://us02web.zoom.us/meeting/tZ0odeyupzgvEtMQXHdtlK3ZyaypwoMaUCAW/ics?icsToken=98tyKuGhqzkvHN2WtRGARpx5GYjoZ-7xmHZYj7dwrSfNBzRfSVDML-NbIqVwPdnl
 
Join Zoom Meeting
https://us02web.zoom.us/j/89525693587?pwd=NVJpeDdtcDhoL3FDek5jMlFmd1pVUT09
 
Meeting ID: 895 2569 3587
Password: 9WTstm

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Timed AP Practice Exam 1 - IMPORTANT TO DO BEFORE WED. 5/6

This is on Youtube, as it turns out, as one of you in class suggested. Didn't take me too long to find it, as it turned out. (I'll probably find some better navigation tips shortly so you can find more.) But for now, there is a practice test link. Also should be useful for you to know what taking the test will feel like.
 
Do this Practice Exam before Wednesday, May 6:
 
 
 
The reason it's important to do this before Wednesday is that you have to get used to how the exam timing is going to be. There are some complications that you have to experience, because they are a bit hard to describe. They're not scary; the just take preparation. Experience it as soon as possible by taking their practice test as guided on YouTube.
 
Practice with the actual submission process contains a lot more stuff to be aware of than just Practicing the physics concepts. So iron out those kinks well before next week by using the resources like the one in the link.
 
And they say they'll be releasing a new one on Wednesday.

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A Chapter 6 Review Assignment

Would you please do this sometime this week. All you do is follow the instructions and produce a chart of metric results.
 
This is to make your Chapter 6 reading a little more meaningful. I said on Monday, May 4 to read Chapter 6 if you hadn't done so.

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Review Session Meeting Link

 
This is the link for the request to meet at 2 PM Thursday that was made. This is to have time to do more practice problems.
 
James Warren is inviting you to a scheduled Zoom meeting.
Topic: AP Physics 1 Review Session
Time: May 7, 2020 02:00 PM Pacific Time (US and Canada)
Join Zoom Meeting
 
Meeting ID: 881 3507 5742

Password: 0qR0ZM

Due:

Navigation to 2020-Specific AP Free Response Practice Questions

Please open this attachment and learn how to navigate to the online problems.
 
Being doing as many on the list as soon as possible. I plan to start going over the ones you tried at 10 AM on Wed. May 6.
 
Submit your solution online for each that you finish. My screen will show all students' names and will show which students have submitted problems and will show student progress. This is to help you.

Due:

SP-17 - A Rotational Review Problem, now with Solution Attached

This is likely only valuable if you focus on getting the solution in two differently looking ways.
 
(Only different-looking. They're actually the same way, because conservation of energy is Mayostard.)

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SP-19 - Another Rotational Review Problem for Both AP Physics 1 and C

The link to a pretty good comprehensive problem is:
 
https://apcentral.collegeboard.org/pdf/ap19-frq-physics-c-mech-set-2.pdf?course=ap-physics-c-mechanics
 
 
Period 2 Students:
This one's a bit more challenging compared to what we reviewed so far. Go for it! Don't let the fact that it's labeled "C" stop you. You can do it.
 
Period 4 Students:
This is the same 2019 FR3 that already came up in review session. You might be done with it, but we didn't do all of its details together. I'm not sure what you want regarding that. I'll be happy to devote some time to its details soon, especially the graphing part.

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AP Exam Review Tools

Some topic lists, some old exams that are harder to come by online.
 
Old AP B Multiple Choice Exams are useful for quick definition inventory.

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Assignment

Assignment for the week of April 20 through 24
 
Due April 24
 
The attached assignment sheet was updated on Wed. April 22

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Assignment

Asking a favor of my students. Could you see if the attached file opens in Excel?
 
(I made it in an application called Open Office, because I didn't want to spend extra money on a certain product, and I'd like to see if the file I made can be opened and used by student who have Excel at home.)

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Assignment

Pendulum - Simple Harmonic Motion Exp 1 Assignment Sheet
 
Note: This is the repaired attachment now, as of Saturday, April 11, 11:47 AM.

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Assignment

Power Law Manipulations

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Assignment

Due Sometime During The Week of April 6-10:
 
Charges and Fields.
Instructions Attached - 15 points. Fake Experiment
 
As a precursor to this, send me a really fast, easy additional assignment by Wed. April 8 for 10 points: for the 10 point assignment, all you have to do is to send me an email directly from you with "Charges and Fields Givens" in the Subject line and then in the body of the message, all you have to do is tell me the N value I assigned to you and the distance between the two charges that I assigned to you.

