Thank you!

Never more than two (unless requested by teacher for scheduling reasons).

Also the myriad of ways to find acceleration from x and t values is a great review and discussion... "My friend did this, but I had a completely different idea, who is right?!" "Both of you"

I have found AI usually starts off pretty decent with physics problems then goes off the rails towards the end. Though often in creative ways similar to my students!

The sound of those flying pigs is enough to drive you a little mad... I only give them a few minutes to get their data!

What other topics are you covering before 2D kinematics?

Poking around, this might be a linguistic misuse on my part... With my students I use the phrase 'in an inertial state' to mean the object/system has a constant velocity relative to the reference frame. I feel like I picked it teaching APP1, but have no specific sources 🙃

We do at the start of the year (this is for my honors class), all of these are assuming the Earth's reference frame. Unless I am misunderstanding, I would say that the jumper is an example of a non-inertial object in an inertial frame for 4 of the 5 points of analysis

I'm guessing you could set up a motion detector above the person pointed down, but unless they wore a giant flat hat it would probably be error ridden. If I wanted to have motion data I would probably motion track from video and overlay a kinematic graph.

Is the object- in this case the person jumping- in an inertial state. We did balanced force systems first, then introduced accelerating systems. We use the language of inertial and non-inertial to distinguish if the object is moving at a constant speed or changing speeds.

Me: Wow, a logarithmic scale! Fancy!
Them: wut?

Or plotting a graph!

I have that mini-rant most days. Am almost three weeks ahead of previous years and still feel behind due all the added content. Students are mostly hanging in there but it isn't as fun.

I wouldn't have fun but they want to do it every year 🤷🏻 we have 10 AP Physics sections across 1/2/Cs... So a large enough physics population for 5-20 students to find it enjoyable. Maybe check out the Young Physicists Tournament for some cool problems you could work on with an interested group.

I do most years. I let whoever is on the Physics Team organize the prep and give me the list of who is taking it, so minimal effort from me. Using previous tests to practice is useful (all on the website), and payment might be tricky depending on your district. It's fun, why not!

I have also done an egg drop but with set materials.mine was 1/2 a paper cup (they could pick how it was split), 1 sheet of paper, 2 rubber bands, and 1/2 meter of tape. More points for higher drop height. Limiting supplies forced application physics concepts and shortened time.

Pick a weird, cool YouTube video and have them build a model based on physical principles and reasonable estimates to find some value. We just estimated the average force from an orca's tail as it tossed a harbor seal vertically into the air based on a silly video of said feat.

I have similar thoughts and slightly higher cutoffs for unit exams, would rather have them be pleasantly surprised with the AP test results