key Sale Qt fr te AP Hae Be Sample Questions for the AP Physics 1 Exam Multiple-Choice Questions ‘Note: To simplify calculations, you may use g = 10 m/s*in ell problems, Directions: Each of the questions or incomplete statements below is followed by four suggested answers or completions. Select the one that is best in each ‘case and then fill in the corresponding circle on the answer sheet, Fix =W we Aven eatin Howe zw Gut Lensdny Jodt fect 1. _Anobject is moving in the positive x-direction while a net force directed : along the «axis is exerted on the object. The figure above shows the force Ai, 1 asa function of position. What is the net work done on the object over the" ~ '¢ distance shown? @ a @® 3Rda © 22d @) 4F,d an object or system thet moves the objector syetern through ‘sistance. This process Is called doing work on 3 system. The 5.85.2: The student is able to predict and caloulate from oraphical data the energy transfor to or work done on an objector system rom information abouta force exerted on‘AP Physios 1 and AP Physics 2 Course and Exam Description . ‘Child ‘Top View Angler Magenctar nen, \ 2. ‘The diagram above shows a top viewofachildof (L ) 3S consewedl mass M on a circular platform ofmass 2M that is, rotating counterclockwise. Assume the platform a AKL ore rotates without friction. Which of the following Va cot cet | descrbesan action bythe cl tat wil increase Ty og, | the eed of the child aclee = | angular sp. platform-child system eke Sapt and gives the correct reason winy? . ‘The child moves toward the center ofthe platform, increasing the “FF = (™€ total angular momentum of the system. ae (@ tect moves toward the ceter ofthe platform, decreasing the CH mets totational inertia of the system. pm cy. Ty {The child moves away from the center of the platform, increasing the total angular momentum of the system. (D) The child moves away from the center of the platform, decreasing | the rotational inertia of the system. 1 [SIE i the net external torque exortod on the eystom le 20, the [angular momentum ofthe system does not chango. 1.1: The student ie able to riake qualitative predictions bout | the angular momentum of a system fore stustion in which thare torque. ‘Return to the Table of Contents ©2014 Th Clege Ras,‘Sample Questions for the AP Physics 1 Ram. 40N Ocee lowtr Ts only COs & Net Force, Barer arn the dlingraen S$ pte Nek Force and Fee enn fe = § =p Pr 40N SU HS 26 ETD 2 (aM sone) 3. The igure above shows the force exerted on a block thet is idingon = 2.4 2 horizontal surface: the gravitational force of 40N, the 40Nnotmal yy. force exerted by the surface, and a frictional force exerted to theleft. 9" The coefficient of fiction between the block and the surface is 0.20. The dla rec: Him acceleration ofthe block is most nearly ob te (A) LO mé+ to the right Wet Foret (@®) L0ms*totheleft (Q) 2.0mé*totheright 2.0:mé*to theleft [28.1 A vaio! fod gat tho loon ofan ooc wih maze meawoo a ravitational force of magnitude mg to be exerted on the objact in the direction OF the fel. rs 3.8.1 Kf en object of interest interacts with several other objects, the net force is the vactor eum ofthe incviduel forces, 8.82: Free-body diagrams are useful tools for visualizing forces boing exerted Jon a single object and writing the equations that represent a physical stuston, 2.8.1.1: The student is able to appiy * = mg to celoulat the graviteionel Horce.on an abject with mass min a gravitational field of strength gin the context of the effects of a net forcs on objects and systems. 22. Th torts ot rue dusty cago re ita Guan fsshe on wah neko eke ay 1h ert ca wv mre and reo to snae atoms solve problems qualitatively and quantitatively. = | 1.5: Tho studert oan reexpress key elemente of natural phenomena across rang esse te Seat _|aastm seta ppt tes ques tt debe Dracurieconse, FE tas euceccan cont cocoptsn adenoma! gene [cee eee core a oe oi oe‘AP Physics 1 and AP Physics 2 Course and Exam Description SS ~~ ; : eh leg ee o' vv (ms) seat peer ast Fe sphere tate ot 1.00: roo grew Vo ors. post ee paws Pee 050 onthe 5 pants ons ther (ne, we rr and velocity sou m1) SL we loot ar omar t2 03 04s boomin Section, 4. A.student on another planet has two identical spheres each ofrmass OSKS, 1 represents attached to the encls of arod of negligible mass. The student gives the nba #00 assembly a rotation in the vertical plane and then releases it soitfalls,as_ ON" shown in the top figure above. Sensors record the vertical velocity ofthe 0° 2/7 = ‘two spheres, and the data is shown in the graph of velocity vasafunction fh ts Gf of time. Another student wants to calculate the assembly's angular ‘peed and the change in the linear momentum of the center of massof gad aagule the assembly between 0 sand0.3, Whichofthese quantieseanbe —“Spezef GJ = & determined using the graph? © (A) Angular speed only ale CB comme (B) Change in linear momentum only | (© Angular speed and change in linear momentum (D) Neither of these quantities can be determined using the graph. |2.F:2: The presence of @ net torque along any axis wil cause @ rigid system to [change its rotational motion or en object to change its rotational motion about that axis. |42.1:The change in near momentum for a constant mass system isthe product ofthe mace of the system and the change in velocity ofthe canter of mass. [&.522:The student ie able to plan deta collection and analysis strategies | [designed to test the relationship between a torque exerted on an object and | the chenge in angular velocity ofthat object about an exis. }4.B.1.2:The student is able to analyze data to find the change in linear momentum for a constant-mass system using the product ofthe mess end the change in velocity of the center of mass, 8:1: The student can analyze data to identify pattoms or reltionships. tum to the Table of Contents (020167 Cig Bast.