40, 32, 31, 28, 28, 28, 27, 26, 26, 25, 23, 23, 23, 20, 20, 19, 17, 16, 16, 16, 15, 14, 14, 9, 4
Email me if you need to know your score right now. evmedley@hevanet.com
There were 43 points possible.
I've assigned a good bit of partial credit. There were points when I was a little lazy and didn't try to figure out what people were doing so we might still negotiate some, but I doubt scores will change as much as usual.
Enjoy the snow days and the holidays too.
Wednesday, December 17, 2008
Friday, November 7, 2008
Answers to problems due on 11/12
57 T= 4.6 N
60 x=-1.18 m, b. 1.35 s, c 3.5 m/s
67 a. T1= 14000N, b. T2 = 11000N, Fc= 2700N toward counterweight
71 a. 4.55m/s^2, b. 2.59 m/s^2
74a. 466N, b. 527N, c. 1050N, d. N always equals 2T so 932N, 1050N, 1860N and 2110 N
optional
63 F= 566N, b. 1130N
64a. 4.9m/s^2, b and c. a= 2m/s^2 , T= 120N
65 1.8000N
60 x=-1.18 m, b. 1.35 s, c 3.5 m/s
67 a. T1= 14000N, b. T2 = 11000N, Fc= 2700N toward counterweight
71 a. 4.55m/s^2, b. 2.59 m/s^2
74a. 466N, b. 527N, c. 1050N, d. N always equals 2T so 932N, 1050N, 1860N and 2110 N
optional
63 F= 566N, b. 1130N
64a. 4.9m/s^2, b and c. a= 2m/s^2 , T= 120N
65 1.8000N
Tuesday, November 4, 2008
Solutions to problems due 11/7
9. b. 1.6 m/s2 at 50 degress
10. b. 088 m/s2 at 11 degrees
17 a.b.T1=77N, T2 = 44 N, c. T1= 199 N, T2= 150 N, T3= 54N
18. 108 N
19.1180N
23. 16N
26. T= 13 N
27. T= 42N, N= 72N, c. a=-5m/s2
34. 10m/s2
39 a. 0.74 m/s2, b. 7.3 m/s2
36. a. a(sled) = 0.62 m/s2, b. a(girl) = 0.13 m/s2, c. x=2.6m
38. F= 0.0022N
44. b)N= 49N
46. N=2.2*10^5 N, b. T=5.0*10^4N
48. a. a=0.970 m/s2, b. T=11.6 N, T2= 34.9 N.
10. b. 088 m/s2 at 11 degrees
17 a.b.T1=77N, T2 = 44 N, c. T1= 199 N, T2= 150 N, T3= 54N
18. 108 N
19.1180N
23. 16N
26. T= 13 N
27. T= 42N, N= 72N, c. a=-5m/s2
34. 10m/s2
39 a. 0.74 m/s2, b. 7.3 m/s2
36. a. a(sled) = 0.62 m/s2, b. a(girl) = 0.13 m/s2, c. x=2.6m
38. F= 0.0022N
44. b)N= 49N
46. N=2.2*10^5 N, b. T=5.0*10^4N
48. a. a=0.970 m/s2, b. T=11.6 N, T2= 34.9 N.
Sunday, November 2, 2008
Some odds and ends:
Recommended AP Physics C Study Guides:
5 Steps to a 5 by Greg Jacobs, Joshua Schulman, publisher: McGraw Hill
Physics C by Mooney, publisher: People’s Publishing
There’s a fun reading in our textbook on p.533 about walking on coals and more.
A physics game about balanced forces: http://www.vectorpark.com/levers/
5 Steps to a 5 by Greg Jacobs, Joshua Schulman, publisher: McGraw Hill
Physics C by Mooney, publisher: People’s Publishing
There’s a fun reading in our textbook on p.533 about walking on coals and more.
