AP Physics 1 course outline
Current course outline · Effective Fall 2024; Updated summer 2026; ©2026 College Board
Find a topic or learning goal, choose a lesson, then open a student prompt and its worked answer. The goal statements and codes below retain the official wording for this edition.
“Lesson provided” and “Practice provided” describe the available resources. Use students’ explanations and work to judge understanding. A resource marked as supporting part of a goal keeps that narrower scope.
Browse AP Physics 1 by teaching topic · Teaching guidance
Unit 1: Kinematics
1.1 · Scalars and Vectors in One Dimension
1.1.A · Describe a scalar or vector quantity using magnitude and direction, as appropriate.
Lesson provided · Practice provided
Course and exam description p. 27
- Teach: Scalars and Vectors in One Dimension
More teaching passages in this lesson
- Teaching passage: Draw a vector as an arrow. Its direction shows the direction of the quantity, and its length represents the magnitude according to a stated scale.…
- Teaching passage: An arrow over a symbol, such as v⃗, means the full vector. In one dimension, the signed component vₓ already gives all the directional…
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Supports part of this goal.
Teaching passage: Distance and speed are scalars. Position, displacement, velocity, and acceleration are vectors. If the robot finishes with velocity 2 m/s west… -
Supports part of this goal.
Teaching passage: An arrow above a symbol identifies the full vector: r⃗ for position, Δr⃗ for displacement, v⃗ for velocity, and a⃗ for acceleration. Write v⃗ =…
- Check understanding: A velocity component is −5 m/s. What is the speed? · Worked answer for A velocity component is −5 m/s. What is the speed?
- Check understanding: Draw two opposite displacement arrows, 4 m and 4 m, on a scale of 1 cm per meter. What can you conclude about the final position? What cannot you… · Worked answer for Draw two opposite displacement arrows, 4 m and 4 m, on a scale of 1 cm per meter. What can you conclude about the final position? What cannot you…
More checks for this goal
- Check understanding: A student says “negative acceleration always means slowing down.” Explain why a direction sign by itself cannot establish that claim. · Worked answer for A student says “negative acceleration always means slowing down.” Explain why a direction sign by itself cannot establish that claim.
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Supports part of this goal.
Check understanding: Audit a robot’s motion report · part a: Calculate final position, total displacement, distance, average velocity, average… · Worked answer for Audit a robot’s motion report · part a: Calculate final position, total displacement, distance, average velocity, average… (part a) -
Supports part of this goal.
Check understanding: Audit a robot’s motion report · part b: Write symbols for position, displacement, velocity, and acceleration with an… · Worked answer for Audit a robot’s motion report · part b: Write symbols for position, displacement, velocity, and acceleration with an… (part b)
Required knowledge for 1.1.A
1.1.A.1 · Scalars are quantities described by magnitude only; vectors are quantities described by both magnitude and direction.
1.1.A.2 · Vectors can be visually modeled as arrows with appropriate direction and lengths proportional to their magnitude.
1.1.A.3 · Distance and speed are examples of scalar quantities, while position, displacement, velocity, and acceleration are examples of vector quantities.
1.1.A.3.i · Vectors are notated with an arrow above the symbol for that quantity.
vector v = vector v₀ + vector a t
1.1.A.3.ii · Vector notation is not required for vector components along an axis. In one dimension, the sign of the component completely describes the direction of that component.
vₓ = vₓ₀ + aₓt
1.1.B · Describe a vector sum in one dimension.
Lesson provided · Practice provided
Course and exam description p. 27
- Teach: Scalars and Vectors in One Dimension
- Check understanding: A person walks 7 m east, then 3 m west. With east positive, which pair is correct? · Worked answer for A person walks 7 m east, then 3 m west. With east positive, which pair is correct?
- Check understanding: A robot starts at x = −2 m, moves to x = +5 m, then ends at x = +1 m. Find each displacement, the total displacement, and the distance. · Worked answer for A robot starts at x = −2 m, moves to x = +5 m, then ends at x = +1 m. Find each displacement, the total displacement, and the distance.
More checks for this goal
- Check understanding: Draw two opposite displacement arrows, 4 m and 4 m, on a scale of 1 cm per meter. What can you conclude about the final position? What cannot you… · Worked answer for Draw two opposite displacement arrows, 4 m and 4 m, on a scale of 1 cm per meter. What can you conclude about the final position? What cannot you…
Required knowledge for 1.1.B
1.1.B.1 · When determining a vector sum in a given one-dimensional coordinate system, opposite directions are denoted by opposite signs.
1.2 · Displacement, Velocity, and Acceleration
1.2.A · Describe a change in an object’s position.
Lesson provided · Practice provided
Course and exam description p. 28
- Teach: Displacement, Velocity, and Acceleration
More teaching passages in this lesson
- Teaching passage: Displacement is Δx = x_f − x_i. Elapsed time is Δt = t_f − t_i. Average velocity describes the entire interval: v_avg = Δx/Δt. Its unit is m/s.…
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Supports part of this goal.
Teaching passage: A 0.50 kg charged cart travels across a 10 m track. To predict only its translational position, represent it by a single tracked point and retain…
- Check understanding: A tracker gives positions 0 m, 2 m, and 8 m at times 0 s, 1 s, and 3 s. Calculate average velocity during each interval and during the full 3 s. · Worked answer for A tracker gives positions 0 m, 2 m, and 8 m at times 0 s, 1 s, and 3 s. Calculate average velocity during each interval and during the full 3 s.
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Supports part of this goal.
Check understanding: Choose a point model and resolve a moment · part a: Explain when the first cart can be treated as a single point object. Explicitly… · Worked answer for Choose a point model and resolve a moment · part a: Explain when the first cart can be treated as a single point object. Explicitly… (part a)
Required knowledge for 1.2.A
1.2.A.1 · When using the object model, the size, shape, and internal configuration are ignored. The object may be treated as a single point with extensive properties such as mass and charge.
1.2.A.2 · Displacement is the change in an object’s position.
Δx = x − x₀
1.2.B · Describe the average velocity and acceleration of an object.
Lesson provided · Practice provided
Course and exam description p. 28, 29
- Teach: Displacement, Velocity, and Acceleration
More teaching passages in this lesson
- Teaching passage: A curved path adds another way to accelerate: the velocity's direction can change while its magnitude stays fixed. A car rounding a bend at…
- Teaching passage: An instantaneous velocity describes motion at a particular moment. Estimate it by measuring displacement over a short time interval centered near…
- Worked example: Neither average says that the cart moved at that value at every instant. The endpoints discard the information about the reversal. That's why the…
- Worked example: Acceleration is about a change in velocity, not position alone. a_avg = (v_f − v_i)/Δt, with units m/s². Suppose a different cart changes from +6…
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Supports part of this goal.
Teaching passage: In a separate motion trial on a longer track, suppose a smooth position record gives x = 1.000, 3.375, 6.859, 8.000, 9.261, 15.625, and 27.000 m… -
Supports part of this goal.
Teaching passage: For a separate smooth velocity record with the same numerical values in m/s at those times, the average accelerations around 2.0 s are 13.0,…
- Check understanding: Velocity changes from −3 m/s to −7 m/s in 2 s. What is the average acceleration? · Worked answer for Velocity changes from −3 m/s to −7 m/s in 2 s. What is the average acceleration?
- Check understanding: A car travels around a circular bend at fixed speed. Is it accelerating? · Worked answer for A car travels around a circular bend at fixed speed. Is it accelerating?
More checks for this goal
- Check understanding: A tracker gives positions 0 m, 2 m, and 8 m at times 0 s, 1 s, and 3 s. Calculate average velocity during each interval and during the full 3 s. · Worked answer for A tracker gives positions 0 m, 2 m, and 8 m at times 0 s, 1 s, and 3 s. Calculate average velocity during each interval and during the full 3 s.
- Check understanding: Two position–time curves share the same endpoints. One is a straight line; the other bends upward. Explain how their full-interval average… · Worked answer for Two position–time curves share the same endpoints. One is a straight line; the other bends upward. Explain how their full-interval average…
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Supports part of this goal.
Check understanding: Choose a point model and resolve a moment · part b: From the position record, calculate average velocities over 2.00–3.00 s,… · Worked answer for Choose a point model and resolve a moment · part b: From the position record, calculate average velocities over 2.00–3.00 s,… (part b) -
Supports part of this goal.
Check understanding: Choose a point model and resolve a moment · part c: Repeat the shrinking-interval calculation with the separate velocity record to… · Worked answer for Choose a point model and resolve a moment · part c: Repeat the shrinking-interval calculation with the separate velocity record to… (part c)
Required knowledge for 1.2.B
1.2.B.1 · Averages of velocity and acceleration are calculated considering the initial and final states of an object over an interval of time.
1.2.B.2 · Average velocity is the displacement of an object divided by the interval of time in which that displacement occurs.
vector v_avg = Δ(vector x) / Δt
1.2.B.3 · Average acceleration is the change in velocity divided by the interval of time in which that change in velocity occurs.
vector a_avg = Δ(vector v) / Δt
1.2.B.4 · An object is accelerating if the magnitude and/or direction of the object’s velocity are changing.
1.2.B.5 · Calculating average velocity or average acceleration over a very small time interval yields a value that is very close to the instantaneous velocity or instantaneous acceleration.
1.3 · Representing Motion
1.3.A · Describe the position, velocity, and acceleration of an object using representations of that object’s motion.
Lesson provided · Practice provided
Course and exam description p. 30, 31
- Teach: Representing Motion
More teaching passages in this lesson
- Teaching passage: The third equation comes from eliminating time from the first two. Use signed components from one consistent axis. These are equations for…
- Teaching passage: Near Earth's surface, a freely moving object has downward gravitational acceleration approximately 10 m/s² when air resistance is neglected. With…
- Teaching passage: For a position–time graph, a tangent is a straight line that matches the curve's local direction at one point; its slope gives instantaneous…
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Supports part of this goal.
Teaching passage: For a straight velocity–time graph, its constant slope gives a = (v_f − v_i)/Δt, so v_f = v_i + aΔt. Its signed area is a rectangle v_iΔt plus a…
- Check understanding: A cart's velocity is +4 m/s for 2 s, then falls linearly to zero during the next 2 s. Sketch v versus t, and find displacement and the… · Worked answer for A cart's velocity is +4 m/s for 2 s, then falls linearly to zero during the next 2 s. Sketch v versus t, and find displacement and the…
- Check understanding: Derive Δx = ½(v_i + v_f)Δt from a straight velocity–time graph. State the condition needed for that graph. · Worked answer for Derive Δx = ½(v_i + v_f)Δt from a straight velocity–time graph. State the condition needed for that graph.
More checks for this goal
- Check understanding: A falling ball experiences increasing air resistance. Sketch the qualitative velocity and acceleration graphs with downward positive. Explain why… · Worked answer for A falling ball experiences increasing air resistance. Sketch the qualitative velocity and acceleration graphs with downward positive. Explain why…
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Supports part of this goal.
Check understanding: Derive and cross-check a braking model · part a: Derive all three constant-acceleration equations vₓ = vₓ₀ + aₓt, x = x₀ + vₓ₀t +… · Worked answer for Derive and cross-check a braking model · part a: Derive all three constant-acceleration equations vₓ = vₓ₀ + aₓt, x = x₀ + vₓ₀t +… (part a) -
Supports part of this goal.
Check understanding: Derive and cross-check a braking model · part b: Calculate the final signed velocity and position after 3 s with the first two… · Worked answer for Derive and cross-check a braking model · part b: Calculate the final signed velocity and position after 3 s with the first two… (part b)
Required knowledge for 1.3.A
1.3.A.1 · Motion can be represented by motion diagrams, figures, graphs, equations, and narrative descriptions.
1.3.A.2 · For constant acceleration, three kinematic equations can be used to describe instantaneous linear motion in one dimension:
vₓ = vₓ₀ + aₓt
x = x₀ + vₓ₀t + ½aₓt²
vₓ² = vₓ₀² + 2aₓ(x − x₀)
Note: The equations above are written to indicate motion in the x-direction, but these equations can be used in any single dimension as appropriate.
1.3.A.3 · Near the surface of Earth, the vertical acceleration caused by the force of gravity is downward, constant, and has a measured value approximately equal to
a_g = g ≈ 10 m/s²
1.3.A.4 · Graphs of position, velocity, and acceleration as functions of time can be used to find the relationships between those quantities.
1.3.A.4.i · An object’s instantaneous velocity is the rate of change of the object’s position, which is equal to the slope of a line tangent to a point on a graph of the object’s position as a function of time.
1.3.A.4.ii · An object’s instantaneous acceleration is the rate of change of the object’s velocity, which is equal to the slope of a line tangent to a point on a graph of the object’s velocity as a function of time.
1.3.A.4.iii · The displacement of an object during a time interval is equal to the area under the curve of a graph of the object’s velocity as a function of time (i.e., the area bounded by the function and the horizontal axis for the appropriate interval).
1.3.A.4.iv · The change in velocity of an object during a time interval is equal to the area under the curve of a graph of the acceleration of the object as a function of time.
1.4 · Reference Frames and Relative Motion
1.4.A · Describe the reference frame of a given observer.
Lesson provided · Practice provided
Course and exam description p. 32
- Teach: Reference Frames and Relative Motion
- Check understanding: Specify two observers’ frames · part a: Describe the reference frame of each observer. Specify an origin attached to the… · Worked answer for Specify two observers’ frames · part a: Describe the reference frame of each observer. Specify an origin attached to the… (part a)
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Supports part of this goal.
- Students use a named moving observer, but do not explicitly describe the frame origin, directions and clock.
More checks for this goal
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Supports part of this goal.
Check understanding: Specify two observers’ frames · part b: Using your stated frames, calculate the cyclist’s position and signed velocity… · Worked answer for Specify two observers’ frames · part b: Using your stated frames, calculate the cyclist’s position and signed velocity… (part b)
Required knowledge for 1.4.A
1.4.A.1 · The choice of reference frame will determine the direction and magnitude of quantities measured by an observer in that reference frame.
1.4.B · Describe the motion of objects as measured by observers in different inertial reference frames.
Lesson provided · Practice provided
Course and exam description p. 32
- Teach: Reference Frames and Relative Motion
More teaching passages in this lesson
- Teaching passage: Solving for the train measurement gives v_PT = v_PG − v_TG. This is signed vector addition, not automatically “add the speeds.” A passenger…
- Teaching passage: An inertial frame is one in which an object with zero net force maintains constant velocity. Frames moving at constant velocity relative to an…
- Check understanding: A bus moves +10 m/s relative to the road. A rider walks −1 m/s relative to the bus. What is the road velocity? · Worked answer for A bus moves +10 m/s relative to the road. A rider walks −1 m/s relative to the bus. What is the road velocity?
- Check understanding: A walkway moves +1.5 m/s. A traveler has +2.0 m/s relative to it. Find the traveler velocity relative to the building, then find the traveler… · Worked answer for A walkway moves +1.5 m/s. A traveler has +2.0 m/s relative to it. Find the traveler velocity relative to the building, then find the traveler…
More checks for this goal
- Check understanding: A ground velocity graph rises from 4 to 10 m/s in 3 s. Sketch the velocity graph measured from a frame moving +2 m/s. Compare slopes and… · Worked answer for A ground velocity graph rises from 4 to 10 m/s in 3 s. Sketch the velocity graph measured from a frame moving +2 m/s. Compare slopes and…
Required knowledge for 1.4.B
1.4.B.1 · Measurements from a given reference frame may be converted to measurements from another reference frame.
1.4.B.2 · The observed velocity of an object results from the combination of the object’s velocity and the velocity of the observer’s reference frame.
1.4.B.2.i · Combining the motion of an object and the motion of an observer in a given reference frame involves the addition or subtraction of vectors.
1.4.B.2.ii · The acceleration of any object is the same as measured from all inertial reference frames.
1.5 · Vectors and Motion in Two Dimensions
1.5.A · Describe the perpendicular components of a vector.
Lesson provided · Practice provided
Course and exam description p. 33
- Teach: Vectors and Motion in Two Dimensions
- Check understanding: Resolve a 10 m/s launch at 37° using sin 37° ≈ 0.60 and cos 37° ≈ 0.80. Find the speed at the peak and the time to reach it using g = 10 m/s². · Worked answer for Resolve a 10 m/s launch at 37° using sin 37° ≈ 0.60 and cos 37° ≈ 0.80. Find the speed at the peak and the time to reach it using g = 10 m/s².
Required knowledge for 1.5.A
1.5.A.1 · Vectors can be mathematically modeled as the resultant of two perpendicular components.
1.5.A.2 · Vectors can be resolved into components using a chosen coordinate system.
1.5.A.3 · Vectors can be resolved into perpendicular components using trigonometric functions and relationships.
sin θ = a/c
cos θ = b/c
tan θ = a/b
a² + b² = c²
1.5.B · Describe the motion of an object moving in two dimensions.
Lesson provided · Practice provided
Course and exam description p. 34
- Teach: Vectors and Motion in Two Dimensions
More teaching passages in this lesson
- Check understanding: A horizontally launched ball has negligible air resistance. Which quantity stays constant during flight? · Worked answer for A horizontally launched ball has negligible air resistance. Which quantity stays constant during flight?
- Check understanding: A projectile is at the highest point of an angled flight. Which statement is correct? · Worked answer for A projectile is at the highest point of an angled flight. Which statement is correct?
More checks for this goal
- Check understanding: Draw x–time, y–time, vₓ–time, and vᵧ–time graphs for a horizontal launch. Describe one feature that connects each position graph to its velocity… · Worked answer for Draw x–time, y–time, vₓ–time, and vᵧ–time graphs for a horizontal launch. Describe one feature that connects each position graph to its velocity…
- Check understanding: Derive how horizontal range depends on table height h for fixed horizontal launch speed u. Which axes would linearize experimental range data? · Worked answer for Derive how horizontal range depends on table height h for fixed horizontal launch speed u. Which axes would linearize experimental range data?
Required knowledge for 1.5.B
1.5.B.1 · Motion in two dimensions can be analyzed using one-dimensional kinematic relationships if the motion is separated into components.
1.5.B.2 · Projectile motion is a special case of two-dimensional motion that has zero acceleration in one dimension and constant, nonzero acceleration in the second dimension.
Unit 2: Force and Translational Dynamics
2.1 · Systems and Center of Mass
2.1.A · Describe the properties and interactions of a system.
Lesson provided · Practice provided
Course and exam description p. 42
- Teach: Systems and Center of Mass
More teaching passages in this lesson
- Teaching passage: Systems may exchange energy or mass with the environment. An external pull transfers energy; pouring sand into a cart transfers mass. We…
- Worked example: If the lighter cart moves to x = 2 m while the heavier stays at 4 m, x_CM becomes (1·2 + 3·4)/4 = 3.5 m. Moving the light cart by 2 m shifts the…
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Supports part of this goal.
Teaching passage: Two 1 kg modules at (0, 0) m and (4, 0) m form a system of total mass 2 kg. Its center of mass is (2, 0) m. Replace the system by a single 2 kg… -
Supports part of this goal.
Teaching passage: Compare the same two modules loose, joined rigidly, and joined by a spring. A 4 N rightward external force applied to one module gives the same… -
Supports part of this goal.
Teaching passage: For a spring-connected pair held at rest by equal opposite external pulls, increasing each pull from 2 N to 6 N changes a 100 N/m spring’s… -
Supports part of this goal.
Teaching passage: Choose a cart, its attached heater, and all contents as a system. Energy can cross this boundary through electrical work done by an external power…
- Check understanding: You change the system from cart A alone to both carts plus their connecting spring. How is the spring interaction classified? · Worked answer for You change the system from cart A alone to both carts plus their connecting spring. How is the spring interaction classified?
- Check understanding: Two carts initially at rest on a horizontal track move apart after releasing a compressed, negligible-mass spring between them. External… · Worked answer for Two carts initially at rest on a horizontal track move apart after releasing a compressed, negligible-mass spring between them. External…
More checks for this goal
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Supports part of this goal.
Check understanding: Decide how much substructure to keep · part a: Calculate the system’s center-of-mass coordinates. Replace the system by a single… · Worked answer for Decide how much substructure to keep · part a: Calculate the system’s center-of-mass coordinates. Replace the system by a single… (part a) -
Supports part of this goal.
Check understanding: Decide how much substructure to keep · part b: At the initial instant compare the individual motions of the loose, rigidly… · Worked answer for Decide how much substructure to keep · part b: At the initial instant compare the individual motions of the loose, rigidly… (part b) -
Supports part of this goal.
