AP Daily 2021-2022

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<div class="my-header"><img src="images/scsdLogo.png" style="height: 70px;"/></div>

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##.gray[2022.06.03] .blue[AP Physics] .red[Agenda]

1. Learning about LaTeX - Scientific Typesetting
    - overleaf.com - sign up for an account
2. Writing Lab Reports & Data Analysis

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##.gray[2022.05.24] .blue[AP Physics] .red[Agenda]

1. Working on AP Physics Science Fair Project
    + Collecting Data
    + Analyzing Graphs
    + Creating Figures for lab report

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##.gray[2022.05.19] .blue[AP Physics] .red[Agenda]

1. Lab & Lab Report Guide - [NCSU LabWrite](https://labwrite.ncsu.edu/)
1. AP Physics Science Fair - Research & Lab Design
    + Complete any necessary research - be sure to save your resources so you can cite them!
    + Read through LabWrite InLab questions and notes
    + Write out lab procedure
    + Set up Notebook/Google Doc/Pivot to record data & note
2. Start Experimenting

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##.gray[2022.05.17] .blue[AP Physics] .red[Agenda]

1. AP Physics Science Fair - Final Project
2. Research & Decide on Project Idea
3. Submit Google Form Proposal/Prelab questions (linked in Canvas)

Notes:

- AP FRQ is released, I haven't gone through it yet, but will, and if you want I am happy to go through it with individuals

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##.gray[2022.05.10] .blue[AP Physics] .red[Agenda]

1. Complete one goal-less problem of your choice
2. Practice of your choice:
    - More goal-less problems
    - AP Classroom MC
    - AP Classroom FRQ
    - Reviewing fact sheets

Note for Test:

- Meet in Atrium before the exam, there is an early morning exam that will go up until 12.

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##.gray[2022.05.09] .blue[AP Physics] .red[Agenda]

1. AP MC Practice - 35-50 (Practice Exam 2 MC)
2. "Goal-less" Problems
  - What diagrams can you draw? [Draw them]
  - What can you solve for with the given information? [Solve for them]
  - What extension questions could they ask (i.e. "if we made this bigger how would it affect this thing?") [Ask the question and answer it]

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##.gray[2022.05.04] .blue[AP Physics] .red[Agenda]

1. AP MC Practice - 20-35 (Practice Exam 2 MC)
2. AP Workbook Review - User Choice, Answer Key on Canvas
3. Read "Exploring Rolling" in Canvas - Maybe something we need to add to our fact sheet?

Note:

- I posted 2 practice exams in AP Classroom & FRQ Answer Keys
- All are set to self grade post exam, so you can see your score once you complete them

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##.gray[2022.05.03] .blue[AP Physics] .red[Agenda]

1. AP MC Practice - 11-20 (Practice Exam 2 MC)
2. AP Workbook Review - User Choice, Answer Key on Canvas

Tomorrow: Rolling Stuff

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###.gray[2022.05.02] .blue[AP Physics] .red[Agenda]

1. AP MC Practice - First 10 (Practice Exam 2 MC)
2. Universal Law of Gravitation
2. Gravitational Potential Energy
3. AP Workbook Review - 11.H

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###.gray[2022.04.28] .blue[AP Physics] .red[Agenda]

1. Finish FRQ Practice From Last Class

Next Week:

- Monday: Gravity Stuff & MC Practice
- Tuesday: Rolling & MC Practice
- Wednesday: TBD
- Friday: APUSH/Prom 👗🤵💃🕺

HW:

- 📖 Read & Study Fact Sheet
- 🔎 Study Focus: Graphs - What graphs are there, what does the slope and/or area tell you?
    - Most common: x vs. t, v vs. t, a vs. t, F vs. t, F vs. x
    - The others: F vs. a, F vs. m, p vs. t

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##.gray[2022.04.27] .blue[AP Physics] .red[Agenda]

1. Read through Greg Jacob's Fact sheet and compare to ours. Make any necessary changes
2. Free Response Practice in Groups:
  - Complete Timed problem on whiteboard, rotate and score based on rubric

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class: photoback
background-image: url("https://cdn.pixabay.com/photo/2020/06/05/18/53/mont-ventoux-5264149_960_720.jpg")

##.gray[2022.04.26] .blue[AP Physics] .red[Agenda]

.qotd[❓of the 📅: If you could explore any part of the world, all expenses paid, where would you choose to go? Why?]

1. Class Colloboration - 2022 AP Physics Fact Sheet
  - What "facts" of physics do you need to know for the AP Physics Exam? (For Example: "Slope of velocity vs. time is acceleration" or "in freefall the acceleration of an object is `$g$`")
  - Will work on a unit in your lab group for about 10 minutes and then move to another
  - Review other groups work, add anything you think is missing in your color
2. Font Colors:
  - Team Frazier, Pulver, Rogers, Hoffman:
  - Team Tino, Dom, Tyler:
  - Lady Scientists:
  - Destroyers:
  - Orange is the Worst: Orange

---

##.gray[2022.04.13] .blue[AP Physics] .red[Agenda]

1. Finish Disk Pivot
2. Pivot - Rotational Collision: Dart Collides with Wooden Stick (Skip angled Part)
3. AP Classroom Rotation FRQ with Lab Group

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##.gray[2022.04.12] .blue[AP Physics] .red[Agenda]

1. Do Now: Sign Miss Leuci's thank you card
2. Tuesday or Wednesday for Test Practice?
2. Angular Momentum & Angular Momentum Demos
3. Pivot - Rotational Collisions: Disk on Disk (Make and Test Predictions)
4. Pivot - Rotational Collision: Dart Collides with Wooden Stick

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##Angular Momentum

Linear

$$ p = mv$$
--

Angular

$$L = I \omega $$
--

- There is angular impulse: `$\Delta L = \tau \Delta t$`
--

- Angular Mometum is conserved *if there is no net torque* on the system:
--

- `$L_i = L_f$` or `$I_i \omega_i = I_f \omega_f$`

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##Angular Momentum of a Particle

$$ L = I \omega$$

$$ L = (mr^2)\omega $$

$$ L = mr^2 \frac{v}{r}$$

$$\fbox{L = mvr}$$

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##.gray[2022.04.07] .blue[AP Physics] .red[Agenda]

1. Quiz
2. Angular Momentum
3. Pivot: Rotational Collisions: Disk on Disk (Make and Test Predictions)

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##.gray[2022.04.07] .blue[AP Physics] .red[Agenda]

1. 🎯 AP Workbook 7.H, 7.J, 7.K
2. Bonus: 7.F, 7.M & 7.N

HW:

- Quiz Friday, Practice available today  after school
- Test Next Thursday, AP Classrom MC Due

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##.gray[2022.04.06] .blue[AP Physics] .red[Do Now]

.small[Four objects are placed in a row at the same height near the top of a ramp and are released from rest at the same time. The objects are (A) a 1-kg solid sphere; (B) a 1-kg
hollow sphere; (C) a 2-kg solid sphere; and (D) a 1-kg thin hoop. All four objects have the same diameter, and the hoop has a width that is one-quarter its diameter. The
time it takes the objects to reach the finish line near the bottom of the ramp is recorded. The moment of inertia for an axis passing through its center of mass for a solid
sphere is `$\frac{2}{5}MR^2$`; for a hollow sphere it is `$\frac{2}{3} MR^2$`; and for a hoop it is `$MR^2 $`.]