‘Return tothe Table cf Contents (02016 Ths Cte ‘Sample Questions for the AP Physics 1 Exam. Foemco: a Frat? od porate se Fy mark r Fs nae Kx + my) 5. Ablock of known mass hanging from an ideal spring ofknown spring Kj 5 | constant is oscillating vertically. A motion detector records the position, st 2, ‘elocty and acceleration ofthe blockas a function oftime, Which of 4 gy the following indicates the measured quantities that are sufficient to determine whether the net force exerted on the block equals the vector & + 3€ sum of the individual forces? (A) Acceleration only Acceleration and position only (© Acceleration and velocity only (D) Acceleration, position, and velocity 3.5.1: If an object of interastinterecto with eeveral other objects, the nt foroa isthe vector sum of the individual forces, 318.12: The student is able to design a plan to collect and enslyze data for motion (static, constant, or scoelerating) from ores meagurements and carry out an enalyes to determina the relationship between the nat force and the vector sum of the inclvidual forces. 8.8.3.3: The student can analyze data to identify qualtative or uantttive relationships between given values and variables value of an unknown. [5:1:The student can analyze data to identify pattems or relationships.AP Physics 1 and AP Physics 2 Course and Exam Description Blow & Tension pice Repeet Fe wth OF block esd mass oF Olu A Ta Fut Mg = MX 6 Bloc A hangs from a light string that passes over alight pulley andis attached to block B, which is on a level horizontal frictionless table, as shown pn, = aS above, Students are to determine the mass of block B from the motion of a the two-block system after itis released from rest. They plan to measure the time block A takes to reach the floor. The students must also take which of | 56 peel rhe RAT: An cca rapt teens Fans cn deabo maton of anc ang sa coavan pation Wwe cout cove the following measurements to determine the mass ofblock B? Caen (A) ‘Only the mass of block A Bey (B) Only the distance block A falls to reach the floor 0,20 ©) Only the mass ofblock 4 and the distance blockA fallsto reach the floor fe = new (D) The mass ofblock A, the distance block A fils to reach the flor, and the radius of the pulley ee 2. aN rhat cioplzcement, distance, velocity, speed, and acceleration. gear | 4.8.2: The acceleration is equal to the rate of change of velocity with ine, nescyiseud otherwe dcmgeclpetinvahie| we need Y 8.8.1.2: The student is able to design en experimental investigation | the motion ofan bic, 144.21: Tho student able to make proton abut the maton os ot yer based ont fc tt acorn equal tothe h| Change in velocity per unit time, and velocity Is equel to the change in position per unit time. =) 4.2: The student can design a plen for collecting deta to answer a porter eclni aweten. | Te suse can make olde and preone aout natural | phenomens based on scientific theories end models. ‘Retum to the Table of Contents i (©7014 The Catee Booe ee | ue 2 Eselen = Baten Fy fect vin a ~~ le eae i Comal Ball more down bntale cobates Final enony = yma? + XTas? 7 Two objects are released from rest atthe top of ramps with thesame 00 | muttte representations in tho domain, [22:The student can apply mathematical routines quantities that describe natural phenome, 5. | ]64:The student can mate csims and predictions about natural phenomena ed on scintie theories and mado, Speak amen Men eng be Neo ee y rate Gist accents 5 anny sr A see deccriey, Habe is 8. A moon is in an elliptical orbit about planet as shown above. At point AY Mt Yep the moon has speed u, and is at distance R, from the planet. AtpointB .'. cry ‘the moon has speed 1, Which ofthe following explains a correct method ¢yjvad | {for determining the distance of the moon from the planet at point Bin : terms of the given quantities? (A) Conservation of angular momentum, because the gravitational force «exerted by the moon on the planet is the same as that exerted by the ‘planet on the moon. © ‘Conservation of angular momentum, because the gravitational force exerted on the moon is always directed toward the planet (©) Conservation of energy, because the gravitational force exerted on the moon is always directed toward the planet (D) Conservation of energy, because the gravitational force exerted by the ‘moon on the planetis the same as that exerted by the planet on the moon 5: Energy can be transfered by an exoral owe exerted onan coc: or system that moves the objetor sje trough a dstancaThi procere is cated coing work ono system, The amount of energy tanefrtod by tie mechanical proces is caled ver Eneroy transfer mecharieal or etc atoms may occur at efron rte, Peer edad sth eo ofeetoy | | nsterieto, out of, orvttin a eytom, E11 the net externa torque exec on the systems zero, the angular momentum of tho system does nt change B.A: Tho student sabe to make dhs about he Hieracion betweon sytem anditsenvzonment in whih the anvreoment errs afc on the system, thus doing werk on the ajeter end ehanghg the eneray of ho system Kntic energy pus potential ener) | | SEA: The student's bl to meko quatctvepretions about he erguar __|momanaum of eytem fore suaton in vic tee net extemal re, "17 |72:The student can connect concepts in and aoross domin() to generalize or _Jverepotete in anclorecross enduring understancings ancor big ides.‘AP Physics 1 and AP Physice 2 Course and Bxam Description ‘Questions 10-12 refer to the following material. Mor, FMLA, =(ayrm Jar Blocks tand2 (m,(a) + mali) fms) DPLEMOY Saew Time(s) a ee ier epee eprzoee Same both, when Block 1 of mass m, and block 2 of mass m, are sliding along thesameline — ayrJ, on ona horizontal frictionless surface when they collide at time t, The graph above shows the velocities of the blocks as a function of time. bar, 23% 10. Which block has the greater mass, and what information indicatesthist «prs = +/+ (A) Block 1, because ithad a greater speed before the collision. (B) Block 1, because the velocity after the collision is in the same 4 direction as its velocity before the collision. Mm 3S ”™ (©) Block 2, because it had a smaller speed before the collision. oe, 1 Block 2, because the final velocity is closer to the initial velocity of block 2 than iti to the initial velocity of block 1. J | 4.8.2: The acceleration ia equal tothe rate of change of velocity with time, and velocity is equal to the rate of change of position with time. | conserved. In an inelastic colision, Kinetic energy ie not the same | before and ster tho calision. | #.8.2.3:TMhe suxdent is able to creato mathornaticel mode and analyze grephical relationships for acceleration, velocity, end position of the center of mass ofa system and use them to caleuste properties ofthe motion of the center of mass of a system. 