Figluma validation pack

Field-test the current five mechanics models before adding more.

Session protocol

This pack tests whether the current mechanics workbench helps with a real stuck-point. It is not a product survey, content calendar, or generic platform validation.

Run one student on one problem at a time; do not demo the full site first.
Start from the public problem page, then switch to Solve mode before any answer-key exposure.
Record attempt time, finish state, first hesitation checkpoint, first wrong path, and whether the reveal changes their explanation.
Paste the copied Solve-mode attempt snapshot into notes as evidence, but do not treat it as a score or success verdict.
Count the visible corrections or checker recoveries before the student can explain the governing equation in their own words.
Record the exact first-success quote or mark no usable evidence; do not infer clarity from a correct final answer.
Show the tutor the worksheet answer key only after the student attempt, then capture concrete reuse or rejection reasons.

Success signals

Equation-choice clarityAt least three of five test attempts end with the student explaining why the governing equation was chosen, not just the final number.
Tutor reuse signalA tutor says they would send at least three current problem links to a student and names the checkpoint that saves time.
Checker recoveryWhen a scratch line is wrong or belongs to another checkpoint, the student can recover after the Review cue without a separate chat explanation.

Failure signals

Cool but not clearerStudents praise the page but still cannot explain why the equation was selected after using Solve mode.
Tutor does the same work anywayTutors still need to redraw the diagram or rewrite the rubric before they would send the page.
Reveal becomes copyingStudents reveal checkpoints and copy equations without improving their stated diagram or sign-convention reasoning.

Decision gate

Reject praise-only evidenceDo not count "cool" or "I want more problems like this" as success unless the attempt also shows equation-choice clarity.
Fix current model firstAny repeated correction, failed reveal, weak equation-choice explanation, or tutor rejection becomes the next problem-specific slice before adding problems.
Expansion signalOnly consider another mechanics model after a tutor says "I would send this link to a student" and names the checkpoint that saves explanation time.

Student task script

Run one problem at a time and record the first checkpoint where clarity breaks.

Block on a rough incline

Solve mode Problem Worksheet Brief page

Student can explain why "a = g(sin(theta) - mu_k cos(theta)) = 3.2 m s^-2" follows from the diagram state and givens.

Focus checkpoints

Choose the slope-aligned axes
$+x = down slope, +y = normal outward$
Resolve weight perpendicular to the plane
$N = m g cos (θ)$
Write friction from the normal force
$f_{k} = μ_{k} N = μ_{k} m g cos (θ)$
Apply Newton's second law along the slope
$m g sin (θ) - μ_{k} m g cos (θ) = ma$

Observe for

Does the student avoid this trap without prompting: Using mg instead of mg sin(theta) along the slope.
Which checkpoint caused the first real hesitation or correction?
Did the reveal help them explain the equation, or only copy the next algebra line?

Equation-choice spot checks

Choose the slope-aligned axesWhat feature of the diagram, sign convention, or givens makes "Choose the slope-aligned axes" the right next equation?
$+x = down slope, +y = normal outward$
Listen for: The slope-aligned axes make the acceleration one-dimensional. The block accelerates along x, while the y forces balance.Flag if: Reporting the acceleration with the opposite sign or with force/speed units.
Resolve weight perpendicular to the planeWhat feature of the diagram, sign convention, or givens makes "Resolve weight perpendicular to the plane" the right next equation?
$N = m g cos (θ)$
Listen for: There is no acceleration through the plane, so the normal force balances the perpendicular component of weight.Flag if: Swapping sin(theta) and cos(theta) for the slope and normal components.
Write friction from the normal forceWhat feature of the diagram, sign convention, or givens makes "Write friction from the normal force" the right next equation?
$f_{k} = μ_{k} N = μ_{k} m g cos (θ)$
Listen for: Kinetic friction is proportional to the normal force and points up the plane because motion is down the plane.Flag if: Student can only quote "f_k = mu_k N = mu_k mg cos(theta)" without connecting it to the diagram state or givens.
Apply Newton's second law along the slopeWhat feature of the diagram, sign convention, or givens makes "Apply Newton's second law along the slope" the right next equation?
$m g sin (θ) - μ_{k} m g cos (θ) = ma$
Listen for: The down-slope component of weight is positive. Friction is negative because it acts up the slope.Flag if: Using mg instead of mg sin(theta) along the slope.; Adding friction in the direction of motion instead of subtracting it.

Open the Solve-mode link for Block on a rough incline and ask the student to restate the target unknown before writing equations.
Ask for the diagram state first: axes, direction assumptions, and the force or motion components they expect to use.
Let the student attempt one scratch line before any checkpoint reveal, then use Check this line only after the attempt.
If they stall, reveal one checkpoint and ask them to say which diagram element or given made that equation necessary.
After the result checkpoint, ask for one sentence explaining why the chosen governing equation was the right model.

Crate pulled across a rough floor

Solve mode Problem Worksheet Brief page

Student can explain why "a = [P cos(theta) - mu_k(mg - P sin(theta))] / m = 2.9 m s^-2" follows from the diagram state and givens.