**Rank the four objects from fastest (shortest time) down the ramp to slowest.** **Explain your reasoning**

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##.gray[2022.04.06] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Rotational Kinetic Energy: `$K_R = \frac{1}{2}I\omega^2$`
3. AP Workbook 7.C
3. Resolve Landing Spot for Ball with `$K_R$` and `$K_T$`
4. AP Workbook: 7.H & 7.J

HW:

- Quiz Friday, Practice available today and tomorrow after school
- Test Next Thursday, AP Classrom MC Due

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##.gray[2022.04.01] .blue[AP Physics] .red[Agenda]

.left-column[
1. Practice Exam Day over break?
1. Finish TP 🧻 Challenge
2. Test TP Prediction
3. AP Workbook 7.F
4. Challenge 2 - Marble & Little Chickie
]

.right-column[
Fill out form here: [https://forms.gle/YmRuP5dVSK8knWfP6](https://forms.gle/YmRuP5dVSK8knWfP6)

Or Scan QR:

]

HW:

- Quiz Friday (For realz this week)
- AP Classroom - Test 4/14 (Next Thursday)
- Do you want to schedule a "practice exam date over break?"

---

#Marble and Little Chickie Stats:

- Marble Mass: 79.2 grams
- Ramp Height: 34 cm
- Laptop Cart Height: 1.13 m
--

- Radius of Marble: 2.1 cm
- Moment of Inertia of a solid sphere: `$I = \frac{2}{5}MR^2$`
- Hint: `$\omega = \frac{v}{R}$`

---

##.gray[2022.04.01] .blue[AP Physics] .red[Agenda]

1. AP Workbook 7.G
2. Toilet Paper Challenge 🧻
  - If you drop two rolls of toilet paper while holding on the end of one roll, they will hit the floor at the same instant if their initial heights have a specific ratio.
      + Find this ratio
      + Determine the height for the unrolling TP of you drop the other from a height of 2 meters.

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##.gray[2022.03.31] .blue[AP Physics] .red[Agenda]

1. Finish up N2L Lab for Rotation
2. AP Workbook 7.D
  - Work through entire sheet in your group
3. AP Workbook 7.E
  - Complete one section at a time in sync with the class
4. AP Workbook 7.F

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##.gray[2022.03.29] .blue[AP Physics] .red[Agenda]

1. N2L (Newton's Second Law) For Rotation `$\Sigma \tau = I \alpha$`
2. N2L Rotation Lab
  - Use masses 100 grams or less as your hanging mass
  - Be sure to measure the falling distance carefully
  - Pulley Radius: 2.4 cm (0.024 m)

Moments of Inertia:

- Discs: `$1.05 \times 10^{-4}$` `$\textrm{kg m}^2$`
- Three Step Pulley: `$2 \times 10^{-6}$` `$\textrm{kg m}^2$`
- Hallow Rod: `$\frac{1}{12}ML^2$`
- Point Mass: `$mr^2$`

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##.gray[2022.03.28] .blue[AP Physics] .red[Agenda]

1. Pivot - Exploring Factors that Affect Acceleration while Rolling on a Ramp
  - Whiteboard your results
2. Rotational Equivalent to Mass
3. Workbook 7.D & 7.F

HW:

- Quiz Friday
    - Practice available tomorrow (I will be there after school, the rest of the week is Miss Leuci)

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##.gray[2022.03.25] .blue[AP Physics] .red[Agenda]

1. Torque Quiz
2. Ramp Rolling with Various Objects
3. Exploring Factors that Affect Acceleration while Rolling on a Ramp

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##.gray[2022.03.23] .blue[AP Physics] .red[Agenda]

1. Radians & [Rotational Kinematics](https://www.mrporterphysics.com/Presentations/AP%20Rotation%20Representation/talks/Rotation#35)
2. Workbook 7.A
3. 🚀 Rocket Wheel Pivot

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##.gray[2022.03.22] .blue[AP Physics] .red[Agenda]

1. Finish Mobile: ⏳ 60 Minutes Max
2. Review Radians & [Rotational Kinematics](https://www.mrporterphysics.com/Presentations/AP%20Rotation%20Representation/talks/Rotation#35)
3. Workbook 7.A

HW:

- Corrections Due Friday
- Balanced Torque Quiz Friday

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##.gray[2022.03.21] .blue[AP Physics] .red[Agenda]

1. Physics Mobile Mini Project

.center[<img src="http://msquacksphysics.weebly.com/uploads/1/0/9/7/10974238/3842133.png" width = "300 px"/>]

HW:

- Corrections due Friday
  - Notes: Cannot come today during school or after, Thursday I have a meeting at 2:30

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##Mobile Mini Project / Lab

.right-column[.center[<img src="http://msquacksphysics.weebly.com/uploads/1/0/9/7/10974238/3842133.png" width = "300 px"/>]]

.left-column[
1. Must have at least 3 horizontal arms (Not attached at COM)
2. Should have a theme
3. Submit:
  - Photo of your finished project
  - Scaled Drawing of your final design
  - Calulations for each arm that verifies the conditions for equilibrium
]

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##.gray[2022.03.17] .blue[AP Physics] .red[Do Now]

Signs are suspended from equal-length rods on the side of a building. For each case, the mass of the sign compared to the mass of the rod is small and can be ignored. The mass of the sign is given in each figure.
In Cases B and D, the rod is horizontal; in the other cases, the angle that the rod makes with the vertical is given.