15.D.2.5:The student is able to classify a given colsion situstion a8 elastic or inelastic, jusiy the selection of conservation of linear momentum as the appropriate solution method for sn inalastic colision, recognize that there is a common final velocity for the coticing objects in the totaly inelastic case, eolve for missing variables, and calculate their values. 1.4: The student can use representations and modols to analyze situations or solve problems quatatively and quantitatively. }2.2:The student can apply mathematical routines to quantities thet [describe natural phenomena. ‘Retum to the Teble of Cantante (©nuls Tx Cage Boar‘Sample Questions for the AP Physioe 1 Exam. ‘1, How does the kinetic energy of the two-block system after the collision compare with its kinetic energy before the collision, and why? kK Sak 4 Itisless, because the blocks have the same velocity fter the : collision, so some of their kinetic energy was transformed into Conserve internal energy. TA aa taelaine (B) _ Itisless, because the blocks have velocities in opposite directions Coll sam, before the collision, o some oftheir kinetic enerpy can Bhuurgy lost a rk = ieela we (©) Itisthe same, because the collision was instantanebus, so the effect 40 Jan} gi pb ermenh of external forces during the collision is negligible. @) At isthe same, because the blocks have the same velocity after the collision, and there is no fection acting on them. ]conserved. In an inelastic colsion, kinetic energy is not the seme before and after the colision. 6.0.23: The stents abo o poly the conservation of fea? momentum toa closed systom of object vod n an inolastio colsion to predict the change in kine eneray. GA: The sixient con moke clas and prediction about natural | phenomenakased on sire theories and models, [22:The student can connect concepts in and across domain(s) to Generalize or extrapolate in andor ceross ending understaninge endfor big ideas, 12, Which of the following is true of the motion of the center of mass of the ‘two-block system during the time shown? (A) The center of mass does not move because the blocks are moving in opposite directions before the collision. wok ‘The center of mats moves ata constant elo of +10 m/s because C20 PS there is no friction acting on the system. Fumaias costal (©) The center-of-mass velocity starts out greater than +1.0 m/s but decreases to +1.0 m/s during the collision because the collision is inelastic, (D) The center-of-mass velocity increases as the blocks get closer together, and then becomes constant after the collision. [4.A.2:The accoloration is equal to the rate of change of velocity with time, end velocty is equel tothe rato of change of position with time, 4.A.2.3:The students able o create mathomatial models and enaiyze rephicel relationships for acceleration, velo, and position £1 of the centor of mass of a system and use tham fo calculete ropertioe of the motion of the carter of mass of a system. |) ac The student can use representations and modelsto enehyze situations or solve problems qualitatively and quantitatively.AP Physios 1 and AP Physica 2 Course and Exam Deceription ‘Questions 13-15 refer to the following information. aoe oe & vans) CD> ABD DEDBL 10 8 5b 4e 14s af af - yA D a z Zo a! 4 NS -6 Accartis constrained to move along a straight line. A varying net force along the direction of motion is exerted on the cart. The cart’s velocity v as afanction of time tis shown in the graph above. The five labeled points divide the graph into four sections. 13, Which of the following correctly ranks the magnitude of the average acceleration of the cart during the four sections of the graph? A) day? an? Mac Soe GA acenbration TS (B) Oy? Ogg > Boy > Oy Oy? O56 > Mpg > Sey @ coanrenen ]3..1.1: The students able to express the motion of an object using narrative, mathematical, nd graphical representations. 3.8.12: The student is able to analyze experimental deta ‘describing the motion of en object and is cblo to express the ‘LB: The student can reaxpress key elements of natural | phenomena across mulls representationsin the domain. 2.2: The student can apply mathematical routines to quantities that #]desciive natural phenomena. me ww AF, sihade. ns disager 6) ‘Return to the Tablo of Contents (©2014 The Coleg Baur.Sample Questions for the AP Physica 1zam 14. Focwhich segment does the cart move the greatest distance? (aj) AB dskwe nao @) BC © @ . © DE Ce ene dae Tpke ar cowe a eas wna toca desrbo | AD clterly of auch quetten ? Sepacator, dion, voouy enced anderen has the Haxesh 8.8.1.1: The student is abla to express the motion of an object Grea, ing nate, mathematical en graph verosertatons : 1.5: The student can reexpress key elements of natural EE phenomene across mull representations inthe coma 2.2: The student can apply mathematical routines to quantities that | ese natural phenomena, 15. During some part of the motion, the work done an the cart is negative. ‘What feature of the motion indicates this? (A) The speed is increasing, WOK ake nt @ The speed is decreasing. mW -8 Chey tn (© Theacceleration is positive. TD ped Y vhe, (D) Theacceleration is negative. dk alee. WE) 3.1: The change in the kinetic energy of an object dapends on the force exerted on the object and on the displacoment of the bject curing the time interval thatthe force is exsrted, 2 | S85: Energy can bo tansfored by an eternal force ererteden en | objector sysiom that moves the object er eystam trough a dstence. Tie process caled doing work on aeystem. The amaunt of energy | trensiorecty this mechanical process's called work. Energy transfer on mechanical or etsctical systema may occur ateiffrent rates, Power i defined a8 the rato of anergy tansfer int, cut of or within a system. | 2.1.3: Tho student is able 10 use force end velocity vectors to [determine qualitatively or quantitatively the net force exerted on n object and qualitatively whether kinetic enorgy ofthat object would increese, decrease, or remain unchanged, 15535.4:The etudent is able to make cleims about the interaction {© between & eystem end its environment in which the environment