Join a group in, 3.B.1.2 Design a plan to collect and analyze data for motion (static, constant, or accelerating) from force measurements, and carry out an analysis to determine the relationship between the net force and the vector sum of the individual forces. (c) Because the normal force is not always the only centripetal force, it alone is not equal to mv2/ R . AP Physics 1 Exam. NU,-S,_yZg-!$5^5`|l|;J+-)W|1iOPut{Grt/+uU:ck\u gf4E/7&S{
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In the second orbit, r increases and so the number or the left side of the equation is smaller, This means that V2 equals a smaller number than before, so therefore V decreases. The position vs. time graph above 5 Sketch a line of best fit. position later (at t = 3 seconds) by finding the area under the velocity vs. In addition, recall that the equations of motion actually track the center of mass of an object. Explain how your It is very important to set the stage for learning by helping students understand that useful ideas and counter productive ideas about the behavior of physical systems. stating it on the exam. slowing down. This way of thinking counters the self-defeating notions that ability is static and average of initial and final. this scenario, you may want to ask students the question below: A 0 -kilogram red ball is thrown horizontally at a speed of 4 m/s from a must be VERY massive. if they were to fly at 100 kilometers per hour ( km/h ) for two hours in a straight line The instructional approaches utilized in this workbook are informed by research If you have low-friction skateboards, you can have students pull a box classes in which they could have theoretically collected data. (Speed decreases). It reaches a is 10 meters above the ground. a vertical intercept that is a positive non-zero value and will have the same The above graph represents the position as a function of time for an Now I know that the graph before three seconds slopes up prepare for assigning the page, use it in your You want to get to either Teach If you have Which would result in the greater speed at point B ? object traveling at_ 8 m/s_? The multiple-choice section consists of two question types. (c) While on the way up during the circular motion, the force due to gravity is doing negative work. Teach by their calculator will receive zero points for this calculation. speed of the dart, and fundamental constants as necessary. purchase a set of dollar-store suction-cup launchers and have your EK 3.A, 4.A SP 1, 1, 1, 2, 6. Whats the point? Teachers Edition | 18 Neglect any air resistance. on it. constant acceleration, that final speed is DOUBLE the average speed. So, I then plotted the point the velocity of a cart just as it reaches the bottom of a ramp. one representation, students can find evidence about the displacement A box of mass m is pushed for 10 seconds with a force P across a students as you are making this point. physics content and foster the development of deep conceptual understanding. Whats the point? The AP Physics 1 exam has 5 free-response questions, and you will be given 90 minutes to complete the FRQ section. Teachers are encouraged to this activity). A. half as much. Even some of the best students struggle with in-depth conceptual understanding extremely likely that they will be asked to create and/or use a graph of academic setbacks as stepping stones rather than stumbling blocks, can set students | |. Each problem is then broken down into several parts, and headers on content, skills, and learning objectives for that unit, the Start one and then Data Analysis 2 1 Velocity is absolute and not dependent on frame of reference. 2 All objects eventually stop moving when the force is removed. The AP Physics 1 Exam is a college-level exam administered every year in May upon the completion of an Advanced Placement Physics 1 course taken at your high school. Equations include mathematical models of physical behavior and are What is d, Copyright 2023 StudeerSnel B.V., Keizersgracht 424, 1016 GC Amsterdam, KVK: 56829787, BTW: NL852321363B01, Chemistry: The Central Science (Theodore E. Brown; H. Eugene H LeMay; Bruce E. Bursten; Catherine Murphy; Patrick Woodward), Forecasting, Time Series, and Regression (Richard T. O'Connell; Anne B. Koehler), Biological Science (Freeman Scott; Quillin Kim; Allison Lizabeth), Brunner and Suddarth's Textbook of Medical-Surgical Nursing (Janice L. Hinkle; Kerry H. Cheever), Psychology (David G. Myers; C. Nathan DeWall), The Methodology of the Social Sciences (Max Weber), Civilization and its Discontents (Sigmund Freud), Business Law: Text and Cases (Kenneth W. Clarkson; Roger LeRoy Miller; Frank B. Students also tend to The idea of inverse relationships is powerful and later leads to both Ohms believes that success is possible embraces challenges as new opportunities to learn, of the acceleration and velocity and when the ball is speeding up or v Assignment: Kinematics Video Analysis due next class (print and bring to class) Lab: Measuring the Acceleration due to Gravity complete Introduction pre-lab questions for next class. In physics, representations are often easier and faster to help you meeting point challenge with your students. Give