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Assignment

Electrostatics Lesson 3 - Required to help understand Charges and Fields. Lesson 3 itself is not to be graded. It's necessary to do, because Charges and Fields gets graded.
 
Important Update as of 9:15 PM on Saturday, April 11. The attachment before now had a typo at the bottom of Page 2. A certain exponent that said -9 was supposed to say -19. Interestingly enough, this typo did not modify the final answer of the example that it was a part of. Hence, many people have done the assignment completely by now with no harm from this typo. But if someone is looking at every line of the proof along the way, one would see the inconsistency. So why was the final answer in question not affected? Because it was a solution for E field, and you were supposed to have learned by now that E field isn't affected by the charge that feels it. That numerical typo was in the value of the charge that felt it. The typo is now fixed, and the new version of the Lesson 3 Word document is attached.
 
This 6-page set of notes attached is the lecture that bridges the gap from electric force to voltage. It is somewhat challenging. I will help with it. Zoom meetings can be brief while you navigate this 6-page packet. This is the week to do this packet, because when used carefully, it should help you to understand the Charges and Fields Assignment, which is due on Friday.
 
If you are in Period 1, you will notice that when this packet says "Chapter 15" of your text, it is really Chapter 17 of your textbook. And where the packet says "Chapter 16", it is really Chapter 18 of your textbook. If you are in Period 2, the chapter references (15 and 16) are accurate. Sorry, Period 1, this is just a mundane byproduct of adapting my stuff to online teaching. Thank you for the minor adaptation.

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Assignment

Here's how to work smart rather than work hard on the Charges and Field assignment:

Put yourself in the shoes of the grader and give the grader what the grader needs. Stated below, but it should go without saying.
 
The grader needs to see brief work for the three main things he asked for. The second of three things is defended by saying, "It's because I put the measuring puck there."
 
The three things asked for are value of E field at a certain point, determined three different ways. So why would someone hand in three results that don't approximately match each other? Think critically to resolve errors before wasting your time sending in something inaccurate.
 
The grader needs to see your logic on the third E field calculation (and the first one, but the first one isn't new; it was done in the prior Coulomb's Law assignment.)
 
As for showing work on the third one, wow would the grader know what little distance you measured for that third E field calculation? How would the grader know what deltaV you had for that third E field calculation. If you make these two values clear to the grader, then the grader will have an easy time grading you. People who don't make that little distance clear and that deltaV clear are people who get the assignment bounced back to them as ungradeable. You can use your critical thinking to avoid this. People who give the grader physical values without units get it sent back as ungradeable. Why would it be any other way? Who should ever be expected to know what you mean if your don't write it with meaning? I don't look at such things.
 
Finally, don't spend forever on this assignment. If you're doing it with uncertainty, you're doing it wrong. Instructions are being misinterpreted or something's not being read if that's the case.

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Assignment

All you need for Monday's class on April 6 is to be playing with this simulation:
 
https://phet.colorado.edu/sims/html/charges-and-fields/latest/charges-and-fields_en.html

Due:

Assignment

Electricity Assignment Due anytime through March 27
 
First Electricity Assignment - Just follow the directions of the attached file.
 
You may simply email your four answers. If any are wrong, I'll email it back to you for redo.
 
I strongly recommend you use the following website simulator, because if you use it cleverly, you can use it to check some of your answers before you commit to them:
 
https://phet.colorado.edu/en/simulation/coulombs-law

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Assignment

Electricity Assignment 0 (ungraded). Go to the following website and play with the simulations I listed below:
 
 
Simulations to Play With:
 
Coulomb's Law
Balloons and Static Electricity
Electric Field Hockey
John Travoltage
 
If you are in Period 2, also read all of Chapter 15.
 
And be at the class Zoom meetings Tuesday and Thursday. Period 1 is at 9 AM. Period 2 is at 10 AM.
 
 

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Assignment

Class Meeting On Zoom: Tuesday, March 24 at 10 AM.
 