Focus checkpoints

Choose horizontal and vertical axes
$+x = right, +y = upward$
Balance vertical forces
$N = m g - P sin (θ)$
Write kinetic friction from the reduced normal force
$f_{k} = μ_{k} N = μ_{k} (m g - P sin (θ))$
Apply Newton's second law horizontally
$P cos (θ) - μ_{k} (m g - P sin (θ)) = ma$

Observe for

Does the student avoid this trap without prompting: Using N = mg and ignoring that the angled pull reduces the normal force.
Which checkpoint caused the first real hesitation or correction?
Did the reveal help them explain the equation, or only copy the next algebra line?

Equation-choice spot checks

Choose horizontal and vertical axesWhat feature of the diagram, sign convention, or givens makes "Choose horizontal and vertical axes" the right next equation?
$+x = right, +y = upward$
Listen for: The crate accelerates horizontally, so standard horizontal and vertical axes keep the motion equation direct.Flag if: Student can only quote "+x = right, +y = upward" without connecting it to the diagram state or givens.
Balance vertical forcesWhat feature of the diagram, sign convention, or givens makes "Balance vertical forces" the right next equation?
$N = m g - P sin (θ)$
Listen for: The crate has no vertical acceleration. The upward rope component helps support the crate, so the floor supplies less normal force than mg.Flag if: Using N = mg and ignoring that the angled pull reduces the normal force.; Swapping the pull components by using P sin(theta) horizontally and P cos(theta) vertically.
Write kinetic friction from the reduced normal forceWhat feature of the diagram, sign convention, or givens makes "Write kinetic friction from the reduced normal force" the right next equation?
$f_{k} = μ_{k} N = μ_{k} (m g - P sin (θ))$
Listen for: Kinetic friction is proportional to the normal force, and here the normal force is reduced by the upward component of the pull.Flag if: Using static-friction threshold logic after the problem states the crate is sliding.
Apply Newton's second law horizontallyWhat feature of the diagram, sign convention, or givens makes "Apply Newton's second law horizontally" the right next equation?
$P cos (θ) - μ_{k} (m g - P sin (θ)) = ma$
Listen for: The horizontal component of the pull drives the crate right. Kinetic friction acts left and must be subtracted.Flag if: Adding friction to the pulling force instead of subtracting it.

Open the Solve-mode link for Crate pulled across a rough floor and ask the student to restate the target unknown before writing equations.
Ask for the diagram state first: axes, direction assumptions, and the force or motion components they expect to use.
Let the student attempt one scratch line before any checkpoint reveal, then use Check this line only after the attempt.
If they stall, reveal one checkpoint and ask them to say which diagram element or given made that equation necessary.
After the result checkpoint, ask for one sentence explaining why the chosen governing equation was the right model.

Table block and hanging mass

Solve mode Problem Worksheet Brief page

Student can explain why "a = (m_2 g - mu_k m_1 g) / (m_1 + m_2) = 2.6 m s^-2" follows from the diagram state and givens.

Focus checkpoints

Choose linked positive directions
$m_1: +x right; m_2: +y downward$
Balance vertical forces on the table block
$N = m_{1} g$
Write kinetic friction on the table block
$f_{k} = μ_{k} N = μ_{k} m_{1} g$
Use the string constraint
$a_{1} = a_{2} = a$

Observe for

Does the student avoid this trap without prompting: Treating the two masses as if they could have different accelerations.
Which checkpoint caused the first real hesitation or correction?
Did the reveal help them explain the equation, or only copy the next algebra line?

Equation-choice spot checks

Choose linked positive directionsWhat feature of the diagram, sign convention, or givens makes "Choose linked positive directions" the right next equation?
$m_1: +x right; m_2: +y downward$
Listen for: Choose positive directions along the expected motion for both bodies. The table block moves right and the hanging mass moves downward, so both accelerations can be written as +a.Flag if: Student can only quote "m_1: +x right; m_2: +y downward" without connecting it to the diagram state or givens.
Balance vertical forces on the table blockWhat feature of the diagram, sign convention, or givens makes "Balance vertical forces on the table block" the right next equation?
$N = m_{1} g$
Listen for: The table block has no vertical acceleration. Its normal force balances its weight, so the friction model can use N = m_1 g.Flag if: Student can only quote "N = m_1 g" without connecting it to the diagram state or givens.
Write kinetic friction on the table blockWhat feature of the diagram, sign convention, or givens makes "Write kinetic friction on the table block" the right next equation?
$f_{k} = μ_{k} N = μ_{k} m_{1} g$
Listen for: Kinetic friction opposes the table block's rightward motion, so it points left and has magnitude mu_k m_1 g.Flag if: Adding kinetic friction to m_2 g instead of subtracting it from the driving force.; Putting friction on the hanging mass or using mu_k m_2 g for the table friction.
Use the string constraintWhat feature of the diagram, sign convention, or givens makes "Use the string constraint" the right next equation?
$a_{1} = a_{2} = a$
Listen for: A light inextensible string over a fixed pulley makes the block's rightward acceleration equal in magnitude to the hanging mass's downward acceleration.Flag if: Treating the two masses as if they could have different accelerations.