Jexarts @ force on the system, thus dolng work on the eyetem andl changing the energy ofthe system (kinetic energy plus potential loner. "LarThe student cen use representations and models to analyze situations or solve problems qualitatively and quantitatively }22:The student can apply mathematical routines to quantities that [describe natural phenomena. ]64:The student can make claims and prediotions about natural Phonemene baeed on scientific theories and models, 154) 72:The student can connect concepts in and aoross demelt(s) to | generalize or extrapolate in andfor across enduring understandings. andor big ideas. | | |AP Physics 1 and AP Physios 2 Course end Bxam Description q ‘Top View 16. ‘The figure above shows a block on « horizontal surface attached to two springs whose other ends are fixed to walls. A light string attached to one side of the block initially ies straight across the surface, as shown. The other end of the string is free to move, There is significant friction between the block and the surface but negligible friction between the string and the surface. The block is displaced a distance d and released from rest. Which of the following best represents the shape of the string a short time later? @ ® 9 teeits ee The saittel tage engine teres down by te hoe te SOD ae the damped On wees will be olbsee 2 pre blo et the Tal of Carts ‘Ome Cote,‘Sample Questions for the AP Physics 1 Exam .B 3: Restoring forces can resutin oscilatory motion, When a linear restoring Horee is exerted on an object dispisced from an equilibrium postion, the bie vil undergo a special type of motion called simple harmoric mation, Examples should include cravitational force exerted by the Earth on a simple pendulum and masepring oscar. |) stom auch thet # component ofthe force is parallel to its isplacernent. The {| process through which the energy is transferred is called work. 2.8.3.1: The student sable to predict which properties determine the motion | ota simp hermons scilator and what the dependence ofthe mation ison =| [those prepartos. 4.6.2.1: The stucient is abe to make precietions about the changes in the mechanical energy of system when.a component of an extemal force acts <7 | paralil or antiparallel to the direction ofthe dsplecement ofthe cantar of mess, {9]®.4.3.1:Tho studertis abo to use graphical representation fe petidia mechanical wave to deterring the amplitude of the wave. 1.4: The student can use representations andi modela to analyze situations or sole problems queltaively and quantitatively. }6.4:The etudent can make clams end predictions about natural phenomena based on scientific theories end model. 172:The student can connect canceptsin and across domain(s) to generalize or extrapolate in and/or across enduring understancings andor big dees, 1%, Two massive, positively charged particles are initially held a fixed distance apart. When they are moved farther apart, the magnitude of their mutual sravitational force changes by a factor of. Which of the indicates the factor by which the magnitude of thelr mutual electrostatic force changes? T= Geaymy (A) Unt ee pth stations, only ® um . ae and te has the ©. Fee Ut” came colntra Het an © # © TT cbch eynotrn Su they oi Laer by Hoa fe 3.62: Electric force results from the interecton of one object that has en| electric charge with enather object that hes an electric charge, | 8.0.2.1: The student is able to use Coulomb's law qualtalvely and | quanitativaly to meke predictions about the interection between two electric Point charges (interactions betweon collections of electric point charges ere ot covered in Physics 1 and instead are restricted to Physice 2), 3] 3.0.2.2:The studentis able to connect the concepts of gravitational force and lactric fores to compare simileritios and diferences between the forces. [@4:The student can make claims and prediations about natural phenomena || baced on scientific theories and models. '72:The student oan connect concepts in and across domain(s) to generalize or [extrapolate in andlor eros enduring understandings andJor big ideas,» AP Physics 1 and AP Physica 2 Course and Ream Desoription E,}—-—-—-— 3 i ir H (CE #4) t 18. ‘The circuit shown above contains two resistors of resistance R and 2R. ‘The graph shows the total energy E dissipated by the smaller resistance as a function of time. Which of the following shows the corresponding graph for the larger resistance? @W -& Kiccrolls (oof tole cach, loop gals Whe Same V : "pay ° fU aft PY dots (is ont ts t el & a Eoeyy hel a) lear ret taaySample Questions for the AP Physics 1 Exam. B]S.B.: Kirchhoff oop rule cesctbos conservation of eneraynelectical g:4 circults. [The application of Kirchhoff’s laws to circuits is introduced in “t | Physics 1 end further developed in Physics 2 in the context of mara complex _| stots, including those wth eapacore =] 6.8.9.1: The student is able to construct or interpret @ graph of the energy || chenges within an eleciical ret with ony nae battor end resistors in serie andor in, at most, one paral branch as an appeaion ofthe |conservation of energy (Kirchhoff's loop rule). 3.9. The students bo spay conseratien of energy (Kirchhoff op ‘ue in caledations ivohing te total electric potential fare for compote rut eope with ony single battery and esata in series endorin et most one parallel branch, 2] U1: The siden can creatoroprosontatona and madi of ral ormane || mace phenomena and systems in tho deme. =| 114: The student can use representations and models to anelyze situstions or =| No probims qualtatvely end quantal. || 84: The ststent can mate cbins and predictions about natural phenomena based on scent theoras er models. || 22:The student can connect concepts in and across domain(s) to generalize or | extrapolate In and/or across enduring understandings and/or big ideas. 