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Classically, the acceleration of an object interacting with other objects can be predicted by using:
If an object of interest interacts with several other objects, the net force is the vector sum of the individual forces. Projectile motion and circular motion are both included in AP Physics 1.
Science Processes:
1.1 The student can create representations and models of natural or man-made phenomena and systems in the domain.
1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively.
1.5 The student can re-express key elements of natural phenomena across multiple representations in the domain.
2.2 The student can apply mathematical routines to quantities that describe natural phenomena.
4.2 The student can design a plan for collecting data to answer a particular scientific question.*
5.1 The student can analyze data to identify patterns or relationships.
6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models.
7.2 The student can connect concepts in and across domain(s) to generalize or extrapolate in and/or across enduring understandings and/or big ideas.
Learning Objectives:
3.B.1.1 Predict the motion of an object subject to forces exerted by several objects using an application of Newton’s second law in a variety of physical situations, with acceleration in one dimension. [SP 6.4, 7.2]
3.B.1.2 Design a plan to collect and analyze data for motion (static, constant, or accelerating) from force measurement, and carry out an analysis to determine the relationship between the net force and the vector sum of the individual forces[SP 4.2, 5.1]
3.B.1.3 Re-express a free-body diagram into a mathematical representation, and solve the mathematical representation for the acceleration of the object. [SP 1.5, 2.2]
3.B.2.1 Create and use free-body diagrams to analyze physical situations to solve problems with motion qualitatively and quantitatively. [SP 1.1, 1.4, 2.2]
Free-body diagrams are useful tools for visualizing forces being exerted on a single object and writing the equations that represent a physical situation.
a. An object can be drawn as if it were extracted from its environment and the interactions with the environment were identified.
b. A force exerted on an object can be represented as an arrow whose length represents the magnitude of the force and whose direction shows the direction of the force.
c. A coordinate system with one axis parallel to the direction of the acceleration simplifies the translation from the free-body diagram to the algebraic representation.
d. Free-body or force diagrams may be depicted in one of two ways—one in which the forces exerted on an object are represented as arrows pointing outward from a dot, and the other in which the forces are specifically drawn at the point on the object at which each force is exerted.
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