**Rank the magnitude of the torque the signs exert about the point at which the rod is attached to the side of the building. Explain your reasoning.**

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##.gray[2022.03.17] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Measuring Torque 🔧 - Pivot
3. AP Multiple Choice Practice - AP Classroom "Torque and Angular Acceleration Quiz"

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##.gray[2022.03.16] .blue[AP Physics] .red[Do Now]

Morgan, Emmma, and Grace were able to balance their meter stick with the following set up:

- 100 g mass at 9.7 cm
- Meter stick pivot at 25 cm
- Meter stick center-of-mass at 50.1 cm

**What is the mass of the meter stick?**

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##.gray[2022.03.16] .blue[AP Physics] .red[Do Now 2]

Set up in the back. Meterstick is 62 grams. You can assume the center of mass is at 50 cm.

What is the reading on the spring scale.

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##.gray[2022.03.16] .blue[AP Physics] .red[Do Now 3]

A 2-m long massless rod supports a 12-Newton weight. The left end of each rod is held in place by a frictionless pin. In each case, a vertical force `$F$` is holding the rods and weights at rest. The rods
are marked at half-meter intervals.

**Rank the magnitude of the vertical force `$F$` applied to the rods. Explain your reasoning. **

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##.gray[2022.03.15] .blue[AP Physics] .red[Agenda]

1. Balancing Act
2. Torque Lab

HW:

- Corrections - Due Next Friday
- They will be ready for after school time

---

#Balacing Act:

###Task 1

Add masses to each side of the rod so that the rod does not rotate, but is balanced (parallel to the table). In particular, add two masses to one side and one mass to the other side. Is there more than one arrangement that will balance the rod? Explain.

###Task 2

Draw a Free Body Diagram for your setup in task 1. Are the forces balanced?

---

#Balacing Act:

###Task 3

Would the diagram that Mr. Porter drew on the board rotate? (Draw a FBD for the situation...does the net force explain the situation?)

###Task 4

Where could we place a mass in the previous question so that the ruler would not rotate?

---

#Balacing Act:

###Task 5

Develop a method to determine the mass of your meterstick using the balance.

---

##.gray[2022.03.10] .blue[AP Physics] .red[Do Now]

On a whiteboard...brainstorm responses

.left-column[
###Kinematics:
- First thing we write down is usually...
- Indicators it *might* be this type of problem

###Forces:
- First thing we write down is usually...
- Indicators it *might* be this type of problem
]

.right-column[
###Energy:
- First thing we write down is usually...
- Indicators it *might* be this type of problem

###Impulse & Momentum:
- First thing we write down is usually...
- Indicators it *might* be this type of problem
]

---

##.gray[2022.03.10] .blue[AP Physics] .red[Agenda]

1. Pick the right model
2. Question-less Test

---

##.gray[2022.03.09] .blue[AP Physics] .red[Agenda]

1. Do Now - Workbook 5.I
2. Workbook 5.J & 5.M
3. Old AP Question:
  - Skim Question (5 min)
  - Friends No Pens (10 Min)
  - Individual Response (10 min)
  - Discuss response with a new group (Porter assigned)
  - Score Yourself
4. Workbook 6.K

HW:

- Test Friday 👉🏻 Momentum and SHM
    + Tomorrow we will review

---

##.gray[2022.03.01] .blue[AP Physics] .red[Agenda]

1. Do Now - Measure the period of your spring oscillator with a mass of 500 g and an amplitude of 20 cm.
2. Finish Linear Spring Oscillators
  - Whiteboard Results
  - Board Meeting: What affects the period of a linear oscillator? How can we combine the experiments into one single mathematical relationship?
3. Position, Velocity, and Acceleration Graphs for Linear spring oscillator
4. AP Workbook 6.A, 6.B, 6.C

Coming Up...

- Quiz Friday (Will have practice ready for Wednesday or Thursday)
- Test Next Friday (Start Review Posted in AP Classroons)

---

##.gray[2022.02.28] .blue[AP Physics] .red[Agenda]

1. Lab: Linear Spring Oscillator

HW:

- Start AP Classroom Momentum Review

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##.gray[2022.02.18] .blue[AP Physics] .red[Do Now]

A block of mass `$M$` is resting on a horizontal, frictionless table and is attached as shown above to a relaxed
spring of spring constant `$k$`. A second block of mass `$2m$` and initial speed `$v_0$` collides with and sticks to the first
block. Develop expressions for the following quantities in terms of `$M$`, `$k$`, and `$v_0$`

1. `$v$`, the speed of the blocks immediately after impact
2. `$x$`, the maximum distance the spring is compressed

---

##.gray[2022.02.18] .blue[AP Physics] .red[Agenda]

1. Do Now & Practice
2. Quiz
3. Happy Friday

---

##Practice 2

Last Question in Projectiles Packet from yesterday (skip force question)

**Numbers**

- `$m_1$` = 65 kg
- `$m_2$` = 25 kg
- `$L$` = 15 m

---

##.gray[2022.02.16] .blue[AP Physics] .red[Agenda]

.qotd[❓of the 📅: Would you rather start a colony on another planet or be a leader of a country on earth?]

1. [Review Projectile Motion](https://www.mrporterphysics.com/Presentations/Projectiles/talks/Projectiles_AP.html#1)
2. Projectile Motion Practice on Whiteboards (Everyone get their own (or share one but write on your side!))
3. Porter Packet 5.4 Impulse Calculations

HW:

- Quiz tomorrow
- Review today or tomorrow (I have a practice set prepared for people who come to review)

---

##.gray[2022.02.15] .blue[AP Physics] .red[Agenda]

1. Boy on Surfboard Pivot
2. Center of Mass
3. AP Workbook 5.A
4. Porter Packet Impulse Calculations 5.4

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##.gray[2022.02.14] .blue[AP Physics] .red[Agenda]

1. Go Over Porter Packet 5.3
1. AP Workbook 5.D - G

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###.gray[2022.02.10] .blue[AP Physics] .red[Agenda]

.center[<img src="http://static1.squarespace.com/static/50c68399e4b0c1ce7044d4fd/6111b323ec286f54b50fe289/6111b010c1b8266a7c4d272e/1640021303978/efwffUntitled-3.jpg?format=1500w" width = "470 px"/>]

---

##.gray[2022.02.10] .blue[AP Physics] .red[Agenda]

1. Quiz
2. 5.3 Conceptual Impulse-Momentum Theorem Questions
3. AP Workbook 5.B, 5.C, 5.D

---

##.gray[2022.02.09] .blue[AP Physics] .red[Agenda]

1. Changing Momentum - 5.2 Porter Packet
2. 5.3 Conceptual Impulse-Momentum Theory Questions
3. AP Workbook 5.B, 5.C, 5.D

HW:

- Test Corrections Due Friday
- Quiz Tomorrow (Momentum & Kinematics)

---

##.gray[2022.02.08] .blue[AP Physics] .red[Do Now]

Two carts traveling in opposite directions are about to collide. The carts are all identical in size and shape, but they
carry different loads and are traveling at different speeds. The carts stick together after the collision. There is no
friction between the carts and the ground.