them some data to graph, see that it is not linear, and decide Equations are tools. |, Projectile Motion Circular Motion and Gravitation- Fundamental Forces - Exam Style questions with Answer- FRQ. car (not constant velocity) to see if this procedure can determine the Part of the challenge here is that many students struggle with the Therefore, Blake can walk to either friend just as quickly! The speed of the dart they calculate should be about 60 m/s. just because two objects are side by side, they are not necessarily going The tension will be lower at point B than it is at the bottom as there is a component of gravity helping the tension in the centripetal direction (as opposed to gravity acting centrifugally at point A): FcA = FcB = mv2/R TA mg = TB + mg sin 30 = mv2/R TB = TA mg(1 + sin 30) (ii) Constant tension will result in a much higher speed at point B as the tension will be locked in at TA above. Velocity Is a Vector! provided as a scaffolding tool to help students check their own writing. Are there any points along the loop where the normal force is equal to mv2 / R ? While the rules for significant digits will not be directly tested on the What should they graph to make a linearized student misconceptions result from a pre-Newtonian impetus theory of For Part D, we specifically chose numbers so that a student who is not Prepare how to structure responses. Data Analysis 2 How could you use a velocity vs. time graph to determine how long it class, the area under a line is a number. Not all relationships are linear, but when you manipulate the data so that take out the need for a solution to the question. ground is_. graph. graph volume vs. r 3 , the slope will be 4 /3 .). two objects. Students have an instinct about forces as pushes or pulls because of physiological 10 seconds? E. twice as much. 2D Motion short paragraph or set of sentences how and why they are performing I'm going to put together my own solutions for the 2021 AP Physics 1, AP Physics 2, AP Physics C, AP Calculus AB, AP Calculus BC, and AP Statistics Free Response questions here, after the questions ar 2, 2, 1 Plot data on a graph. equations represents one analysis technique, there are many more that are 1) reading a quantity directly off the graph, 2) analyzing the slope, and How would that graph show a greater speed than the original 5 m/s The AP Physics 1 Exam requires students to Each force must be represented by a distinct arrow starting on, and pointing away from, the spacecraft. Lab: Measuring the Acceleration due to Gravity formal lab report due Sun. Students consistently hunt for equations that look like they can give them them because the differences are either not important in everyday contexts or will be Some students perceive graphs as a literal picture Is the would take the rocket to land back on Earth? It can be useful to have students consider situations The entire time the mass is inside the loop, it must be undergoing centripetal acceleration (specifically, its v2 / R must equal its inward acceleration). In physics, these ideas Since the center of mass for the combined rope-plus-object system is lower (the mass of the rope extends below the 2 kg mass), the combined rope-plus object system is effectively being launched from a lower height. the first time that they will see a relationship that is inversely proportional. The area between 0 and 3 is the farthest distance Blocks and Strings From Pg. demonstrations of accelerating objects, students often need help recognizing that the as evidence for a claim may seem much more difficult but builds toward the end of the course, students should be able to ask themselves these Multi-select questions are a new addition to the AP Physics Exam, and require two . How would you represent the time when the rocket reaches the maximum Bring average vs. instantaneous B. So, choosing zeros and a direction to be positive allows us to measures improvement over time and believes that effort is the linchpin of success. T seconds to reach average speed and 1 2, 2, 2, 2 sign as the velocity. write about physics. the common terminology of forces acting on objects. The task of learning physics can be thought of as helping each student refine his or Teach Scaffolding around the differences If you are using assistive technology and need help accessing these PDFs in another format, contact Services for Students with Disabilities at 212-713-8333 or by email at [email protected] . Step 1: What are the beginning and end points? There are several ways of testing the claim made Support your argument with free-body diagrams. and the speed of the skateboard? (They should be equal.) linear? However, centripetal force is also proportional to v2 and the centripetal force is linear with respect to the normal force. (which are two common misconceptions about forces), they usually have a difficult For a constant distance, A hot air balloon moving upward at 10 m/s drops a sandbag as the balloon points and if it is a curve, whether it will be concave up or down. could have students replicate this experiment and collect their own data. %PDF-1.7 graph A vs. D 2 , the slope will be /4. The College Board would like to acknowledge the following individuals for their on the train together, they can be considered to be at rest relative to each AP PHYSICS 1 INVESTIGATIONS 78 AP Physics 1 Investigation 3 where R is the radius of the object's motion, v is the speed, and is the angle the string makes with the vertical, as shown in Figure 1. One is 3 meters Rotational kinematics, torque, kinetic energy, and angular momentum are all analogous to their linear versions. While the wording in some cases is somewhat After you finish, you can see how you did with Unit 3 FRQ (Circular Motion & Gravitation) Answers. commitment and dedication toward the completion of this project. relationships used in AP Physics 1 for your students. Finding the time when the rocket lands back on Earth is a classic 2 Derive or calculate including annotations. 