Most of the information below is copied from Zoom. The main thing you need to know is the web address so you can enter the meeting. It is at the bottom of the message and also here:
 
https://zoom.us/j/455354416
 
James Warren is inviting you to a scheduled Zoom meeting.
Topic: Physics Class 10 AM Meetings for All Students in a Given Class and Teacher

Starting: Tuesday Mar 24, 2020 10:00 AM Pacific Time (US and Canada)
Every A day for as long as school is online. The meetings will not occur during spring break week.
Mar 24, 2020 10:00 AM
Mar 26, 2020 10:00 AM
Mar 27, 2020 10:00 AM
Apr 6, 2020 10:00 AM
Apr 8, 2020 10:00 AM
Apr 10, 2020 10:00 AM
Apr 14, 2020 10:00 AM
Apr 16, 2020 10:00 AM
Apr 20, 2020 10:00 AM
Apr 22, 2020 10:00 AM
Apr 24, 2020 10:00 AM
Apr 28, 2020 10:00 AM
Apr 30, 2020 10:00 AM
May 4, 2020 10:00 AM
May 6, 2020 10:00 AM
May 8, 2020 10:00 AM, etc.

The calendar below is of limited value, because Zoom doesn't distinguish A day from B day. It also doesn't know about spring break.
https://zoom.us/meeting/uZEodOysqjoslvYxVJvUaahZ2VfDB5MZ0Q/ics?icsToken=98tyKu2tqzgvHtCUtlztd6ktOZX-b_HukX1Yk7trtgnQAiFbWFHAMMZgZ59FQOmB
 
 
Meeting ID: 455 354 416

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Assignment

March 13 Message to Students in All of Mr. Warren's Physics Classes:
 
This message will talk about schoolwork in the next two weeks, but first:
 
Number One Priority until class meetings resume: Your safety and health and your family's safety and health and our responsibility to help avoid the spread of viruses to other people. First and foremost, take all necessary measures to safeguard those things without regard to completing schoolwork.
 
Second, assuming that the above is the case, you will be able to access the work of the physics course you are in via this Assignment Announcement Spot that I've been using for the whole school year. I will be uploading documents with what I hope is a user-friendly, simple, and manageable set of material for the two weeks between March 13 and March 27. The general topics will be:
 
Physics:
I'll post a test you can take by yourself on Chapter 7 and then a rubric so you can grade your own performance.
I'll post material related to the new topic of Charge and the Electric Force. You will want your textbook at home.
 
AP Physics 1:
I'll post a test you can take by yourself on Chapter 7 and then a rubric so you can grade your own performance.
I'll post material related to the new topic of Charge and the Electric Force. You will want your textbook at home.
 
AP Physics 2:
I'll post material for the Completion of Quantum Mechanics. It will include the topics of Blackbody Radiation, The Photoelectric Effect, E=mc2, photon momentum and particle collisions, and nucleus decay processes. You will want your textbook at home.
 
AP Physics C:
I'll post the rest of the E&M Workbook, all units. The plan will be that the only thing considered caught up in these two weeks will be good comprehension of Units IV and V. In a normal school year, it would be Unit IV done now (March 13), Unit V done by March 20, some assessment of Unit V around March 23 and get into magnetism Unit VI a bit before the normal spring break start, March 27. But for what we're doing now, it's totally reasonable to focus on Units IV and V in the time we're gone and be able to "catch up" in magnetism Unit VI right when we see each other again the week of April 6. Let's hope we have class meetings that week. Whatever happens, you are welcome to complete the entire workbook (all eight units) as early as you like, because I'll post all of it. You will want your textbook at home.
 
 
All students:
The easy way to reach me will be at [email protected], and I will be checking email every day.
You may consider me officially available every day to answer questions in an interactive way from 10 AM to 12 Noon. If I ever change the two-hour window, I will announce it on the course Edlio sites. The contact can start by you sending me an email, and then there is a possibility we could shift to phone call to answer your question conveniently. You may contact me outside of the official hours of availability as well.
 
I'll be posting more specific assignments in the separate classes soon. Please let me know if anything above is unclear. I hope to see you all on April 6 and 7.
 
Stay well.
 

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Assignment

Assignment 1 for Period 1 and 2 Students, week of 3/16/20:
 
UPDATE: At 12:26 PM on March 17. If you are in Period 2, and you downloaded the file "Chapter 7 Test" before now, you have the wrong version. It was full of typos and a wrong given number. I have now fixed it, and the current file is good.
 
I am going to post what would have been the Chapter 7 Test. Assignment: Download the test I post. Answer that test questions by yourself. Write or type your answers only to each question. (You don't have to show work.) You will not be graded on the accuracy of those answers. The assignment is that you give me your list of answers and then receive from me a report of which ones you got right and which ones you got wrong. If that is done, it is a full credit assignment. So the question is, "How do I hand it in." You have option of emailing me your set of test answers (to [email protected]) or you have the option of writing it on paper, saving it in a folder and giving the hard copy to me when school resumes*. The email option is completely optional, and I understand if that is logistically impossible to do for any reason, so no one will be penalized for not taking it.
 