Check understanding: Track transfers and structural changes · part a: Identify the interaction with the environment that transfers energy into the… · Worked answer for Track transfers and structural changes · part a: Identify the interaction with the environment that transfers energy into the… (part a) -
Supports part of this goal.
Check understanding: Track transfers and structural changes · part b: Calculate the spring extension under each pair of pulls. Describe which external… · Worked answer for Track transfers and structural changes · part b: Calculate the spring extension under each pair of pulls. Describe which external… (part b)
Required knowledge for 2.1.A
2.1.A.1 · System properties are determined by the interactions between objects within the system.
2.1.A.2 · If the properties or interactions of the constituent objects within a system are not important in modeling the behavior of the macroscopic system, the system can itself be treated as a single object.
2.1.A.3 · Systems may allow interactions between constituent parts of the system and the environment, which may result in the transfer of energy or mass.
2.1.A.4 · Individual objects within a chosen system may behave differently from each other as well as from the system as a whole.
2.1.A.5 · The internal structure of a system affects the analysis of that system.
2.1.A.6 · As variables external to a system are changed, the system’s substructure may change.
2.1.B · Describe the location of a system’s center of mass with respect to the system’s constituent parts.
Lesson provided · Practice provided
Course and exam description p. 43
- Teach: Systems and Center of Mass
More teaching passages in this lesson
- Teaching passage: x_CM = (m₁x₁ + m₂x₂ + ⋯)/(m₁ + m₂ + ⋯).
- Worked example: A 1 kg cart is at x = 0 m and a 3 kg cart is at x = 4 m. The center of mass is (1·0 + 3·4)/(1 + 3) = 3 m. It's closer to the heavier cart, not…
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Supports part of this goal.
Teaching passage: Two 1 kg modules at (0, 0) m and (4, 0) m form a system of total mass 2 kg. Its center of mass is (2, 0) m. Replace the system by a single 2 kg…
- Check understanding: A 1 kg mass is at x = 0 m and a 3 kg mass at x = 4 m. Where is x_CM? · Worked answer for A 1 kg mass is at x = 0 m and a 3 kg mass at x = 4 m. Where is x_CM?
- Check understanding: For a uniform circular ring, where can its center of mass be? · Worked answer for For a uniform circular ring, where can its center of mass be?
More checks for this goal
- Check understanding: Masses 2 kg, 1 kg, and 1 kg are at (0, 0), (4, 0), and (0, 4) m. Find the center-of-mass coordinates and check their location against the extreme… · Worked answer for Masses 2 kg, 1 kg, and 1 kg are at (0, 0), (4, 0), and (0, 4) m. Find the center-of-mass coordinates and check their location against the extreme…
- Check understanding: A 2 kg uniform board has center of mass at x = 0.50 m. A 1 kg washer is attached at x = 0.80 m. Predict the new balance point. Sketch how it… · Worked answer for A 2 kg uniform board has center of mass at x = 0.50 m. A 1 kg washer is attached at x = 0.80 m. Predict the new balance point. Sketch how it…
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Supports part of this goal.
Check understanding: Decide how much substructure to keep · part a: Calculate the system’s center-of-mass coordinates. Replace the system by a single… · Worked answer for Decide how much substructure to keep · part a: Calculate the system’s center-of-mass coordinates. Replace the system by a single… (part a)
Required knowledge for 2.1.B
2.1.B.1 · For systems with symmetrical mass distributions, the center of mass is located on lines of symmetry.
2.1.B.2 · The location of a system’s center of mass along a given axis can be calculated using the equation
x_cm = Σ(mᵢxᵢ) / Σmᵢ
2.1.B.3 · A system can be modeled as a singular object that is located at the system’s center of mass.
2.2 · Forces and Free-Body Diagrams
2.2.A · Describe a force as an interaction between two objects or systems.
Lesson provided · Practice provided
Course and exam description p. 44
- Teach: Forces and Free-Body Diagrams
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: A person stands inside a cart on a frictionless horizontal track and pushes its front wall. For the person-plus-cart system, person-on-wall and… -
Supports part of this goal.
Teaching passage: A hand pushing a wall, the floor’s normal force, and friction between shoes and a floor are contact interactions: the objects touch and their…
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- Check understanding: Draw an FBD for a book pushed horizontally against a vertical wall and held stationary. Identify the source and direction of every force. · Worked answer for Draw an FBD for a book pushed horizontally against a vertical wall and held stationary. Identify the source and direction of every force.
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Supports part of this goal.
Check understanding: Find the source of every push · part a: Explain why the person’s internal push cannot exert a net force on the… · Worked answer for Find the source of every push · part a: Explain why the person’s internal push cannot exert a net force on the… (part a)
More checks for this goal
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Supports part of this goal.
Check understanding: Find the source of every push · part b: Explain the microscopic physical origin of the person–wall push and the track’s… · Worked answer for Find the source of every push · part b: Explain the microscopic physical origin of the person–wall push and the track’s… (part b) -
Supports part of this goal.
Check understanding: Find the source of every push · part c: Draw the whole-system free-body diagram after the rope is attached, with each… · Worked answer for Find the source of every push · part c: Draw the whole-system free-body diagram after the rope is attached, with each… (part c)
Required knowledge for 2.2.A
2.2.A.1 · Forces are vector quantities that describe the interactions between objects or systems.
2.2.A.1.i · A force exerted on an object or system is always due to the interaction of that object with another object or system.
2.2.A.1.ii · An object or system cannot exert a net force on itself.
2.2.A.2 · Contact forces describe the interaction of an object or system touching another object or system and are macroscopic effects of interatomic electric forces.
2.2.B · Describe the forces exerted on an object or system using a free-body diagram.
Lesson provided · Practice provided
Course and exam description p. 44, 45
- Teach: Forces and Free-Body Diagrams
- Check understanding: Draw an FBD for a book pushed horizontally against a vertical wall and held stationary. Identify the source and direction of every force. · Worked answer for Draw an FBD for a book pushed horizontally against a vertical wall and held stationary. Identify the source and direction of every force.
- Check understanding: For a block sliding down a rough incline, choose useful axes, draw only actual forces, then write both component equations without assuming… · Worked answer for For a block sliding down a rough incline, choose useful axes, draw only actual forces, then write both component equations without assuming…
Required knowledge for 2.2.B
2.2.B.1 · Free-body diagrams are useful tools for visualizing forces being exerted on a single object or system and for determining the equations that represent a physical situation.
2.2.B.2 · The free-body diagram of an object or system shows each of the forces exerted on the object by the environment.
2.2.B.3 · Forces exerted on an object or system are represented as vectors originating from the representation of the center of mass, such as a dot. A system is treated as though all of its mass is located at the center of mass.
2.2.B.4 · A coordinate system with one axis parallel to the direction of acceleration of the object or system simplifies the translation from free-body diagram to algebraic representation. For example, in a free-body diagram of an object on an inclined plane, it is useful to set one axis parallel to the surface of the incline.
2.3 · Newton’s Third Law
2.3.A · Describe the interaction of two objects using Newton’s third law and a representation of paired forces exerted on each object.
Lesson provided · Practice provided
Course and exam description p. 46, 47
- Teach: Newton’s Third Law
More teaching passages in this lesson
- Teaching passage: Now choose a system containing both interacting objects. When adding all forces for the system's translational motion, the internal pair cancels.…
- Teaching passage: A stretched rope transmits forces between its segments. Tension is the macroscopic result of those interactions in response to external pulling.…
- Teaching passage: A hanging chain with appreciable mass has greater tension near the top: upper links must support more of the chain below them. The lower end of a…
- Teaching passage: An ideal pulley has negligible mass and negligible axle friction, so it redirects the string without needing a tension difference to accelerate…
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Supports part of this goal.
Teaching passage: Imagine an ideal taut string supporting a 2 kg load at rest. Ideal means negligible string mass and no stretching under tension. The load pulls… -
Supports part of this goal.
Teaching passage: For any short ideal-string segment, finite acceleration with negligible mass requires its opposing longitudinal pulls to have equal magnitude.… -
Supports part of this goal.
Teaching passage: The complete ideal-pulley model also specifies its geometry: the pulley has negligible mass and rotates about an axle through its center of mass…
- Check understanding: A car and truck collide. Which statement about their interaction forces is correct? · Worked answer for A car and truck collide. Which statement about their interaction forces is correct?
- Check understanding: A 2 kg cart pushes a 5 kg cart with 10 N on a frictionless track. Find each acceleration due to that interaction alone and identify which cart… · Worked answer for A 2 kg cart pushes a 5 kg cart with 10 N on a frictionless track. Find each acceleration due to that interaction alone and identify which cart…
More checks for this goal
- Check understanding: Draw separate FBDs for a hanging mass and the ideal string supporting it. Explain why an arrow for mass-on-string doesn't belong on the mass's… · Worked answer for Draw separate FBDs for a hanging mass and the ideal string supporting it. Explain why an arrow for mass-on-string doesn't belong on the mass's…
- Check understanding: Two force sensors give F₁ = +12.0 N and F₂ = −11.7 N, each with uncertainty ±0.3 N. Is this clear evidence against Newton's third law? Explain the… · Worked answer for Two force sensors give F₁ = +12.0 N and F₂ = −11.7 N, each with uncertainty ±0.3 N. Is this clear evidence against Newton's third law? Explain the…
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Supports part of this goal.
Check understanding: Follow tension through an ideal apparatus · part a: State both ideal-string assumptions. State all ideal-pulley assumptions,… · Worked answer for Follow tension through an ideal apparatus · part a: State both ideal-string assumptions. State all ideal-pulley assumptions,… (part a) -
Supports part of this goal.
Check understanding: Follow tension through an ideal apparatus · part b: Explain how the external loading is transmitted by forces between successive… · Worked answer for Follow tension through an ideal apparatus · part b: Explain how the external loading is transmitted by forces between successive… (part b) -
Supports part of this goal.
Check understanding: Follow tension through an ideal apparatus · part c: Draw the two masses’ separate free-body diagrams using actual force arrows,… · Worked answer for Follow tension through an ideal apparatus · part c: Draw the two masses’ separate free-body diagrams using actual force arrows,… (part c)
Required knowledge for 2.3.A
2.3.A.1 · Newton’s third law describes the interaction of two objects in terms of the paired forces that each exerts on the other.
vector F_A on B = −vector F_B on A
2.3.A.2 · Interactions between objects within a system (internal forces) do not influence the motion of a system’s center of mass.
2.3.A.3 · Tension is the macroscopic net result of forces that segments of a string, cable, chain, or similar system exert on each other in response to an external force.
2.3.A.3.i · An ideal string has negligible mass and does not stretch when under tension.
2.3.A.3.ii · The tension in an ideal string is the same at all points within the string.
2.3.A.3.iii · In a string with nonnegligible mass, tension may not be the same at all points within the string.
2.3.A.3.iv · An ideal pulley is a pulley that has negligible mass and rotates about an axle through its center of mass with negligible friction.
2.4 · Newton’s First Law
2.4.A · Describe the conditions under which a system’s velocity remains constant.
Lesson provided · Practice provided
Course and exam description p. 48
- Teach: Newton’s First Law
More teaching passages in this lesson
- Teaching passage: Newton's first law states: if the net force on a system is zero, its velocity remains constant. Constant velocity includes being at rest, but it…
- Teaching passage: A projectile without air resistance has zero horizontal net force, so its horizontal velocity remains constant. Its vertical force is unbalanced,…
- Teaching passage: An inertial reference frame is one in which Newton's first law holds. Observers in frames moving at constant velocity relative to one another…
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Supports part of this goal.
Teaching passage: An inertial frame is one in which an observer verifies Newton’s first law: an object with zero net force keeps constant velocity. Suppose a…
- Check understanding: An object moves at constant velocity in an inertial frame. What is its net force? · Worked answer for An object moves at constant velocity in an inertial frame. What is its net force?
- Check understanding: Vertical forces on a cart balance, but a horizontal pull is unbalanced. What can you conclude? · Worked answer for Vertical forces on a cart balance, but a horizontal pull is unbalanced. What can you conclude?
More checks for this goal
- Check understanding: A 4 kg lamp hangs from one vertical cable. Find tension. Describe how the FBD differs if the lamp moves upward at a constant velocity. · Worked answer for A 4 kg lamp hangs from one vertical cable. Find tension. Describe how the FBD differs if the lamp moves upward at a constant velocity.
- Check understanding: A cart has forces 5 N east and 5 N west, plus 8 N upward and 8 N downward. Can you determine its velocity from those forces? Explain. · Worked answer for A cart has forces 5 N east and 5 N west, plus 8 N upward and 8 N downward. Can you determine its velocity from those forces? Explain.
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Supports part of this goal.
Check understanding: Use force-free motion to test a frame · part a: Find the puck’s positions and interval velocities in observer A’s frame. Define… · Worked answer for Use force-free motion to test a frame · part a: Find the puck’s positions and interval velocities in observer A’s frame. Define… (part a) -
Supports part of this goal.
Check understanding: Use force-free motion to test a frame · part b: Find the puck’s positions and interval velocities in B’s frame. Explain whether B… · Worked answer for Use force-free motion to test a frame · part b: Find the puck’s positions and interval velocities in B’s frame. Explain whether B… (part b)
Required knowledge for 2.4.A
2.4.A.1 · The net force on a system is the vector sum of all forces exerted on the system.
2.4.A.2 · Translational equilibrium is a configuration of forces such that the net force exerted on a system is zero.
Σ(vector F) = vector F_net = 0
2.4.A.3 · Newton’s first law states that if the net force exerted on a system is zero, the velocity of that system will remain constant.
2.4.A.4 · Forces may be balanced in one dimension but unbalanced in another. The system’s velocity will change only in the direction of the unbalanced force.
2.4.A.5 · An inertial reference frame is one from which an observer would verify Newton’s first law of motion.
2.5 · Newton’s Second Law
2.5.A · Describe the conditions under which a system’s velocity changes.
Lesson provided · Practice provided
Course and exam description p. 49
- Teach: Newton’s Second Law
- Check understanding: A cart moves right but its net force points left. What must be true? · Worked answer for A cart moves right but its net force points left. What must be true?
- Check understanding: A 4 kg cart has a 15 N rightward pull and 3 N leftward friction. Find acceleration and the velocity change after 2 s of constant force. · Worked answer for A 4 kg cart has a 15 N rightward pull and 3 N leftward friction. Find acceleration and the velocity change after 2 s of constant force.
More checks for this goal
- Check understanding: For the two-cart example, derive a = F/(m₁ + m₂) and T = m₂F/(m₁ + m₂) on a frictionless track. Explain which system gives each equation. · Worked answer for For the two-cart example, derive a = F/(m₁ + m₂) and T = m₂F/(m₁ + m₂) on a frictionless track. Explain which system gives each equation.
Required knowledge for 2.5.A
2.5.A.1 · Unbalanced forces are a configuration of forces such that the net force exerted on a system is not equal to zero.
2.5.A.2 · Newton’s second law of motion states that the acceleration of a system’s center of mass has a magnitude proportional to the magnitude of the net force exerted on the system and is in the same direction as that net force.
vector a = Σ(vector F) / m = vector F_net / m
2.5.A.3 · The velocity of a system’s center of mass will only change if a nonzero net external force is exerted on that system.
2.6 · Gravitational Force
2.6.A · Describe the gravitational interaction between two objects or systems with mass.
Lesson provided · Practice provided
Course and exam description p. 50, 51
- Teach: Gravitational Force
More teaching passages in this lesson
- Teaching passage: Here r is the separation between the centers, not the height above a surface. G is the universal gravitational constant, approximately 6.67 ×…
- Teaching passage: A gravitational field models how a source mass influences a test object at different positions. Its strength is gravitational force per unit test…
- Teaching passage: The gravitational force on a relatively small nearby object is its weight, mg. Its apparent weight is the magnitude of the normal force supporting…
- Teaching passage: Treat two well-separated nearly spherical bodies as point objects at their centers of mass. Their gravitational interaction is attractive: each…
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Supports part of this goal.
Teaching passage: At one location a 0.40 kg test object experiences gravitational force 2.0 N toward a planet. The field magnitude is the defining ratio g = F_g/m =… -
Supports part of this goal.
Teaching passage: If gravity is the only force on either test object, a = F_g/m = 5.0 m/s² toward the planet. The observed acceleration in m/s² is numerically equal…
- Check understanding: Represent attraction and measure a field · part a: Describe the gravitational interaction between the planet and either test object.… · Worked answer for Represent attraction and measure a field · part a: Describe the gravitational interaction between the planet and either test object.… (part a)
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Supports part of this goal.
- Scaling and field graphs assess the force magnitude and distance dependence, but the same-topic set does not explicitly ask students to draw the attractive center-line force.
More checks for this goal
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Supports part of this goal.
- Scaling and field graphs assess the force magnitude and distance dependence, but the same-topic set does not explicitly ask students to draw the attractive center-line force.
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Supports part of this goal.
- Scaling and field graphs assess the force magnitude and distance dependence, but the same-topic set does not explicitly ask students to draw the attractive center-line force.
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Supports part of this goal.
Check understanding: Represent attraction and measure a field · part b: Use the defining ratio of gravitational force to test-object mass to find field… · Worked answer for Represent attraction and measure a field · part b: Use the defining ratio of gravitational force to test-object mass to find field… (part b) -
Supports part of this goal.
Check understanding: Represent attraction and measure a field · part c: If gravity is the only force, find each object’s acceleration magnitude and… · Worked answer for Represent attraction and measure a field · part c: If gravity is the only force, find each object’s acceleration magnitude and… (part c)
Required knowledge for 2.6.A
2.6.A.1 · Newton’s law of universal gravitation describes the gravitational force between two objects or systems as directly proportional to each of their masses and inversely proportional to the square of the distance between the systems’ centers of mass.
|vector F_g| = Gm₁m₂/r²
2.6.A.1.i · The gravitational force is attractive.
2.6.A.1.ii · The gravitational force is always exerted along the line connecting the centers of mass of the two interacting systems.
2.6.A.1.iii · The gravitational force on a system can be considered to be exerted on the system’s center of mass.
2.6.A.2 · A field models the effects of a noncontact force exerted on an object at various positions in space.
2.6.A.2.i · The magnitude of the gravitational field created by a system of mass M at a point in space is equal to the ratio of the gravitational force exerted by the system on a test object of mass m to the mass of the test object.
|vector g| = |vector F_g|/m = GM/r²
2.6.A.2.ii · If the gravitational force is the only force exerted on an object, the observed acceleration of the object (in m/s2) is numerically equal to the magnitude of the gravitational field strength (in N/kg) at that location.
2.6.A.3 · The gravitational force exerted by an astronomical body on a relatively small nearby object is called weight.
Weight = F_g = mg
2.6.B · Describe situations in which the gravitational force can be considered constant.
Lesson provided · Practice provided
Course and exam description p. 51
- Teach: Gravitational Force
- Check understanding: Sketch gravitational field strength versus center distance outside a spherical planet. Mark R and 2R and their field values. Explain how a short… · Worked answer for Sketch gravitational field strength versus center distance outside a spherical planet. Mark R and 2R and their field values. Explain how a short…
Required knowledge for 2.6.B
2.6.B.1 · If the gravitational force between two systems’ centers of mass has a negligible change as the relative position of the two systems changes, the gravitational force can be considered constant at all points between the initial and final positions of the systems.
2.6.B.2 · Near the surface of Earth, the strength of the gravitational field is
g ≈ 10 N/kg
2.6.C · Describe the conditions under which the magnitude of a system’s apparent weight is different from the magnitude of the gravitational force exerted on that system.
Lesson provided · Practice provided
Course and exam description p. 51
- Teach: Gravitational Force
More teaching passages in this lesson
- Teaching passage: A 60 kg passenger in an elevator has weight 600 N using g = 10 m/s². With upward positive, N − mg = ma. If the elevator accelerates upward at 2…
- Teaching passage: In free fall, a = −g, giving N = 0. The passenger appears weightless while gravity still acts. Astronauts in orbit are also in free fall; their…
- Teaching passage: The equivalence principle connects these experiences: in a sufficiently small local experiment, an observer cannot distinguish a uniform…
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Supports part of this goal.
Teaching passage: The source’s broad accelerating-system statement therefore requires a supporting-normal-direction context: an acceleration component along that… -
Supports part of this goal.
Teaching passage: Compare two sealed, sufficiently small laboratories: one is supported at rest in an approximately uniform gravitational field of 10 N/kg, and one…
- Check understanding: An elevator moves upward but slows down. Compared with mg, a passenger’s apparent weight is… · Worked answer for An elevator moves upward but slows down. Compared with mg, a passenger’s apparent weight is…
- Check understanding: Why can an orbiting astronaut be apparently weightless? · Worked answer for Why can an orbiting astronaut be apparently weightless?