1s consten v weas we As one wea A cutia hale 19. Astudent connects one end ofa string with negligible mass to an ° owillatr. The other end of the string is passed over a pulley andattached «> 5 to.a suspended weight, os shown above. ‘The student finds that a standing do,hes ‘wave with one antinode is formed on the string when the frequency of ‘the oscillator is f,, The student then moves the oscillator to shorten the horizontal segment of string to half ts original length, At what frequency will a standing wave with one antinode now be formed on the string? @ f2 f x (D) There is no frequency at which a standing wave will be formed. [6.D.4:The possible wavelengths of e standing wave are determined by the So eect wal nentnndAP Physics 1 and AP Physics 2 Course and Exam Description ne pn Mone og the Chests re bso) moving Pe done Hee ts ttle eh as tr 20, The figure above shows a portion of a periodic wave om a string at 2 particular moment in time. The vertical arrows indicate the direction of the veloctty of some points on the string. Is the wave moving to the right or to the left? (A) To the right ‘othe left (©) Neither direction; the wave is a standing wave, so it is not moving, (D) Either direction; the igure is consistent with wave motion to the right orto the left. (6.A.1: Waves can propagate va different oaclation modes such 65 | ransverse and longitudinal. 1.2: 7The student can describe represemations and models of natural or menvmede phenomana and systems in the domain. ets Kb Ang ihe Voleam $ Wewewir Yo Weep the heey reney AB correct, Th diapromm mesh males. Pht Geb ob placement” Lesher sethar i comeas fe eg nilibeinn ae Ha Stone Hae. 21, A radio speaker produces sound when a membrane called a diaphragm. ‘vibrates, as shown above. A person turns up the volume oa the radio. Which of the following aspects of the motion of a point on the diaphragm ‘must increase? (A) The maximum displacement only (B) ‘The average speed only Both the maximum displacement and the average speed. (D) Neither the maximum displacement nor the average speed ‘Retum to the Talo of onteats (©2014 Te Cater. 1, dlisplacemerr mash renense.Sample Questions for the AP Physios 1 Exam. '3.A.1: An observer in a particular reference frame cen describe the motion of an object using such quantities as postion, cisplacement, distance, velocity, speed, and ecceieration |6.A.2: For propagation, mechanical waves require a medium, while electromagnetic waves do not require a physical medium. Examples should include ight traveling through a vacuum and a i a |3.A.1.1: The student is able to express the motion of sn object using narrative, mathematical, and graphies! representations. J6.A2.1:The audorts abe to descrbe sound n toms of tanster eneray ard omentim na motu end late the Conca j| everyday examples. The stent can resprese lay elronts of rata | Phenomens across muttipie representations in the domain. =] 64:The stent can mato clans end price about nal Phenomanetsedon sere heats ant models ||22:Tho eudont om connect cancontsin an eerose dorsi to | goeratzoorecroplto mn ancor eereesencng udertancngs nor ig dees. Directions: For each of questions 22-25 below, two of the suggested answers will be correct. Select the two answers that are best in each case, and then fillin both of the corresponding circles on the answer sheet. “pias teen Pete elm brrnthie st ak me gent tn cranes, Kedaraes atm doce karte, Grate C2, EK might ceom thee a sbitons cheide bat K would deereose ex ponettelly he gree We Dke ts Is walsh lrtonshie, Since troy Ys dang wari, IC 2 Fes ee gut. Expuding Thahepearin, “Fe wae Rens ae a MES carrectas well 22. Ablockis given a short push and then slides with constant friction across horizontal floor. The graph above shows the kinetic energy of the block after the push ends asa function of an unidentified quantity. The quantity ‘could be which of the following? Select two answers. (A) . Time elapsed since the push & Distance traveled by the block © Speedof the block (@D Magnitude of the net work done on the block 3.E.1:The change inthe kinetic onargy of an objact depends on the foros || exerted on the object and on the displacement of the object during the time interval that the force is exerted,AP Physics 1 and AP Physics 2 Course and Exam Description |] 64:Tho student can make clsime and predictions about naturel phenomene «based on scientific theories and models, 72:The student can connect concepts in and across domain(s) o generalize or ¢|extrepolats in andlor acroas enduring understancings andlor big ideas. 23, A nmsician stands outside in a field and plucks a string on an acoustic guitar, Standing waves will most likely occur in which of the following media? Select two answers. The guitarstring obvit«> reserate and got ‘ se alles the Sonad to Resene g ‘The sir inside the guitar th's alles (© Theair surrounding the guitar ethic just Continee nati dlovr perl , () The ground beneath the musician” oA aus mul to re Pleo HE of Sond ting, .D;: Standing waves aro the result ofthe addition of incident and reflected waves that are confined to a region end have nodes and antinodes. Examples should include waves on a fixed length of string, end sound waves in both closed and open tubes. {| 8.0.2: The stent i abo to predict properties ofstancng vaves that recut | ror the addition of incident and reflected waves that are confined oa region fend have nodes and antinodes, §|6.0.2.4:7Tho studont is able to describe representations and models of situations in which standing waves reautt from the addition of olden and i] reflected waves confined toa region. {| 84 The student can mate claims andi predictions about natural phenomena [551 besed on scionttio theories and models, 24, A.0.2kg rock is dropped into a lake from a few meters above the surface of the water. The rock reaches terminal velocity in the lake after 5 8 in the water. During the final 3 s ofits descent to the lake bottom, the rock moves at a constant speed of 4 m/s. Which of the following can be determined from the information given? Select two answers. SPC he speed ofthe rockasitentersthelake it given tenets) 28 The distance the rock travels inthe frst «af its descent the water op 'bozec, ARS TT 8 ‘he acceleration of the rock? s beforeit reaches the lake bottom ¢aasht cd So AO he abe wekry ys ber ‘The change in potential energy of the rock Earth-water system, teased on EA uring the final 3 sof the rock's descent ZiT tg Bm Oh 40 be fal ‘Revum tothe Table of Contents (©2004 Tn Cage Be, phe ete Fretion‘Sample Questions for the AP Physics 1 Exam an object using auch quantes as poston, dspecement, cetence, velocity, © speed, ard acelration. 