If you choose to bring the hard copy as your option on April 6, we will need to revise that option if it ends up that school is closed for longer. If that occurs, we will figure something out.
 
Attached are the documents to use. Period 1 uses the document named "gravtest". Period 2 uses the document named "Chapter 7 Test".

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Assignment

Period 2,
 
There might be a typo on that (not graded for accuracy) test I sent on the 16th. The type would screw up the agreement in the first question. So hold off on that first question until I check that it is fixed.

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Assignment

Practice Test for Chapter 7
 
You only received the first two pages of this as hard copy on Tuesday, March 10. You need to access and try the whole thing ASAP.
 
Trying everything on this NOT before Thursday, March 12 is a large mistake. If you have questions, you will need to know that before March 12. This is because the test is during the class that immediately follows March 12.

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Assignment

Updated! This posting used to say what's in quotes below. Get to the part after the quotation.
 
"Before Friday 3/6:
 
Try different numbers in the N and M value cells for the attached data set, and in each case observe what it does to the graph.
 
Once you think the N and the M you chose produce the best line possible, write down the slope of the line that results. The slope will be visible on the graph in the "y = mx + b" format. You don't need to write down the b, just the slope."
 
As of Friday afternoon, March 6. We've moved on. Keep reading.
 
The Attached Word Document is Now Required Knowledge for Tuesday, March 10. If you read the document before 4:15 PM on Friday March 6, you were reading the older version of it. As of Friday March 6 at 4:15 PM, I've now made the document even better. So from now on, only use the updated better one. A good way to tell the difference between the better new one and the older pretty good one is that the better new one is 5 pages and the older pretty good one was 4 pages.
 
The attached Word Document is the final word on Chapter 7. I tell a story in it - How the mass of the sun was determined. Starting Friday March 6 and after Friday March 6, it will be content that's required in the course, and a test will be linked to it somehow. I'm not grading anyone's understanding of it on Tuesday, March 10, but I still expect people to read it by then to stay caught up.

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Assignment

https://phet.colorado.edu/en/simulation/legacy/my-solar-system
 
Assignment Due Tuesday March 10:
 
Actually, only due Tuesday March 10 for those who were absent on Friday March 6. People in class on March 6 turned it in before they left the class that day. For those who have to do it at home, the instructions are in the Word document attached, and the simulation to be used is found on the internet:
 
https://phet.colorado.edu/en/simulation/legacy/my-solar-system
 
The Word document instructions are not enough to get it done. The attached spreadsheet is needed too. The spreadsheet will tell you what parameters you have to start with, and they're unique to each individual student. You will be varying Radius and Speed while keeping Star Mass constant at all times. If you vary the Star Mass, you make the assignment meaningless. The Star Mass Constant assigned to you should be visible in a column to the right. It doesn't have known units. In the simulator, you'll have to type your assigned star mass value into a yellow window that holds parameter's for the star. There is also a mass of the thing orbiting in a pink window. The mass of the thing orbiting does nothing to affect its centripetal acceleration. However, it's easier when the star doesn't wobble. That makes it good to make the pink mass as low as possible. The simulator lets mass go as low as 0.01 mass units. (For some reason, it only allows integers for the assigned speeds. Use the integer that's nearest to the ideal number you prefer.)
 
Finally, when you make your graph to hand in at the end, the instructions tell you to put the Star Mass value in the title of the graph. That is crucial. And do another thing that's equally crucial: Type the value of your graph's slope into the title of your graph, right next to Star Mass, separated from it by a comma. And that slope is invalid if it contains no units or wrong units. That slope's units will be Pences Squared per Bidens Cubed.
 
The Star Mass's units can't be stated. And that's exactly the way it was for people in Kepler's time. Being certain of anything's metric units requires calibration. For star masses (or any attractor masses), that calibration was not available until Cavendish's Experiment of the 1800's. That story is being told you in my other notes. Make effort to link this paragraph to those other notes. They are the notes that Tie All of Chapter 7 Together.
 

Due:

Assignment

Due Thursday Feb. 27:
 
A quality understanding of the Movie Math handout. It's attached here as well, but I already handed it out in class as hard copy.
 
Date error correction: the hard copy of the document says the deadline for this is February 21. That needs to be corrected to read February 27.

Due:

Assignment

Contest Winner Revealed
 
For the Omega 90 assignment that happened on Feb. 10
 
This spreadsheet shows the contest winner (with a 0.0525% error) and shows which eight people (34.8% of the population) have data sets that satisfy what was assigned. There are no names here. People may identify themselves through x value. Anyone not in the chart did it wrong.
 