A physics game about balanced forces: http://www.vectorpark.com/levers/
Unit 3 Key dates
Test -- Dec. 12
Terminal Velocity Lab –Nov. 21
Homework Dates:
Due Date Assignment
Tue 11/4 ---Read sections 5.1-5.7
Wed. 11/5 ---Read section 5.8 - pay particular attention to sample problem 5.10
Fri. 11/7---Recommended: Q 1-15, E&P 9, 10, 17, 18, 19, 23, 26, 27, 34, 39, Required: E&P: 36, 38, 44, 46,48
Wed. 11/12----Required 57, 60, 67, 71, 74, Additional Optional 63, 64, 65
Fri 11/21----Read sections 6.1-6.3
Tue 12/2---Recommended: Q 1-8, E&P 2, 3, 4, 14, 44, 45, Required: 7, 17, 21, 23, 27, 31*, 33*, *express answers in terms of ma, mb, μs, μf, θ, Additional Optional: 25, 26, 34, 37
Fri 12/5--Read section 6-4, Recommended: Q 9-14, E&P 51, Required: 52, 55, 64, 66, Additional Optional: 68
Mon 12/8---Required 58, 65 (express answer in terms of T, r and m)
Tue 12/9---2 Free Response Questions
Terminal Velocity Lab –Nov. 21
Homework Dates:
Due Date Assignment
Tue 11/4 ---Read sections 5.1-5.7
Wed. 11/5 ---Read section 5.8 - pay particular attention to sample problem 5.10
Fri. 11/7---Recommended: Q 1-15, E&P 9, 10, 17, 18, 19, 23, 26, 27, 34, 39, Required: E&P: 36, 38, 44, 46,48
Wed. 11/12----Required 57, 60, 67, 71, 74, Additional Optional 63, 64, 65
Fri 11/21----Read sections 6.1-6.3
Tue 12/2---Recommended: Q 1-8, E&P 2, 3, 4, 14, 44, 45, Required: 7, 17, 21, 23, 27, 31*, 33*, *express answers in terms of ma, mb, μs, μf, θ, Additional Optional: 25, 26, 34, 37
Fri 12/5--Read section 6-4, Recommended: Q 9-14, E&P 51, Required: 52, 55, 64, 66, Additional Optional: 68
Mon 12/8---Required 58, 65 (express answer in terms of T, r and m)
Tue 12/9---2 Free Response Questions
Unit Three: Newton’s Laws of Motion – Five Weeks
Chapters 5 and 6
Goals:
1. Static Equilibrium (First Law)
a. Students should be able to analyze situations in which a particle remains at rest, or moves with constant velocity, under the influence of several forces.
2. Dynamics of a Single Body (Second Law)
a. Students should understand the relation between the force that acts on a body and the resulting change in the body’s velocity so they can:
(1) Calculate, for a body moving in one direction, the velocity change that results when a constant force F acts over a specified time interval.
(2) Calculate, for a body moving in one dimension, the velocity change that results when a force F(t) acts over a specified time interval.
(3) Determine, for a body moving in a plane whose velocity vector undergoes a specified change over a specified time interval, the average force that acted on the body.
b. Students should understand how Newton’s Second Law, Fnet = ma, applies to a body subject to forces such as gravity, the pull of strings, or contact forces, so they can:
(1) Draw a well-labeled diagram showing all real forces that act on the body.
(2) Write down the vector equation that results from applying Newton’s Second Law to the body, and take components of this equation along appropriate axes.
c. Students should be able to analyze situations in which a body moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force, in situations such as the following:
(1) Motion up or down with constant acceleration (in an elevator, for example).
(2) Motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or car rounding a banked curve).
(3) Motion in a vertical circle (e.g., mass swinging on the end of a string, cart rolling down a curved track, rider on a Ferris wheel).
d. Students should understand the significance of the coefficient of friction so they can:
(1) Write down the relationship between the normal and frictional forces on a surface.
(2) Analyze situations in which a body slides down a rough inclined plane or is pulled or pushed across a rough surface.
(3) Analyze static situations involving friction to determine under what circumstances a body will start to slip, or to calculate the magnitude of the force of static friction.
e. Students should understand the effect of fluid friction on the motion of a body so they can:
(1) Find the terminal velocity of a body moving vertically through a fluid that exerts a retarding force proportional to velocity.
(2) Describe qualitatively, with the aid of graphs, the acceleration, velocity and displacement of such a particle when it is released from rest or is projected vertically with specified initial velocity.