4.6:1:The energy ofa sytem includes ts Kinetic enero, potenti eneray, and } i | icroseani intaal ener. Exarles should incl gravational pot | eneray, etic note energy. and Kinetic enery. | A. The student abl 1 exprees the motion ofan ject using neato, rathematical and graphical representations, 1.5: The student can reexpress key elements of natural phenomena across {| muttple representations in the domain. 4 6.4:The student can make claims and predictions about natural phenomena based on scientific theorias and madele. 25, Inan experiment, three microscopic latex spheres are sprayed into a chamber and become charged with -+3e, +5e, and ~3e, respectively. Late, all three spheres colide simultaneously and then separate. Which of the following are possible values forthe final charges on the spheres? Select two answers, i yo ergs, ae x x Zz Tuto Keys, I) ppacoua at @ He —4e +5e Tribal’ onnge TE WL te He Hb Se oe oe een fe til #57 ' +5e ~8e +e eltminnks i | +6e +6e Te ce | 18.1: Electric charge Ts conserved. The nat charge of e ayetem i equal tothe eum of the charges of all the cbjects in the systern. ‘UB. The smallest obsarved unit of chargo that can be isolated i the electron charge, also known as the elementary charge. 1.8.1.2: The student able t make prediction, using the coneervation of lectrc charge, about the sign and relative quantity of net charge of eblecte or ‘stems after various cherging processes, inciucing conservation of charge in simple circuits. {LB.3.1:The students able to challenge tho cisim that an slectre charge smaller than the elementary charge hes been isolated. hello 0 charge tly Fite Volus of chementery chedes. LL & ig Alm innted. | ‘Return to the Table of Contenta (©2014 Ts Catige Bout,AP Physice 1 and AP Physics 2 Course and Bxam Deseription Answers to Multiple-Choice Questions ‘Rosum to the Table of Content (© 204 ToC Roe‘Sample Questions for the AP Physior 1 Exam Free-Response Questions Directions: Question 1 is short free-response question that requires about ‘2 minutes to answer and is worth 7 points. Questions 2 and 3 are long free- i response questions that require about 25 minutes each to answer and are | worth 12 points each, Show your work for each part in the space provided after ‘that part. Cc Teac Front of Speaker 1. The figure above shows two tubes that are identical except for their slightly 4ifferent lengths. Both tubes have one open end and one closed end. A speaker connected to a variable frequency generator is placed in front of the tubes, as shown. The speaker is set to produce a note of very low frequency and then turned on. ‘The frequency is then slowly increased to produce resonances in the tubes. Students observe that at first only one of the tubes resonates at a time. Later, as the frequency gets very high, there are times whe both tubes resonate. Ina clear, coherent, paragraph-length answer, explain why there are some |gh frequencies, but no low frequencies, at which both tubes resonate. You may include diagrams and/or equations as part of your explanation. [@D3: Standing waves are the result of the eddtion of ineldant and reflected waves thet are confined to a region and have nodes Z| and antinodes. Exemples should include waves on a fixed length of tring, and sound waves in both closed and open tubes. [&.D.4:Tho possible wavelengths of a standing wave are determined by the size of the region to which itis confined. (6.0.22: The student ie able to predict properties of standing weaves that result from the edition of incident and reflected waves that are confined to@ region ard have nodes and antinodes.| 6.0.2.4: The students able to describe representations end) Models of situations in which standing waves result from the addition of incident and reflected waves confined to a region. [G.DA.1:The students eble to challenge with evidence the cin that the wavelenathe of standing waves are determined by the frequency ofthe source regardlose ofthe size of the region, /42:The student can describe ropresentatione and models of tural or man-made phenomena and systems in the domain. [6.1:The student can jusiy claims with evidence. us [64: The student can maio claims and predictions about natural i | cS il] phenomena besed on scientific theories and models. i ‘Return tothe Table of Contents (©2014 Te Cage Ban.[AP Physics { and AP Physice 2 Course and Bxam Doseniption | 2. A group of students has two carts, A and B, with wheels that tum with negligible friction. The carts can travel along a straight horizontal track. Cart 4 has known mass m,."The students are asked to use a one- dimensional collision between the carts to determine the mass of cart B, Before the collision, cart A travels to the right and cart B is initially at rest, as shown above. After the collision, the carts stick together. (@) Describe an experimental procedure to determine the velocities of the carts before and after a collision, including all the additional equipment you would need. You may include a labeled diagram of your setup to help in your description. Indicate what measurements you would take and how you would take them. Include enough, etal so that another student could carry out your procedure, (b) There will be sources of error in the measurements taken in the experiment, both before and after the collision. For your experimental procedure, will the uncertainty in the calculated ‘value of the mass of cart B be affected more by the error inthe ‘ieasurements taken before the collision or by those taken after the collision, or will it be equally affected by both sets of measurements? Justify your answer. ‘A group of students took measurements for one collision. A graph of the students’ data is shown below. 00 . 000204 06°08 10 12 14 16 18 20 ‘Time (s) ‘Return to the able of Contant (004 Tas cutee Bom,‘Sample Questions for the AP Physice 1 Exam © Given m, = 0.50 kg, use the graph to calculate the mass of cart B. Explicitly indicate the principles used in your calculations. (@ ‘The students are now asked to consider the kinetic energy changes ‘in.an inelastic collision, specifically whether the initial values of one ofthe physical quantities affect the fraction of mechanical energy dissipated in the collision. How could you modify the experiment ‘to investigate this question? Be sure to explicitly describe the calculations you would make, specifying all equations you would use (but do not actually do any algebra or arithmetic). #].A.1: An observer in a particular reference Fame can dascrbe the motion of an object using euch quantities a3 postion, | displacement, distance, valocty, speed, and acceleration. 