![]() For example, we know that a door opens slowly if we push too close to its hinges. In fact, your intuition is reliable in predicting many of the factors that are involved. If you have ever spun a bike wheel or pushed a merry-go-round, you know that force is needed to change angular velocity as seen in Figure 10.10. Students are expected to do calculations with a fixed set of extended objects and point masses. ![]() Students are expected to do qualitative reasoning with compound objects. ![]() 5.E.2.1 The student is able to describe or calculate the angular momentum and rotational inertia of a system in terms of the locations and velocities of objects that make up the system.4.D.1.2 The student is able to plan data collection strategies designed to establish that torque, angular velocity, angular acceleration, and angular momentum can be predicted accurately when the variables are treated as being clockwise or counterclockwise with respect to a well-defined axis of rotation, and refine the research question based on the examination of data.4.D.1.1 The student is able to describe a representation and use it to analyze a situation in which several forces exerted on a rotating system of rigidly connected objects change the angular velocity and angular momentum of the system. ![]() The information presented in this section supports the following APĀ® learning objectives and science practices:
0 Comments
Leave a Reply. |