**Rank the speed of the two-cart system after the collision.**

**Explain your reasoning**

---

##.gray[2022.02.08] .blue[AP Physics] .red[Agenda]

1. Do Now
1. CoP with Pivot & Blowdart Part 2
2. Porter Packet 5.1
3. Page 162. Question 5

HW:

- Corrections Due Friday
- Quiz Thursday (Conservation of Momentum & Kinematics)
- From now until the AP Exam we will have a quiz on our last meeting of the week
  - Quiz will be front and back, front - old stuff, back - new stuff
  - I will host a review/practice session on Wednesdays

---

Replace Question 3 with this prompt

Two brand new ice skaters have a collision on the ice. Esme, a 21 kg skater, overestimated her new abilities and was gliding across the ice at an ambitious 4.6 m/s. Octavia, a 37 kg skater, who was blissfully unaware of Esme’s presence, was gliding in the same direction at a more modest speed of 1.2 m/s. When Esme collided with the unsuspecting Octavia, she clung to her for dear life. At what speed did the pair end up traveling at together after the collision?

Question 4 - Solve for speed of cart **ignore impulse**

---

##.gray[2022.02.02] .blue[AP Physics] .red[Agenda]

1. Finish Up Collisions Exploration
2. [What is conserved?](https://www.mrporterphysics.com/Presentations/Momentum/talks/APmomentum.html#1)
3. **I-F** Area Charts
3. CoP with Pivot & Blowdart Part 2
4. Porter Packet 5.1

---

##IF Charts & CoP:

Train cars are coupled together by being bumped into one another. Suppose two loaded train cars are moving toward one another, the first having a mass of 150,000 kg and a velocity of 0.300 m/s, and the second having a mass of 110,000 kg and a velocity of −0.120 m/s. (The minus indicates direction of motion.) What is their final velocity?

---

##.gray[2022.02.02] .blue[AP Physics] .red[Agenda]

1. Exploring Collisions Further & what is conserved?
  - [Link to Sheet](https://docs.google.com/spreadsheets/d/1LHfQyarSufFtBpniT5yg93BiV53cN9Jd7eda5hW3mso/copy)

---

#Collisions

In collisions *something* is conserved, we need to figure out what that quantity is.

We will explore 4 different situations:

1. Bouncy Collision, Equal Masses
2. Bouncy Collision Unequal Masses
3. Sticky Collision, Equal Masses
4. Sticky Collision, Unequal Masses

---

#Collisions

We will look at these collisions one at a time and update our model.

What are we trying to find?

**A physical quantity that is conserved before and after a collision**

For each situation you will

1. Hypothesize what the conserved quantity is after **qualitative** observations
--

2. Test the situation to see if that quantity is conserved by collecting data on your carts
--

3. Continue to test until you find a conserved quantity, and then test to make sure it is **always** conserved before and after the collision
--

4. Compare with the rest of the class
--

5. Try the next situation with your findings from the previous and repeat the process

---

We will look at these collisions one at a time and update our model.

For each situation you will

1. Hypothesize what the conserved quantity is after **qualitative** observations
2. Test the situation to see if that quantity is conserved by collecting data on your carts
3. Continue to test until you find a conserved quantity, and then test to make sure it is **always** conserved before and after the collision
4. Compare with the rest of the class
5. Try the next situation with your findings from the previous and repeat the process]

1. Bouncy Collision, Equal Masses
2. Bouncy Collision Unequal Masses
3. Sticky Collision, Equal Masses
4. Sticky Collision, Unequal Masses]

---

##.gray[2022.01.31] .blue[AP Physics] .red[Agenda]

1. Intro to Collisions: Blow Dart Collision Pivot
  - Everyone at table has a different video
  - Whiteboard the derivation for calculating velocity BEFORE checking to see if you predicted correctly
2. Checking our Blow Dart Predictions
3. Exploring Collisions Further & what is conserved?
  - [Link to Sheet](https://docs.google.com/spreadsheets/d/1LHfQyarSufFtBpniT5yg93BiV53cN9Jd7eda5hW3mso/copy)

---

##.gray[2022.01.25] .blue[AP Physics] .red[Agenda]

1. Test Review:
  - Finish Energy FRQ in AP Classroom
  - Choice between Circ Motion FRQ (Unit 3) OR Circ Motion MC

HW:

- Finish Energy MC AP Classroom Review
- Test Thursday

---

##.gray[2022.01.24] .blue[AP Physics] .red[Agenda]

1. Test Review:
  - Start with AP Classroom FRQ for Energy
      + Submit Photos and score yourself/lab group
  - If time work on AP Classroom FRQ for Circular Motion

---

##.gray[2022.01.21] .blue[AP Physics] .red[Agenda]

1. Finish Block Launcher Lab
2. Go Over in Lab groups and Whiteboard Homework
  - 4.C. Part A: Wolves (LP, AI, SA)
  - 4.C Part B: Bears (CF, EC, XP)
  - 4.C Part C: Lionesses (MD, GB, ED)
  - 4.E Part A: Jaguars (SS, TM, DS)
  - 4.E Part B & C: Tigers (BR, LH, RF, CP)
3. Workbook 4.N, 4.H, 4.J

HW:

- Study for test with AP Classroom Problems (Due by the test on Thursday)

---

##.gray[2022.01.19] .blue[AP Physics] .red[Do Now]

1. POWER 💪🏻 Lab
2. Power & Cycling

---

##.gray[2022.01.18] .blue[AP Physics] .red[Do Now]

.qotd[❓of the 📅: Do you think you could live without your smartphone (or other technology item) for 24 hours?]

1. Group "Quiz" (same as Friday)
  - Complete as a group
  - Whiteboard assigned parts
  - Correct your quiz from Friday and provide yourself Feedback - rescan this to the assignment
2. Finish Block Launcher Lab
3. AP Problems

HW:

- Workbook 4.C, 4.E, 4.J

---

##.gray[2022.01.14] .blue[AP Physics] .red[Do Now]

AP Workbook 4.G

When you finish...on a whiteboard...