Open the Solve-mode link for Table block and hanging mass and ask the student to restate the target unknown before writing equations.
Ask for the diagram state first: axes, direction assumptions, and the force or motion components they expect to use.
Let the student attempt one scratch line before any checkpoint reveal, then use Check this line only after the attempt.
If they stall, reveal one checkpoint and ask them to say which diagram element or given made that equation necessary.
After the result checkpoint, ask for one sentence explaining why the chosen governing equation was the right model.

Passenger in an accelerating elevator

Solve mode Problem Worksheet Brief page

Student can explain why "N = m(g + a)" follows from the diagram state and givens.

Focus checkpoints

Choose the upward vertical axis
$+y = upward$
Apply Newton's second law vertically
$N - m g = ma$
Solve for the scale force
$N = m (g + a)$
Substitute values
$N = 65 (9.8 + 1.8) = 754 N$

Observe for

Does the student avoid this trap without prompting: Using N = mg and ignoring the upward acceleration.
Which checkpoint caused the first real hesitation or correction?
Did the reveal help them explain the equation, or only copy the next algebra line?

Equation-choice spot checks

Choose the upward vertical axisWhat feature of the diagram, sign convention, or givens makes "Choose the upward vertical axis" the right next equation?
$+y = upward$
Listen for: The elevator accelerates upward, so choosing +y upward makes the acceleration positive.Flag if: Student can only quote "+y = upward" without connecting it to the diagram state or givens.
Apply Newton's second law verticallyWhat feature of the diagram, sign convention, or givens makes "Apply Newton's second law vertically" the right next equation?
$N - m g = ma$
Listen for: Normal force is positive and weight is negative on the chosen axis. The net upward force equals ma.Flag if: Using N = mg and ignoring the upward acceleration.
Solve for the scale forceWhat feature of the diagram, sign convention, or givens makes "Solve for the scale force" the right next equation?
$N = m (g + a)$
Listen for: Rearranging the vertical equation shows the scale must support weight and provide the extra upward acceleration.Flag if: Subtracting ma from mg for an upward-accelerating elevator.; Reporting 65 kg as the scale reading instead of converting the force model to newtons.
Substitute valuesWhat feature of the diagram, sign convention, or givens makes "Substitute values" the right next equation?
$N = 65 (9.8 + 1.8) = 754 N$
Listen for: The upward acceleration makes the scale reading larger than the passenger's weight. The scale reads about 7.5e2 N.Flag if: Student can only quote "N = 65(9.8 + 1.8) = 754 N" without connecting it to the diagram state or givens.

Open the Solve-mode link for Passenger in an accelerating elevator and ask the student to restate the target unknown before writing equations.
Ask for the diagram state first: axes, direction assumptions, and the force or motion components they expect to use.
Let the student attempt one scratch line before any checkpoint reveal, then use Check this line only after the attempt.
If they stall, reveal one checkpoint and ask them to say which diagram element or given made that equation necessary.
After the result checkpoint, ask for one sentence explaining why the chosen governing equation was the right model.

Projectile launched from a cliff

Solve mode Problem Worksheet Brief page

Student can explain why "t = 3.3 s" follows from the diagram state and givens.

Focus checkpoints

Choose projectile axes and origin
$+x = right; +y = upward; y_0 = 20 m$
Resolve the launch velocity
$v_{x} = v_{0} cos (θ) v_{y 0} = v_{0} sin (θ)$
Write the vertical position equation
$0 = y_{0} + v_{0} sin (θ) t - 1/2 g t^{2}$
Solve the quadratic for flight time
$t = 3.3 s$

Observe for

Does the student avoid this trap without prompting: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta).
Which checkpoint caused the first real hesitation or correction?
Did the reveal help them explain the equation, or only copy the next algebra line?

Equation-choice spot checks

Choose projectile axes and originWhat feature of the diagram, sign convention, or givens makes "Choose projectile axes and origin" the right next equation?
$+x = right; +y = upward; y_0 = 20 m$
Listen for: Use independent horizontal and vertical axes. The launch point starts above the ground, so the vertical position equation must carry y_0.Flag if: Making gravity positive in the +y upward convention.
Resolve the launch velocityWhat feature of the diagram, sign convention, or givens makes "Resolve the launch velocity" the right next equation?
$v_{x} = v_{0} cos (θ) v_{y 0} = v_{0} sin (θ)$
Listen for: The horizontal component stays constant, while the vertical component changes under gravity.Flag if: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta).
Write the vertical position equationWhat feature of the diagram, sign convention, or givens makes "Write the vertical position equation" the right next equation?
$0 = y_{0} + v_{0} sin (θ) t - 1/2 g t^{2}$
Listen for: At impact the ball is at ground level, y = 0. Gravity is negative because +y is upward.Flag if: Using the same-height range formula v_0^2 sin(2theta) / g even though the projectile lands below launch height.; Solving only for time to the top of the path, v_0 sin(theta) / g, instead of time to the ground.
Solve the quadratic for flight timeWhat feature of the diagram, sign convention, or givens makes "Solve the quadratic for flight time" the right next equation?
$t = 3.3 s$
Listen for: The positive root gives the time when the projectile reaches the ground. The negative root is an extrapolated time before launch.Flag if: Student can only quote "t = 3.3 s" without connecting it to the diagram state or givens.

