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DAY 3 OF QUARTER 3 1) Welcome Back! 2) 3 Question Follow Up 3) Today: Springs 4) Ungraded Activity: LETS GET READY HW 1: Look at it, what is not making sense? TAKE A SPRING, RUBBER BAND AND POPPER 1 spring per person, but share rubber bands and poppers Please note where each one’s ‘equilibrium’ is, then distort it. Try to determine: Which way is the restoring force on each Why do different springs react differently to the same pull/push on them? SPRINGS ‘k’ value: Force Constant. How springy the spring is. Is unique to each spring. Equilibrium: return to. ‘x’ Where spring wants to value: Distance from equilibrium. Contains spring energy and has a restoring force involved. SPRING IDEAS Spring (Restoring) Force called Hooks Law: Spring Potential Energy At A and –A the restoring force… At A and –A the energy form is…. At 0… Our story: Spring-Speed-Height with no E loss. NOW… GET A POPPER AND A RULER! In your notes: Goal: To describe in words (BUT NOT DO) how to determine: The Launch Velocity The K value of the popper The force which shot it up I expect: a cohesive plan you can follow that a student can do with a ruler SO DO IT! How would a student do all 3? Break it down by goals. QUESTIONS TO PONDER. WRITE THEM, THEN DISCUSS AND WRITE AN ANSWER. 1) Why did you not need the mass of the popper? 2) How does this situation not violate the conservation of energy since the system energy was zero at the start of the entire demonstration? 3) How did the Kinetic energy lost while going up compare the potential energy gained? 4) While going up, is the system energy increasing/decreasing/staying the same? POP IT Lets draw the transfer of motion for a popper from when you let go to the top of its pop. PRACTICE LET ME TEACH YOU I will use the fact…