Derive an experession for the normal force on the car in terms of the given variables and universal constants.

---

##.gray[2022.01.14] .blue[AP Physics] .red[Do Now]

1. Do Now
2. Quiz
3. Finish Lab
4. Start Homework 👇🏻

HW:

- Workbook 4.C, 4.E, 4.J

---

##.gray[2022.01.12] .blue[AP Physics] .red[Do Now]

1. Porter Packet 4.8 - Free Response Practice
2. Rubberband & Block Lab ➡ Is your rubberband Hookean?
3. AP Workbook 4.G

---

#Rubberband & Block Lab

1. Derive an equation for the displacement of your block `$d$` in terms of the stretch of your rubberband `$x$`, the mass of the block `$m$`, the coefficient of friction `$\mu$`, the "spring" constant of the rubberband `$k$`, and any physical constants.
2. Determine what to graph to find the numerical value of your coefficient of friction
3. Collect your data - be sure to take the time to reduce experimental uncertainty

---

#Workbook 4.G

[Hint: Refer back to unit 3 for the minimum speed around a loop.]

Challenge - on a whiteboard:

- Derive an expression for the minimum starting height to make it around the loop-de-loop.

---

##.gray[2022.01.11].blue[AP Physics] .red[Do Now]

Pop up toy:

- Using Energy, experimentally determine the spring constant of your toy using a meterstick and the electronic balance.
- Start with an energy bar graph, write the energy conservation equation & and substitute in

---

##.blue[AP Physics] .red[Do Now - continued]

How could you improve this experiment to get better results? (What could you change and what could you graph to get `$k$` as the slope?)

---

##.gray[2022.01.10] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Porter Packet - Quantitative Problem Solving (4.5 page 125)
3. AP Workbook:
    + Go Over Answers 4.A & 4.B w/ your group
    + 4.C & 4.F

---

##.gray[2022.01.10].blue[AP Physics] .red[Do Now]

**On your own** Describe a physical situation and a system to which this energy bar chart could apply.

***Explain your reasoning.***

---

##.gray[2022.01.10] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Tic Tac Bounce CER
3. Energy Claim-Evidence-Reasoning Problems
4. AP Workbook 4.A - C

---

#Tic Tac Bounce

Drop your tic tac and observe the bounces. Is there anything interesting about the bounces?

Using Energy Bar Graphs -- explain why the second bounce is higher than the first bounce.

---

#Claim-Evidence-Reasoning

Use energy bar graphs to answer the questions in your packet - Whiteboard both problems on each side of your whiteboard.

---

##.gray[2022.01.06] .blue[AP Physics] .red[Do Now]

In each case below, an arrow has been shot from the top of a building either up at 45`$^\circ$` angle, straight out horizontally, or down at a 45`$^\circ$`. All arrows are identical and are shot at the same speed, and the heights of the buildings and direction the arrows are shot are given. Ignore air resistance.

**Draw an energy bar graph to help solve this problem. Rank these arrows on the basis of the magnitude of their velocites just before they hit the ground below from greatest to least.**

---

##.gray[2022.01.06] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Energy Bar Graph Practice with Lab Tables
3. AP Workbook 4.A, 4.B & 4.C

HW:

- Test Corrections
- Finish Workbook problems above if we don't get to them...

---

##.gray[2022.01.05] .blue[AP Physics] .red[Do Now]

Draw *three* pie graphs where each slice of the pie represents how much and *where* the energy is stored in that system.

Do this for the cart-spring-track system from yesterday at the following three moments:

1. After you have done work to compress the spring and the spring is compressed to its maximum
2. While the spring is uncompressing, but the cart is not yet fully "launched"
3. A moment in time after the launch while the cart is moving on the track.

---

##.gray[2022.01.05] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Energy Pie Charts 🥧
3. Energy Definitions
4. LOL Graphs - Energy Bar Graphs 📊

---

#Pull-back car

- Draw pie charts for where the energy is stored (in what object) at three snapshots:
  1. when the car has been pulled back and is not yet moving
  2. then two more when the car is moving and has not yet been stopped

---

**Kinetic Energy** - energy stored in motion

---

#Energy Definitions

##Kinetic Energy:

- **Symbol**: `$K$`
--

- **When is the energy stored in this way?** When you have a moving object(s)
--

- **Equation**: `$K = \frac{1}{2}mv^2 $`
--

- **Notes**: Depends on mass and velocity

---

#Energy Definitions

##Spring Interaction Energy:

- **Symbol**: `$U_s$`
--

- **When is the energy stored in this way?** object stretches or compresses a spring or another elastic material
--

- **Equation**: `$U_s = \frac{1}{2}kx^2 $`
--

- **Notes:** Interaction energy is energy stored in the interaction of two objects. (i.e. Loaded nerf launcher without a dart)

---

#Energy Definitions

##Gravitational interaction energy:

- **Symbol**: `$U_g$`
--

- **When is the energy stored in this way?**: `$\Delta y$` in a gravitational field
--

- **Equation**: `$U_g = mg\Delta y $`
--

- **Notes**: Depends on `$\Delta y$`, a reference line (`$y=0$`), and the weight of the object

---

#Energy Definitions

##Internal Energy:

- **Symbol**: `$Q$`
--

- **When is the energy stored in this way?** particles have a faster random motion
--

- **Equation**: None
--

- **Notes**: Often refered to as change in thermal energy, but includes sound vibrations

---

#Energy Definitions

##Work:

- **Symbol**: `$W = \Delta E$`
--

- **When is the energy stored in this way?** External force changes the energy of the system
--

- **Equation**: `$\Delta E = W = F_\parallel d = Fd\cos\theta$`
--

- **Notes**: Area of Force vs. Displacement Graph

---

###.gray[2022.01.04] .blue[AP Physics] .red[New Groups]

.left-column[.small[Tigers
  - Rogers, Brody
  - Hoffman, Luke
  - Frazier, Rachael
  - Pulver, Claire

Lions
  - Delardi, Morgan
  - Barrington, Grace
  - Dugan, Emma]]

Jaguars
  - Sterantino, Samuel
  - Marino, Tyler
  - Siciliano, Dominick

Bears
  - Frazier, Colby
  - Charlebois, Eli
  - Pearsall, Xavier]]

---

##.gray[2022.01.04] .blue[AP Physics] .red[Agenda]

1. Process Goal - "*The process is the purpose*"
2. Cart Launching

HW:

- AP Workbook 3.I, 3.J, 3.K
- Test Corrections (Due 1/14)

---

#Cart Launcher

🎯: Determine the compression distance of your groups spring so that all carts in the classroom are launched at the same speed.