7 | conserved. In aninelastc collision, kinetic energy isnot the samme laofore end after the colision. {[BD214:The sudentis abla to design an exprimontl fot ofan epplcaton of the principle ofthe conservation of esr {| to test the law of conservation of momentum in two-cbject _{oolision thats elastic or inelastic and anaiyae the resulting data | orephicaly. 5.3:The student can evaluate the evidence provided by data sets lin elation to a particular scientific question. ‘Roturnto the Table of Contant (©2012 Tie Cotigeneat.AP Physics 1 and AP Physics 2 Course and Exam Desoviption cet (Cars* Motion. 3, The figure above represents a racetrack with semicircular sections connected by straight sections. Each section has length d,and markers along the track are spaced d/4 apart, Two people drive cars counterclockwise around the track, as shown. Car X goes around the curves at constant speed v,, increases speed at constant acceleration for half of each straight section to reach a maximum speed of 2¥,, then brakes at constant acceleration for the other half of each straight section to return to speed v,. Car ¥ also goes around the curves at ‘constant speed ¥,, increases speed at constant acceleration for one- fourth of each straight section to reach the same maximum speed 2, stays at that speed for half of each straight section, then brakes at constant acceleration for the remaining fourth of each straight section to return to speed v,. (@) On the figures below, draw an arrow showing the direction of the net force on each of the cars at the positions noted by the dots. Ifthe net force is zero at any position, abel the dot with 0. CarX Car ky goss Yes o yeottnotbessh Genta, potest aden : Seay “Zr f eaad +t to t % foN é %, es a ea dere P- bh Ste tee Sn eatin npen4mroh er 0) 4. Indicate which car, if either, completes one trip around the track in ess time, and justify your answer qualitatively without using, ‘equations. 4 Justify your answer about which cer, ifeither, completes one trip around the track in less time quantitatively with appropriate equations, ‘Reta to the Tabi ofContents (©2018 Te Cag owt,Sample Questions for the AP Physics 1 Exam (© Explain how your equations in part (b) i reexpress your reasoning in part (b)i Do not simply refer to any final results of your calculations, but instead indicate how terms in your equations correspond to concepts in your qualitative explanation. [3.A.4: An observer in a particular reference frame can describe the motion of an cbject using such quanitea as postion, Jcisplacoment, distance, velocity, speed, and deceleration, T2A.L.1:The suderte abo to exoress the maton ofan cect, § using narrative, mashomatica, and grphical epresantations, '3.A.2:4The stents blo to represent forces in dagrams ormathematicaly using appropriatly labeled vectors with 15: The student can reaxpress key elements of natural phenomena across mute representations in the domain. ‘Retum tothe Table of Contents (©2014 Ts Cage Bow.‘AP Physice 1 and AP Physico 2 Course and Bxam Description Scoring Guidelines Scoring Guidelines for Free-Response Question 1 (7 points) Explanations can include figures to support or clarify the meaning of prose, but figures alone are not sufficient. For explaining the condition for resonance in a tube closed at 2 points one end For comparing wavelengths at low frequency to the tubelengths 1 point For linking the above two ideas (conditions of resonance and. 1 point comparing wavelengths at low frequency) to explain why only one resonance occurs at a time For indicating that as frequency goes up, wavelength goes down, I point Forindicating how smaller wavelengths relate to differences in 2points tube length, explaining how both tubes can now meet boundary conditions Example: Inorder to resonate, the length of a tube must be an odd multiple ofa quarter ‘wavelength of the sound, as shown below. RS eee For resonance at low frequencies, the wavelength of the sound is of the order of the length of the tubes. So the match can occur for only one tube ata time — the difference in tube lengths is much smaller than a half wavelength. As the frequency increases, the wavelength decreases and many more wavelengths fit inside a tube. When helf the wavelength becomes of the order ofthe difference in tube lengths, the tubes can contain an odd multiple of quarter wavelengths for the same wavelength at the same time — for instance, one tube might contain 17 quarter ‘wavelengths while the other contains 19 quarter wavelengths. ‘Return tothe Table of Contents (©2016 The Cateye Bar.‘Samplo Questions for the AP Physics 1 Exam. Scoring Guidelines for Free-Response Question 2 (12 points) @ Gpoints) Fora reasonable setup that would allow usefid measurements 1 point For indicating all the measurements needed to determine the 1 point velocities For baving no obviously extraneous equipment or measurements 1 point Examples: + Use tape to mark off two distances on the track — one for cart A before the collision and one for the combined carts after the collision. Push cart A to give it an initial speed. Use a stopwatch ‘to measure the time it takes for the cart(s) to cross the marked distances. The speeds are the distances divided by the times. ‘+ Place a motion detector atthe left end of the track Push cart A to give it an initial speed. Record position as a function of time, first for cart A and then for the combined carts A and B. (©) @ points) For indicating a reasonable assumption about the relative slze of 1 point the measurement errors before and after the collision For correctly using the assumption in comparingthe effect on the 1 point calculated value of the mass of cart B Example: Ifthe measurement errors are ofthe same magnitude, they will havea greater effect after the collision. The speed of the combined carts will beless than the initial speed of cart A, so errors of the same magnitude will bea