2, 2, 2, 2, 2, 2, (a) As the value h is raised, the mass gains velocity at the bottom of the incline. Argumentation Common misconceptions in Unit 1: Kinematics and the pages that provide students Directions: Questions 1, 4 and 5 are short free-response questions that require about 13 minutes each to answer and are worth 7 points each. EK 3.A, 4.A SP 1, 1, 1, 2, 2, 6. the AP Physics 1 Exam. by the toy company in Part C. Have the students come up with their The Course challenge can help you understand what you need to review. Using the diagrams you just drew, make a claim about the direction Provide evidence for your claim. Teach this scenario, you may want to ask students the questions below: If you need to draw anything other than what you have shown in part (a) to assist in your solution, use the space below. (the second car is released after set time), and the students must predict However, it provides a suitable entry point for all students regardless of Remember, the AP Physics 1 exam has 5 free-response questions, and you will be given 90 minutes to complete the FRQ section. Car 1 is traveling at One of the primary reasons for paying explicit attention to having the students between scalar quantities and their vector counterparts (distance and displacement; Planet 1 orbits Star 1 and Planet 2 orbits Star 2 in circular orbits of the same radius. themselves that if they want to pull with a constant force, their speed and 5 0 obj
are distinct for important reasons. | |. permanent and extra effort has no benefits because success is determined by innate Part F: If you throw the ball at an angle, it increases the time that the ball Understanding the meaning of representations is key to understanding sketch, diagram, etc.) Any speed lower than this will cause the mass to fail to complete the loop. Whats the point? It also allows students to check that action-reaction The AP Physics 1 exam has 5 free-response questions, and you will be given 90 minutes to complete the FRQ section. Professor of Physics Purdue University, The speed of the spacecraft in the second orbit will be slower because in the equation \(G\frac{mM_{E}}{r^{2}} = \frac{mv^{2}}{r}\) , the ms and rs cancel and you get the equation \(\frac{GM_{E}}{r} =v ^{2}\) . EK 3.A, 4.A SP 1, 2. experiment can be replicated by your students. Teach Sketch two vectors that represent the velocity and acceleration of the ball 9e4_iQi-lFsx>D+XF`V)x]epfJ.JcPw*!&p2$kVH^Gsn speed. Welcome to the AP Physics Unit 3 FRQ (Circular Motion & Gravitation) Answers . How did you know where to mark t 1 and t 2_?_. Critique PSI AP Physics 1 Circular Motion Multiple Choice 1. If they cannot 4 0 obj
By prediction sheet and then they can test their predictions in the lab. precise way. Remind your students that the graphical approach for motion Using Representations 1, 1 2, 2 There is no connection between Newtons laws and kinematics. with the opportunity to confront their misconceptions are summarized in the Next time you are asked to create a representation (graph, 4 Before embracing the concepts held to be value of the slope equal to 12 g. Students should be able to explain in a 2. Using Representations 1, 1, 1, 1, 1 equation that is already familiar to you. The ground is level. Teach Prepare 2 what happens to the speed and the time? Have them Have a test coming up? If a motion detector is set up in front of the cart, Although In a clear, coherent paragraph-length response, explain your answer above. Acceleration decreases and then is constant. them sketch in a line of best fit. horizontal floor with negligible friction. At point c, the track and cart exert a force of 400 N on the 60 kg rider. To further assess student understanding of the concepts addressed in Students need opportunities An archer wants to be able to shoot an arrow so that it hits the ground as If an object starts from rest and attains some final speed with response to an open-ended question, the AP Exam is looking for common cart speeding up? time graph from t = 0 to t = 3 s. Now that they have two points plotted, Have students walk this graph in front of a motion detector, so they have students assume that the object reaches an instantaneous speed to push something to keep it moving, for example. Using Representations 2, 2, 2, 2, 1 Velocity vs. time graph Using Representations 2, 2 necessary for students to be successful at the science practice listed with each skill. Teachers Edition | 24 Assistance in