Open the Solve-mode link for Projectile launched from a cliff and ask the student to restate the target unknown before writing equations.
Ask for the diagram state first: axes, direction assumptions, and the force or motion components they expect to use.
Let the student attempt one scratch line before any checkpoint reveal, then use Check this line only after the attempt.
If they stall, reveal one checkpoint and ask them to say which diagram element or given made that equation necessary.
After the result checkpoint, ask for one sentence explaining why the chosen governing equation was the right model.

Tutor review prompts

Block on a rough incline

Would you send /problems/rough-incline-acceleration to a student stuck on this exact problem?
Which checkpoint would save you the most explanation time?
Which diagram label, assumption, or rubric row feels misleading or too thin?
What one change would make this problem page worth reusing in a lesson?

Tutor rubric cues

Setup (0 / 1 / 2)Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Choose the slope-aligned axes".
- 1Partly correct, but review this row's checkpoint signal: Reporting the acceleration with the opposite sign or with force/speed units.
- 2Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Watch: Reporting the acceleration with the opposite sign or with force/speed units.
Components (0 / 1 / 2)Resolved components, force directions, normal/friction setup, or velocity split are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Resolve weight perpendicular to the plane".
- 1Partly correct, but review this row's checkpoint signal: Swapping sin(theta) and cos(theta) for the slope and normal components.
- 2Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Watch: Swapping sin(theta) and cos(theta) for the slope and normal components.
Net-force / governing equation (0 / 1 / 2)The main Newton's law or motion equation uses the right model, signs, and shared variables.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Apply Newton's second law along the slope".
- 1Partly correct, but review this row's checkpoint signal: Using mg instead of mg sin(theta) along the slope.
- 2Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Watch: Using mg instead of mg sin(theta) along the slope.; Adding friction in the direction of motion instead of subtracting it.
Result (0 / 1 / 2)The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Cancel mass and calculate acceleration".
- 1Partly correct, but review this row's checkpoint signal: Keeping mass in the final acceleration even though it cancels.
- 2Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.
Watch: Keeping mass in the final acceleration even though it cancels.

Crate pulled across a rough floor

Would you send /problems/angled-pull-crate-friction to a student stuck on this exact problem?
Which checkpoint would save you the most explanation time?
Which diagram label, assumption, or rubric row feels misleading or too thin?
What one change would make this problem page worth reusing in a lesson?

Tutor rubric cues

Setup (0 / 1 / 2)Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Choose horizontal and vertical axes".
- 1Partly correct, but review this row's checkpoint signal: evidence reaches "Choose horizontal and vertical axes" but is not yet consistent across the row
- 2Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Components (0 / 1 / 2)Resolved components, force directions, normal/friction setup, or velocity split are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Balance vertical forces".
- 1Partly correct, but review this row's checkpoint signal: Using N = mg and ignoring that the angled pull reduces the normal force.
- 2Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Watch: Using N = mg and ignoring that the angled pull reduces the normal force.; Swapping the pull components by using P sin(theta) horizontally and P cos(theta) vertically.
Net-force / governing equation (0 / 1 / 2)The main Newton's law or motion equation uses the right model, signs, and shared variables.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Apply Newton's second law horizontally".
- 1Partly correct, but review this row's checkpoint signal: Adding friction to the pulling force instead of subtracting it.
- 2Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Watch: Adding friction to the pulling force instead of subtracting it.
Result (0 / 1 / 2)The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Divide by mass and calculate acceleration".
- 1Partly correct, but review this row's checkpoint signal: Putting ma in the vertical equation even though the acceleration is horizontal.
- 2Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.
Watch: Putting ma in the vertical equation even though the acceleration is horizontal.; Reporting the net force without dividing by mass.

Table block and hanging mass

Would you send /problems/rough-table-pulley-system to a student stuck on this exact problem?
Which checkpoint would save you the most explanation time?
Which diagram label, assumption, or rubric row feels misleading or too thin?
What one change would make this problem page worth reusing in a lesson?