More checks for this goal
- Check understanding: A 50 kg rider has upward acceleration 1.5 m/s². Find weight and scale reading using g = 10 m/s². Then find the scale reading for downward… · Worked answer for A 50 kg rider has upward acceleration 1.5 m/s². Find weight and scale reading using g = 10 m/s². Then find the scale reading for downward…
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Supports part of this goal.
Check understanding: Test an apparent-weight claim · part a: Calculate the gravitational weight and scale reading in each block case. Evaluate… · Worked answer for Test an apparent-weight claim · part a: Calculate the gravitational weight and scale reading in each block case. Evaluate… (part a) -
Supports part of this goal.
Check understanding: Test an apparent-weight claim · part b: Predict the test object’s local support-force reading in both sealed… · Worked answer for Test an apparent-weight claim · part b: Predict the test object’s local support-force reading in both sealed… (part b)
Required knowledge for 2.6.C
2.6.C.1 · The magnitude of the apparent weight of a system is the magnitude of the normal force exerted on the system.
2.6.C.2 · If the system is accelerating, the apparent weight of the system is not equal to the magnitude of the gravitational force exerted on the system.
2.6.C.3 · A system appears weightless when there are no forces exerted on the system or when the force of gravity is the only force exerted on the system.
2.6.C.4 · The equivalence principle states that an observer in a noninertial reference frame is unable to distinguish between an object’s apparent weight and the gravitational force exerted on the object by a gravitational field.
2.6.D · Describe inertial and gravitational mass.
Lesson provided · Practice provided
Course and exam description p. 52
- Teach: Gravitational Force
More teaching passages in this lesson
- Teaching passage: Inertial mass measures an object’s resistance to changes in motion under interaction: for a fixed net force, a larger inertial mass produces…
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Supports part of this goal.
Teaching passage: These are conceptually different measurements, and their equality is an experimental result. Inertial and gravitational mass have been…
- Check understanding: Measure inertial and gravitational mass · part a: Describe inertial mass and gravitational mass. Explain how inertial mass measures… · Worked answer for Measure inertial and gravitational mass · part a: Describe inertial mass and gravitational mass. Explain how inertial mass measures… (part a)
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Supports part of this goal.
Check understanding: Measure inertial and gravitational mass · part b: Calculate both mass values and use the stated uncertainties to assess agreement.… · Worked answer for Measure inertial and gravitational mass · part b: Calculate both mass values and use the stated uncertainties to assess agreement.… (part b)
Required knowledge for 2.6.D
2.6.D.1 · Objects have inertial mass, or inertia, a property that determines how much an object’s motion resists changes when interacting with another object.
2.6.D.2 · Gravitational mass is related to the force of attraction between two systems with mass.
2.6.D.3 · Inertial mass and gravitational mass have been experimentally verified to be equivalent.
2.7 · Kinetic and Static Friction
2.7.A · Describe kinetic friction between two surfaces
Lesson provided · Practice provided
Course and exam description p. 53
- Teach: Kinetic and Static Friction
More teaching passages in this lesson
- Teaching passage: For the dry sliding model used here, the magnitude is f_k = μ_kN. N is the perpendicular contact-force component, directed away from the surface.…
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Supports part of this goal.
Teaching passage: A box moves right at 1 m/s while the belt beneath it moves right at 3 m/s. Relative to the belt, the box slides left at 2 m/s. Kinetic friction on… -
Supports part of this goal.
Teaching passage: For a 2 kg box with no vertical acceleration or other vertical force, N = 20 N and μ_k = 0.25 gives f_k = 5 N rightward on the box. The normal… -
Supports part of this goal.
Teaching passage: Now turn the same block onto a narrower face, keeping the material pair, surface condition, and 20 N normal load fixed. The ideal dry-friction…
- Check understanding: In the ideal kinetic-friction model, what sets its magnitude? · Worked answer for In the ideal kinetic-friction model, what sets its magnitude?
- Check understanding: A 2 kg block has μ_s = 0.40 and μ_k = 0.25 on a level floor. Determine its friction and acceleration under a 5 N pull, then under a 10 N pull… · Worked answer for A 2 kg block has μ_s = 0.40 and μ_k = 0.25 on a level floor. Determine its friction and acceleration under a 5 N pull, then under a 10 N pull…
More checks for this goal
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Supports part of this goal.
Check understanding: Choose friction direction in a moving-surface frame · part a: Find the box surface’s velocity relative to the belt surface and the belt… · Worked answer for Choose friction direction in a moving-surface frame · part a: Find the box surface’s velocity relative to the belt surface and the belt… (part a) -
Supports part of this goal.
Check understanding: Choose friction direction in a moving-surface frame · part b: Draw the box’s actual force arrows and identify the normal force as the… · Worked answer for Choose friction direction in a moving-surface frame · part b: Draw the box’s actual force arrows and identify the normal force as the… (part b) -
Supports part of this goal.
Check understanding: Separate area, material and friction regime · part a: Compare the kinetic-friction magnitudes for the two face orientations on the… · Worked answer for Separate area, material and friction regime · part a: Compare the kinetic-friction magnitudes for the two face orientations on the… (part a) -
Supports part of this goal.
Check understanding: Separate area, material and friction regime · part b: Calculate the kinetic-friction magnitude on the replacement surface. Explain what… · Worked answer for Separate area, material and friction regime · part b: Calculate the kinetic-friction magnitude on the replacement surface. Explain what… (part b)
Required knowledge for 2.7.A
2.7.A.1 · Kinetic friction occurs when two surfaces in contact move relative to each other.
2.7.A.1.i · The kinetic friction force is exerted in a direction opposite to the motion of each surface relative to the other surface.
2.7.A.1.ii · The force of friction between two surfaces does not depend on the size of the surface area of contact.
2.7.A.2 · The magnitude of the kinetic friction force exerted on an object is the product of the normal force the surface exerts on the object and the coefficient of kinetic friction.
|vector F_f,k| = |μ_k vector F_n|
2.7.A.2.i · The coefficient of kinetic friction depends on the material properties of the surfaces that are in contact.
2.7.A.2.ii · Normal force is the perpendicular component of the force exerted on an object by the surface with which it is in contact; it is directed away from the surface.
2.7.B · Describe static friction between two surfaces.
Lesson provided · Practice provided
Course and exam description p. 54
- Teach: Kinetic and Static Friction
More teaching passages in this lesson
- Teaching passage: The static-friction magnitude obeys 0 ≤ f_s ≤ μ_sN. Its maximum value is f_s,max = μ_sN. It takes the value and direction needed to prevent…
- Worked example: The friction force doesn't jump to 20 N and stay there during sliding. The model changes when surfaces begin moving relative to one another. Also,…
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Supports part of this goal.
Teaching passage: For a typical dry surface pair, μ_s exceeds μ_k. If μ_s = 0.45 and μ_k = 0.25 at N = 20 N, the maximum static friction is 9 N while sliding…
- Check understanding: A box stays at rest under a 6 N pull; its maximum static friction is 10 N. What is the friction magnitude? · Worked answer for A box stays at rest under a 6 N pull; its maximum static friction is 10 N. What is the friction magnitude?
- Check understanding: A box rides without slipping on a belt that accelerates right. Which description can be correct? · Worked answer for A box rides without slipping on a belt that accelerates right. Which description can be correct?
More checks for this goal
- Check understanding: A 2 kg block has μ_s = 0.40 and μ_k = 0.25 on a level floor. Determine its friction and acceleration under a 5 N pull, then under a 10 N pull… · Worked answer for A 2 kg block has μ_s = 0.40 and μ_k = 0.25 on a level floor. Determine its friction and acceleration under a 5 N pull, then under a 10 N pull…
- Check understanding: Derive the largest angle at which a block can remain at rest on an incline. Explain why changing mass alone doesn't change that angle in this model. · Worked answer for Derive the largest angle at which a block can remain at rest on an incline. Explain why changing mass alone doesn't change that angle in this model.
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Supports part of this goal.
Check understanding: Separate area, material and friction regime · part c: For a typical dry material pair, state which is usually greater, μ_s or μ_k. Use… · Worked answer for Separate area, material and friction regime · part c: For a typical dry material pair, state which is usually greater, μ_s or μ_k. Use… (part c)
Required knowledge for 2.7.B
2.7.B.1 · Static friction may occur between the contacting surfaces of two objects that are not moving relative to each other.
2.7.B.2 · Static friction adopts the value and direction required to prevent an object from slipping or sliding on a surface.
|vector F_f,s| ≤ |μ_s vector F_n|
2.7.B.2.i · Slipping and sliding refer to situations in which two surfaces are moving relative to each other.
2.7.B.2.ii · There exists a maximum value for which static friction will prevent an object from slipping on a given surface.
F_f,s,max = μ_sF_n
2.7.B.3 · The coefficient of static friction is typically greater than the coefficient of kinetic friction for a given pair of surfaces.
2.8 · Spring Forces
2.8.A · Describe the force exerted on an object by an ideal spring
Lesson provided · Practice provided
Course and exam description p. 55
- Teach: Spring Forces
More teaching passages in this lesson
- Teaching passage: For a horizontal block–spring system with no other horizontal force, its equilibrium position is the relaxed-length position. The spring force…
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Supports part of this goal.
Teaching passage: An ideal spring has negligible mass. Its force magnitude is proportional to deformation measured from relaxed length within its linear range. A… -
Supports part of this goal.
Teaching passage: The source’s always-toward-equilibrium spring-force wording is therefore correctly applicable to the horizontal spring with no other horizontal…
- Check understanding: A horizontal spring has k = 100 N/m and signed extension x = −0.02 m. What is F_s,x? · Worked answer for A horizontal spring has k = 100 N/m and signed extension x = −0.02 m. What is F_s,x?
- Check understanding: A spring of relaxed length 0.15 m is held at length 0.21 m by a 9 N force. Find k, then predict the holding-force magnitude for length 0.18 m. · Worked answer for A spring of relaxed length 0.15 m is held at length 0.21 m by a 9 N force. Find k, then predict the holding-force magnitude for length 0.18 m.
More checks for this goal
- Check understanding: Derive the vertical equilibrium extension mg/k. For displacement y from that equilibrium, show why the net force is −ky even though the spring… · Worked answer for Derive the vertical equilibrium extension mg/k. For displacement y from that equilibrium, show why the net force is −ky even though the spring…
- Check understanding: Experimental pairs are (extension, force): (0.01 m, 2 N), (0.02 m, 4 N), and (0.03 m, 6 N). Sketch the graph, infer k with units, and state one… · Worked answer for Experimental pairs are (extension, force): (0.01 m, 2 N), (0.02 m, 4 N), and (0.03 m, 6 N). Sketch the graph, infer k with units, and state one…
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Supports part of this goal.
Check understanding: Distinguish the two restoring-force origins · part a: State the ideal-spring mass assumption and its proportional force–length-change… · Worked answer for Distinguish the two restoring-force origins · part a: State the ideal-spring mass assumption and its proportional force–length-change… (part a) -
Supports part of this goal.
Check understanding: Distinguish the two restoring-force origins · part b: Derive the hanging equilibrium extension. When the mass is 0.010 m above that… · Worked answer for Distinguish the two restoring-force origins · part b: Derive the hanging equilibrium extension. When the mass is 0.010 m above that… (part b) -
Supports part of this goal.
Check understanding: Distinguish the two restoring-force origins · part c: Sketch spring force and net force versus y for the hanging system, labeling… · Worked answer for Distinguish the two restoring-force origins · part c: Sketch spring force and net force versus y for the hanging system, labeling… (part c)
Required knowledge for 2.8.A
2.8.A.1 · An ideal spring has negligible mass and exerts a force that is proportional to the change in its length as measured from its relaxed length.
2.8.A.2 · The magnitude of the force exerted by an ideal spring on an object is given by Hooke’s law:
vector F_s = −kΔ(vector x)
2.8.A.3 · The force exerted on an object by a spring is always directed toward the equilibrium position of the object–spring system.
2.9 · Circular Motion
2.9.A · Describe the motion of an object traveling in a circular path.
Lesson provided · Practice provided
Course and exam description p. 56, 57
- Teach: Circular Motion
More teaching passages in this lesson
- Teaching passage: Centripetal means toward the center. It names a direction of acceleration, not a new force. A string, gravity, friction, normal force, or some…
- Teaching passage: At the top of a vertical loop, inward is downward. For an object on the inside of a circular track, mg + N = mv²/r. The normal force can't pull…
- Teaching passage: A frictionless banked curve uses the horizontal component of its normal force for inward acceleration. If the bank angle is θ, N cos θ = mg and N…
- Teaching passage: For a conical pendulum, a mass travels in a horizontal circle while its string makes angle θ from vertical. Vertical balance is T cos θ = mg;…
- Teaching passage: When speed changes as well, there's a tangential acceleration a_t pointing along or opposite the motion. The total acceleration is the vector sum…
- Teaching passage: Period P is time per revolution; frequency f is revolutions per second: f = 1/P. For uniform circular motion, v = 2πr/P, or P = 2πr/v. We use P…
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Supports part of this goal.
Teaching passage: A bead is at the rightmost point of a 2 m radius circle, moving counterclockwise. Its velocity points upward tangent to the path. If its speed… -
Supports part of this goal.
Teaching passage: Tangential acceleration measures the rate of speed change and follows the local tangent; centripetal acceleration measures the turning of the… -
Supports part of this goal.
Teaching passage: At the top of an inside vertical circular track with radius 1.6 m, inward is downward. Contact requires N ≥ 0 in mg + N = mv²/r. At the limiting… -
Supports part of this goal.
Teaching passage: Above the frictionless design speed the tendency is up the bank; static friction points down the bank, with inward and downward components. Its… -
Supports part of this goal.
Teaching passage: For a 0.50 kg conical pendulum, a 1.0 m string makes 30° with vertical. Its circle radius is r = L sin 30° = 0.50 m. Tension points along the…
- Check understanding: A puck moves uniformly in a circle. Which quantity is zero? · Worked answer for A puck moves uniformly in a circle. Which quantity is zero?
- Check understanding: At the minimum contact speed at the top of an inside vertical loop, what supplies the inward force? · Worked answer for At the minimum contact speed at the top of an inside vertical loop, what supplies the inward force?
More checks for this goal
- Check understanding: A 0.50 kg mass moves uniformly at 4 m/s in a circle of radius 2 m. Find inward acceleration, inward net force, and period. In a separate… · Worked answer for A 0.50 kg mass moves uniformly at 4 m/s in a circle of radius 2 m. Find inward acceleration, inward net force, and period. In a separate…
- Check understanding: Derive tan θ = v²/(rg) for a frictionless banked curve. Explain why the normal force must exceed mg whenever θ is nonzero. · Worked answer for Derive tan θ = v²/(rg) for a frictionless banked curve. Explain why the normal force must exceed mg whenever θ is nonzero.
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Supports part of this goal.
Check understanding: Construct acceleration and a contact threshold · part a: Draw the bead’s velocity, centripetal-acceleration, and tangential-acceleration… · Worked answer for Construct acceleration and a contact threshold · part a: Draw the bead’s velocity, centripetal-acceleration, and tangential-acceleration… (part a) -
Supports part of this goal.
Check understanding: Construct acceleration and a contact threshold · part b: If instead the bead slows at the same speed-change magnitude while moving… · Worked answer for Construct acceleration and a contact threshold · part b: If instead the bead slows at the same speed-change magnitude while moving… (part b) -
Supports part of this goal.
Check understanding: Construct acceleration and a contact threshold · part c: At the top of the vertical track, derive and calculate the minimum local speed… · Worked answer for Construct acceleration and a contact threshold · part c: At the top of the vertical track, derive and calculate the minimum local speed… (part c) -
Supports part of this goal.
Check understanding: Explain friction’s contribution on a bank · part a: Draw the actual forces for a car at the frictionless design speed and describe… · Worked answer for Explain friction’s contribution on a bank · part a: Draw the actual forces for a car at the frictionless design speed and describe… (part a) -
Supports part of this goal.
Check understanding: Explain friction’s contribution on a bank · part b: For speeds below and above the frictionless design speed, predict the tendency to… · Worked answer for Explain friction’s contribution on a bank · part b: For speeds below and above the frictionless design speed, predict the tendency to… (part b) -
Supports part of this goal.
Check understanding: Resolve tension in a conical pendulum · part a: Draw the actual force diagram and identify the component of tension that… · Worked answer for Resolve tension in a conical pendulum · part a: Draw the actual force diagram and identify the component of tension that… (part a) -
Supports part of this goal.
Check understanding: Resolve tension in a conical pendulum · part b: Calculate circle radius, tension, inward net-force magnitude, speed, and period.… · Worked answer for Resolve tension in a conical pendulum · part b: Calculate circle radius, tension, inward net-force magnitude, speed, and period.… (part b) -
Supports part of this goal.
Check understanding: Resolve tension in a conical pendulum · part c: At the same string length and angle, predict how doubling the mass changes… · Worked answer for Resolve tension in a conical pendulum · part c: At the same string length and angle, predict how doubling the mass changes… (part c)
Required knowledge for 2.9.A
2.9.A.1 · Centripetal acceleration is the component of an object’s acceleration directed toward the center of the object’s circular path.
2.9.A.1.i · The magnitude of centripetal acceleration for an object moving in a circular path is the ratio of the object’s tangential speed squared to the radius of the circular path.
a_c = v²/r
2.9.A.1.ii · Centripetal acceleration is directed toward the center of an object’s circular path.
2.9.A.2 · Centripetal acceleration can result from a single force, more than one force, or components of forces exerted on an object in circular motion.
2.9.A.2.i · At the top of a vertical, circular loop, an object requires a minimum speed to maintain circular motion. At this point, and with this minimum speed, the gravitational force is the only force that causes the centripetal acceleration.
v = √(gr)
2.9.A.2.ii · Components of the static friction force and the normal force can contribute to the net force producing centripetal acceleration of an object traveling in a circle on a banked surface.
2.9.A.2.iii · A component of tension contributes to the net force producing centripetal acceleration experienced by a conical pendulum.
2.9.A.3 · Tangential acceleration is the rate at which an object’s speed changes and is directed tangent to the object’s circular path.
2.9.A.4 · The net acceleration of an object moving in a circle is the vector sum of the centripetal acceleration and tangential acceleration.
2.9.A.5 · The revolution of an object traveling in a circular path at a constant speed (uniform circular motion) can be described using period and frequency.
2.9.A.5.i · The time to complete one full circular path, one full rotation, or a full cycle of oscillatory motion is defined as period, T.
2.9.A.5.ii · The rate at which an object is completing revolutions is defined as frequency, f.
T = 1/f
2.9.A.5.iii · For an object traveling at a constant speed in a circular path, the period is given by the derived equation
T = 2πr/v
2.9.B · Describe circular orbits using Kepler’s third law.
Lesson provided · Practice provided
Course and exam description p. 58
- Teach: Circular Motion
- Check understanding: Circular orbital radius doubles around the same central body. How does period change? · Worked answer for Circular orbital radius doubles around the same central body. How does period change?
- Check understanding: Derive the circular-orbit period equation by eliminating speed. Sketch P² versus r³ for satellites around one planet and identify the slope,… · Worked answer for Derive the circular-orbit period equation by eliminating speed. Sketch P² versus r³ for satellites around one planet and identify the slope,…
Required knowledge for 2.9.B
2.9.B.1 · For a satellite in circular orbit around a central body, the satellite’s centripetal acceleration is caused only by gravitational attraction. The period and radius of the circular orbit are related to the mass of the central body.
T²/r³ = 4π²/(GM)
Unit 3: Work, Energy, and Power
3.1 · Translational Kinetic Energy
3.1.A · Describe the translational kinetic energy of an object in terms of the object’s mass and velocity.
Lesson provided · Practice provided
Course and exam description p. 65
- Teach: Translational Kinetic Energy
More teaching passages in this lesson
- Teaching passage: Kinetic energy is a scalar. It has no direction and is nonnegative in this model. A 2 kg cart moving at +3 m/s and the same cart moving at −3 m/s…
- Teaching passage: A traveler sitting on a train is at rest relative to the train and has zero translational kinetic energy in that frame. Relative to the ground,…
- Check understanding: A cart speed doubles while mass stays fixed. What happens to K? · Worked answer for A cart speed doubles while mass stays fixed. What happens to K?
- Check understanding: A 3 kg cart moves at 4 m/s. Find K. What speed would a 12 kg cart need to have the same kinetic energy? · Worked answer for A 3 kg cart moves at 4 m/s. Find K. What speed would a 12 kg cart need to have the same kinetic energy?