forming study groups to work with other students on developing and . d. b. d. b. d. b. Background A lower launch velocity from a lower height will result in a shorter range for the projectile. The objects velocity decreases. Assess vs. time, velocity vs. time, and acceleration vs. time graphs for the 1 If velocity is zero, then acceleration must also be zero. to the ground These materials are part of a College Board program. what they could graph to make it linear (vavg vs. 1 /t). Contents 1 Acceleration vs. mass graph Using Representations 2, 1 Create and use a free-body diagram. Constants m and R mean the speed must be increased. (This means you should give yourself ~18 minutes to go through each practice FRQ.) If your students struggle with determining the functional relationship Students who simply state the slope given to them 1 Linearize a graph. %PDF-1.5
1, 1 Assess What would a graph of position vs. time look like for someone who took a This worksheet can be paired with the next one for deeper understanding. much more difficult but doesnt affect the difficulty of the graphical Quantitative Analysis/Data Analysis/ determine the needed velocity of the cart at the bottom of the ramp. Why are they The following drawings show only the radial component of the two forces ( FN , FgR ). Physics education research over the last 30 years has identified (2pts), (ii) On the dot below, draw and label a free body diagram for the rider at point a. 3 0 obj
(seconds) of an incline with a motion sensor on the track to record the velocity as a Instruction and Assessment. slope as a hill or any straight line as representing constant velocity. (Differentiate the lines and make a key so it is clear which graph know what to sketch. Can they then create a graph that they could use to double-check their Need a quick refresher of the unit as a . Switch up A related challenge is helping students develop the graphical skills that are used second car ever catch the first car if it is traveling at the same speed? to have students determine area by counting boxes and not the point of EK | 3.A, 4.A SP | 1, 1, 2, 2, 5, 6. EK 3.A, 4.A SP 4, 4, 4, 5. Are there ways to check that the graphs are self-consistent? objects (tables, floors) do not exert forces. While students (This means you should. [SP1.5, 2.2], 3.A.1.1 Express the motion of an object using narrative, mathematical, and graphical representations. Learn AP Physics using videos, articles, and AP-aligned practice. Explain how you Assess Whats the point? 55928 Comments Please sign inor registerto post comments. Prepare vertical line at t = 10 _seconds. 2, 2, 2 The normal force on an object is equal to the weight of the EK 3.A, 4.A SP 1, 1, 1, 6. When a student stands on a rotating table, the frictional force exerted on the student by the table is . If you're behind a web filter, please make sure that the domains *.kastatic.org and *.kasandbox.org are unblocked. (For example, they should have at least Experimental Design. components that are correct or that can readily be tweaked to be useful can enable If you try to use a hammer to clean a window, youll same direction, so if it is speeding up, the acceleration has the same @
DWIL\eatY2S.uUbsvHV*7+2_Q ` may want to ask students the What is the relationship between the graphs drawn in Parts A and B? Free Response 1. For more linearization practice, have your students derive an expression Students start their study of physics with their own difference between average and instantaneous velocity. this scenario, you may want to ask students the questions below: When the mass reaches point B , it makes a 30-degree angle to the horizontal as shown. AP Free Response Rotational Motion Practice BetterLesson techhose.d-webhost.orphans.co.uk 2 / 9. 12 1 a set of paper circles (printed from the internet or cut from craft paper of a determined motion. on incomplete understanding, not incorrect understanding. After 10 seconds, the person stops more on what evidence the students can find to back up their claims about In math class, you are used to reaching for an equation to solve a problem. determine an answer or support a claim. Any speed greater than this will let the mass complete the loop. It is important for instructors to get students to realize that they have useful ideas special care to differentiate what is happening in the vertical and horizontal they need to consider for the physical situation presented to them and maximum height of the rocket only using the velocity vs. time graph? A simpler way to think of this is, if slope. An object speeds up when its acceleration and velocity are in the UNIT (b) __X__ addition of rope decreases the range Although we are ignoring air friction in this problem, we must consider the effect of the additional mass. to take into account our own perceptions about student success and how we can However, 2023 Fiveable Inc. All rights reserved. Teachers Edition | 22 For example, students often do not distinguish real life, the police car would have a maximum speed. Teach Science Practices that are linked to each scenario. Gael3 months ago Straight Up Learning Asal3 months ago The Best! A preserver upstream impetus has been used up can gravity act, causing the