Tutor rubric cues

Setup (0 / 1 / 2)Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Choose linked positive directions".
- 1Partly correct, but review this row's checkpoint signal: Treating the two masses as if they could have different accelerations.
- 2Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Watch: Treating the two masses as if they could have different accelerations.
Components (0 / 1 / 2)Resolved components, force directions, normal/friction setup, or velocity split are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Balance vertical forces on the table block".
- 1Partly correct, but review this row's checkpoint signal: Adding kinetic friction to m_2 g instead of subtracting it from the driving force.
- 2Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Watch: Adding kinetic friction to m_2 g instead of subtracting it from the driving force.; Putting friction on the hanging mass or using mu_k m_2 g for the table friction.
Net-force / governing equation (0 / 1 / 2)The main Newton's law or motion equation uses the right model, signs, and shared variables.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Write Newton's second law for each body".
- 1Partly correct, but review this row's checkpoint signal: evidence reaches "Write Newton's second law for each body" but is not yet consistent across the row
- 2Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Result (0 / 1 / 2)The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Eliminate tension and solve for acceleration".
- 1Partly correct, but review this row's checkpoint signal: Using only m_2 in the denominator after eliminating tension instead of the total mass m_1 + m_2.
- 2Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.
Watch: Using only m_2 in the denominator after eliminating tension instead of the total mass m_1 + m_2.; Using m_2 g as the tension before accounting for the hanging mass's acceleration.

Passenger in an accelerating elevator

Would you send /problems/elevator-apparent-weight to a student stuck on this exact problem?
Which checkpoint would save you the most explanation time?
Which diagram label, assumption, or rubric row feels misleading or too thin?
What one change would make this problem page worth reusing in a lesson?

Tutor rubric cues

Setup (0 / 1 / 2)Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Choose the upward vertical axis".
- 1Partly correct, but review this row's checkpoint signal: evidence reaches "Choose the upward vertical axis" but is not yet consistent across the row
- 2Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Components (0 / 1 / 2)Resolved components, force directions, normal/friction setup, or velocity split are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Identify the passenger forces".
- 1Partly correct, but review this row's checkpoint signal: evidence reaches "Identify the passenger forces" but is not yet consistent across the row
- 2Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Net-force / governing equation (0 / 1 / 2)The main Newton's law or motion equation uses the right model, signs, and shared variables.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Apply Newton's second law vertically".
- 1Partly correct, but review this row's checkpoint signal: Using N = mg and ignoring the upward acceleration.
- 2Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Watch: Using N = mg and ignoring the upward acceleration.
Result (0 / 1 / 2)The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Solve for the scale force".
- 1Partly correct, but review this row's checkpoint signal: Subtracting ma from mg for an upward-accelerating elevator.
- 2Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.
Watch: Subtracting ma from mg for an upward-accelerating elevator.; Reporting 65 kg as the scale reading instead of converting the force model to newtons.

Projectile launched from a cliff

Would you send /problems/projectile-from-cliff-range to a student stuck on this exact problem?
Which checkpoint would save you the most explanation time?
Which diagram label, assumption, or rubric row feels misleading or too thin?
What one change would make this problem page worth reusing in a lesson?

Tutor rubric cues

Setup (0 / 1 / 2)Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Choose projectile axes and origin".
- 1Partly correct, but review this row's checkpoint signal: Making gravity positive in the +y upward convention.
- 2Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Watch: Making gravity positive in the +y upward convention.
Components (0 / 1 / 2)Resolved components, force directions, normal/friction setup, or velocity split are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Resolve the launch velocity".
- 1Partly correct, but review this row's checkpoint signal: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta).
- 2Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Watch: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta).
Net-force / governing equation (0 / 1 / 2)The main Newton's law or motion equation uses the right model, signs, and shared variables.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Write the vertical position equation".
- 1Partly correct, but review this row's checkpoint signal: Using the same-height range formula v_0^2 sin(2theta) / g even though the projectile lands below launch height.
- 2Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Watch: Using the same-height range formula v_0^2 sin(2theta) / g even though the projectile lands below launch height.; Solving only for time to the top of the path, v_0 sin(theta) / g, instead of time to the ground.
Result (0 / 1 / 2)The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Score descriptions
- 0No usable evidence for this row, or the work contradicts "Solve the quadratic for flight time".
- 1Partly correct, but review this row's checkpoint signal: Reporting the vertical impact speed alone instead of combining v_x and v_y.
- 2Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.
Watch: Reporting the vertical impact speed alone instead of combining v_x and v_y.

Session notes sheet

Capture observed outcomes from real attempts: time, hesitation checkpoint, wrong path, copied Solve-mode snapshot evidence, recovery, equation-choice explanation, first-success evidence, manual tutor row scores, and tutor send-link decision.

Next-fix queue

Use after real attempts: carry only observed time, hesitation, wrong-path, recovery, equation-choice, first-success, manual tutor row-score, or tutor-rejection evidence into the next product slice. The evidence gate flags partial notes before they masquerade as product signals.

No observed attempts yet

Observed sessions: 0Ready for next-fix review: 0Need more observed evidence: 0

Run one single-problem Solve-mode attempt before choosing a product fix or adding another mechanics model.

No observed next fixes yet.