More checks for this goal
- Check understanding: Sketch K versus signed velocity for one mass, marking velocities −2, 0, and +2 m/s. Explain the symmetry and why K isn't a vector. · Worked answer for Sketch K versus signed velocity for one mass, marking velocities −2, 0, and +2 m/s. Explain the symmetry and why K isn't a vector.
- Check understanding: A 1 kg cart moves +6 m/s relative to ground. Find its kinetic energy measured from a frame moving +4 m/s, and explain why subtracting ½(1)(4²)… · Worked answer for A 1 kg cart moves +6 m/s relative to ground. Find its kinetic energy measured from a frame moving +4 m/s, and explain why subtracting ½(1)(4²)…
Required knowledge for 3.1.A
3.1.A.1 · An object’s translational kinetic energy is given by the equation
K = ½mv²
3.1.A.2 · Translational kinetic energy is a scalar quantity.
3.1.A.3 · Different observers may measure different values of the translational kinetic energy of an object, depending on the observer’s frame of reference.
3.2 · Work
3.2.A · Describe the work done on an object or system by a given force or collection of forces.
Lesson provided · Practice provided
Course and exam description p. 66, 67, 68
- Teach: Work
More teaching passages in this lesson
- Teaching passage: A conservative force does work that depends only on initial and final configuration, not on the path. Gravity and ideal spring forces are…
- Teaching passage: Kinetic friction and air resistance are nonconservative. Their effects depend on the actual path and motion. For constant sliding-friction…
- Teaching passage: For a constant force during a straight displacement, W = Fd cos θ = F_parallel d. F and d are magnitudes, and θ is their angle. Work is a scalar…
- Teaching passage: For a single object whose structure is ignored, the net-work theorem relates all external force work to translational kinetic-energy change. For…
- Teaching passage: For example, stretching a spring slowly can transfer energy into elastic potential energy while the system's center of mass barely moves. In a…
- Teaching passage: If the parallel force changes with position, work equals signed area under an F_parallel-versus-displacement graph. A constant force gives a…
- Worked example: A constant force perpendicular to velocity can bend the path without changing speed. That's why the inward force in uniform circular motion does…
- Worked example: Net work is 15 − 6 = 9 J. For the translating crate modeled as an object, the work-energy theorem gives W_net = ΔK = ½mv_f² − ½mv_i². If it starts…
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Supports part of this goal.
Teaching passage: A 1.0 kg package is lifted 2.0 m and returned to its starting height, with g = 10 m/s². Gravity does −20 J on the upward leg and +20 J on the… -
Supports part of this goal.
Teaching passage: Now drag the package 2.0 m out and 2.0 m back on a level floor with 3.0 N kinetic friction. Friction opposes each leg and does −6.0 J on each,… -
Supports part of this goal.
Teaching passage: Work is a scalar: −12 J describes energy transferred out, not a leftward work vector. A 3.0 N force along a 2.0 m displacement does +6.0 J; the… -
Supports part of this goal.
Teaching passage: A constant 8.0 N horizontal force pulls the free end of a deformable apparatus 0.50 m to the right while its center of mass moves only 0.20 m… -
Supports part of this goal.
Teaching passage: External force can change configuration. Consequently, application-point work does not generally equal only ΔK for a deformable system: the full… -
Supports part of this goal.
Teaching passage: For comparison, a nonrotating 2.0 kg cart treated as structureless moves 0.50 m under the same net force on a frictionless horizontal track. Its…
- Check understanding: A constant force is perpendicular to a particle’s displacement. What work does it do? · Worked answer for A constant force is perpendicular to a particle’s displacement. What work does it do?
- Check understanding: A 5 N horizontal force acts over 4 m while a 1 N opposing force acts throughout. For a 2 kg object starting at rest, find each work, net work, and… · Worked answer for A 5 N horizontal force acts over 4 m while a 1 N opposing force acts throughout. For a 2 kg object starting at rest, find each work, net work, and…
More checks for this goal
- Check understanding: A force graph rises linearly from 0 to 6 N over 2 m, then stays at 6 N for another 1 m. Find total work and explain your area decomposition. · Worked answer for A force graph rises linearly from 0 to 6 N over 2 m, then stays at 6 N for another 1 m. Find total work and explain your area decomposition.
- Check understanding: Compare gravitational work on a book lifted to height h by two different paths. Then compare friction work for two rough paths of different… · Worked answer for Compare gravitational work on a book lifted to height h by two different paths. Then compare friction work for two rough paths of different…
- Check understanding: Follow a return path · part a: Calculate gravity work on each leg and over the entire lift-and-return trip.… · Worked answer for Follow a return path · part a: Calculate gravity work on each leg and over the entire lift-and-return trip.… (part a)
- Check understanding: Choose the correct displacement · part a: Calculate the energy transferred through the deformable apparatus’s application… · Worked answer for Choose the correct displacement · part a: Calculate the energy transferred through the deformable apparatus’s application… (part a)
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Supports part of this goal.
Check understanding: Follow a return path · part b: Calculate friction work on each floor leg and in total. Compare the closed-path… · Worked answer for Follow a return path · part b: Calculate friction work on each floor leg and in total. Compare the closed-path… (part b) -
Supports part of this goal.
Check understanding: Follow a return path · part c: A 5.0 N force separately acts over a 2.0 m straight displacement parallel to it,… · Worked answer for Follow a return path · part c: A 5.0 N force separately acts over a 2.0 m straight displacement parallel to it,… (part c) -
Supports part of this goal.
Check understanding: Choose the correct displacement · part b: Evaluate this claim for the deformable apparatus: “Application-point work must… · Worked answer for Choose the correct displacement · part b: Evaluate this claim for the deformable apparatus: “Application-point work must… (part b) -
Supports part of this goal.
Check understanding: Choose the correct displacement · part c: For the cart trial, first test whether the force application point and center of… · Worked answer for Choose the correct displacement · part c: For the cart trial, first test whether the force application point and center of… (part c) -
Supports part of this goal.
Check understanding: Zero work can still turn motion · part a: Which statement correctly explains the work, velocity direction and kinetic… · Worked answer for Zero work can still turn motion · part a: Which statement correctly explains the work, velocity direction and kinetic… (part a)
Required knowledge for 3.2.A
3.2.A.1 · Work is the amount of energy transferred into or out of a system by a force exerted on that system over a distance.
3.2.A.1.i · The work done by a conservative force exerted on a system is path-independent and only depends on the initial and final configurations of that system.
3.2.A.1.ii · The work done by a conservative force on a system—or the change in the potential energy of the system—will be zero if the system returns to its initial configuration.
3.2.A.1.iii · Potential energies are associated only with conservative forces.
3.2.A.1.iv · The work done by a nonconservative force is path-dependent.
3.2.A.1.v · Examples of nonconservative forces are friction and air resistance.
3.2.A.2 · Work is a scalar quantity that may be positive, negative, or zero.
3.2.A.3 · The amount of work done on a system by a constant force is related to the components of that force and the displacement of the point at which that force is exerted.
3.2.A.3.i · Only the component of the force exerted on a system that is parallel to the displacement of the point of application of the force will change the system’s total energy.
W = F_parallel d = Fd cos θ
3.2.A.3.ii · The component of the force exerted on a system perpendicular to the direction of the displacement of the system’s center of mass can change the direction of the system’s motion without changing the system’s kinetic energy.
3.2.A.4 · The work-energy theorem states that the change in an object’s kinetic energy is equal to the sum of the work (net work) being done by all forces exerted on the object.
W_net = ΔK = K_f − K_i
3.2.A.4.i · An external force may change the configuration of a system. The component of the external force parallel to the displacement times the displacement of the point of application of the force gives the change in kinetic energy of the system.
3.2.A.4.ii · If the system’s center of mass and the point of application of the force move the same distance when a force is exerted on a system, then the system may be modeled as an object, and only the system’s kinetic energy can change.
3.2.A.4.iii · The energy dissipated by friction is typically equated to the force of friction times the length of the path over which the force is exerted
ΔE_mech = F_f d cos θ
3.2.A.5 · Work is equal to the area under the curve of a graph of F_parallel as a function of displacement.
3.3 · Potential Energy
3.3.A · Describe the potential energy of a system.
Lesson provided · Practice provided
Course and exam description p. 69, 70
- Teach: Potential Energy
More teaching passages in this lesson
- Teaching passage: We choose where U = 0 to simplify the question. That choice changes energy values but not energy changes or predicted motion. Saying “this point…
- Teaching passage: When g is nearly constant, ΔU_g = mgΔy, with y positive upward. If we choose U = 0 at y = 0, then U_g = mgy. Raising an object increases the…
- Teaching passage: For an ideal spring, U_s = ½kx², where x is deformation from the relaxed length. The spring is a system with internal interactions; stretching or…
- Teaching passage: For approximately spherical masses outside one another, with zero at infinite separation, U_g = −GMm/r. The minus sign means the system at finite…
- Teaching passage: If a system includes three or more masses, its total gravitational potential energy is the sum over distinct pairs. For three masses, count pairs…
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Supports part of this goal.
Teaching passage: Two approximately spherical objects interact only through gravity. Their masses are 2.0 kg and 3.0 kg, their center separation is 0.40 m, and G =… -
Supports part of this goal.
Teaching passage: Potential energy is a scalar associated with the positions of interacting objects. The negative sign specifies the chosen reference-relative…
- Check understanding: You shift the potential-energy zero upward. What changes in a fixed lift? · Worked answer for You shift the potential-energy zero upward. What changes in a fixed lift?
- Check understanding: A 300 N/m spring is stretched 0.10 m from relaxed length. Find its energy and the energy after doubling that stretch. · Worked answer for A 300 N/m spring is stretched 0.10 m from relaxed length. Find its energy and the energy after doubling that stretch.
More checks for this goal
- Check understanding: Three equal masses m occupy the corners of an equilateral triangle of side r. Write the total gravitational potential energy with zero at infinite… · Worked answer for Three equal masses m occupy the corners of an equilateral triangle of side r. Write the total gravitational potential energy with zero at infinite…
- Check understanding: An object moves from center distance R to 2R from a planet. Find ΔU symbolically and describe how the general U–r graph represents that change. · Worked answer for An object moves from center distance R to 2R from a planet. Find ΔU symbolically and describe how the general U–r graph represents that change.
- Check understanding: Identify a configuration potential · part a: Name the system and conservative interaction that can store potential energy.… · Worked answer for Identify a configuration potential · part a: Name the system and conservative interaction that can store potential energy.… (part a)
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Supports part of this goal.
Check understanding: Identify a configuration potential · part b: State whether potential energy is a scalar or vector. If the pair is rotated in… · Worked answer for Identify a configuration potential · part b: State whether potential energy is a scalar or vector. If the pair is rotated in… (part b)
Required knowledge for 3.3.A
3.3.A.1 · A system composed of two or more objects has potential energy if the objects within that system only interact with each other through conservative forces.
3.3.A.2 · Potential energy is a scalar quantity associated with the position of objects within a system.
3.3.A.3 · The definition of zero potential energy for a given system is a decision made by the observer considering the situation to simplify or otherwise assist in analysis.
3.3.A.4 · The potential energy of common physical systems can be described using the physical properties of that system.
3.3.A.4.i · The elastic potential energy of an ideal spring is given by the following equation, where Δx is the distance the spring has been stretched or compressed from its equilibrium length.
U_s = ½k(Δx)²
3.3.A.4.ii · The general form for the gravitational potential energy of a system consisting of two approximately spherical distributions of mass (e.g., moons, planets or stars) is given by the equation
U_g = −Gm₁m₂/r
3.3.A.4.iii · Because the gravitational field near the surface of a planet is nearly constant, the change in gravitational potential energy in a system consisting of an object with mass m and a planet with gravitational field of magnitude g when the object is near the surface of the planet may be approximated by the equation
ΔU_g = mgΔy
3.3.A.5 · The total potential energy of a system containing more than two objects is the sum of the potential energy of each pair of objects within the system.
3.4 · Conservation of Energy
3.4.A · Describe the energies present in a system.
Lesson provided · Practice provided
Course and exam description p. 71
- Teach: Conservation of Energy
More teaching passages in this lesson
- Check understanding: For a falling ball–Earth system with negligible air resistance, which account is correct? · Worked answer for For a falling ball–Earth system with negligible air resistance, which account is correct?
- Check understanding: A mass compresses a vertical spring while moving downward. Which energy changes must be included? · Worked answer for A mass compresses a vertical spring while moving downward. Which energy changes must be included?
More checks for this goal
- Check understanding: Choose a mechanical energy inventory · part a: Inventory the mechanical energy forms in the single structureless-ball model.… · Worked answer for Choose a mechanical energy inventory · part a: Inventory the mechanical energy forms in the single structureless-ball model.… (part a)
Required knowledge for 3.4.A
3.4.A.1 · A system composed of only a single object can only have kinetic energy.
3.4.A.2 · A system that contains objects that interact via conservative forces or that can change its shape reversibly may have both kinetic and potential energies.
3.4.B · Describe the behavior of a system using conservation of mechanical energy principles.
Lesson provided · Practice provided
Course and exam description p. 71
- Teach: Conservation of Energy
More teaching passages in this lesson
- Teaching passage: A useful expanded balance is K_i + U_i + W_external = K_f + U_f + ΔE_thermal, when thermal gain is the only additional internal energy change and…
- Teaching passage: A system can be enlarged to include the environment receiving dissipated energy. The enlarged total may then be constant even while its…
- Check understanding: A 2 kg object starts from rest 1.5 m above a floor. Before reaching the floor, 6 J goes into thermal energy. Find its kinetic energy and speed… · Worked answer for A 2 kg object starts from rest 1.5 m above a floor. Before reaching the floor, 6 J goes into thermal energy. Find its kinetic energy and speed…
- Check understanding: A cart moves between two states with ΔK = +4 J, ΔU = −7 J, and ΔE_thermal = +1 J. Find the external work and explain its sign. · Worked answer for A cart moves between two states with ΔK = +4 J, ΔU = −7 J, and ΔE_thermal = +1 J. Find the external work and explain its sign.
More checks for this goal
- Check understanding: Derive maximum compression for a mass m released from rest on a relaxed vertical spring of stiffness k. Compare it with static equilibrium and… · Worked answer for Derive maximum compression for a mass m released from rest on a relaxed vertical spring of stiffness k. Compare it with static equilibrium and…
- Check understanding: Choose a mechanical energy inventory · part b: For ball plus Earth, calculate ΔU_g and ΔK and find the final speed. Explain why… · Worked answer for Choose a mechanical energy inventory · part b: For ball plus Earth, calculate ΔU_g and ΔK and find the final speed. Explain why… (part b)
Required knowledge for 3.4.B
3.4.B.1 · Mechanical energy is the sum of a system’s kinetic and potential energies.
3.4.B.2 · Any change to a type of energy within a system must be balanced by an equivalent change of other types of energies within the system or by a transfer of energy between the system and its surroundings.
3.4.B.3 · A system may be selected so that the total energy of that system is constant.
3.4.B.4 · If the total energy of a system changes, that change will be equivalent to the energy transferred into or out of the system.
3.4.C · Describe how the selection of a system determines whether the energy of that system changes.
Lesson provided · Practice provided
Course and exam description p. 72
- Teach: Conservation of Energy
- Check understanding: For a falling ball–Earth system with negligible air resistance, which account is correct? · Worked answer for For a falling ball–Earth system with negligible air resistance, which account is correct?
- Check understanding: Mechanical energy decreases because of friction. What follows? · Worked answer for Mechanical energy decreases because of friction. What follows?
More checks for this goal
- Check understanding: A cart moves between two states with ΔK = +4 J, ΔU = −7 J, and ΔE_thermal = +1 J. Find the external work and explain its sign. · Worked answer for A cart moves between two states with ΔK = +4 J, ΔU = −7 J, and ΔE_thermal = +1 J. Find the external work and explain its sign.
- Check understanding: Choose a mechanical energy inventory · part b: For ball plus Earth, calculate ΔU_g and ΔK and find the final speed. Explain why… · Worked answer for Choose a mechanical energy inventory · part b: For ball plus Earth, calculate ΔU_g and ΔK and find the final speed. Explain why… (part b)
Required knowledge for 3.4.C
3.4.C.1 · Energy is conserved in all interactions.
3.4.C.2 · If the work done on a selected system is zero and there are no nonconservative interactions within the system, the total mechanical energy of the system is constant.
3.4.C.3 · If the work done on a selected system is nonzero, energy is transferred between the system and the environment.
3.5 · Power
3.5.A · Describe the transfer of energy into, out of, or within a system in terms of power.
Lesson provided · Practice provided
Course and exam description p. 73
- Teach: Power
More teaching passages in this lesson
- Teaching passage: Average power over an interval is P_avg = ΔE/Δt for the specified transfer or conversion. For work done by a force, P_avg = W/Δt. The SI unit is…
- Teaching passage: During a short interval, displacement along a force is velocity along that force times time. Dividing W = F_parallelΔx by Δt gives P = F_parallel…
- Check understanding: Two useful lifts each raise the same mass through the same height, with equal initial and final speeds and no losses. One takes half the time.… · Worked answer for Two useful lifts each raise the same mass through the same height, with equal initial and final speeds and no losses. One takes half the time.…
- Check understanding: A 10 kg object rises 2 m at constant speed in 4 s. Find work, average power, and instantaneous power if the speed is constant throughout, using g… · Worked answer for A 10 kg object rises 2 m at constant speed in 4 s. Find work, average power, and instantaneous power if the speed is constant throughout, using g…
More checks for this goal
- Check understanding: A cart has 20 J of kinetic energy. A constant 5 W input lasts 6 s with 8 J dissipated. Find the final kinetic energy and identify why input power… · Worked answer for A cart has 20 J of kinetic energy. A constant 5 W input lasts 6 s with 8 J dissipated. Find the final kinetic energy and identify why input power…
- Check understanding: Derive the slope of v² versus time for a mass m driven at constant power P with no losses. Explain how an experiment could use that slope to infer P. · Worked answer for Derive the slope of v² versus time for a mass m driven at constant power P with no losses. Explain how an experiment could use that slope to infer P.
Required knowledge for 3.5.A
3.5.A.1 · Power is the rate at which energy changes with respect to time, either by transfer into or out of a system or by conversion from one type to another within a system.
3.5.A.2 · Average power is the amount of energy being transferred or converted, divided by the time it took for that transfer or conversion to occur.
P_avg = ΔE/Δt
3.5.A.3 · Because work is the change in energy of an object or system due to a force, average power is the total work done, divided by the time during which that work was done.
P_avg = W/Δt
3.5.A.4 · The instantaneous power delivered to an object by the component of a constant force parallel to the object’s velocity can be described with the derived equation.
P = F_parallel v
Unit 4: Linear Momentum
4.1 · Linear Momentum
4.1.A · Describe the linear momentum of an object or system.
Lesson provided · Practice provided
Course and exam description p. 80
- Teach: Linear Momentum
More teaching passages in this lesson
- Teaching passage: During a collision, the objects exert large forces on each other for a short time. We can often ignore the external impulse during that short…
- Teaching passage: We usually compare the state immediately before contact with the state immediately after it. We can then model each cart as an object located at…
- Teaching passage: An explosion is the other common interaction model: forces within a system push its parts apart. “Explosion” can mean a spring released between…
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Supports part of this goal.
Teaching passage: Two carts interact for 0.020 s. Their mutual average horizontal contact-force magnitude is 100 N, while the net external horizontal force on the… -
Supports part of this goal.
Teaching passage: To predict the velocities immediately before and after contact, model each cart as an object at its center of mass. The model uses the initial and…
- Check understanding: Linear Momentum · 2 · Worked answer for Linear Momentum · 2
- Check understanding: Linear Momentum · 3 · Worked answer for Linear Momentum · 3
More checks for this goal
- Check understanding: Linear Momentum · 4 · Worked answer for Linear Momentum · 4
- Check understanding: Compare the cart evidence · Worked answer for Compare the cart evidence
- Check understanding: Justify a short-interaction model · part b: Explain why an object model at each cart’s center of mass is adequate for the… · Worked answer for Justify a short-interaction model · part b: Explain why an object model at each cart’s center of mass is adequate for the… (part b)
- Check understanding: Check individual energies in an elastic collision · part b: Check total momentum before and after, and draw separate energy bars for A and B… · Worked answer for Check individual energies in an elastic collision · part b: Check total momentum before and after, and draw separate energy bars for A and B… (part b)
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Supports part of this goal.