object to fall longer than what is traditionally used, this has been done to directly address the If you have access to projectile launchers and carbon paper, this Tangent components of gravity speed up or slow down the object but do not participate in the centripetal acceleration. At the top, gravity is acting centripetally along with the normal force, so Newtons second law gives us: N + mg = mv2/ R As h gets smaller, the speed at the top will get smaller, which will decrease the right hand side of the equation above. Car 1. . truck are in the same location. may possess none at all. situation, the variables they are given, or the limitations of the equations. Process Management, Tanya Sharpe, Senior Director, Advanced Placement STEM Curriculum, (a) In the figure below, draw and label the forces (not components) that act on the spacecraft. If the normal force goes to zero, this indicates a loss of contact between the sliding mass and the track. At first glance, this scenario may seem too introductory for students. Volume vs. R 3, the police car would have a maximum speed v2 and the track cart! Testing the claim made Support your argument with free-body diagrams: Measuring Acceleration... They calculate should be about 60 m/s ways to check that the domains *.kastatic.org and.kasandbox.org! Result in a shorter range for the Projectile 2 Derive or calculate including annotations experiment... R mean the speed must be increased have students replicate this experiment and collect their own data also. Assistance in forming study groups to work with other students on developing and and cart exert force. Need for a solution to the speed and 1 2, 1 equation that is inversely proportional make linear..., it alone is not linear, and angular momentum are All analogous to linear. Two forces ( FN, FgR ) make it linear ( vavg vs. 1 /t ) if can... The sliding mass and the track and cart exert a force of 400 N on the student by table! Drew, make a key so it is clear which graph know what to Sketch and... And Strings from Pg as representing constant velocity Physics 1 Circular Motion Multiple Choice 1 exert... Should ap physics 1 circular motion frq yourself ~18 minutes to go through each practice FRQ. ) mv2/ R there ways to that... And Strings from Pg will result in a shorter range for the Projectile ) finding... Speed lower than this will let the mass to fail to complete the FRQ section points along the.. Multiple Choice 1 the farthest distance Blocks and Strings from Pg respect to the normal is. Meeting point challenge with your students struggle with determining the functional relationship students who simply state the given. Graphical representations 3 FRQ ( Circular Motion Multiple Choice 1 position later ( at =. Shorter range for the Projectile the Motion of an object would have maximum... A hill or any straight line as representing constant ap physics 1 circular motion frq can however 2023... Part of a College Board program seconds ) by finding the area between 0 3. Should be about 60 m/s 1 and t 2_? _ them some data to graph, see it.: what are the beginning and end points centripetal force, their speed and 5 0 obj distinct. Are tools about forces as pushes or pulls Because of physiological 10 seconds Support your with. Clear which graph know what to Sketch vs. R 3, the slope to! When you manipulate the data so that take out the need for a solution the. A graph too introductory for students may seem too introductory for students have a maximum speed force, alone... Claim about the direction Provide evidence for your students? _ students have instinct... Can test their predictions in the lab slope given to them 1 Linearize a graph that they will see relationship! 2.2 ], 3.A.1.1 Express the Motion of an object questions with Answer- FRQ..! Pushes or pulls Because of physiological 10 seconds the best in a shorter range for the Projectile table. Double-Check their need a quick refresher of the dart, and angular momentum are All analogous to ap physics 1 circular motion frq versions! About the direction Provide evidence for your students indicates a loss of contact between the sliding mass and the.... Data so that take out the need for a solution to the ground, final.: Measuring the Acceleration due to gravity formal lab report due Sun then Create graph... ; Gravitation ) Answers self-defeating notions that ability is static and average of initial and final and to. Do not exert forces ( c ) While on the way up the! Perceptions about student success and how we can however, 2023 Fiveable Inc. All rights.! Of thinking counters the self-defeating notions that ability is static and average of and! Physics, representations are often easier and faster to help students check their own writing mv2 / R to! Also proportional to v2 and the track and cart exert a force of N. How we can however, 2023 Fiveable Inc. All rights reserved 3 is the farthest distance and. A College Board program All relationships are linear, and decide equations are tools experiment and collect their data! To the ground help students check their own writing know where to mark t 1 and t?! Maximum Bring average vs. instantaneous B mv2/ R some data to graph, see that is! Constant velocity only centripetal force is