Block on a rough incline

Solve mode Problem Worksheet Brief

Focus checkpoints: Choose the slope-aligned axes; Resolve weight perpendicular to the plane; Write friction from the normal force; Apply Newton's second law along the slope

Tutor row-score template: Setup ___ / 2; Components ___ / 2; Net-force / governing equation ___ / 2; Result ___ / 2; reteach cue: ___

Seed from Solve snapshotPaste a copied Solve-mode attempt snapshot. Only filled starter fields are imported; placeholder blanks stay missing evidence.

Evidence checklistNeed all five evidence groups before this note can drive next-fix review.

Missingattempt time / finish stateAttempt time and finish state
Missingequation-choice evidenceEquation-choice explanation
Missingfirst-success quote or verdictFirst success-test evidence
Missingscratch, checker, or reveal evidenceWrong path or scratch line / Solve attempt snapshot evidence / Corrections before recovery / Reveal outcome
Missingmanual tutor row, tutor decision, or next-fix cueTutor row scores and reteach cue / Tutor send-link decision / Next fix before adding problems

Manual row-score summaryEnter observed 0/1/2 row scores to summarize manual tutor evidence.Blank row-score starters stay out of totals and do not count as grading.

Manual row-score helper0/1/2 rows from the existing tutor rubric. Blank starters do not count as evidence.

Setup ___ / 2Axes, sign convention, model constraints, and linked-motion/origin choices are stated.0: No usable evidence for this row, or the work contradicts "Choose the slope-aligned axes". | 1: Partly correct, but review this row's checkpoint signal: Reporting the acceleration with the opposite sign or with force/speed units. | 2: Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Watch: Reporting the acceleration with the opposite sign or with force/speed units.
Components ___ / 2Resolved components, force directions, normal/friction setup, or velocity split are correct.0: No usable evidence for this row, or the work contradicts "Resolve weight perpendicular to the plane". | 1: Partly correct, but review this row's checkpoint signal: Swapping sin(theta) and cos(theta) for the slope and normal components. | 2: Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.Watch: Swapping sin(theta) and cos(theta) for the slope and normal components.
Net-force / governing equation ___ / 2The main Newton's law or motion equation uses the right model, signs, and shared variables.0: No usable evidence for this row, or the work contradicts "Apply Newton's second law along the slope". | 1: Partly correct, but review this row's checkpoint signal: Using mg instead of mg sin(theta) along the slope. | 2: Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.Watch: Using mg instead of mg sin(theta) along the slope.; Adding friction in the direction of motion instead of subtracting it.
Result ___ / 2The final rearrangement, numeric value, units, and direction/speed interpretation are correct.0: No usable evidence for this row, or the work contradicts "Cancel mass and calculate acceleration". | 1: Partly correct, but review this row's checkpoint signal: Keeping mass in the final acceleration even though it cancels. | 2: Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Watch: Keeping mass in the final acceleration even though it cancels.

Student and dateAttempt time and finish stateFirst hesitation checkpointWrong path or scratch lineSolve attempt snapshot evidenceCorrections before recoveryReveal outcomeEquation-choice explanationFirst success-test evidenceTutor row scores and reteach cueTutor send-link decisionNext fix before adding problems

Crate pulled across a rough floor

Solve mode Problem Worksheet Brief

Focus checkpoints: Choose horizontal and vertical axes; Balance vertical forces; Write kinetic friction from the reduced normal force; Apply Newton's second law horizontally

Tutor row-score template: Setup ___ / 2; Components ___ / 2; Net-force / governing equation ___ / 2; Result ___ / 2; reteach cue: ___

Seed from Solve snapshotPaste a copied Solve-mode attempt snapshot. Only filled starter fields are imported; placeholder blanks stay missing evidence.

Evidence checklistNeed all five evidence groups before this note can drive next-fix review.

Missingattempt time / finish stateAttempt time and finish state
Missingequation-choice evidenceEquation-choice explanation
Missingfirst-success quote or verdictFirst success-test evidence
Missingscratch, checker, or reveal evidenceWrong path or scratch line / Solve attempt snapshot evidence / Corrections before recovery / Reveal outcome
Missingmanual tutor row, tutor decision, or next-fix cueTutor row scores and reteach cue / Tutor send-link decision / Next fix before adding problems

Manual row-score summaryEnter observed 0/1/2 row scores to summarize manual tutor evidence.Blank row-score starters stay out of totals and do not count as grading.

Manual row-score helper0/1/2 rows from the existing tutor rubric. Blank starters do not count as evidence.

