DAY 6 AT A GLANCE
 We
have two goals for today:
 1) Look at the quiz: Look at our
mistakes, correct them, learn from
them.
 2) See what we need to know, and what
we can do with graphs.
TODAY
 So
today will have the following:
 1) Discussion of how Quiz was graded,
handback of quiz.
 2) 20+ minutes of Quiz station
correction and learning.
 3) Do some advanced AP graph
problems, list things we need to do with
graphs.
AP PHYSICS 1 AND THE SCORES

Scoring is unknown, for reasons…
AP Score = Amount /7 or /8, percentage wise.

I.E. 5/8 or 62.5% correct is 5 score?

“Ratio can change, but probably not radically”

Email or see me individually before or
afterschool. Let me know before hand. Or not.
FOR THIS CLASS




Due to 1st exposure:
/
points.
This is your FIRST STEP, so realize that you will
get better, but this is not a memorization and
regurgitate type of class.
Since it is a 1st AP, there will be things that are
new situations for us to see. No previous releases
to constantly do.
I don’t care, however. You will learn so much this
year, and it is going to make you better!
NEXT 20+ MINUTES



Around the room are stations for you to LEARN
from.
I will be constantly circulating, asking questions.
Write on your quiz, notebook, WHATEVER will
help you APPLY what you KNOW next time.

Sorry Catharine 
TRANSITION TIME
 So
far only 4 people have won 2 Nobel
Prizes. Only one has won them in 2
different
science fields. Who is it?
 MARIE



CURIE
2 Chem: Fredrick Sanger (insulin prod,
and base sequencing for DNA)
2 Physics: John Bardeen (Transitor, Microscopic Superconduction
1 Peace/1 Chem: Linus Pauling
REMIND ME ABOUT GRAPHS…
LETS DO SOME TOUGH EXAMPLES…AND
LEARN FROM THEM


I provided 2 copies of each, one to sketch and
make mistakes….
And one to keep/tape in with correct ideas
underneath for future reference.
As always, your questions/comments are
requested!




You should be drawing all kinds of lines on
graphs, either to find slopes or make geometric
shapes for areas.
If values are not provided (happens a bunch), its
about trends than actual values.
Draw LOTS of short slope lines to see trends
Look at the axis AND for the phrase
‘MAGNITUDE’. Especially for rankings.

So we have no idea about springs and graphs.
But we have our basic tools!
GRAPHING V AND A?



Again, break up the graph into MANY small
intervals, and make slope lines and determine
their +/- and amount RELATIVE to the original
graph.
If you find a repeating pattern, then you can just
apply it.
Even Trig patterns obey the BOOT CAMP rules
we have!





Negative and Positive are not absolutes.
When given a starting graph and scenario, CHECK
AND SEE HOW + and – ARE DEFINED.
Remember… A constant acceleration means a
LINEAR velocity and a PARABOLIC position graph.
Use information given (LIKE Vi) or (THE PICTURE)
to know where to start the graph points at.
Use if how the velocity is changing to determine
concavity of position. Do some quick SLOPE LINES
to see if it matches!
Example for this problem: VELOCITY
 “The object starts with an initial velocity greater
than zero and moves in the positive direction with
decreasing speed. When it reaches the top the
object stops momentarily and moves to the left
with increasing speed”


For ACCELERATION:
The acceleration is represented by the slope of the
velocity-time graph. The acceleration has the
same sign as the velocity if the object is speeding
up and the opposite sign if the object is slowing
down. In this case, since the object reverses its
direction the acceleration remains negative and
constant throughout the motion.


The graphs to the side
represent the position x, the
velocity v, and acceleration a as
a function of time t for a marble
moving in one dimension.
Which of the following could
describe the motion of the
marble?
A) Rolling across the floor then
bouncing off a wall.
B) Rolling down one side of a bowl
and then rolling up the other side.
C) Rolling up a ramp and then
rolling back down.
D) Falling then bouncing elastically off the floor