Check understanding: Justify a short-interaction model · part a: Compare internal and net external force magnitudes and calculate their impulse… · Worked answer for Justify a short-interaction model · part a: Compare internal and net external force magnitudes and calculate their impulse… (part a)
Required knowledge for 4.1.A
4.1.A.1 · Linear momentum is defined by the equation
vector p = m vector v
4.1.A.2 · Momentum is a vector quantity and has the same direction as the velocity.
4.1.A.3 · Momentum can be used to analyze collisions and explosions.
4.1.A.3.i · A collision is a model for an interaction where the forces exerted between the involved objects in the system are much larger than the net external force exerted on those objects during the interaction.
4.1.A.3.ii · As only the initial and final states of a collision are analyzed, the object model may be used to analyze collisions.
4.1.A.3.iii · An explosion is a model for an interaction in which forces internal to the system move objects within that system apart.
4.2 · Change in Momentum and Impulse
4.2.A · Describe the impulse delivered to an object or system.
Lesson provided · Practice provided
Course and exam description p. 81
- Teach: Change in Momentum and Impulse
More teaching passages in this lesson
- Teaching passage: On a graph of net force against time, the signed area is impulse. A rectangle gives FΔt; a triangle gives ½ × base × height. Add areas above the…
- Teaching passage: A momentum–time graph tells the same story differently. Its slope is net external force. A horizontal section means zero net force, even when…
- Check understanding: Change in Momentum and Impulse · 2 · Worked answer for Change in Momentum and Impulse · 2
- Check understanding: Change in Momentum and Impulse · 3 · Worked answer for Change in Momentum and Impulse · 3
More checks for this goal
- Check understanding: Change in Momentum and Impulse · 4 · Worked answer for Change in Momentum and Impulse · 4
- Check understanding: Choose the sensor and comparison · Worked answer for Choose the sensor and comparison
- Check understanding: Derive the force law from impulse · part b: Calculate Δp, the net impulse, average acceleration and average net force with… · Worked answer for Derive the force law from impulse · part b: Calculate Δp, the net impulse, average acceleration and average net force with… (part b)
Required knowledge for 4.2.A
4.2.A.1 · The rate of change of momentum is equal to the net external force exerted on an object or system.
vector F_net = Δ(vector p)/Δt
4.2.A.2 · Impulse is defined as the product of the average force exerted on a system and the time interval during which that force is exerted on the system.
vector J = vector F_avg Δt
4.2.A.3 · Impulse is a vector quantity and has the same direction as the net force exerted on the system.
4.2.A.4 · The impulse delivered to a system by a net external force is equal to the area under the curve of a graph of the net external force exerted on the system as a function of time.
4.2.A.5 · The net external force exerted on a system is equal to the slope of a graph of the momentum of the system as a function of time.
4.2.B · Describe the relationship between the impulse exerted on an object or a system and the change in momentum of the object or system.
Lesson provided · Practice provided
Course and exam description p. 82
- Teach: Change in Momentum and Impulse
More teaching passages in this lesson
- Teaching passage: For constant mass, Δp = mΔv. Divide J = Δp by Δt to get F_net,avg = mΔv/Δt = ma_avg. On a sufficiently small time interval, the same relationship…
- Worked example: A 0.20 kg ball moves right at 6.0 m/s and leaves a wall moving left at 4.0 m/s. Take right as positive. Then p_i = +1.2 kg·m/s and p_f = −0.80…
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Supports part of this goal.
Teaching passage: For a constant-mass system, begin with J_net = F_net,avgΔt = Δp. Since p = mv and m does not change, Δp = m(v_f − v_i) = mΔv. Divide by the same…
- Check understanding: Change in Momentum and Impulse · 1 · Worked answer for Change in Momentum and Impulse · 1
- Check understanding: Change in Momentum and Impulse · 4 · Worked answer for Change in Momentum and Impulse · 4
More checks for this goal
- Check understanding: Choose the sensor and comparison · Worked answer for Choose the sensor and comparison
- Check understanding: Derive the force law from impulse · part a: Starting from the net impulse–momentum theorem, derive the full chain F_net,avg =… · Worked answer for Derive the force law from impulse · part a: Starting from the net impulse–momentum theorem, derive the full chain F_net,avg =… (part a)
Required knowledge for 4.2.B
4.2.B.1 · Change in momentum is the difference between a system’s final momentum and its initial momentum.
Δ(vector p) = vector p − vector p₀
4.2.B.2 · The impulse–momentum theorem relates the impulse exerted on a system and the system’s change in momentum.
vector J = vector F_avg Δt = Δ(vector p)
4.2.B.3 · Newton’s second law of motion is a direct result of the impulse–momentum theorem applied to systems with constant mass. Relevant equation
vector F_net = Δ(vector p)/Δt = mΔ(vector v)/Δt = m vector a
4.3 · Conservation of Linear Momentum
4.3.A · Describe the behavior of a system using conservation of linear momentum.
Lesson provided · Practice provided
Course and exam description p. 83, 84
- Teach: Conservation of Linear Momentum
More teaching passages in this lesson
- Teaching passage: v_cm = (m₁v₁ + m₂v₂ + …)/(m₁ + m₂ + …) = p_total/M.
- Teaching passage: When net external force is zero, v_cm stays constant even during the collision, not just before and afterward. A graph of x_cm against time is a…
- Teaching passage: For any chosen system, p_f = p_i + J_external. If the net external impulse is zero, p_f = p_i. Forces between objects inside the boundary are…
- Worked example: Initial momentum is 0.60(3.0) + 0.90(0) = 1.8 kg·m/s. Since both move together afterward, final momentum is (0.60 + 0.90)v_f. Therefore v_f =…
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Supports part of this goal.
Teaching passage: A 0.20 kg ball approaches a wall at +5.0 m/s and leaves at −3.0 m/s. Its momentum changes from +1.0 to −0.60 kg·m/s, so the wall’s impulse on the…
- Check understanding: Conservation of Linear Momentum · 2 · Worked answer for Conservation of Linear Momentum · 2
- Check understanding: Conservation of Linear Momentum · 4 · Worked answer for Conservation of Linear Momentum · 4
More checks for this goal
- Check understanding: Test the center-of-mass motion · Worked answer for Test the center-of-mass motion
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Supports part of this goal.
Check understanding: Find the compensating wall momentum · part a: Use Newton’s third law at each contact instant to derive the equality of opposite… · Worked answer for Find the compensating wall momentum · part a: Use Newton’s third law at each contact instant to derive the equality of opposite… (part a)
Required knowledge for 4.3.A
4.3.A.1 · A collection of objects with individual momenta can be described as one system with one center-of-mass velocity.
4.3.A.1.i · For a collection of objects, the velocity of a system’s center of mass can be calculated using the equation
vector v_cm = Σ(mᵢ vector vᵢ) / Σmᵢ
4.3.A.1.ii · The velocity of a system’s center of mass is constant in the absence of a net external force.
4.3.A.2 · The total momentum of a system is the sum of the momenta of the system’s constituent parts.
4.3.A.3 · In the absence of net external forces, any change to the momentum of an object within a system must be balanced by an equivalent and opposite change of momentum elsewhere within the system. Any change to the momentum of a system is due to a transfer of momentum between the system and its surroundings.
4.3.A.3.i · The impulse exerted by one object on a second object is equal and opposite to the impulse exerted by the second object on the first. This is a direct result of Newton’s third law.
4.3.A.3.ii · A system may be selected so that the total momentum of that system is constant.
4.3.A.3.iii · If the total momentum of a system changes, that change will be equivalent to the impulse exerted on the system.
vector J = Δ(vector p)
4.3.A.4 · Correct application of conservation of momentum can be used to determine the velocity of a system immediately before and immediately after collisions or explosions.
4.3.B · Describe how the selection of a system determines whether the momentum of that system changes.
Lesson provided · Practice provided
Course and exam description p. 84
- Teach: Conservation of Linear Momentum
More teaching passages in this lesson
- Teaching passage: For any chosen system, p_f = p_i + J_external. If the net external impulse is zero, p_f = p_i. Forces between objects inside the boundary are…
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Supports part of this goal.
Teaching passage: For ball alone, momentum is not constant because the wall is outside the boundary. For ball plus wall plus Earth, neglecting other external…
- Check understanding: Conservation of Linear Momentum · 1 · Worked answer for Conservation of Linear Momentum · 1
- Check understanding: Conservation of Linear Momentum · 3 · Worked answer for Conservation of Linear Momentum · 3
More checks for this goal
- Check understanding: Conservation of Linear Momentum · 4 · Worked answer for Conservation of Linear Momentum · 4
- Check understanding: Find the compensating wall momentum · part b: Calculate the compensating momentum change of the wall plus Earth. Compare… · Worked answer for Find the compensating wall momentum · part b: Calculate the compensating momentum change of the wall plus Earth. Compare… (part b)
Required knowledge for 4.3.B
4.3.B.1 · Momentum is conserved in all interactions.
4.3.B.2 · If the net external force on the selected system is zero, the total momentum of the system is constant.
4.3.B.3 · If the net external force on the selected system is nonzero, momentum is transferred between the system and the environment.
4.4 · Elastic and Inelastic Collisions
4.4.A · Describe whether an interaction between objects is elastic or inelastic.
Lesson provided · Practice provided
Course and exam description p. 85
- Teach: Elastic and Inelastic Collisions
More teaching passages in this lesson
- Worked example: Case A: The first cart stops and the second moves at +4.0 m/s. Final momentum is +2.0 kg·m/s and final kinetic energy is 4.0 J. This matches an…
- Worked example: Case C: They separate with velocities +1.0 m/s and +3.0 m/s. Momentum is still +2.0 kg·m/s, but total kinetic energy is ½(0.50)(1.0² + 3.0²) = 2.5…
- Worked example: Case B: The carts stick and move at +2.0 m/s. Final momentum is (1.0)(2.0) = +2.0 kg·m/s. Final kinetic energy is ½(1.0)(2.0²) = 2.0 J. The…
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Supports part of this goal.
Teaching passage: A 0.50 kg cart A at +4.0 m/s collides elastically with an equal-mass stationary cart B on an isolated horizontal track. The measured final…
- Check understanding: Elastic and Inelastic Collisions · 1 · Worked answer for Elastic and Inelastic Collisions · 1
- Check understanding: Elastic and Inelastic Collisions · 3 · Worked answer for Elastic and Inelastic Collisions · 3
More checks for this goal
- Check understanding: Elastic and Inelastic Collisions · 4 · Worked answer for Elastic and Inelastic Collisions · 4
- Check understanding: Classify with measurement intervals · Worked answer for Classify with measurement intervals
- Check understanding: Check individual energies in an elastic collision · part a: Calculate each cart’s initial and final kinetic energy, each individual ΔK, and… · Worked answer for Check individual energies in an elastic collision · part a: Calculate each cart’s initial and final kinetic energy, each individual ΔK, and… (part a)
Required knowledge for 4.4.A
4.4.A.1 · An elastic collision between objects is one in which the initial kinetic energy of the system is equal to the final kinetic energy of the system.
4.4.A.2 · In an elastic collision, the final kinetic energies of each of the objects within the system may be different from their initial kinetic energies.
4.4.A.3 · An inelastic collision between objects is one in which the total kinetic energy of the system decreases.
4.4.A.4 · In an inelastic collision, some of the initial kinetic energy is not restored to kinetic energy but is transformed by nonconservative forces into other forms of energy.
4.4.A.5 · In a perfectly inelastic collision, the objects stick together and move with the same velocity after the collision.
Unit 5: Torque and Rotational Dynamics
5.1 · Rotational Kinematics
5.1.A · Describe the rotation of a system with respect to time using angular displacement, angular velocity, and angular acceleration.
Lesson provided · Practice provided
Course and exam description p. 93, 94
- Teach: Rotational Kinematics
More teaching passages in this lesson
- Teaching passage: A rigid system keeps its shape as it rotates. Different points move in different directions and at different linear speeds, so replacing the whole…
- Teaching passage: We already know how to describe a cart moving along a line. Now imagine watching a marked point on a wheel. Instead of its horizontal position,…
- Teaching passage: Average angular velocity is ω_avg = Δθ/Δt, in rad/s. Average angular acceleration is α_avg = Δω/Δt, in rad/s². Angular velocity tells you how fast…
- Teaching passage: For constant angular acceleration, the linear kinematics equations have these rotational partners:
- Teaching passage: - ω_f = ω_i + αΔt - Δθ = ω_iΔt + ½α(Δt)² - ω_f² = ω_i² + 2αΔθ - Δθ = ½(ω_i + ω_f)Δt
- Teaching passage: The slope of a θ–t graph is ω. A steepening curve means increasing angular speed in that direction; a turning point means ω = 0. The slope of an…
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Supports part of this goal.
Teaching passage: A rigid wheel has θ₀ = 1.0 rad, ω₀ = +2.0 rad/s, and constant α = +3.0 rad/s² for 2.0 s. Its angular velocity is ω = ω₀ + αt = +8.0 rad/s. Its… -
Supports part of this goal.
Teaching passage: The one-dimensional linear partners are v = v₀ + at, x = x₀ + v₀t + ½at², and v² = v₀² + 2a(x − x₀). The correspondence is x ↔ θ, v ↔ ω, and a ↔… -
Supports part of this goal.
Teaching passage: Rigidity means the wheel holds its shape, yet points on opposite sides have oppositely directed tangential velocities. A single point at its…
- Check understanding: Rotational Kinematics · 1 · Worked answer for Rotational Kinematics · 1
- Check understanding: Rotational Kinematics · 4 · Worked answer for Rotational Kinematics · 4
More checks for this goal
- Check understanding: Unwrap the filmed turn · Worked answer for Unwrap the filmed turn
- Check understanding: Match models and the full equation set · part a: Calculate ω at 4.0 s using ω = ω₀ + αt, calculate θ using θ = θ₀ + ω₀t + ½αt²,… · Worked answer for Match models and the full equation set · part a: Calculate ω at 4.0 s using ω = ω₀ + αt, calculate θ using θ = θ₀ + ω₀t + ½αt²,… (part a)
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Supports part of this goal.
Check understanding: Match models and the full equation set · part b: Write the linear one-dimensional counterpart of each of the three angular… · Worked answer for Match models and the full equation set · part b: Write the linear one-dimensional counterpart of each of the three angular… (part b) -
Supports part of this goal.
Check understanding: Match models and the full equation set · part c: Explain why a spinning rigid wheel cannot be replaced by a point at its… · Worked answer for Match models and the full equation set · part c: Explain why a spinning rigid wheel cannot be replaced by a point at its… (part c)
Required knowledge for 5.1.A
5.1.A.1 · Angular displacement is the measurement of the angle, in radians, through which a point on a rigid system rotates about a specified axis.
Δθ = θ − θ₀
5.1.A.1.i · A rigid system is one that holds its shape but in which different points on the system move in different directions during rotation. A rigid system cannot be modeled as an object.
5.1.A.1.ii · One direction of angular displacement about an axis of rotation—clockwise or counterclockwise—is typically indicated as mathematically positive, with the other direction becoming mathematically negative.
5.1.A.1.iii · If the rotation of a system about an axis may be well described using the motion of the system’s center of mass, the system may be treated as a single object. For example, the rotation of Earth about its axis may be considered negligible when considering the revolution of Earth about the center of mass of the Earth–Sun system.
5.1.A.2 · Average angular velocity is the average rate at which angular position changes with respect to time.
ω_avg = Δθ/Δt
5.1.A.3 · Average angular acceleration is the average rate at which the angular velocity changes with respect to time.
α_avg = Δω/Δt
5.1.A.4 · Angular displacement, angular velocity, and angular acceleration around one axis are analogous to linear displacement, velocity, and acceleration in one dimension and demonstrate the same mathematical relationships.
5.1.A.4.i · For constant angular acceleration, the mathematical relationships between angular displacement, angular velocity, and angular acceleration can be described with the following equations:
ω = ω₀ + αt
θ = θ₀ + ω₀t + ½αt²
ω² = ω₀² + 2α(θ − θ₀)
5.1.A.4.ii · Graphs of angular displacement, angular velocity, and angular acceleration as functions of time can be used to find the relationships between those quantities.
5.2 · Connecting Linear and Rotational Motion
5.2.A · Describe the linear motion of a point on a rotating rigid system that corresponds to the rotational motion of that point, and vice versa.
Lesson provided · Practice provided
Course and exam description p. 95
- Teach: Connecting Linear and Rotational Motion
More teaching passages in this lesson
- Teaching passage: Dividing arc length by time gives v_t = r|ω| for tangential speed. Dividing the change in tangential velocity component by time gives a_t = rα in…
- Teaching passage: Place two stickers on a rotating disk, one near the axle and one near the edge. They complete each revolution together, but the outside sticker…
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Supports part of this goal.
Teaching passage: Two marks fixed on a rigid disk lie at radii 0.10 m and 0.30 m. Over 2.0 s the disk’s angular velocity changes from +2.0 to +8.0 rad/s with…
- Check understanding: Connecting Linear and Rotational Motion · 1 · Worked answer for Connecting Linear and Rotational Motion · 1
- Check understanding: Connecting Linear and Rotational Motion · 3 · Worked answer for Connecting Linear and Rotational Motion · 3
More checks for this goal
- Check understanding: Connecting Linear and Rotational Motion · 4 · Worked answer for Connecting Linear and Rotational Motion · 4
- Check understanding: Check two measurements against rigidity · Worked answer for Check two measurements against rigidity
- Check understanding: Compare both angular rates on a rigid disk · part a: Which complete comparison correctly gives both marks’ final angular velocity,… · Worked answer for Compare both angular rates on a rigid disk · part a: Which complete comparison correctly gives both marks’ final angular velocity,… (part a)
Required knowledge for 5.2.A
5.2.A.1 · For a point at a distance r from a fixed axis of rotation, the linear distance s traveled by the point as the system rotates through an angle is given by the equation
Δs = rΔθ
5.2.A.2 · Derived relationships of linear velocity and of the tangential component of acceleration to their respective angular quantities are given by the following equations:
s = rθ
v = rω
a_T = rα
5.2.A.3 · For a rigid system, all points within that system have the same angular velocity and angular acceleration.
5.3 · Torque
5.3.A · Identify the torques exerted on a rigid system.
Lesson provided · Practice provided
Course and exam description p. 96
- Teach: Torque
- Check understanding: Torque · 1 · Worked answer for Torque · 1
- Check understanding: Torque · 3 · Worked answer for Torque · 3
More checks for this goal
- Check understanding: Torque · 4 · Worked answer for Torque · 4
- Check understanding: Decide which pull turns harder · Worked answer for Decide which pull turns harder
- Check understanding: Construct an extended force diagram · part b: Use your diagram to calculate each torque and net torque about the marked axis.… · Worked answer for Construct an extended force diagram · part b: Use your diagram to calculate each torque and net torque about the marked axis.… (part b)
Required knowledge for 5.3.A
5.3.A.1 · Torque results only from the force component perpendicular to the position vector from the axis of rotation to the point of application of the force.
5.3.A.2 · The lever arm is the perpendicular distance from the axis of rotation to the line of action of the exerted force.
5.3.B · Describe the torques exerted on a rigid system.
Lesson provided · Practice provided
Course and exam description p. 96
- Teach: Torque
More teaching passages in this lesson
- Teaching passage: Start by marking the axis. Draw the position vector from the axis to the force’s application point. If the angle between that position vector and…
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Supports part of this goal.
Teaching passage: About the marked left-end axis, the torque contributions are −2.4, +4.8, −3.2, and 0 N·m with counterclockwise positive. Their sum is −0.80 N·m,… -
Supports part of this goal.
Teaching passage: A freely moving horizontal rigid bar has a reference axis marked at its left end. Its weight is 6.0 N at x = 0.40 m; an upward force of 8.0 N acts…
- Check understanding: Torque · 2 · Worked answer for Torque · 2
- Check understanding: Torque · 4 · Worked answer for Torque · 4
More checks for this goal
- Check understanding: Decide which pull turns harder · Worked answer for Decide which pull turns harder
- Check understanding: Construct an extended force diagram · part a: Construct an extended-object force diagram of the bar. Mark the stated axis and… · Worked answer for Construct an extended force diagram · part a: Construct an extended-object force diagram of the bar. Mark the stated axis and… (part a)
Required knowledge for 5.3.B
5.3.B.1 · Torques can be described using force diagrams.
5.3.B.1.i · Force diagrams are similar to free-body diagrams and are used to analyze the torques exerted on a rigid system.
5.3.B.1.ii · Similar to free-body diagrams, force diagrams represent the relative magnitude and direction of the forces exerted on a rigid system. Force diagrams also depict the location at which those forces are exerted relative to the axis of rotation.