3. Systems of Two or More Bodies (Third Law)
a. Students should understand Newton’s Third Law so that, for a given force, they can identify the body on which the reaction force acts and state the magnitude and direction of this reaction.
b. Students should be able to apply Newton’s Third Law in analyzing the force of contact between two bodies that accelerate together along a horizontal or vertical line, or between two surfaces that slide across one another.
c. Students should know that the tension is constant in a light string that passes over a massless pulley and should be able to use this fact in analyzing the motion of a system of two bodies joined by a string.
d. Students should be able to solve problems in which application of Newton’s Laws leads to two or three simultaneous linear equations involving unknown forces or accelerations.
Goals:
1. Static Equilibrium (First Law)
a. Students should be able to analyze situations in which a particle remains at rest, or moves with constant velocity, under the influence of several forces.
2. Dynamics of a Single Body (Second Law)
a. Students should understand the relation between the force that acts on a body and the resulting change in the body’s velocity so they can:
(1) Calculate, for a body moving in one direction, the velocity change that results when a constant force F acts over a specified time interval.
(2) Calculate, for a body moving in one dimension, the velocity change that results when a force F(t) acts over a specified time interval.
(3) Determine, for a body moving in a plane whose velocity vector undergoes a specified change over a specified time interval, the average force that acted on the body.
b. Students should understand how Newton’s Second Law, Fnet = ma, applies to a body subject to forces such as gravity, the pull of strings, or contact forces, so they can:
(1) Draw a well-labeled diagram showing all real forces that act on the body.
(2) Write down the vector equation that results from applying Newton’s Second Law to the body, and take components of this equation along appropriate axes.
c. Students should be able to analyze situations in which a body moves with specified acceleration under the influence of one or more forces so they can determine the magnitude and direction of the net force, or of one of the forces that makes up the net force, in situations such as the following:
(1) Motion up or down with constant acceleration (in an elevator, for example).
(2) Motion in a horizontal circle (e.g., mass on a rotating merry-go-round, or car rounding a banked curve).
(3) Motion in a vertical circle (e.g., mass swinging on the end of a string, cart rolling down a curved track, rider on a Ferris wheel).
d. Students should understand the significance of the coefficient of friction so they can:
(1) Write down the relationship between the normal and frictional forces on a surface.
(2) Analyze situations in which a body slides down a rough inclined plane or is pulled or pushed across a rough surface.
(3) Analyze static situations involving friction to determine under what circumstances a body will start to slip, or to calculate the magnitude of the force of static friction.
e. Students should understand the effect of fluid friction on the motion of a body so they can:
(1) Find the terminal velocity of a body moving vertically through a fluid that exerts a retarding force proportional to velocity.
(2) Describe qualitatively, with the aid of graphs, the acceleration, velocity and displacement of such a particle when it is released from rest or is projected vertically with specified initial velocity.
3. Systems of Two or More Bodies (Third Law)
a. Students should understand Newton’s Third Law so that, for a given force, they can identify the body on which the reaction force acts and state the magnitude and direction of this reaction.
b. Students should be able to apply Newton’s Third Law in analyzing the force of contact between two bodies that accelerate together along a horizontal or vertical line, or between two surfaces that slide across one another.
c. Students should know that the tension is constant in a light string that passes over a massless pulley and should be able to use this fact in analyzing the motion of a system of two bodies joined by a string.
d. Students should be able to solve problems in which application of Newton’s Laws leads to two or three simultaneous linear equations involving unknown forces or accelerations.
Sunday, October 5, 2008
Unit Two: Kinematics Continued
Big Dates: Test - Tues. Oct. 28
Lab – No Lab Write-ups this unit
Homework:
Due date - Task
Tues 10/7 Read sections 3.1 – 3.7. Be prepared to describe 2 ways to add 2 vectors, 2 ways to subtract two vectors, and 3 ways to multiply with vectors. Also, what are unit vectors?
Wed 10/8 Read sections 4.1 – 4.4. Be ready to explain sample problems 4.2 – 4.4
Mon.10/13 Read 4.5-4.6
Tues10/14 Read 4.7- 4.9
Mon. 10/20 Exercises and Problems from Ch. 4( p. 73): 7, 12, 19, 23, 25, 29, 31, 51, 59, 63, 71, 73, 78, 79
Goals: This list comes from the AP standards. We covered about a third of them in our first unit. The test will be over all of them.
1. Motion in One Dimension
a. Students should understand the general relationships among position, velocity and acceleration for the motion of a particle along a straight line, so that:
(1) Given a graph of one of the kinematic quantities, position, velocity, or acceleration as a function of time, they can recognize in what time intervals the other two are positive, negative or zero, and can identify or sketch a graph of each as a function of time.