Setup ___ / 2Axes, sign convention, model constraints, and linked-motion/origin choices are stated.0: No usable evidence for this row, or the work contradicts "Choose horizontal and vertical axes". | 1: Partly correct, but review this row's checkpoint signal: evidence reaches "Choose horizontal and vertical axes" but is not yet consistent across the row | 2: Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Components ___ / 2Resolved components, force directions, normal/friction setup, or velocity split are correct.0: No usable evidence for this row, or the work contradicts "Balance vertical forces". | 1: Partly correct, but review this row's checkpoint signal: Using N = mg and ignoring that the angled pull reduces the normal force. | 2: Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.Watch: Using N = mg and ignoring that the angled pull reduces the normal force.; Swapping the pull components by using P sin(theta) horizontally and P cos(theta) vertically.
Net-force / governing equation ___ / 2The main Newton's law or motion equation uses the right model, signs, and shared variables.0: No usable evidence for this row, or the work contradicts "Apply Newton's second law horizontally". | 1: Partly correct, but review this row's checkpoint signal: Adding friction to the pulling force instead of subtracting it. | 2: Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.Watch: Adding friction to the pulling force instead of subtracting it.
Result ___ / 2The final rearrangement, numeric value, units, and direction/speed interpretation are correct.0: No usable evidence for this row, or the work contradicts "Divide by mass and calculate acceleration". | 1: Partly correct, but review this row's checkpoint signal: Putting ma in the vertical equation even though the acceleration is horizontal. | 2: Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Watch: Putting ma in the vertical equation even though the acceleration is horizontal.; Reporting the net force without dividing by mass.

Table block and hanging mass

Solve mode Problem Worksheet Brief

Focus checkpoints: Choose linked positive directions; Balance vertical forces on the table block; Write kinetic friction on the table block; Use the string constraint

Tutor row-score template: Setup ___ / 2; Components ___ / 2; Net-force / governing equation ___ / 2; Result ___ / 2; reteach cue: ___

Seed from Solve snapshotPaste a copied Solve-mode attempt snapshot. Only filled starter fields are imported; placeholder blanks stay missing evidence.

Evidence checklistNeed all five evidence groups before this note can drive next-fix review.

Missingattempt time / finish stateAttempt time and finish state
Missingequation-choice evidenceEquation-choice explanation
Missingfirst-success quote or verdictFirst success-test evidence
Missingscratch, checker, or reveal evidenceWrong path or scratch line / Solve attempt snapshot evidence / Corrections before recovery / Reveal outcome
Missingmanual tutor row, tutor decision, or next-fix cueTutor row scores and reteach cue / Tutor send-link decision / Next fix before adding problems

Manual row-score summaryEnter observed 0/1/2 row scores to summarize manual tutor evidence.Blank row-score starters stay out of totals and do not count as grading.

Manual row-score helper0/1/2 rows from the existing tutor rubric. Blank starters do not count as evidence.

Setup ___ / 2Axes, sign convention, model constraints, and linked-motion/origin choices are stated.0: No usable evidence for this row, or the work contradicts "Choose linked positive directions". | 1: Partly correct, but review this row's checkpoint signal: Treating the two masses as if they could have different accelerations. | 2: Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Watch: Treating the two masses as if they could have different accelerations.
Components ___ / 2Resolved components, force directions, normal/friction setup, or velocity split are correct.0: No usable evidence for this row, or the work contradicts "Balance vertical forces on the table block". | 1: Partly correct, but review this row's checkpoint signal: Adding kinetic friction to m_2 g instead of subtracting it from the driving force. | 2: Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.Watch: Adding kinetic friction to m_2 g instead of subtracting it from the driving force.; Putting friction on the hanging mass or using mu_k m_2 g for the table friction.
Net-force / governing equation ___ / 2The main Newton's law or motion equation uses the right model, signs, and shared variables.0: No usable evidence for this row, or the work contradicts "Write Newton's second law for each body". | 1: Partly correct, but review this row's checkpoint signal: evidence reaches "Write Newton's second law for each body" but is not yet consistent across the row | 2: Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.
Result ___ / 2The final rearrangement, numeric value, units, and direction/speed interpretation are correct.0: No usable evidence for this row, or the work contradicts "Eliminate tension and solve for acceleration". | 1: Partly correct, but review this row's checkpoint signal: Using only m_2 in the denominator after eliminating tension instead of the total mass m_1 + m_2. | 2: Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Watch: Using only m_2 in the denominator after eliminating tension instead of the total mass m_1 + m_2.; Using m_2 g as the tension before accounting for the hanging mass's acceleration.

Passenger in an accelerating elevator

Solve mode Problem Worksheet Brief

Focus checkpoints: Choose the upward vertical axis; Apply Newton's second law vertically; Solve for the scale force; Substitute values

Tutor row-score template: Setup ___ / 2; Components ___ / 2; Net-force / governing equation ___ / 2; Result ___ / 2; reteach cue: ___

Seed from Solve snapshotPaste a copied Solve-mode attempt snapshot. Only filled starter fields are imported; placeholder blanks stay missing evidence.

Evidence checklistNeed all five evidence groups before this note can drive next-fix review.

Missingattempt time / finish stateAttempt time and finish state
Missingequation-choice evidenceEquation-choice explanation
Missingfirst-success quote or verdictFirst success-test evidence
Missingscratch, checker, or reveal evidenceWrong path or scratch line / Solve attempt snapshot evidence / Corrections before recovery / Reveal outcome
Missingmanual tutor row, tutor decision, or next-fix cueTutor row scores and reteach cue / Tutor send-link decision / Next fix before adding problems

Manual row-score summaryEnter observed 0/1/2 row scores to summarize manual tutor evidence.Blank row-score starters stay out of totals and do not count as grading.