5.3.B.2 · The magnitude of the torque exerted on a rigid system by a force is described by the following equation, where θ is the angle between the force vector and the position vector from the axis of rotation to the point of application of the force.
τ = rF_perpendicular = rF sin θ
5.4 · Rotational Inertia
5.4.A · Describe the rotational inertia of a rigid system relative to a given axis of rotation.
Lesson provided · Practice provided
Course and exam description p. 97
- Teach: Rotational Inertia
- Check understanding: Rotational Inertia · 1 · Worked answer for Rotational Inertia · 1
- Check understanding: Rotational Inertia · 3 · Worked answer for Rotational Inertia · 3
More checks for this goal
Required knowledge for 5.4.A
5.4.A.1 · Rotational inertia measures a rigid system’s resistance to changes in rotation and is related to the mass of the system and the distribution of that mass relative to the axis of rotation.
5.4.A.2 · The rotational inertia of an object rotating a perpendicular distance r from an axis is described by the equation
I = mr²
5.4.A.3 · The total rotational inertia of a collection of objects about an axis is the sum of the rotational inertias of each object about that axis:
I_total = Σ(mᵢrᵢ²)
5.4.B · Describe the rotational inertia of a rigid system rotating about an axis that does not pass through the system’s center of mass.
Lesson provided · Practice provided
Course and exam description p. 97, 98
- Teach: Rotational Inertia
More teaching passages in this lesson
- Check understanding: Rotational Inertia · 2 · Worked answer for Rotational Inertia · 2
- Check understanding: Rotational Inertia · 4 · Worked answer for Rotational Inertia · 4
More checks for this goal
- Check understanding: Prove the center-axis minimum · part a: Use I(d) = I_cm + Md² to prove that the center-of-mass axis has the minimum… · Worked answer for Prove the center-axis minimum · part a: Use I(d) = I_cm + Md² to prove that the center-of-mass axis has the minimum… (part a)
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Supports part of this goal.
Check understanding: Prove the center-axis minimum · part b: Calculate I at d = +0.20 m, −0.20 m and +0.40 m. Sketch I versus d with labeled… · Worked answer for Prove the center-axis minimum · part b: Calculate I at d = +0.20 m, −0.20 m and +0.40 m. Sketch I versus d with labeled… (part b)
Required knowledge for 5.4.B
5.4.B.1 · A rigid system’s rotational inertia in a given plane is at a minimum when the rotational axis passes through the system’s center of mass.
5.4.B.2 · The parallel axis theorem uses the following equation to relate the rotational inertia of a rigid system about any axis that is parallel to an axis through its center of mass:
I′ = I_cm + md²
5.5 · Rotational Equilibrium and Newton’s First Law in Rotational Form
5.5.A · Describe the conditions under which a system’s angular velocity remains constant.
Lesson provided · Practice provided
Course and exam description p. 99
- Teach: Rotational Equilibrium and Newton’s First Law in Rotational Form
More teaching passages in this lesson
- Teaching passage: Static equilibrium means both balances hold and the object is at rest. For a supported plank, this usually requires a vertical-force balance and a…
- Teaching passage: A wheel can keep spinning at constant angular velocity while the torques balance. That is rotational equilibrium. The condition is Στ = 0 about…
- Teaching passage: If the net torque on a rigid system is nonzero, its angular velocity must change. It might speed up, slow down, or reverse, depending on the…
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Supports part of this goal.
Teaching passage: A freely moving bar of mass 2.0 kg has I_cm = 0.10 kg·m². Ignore other forces for these two ideal force arrangements and choose upward and… -
Supports part of this goal.
Teaching passage: In case B, a 4.0 N downward force acts on the left and a 4.0 N upward force on the right, again 0.20 m from the center. The free-body force sum is…
- Check understanding: Rotational Equilibrium and Newton’s First Law in Rotational Form · 1 · Worked answer for Rotational Equilibrium and Newton’s First Law in Rotational Form · 1
- Check understanding: Rotational Equilibrium and Newton’s First Law in Rotational Form · 2 · Worked answer for Rotational Equilibrium and Newton’s First Law in Rotational Form · 2
More checks for this goal
- Check understanding: Rotational Equilibrium and Newton’s First Law in Rotational Form · 4 · Worked answer for Rotational Equilibrium and Newton’s First Law in Rotational Form · 4
- Check understanding: Use the off-center balance · Worked answer for Use the off-center balance
- Check understanding: Separate translation and rotation · part a: For arrangement A, draw both a dot free-body diagram and an extended force… · Worked answer for Separate translation and rotation · part a: For arrangement A, draw both a dot free-body diagram and an extended force… (part a)
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Supports part of this goal.
Check understanding: Separate translation and rotation · part b: Repeat the separate force and torque sums for arrangement B. State the two… · Worked answer for Separate translation and rotation · part b: Repeat the separate force and torque sums for arrangement B. State the two… (part b)
Required knowledge for 5.5.A
5.5.A.1 · A system may exhibit rotational equilibrium (constant angular velocity) without being in translational equilibrium, and vice versa.
5.5.A.1.i · Free-body and force diagrams describe the nature of the forces and torques exerted on an object or rigid system.
5.5.A.1.ii · Rotational equilibrium is a configuration of torques such that the net torque exerted on the system is zero.
τ_net = Στ = 0
5.5.A.1.iii · The rotational analog of Newton’s first law is that a system will have a constant angular velocity only if the net torque exerted on the system is zero.
5.5.A.2 · A rotational corollary to Newton’s second law states that if the torques exerted on a rigid system are not balanced, the system’s angular velocity must be changing.
5.6 · Newton’s Second Law in Rotational Form
5.6.A · Describe the conditions under which a system’s angular velocity changes.
Lesson provided · Practice provided
Course and exam description p. 100
- Teach: Newton’s Second Law in Rotational Form
More teaching passages in this lesson
- Teaching passage: A light string unwinds without slipping from a fixed-axis pulley of radius R and inertia I. A hanging mass m falls, and the pulley spins. The mass…
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Supports part of this goal.
Teaching passage: The mass’s independent linear balance is mg − T = ma. The pulley’s independent rotational balance is TR = Iα. The no-slip constraint a = Rα…
- Check understanding: Newton’s Second Law in Rotational Form · 1 · Worked answer for Newton’s Second Law in Rotational Form · 1
- Check understanding: Newton’s Second Law in Rotational Form · 3 · Worked answer for Newton’s Second Law in Rotational Form · 3
More checks for this goal
- Check understanding: Newton’s Second Law in Rotational Form · 4 · Worked answer for Newton’s Second Law in Rotational Form · 4
- Check understanding: Separate the bearing torque from the inertia · Worked answer for Separate the bearing torque from the inertia
- Check understanding: Couple a falling mass and pulley · part a: Draw the mass’s free-body diagram and an extended force diagram for the pulley,… · Worked answer for Couple a falling mass and pulley · part a: Draw the mass’s free-body diagram and an extended force diagram for the pulley,… (part a)
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Supports part of this goal.
Check understanding: Couple a falling mass and pulley · part b: Solve the coupled equations for a, T and α. Then, after the mass falls 0.30 m,… · Worked answer for Couple a falling mass and pulley · part b: Solve the coupled equations for a, T and α. Then, after the mass falls 0.30 m,… (part b)
Required knowledge for 5.6.A
5.6.A.1 · Angular velocity changes when the net torque exerted on the object or system is not equal to zero.
5.6.A.2 · The rate at which the angular velocity of a rigid system changes is directly proportional to the net torque exerted on the rigid system and is in the same direction. The angular acceleration of the rigid system is inversely proportional to the rotational inertia of the rigid system.
α = Στ/I = τ_net/I
5.6.A.3 · To fully describe a rotating rigid system, linear and rotational analyses may need to be performed independently.
Unit 6: Energy and Momentum of Rotating Systems
6.1 · Rotational Kinetic Energy
6.1.A · Describe the rotational kinetic energy of a rigid system in terms of the rotational inertia and angular velocity of that rigid system.
Lesson provided · Practice provided
Course and exam description p. 107
- Teach: Rotational Kinetic Energy
More teaching passages in this lesson
- Teaching passage: A wheel rolling across a floor has a moving center of mass and also spins about its center. A useful decomposition is K_total = ½Mv_cm² + ½I_cmω².…
- Teaching passage: A flywheel’s center can stay put while the wheel stores kinetic energy. That is not a new kind of motion hiding in the axle: the points away from…
- Teaching passage: Kinetic energy is a scalar. Reversing the spin while keeping the same angular speed leaves K_rot unchanged. Double the angular speed and the…
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Supports part of this goal.
Teaching passage: Two 0.50 kg masses sit at opposite ends of a massless rigid support, each 0.20 m from a fixed center axle. At ω = 10 rad/s their center of mass…
- Check understanding: Rotational Kinetic Energy · 1 · Worked answer for Rotational Kinetic Energy · 1
- Check understanding: Rotational Kinetic Energy · 4 · Worked answer for Rotational Kinetic Energy · 4
More checks for this goal
- Check understanding: Compare a different speed change · Worked answer for Compare a different speed change
- Check understanding: Explain energy with a stationary center · part a: Calculate each material point’s linear speed and kinetic energy and add the… · Worked answer for Explain energy with a stationary center · part a: Calculate each material point’s linear speed and kinetic energy and add the… (part a)
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Supports part of this goal.
Check understanding: Explain energy with a stationary center · part b: Find the rotational inertia and check the total using ½Iω². Identify the… · Worked answer for Explain energy with a stationary center · part b: Find the rotational inertia and check the total using ½Iω². Identify the… (part b)
Required knowledge for 6.1.A
6.1.A.1 · The rotational kinetic energy of an object or rigid system is related to the rotational inertia and angular velocity of the rigid system and is given by the equation
K_rot = ½Iω²
6.1.A.1.i · The rotational inertia of an object about a fixed axis can be used to show that the rotational kinetic energy of that object is equivalent to its translational kinetic energy, which is its total kinetic energy.
6.1.A.1.ii · The total kinetic energy of a rigid system is the sum of its rotational kinetic energy due to its rotation about its center of mass and the translational kinetic energy due to the linear motion of its center of mass.
6.1.A.2 · A rigid system can have rotational kinetic energy while its center of mass is at rest due to the individual points within the rigid system having linear speed and, therefore, kinetic energy.
6.1.A.3 · Rotational kinetic energy is a scalar quantity.
6.2 · Torque and Work
6.2.A · Describe the work done on a rigid system by a given torque or collection of torques.
Lesson provided · Practice provided
Course and exam description p. 108
- Teach: Torque and Work
- Check understanding: Torque and Work · 2 · Worked answer for Torque and Work · 2
- Check understanding: Torque and Work · 4 · Worked answer for Torque and Work · 4
More checks for this goal
Required knowledge for 6.2.A
6.2.A.1 · A torque can transfer energy into or out of an object or rigid system if the torque is exerted over an angular displacement.
6.2.A.2 · The amount of work done on a rigid system by a torque is related to the magnitude of that torque and the angular displacement through which the rigid system rotates during the interval in which that torque is exerted.
W = τΔθ
6.2.A.3 · Work done on a rigid system by a given torque can be found from the area under the curve of a graph of torque as a function of angular position.
6.3 · Angular Momentum and Angular Impulse
6.3.A · Describe the angular momentum of an object or rigid system.
Lesson provided · Practice provided
Course and exam description p. 109
- Teach: Angular Momentum and Angular Impulse
More teaching passages in this lesson
- Teaching passage: For an object at distance r from a reference point, with momentum magnitude p and angle θ between its position vector and velocity, L = rp sinθ =…
- Teaching passage: The axis belongs in the statement. The same object can have different angular momentum about different reference points. A point object moving in…
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Supports part of this goal.
Teaching passage: For independent comparisons at the same r and θ, doubling mass or speed doubles L. At the same m, v, and θ, doubling r doubles L; at the same m,…
- Check understanding: Angular Momentum and Angular Impulse · 1 · Worked answer for Angular Momentum and Angular Impulse · 1
- Check understanding: Angular Momentum and Angular Impulse · 4 · Worked answer for Angular Momentum and Angular Impulse · 4
More checks for this goal
- Check understanding: Use four factors and derive angular impulse · part a: Calculate the puck’s angular-momentum magnitude about O. Holding all other… · Worked answer for Use four factors and derive angular impulse · part a: Calculate the puck’s angular-momentum magnitude about O. Holding all other… (part a)
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Supports part of this goal.
Check understanding: Use four factors and derive angular impulse · part b: Find the puck’s perpendicular path distance b. Predict L at the closest point on… · Worked answer for Use four factors and derive angular impulse · part b: Find the puck’s perpendicular path distance b. Predict L at the closest point on… (part b)
Required knowledge for 6.3.A
6.3.A.1 · The magnitude of the angular momentum of a rigid system about a specific axis can be described with the equation
L = Iω
6.3.A.2 · The magnitude of the angular momentum of an object about a given point is
L = rmv sin θ
6.3.A.2.i · The selection of the axis about which an object is considered to rotate influences the determination of the angular momentum of that object.
6.3.A.2.ii · The measured angular momentum of an object traveling in a straight line depends on the distance between the reference point and the object, the mass of the object, the speed of the object, and the angle between the radial distance and the velocity of the object.
6.3.B · Describe the angular impulse delivered to an object or rigid system by a torque.
Lesson provided · Practice provided
Course and exam description p. 110
- Teach: Angular Momentum and Angular Impulse
- Check understanding: Angular Momentum and Angular Impulse · 2 · Worked answer for Angular Momentum and Angular Impulse · 2
- Check understanding: Angular Momentum and Angular Impulse · 4 · Worked answer for Angular Momentum and Angular Impulse · 4
More checks for this goal
Required knowledge for 6.3.B
6.3.B.1 · Angular impulse is defined as the product of the torque exerted on an object or rigid system and the time interval during which the torque is exerted.
angular impulse = τΔt
6.3.B.2 · Angular impulse has the same direction as the torque exerted on the object or system.
6.3.B.3 · The angular impulse delivered to an object or rigid system by a torque can be found from the area under the curve of a graph of the torque as a function of time.
6.3.C · Relate the change in angular momentum of an object or rigid system to the angular impulse given to that object or rigid system.
Lesson provided · Practice provided
Course and exam description p. 110, 111
- Teach: Angular Momentum and Angular Impulse
More teaching passages in this lesson
- Teaching passage: For constant inertia, ΔL = IΔω. Dividing by Δt gives τ_net,avg = IΔω/Δt = Iα_avg. So the angular impulse theorem agrees with Newton’s second law…
- Teaching passage: The slope of an L–t graph is net external torque. A horizontal line at nonzero L means zero net torque, not zero rotation. An increasing slope…
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Supports part of this goal.
Teaching passage: For a separate constant-inertia wheel, start with the rotational second law τ_net = Iα. Over a constant-torque interval, α = Δω/Δt; since L = Iω…
- Check understanding: Angular Momentum and Angular Impulse · 4 · Worked answer for Angular Momentum and Angular Impulse · 4
- Check understanding: Follow a pulse and an opposing torque · Worked answer for Follow a pulse and an opposing torque
More checks for this goal
- Check understanding: Use four factors and derive angular impulse · part c: Starting from τ_net = Iα, derive the rotational impulse–momentum theorem for… · Worked answer for Use four factors and derive angular impulse · part c: Starting from τ_net = Iα, derive the rotational impulse–momentum theorem for… (part c)
Required knowledge for 6.3.C
6.3.C.1 · The magnitude of the change in angular momentum can be described by comparing the magnitudes of the final and initial angular momenta of the object or rigid system:
ΔL = L − L₀
6.3.C.2 · A rotational form of the impulse–momentum theorem relates the angular impulse delivered to an object or rigid system and the change in angular momentum of that object or rigid system.
6.3.C.2.i · The angular impulse exerted on an object or rigid system is equal to the change in angular momentum of that object or rigid system.
ΔL = τΔt
6.3.C.2.ii · The rotational form of the impulse–momentum theorem is a direct result of the rotational form of Newton’s second law of motion for cases in which rotational inertia is constant:
τ_net = ΔL/Δt = IΔω/Δt = Iα
6.3.C.3 · The net torque exerted on an object is equal to the slope of the graph of the angular momentum of an object as a function of time.
6.3.C.4 · The angular impulse delivered to an object is equal to the area under the curve of a graph of the net external torque exerted on an object as a function of time.
6.4 · Conservation of Angular Momentum
6.4.A · Describe the behavior of a system using conservation of angular momentum.
Lesson provided · Practice provided
Course and exam description p. 112
- Teach: Conservation of Angular Momentum
More teaching passages in this lesson
- Teaching passage: Choose only the first disk, and its angular momentum changes because friction from the second disk is external to that smaller system. Choose both…
- Teaching passage: A skater pulls in their arms and spins faster. Their angular speed changes, but that does not mean an external torque suddenly appeared. Their…
- Teaching passage: Start with the general balance L_f = L_i + J_angular,external. For a selected system with zero net external angular impulse, L_f = L_i. If a…
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Supports part of this goal.
Teaching passage: Two coaxial disks have I_A = 0.20 kg·m² and I_B = 0.10 kg·m². Initially ω_A = +6.0 rad/s and ω_B = −3.0 rad/s, with counterclockwise positive.… -
Supports part of this goal.
Teaching passage: About the same axle, each tangential contact force from A on B has an equal-and-opposite force from B on A at the same contact radius. Newton’s…
- Check understanding: Conservation of Angular Momentum · 1 · Worked answer for Conservation of Angular Momentum · 1
- Check understanding: Conservation of Angular Momentum · 2 · Worked answer for Conservation of Angular Momentum · 2
More checks for this goal
- Check understanding: Conservation of Angular Momentum · 4 · Worked answer for Conservation of Angular Momentum · 4
- Check understanding: Judge a conservation claim with uncertainty · Worked answer for Judge a conservation claim with uncertainty
- Check understanding: Account for both disks and the room · part a: Calculate the initial component angular momenta and their signed sum. Find the… · Worked answer for Account for both disks and the room · part a: Calculate the initial component angular momenta and their signed sum. Find the… (part a)
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Supports part of this goal.
Check understanding: Account for both disks and the room · part b: Calculate the angular impulse on each disk during contact. Derive why these… · Worked answer for Account for both disks and the room · part b: Calculate the angular impulse on each disk during contact. Derive why these… (part b)
Required knowledge for 6.4.A
6.4.A.1 · The total angular momentum of a system about a rotational axis is the sum of the angular momenta of the system’s constituent parts about that axis.
6.4.A.2 · Any change to a system’s angular momentum must be due to an interaction between the system and its surroundings.
6.4.A.2.i · The angular impulse exerted by one object or system on a second object or system is equal and opposite to the angular impulse exerted by the second object or system on the first. This is a direct result of Newton’s third law.
6.4.A.2.ii · A system may be selected so that the total angular momentum of that system is constant.
6.4.A.2.iii · The angular speed of a nonrigid system may change without the angular momentum of the system changing if the system changes shape by moving mass closer to or further from the rotational axis.
6.4.A.2.iv · If the total angular momentum of a system changes, that change will be equivalent to the angular impulse exerted on the system.
6.4.B · Describe how the selection of a system determines whether the angular momentum of that system changes.
Lesson provided · Practice provided
Course and exam description p. 113
- Teach: Conservation of Angular Momentum
More teaching passages in this lesson
- Teaching passage: A skater pulls in their arms and spins faster. Their angular speed changes, but that does not mean an external torque suddenly appeared. Their…
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Supports part of this goal.
Teaching passage: Afterward a brake attached to the room removes 0.15 kg·m²/s from the two-disk system. Its L falls to +0.75 kg·m²/s, while brake plus Earth gains…
- Check understanding: Conservation of Angular Momentum · 2 · Worked answer for Conservation of Angular Momentum · 2
- Check understanding: Account for both disks and the room · part c: After braking, find the disk pair’s angular momentum and the compensating change… · Worked answer for Account for both disks and the room · part c: After braking, find the disk pair’s angular momentum and the compensating change… (part c)
More checks for this goal
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Supports part of this goal.
- q5 keeps the stool system fixed and tests external transfer, rather than requesting selection/comparison of system boundaries.
Required knowledge for 6.4.B
6.4.B.1 · Angular momentum is conserved in all interactions.
6.4.B.2 · If the net external torque exerted on a selected object or rigid system is zero, the total angular momentum of that system is constant.
6.4.B.3 · If the net external torque exerted on a selected object or rigid system is nonzero, angular momentum is transferred between the system and the environment.
6.5 · Rolling
6.5.A · Describe the kinetic energy of a system that has translational and rotational motion.