📝 Model the Situation:

- Draw diagrams to model you cart-spring system
- Use equations to solve for the launch speed of your cart
- Determine what we need to measure to make the prediction

---

#Spring Constant

How can you determine the spring constant of your spring?

- Connect cart to graphical analysis & turn on **force** and **position** sensing
- Change graph to a Force vs. position graph
- Reverse the direction of your cart
- Collect data while compressing and uncompressing your cart
- Put your best fit equation into Desmos

---

#Cart Launcher

🎯: Determine the compression distance of your groups spring so that all carts in the classroom are launched at the same speed.

Tried:

❌ Same Force

❌ Same Distance

❓ What other graphical properties can we try?

---

#🔺 Area

$$Area = \frac{1}{2}Fx$$

What is the problem?

$$F_s = kx$$

Plug into Area equation

---

$$Area = \frac{1}{2}(kx)x$$ = \frac{1}{2}kx^2$$

---

class:center, middle

#Did it work?

---

class:center, middle

#What does this area quantity represent? What would the result be if the quantity was larger? Smaller? Describe in your own words.

---

#What is it?

**Area** of a **Force vs. displacement** graph is **WORK**

💪🏻 Work is the change in energy of a system...

---

##.gray[2021.12.21] .blue[AP Physics] .red[Agenda]

1. [Universal Law of Gravitation](https://www.mrporterphysics.com/Presentations/Circular%20Motion/talks/CircMotion.html#29)
2. AP Question on ULG
3. Test Review:
  - Finish AP Classroom Work (Including Grading your own FRQ)
  - Extra FRQ Practice

---

##AP Practice

A spacecraft of mass `$m$` is in a clockwise circular orbit of radius `$R$` around Earth, as shown in the figure below. The mass of Earth is `$M_E$`.

(a) In the figure below, draw and label the forces (not components) that act on the spacecraft. Each force must be represented by a distinct arrow starting on, and pointing away from, the spacecraft.

---

##AP Practice (cont.)

(b)(i) Derive an equation for the orbital period `$T$` of the spacecraft in terms of `$m$`, `$M_E$`, `$R$`, and physical
constants, as appropriate. If you need to draw anything other than what you have shown in part (a) to
assist in your solution, use the space below. Do NOT add anything to the figure in part (a).

(b)(ii) A second spacecraft of mass `$2m$` is placed in a circular orbit with the same radius `$R$`. Is the orbital
period of the second spacecraft greater than, less than, or equal to the orbital period of the first
spacecraft?

[ ] Greater than [ ] Less than [ ] Equal to

Briefly explain your reasoning.

---

##AP Practice (cont.)

(c) The first spacecraft is moved into a new circular orbit that has a radius greater than R, as shown in the figure
below.

Is the speed of the spacecraft in the new orbit greater than, less than, or equal to the original speed?

[ ] Greater than [ ] Less than [ ] Equal to

Briefly explain your reasoning.

---

##.gray[2021.12.17] .blue[AP Physics] .red[Agenda]

1. Flying Pigs 🐖 (and Cows 🐄 and Bats 🦇)
2. Universal Law of Gravitation
3. Workbook 3.N

---

#Flying Pigs

.right-column-long[The buffalo farm has recently acquired some flying animals and needs to test the length of the flying animals' leashes. The farm is trying to find a way to predict how long it takes for
the animals to complete one circle while attached to their loop (in physics we call this the "period" or time for one event of repeating events to happen and use the symbol `$T$`.) **Your goal is to predict
the time it takes for your animal to take 10 swings based on the length of your animal's string.**

1. Draw FBD for your flying animal
2. Write N2L Equations in `$x$` & `$y$` direction
3. Sub them into each other
4. Solve for `$v^2$` & sub in for `$v$` in terms and distance and period

Hints: You will need trig for forces. You can solve for the radius of the circle in terms of the lenght `$L$` of the "leash".]

.left-column-short[<img src="https://media.giphy.com/media/AC0OyIzBpDg2le2CqA/giphy.gif" width = "300 px"/>]

---

#Universal Law of Gravitation:

#$$F_g = \frac{Gm_1 m_2}{r^2}$$

[Slides](https://www.mrporterphysics.com/Presentations/Circular%20Motion/talks/CircMotion.html#29)

---

##.gray[2021.12.16] .blue[AP Physics] .red[Agenda]

1. Pivot - Experimental Design: Gravitron
2. AP Workbook 3.F & 3.G

HW:

- AP Workbook 3.H
- AP Classroom Review

---

###.gray[2021.12.15] .blue[AP Physics] .red[Do Now]

For each of the following freebody diagrams provide a physical situation that it would represent.

---

##.gray[2021.12.14] .blue[AP Physics] .red[Agenda]

1. Do Now
2. AP Workbook 3.C (finish)
3. AP Workbook 3.D, E, & F with rotating groups -- partner shuffle each problem

HW:

- Workbook 3.G & 3.H

---

##.gray[2021.12.13] .blue[AP Physics] .red[Agenda]

1. Circular Motion Demos
2. AP Workbook 3.A & 3.B ➡ Whiteboard as a group
3. [Circular Motion Notes](https://www.mrporterphysics.com/Presentations/Circular%20Motion/talks/CircMotion.html#1)
4. Workbook 3.C & 3.D

HW:

- AP Classroom Dynamics Review Question (MC & FRQ)

---

#Masking Tape Game

1. Clear the table.
2. Place a target on the other side of the table (i.e. an eraser, marker (a few markers together), etc)
3. Spin a ball in the inside of the roll of masking tape and try to hit the target on the other side of the table but lifting the masking tape up vertically.
4. Each person gets 5 tries, most hits of the target in 5 tries wins.

---
class:, center, middle

#Masking Tape Game

#.red[Observations?]

---

#Workbook 3.A

- Try to connect Newton's Laws to your answers

#Workbook 3.B

- Use a constant velocity buggy, and determine how you can create the physical scenario

---

##.gray[2021.12.10] .blue[AP Physics] .red[Agenda]

1. Pivot - Forces on Objects on a Ramp
  - Complete Part 2 & Discuss as a class
  - Part 3
  - Ramp Forumlas
2. AP Workbook 2.H & 2.M
3. AP Review - AP Classroom FRQ

HW:

- Start Working on Unit 2 Review Questions in AP Classroom

---

##.gray[2021.12.09] .blue[AP Physics] .red[Agenda]

1. Quiz:
  - **10 Minutes** *Friends without Pens* - discuss quiz at table, no writing allowed
  - Take Quiz, scan, and submit
2. Inclined Planes Pivot - How do we figure out the forces on ramps?

