Students will need to know how to solve problems mathematically and

be able to explain what they are doing at each mathematical step. This
can be practiced in class or on homework assignments. The quantitative-
qualitative translation (QQT) question on the AP Physics 1 Exam requires
students to explain a physical scenario in words and using mathematical
relationships. Also, students will need to dissect statements for
correctness or incorrectness.
This scenario can be demonstrated in class using a turntable and an
object placed on the turntable. Ask students to predict the behavior of the
object depending on the position, mass, etc.

Assess
To further assess student understanding of the concepts addressed in
this scenario, you may want to ask students the questions below:
Two objects made of the same material are placed on a rotating table, at
different locations. The object closer to the center is double the mass of
the object farther from the center. If the platform begins to rotate, which
object is more likely to slip? Explain with words and equations.

AP Physics Workbook Answer K…

What’s the point?

Radius and velocity can affect if an object slips while rotating, while mass
does not.

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3GmassandFrictionalForce

Argumentation
BlakeandCarlosaretryingtopredictwhetherthecoinwillslipifthecoinis"tooclose"toor
toofar"fromtheaxisofrotation.Thestatentsreasonasfolows:

Blake:Ithinkthatthecoinwillslipifitistooclosetotheaxis.Itislikeifacartakesaturntoo
tantly,thecarcansideoutofcontroThere'snotenoughforceiftheradiusistoosmall

Carlos:"Ithinkthatthecoinwillslipifitistoofarfromtheaxis.It'slikeamerrygoround;ifIride
amerrygo-roundnearthecenter,thenIdon'tfeelmuchforcepullingmetotheoutside,
butifIrideneartheoutside,thereismoreforcepullingmeawayfromtheaxis.
PART:Foreachstudent'sstatement,statewhethertheinequalitywritteninPartBprovidessupportfor
thatstatement.Ifso,explainhow.Ifnot,explainwhynot.Ignorewhetherthestudent'sstatementis
correctorincorrecttorthispart

corinesStoremen

IfRissmall,thentheleft However,ifRislarge,then
sideoftheequationwill theleftsideoftheequation
besmall,meaningthatthe willbelarge(sinceRisin
coinisnotlikelytoslip,asit thenumerator),makingit
willbelessthanorequalto likelythattherewillnotbe
thecoefficientoffriction enoughfrictionforceto
timestheaccelerationdue keepthecoininthatcircle,
togravity. anditcouldslideoff.

PARTO:Statewhetherthecoinwallshowhenitis"tooclose"toor"toofar"fromtheaxig.

TARPASS

PAINSOLESTEADSTETERSESSEDDONE

Angelabelievesthatalightercoinislesslikelytoslipbecausealightercoinrequireslessforce.
Dominiquebelievesthataheaviercoinislesslikelytoslipbecauseaheaviercoincanhaveagreater
amountoffriction.sinavourequationsalonawithotheronssicalprincioles.exoinbowthecoins

massaltectsitskenhoodofslipping.

Sincethemasscanceledoutduringthederivation,andthe
finalexpressiondoesnotincludethemass,themassofthe
coindoesnotaffectwhetheritwillslip.Sincetheforcethat
causesthemotionisproportionaltothemassthentheforce
increasesinthesamewayastheresistancetotheforce,so
themotionwillbethesame,independentofthemass.

Teacher’s Edition | 86
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UNIT
AP Physics 1 Workbook Circular Motion and Gravitation The Rotor Ride
3
EK | 2.B.1, 3.A.2, 3.A.3, 3.B.1, 3.B.2, 4.A.2 SP | 1.1, 1.4, 2.2, 4.1, 5.3, 6.1, 7.1

Prepare
There are videos of this ride than can be found online if your students are
not familiar with the setup.

Teach
Is there a frictional force initially in the direction of motion allowing Carlos
to get up to speed v ? Yes! But once he is at a constant speed, he doesn’t
need that force anymore to keep him moving at a constant speed (ignoring
resistive forces).

Assess