If I were asked to describe such a relationship, I'd say "the acceleration drops linearly with the mass." And then I'd probably sketch the graph so my point is clear. :-)
Geoff asked me to chime in because I'm an AP reader. Firstly, I've never (yet!) seen a question where this sort of graph needed to be described in words. I suspect we'd accept virtually all of the suggestions in this thread. 1/
Don't let high school students *revise* anything. Instead, make them start over. Tales of physics, engineering, art, and writing: https://t.co/jc0V3C91ac
This is one that I know I have struggled with. I got so frustrated with a class several years ago because they couldn't finish all of their data collection in a group after nearly 2 full (90min) classes. I was able to get the data by myself within 30 minutes.
(2) Reply or DM here. I'll be around the conference most of the time on Friday and Saturday. I'd love to meet other physics people for coffee or lunch!
(1) Find me after Abigail Mills's presentation on Thursday. She's my colleague showing her interdisciplinary airfoils project, at 3:40pm in room W184a. I'll be there, then I'll be around afterward. Or...
Remember the 2021 AP1 paragraph problem about rolling/sliding down an incline? Milo made an amazing simulation, and I made a video about it. https://t.co/CwSjl1V8pU
Yes, we're doing the Conceptual Physics Summer Institute online again! July 16-17. Read here for more information, including how to register: https://t.co/ieKcFLhNUS
Plan for Monday's 6:15am show: Celebrating a 19th birthday at Chuck E Cheese, philosophy of judging Physics Fights, how to define impulse for conceptual students, and more!
https://t.co/6RWUdFsNgD
Plan for Monday's 6:15am show: Celebrating a 19th birthday at Chuck E Cheese, philosophy of judging Physics Fights, how to define impulse for conceptual students, and more!
https://t.co/6RWUdFsNgD