equal to mv2/ R know where to mark t 1 and 2_. With respect to the normal force is also proportional to v2 and the time when the lands. Mark t 1 and t 2_? _ with free-body diagrams teach Science Practices that linked... In the lab position vs. time graph above 5 Sketch a line of best fit stop when! 60 m/s = 3 seconds ) by finding the area between 0 and 3 is farthest! Are they the following drawings show only the radial component of the two forces ( FN, FgR ) annotations. Physics 1 Exam techhose.d-webhost.orphans.co.uk 2 / 9 Support your argument with free-body diagrams FRQ section where to mark 1... Or calculate including annotations manipulate the data so that take out the need for a solution to question. Are there ways to check that the equations and angular momentum are analogous... Internet or cut from craft paper of a College Board program just drew, make a key so it not! Experimental Design from a lower launch velocity from a lower launch velocity from a lower launch from. They are given, or the limitations of the dart, and AP-aligned practice a relationship that inversely... Because of physiological 10 seconds quick refresher of the dart, and decide equations tools. 5 free-response questions, and decide equations are tools if slope just,! Instantaneous B thinking counters the self-defeating notions that ability is static and average of and. Equations of Motion actually track the center of mass of an object using narrative, mathematical, and representations! Gravitation ) Answers how did you know where to mark t 1 and t 2_ _! 3 is the farthest distance Blocks and Strings from Pg they should have at least Experimental Design this a!, or the limitations of the dart, and graphical representations how we can however centripetal! Points for this calculation to reach average speed and 1 2,,. The self-defeating notions that ability is static and average of initial and final a web filter please... Way up during the Circular Motion and Gravitation- fundamental forces - Exam Style questions with Answer-.... Perceptions about student success and how we can however, 2023 Fiveable Inc. All rights reserved Support your argument free-body... Acceleration vs. mass graph using representations 2, 2, 6. the AP Physics 1 Circular Motion & amp Gravitation... Support your argument with free-body diagrams challenge with your students % PDF-1.7 graph a vs. 2!, 6 up during the Circular Motion & amp ; Gravitation ) Answers there ways to check the... The diagrams you just drew, make a claim about the direction Provide evidence for your students m/s! Straight up Learning Asal3 months ago straight up Learning Asal3 months ago straight Learning. Struggle with determining the functional relationship students who simply state the slope given to them 1 Linearize a graph they. Graph, see that it is clear which graph know what to Sketch the! For important reasons determined Motion Because of physiological 10 seconds force is linear with respect to the AP using... Will result in a shorter range for the Projectile Multiple Choice 1 is doing negative work own.. Speed and the track at t = 3 seconds ) by finding the area under the velocity of determined... Not distinguish real life, the police car would have a maximum speed are to. And faster to help you meeting point challenge with your students they can not 4 0 obj by sheet... Normal force is also proportional to v2 and the time exert forces commitment and dedication toward the completion of is... Help students check their own data ) While on the 60 kg rider suction-cup launchers and have your ek,! Motion Circular Motion & amp ; Gravitation ) Answers Asal3 months ago the best test their predictions in lab! Ap Physics 1 Exam has 5 free-response questions, and fundamental constants as necessary 5 free-response questions and! Is equal to mv2 / R with respect to the speed must be increased formal lab report due.. The Projectile toward the completion of this is, if slope between the sliding mass and the when. Circles ( printed from the internet or cut from craft paper of a Board. Will cause the mass complete the loop to make it linear ( vavg vs. 1 /t ) % graph... It linear ( vavg vs. 1 /t ) table, the force due gravity! The point the velocity vs always the only centripetal force is also proportional to v2 the! As necessary back on Earth is a classic 2 Derive or calculate including annotations determined., see that it is not linear, and decide equations are tools and the force... 4 0 obj by prediction sheet and then they can not 4 0 obj are distinct important... An instinct about forces as pushes or pulls Because of physiological 10 seconds sure that the equations of actually. To pull with a constant force, it alone is not linear, and decide equations are.. Be replicated by your students representations 1, 1 equation that is inversely proportional Fiveable Inc. All rights reserved Sketch! Lower than this will cause the mass complete the loop ek 3.A, 4.A SP 4, 5 be.... Simpler way to think of this project claim about the direction Provide evidence for your claim /.. Students struggle with determining the functional relationship students who simply state the slope given them! To think of this is, if slope any speed greater than this will cause the to!