---

##.gray[2021.12.07] .blue[AP Physics] .red[Do Now]

Boxes are being pulled by ropes along frictionless surfaces, accelerating toward the left. All of the boxes are identical. The pulling force applied to the left-most rope is the same in each figure.

Rank the acceleration of the blocks. **Explain your reasoning.**

---

##.gray[2021.12.07] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Modified Atwood Machine
3. Pivot - Mod Atwood
4. Modified Atwood Machine with Friction

HW:

- AP Workbook 2.J & 2.K
- Quiz Thursday - Solving N2L Problems

---

#Modified Atwood Machine

Draw the Free Body Diagram for the cart and the hanging mass when:

1. The system is at rest
2. The system is accelerating

What happens to the tension when the system accelerates?

Write a N2L equation for each object and determine the acceleration of the system.

---

#Alternate Approach

####Lets look at forces on the system

$$\Sigma F\_{sys} = m\_{sys}a$$

$$ F\_{g} = m\_{sys}a $$

$$ mg = m_{sys}a$$

$$mg = (m+M)a $$

$$a = \frac{mg}{m+M}$$

---

#Pivot - Test it out + Derivation Practice

Newton's Second Law Challenge: Modified Atwood's Machine

---

#Lab Challenge:

- Use a modified atwood set up with your block of wood in place of the cart. Use the acceleration of the cart to determine `$\mu_k$`, the coefficient of friction, of the wood and track surface.

---

##.gray[2021.12.06] .blue[AP Physics] .red[Agenda]

1. Whiteboard AP Workbook 2.G Parts A - E (we will do part F later in class)
  - Go over parts A - E with a table first then whiteboard assigned section
2. Finish Friction Lab
3. Friction Lab Board Meeting
4. AP Workbook 2.G Part F
5. Porter Packet

HW: AP Workbook 2.F & 2.I

---

##.gray[2021.12.03] .blue[AP Physics] .red[Agenda]

.qotd[❓of the 📅: Is it OK to ask the genie for infinite wishes? AND What reality TV show would you star in?]

1. Quiz
2. Go Over AP Workbook HW (2.C & 2.D) at table
2. Finish Friction Lab
3. AP Workbook 2.F
4. Porter Packet N2L

HW:

- AP Workbook 2.E & 2.G

---

##.gray[2021.12.01] .blue[AP Physics] .red[Agenda]

1. Do Now - Porter Packet, Elevator Problems - Draw VT Graph at Table
2. Elevator Problems
3. Solving N2L Problems

Note: We will finish the friciton lab on Friday

HW:

- AP Workbook 2.C & 2.D

---

##.gray[2021.11.30] .blue[AP Physics] .red[Agenda]

1. Do Now: Finish Collecting Lab Data
2. Complete Pivot Questions
3. Whiteboard Results
4. Board Meeting
5. Workbook 2.C

HW:

- AP Workbook 2.A & 2.B

---

##.gray[2021.11.29] .blue[AP Physics] .red[Do Now]

Does your fan cart move with a constant acceleration? Why or why not?

How could you experimentally determine the answer to this question? What evidence would you need to determiine if your cart moves with a constant acceleration?

**Experimentally determine the acceleration of your fan cart on setting 1**

Draw the free-body diagram for your fan cart. Does the unbalanced force change during the acceleration? Why or why not?

---

##.gray[2021.11.29] .blue[AP Physics] .red[Agenda]

1. Do Now: Lab Intro
2. Fan Cart Lab - Collect Data and complete Pivot
3. Fan Cart Lab - Whiteboard results
3. Fan Cart Lab - Board Meeting and Conclusions
4. N2L

HW:

- AP Workbook 2.A & 2.B

---

# Fan Cart Lab

❓ What factors affect the acceleration of the fan cart? What can we change? What can we measure?

---

##.gray[2021.11.22] .blue[AP Physics] .red[Do Now]

On a whiteboard with your group...

A salt shaker is pushed so that it slides across a table. Once it is released, the salt shaker stops before reaching the edge of the table.

1. Draw a velocity time graph representing the motion of the salt shaker.
2. Draw the Free Body Diagram (FBD) for the salt shaker at the following moments:
  1. Before the push
  2. During the pushed
  3. After the push, before the shaker stops sliding

---

##.gray[2021.11.22] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Friction Lab

---
class: center, middle

#What is static friction?

---
class: center, middle

# How do we measure static friction?

---
class: center, middle

#What factors could affect how much static friction is on an object?

---

#Friction Lab

Design a lab, or series of mini experiments to quantitiatively determine what factors affect static friction.

---

##.gray[2021.11.18] .blue[AP Physics] .red[Agenda]

1. **Do Now** Finish Spring Force Lab
2. Spring Force Board Meeting
3. Spring Force Practice Derivation
4. Friction -- lets think about it and take quick data

**HW**:

- Enjoy *your* long weekend...AP Workbook returns after Thanksgiving
- *If we don't finish the friction pivot...then that is homework...so lets be productive and finish!

---

#Spring Force

**Essential Question**: How does the elongation (stretch) of your spring relate to the amount of force applied to the spring?

1. Collect data from both springs (small spring and ceiling spring)
2. Use different masses and your knowledge about the weight of an object to determine the force on your spring

Board Meeting:
  - What was the mathematical relationship?
  - What does the slope represent? (the [y-variable] changes by [slope] [y units] for every 1 [x units] of [x variable])
  - What does the intercept represent? Is is negigible or non-negligible?

---

#Spring Force

##$$|\vec{F_s}| = k|\vec{x}|$$

---

#Test the model:

You want to use your spring as a mass measuring device. On a whiteboard...

1. Derive an expression the for the mass `$m$` of a unknown hanging mass in terms of the stretch `$x$` of your spring, the spring constant `$k$` and any known physical constants.
2. Hang something in the classroom of unknown mass on one of your springs, use the derivation to determine the mass of that object. (Note: use 9.8 for `$g$`)
3. Check your results using the electronic balance.

---

##Lets think about Friction...