(2) Given an expression for one of the kinematic quantities, position, velocity, or acceleration, as a function of time, they can determine the other two as a function of time, and find when these quantities are zero or achieve their maximum and minimum values.
b. Students should understand the special case of motion with constant acceleration so that they can:
(1) Write down expressions for velocity and position as functions of time, and identify or sketch graphs of these quantities.
(2) Use the equations to solve problems using one-dimensional motion with constant acceleration.
c. Students should know how to deal with situations in which acceleration is a specified function of velocity and time so they can write an appropriate differential equation and solve it, incorporating correctly a given initial value of v.
2. Motion in Two Dimensions
a. Students should know how to deal with displacement and velocity vectors so they can:
(1) Relate velocity, displacement, and time for motion with constant velocity.
(2) Calculate the component of a vector along a specified axis, or resolve a vector into components along two specified mutually perpendicular axes.
(3) Add vectors in order to find the net displacement of a particle that undergoes successive straight-line displacements.
(4) Subtract displacement vectors in order to find the location of one particle relative to another, or calculate the average velocity of a particle.
(5) Add or subtract velocity vectors in order to calculate the velocity change or average acceleration of a particle, or the velocity of one particle relative to another.
b. Students should understand the general motion of a particle in two dimensions so that, given functions x(t) and y(t) which describe this motion, they can determine the components, magnitude, and direction of the particle’s velocity and acceleration as functions of time.
c. Students should understand the motion of projectiles in a uniform gravitational field so they can:
(1) Write down expressions for the horizontal and vertical components of velocity and position as functions of time, and sketch or identify graphs of these components.(2) Use these expressions in analyzing the motion of a projectile that is projected above level ground with a specified initial velocity.
Lab – No Lab Write-ups this unit
Homework:
Due date - Task
Tues 10/7 Read sections 3.1 – 3.7. Be prepared to describe 2 ways to add 2 vectors, 2 ways to subtract two vectors, and 3 ways to multiply with vectors. Also, what are unit vectors?
Wed 10/8 Read sections 4.1 – 4.4. Be ready to explain sample problems 4.2 – 4.4
Mon.10/13 Read 4.5-4.6
Tues10/14 Read 4.7- 4.9
Mon. 10/20 Exercises and Problems from Ch. 4( p. 73): 7, 12, 19, 23, 25, 29, 31, 51, 59, 63, 71, 73, 78, 79
Goals: This list comes from the AP standards. We covered about a third of them in our first unit. The test will be over all of them.
1. Motion in One Dimension
a. Students should understand the general relationships among position, velocity and acceleration for the motion of a particle along a straight line, so that:
(1) Given a graph of one of the kinematic quantities, position, velocity, or acceleration as a function of time, they can recognize in what time intervals the other two are positive, negative or zero, and can identify or sketch a graph of each as a function of time.
(2) Given an expression for one of the kinematic quantities, position, velocity, or acceleration, as a function of time, they can determine the other two as a function of time, and find when these quantities are zero or achieve their maximum and minimum values.
b. Students should understand the special case of motion with constant acceleration so that they can:
(1) Write down expressions for velocity and position as functions of time, and identify or sketch graphs of these quantities.
(2) Use the equations to solve problems using one-dimensional motion with constant acceleration.
c. Students should know how to deal with situations in which acceleration is a specified function of velocity and time so they can write an appropriate differential equation and solve it, incorporating correctly a given initial value of v.
2. Motion in Two Dimensions
a. Students should know how to deal with displacement and velocity vectors so they can:
(1) Relate velocity, displacement, and time for motion with constant velocity.
(2) Calculate the component of a vector along a specified axis, or resolve a vector into components along two specified mutually perpendicular axes.
(3) Add vectors in order to find the net displacement of a particle that undergoes successive straight-line displacements.
(4) Subtract displacement vectors in order to find the location of one particle relative to another, or calculate the average velocity of a particle.
