'sploding carts!

Watch this video first.

In total, the track is 120 ish cm long.

The carts themselves have length, though, so 120 cm, less the combined length of the two carts is only 87 cm.  So when I center the two carts at the 60 cm, they are each 87cm / 2 = 43.5 cm away from the ends of the track.

How should the carts (0.5 kg and 1.0 kg are the masses) be positioned on the track if I still want them to arrive at opposite ends simultaneously?

Draw an IF chart to confirm your intuition.  Consider that the velocities of both objects before they poosh off each other will be zero, which tells you a little something about the total Hodors/Junhees/Whatever6thHourDecidedToCallThem's.

Write your prediction for the distances the carts should travel on a mini whiteboard, and compare to other groups....

Check out this video to confirm your suspicions.

Same goes for the 0.5 kg vs. 1.5 kg carts.  How should the carts be positioned on the track if I still want them to arrive at opposite ends simultaneously?

Draw an IF chart to confirm your intuition.  Consider that the velocities of both objects before they poosh off each other will be zero, which tells you a little something about the total Hodors/Junhees/Whatever6thHourDecidedToCallThem's.

Write your prediction for the distances the carts should travel on a mini whiteboard, and compare to other groups....

Improving your grasp of force pairs!

How's your grasp of the force pear idea?  If the answer is "not so great", then I recommend checking out this video, which gets at the force pear idea very explicitly. 

IF Chartz

Data for Period 4

Data for Period 5

Data for Period 6

...and here are the masses

Mod Sums for UBFPM

Notes for the Block of Wood on the Incline

Using the acceleration of the block and hanging mass system to determine the coefficient of kinetic friction (we got it to be about 0.26-0.28 in class) and then using that to predict the acceleration for the block sliding down a steeper incline without tension.

Notes for Friction

Here's a pdf of the notes from the SMARTBored

Bob and Jane Video

Here's a video walk through of the first part of the Bob and Jane problem.

And here are some examples of P4s work on this problem...

Data for Analysis

Here's a link to everyone (that submitted data)'s data and analysis from the accelerated cart lab.  Take a look at both sheets, and see if you can ID some patterns.
Accelerated Cart Data (constant system mass version)

Accelerated Cart Data (constant unbalanced Force version)

Share Your Data and Analysis for the Lab

In order to identify the patterns for this investigation, it will be helpful if we can look at a data from a number of different groups.  To make it feasible to collaborate with students in the other periods, please enter your data and analysis tonight using one of the following links.

Window Side Groups
We purposefully changed the UnBalanced Force (aka Fu), and we took great care not change the amount of mass in the system.

Wall Side Groups
We purposefully changed the system mass, but were very careful not to change the UnBalanced Force (aka Fu).

Thank you for using Picture and Video Messaging by U.S. Cellular. See www.uscellular.com for info.

Thank you for using Picture and Video Messaging by U.S. Cellular. See www.uscellular.com for info.

Thank you for using Picture and Video Messaging by U.S. Cellular. See www.uscellular.com for info.

Thank you for using Picture and Video Messaging by U.S. Cellular. See www.uscellular.com for info.

Ben's/Junhee's/Jingyi's Law

Finding the change in velocity from the acceleration graph by calculating the area between the graph of acceleration v. time and the x-axis.

Model Summary Board

How to analyze your Position v. Time Graph

Check out this video for the next steps with your position v. time graph.

Right triangle component arrows.

Hanging stuff

Create Your Webassign Account

Go to www.webassign.net and start creating an account.  Please use an email that you will check semi-regularly (so, probably not your @iowacityschools.org one)

Click on the link that says "I Have a Class Key"


For period 4, your class key is iccsd.ia 7148 4051

For period 5, your class key is iccsd.ia 5786 0076

For period 6, your class key is iccsd.ia 6348 2632

For CV

P6 mod sum

P5 mod sum

P4 mod sum

Speed vs. Velocity vs. Average Speed vs. Average Velocity

For the love of Pete....

Clean Up!  Respect the Room!


This                                                                              Not This

This..............................................................................Not This

"Games" to help you build your graphing intuition!

These online games can be used to help buff up your understanding of graphs of motion!

Super Ultimate Graphing Challenge

Waker


and a game to work on your reasoning and problem solving

Kick Box (use the password mentioned in class)

How to set up motion detectors!

Lab Analysis Feedback

Here's a link to explain the feedback on the paragraph lab.

These are the buggy challenges.  This is an opportunity to demonstrate your mastery of the current model of motion.  You need to use your analysis from the buggy lab to find solutions to the challenges.  For challenge 2 and 3, you will need to collaborate with a buggy of a different color (if your buggy is blue, find a red buggy team).

Advice From Past Students

I thought it best to share helpful advice from West High AP Physics Alumni in their own words, so here it is.

Quick Little How to Guide for Desmos

We got cut off in class, so here's a quick video on how to do a few things in desmos...

Recommended Apps

Here are the apps I have on my phone (Android) for classroom use.  There are free versions of most of these, so give them a whirl (some have 'worth it' upgrades to the pay version, but I'll leave that up to you!)