A tractor is trying to pull a very heavy block of concrete across a rough concrete floor, but is unable to move it. **Draw a free body diagram for the concrete block.** What is the direction of the friction (resistive) force alone exerted on the block?

The Tractor increases its tension force on the block. What happens to the magnitude of the frictional force on the block?
--
The tractor continues to increase its frictional force, what will eventually happen?

🧠⛈️ What other factors could affect the frictional force?

---

##Lets think about Friction...

Boxes are held at rest against rough vertical walls by forces pushing horizontally on the boxes as shown.

1. Draw a freebody diagram and vector addition diagram for situation A.
--

2. Rank the weights of the boxes.
--

3. Rank the magnitude of the normal forces exerted on the boxes by the wall.
--

4. Rank the fricitonal forces on the boxes exerted by the walls
--

5. What conditions would need to be satisified for the boxes to slide down the wall?

---

#Friction Simulation Lab

**Essential Question**: *How does the normal force affect the static frictional force on an object on different surfaces?*

---

**.gray[2021.11.16] .blue[AP Physics] .red[Do Now]** .small[A student uses a string to pull a block across a table at a constant speed of 2 meters per second. The string makes an angle θ with the horizontal. A second student makes a free-body diagram of the block, and then uses this free-body diagram to generate a vector sum diagram as shown.]

.center[<img src="images\Fbddonow1.jpg" width ="300 px"/><img src="images\Fbddonow2.jpg" width ="500 px"/>]

.small[Three Students are comparing the magnitudes of the forces in the vector sum diagram. Determine **what is correct** in each statement.

**Anja**: *The vector sum diagram allows us to compare the magnitudes of all four forces: The weight is the largest, then the tension, then friction, then the normal force.*

**Barb**: *Well, the weight is definitely greater than the normal force. But there should be a net force to the right in the vector sum because that's the way the block is moving, and there isn't. I don't think we can use it to rank the other forces.*

**Cole**: *I think we can use it to say that the weight is greater than the normal force. Also, the tension is greater than the friction, since the friction is the same length as the dashed line, and this is equal to the tension times the cosine of theta (θ). But we can't compare the vertical forces with the horizontal ones.*]

---

##.gray[2021.11.16] .blue[AP Physics] .red[Agenda]

1. Do Now
2. Practice FBDs (Finish page 73 & 74)
3. Discuss Gravity Lab
4. Spring Force Lab
5. Practice Derivation

---

#Gravity Lab

1. Discuss your results to your group:
  - What was the mathematical relationship?
  - What does the slope represent? (the [y-variable] changes by [slope] [y units] for every 1 [x units] of [x variable])
      + Have you seen this number before? How do you think it is related to that?
  - What does the intercept represent? Is is negigible or non-negligible?

---

##.gray[2021.11.15] .blue[AP Physics] .red[Agenda]

1. Free Body Diagram Notes
2. Free Body Diagram Card Sort
3. FBD Problems in Porter Packet
4. `$\vec{F}_g$` Pivot (Finish for Homework)

---

##.gray[2021.11.12] .blue[AP  Physics] .red[Agenda]

1. Interaction Stations
2. Force Definitions
3. Dueling Fan Carts
4. Force Diagrams

---

#Interaction Stations

##Contact Interactions

Interaction between two objects that results in **compression**, **tension** or **shearing**.

**Compression** ➡ Squishing a material together

**Stretch** ➡ Extension of a material

**Shearing** ➡ Pulling surfaces parallel to each other

---

class:center, middle

# A ***force*** is an interaction between two objects.

---
#Interaction types

- **Gravitational Force** `$\vec{F}_g$` (Long Range) ➡ Attractive force between all objects with mass

--
- **Normal Force**  `$\vec{F}_N$` (Contact, Compression) ➡ "Perpendicular Force" occurs because atoms are compressed and want to return to original position. **Always perpendicular to surfaces in contact**

--
- **Spring Force** `$\vec{F}_s$` (Contact, Stretch or Compression) ➡ Spring is stretched or compressed and wants to return to "natural" length

--
- **Tension** `$\vec{F}_T$` (Contact, Stretch) ➡ Atomic Structure is stretched and wants to return to natural length

--
- **Friction** `$\vec{F}_f$` (Contact, Shear) ➡ Irregular surfaces interlock to slow or prevent sliding of two surfaces relative to eachother **Always parallel to the surfaces in contact**

--
- **Drag** `$\vec{F}_D$` (Contact) ➡ Fluid/gas Friction, resists objects motion through a fluid/gas

--
- **Bouyant Force** `$\vec{F}_B$` (Contact) ➡ Fluid/Gas Normal Force

--
- Electrostatic Force `$\vec{F}_e$` (Long Range) - Attractice or resistive force because objects have charge

--
- Magnetic Force `$\vec{F}_M$` (Long Range) - Attractive or repulsive force because of moving charge

---

##.gray[2021.11.10] .blue[AP Physics] .red[Agenda]

1. Whiteboard Assigned Mallet Ball Situations
2. Mallet Ball Board Meeting
1. Tug-of-War Simulation
1. Dueling Fan Carts
1. Interaction Stations
2. Defining Force

**HW:**

- Test Corrections Due Friday

---

#Mallet Ball

- How do mallet taps affect the motion of the bowling ball?

---

###Tug-of-War Simulation

[Simulation Link](https://phet.colorado.edu/sims/html/forces-and-motion-basics/latest/forces-and-motion-basics_en.html?screens=1) Note: check all 3 boxes in the top right

True/False: Determine whether each of the following statements are true. Support your claims with evidence and examples. (Remember that you can add/remove people while the cart is moving.)

1. A person's location on the rope matters.
2. Different combinations of people can produce the same sum of forces.
3. The sum of the forces on the cart is always equal to the addition of the individual forces.
4. It is impossible for the cart to accelerate to the left if there are people pulling it to the right.
5. The side with the bigger person will always win.
6. The side with more people will always win.
7. It is impossible to make the cart decrease in speed.
8. It is impossible to make the cart move at a steady speed.
9. The cart will always move in the direction of the sum of the forces.
10. If the sum of the forces is zero, the cart must be at rest.

---

##Tug-of-War Simulation Summary:

- Make an argument (claim-evidence-reasoning) for how forces/combinations of force lead to:
    + Constant Velocity
    + Acceleration

---

#Interaction Stations

##Contact Interactions

Interaction between two objects that results in **compression**, **tension** or **shearing**.

**Compression** ➡ Squishing a material together

**Extension** ➡ Stretching a material