Define N2L for Rotation
Define Moment of Interia
Define N2L for Rotation
Define Moment of Interia
Develop a model for unbalanced torques
More Static Equilibrium Practice
Define static equilibrium
Solve static equilibrium problems
The figures below show hollow spheres (not drawn to scale) that are rolling at a constant rate without slipping. The
spheres all have the same mass, but their radii as well as their linear and angular speeds vary.
Rank the radius of the spheres
Define Torque
Compare Linear and Rotational Motion
Practice with angular quantities
Define Angular Kinematic Quantities
Compare Translational and Angular Kinematics
Define Angular Kinematic Quantities
Compare Translational and Angular Kinematics
Use a variety of physics models to solve problems
Use conservation of momentum and the impulse momentum theorem to solve problems
Practice with Conservation of Momentum
Determine if momentum is a conserved quantity
Apply N3L to momentum in collisions
Practice with Impulse and Momentum
Correct Energy Test
Break Energy Model
Define momentum and impulse
Qualitatively and quantitatively explore Momentum-Impulse Theorem
Review for Energy Test
Define and Calculate Mechanical Power
Model Work done by friction
Model the motion of a sliding puck with energy and forces
Model Physical Situations with Energy
Determine the spring constant of the pop-up toy
Model Energy
Define Conservation of Energy
Model Energy with
Graphs
Apply Work to problem solving
Model energy conservation with bar graphs
Use work to solve problems
Define Energy
Define Work
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Review for test
Model Circular Orbits
Model Orbital motion with circular motion
Derive expressions for circular motion
Define circular motion
Model accelerating systems
Model accelerating systems
The two blocks are identical and both are at rest. A student comparing the normal force exerted on the block by the surface in the two cases states:
“Since both blocks are identical, I think the normal forces are the same because in each case the normal force will be equal to the weight.”
What, if anything, is wrong with this contention? If something is wrong, identify it and explain how to correct it. If this contention is correct, explain why.
Solve Inclined Plane Problems
A box is being pushed at constant speed up an inclined plane to a vertical height of 3.0 m above the ground. The person exerts a force parallel to the plane. The mass
An empty sled of mass 25 kg slides down a muddy hill with a constant speef of 2.4 m/s. The slope of the hill is inclined at an angle of 15
i. In terms of velocity and acceleration, describe the motion of the sled as it travels on the horizontal ground.
ii. Sketch the velocity vs. time graph for the sled. Include the sled's travel down the slope and across the horizontal ground. Indicated wtih the symbol
A person exerts a force
A.
B.
C.
D.
Model forces for objects on ramps
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Work Day:
Practice with Newton's 2nd Law
Solve Force problems with angles
Solve N2L Problems involving Friction
Experimentally measure coefficient of friction
Applying Friction to N2L
Model Friction
Model Spring Force
Model Friction
A person who weighs 500 N is standing on a scale in an elevator. The elevator is identical in all cases. The velocity and acceleration of the elevators at the instant shown are given.
Solve problems with angled forces
What questions do you still have for Mr. Porter?
Determine the relationship between stretch and force applied on a spring. Test this relationship for two springs
(Note: When analyzing graph Spring Force on the vertical axis regardless of your experimental design choice on independent variable)
Solve N2L with angled forces
Solve problems using N2L
Evaluate Newton's Second Law with lab data
Discover mathematical model for unbalanced forces.
Discover mathematical model for unbalanced forces.
A 0.5-kg ball is suspended from a ceiling by two strings. The ball is at rest.
(a) Is the tension in string 1 (i) greater than, (ii) less than, or (iii) the same as the tension in string 2?
Explain your reasoning.
Create a mathematical model between force and acceleration
The forces exerted on an object at a particular instant are represented in the free-body diagram. The magnitude of each force is drawn to scale. A student claims that the vector sum of the forces on the object is equal to zero. Is the student’s claim valid? Why or why not?
2.2.B Describe the forces exerted on an object or system using a free-body diagram.
Calculating Net Force (No Angles)
Finding Force Components
Adding Force Vectors
Equilibrium 1
Draw Diagrams to represent force situations
Identify forces acting on object
Define laws of physics describing motion
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Add 2D Vectors
Define Frames of Reference
Solve problems involving relative motion
Solve projectile motion problems
Solve horizontally fired projectile problems
Define a projectile and solve projectile motion problems
A Car is moving with constant speed
A.
B.
C.
D.
A Car is moving with constant speed
Combine
and
Solve problems involving Freefall motion
Solve kinematic problems graphically and with equations
Solve this BOTH Graphically and with Equations
At time
Use VT Graphs to solve problems
Use VT Graphs to solve problems
Use VT Graphs to solve problems
Create a mathematical model for motion
Describe different physical quantities
Relate stacks of kinematic graphs
Create a mathematical model for motion
Describe different physical quantities
Relate stacks of kinematic graphs
The position-time graph shown represents the motion of two children who are moving along a narrow, straight hallway.
Create a mathematical model for motion
Describe different physical quantities
Relate stacks of kinematic graphs
Create a mathematical model for motion
Describe different physical quantities
The position-time graph shown represents the motion of two children who are moving along a narrow, straight hallway.
Create a mathematical model for motion
Describe different physical quantities
Create a mathematical model for motion
Describe different physical quantities
Apply constant velocity particle motion
Create a mathematical model for motion
Describe different physical quantities
Apply constant velocity particle motion
Create a mathematical model for motion
Develop good experimental habits
Code: GJAXZJ
Class Key: dbe3ec21
Create a mathematical model for motion
Develop good experimental habits
Introductions
Classroom Culture
(Yes this is the game Connections)
Title and objective of the experiment:
*Theoretical background:
Hypotheses:
Identical treasure chests (shown from above) each have two forces acting on them. All chests start at rest.  **Rank the speed of the treasure chest after 2 seconds.** --- The forces exerted on an object at a particular instant are represented in the free-body diagram. The magnitude of each force is drawn to scale. A student claims that the vector sum of the forces on the object is equal to zero. Is the student's claim valid? Why or why not?  --- The free-body diagram shows three forces exerted on an object. Each square is 1 N by 1 N. What is the magnitude of the vector sum of the forces exerted on the object? 
ANSWER IS C
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