greater percentage of the actual value after the collision So the values after the collision will have a greater effect on the value of the mass of cart B. A response could also argue any of the following: + Measurement error could be greater before the collision (1t could be harder to measure with the same accuracy at the greater speed). So percent error could be the same or greater. + Measurement error could be greater before the collision (it could be harder to measure with the same accuracy at the greater speed). So the magnitude of the reported uncertainty could be the same. + Measurement error could be the same before and after the collision ‘if the same motion detector is used throughout. ‘Reta to the Table of Contents (02014 he Cate Bet,[AP Physic 1 and AP Physiou 2 Courme and Exam Desztiption © points) 25 Position (m) 00°02 04°06 08 10 12 14 16 18 20 ‘Time (s) For providing sufficient description of the principles used in 1 point the calculation (in either a single explanation or dispersed throughout the calculations) ‘Conservation of momentum can be used to determine the mass of cart B: mys = (4+ gy For correctly recognizing the two regions on the graph 1 point comresponding to before and after the collision For using data from the graph to attempt calculation of speed. 1 point from dope For indicating use ofthe slope of one or two drawn lines to L point determine one or more speeds (This point cannot be earned if calculations use data points not on the line[s].) ‘The speed y, before the collision is the slope of the best-fitline for the data from 0 to 18. The speedy after the collision is the slope of the best-fit line for data hom 1t028 Return to the Table of Comente 22014 Tm cng Bod,Sample Questions for the AP Physics 1 Exam, Using the example lines drawn above: ya 04=Om @9-0)s = @1=15)m _ 06m 2m Y= "C9=10)s ~ 09s “3's Applying conservation of momentum: ote ($2) ~o5ig +mp(3 oso feosu sy 519 (3)= 5g +m) ost (7-1]-@519($ @ (points) ee eres eae tate L point ‘a modification ofthe procedure to: Intel epondofeart Aor one ofthe cart maxes OR thr indicates that the previously described procedure would provide appropriate data, so it does not need modification For indicating thet the data can be used to calculate the kinetic 1 point energy K before and after the collision For indicating that the fraction of K lost in the various collisions 1 point should be compared Example: ‘You could vary the inital speed of cart A. From the data, calculate values of kinetic: ‘before and after the collision using K = (1/2)my/. ‘Then analyze (G;— Kp)/K) to see ifthe changes in initial speed give different values. ‘Rotum tothe Table of Contents (©2014 Tm Cage Bo.AP Physics 1 and AP Physice 2 Course and Bxam Desaription Scoring Guidelines for Free-Response Question 3 (12 points) @ G points ox cy (erage S eter dart, fe ’, Sshegw to goer \ T io teeter? Ko “Tt 2 For correct directions ofthe net forces atallthelocationson the 1 point, semicircular sections (Le,, all directed generally toward the center of the circle) For correct directions of the net forces at all the locations on point the bottom straightaways (Le, directed toward the center of the segment) For correct directions of the net forces atalllocations onthe top —_‘L potnt straightaway (Le, both rightmost arrows directed toward the lef, the left one for car X directed toward the right, and the left ‘one for car ¥ equal to zero) (&) (7 polats total) ) — @points) Forrealizing that the difference in time is only on the Lpoint straightaways For correct reasoning leading to Car Y taking a shorter time on 1 point the straightaways ‘Example: ‘Car X takes longer to accelerate and does not spend eny time traveling at top speed. Car ¥ accelerates over a shorter time and spends time going at top speed. So car ¥ must cover the straightaways in a shorter time. Curves ‘take the same time, so car Y must overall take a shorter time. i) Gpoints) ‘The time to travel each curve is d/v.. Answers can be expressed in terms of dy, ort, = dj, or some other defined unit of time. The calculations below will use tadh. For stating that the time to travel each curve is d/, I point For correctkinematics expressions that allow determination ofthe 1 point time it takes for one segment of acceleration on the straightaways Return tothe Table of Contents (©2014 Te Cage Row‘Sample Questions for the AP Physics 1 Exam Example: D = v,4 +f ata=@r— vo/tr = ve/t, For work that shows an understanding of how to determine the ‘1 point, time that ear X and car ¥ each spend accelerating For work that shows an understanding of how to determine the ‘1 point time that car Y spends at constant speed For correctly determining the total straightaway times for 1 point cach car Calculating the time for car X to travel one straightaway: banat La a= Or r9fam nln & 2t, ange 4% total time is Calculating the time for car Y to travel one straightaway: Doing the calculation shown above using the distance of acceleration d/4 gives the result that one section of acceleration takes a times, /6. “The time for car ¥ to travel one constant speed section on the straightaway is (@/2y/2v_= 2/4), Adding three segments to get the total time for one straightaway gives 71, /12. ‘The calculations show that car ¥ takes less time on a straightaway, end both cars. ‘ake the same time on the curves, so car Y overall takeslless time, © (points) For linking math to one aspect of qualitative reasoning that 1 point explains the difference in times For linking math to all other qualitative reasoning that explains. 1 point the difference in times Examples: “The only difference in the calculations forthe time of one segment of linear acceleration is the difference in distances, That shows that car X takes longer to accelerate. The equation (d /2)/2v, = (¢, /4) corresponds to car Y traveling for atime at top speed. Substituting a = v,/t, into the displacement equation in part (b) ii gives D = (3/2)v,4,, This shows that a car takes ess time to reach its maximum. speed when it accelerates over a shorter distance. This means Car Y reaches its maximum speed more quickly and therefore spends more time at its maximum. speed than Car X does, as argued in part (b) i ‘Retum tothe Table of Contant ommetae onge Bout