Lesson provided · Practice provided
Course and exam description p. 114
- Teach: Rolling
- Check understanding: Rolling · 4 · Worked answer for Rolling · 4
- Check understanding: Diagnose the contact motion · Worked answer for Diagnose the contact motion
More checks for this goal
- Check understanding: Connect rolling acceleration and contact work · part b: After 0.60 s, find center displacement, angular displacement, center speed and… · Worked answer for Connect rolling acceleration and contact work · part b: After 0.60 s, find center displacement, angular displacement, center speed and… (part b)
Required knowledge for 6.5.A
6.5.A.1 · The total kinetic energy of a system is the sum of the system’s translational and rotational kinetic energies.
K_tot = K_trans + K_rot
6.5.B · Describe the motion of a system that is rolling without slipping.
Lesson provided · Practice provided
Course and exam description p. 114
- Teach: Rolling
More teaching passages in this lesson
- Teaching passage: For an ideal rigid wheel rolling without slipping on a stationary rigid surface, the point where static friction acts has no instantaneous…
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Supports part of this goal.
Teaching passage: After 0.60 s from rest, the center moves s_cm = ½at² = 0.60 m, the disk turns through Δθ = ½αt² = 3.0 rad, v_cm = 2.0 m/s, and ω = 10 rad/s. All… -
Supports part of this goal.
Teaching passage: At that instant the contact point is at rest in the stationary-ramp frame, so the static-friction force has zero instantaneous power at its actual…
- Check understanding: Rolling · 1 · Worked answer for Rolling · 1
- Check understanding: Rolling · 3 · Worked answer for Rolling · 3
More checks for this goal
- Check understanding: Rolling · 4 · Worked answer for Rolling · 4
- Check understanding: Diagnose the contact motion · Worked answer for Diagnose the contact motion
- Check understanding: Connect rolling acceleration and contact work · part a: Write separate center-of-mass force and rotational torque balances, derive the… · Worked answer for Connect rolling acceleration and contact work · part a: Write separate center-of-mass force and rotational torque balances, derive the… (part a)
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Supports part of this goal.
Check understanding: Connect rolling acceleration and contact work · part b: After 0.60 s, find center displacement, angular displacement, center speed and… · Worked answer for Connect rolling acceleration and contact work · part b: After 0.60 s, find center displacement, angular displacement, center speed and… (part b) -
Supports part of this goal.
Check understanding: Connect rolling acceleration and contact work · part c: Explain using the actual contact-point velocity why static friction does not… · Worked answer for Connect rolling acceleration and contact work · part c: Explain using the actual contact-point velocity why static friction does not… (part c)
Required knowledge for 6.5.B
6.5.B.1 · While rolling without slipping, the translational motion of a system’s center of mass is related to the rotational motion of the system itself with the equations:
Δx_cm = rΔθ
v_cm = rω
a_cm = rα
6.5.B.2 · For ideal cases, rolling without slipping implies that the frictional force does not dissipate any energy from the rolling system.
6.5.C · Describe the motion of a system that is rolling while slipping.
Lesson provided · Practice provided
Course and exam description p. 115
- Teach: Rolling
- Check understanding: Rolling · 2 · Worked answer for Rolling · 2
- Check understanding: Diagnose the contact motion · Worked answer for Diagnose the contact motion
Required knowledge for 6.5.C
6.5.C.1 · When slipping, the motion of a system’s center of mass and the system’s rotational motion cannot be directly related.
6.5.C.2 · When a rotating system is slipping relative to another surface, the point of application of the force of kinetic friction exerted on the system moves with respect to the surface, so the force of kinetic friction will dissipate energy from the system.
6.6 · Motion of Orbiting Satellites
6.6.A · Describe the motions of a system consisting of two objects interacting only via gravitational forces.
Lesson provided · Practice provided
Course and exam description p. 116, 117
- Teach: Motion of Orbiting Satellites
More teaching passages in this lesson
- Teaching passage: When gravity is the only interaction, total mechanical energy stays constant. As the satellite moves inward, U decreases and K increases, so it…
- Teaching passage: For a circular orbit, gravity supplies the inward net force: GMm/r² = mv²/r. Cancel m and one factor of r to get v_circular = √(GM/r). The speed…
- Teaching passage: The gravitational potential energy of the satellite–central-object system is U = −GMm/r, with zero defined at infinite separation. Here r is…
- Teaching passage: The threshold escape case reaches infinite separation with speed tending to zero. At infinity U = 0 and K tends to 0, so its total mechanical…
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Supports part of this goal.
Teaching passage: For two isolated gravitating bodies, both orbit their common center of mass. Their distances from it obey Mr_M = mr_m, so r_M/r_m = m/M. If m/M =… -
Supports part of this goal.
Teaching passage: For a 100 kg satellite in a gravity-only circular orbit with GM = 4.0 × 10¹⁴ m³/s² and r = 1.0 × 10⁷ m, v² = GM/r = 4.0 × 10⁷ m²/s². Hence v ≈… -
Supports part of this goal.
Teaching passage: To derive the escape threshold, choose U = 0 at infinity and a collision-free outward trajectory with gravity as the only force. At threshold, r… -
Supports part of this goal.
Teaching passage: Along the threshold trajectory, ½mv² = GMm/r, so v = √(2GM/r). At 4r₀ the speed is half its launch value, about 4.47 × 10³ m/s, rather than zero.…
- Check understanding: Motion of Orbiting Satellites · 2 · Worked answer for Motion of Orbiting Satellites · 2
- Check understanding: Motion of Orbiting Satellites · 4 · Worked answer for Motion of Orbiting Satellites · 4
More checks for this goal
- Check understanding: Check an elliptical orbit ledger · Worked answer for Check an elliptical orbit ledger
- Check understanding: Justify the satellite approximation and derive escape · part a: Infer the central mass M from GM and G, then use the two-body center-of-mass… · Worked answer for Justify the satellite approximation and derive escape · part a: Infer the central mass M from GM and G, then use the two-body center-of-mass… (part a)
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Supports part of this goal.
Check understanding: Justify the satellite approximation and derive escape · part b: For a circular orbit at r₀, derive the circular speed from gravitational force… · Worked answer for Justify the satellite approximation and derive escape · part b: For a circular orbit at r₀, derive the circular speed from gravitational force… (part b) -
Supports part of this goal.
Check understanding: Justify the satellite approximation and derive escape · part c: Derive threshold escape speed at r₀ from conservation of energy, beginning with… · Worked answer for Justify the satellite approximation and derive escape · part c: Derive threshold escape speed at r₀ from conservation of energy, beginning with… (part c) -
Supports part of this goal.
Check understanding: Justify the satellite approximation and derive escape · part d: For a launch exactly at threshold, derive speed at a later radius r from the same… · Worked answer for Justify the satellite approximation and derive escape · part d: For a launch exactly at threshold, derive speed at a later radius r from the same… (part d)
Required knowledge for 6.6.A
6.6.A.1 · In a system consisting only of a massive central object and an orbiting satellite with mass that is negligible in comparison to the central object’s mass, the motion of the central object itself is negligible.
6.6.A.2 · The motion of satellites in orbits is constrained by conservation laws.
6.6.A.2.i · In circular orbits, the system’s total mechanical energy, the system’s gravitational potential energy, and the satellite’s angular momentum and kinetic energy are constant.
6.6.A.2.ii · In elliptical orbits, the system’s total mechanical energy and the satellite’s angular momentum are constant, but the system’s gravitational potential energy and the satellite’s kinetic energy can each change.
6.6.A.2.iii · The gravitational potential energy of a system consisting of a satellite and a massive central object is defined to be zero when the satellite is an infinite distance from the central object.
U_g = −Gm₁m₂/r
6.6.A.3 · The escape velocity of a satellite is the satellite’s velocity such that the mechanical energy of the satellite–central-object system is equal to zero.
6.6.A.3.i · When the only force exerted on a satellite is gravity from a central object, a satellite that reaches escape velocity will move away from the central body until its speed reaches zero at an infinite distance from the central body.
6.6.A.3.ii · The escape velocity of a satellite from a central body of mass M can be derived using conservation of energy laws.
v_esc = √(2GM/r)
Unit 7: Oscillations
7.1 · Defining Simple Harmonic Motion (SHM)
7.1.A · Describe simple harmonic motion.
Lesson provided · Practice provided
Course and exam description p. 124
- Teach: Simple Harmonic Motion: The Force That Brings You Back
More teaching passages in this lesson
- Teaching passage: Equilibrium is the position where the net force is zero. It doesn't mean every force is zero, and it doesn't mean the object has to be sitting…
- Teaching passage: Now think about a small playground swing. Gravity has a component along the arc that brings the seat back toward the bottom. For a pointlike bob…
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Supports part of this goal.
Teaching passage: Let's compare two idealized motions rather than judge by how regularly they repeat. A frictionless 0.50 kg spring cart repeats every 1.0 s.… -
Supports part of this goal.
Teaching passage: Now imagine an ideal ball bouncing vertically to the same height after every collision. Its motion repeats, but while airborne its acceleration is…
- Check understanding: A cart passes through spring equilibrium while moving right. What is true at that instant? · Worked answer for A cart passes through spring equilibrium while moving right. What is true at that instant?
- Check understanding: Which signed force graph describes SHM about x = 0? · Worked answer for Which signed force graph describes SHM about x = 0?
More checks for this goal
- Check understanding: Why is a small-angle pendulum approximately harmonic? · Worked answer for Why is a small-angle pendulum approximately harmonic?
- Check understanding: A signed acceleration-versus-displacement graph has slope −64 s⁻² for a 0.50 kg cart. Find k and the acceleration at x = −0.025 m. Explain what… · Worked answer for A signed acceleration-versus-displacement graph has slope −64 s⁻² for a 0.50 kg cart. Find k and the acceleration at x = −0.025 m. Explain what…
- Check understanding: Written practice: a force graph with a different origin · Worked answer for Written practice: a force graph with a different origin
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Supports part of this goal.
Check understanding: Repeating is only the first test · part a: Describe the relationship between periodic motion and SHM. Classify both A and B,… · Worked answer for Repeating is only the first test · part a: Describe the relationship between periodic motion and SHM. Classify both A and B,… (part a) -
Supports part of this goal.
Check understanding: Repeating is only the first test · part b: Sketch a signed force-versus-displacement graph for A with numerical axis labels… · Worked answer for Repeating is only the first test · part b: Sketch a signed force-versus-displacement graph for A with numerical axis labels… (part b)
Required knowledge for 7.1.A
7.1.A.1 · Simple harmonic motion is a special case of periodic motion.
7.1.A.2 · SHM results when the magnitude of the restoring force exerted on an object is proportional to that object’s displacement from its equilibrium position.
maₓ = −kΔx
7.1.A.2.i · A restoring force is a force that is exerted in a direction opposite to the object’s displacement from an equilibrium position.
7.1.A.2.ii · An equilibrium position is a location at which the net force exerted on an object or system is zero.
7.1.A.2.iii · The motion of a pendulum with a small angular displacement can be modeled as simple harmonic motion because the restoring torque is proportional to the angular displacement.
7.2 · Frequency and Period of SHM
7.2.A · Describe the frequency and period of an object exhibiting SHM.
Lesson provided · Practice provided
Course and exam description p. 125
- Teach: Period and Frequency: What Sets the Pace?
More teaching passages in this lesson
- Teaching passage: For an ideal, light spring with a mass m and negligible friction, T = 2π√(m/k). Equivalently, f = (1/2π)√(k/m). The spring constant k is the…
- Teaching passage: For a light string, pointlike bob, negligible resistance, and small angular displacement, T = 2π√(L/g). L is measured from the pivot to the bob's…
- Check understanding: A spring oscillator mass increases by a factor of 9; its spring is unchanged. What happens to T? · Worked answer for A spring oscillator mass increases by a factor of 9; its spring is unchanged. What happens to T?
- Check understanding: A small-angle pendulum bob mass doubles at fixed L and g. Its period... · Worked answer for A small-angle pendulum bob mass doubles at fixed L and g. Its period...
More checks for this goal
- Check understanding: A student times 20 successive turning-point-to-turning-point trips of a spring oscillator, counting both directions: right to left, then left to… · Worked answer for A student times 20 successive turning-point-to-turning-point trips of a spring oscillator, counting both directions: right to left, then left to…
Required knowledge for 7.2.A
7.2.A.1 · The period of SHM is related to the frequency f of the object’s motion by the following equation:
T = 1/f
7.2.A.1.i · The period of an object–ideal-spring oscillator is given by the equation
T_s = 2π√(m/k)
7.2.A.1.ii · The period of a simple pendulum displaced by a small angle is given by the equation
T_p = 2π√(ℓ/g)
7.3 · Representing and Analyzing SHM
7.3.A · Describe the displacement, velocity, and acceleration of an object exhibiting SHM.
Lesson provided · Practice provided
Course and exam description p. 126
- Teach: Reading SHM: Position, Velocity, and Acceleration
More teaching passages in this lesson
- Teaching passage: For the cosine start, at t = 0 the cart is at +A, so v = 0 and a is most negative. At t = T/4, x = 0, v is most negative, and a = 0. At t = T/2, x…
- Teaching passage: You can read the relationships without differentiating anything. Velocity is the slope of x(t); an x maximum has a horizontal tangent and…
- Teaching passage: Keep the same ideal mass and spring, but double A. The position peaks become twice as high, and the velocity and acceleration extrema double too.…
- Worked example: Suppose the positive position peaks are 0.12 m at t = 0.30 s and again at t = 1.10 s, and the midline is x = 0. The amplitude is 0.12 m, the…
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Supports part of this goal.
Teaching passage: Two carts have the same amplitude 0.080 m and period 0.80 s, so both have f = 1/0.80 = 1.25 Hz. Cart C starts at its positive turning point; cart… -
Supports part of this goal.
Teaching passage: At t = 0.10 s, the angle is π/4 radians, so both displacements are +0.080/√2 = +0.0566 m. Equal positions do not mean equal motion: C's position…
- Check understanding: At the positive turning point of ideal SHM, which pair is correct? · Worked answer for At the positive turning point of ideal SHM, which pair is correct?
- Check understanding: Position crosses its equilibrium midline with a negative slope. The cart is... · Worked answer for Position crosses its equilibrium midline with a negative slope. The cart is...
More checks for this goal
- Check understanding: A position graph has peaks +0.050 m and troughs −0.050 m, with successive positive peaks 0.40 s apart. Find its maximum speed. A second oscillator… · Worked answer for A position graph has peaks +0.050 m and troughs −0.050 m, with successive positive peaks 0.40 s apart. Find its maximum speed. A second oscillator…
- Check understanding: Written practice: turn measured positions into a graph · Worked answer for Written practice: turn measured positions into a graph
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Supports part of this goal.
Check understanding: Choose a sinusoid from the release · part a: Calculate f, then select and write a sine or cosine displacement function x(t)… · Worked answer for Choose a sinusoid from the release · part a: Calculate f, then select and write a sine or cosine displacement function x(t)… (part a) -
Supports part of this goal.
Check understanding: Choose a sinusoid from the release · part b: Evaluate both functions at t = 0.15 s and t = 0.30 s. Sketch both x-versus-t… · Worked answer for Choose a sinusoid from the release · part b: Evaluate both functions at t = 0.15 s and t = 0.30 s. Sketch both x-versus-t… (part b) -
Supports part of this goal.
Check understanding: Choose a sinusoid from the release · part c: A third cart has the same A and T but starts at equilibrium moving left. Write… · Worked answer for Choose a sinusoid from the release · part c: A third cart has the same A and T but starts at equilibrium moving left. Write… (part c)
Required knowledge for 7.3.A
7.3.A.1 · For an object exhibiting SHM, the displacement of that object measured from its equilibrium position can be represented by the equations
x = A cos(2πft)
x = A sin(2πft)
7.3.A.1.i · Minima, maxima, and zeros of displacement, velocity, and acceleration are features of harmonic motion.
7.3.A.1.ii · Recognizing the positions or times at which the displacement, velocity, and acceleration for SHM have extrema or zeros can help in qualitatively describing the behavior of the motion.
7.3.A.2 · Changing the amplitude of a system exhibiting SHM will not change the period of that system.
7.3.A.3 · Properties of SHM can be determined and analyzed using graphical representations.
7.4 · Energy of Simple Harmonic Oscillators
7.4.A · Describe the mechanical energy of a system exhibiting SHM.
Lesson provided · Practice provided
Course and exam description p. 127
- Teach: Oscillator Energy: Where Did the Speed Go?
More teaching passages in this lesson
- Teaching passage: Rearranging gives v² = (k/m)(A² − x²). Therefore the speed is √[(k/m)(A² − x²)]. This positive square root doesn't tell us the direction. The cart…
- Teaching passage: Double A with the same spring and mass: total energy becomes four times bigger. Maximum speed doubles, since kinetic energy is proportional to…
- Check understanding: At x = A/2 in a horizontal ideal spring oscillator, what fraction of total energy is kinetic? · Worked answer for At x = A/2 in a horizontal ideal spring oscillator, what fraction of total energy is kinetic?
- Check understanding: Amplitude doubles while the ideal spring and mass stay unchanged. Total energy... · Worked answer for Amplitude doubles while the ideal spring and mass stay unchanged. Total energy...
More checks for this goal
- Check understanding: In a vertical spring, x is displacement from the stretched equilibrium. The term ½kx² represents... · Worked answer for In a vertical spring, x is displacement from the stretched equilibrium. The term ½kx² represents...
- Check understanding: For a horizontal ideal spring, find the positions where K = Uₛ. Then explain why there are four such moments per cycle. · Worked answer for For a horizontal ideal spring, find the positions where K = Uₛ. Then explain why there are four such moments per cycle.
Required knowledge for 7.4.A
7.4.A.1 · The total energy of a system exhibiting SHM is the sum of the system’s kinetic and potential energies.
E_total = U + K
7.4.A.2 · Conservation of energy indicates that the total energy of a system exhibiting SHM is constant.
7.4.A.3 · The kinetic energy of a system exhibiting SHM is at a maximum when the system’s potential energy is at a minimum.
7.4.A.4 · The potential energy of a system exhibiting SHM is at a maximum when the system’s kinetic energy is at a minimum.
7.4.A.4.i · The minimum kinetic energy of a system exhibiting SHM is zero.
7.4.A.4.ii · Changing the amplitude of a system exhibiting SHM will change the maximum potential energy of the system and, therefore, the total energy of the system.
E_total = ½kA²
Unit 8: Fluids
8.1 · Internal Structure and Density
8.1.A · Describe the properties of a fluid.
Lesson provided · Practice provided
Course and exam description p. 134
- Teach: Fluids and Density: What Is Inside Matters
More teaching passages in this lesson
- Teaching passage: A fluid has no fixed shape. Liquids and gases are both fluids. A liquid takes the shape of its container's lower portion, while a gas expands to…
- Teaching passage: Density ρ = m/V, with SI units kg/m³. The Greek letter ρ is pronounced “rho.” Density tells us how much mass is packed into each unit of volume.…
- Teaching passage: In AP's ideal-fluid model, a fluid is incompressible and has no viscosity. Incompressible means a given amount of fluid keeps the same volume and…
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Supports part of this goal.
Teaching passage: Picture the same substance as a solid, a liquid, and a gas under conditions where each phase can exist. The particles themselves do not become… -
Supports part of this goal.
Teaching passage: A 250 mL liquid sample of mass 0.200 kg can be poured from a tall cup into a wide bowl. In the incompressible model its volume remains 2.50 × 10⁻⁴…
- Check understanding: Two samples of the same uniform liquid have volumes V and 3V at the same conditions. Their densities... · Worked answer for Two samples of the same uniform liquid have volumes V and 3V at the same conditions. Their densities...
- Check understanding: A graph has liquid mass on the vertical axis and volume on the horizontal axis. Its slope is... · Worked answer for A graph has liquid mass on the vertical axis and volume on the horizontal axis. Its slope is...
More checks for this goal
- Check understanding: Which pair defines the ideal-fluid model here? · Worked answer for Which pair defines the ideal-fluid model here?
- Check understanding: A best-fit total-mass graph obeys m_total = (0.90 g/mL)V + 45 g. Find the liquid density in SI units and explain what the intercept means. What… · Worked answer for A best-fit total-mass graph obeys m_total = (0.90 g/mL)V + 45 g. Find the liquid density in SI units and explain what the intercept means. What…
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Supports part of this goal.
Check understanding: Explain shape using particle interactions · part a: Describe how interactions and arrangements of atoms or molecules explain the… · Worked answer for Explain shape using particle interactions · part a: Describe how interactions and arrangements of atoms or molecules explain the… (part a) -
Supports part of this goal.