65.2% of the class population produced data for which a percent error can be determined. (30.4 of that 65.2% reported something nonfactual, but I know what the fact is, so my spreadsheet could determine a percent error for the 30.4%. The people in the 30.4% do not have a percent error shown in the attached spreadsheet.) The remaining 34.8% of the population either produced number sets for which a result can't be obtained or were absent. Among the 65.2% of the population for whom a percent error could be determined, the average percent error in the class was 2.8%. This is important to know because it lends credence to the conservation of mechanical energy theory that's about to be in the textbook and notes.
 
I only informed the eight people who did it right what their percent error is going to come out as (once they do the predicted theoretical Omega-90.) All students are now responsible for figuring out the way to calculate theoretical Omega-90. There will be due dates for that task, but work on it now anyway. There isn't any time to waste. You're to use Chapter 8 theory and any notes that I might put online. One ingredient in the prediction task is the topic of the following paragraph.
 
On Wednesday 2/12, you're to come to class with a calculated moment of inertia, a value that is unique to your stick with your mass's x value. I did mention the urgency of calculating the moment of inertia in class during Monday 3/10. I also specifically said that the Parallel Axis Theorem will be required to get it done.

Due:

Assignment

Study this. Avoid repetition of errors. Do the follow-up.

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Assignment

Reminder: Due Monday Feb. 10 is preparation to correctly measure Omega-90. Each person individually measures as I described in class.
 
The two documents attached here (one being a two-page Word document and the other being a spreadhseet) contain the line-by-line precise reminder of what I said in class the measurement task will be. The spreadsheet will also contain the x value that I'm assigning you.
 
The only reason I can think of for why prior knowledge of the x value could help is that knowing it is necessary for anyone who wants to work ahead and use Chapter 8 to calculate the Moment of Inertia of their pendulum. That would not be a bad thing to do. But only after one precisely knows what the measuring task will entail and to know this before class on Monday. Calculating the moment of inertia would in no way help a person with the measuring task. Calculating the moment of inertia would entirely be working ahead.

Due:

Assignment

Slightly different ladder problem here:
 
If the person going up the ladder has a mass equal to 2 times the mass of the ladder, then how far up the ladder can the person climb once it starts slipping. Let the wall be frictionless and the floor have a static mu equal to 0.3. The angle is still 53 degrees.
 
One could try this on their own before looking at the attached scan for help.

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Assignment

Longer solution notes for two of the old practice problems

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Assignment

Balance Beam Solution Write-up Due at arrival Wed. January 29. This isn't news.
 
Yes, you state the objective: "Solve for the stick mass."
Yes, you show a complete clear raw data set before anything else.
Yes, you show a complete solution that starts with a perfect freebody diagram.
Conclusion is when you've definitively proven the answer to the objective.
None of that is news.
 
And none of what follows and is in the attachment is news.
 
In class, I showed exactly how you run a check (through a second method) to be 100% sure that you were right. The attached document is the exact repeat of that checking method that I showed you.
 
A person who doesn't run a checking method when one is available is making a completely unnecessary error. I don't need to see the checking method in your write-up. Method 1 is sufficient. You're supposed to value the checking method, Method 2, for yourself. Not for me.

Due:

Assignment

Quite a few people mastered Free Response 2 on the final, which was the diagonal spring one. This was a very high level question, and these people made it very simple and quick. It took pinpoint specific preparation to be able to do that, and that's what these people did to work at a very high level on this particular question (9 people out of 25, which is actually a high percentage of the population on a question like this. Again, you as an individual need not concern yourself with the class performance statistics; I just thought it was interesting to share.)
 
It was possible to have accurately done FR2, as I just described above, with a wrong k value. Below, I describe how the k values should have come out...
 
k values of springs used in the Bungee Slider experiment and on the final:
 
There were 8 springs. I just measured all of them myself. They were numbers as low as 2.19 N/m and as high as 2.39 N/m. For full credit on the final, a student had to be reasonably close to that range; accurate measurement is a standard. I accepted numbers reasonably close to accurate. I allowed a student to be 10% higher than the high end of that range, and I allowed a student to be 10% lower than the low end of that range to be called accurate in their k. That is very generous for what this measurement was, a measurement that takes about 2 minutes.
 
60% of the population was able to determine an accurate k value as defined above.
 
This will carry into semester 2 either positively or negatively, depending on the choices that individuals make. Getting a k wrong before doesn't mean that has to continue. k values will be used in the study of oscillations, which are based on elastic force.