(5) Add or subtract velocity vectors in order to calculate the velocity change or average acceleration of a particle, or the velocity of one particle relative to another.
b. Students should understand the general motion of a particle in two dimensions so that, given functions x(t) and y(t) which describe this motion, they can determine the components, magnitude, and direction of the particle’s velocity and acceleration as functions of time.
c. Students should understand the motion of projectiles in a uniform gravitational field so they can:
(1) Write down expressions for the horizontal and vertical components of velocity and position as functions of time, and sketch or identify graphs of these components.(2) Use these expressions in analyzing the motion of a projectile that is projected above level ground with a specified initial velocity.
Monday, September 15, 2008
Wednesday, September 3, 2008
Checking Grades
Here is a link to the Parent Assist website. Many Grant teachers will use this district provided program to maintain and post their grades. You will also be able to monitor attendance and check personal information.
I will update grades after every major assignment or test.
To use this website you will need to get a personal code from the Grant High School office. The secretaries expect to receive these codes soon, but have not received them yet. I will update this post when they are available. If you have a code from last year or for any other child it should still be active.
Please let me know if you have problems accessing this site.
http://parent.pps.k12.or.us/
I will update grades after every major assignment or test.
To use this website you will need to get a personal code from the Grant High School office. The secretaries expect to receive these codes soon, but have not received them yet. I will update this post when they are available. If you have a code from last year or for any other child it should still be active.
Please let me know if you have problems accessing this site.
http://parent.pps.k12.or.us/
Unit 1
Unit 1: Kinematics in 1 Dimension – the basics
Homework: Due Date
Letter to Teacher & Safety Contract Fri, 9/5
Lab 1 data presentation Wed, 9/10
Understanding Motion …(wksht) Fri, 9/12
Lab 1 report Mon, 9/15 (Lab 1 handout) Also see links inthe right for more lab handouts.
Bookwork Ch. 2: Q:1, 3, 6
E&P: 10, 37, 39, 41, 51, 57, 79, 89 Fri, 9/19
Motion Graph Worksheets Wed. 9/24
Unit Test : Tuesday 9/30
Homework: Due Date
Letter to Teacher & Safety Contract Fri, 9/5
Lab 1 data presentation Wed, 9/10
Understanding Motion …(wksht) Fri, 9/12
Lab 1 report Mon, 9/15 (Lab 1 handout) Also see links inthe right for more lab handouts.
Bookwork Ch. 2: Q:1, 3, 6
E&P: 10, 37, 39, 41, 51, 57, 79, 89 Fri, 9/19
Motion Graph Worksheets Wed. 9/24
Unit Test : Tuesday 9/30
Welcome Back & General Information
The 2008-2009 has started. Welcome to AP Physics.
Here's some course information:
Grades:
Approximately 50% Tests, 30% Labs, 20% homework
Tests: About twice a quarter, with semester finals also. Almost always items from old AP tests, which I’ll grade by their scoring system. This will cause me to adjust the overall grading scale. See below.
Labs: Although we’ll have weekly hands-on lab assignments, I’ll only have you write up formal lab reports about twice a quarter. (The first one will be due Sept. 15.) Late labs are penalized at 10% a week.
Homework: I’ll check them off for effort and completion on the due data and collect them in a packet on the test day. Show your work, be neat, stay organized. Talk to me if homework ever feels like busy work. No late homework accepted except for excused absences.
Grading Scale: 100-85 A, 85-70 B, 70-55 C, 55-40 D, 40
Supplies:
Textbook
Notebook, or section of a notebook
Calculator
Protractor
Graph Paper
AP Test: May 11, 2009. I encourage you to take it.
Here's some course information:
Grades:
Approximately 50% Tests, 30% Labs, 20% homework
Tests: About twice a quarter, with semester finals also. Almost always items from old AP tests, which I’ll grade by their scoring system. This will cause me to adjust the overall grading scale. See below.
Labs: Although we’ll have weekly hands-on lab assignments, I’ll only have you write up formal lab reports about twice a quarter. (The first one will be due Sept. 15.) Late labs are penalized at 10% a week.
Homework: I’ll check them off for effort and completion on the due data and collect them in a packet on the test day. Show your work, be neat, stay organized. Talk to me if homework ever feels like busy work. No late homework accepted except for excused absences.
Grading Scale: 100-85 A, 85-70 B, 70-55 C, 55-40 D, 40
Supplies:
Textbook
Notebook, or section of a notebook
Calculator
Protractor
Graph Paper
AP Test: May 11, 2009. I encourage you to take it.
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