Manual row-score helper0/1/2 rows from the existing tutor rubric. Blank starters do not count as evidence.

Setup ___ / 2Axes, sign convention, model constraints, and linked-motion/origin choices are stated.0: No usable evidence for this row, or the work contradicts "Choose the upward vertical axis". | 1: Partly correct, but review this row's checkpoint signal: evidence reaches "Choose the upward vertical axis" but is not yet consistent across the row | 2: Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.
Components ___ / 2Resolved components, force directions, normal/friction setup, or velocity split are correct.0: No usable evidence for this row, or the work contradicts "Identify the passenger forces". | 1: Partly correct, but review this row's checkpoint signal: evidence reaches "Identify the passenger forces" but is not yet consistent across the row | 2: Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.
Net-force / governing equation ___ / 2The main Newton's law or motion equation uses the right model, signs, and shared variables.0: No usable evidence for this row, or the work contradicts "Apply Newton's second law vertically". | 1: Partly correct, but review this row's checkpoint signal: Using N = mg and ignoring the upward acceleration. | 2: Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.Watch: Using N = mg and ignoring the upward acceleration.
Result ___ / 2The final rearrangement, numeric value, units, and direction/speed interpretation are correct.0: No usable evidence for this row, or the work contradicts "Solve for the scale force". | 1: Partly correct, but review this row's checkpoint signal: Subtracting ma from mg for an upward-accelerating elevator. | 2: Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Watch: Subtracting ma from mg for an upward-accelerating elevator.; Reporting 65 kg as the scale reading instead of converting the force model to newtons.

Projectile launched from a cliff

Solve mode Problem Worksheet Brief

Focus checkpoints: Choose projectile axes and origin; Resolve the launch velocity; Write the vertical position equation; Solve the quadratic for flight time

Tutor row-score template: Setup ___ / 2; Components ___ / 2; Net-force / governing equation ___ / 2; Result ___ / 2; reteach cue: ___

Seed from Solve snapshotPaste a copied Solve-mode attempt snapshot. Only filled starter fields are imported; placeholder blanks stay missing evidence.

Evidence checklistNeed all five evidence groups before this note can drive next-fix review.

Missingattempt time / finish stateAttempt time and finish state
Missingequation-choice evidenceEquation-choice explanation
Missingfirst-success quote or verdictFirst success-test evidence
Missingscratch, checker, or reveal evidenceWrong path or scratch line / Solve attempt snapshot evidence / Corrections before recovery / Reveal outcome
Missingmanual tutor row, tutor decision, or next-fix cueTutor row scores and reteach cue / Tutor send-link decision / Next fix before adding problems

Manual row-score summaryEnter observed 0/1/2 row scores to summarize manual tutor evidence.Blank row-score starters stay out of totals and do not count as grading.

Manual row-score helper0/1/2 rows from the existing tutor rubric. Blank starters do not count as evidence.

Setup ___ / 2Axes, sign convention, model constraints, and linked-motion/origin choices are stated.0: No usable evidence for this row, or the work contradicts "Choose projectile axes and origin". | 1: Partly correct, but review this row's checkpoint signal: Making gravity positive in the +y upward convention. | 2: Complete row: Axes, sign convention, model constraints, and linked-motion/origin choices are stated.Watch: Making gravity positive in the +y upward convention.
Components ___ / 2Resolved components, force directions, normal/friction setup, or velocity split are correct.0: No usable evidence for this row, or the work contradicts "Resolve the launch velocity". | 1: Partly correct, but review this row's checkpoint signal: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta). | 2: Complete row: Resolved components, force directions, normal/friction setup, or velocity split are correct.Watch: Using the full launch speed as the horizontal velocity instead of v_0 cos(theta).
Net-force / governing equation ___ / 2The main Newton's law or motion equation uses the right model, signs, and shared variables.0: No usable evidence for this row, or the work contradicts "Write the vertical position equation". | 1: Partly correct, but review this row's checkpoint signal: Using the same-height range formula v_0^2 sin(2theta) / g even though the projectile lands below launch height. | 2: Complete row: The main Newton's law or motion equation uses the right model, signs, and shared variables.Watch: Using the same-height range formula v_0^2 sin(2theta) / g even though the projectile lands below launch height.; Solving only for time to the top of the path, v_0 sin(theta) / g, instead of time to the ground.
Result ___ / 2The final rearrangement, numeric value, units, and direction/speed interpretation are correct.0: No usable evidence for this row, or the work contradicts "Solve the quadratic for flight time". | 1: Partly correct, but review this row's checkpoint signal: Reporting the vertical impact speed alone instead of combining v_x and v_y. | 2: Complete row: The final rearrangement, numeric value, units, and direction/speed interpretation are correct.Watch: Reporting the vertical impact speed alone instead of combining v_x and v_y.