Check understanding: Explain shape using particle interactions · part b: Calculate the liquid density in kg/m³ before and after pouring. State the mass… · Worked answer for Explain shape using particle interactions · part b: Calculate the liquid density in kg/m³ before and after pouring. State the mass… (part b)
Required knowledge for 8.1.A
8.1.A.1 · Distinguishing properties of solids, liquids, and gases stem from the varying interactions between atoms and molecules.
8.1.A.2 · A fluid is a substance that has no fixed shape.
8.1.A.3 · Fluids can be characterized by their density. Density is defined as a ratio of mass to volume.
ρ = m/V
8.1.A.4 · An ideal fluid is incompressible and has no viscosity.
8.2 · Pressure
8.2.A · Describe the pressure exerted on a surface by a given force.
Lesson provided · Practice provided
Course and exam description p. 135
- Teach: Pressure: More Than a Downward Push
More teaching passages in this lesson
- Teaching passage: Pressure is a scalar, so it has no direction. The pressure force on a particular surface does have a direction: for a fluid at rest it acts…
- Teaching passage: In the required incompressible model, changing pressure does not change a given amount's density or volume. This is an idealization of liquids,…
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Supports part of this goal.
Teaching passage: Take a sealed sample of incompressible liquid with mass 0.200 kg and volume 250 mL. Raise its pressure from 100 kPa to 300 kPa at fixed…
- Check understanding: Pressure is a scalar. Which statement follows? · Worked answer for Pressure is a scalar. Which statement follows?
- Check understanding: A small horizontal window of area 0.020 m² is 1.5 m below an open water surface. Air behind it is at the same atmospheric pressure as the surface.… · Worked answer for A small horizontal window of area 0.020 m² is 1.5 m below an open water surface. Air behind it is at the same atmospheric pressure as the surface.…
More checks for this goal
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Supports part of this goal.
Check understanding: Pressure changes without compressing the ideal sample · part a: Find the sample volume and density at both pressures. Sketch… · Worked answer for Pressure changes without compressing the ideal sample · part a: Find the sample volume and density at both pressures. Sketch… (part a) -
Supports part of this goal.
Check understanding: Pressure changes without compressing the ideal sample · part b: Explain how the collective interactions of the fluid particles with a surface… · Worked answer for Pressure changes without compressing the ideal sample · part b: Explain how the collective interactions of the fluid particles with a surface… (part b)
Required knowledge for 8.2.A
8.2.A.1 · Pressure is defined as the magnitude of the perpendicular force component exerted per unit area over a given surface area, as described by the equation
P = F_perpendicular/A
8.2.A.2 · Pressure is a scalar quantity.
8.2.A.3 · The volume and density of a given amount of an incompressible fluid is constant regardless of the pressure exerted on that fluid.
8.2.B · Describe the pressure exerted by a fluid.
Lesson provided · Practice provided
Course and exam description p. 135
- Teach: Pressure: More Than a Downward Push
More teaching passages in this lesson
- Teaching passage: Imagine a stationary column of uniform fluid with cross-sectional area A and height h. The upward pressure force at its bottom must balance the…
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Supports part of this goal.
Teaching passage: Where does the boundary force come from? Many fluid particles interact with each small patch of surface, transferring momentum and forces to it.… -
Supports part of this goal.
Teaching passage: For a small vertical plate of area 0.0040 m², suppose the fluid pressure is approximately uniform at 125 kPa on one side and the air is at 100 kPa…
- Check understanding: An open pool has zero gauge pressure at its surface. Its absolute pressure there is... · Worked answer for An open pool has zero gauge pressure at its surface. Its absolute pressure there is...
- Check understanding: A gauge-pressure-versus-depth graph for a uniform resting fluid has slope... · Worked answer for A gauge-pressure-versus-depth graph for a uniform resting fluid has slope...
More checks for this goal
- Check understanding: A small horizontal window of area 0.020 m² is 1.5 m below an open water surface. Air behind it is at the same atmospheric pressure as the surface.… · Worked answer for A small horizontal window of area 0.020 m² is 1.5 m below an open water surface. Air behind it is at the same atmospheric pressure as the surface.…
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Supports part of this goal.
Check understanding: Pressure changes without compressing the ideal sample · part b: Explain how the collective interactions of the fluid particles with a surface… · Worked answer for Pressure changes without compressing the ideal sample · part b: Explain how the collective interactions of the fluid particles with a surface… (part b)
Required knowledge for 8.2.B
8.2.B.1 · The pressure exerted by a fluid is the result of the entirety of the interactions between the fluid’s constituent particles and the surface with which those particles interact.
8.2.B.2 · The absolute pressure of a fluid at a given point is equal to the sum of a reference pressure P₀, such as the atmospheric pressure P_atm, and the gauge pressure P_gauge.
P = P₀ + P_gauge
8.2.B.3 · The gauge pressure of a vertical column of fluid is described by the equation
P_gauge = ρgh
8.3 · Fluids and Newton’s Laws
8.3.A · Describe the conditions under which a fluid’s velocity changes.
Lesson provided · Practice provided
Course and exam description p. 136
- Teach: Buoyancy and Newton’s Laws: Floating Is a Force Balance
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: Follow a 0.20 kg parcel of fluid. For a short modeled interval its left and right faces each have area 0.0010 m², with pressures 103 kPa on the… -
Supports part of this goal.
Teaching passage: More generally, a fluid parcel's velocity changes whenever its net force is nonzero. A force component along velocity changes speed; a component… -
Supports part of this goal.
Teaching passage: At the particle scale, Newton's laws still apply. Neighboring particles exert interaction forces that transmit pressure and can redistribute…
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- Check understanding: Describe every way fluid velocity can change · part a: Describe the conditions under which a fluid’s bulk velocity changes. Use Newton’s… · Worked answer for Describe every way fluid velocity can change · part a: Describe the conditions under which a fluid’s bulk velocity changes. Use Newton’s… (part a)
- Check understanding: Describe every way fluid velocity can change · part c: Draw the parcel’s horizontal force diagram and calculate its acceleration and… · Worked answer for Describe every way fluid velocity can change · part c: Draw the parcel’s horizontal force diagram and calculate its acceleration and… (part c)
More checks for this goal
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Supports part of this goal.
Check understanding: Describe every way fluid velocity can change · part b: Explain how internal interactions between neighboring fluid particles or parcels… · Worked answer for Describe every way fluid velocity can change · part b: Explain how internal interactions between neighboring fluid particles or parcels… (part b)
Required knowledge for 8.3.A
8.3.A.1 · Newton’s laws can be used to describe the motion of particles within a fluid.
8.3.A.2 · The macroscopic behavior of a fluid is a result of the internal interactions between the fluid’s constituent particles and external forces exerted on the fluid.
8.3.B · Describe the buoyant force exerted on an object interacting with a fluid.
Lesson provided · Practice provided
Course and exam description p. 136
- Teach: Buoyancy and Newton’s Laws: Floating Is a Force Balance
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: Consider a fully submerged rectangular block of horizontal face area 0.010 m² and height 0.20 m in resting water. Its top is 0.30 m below an open… -
Supports part of this goal.
Teaching passage: That resultant is the buoyant force; it is not an additional force to add again after the surface forces. Algebra gives F_B = (P_bottom − P_top)A…
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- Check understanding: A light block is fully submerged and initially accelerates upward after release. Which statement is correct? · Worked answer for A light block is fully submerged and initially accelerates upward after release. Which statement is correct?
- Check understanding: A rigid fully submerged block is lowered deeper into the same incompressible fluid. Its buoyant force... · Worked answer for A rigid fully submerged block is lowered deeper into the same incompressible fluid. Its buoyant force...
More checks for this goal
- Check understanding: A freely floating object has average density 600 kg/m³ in water of density 1000 kg/m³. Its submerged volume fraction is... · Worked answer for A freely floating object has average density 600 kg/m³ in water of density 1000 kg/m³. Its submerged volume fraction is...
- Check understanding: Two rigid objects with equal external volume V are fully submerged in the same fluid. Object A has mass m and object B has mass 2m. Derive their… · Worked answer for Two rigid objects with equal external volume V are fully submerged in the same fluid. Object A has mass m and object B has mass 2m. Derive their…
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Supports part of this goal.
Check understanding: Build buoyancy from the surface forces · part a: Explain how collective forces from the water particles on all the block’s faces… · Worked answer for Build buoyancy from the surface forces · part a: Explain how collective forces from the water particles on all the block’s faces… (part a) -
Supports part of this goal.
Check understanding: Build buoyancy from the surface forces · part b: Calculate the required upward support force. Then lower the block by 0.30 m… · Worked answer for Build buoyancy from the surface forces · part b: Calculate the required upward support force. Then lower the block by 0.30 m… (part b)
Required knowledge for 8.3.B
8.3.B.1 · The buoyant force is a net upward force exerted on an object by a fluid.
8.3.B.2 · The buoyant force exerted on an object by a fluid is a result of the collective forces exerted on the object by the particles making up the fluid.
8.3.B.3 · The magnitude of the buoyant force exerted on an object by a fluid is equivalent to the weight of the fluid displaced by the object.
F_b = ρVg
8.4 · Fluids and Conservation Laws
8.4.A · Describe the flow of an incompressible fluid through a cross-sectional area by using mass conservation.
Lesson provided · Practice provided
Course and exam description p. 137
- Teach: Fluid Conservation: Follow the Water and the Energy
More teaching passages in this lesson
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Supports part of this goal.
Teaching passage: Why must those mass rates match? A rigid filled pipe containing an incompressible fluid cannot accumulate mass while maintaining a steady state… -
Supports part of this goal.
Teaching passage: Suppose a steady stream of ideal water enters a filled unbranched pipe through area 0.0060 m² at speed 1.5 m/s. In 2.0 s it advances 3.0 m through…
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- Check understanding: In steady incompressible flow, a filled pipe diameter halves. At the same flow rate the speed... · Worked answer for In steady incompressible flow, a filled pipe diameter halves. At the same flow rate the speed...
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Supports part of this goal.
Check understanding: Follow the mass and identify the driving force · part a: Derive Q = Av by finding the volume that crosses a section in a time Δt.… · Worked answer for Follow the mass and identify the driving force · part a: Derive Q = Av by finding the volume that crosses a section in a time Δt.… (part a)
More checks for this goal
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Supports part of this goal.
Check understanding: Follow the mass and identify the driving force · part b: Explain why the mass entering per second must equal the mass leaving per second… · Worked answer for Follow the mass and identify the driving force · part b: Explain why the mass entering per second must equal the mass leaving per second… (part b) -
Supports part of this goal.
Check understanding: Follow the mass and identify the driving force · part c: For the initially resting horizontal segment, draw its two pressure forces and… · Worked answer for Follow the mass and identify the driving force · part c: For the initially resting horizontal segment, draw its two pressure forces and… (part c) -
Supports part of this goal.
Check understanding: Keep all three terms in a rising pipe · part a: Use mass conservation to find v₂. For a moving 1.0 L parcel, calculate its mass,… · Worked answer for Keep all three terms in a rising pipe · part a: Use mass conservation to find v₂. For a moving 1.0 L parcel, calculate its mass,… (part a)
Required knowledge for 8.4.A
8.4.A.1 · A difference in pressure between two locations causes a fluid to flow.
8.4.A.1.i · The rate at which matter enters a fluid-filled tube open at both ends must equal the rate at which matter exits the tube.
8.4.A.1.ii · The rate at which matter flows into a location is proportional to the cross-sectional area of the flow and the speed at which the fluid flows.
V/t = Av
8.4.A.2 · The continuity equation for fluid flow describes conservation of mass flow rate in incompressible fluids.
A₁v₁ = A₂v₂
8.4.B · Describe the flow of a fluid as a result of a difference in energy between two locations within the fluid– Earth system.
Lesson provided · Practice provided
Course and exam description p. 138
- Teach: Fluid Conservation: Follow the Water and the Energy
More teaching passages in this lesson
- Teaching passage: P₁ + ½ρv₁² + ρgy₁ = P₂ + ½ρv₂² + ρgy₂.
- Teaching passage: A large open reservoir has a small hole h below the water surface. Compare a point at the surface to a point just outside the hole. Both are at…
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Supports part of this goal.
Teaching passage: Use the same stream, but let the downstream section be 1.2 m higher than the upstream section, where the absolute pressure is 180,000 Pa. For 1.0… -
Supports part of this goal.
Teaching passage: The surrounding fluid does net pressure work (P₁ − P₂)ΔV. Set that equal to ΔK + ΔU_g: (P₁ − P₂)(0.0010 m³) = 15.135 J. Therefore P₂ = 164,865 Pa.… -
Supports part of this goal.
Teaching passage: For a large open tank draining through a small hole, choose point 1 at the free surface and point 2 in the emerging jet. Write the full balance… -
Supports part of this goal.
Teaching passage: For h = 0.80 m and g = 9.8 m/s², v_exit² = 15.68 m²/s² and v_exit = 3.96 m/s. An ideal graph of v_exit² against h is a straight line through zero…
- Check understanding: Which term can be dropped when comparing two points at the same height with Bernoulli? · Worked answer for Which term can be dropped when comparing two points at the same height with Bernoulli?
- Check understanding: A large open reservoir has a small hole depth h below the surface. Increasing h to 4h changes ideal exit speed by... · Worked answer for A large open reservoir has a small hole depth h below the surface. Increasing h to 4h changes ideal exit speed by...
More checks for this goal
- Check understanding: A horizontal jet leaves a reservoir hole 0.20 m above a catch tray. A fitted graph of R² versus water depth h passes through the origin and has… · Worked answer for A horizontal jet leaves a reservoir hole 0.20 m above a catch tray. A fitted graph of R² versus water depth h passes through the origin and has…
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Supports part of this goal.
Check understanding: Keep all three terms in a rising pipe · part a: Use mass conservation to find v₂. For a moving 1.0 L parcel, calculate its mass,… · Worked answer for Keep all three terms in a rising pipe · part a: Use mass conservation to find v₂. For a moving 1.0 L parcel, calculate its mass,… (part a) -
Supports part of this goal.
Check understanding: Keep all three terms in a rising pipe · part b: Starting from pressure work (P₁ − P₂)ΔV = ΔK + ΔU_g, derive the general Bernoulli… · Worked answer for Keep all three terms in a rising pipe · part b: Starting from pressure work (P₁ − P₂)ΔV = ΔK + ΔU_g, derive the general Bernoulli… (part b) -
Supports part of this goal.
Check understanding: Keep all three terms in a rising pipe · part c: Explain in words how pressure work is redistributed into kinetic and… · Worked answer for Keep all three terms in a rising pipe · part c: Explain in words how pressure work is redistributed into kinetic and… (part c) -
Supports part of this goal.
Check understanding: Derive the reservoir speed and test its assumptions · part a: Write the complete surface-to-exit Bernoulli balance and derive Torricelli’s… · Worked answer for Derive the reservoir speed and test its assumptions · part a: Write the complete surface-to-exit Bernoulli balance and derive Torricelli’s… (part a) -
Supports part of this goal.
Check understanding: Derive the reservoir speed and test its assumptions · part b: Calculate the exit speed at h = 0.50 m. Construct a labeled numerical graph of… · Worked answer for Derive the reservoir speed and test its assumptions · part b: Calculate the exit speed at h = 0.50 m. Construct a labeled numerical graph of… (part b) -
Supports part of this goal.
Check understanding: Derive the reservoir speed and test its assumptions · part c: For the sealed water tank at the same depth h = 0.50 m and negligible surface… · Worked answer for Derive the reservoir speed and test its assumptions · part c: For the sealed water tank at the same depth h = 0.50 m and negligible surface… (part c) -
Supports part of this goal.
Check understanding: Can faster flow have greater pressure? · part a: Ideal water of density 1000 kg/m³ flows steadily along one streamline without… · Worked answer for Can faster flow have greater pressure? · part a: Ideal water of density 1000 kg/m³ flows steadily along one streamline without… (part a)
Required knowledge for 8.4.B
8.4.B.1 · A difference in gravitational potential energies between two locations in a fluid will result in a difference in kinetic energy and pressure between those two locations that is described by conservation laws.
8.4.B.2 · Bernoulli’s equation describes the conservation of mechanical energy in fluid flow.
P₁ + ρgy₁ + ½ρv₁² = P₂ + ρgy₂ + ½ρv₂²
8.4.B.3 · Torricelli’s theorem relates the speed of a fluid exiting an opening to the difference in height between the opening and the top surface of the fluid and can be derived from conservation of energy principles.
v = √(2gΔy)
Science practices and exam guidance
The science practices: what we do with the ideas
Knowing a relationship is the start. You’ll also draw it, use it, test it, and explain why it works. These ten skills run through the whole course. The topic-page suggestions are useful teaching pairings; the CED says required content can be assessed with any skill. CED pp. 172–174.
Practice 1: Creating Representations
Create representations that depict physical phenomena.
- 1.A Create diagrams, tables, charts, or schematics to represent physical situations. CED p. 10
- 1.B Create quantitative graphs with appropriate scales and units, including plotting data. CED p. 10
- 1.C Create qualitative sketches of graphs that represent features of a model or the behavior of a physical system. CED p. 10
Practice 2: Mathematical Routines
Conduct analyses to derive, calculate, estimate, or predict.
- 2.A Derive a symbolic expression from known quantities by selecting and following a logical mathematical pathway. CED p. 10
- 2.B Calculate or estimate an unknown quantity with units from known quantities, by selecting and following a logical computational pathway. CED p. 10
- 2.C Compare physical quantities between two or more scenarios or at different times and locations in a single scenario. CED p. 10
- 2.D Predict new values or factors of change of physical quantities using functional dependence between variables. CED p. 10
Practice 3: Scientific Questioning and Argumentation
Describe experimental procedures, analyze data, and support claims.
- 3.A Create experimental procedures that are appropriate for a given scientific question. CED p. 10
- 3.B Apply an appropriate law, definition, theoretical relationship, or model to make a claim. CED p. 10
- 3.C Justify or support a claim using evidence from experimental data, physical representations, or physical principles or laws. CED p. 10
For experimental work, describe what you’ll measure and vary, how you’ll keep other factors steady, and how your data will answer the question. Label graph axes and units, use a sensible scale and a best-fit line, and connect the slope or intercept to the physics. An explanation should connect a claim to a law and to evidence.
The exam we’re preparing for: May 2027
The summer 2026 update applies to the 2026–27 school year. The exam lasts three hours: 42 multiple-choice questions in 85 minutes and 4 free-response questions in 95 minutes. Each section is worth 50%. A four-function, scientific, or graphing calculator is allowed on both. CED p. 170; Fall 2026 clarifications and corrections.
The official exam page, checked October 2, 2026, describes a hybrid digital exam: multiple-choice answers and free-response prompts appear in Bluebook, while free-response work is handwritten in a paper booklet. Practice clear diagrams, labeled graphs, and readable derivation steps on paper as well as using the checks here.
| Question type | Points | What to practice |
|---|---|---|
| Mathematical Routines | 10 | Derive a relationship, calculate, predict, and justify the result. |
| Translation Between Representations | 12 | Connect a diagram, graph, equation, and explanation. |
| Experimental Design and Analysis | 10 | Design a measurable procedure and analyze a graph or data. |
| Qualitative/Quantitative Translation | 8 | Make a claim, derive the math, and show that both tell the same story. |
Creating Representations contributes about 20–35% of the free-response assessment, Mathematical Routines 30–40%, and Scientific Questioning and Argumentation 35–45%. The multiple-choice section assesses Practices 2 and 3; Practice 1 and experimental procedure design (3.A) are assessed in free response. CED pp. 172–174.
Which source did we use?
ap-physics-1-course-and-exam-description.pdf · Effective Fall 2024 · Updated summer 2026; ©2026 College Board · 220 PDF pages. Printed CED page numbers appear in this article; add seven to get the PDF viewer page.
The supplied copy is pinned in the audit by SHA-256:
c994fc72062e113832e098965f27902fec03bcdc20b0d516ee2a884ab76eeb65Official College Board CED · Official course-change overview. The overview identifies Fall 2024 content as the CED to use for 2026–27 and distinguishes the Fall 2026 exam update.
Edition key: ap-physics-1-fall-2024-summer-2026. This key keeps AP topic numbers separate from the original textbook’s chapter and section numbers.
About this outline
AP Physics 1 · Effective Fall 2024; Updated summer 2026; ©2026 College Board. Official source: Course and exam description (College Board). The current outline uses the accepted teaching and practice mappings for this edition. Individual resources retain their own scope.
Activities and teaching plans support classroom preparation. They do not establish students’ mastery or actual classroom laboratory time.
Detailed mappings and prior review records remain available at their existing edition-specific addresses.