2018

AP Physics 1:
Algebra-Based
Scoring Guidelines

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 AP® PHYSICS
2018 SCORING GUIDELINES

General Notes About 2018 AP Physics Scoring Guidelines

1. The solutions contain the most common method of solving the free-response questions and the allocation of
points for this solution. Some also contain a common alternate solution. Other methods of solution also
receive appropriate credit for correct work.

2. The requirements that have been established for the paragraph-length response in Physics 1 and Physics 2 can
be found on AP Central at
https://secure-media.collegeboard.org/digitalServices/pdf/ap/paragraph-length-response.pdf.

3. Generally, double penalty for errors is avoided. For example, if an incorrect answer to part (a) is correctly
substituted into an otherwise correct solution to part (b), full credit will usually be awarded. One exception to
this may be cases when the numerical answer to a later part should be easily recognized as wrong, e.g., a
speed faster than the speed of light in vacuum.

4. Implicit statements of concepts normally receive credit. For example, if use of the equation expressing a
particular concept is worth 1 point, and a student’s solution embeds the application of that equation to the
problem in other work, the point is still awarded. However, when students are asked to derive an expression,
it is normally expected that they will begin by writing one or more fundamental equations, such as those
given on the exam equation sheet. For a description of the use of such terms as “derive” and “calculate” on
the exams, and what is expected for each, see “The Free-Response Sections  Student Presentation” in the
AP Physics; Physics C: Mechanics, Physics C: Electricity and Magnetism Course Description or “Terms
Defined” in the AP Physics 1: Algebra-Based Course and Exam Description and the AP Physics 2: Algebra-
Based Course and Exam Description.

5. The scoring guidelines typically show numerical results using the value g  9.8 m s 2 , but the use of
10 m s 2 is of course also acceptable. Solutions usually show numerical answers using both values when they
are significantly different.

6. Strict rules regarding significant digits are usually not applied to numerical answers. However, in some cases
answers containing too many digits may be penalized. In general, two to four significant digits are acceptable.
Numerical answers that differ from the published answer due to differences in rounding throughout the
question typically receive full credit. Exceptions to these guidelines usually occur when rounding makes a
difference in obtaining a reasonable answer. For example, suppose a solution requires subtracting two
numbers that should have five significant figures and that differ starting with the fourth digit (e.g., 20.295 and
20.278). Rounding to three digits will lose the accuracy required to determine the difference in the numbers,
and some credit may be lost.

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Question 1
7 points total Distribution
of points

A spacecraft of mass m is in a clockwise circular orbit of radius R around Earth, as shown in the figure above.
The mass of Earth is M E .

(a) LO / SP: 3.A.2.1 / 1.1; 3.B.2.1 / 1.1, 1.4

2 points

In the figure below, draw and label the forces (not components) that act on the spacecraft. Each force must be
represented by a distinct arrow starting on, and pointing away from, the spacecraft.

For an arrow directed toward Earth’s center 1 point

For a correct label on the arrow representing the gravitational force, where the arrow is 1 point
pointing toward Earth’s center
Note: A maximum of 1 point may be earned if extraneous forces are present.

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Question 1 (continued)
Distribution
of points

(b) LO / SP: 2.B.2.1 / 2.2; 3.A.1.1 / 1.5, 2.2; 3.B.1.3 / 1.5, 2.2; 3.B.2.1 / 1.1, 1.4, 2.2, 3.C.1.2 / 2.2
4 points

i. 3 points

Derive an equation for the orbital period T of the spacecraft in terms of m, M E , R, and physical constants,
as appropriate. If you need to draw anything other than what you have shown in part (a) to assist in your
solution, use the space below. Do NOT add anything to the figure in part (a).

For using (or implying) Newton’s second law and equating the centripetal force to the 1 point
gravitational force:
mv 2 GmM E mv 2
Fg  ma  
R R2 R

For explicitly or implicitly determining that the speed of the spacecraft is: 1 point
2 R
v
T
For a correct answer algebraically equivalent to: 1 point
2 3
4 R
T 
GM E
Note: It is acceptable to leave answer in terms of T 2
4 2 R3
T2 
GM E

ii. 1 point

A second spacecraft of mass 2m is placed in a circular orbit with the same radius R. Is the orbital period of
the second spacecraft greater than, less than, or equal to the orbital period of the first spacecraft?

____ Greater than ____ Less than ____ Equal to

Briefly explain your reasoning.

Correct answer: “Equal to”

Note: For an incorrect answer consistent with part (b)(i), the explanation is still graded
for consistency with part (b)(i).
For a correct explanation that the period of the spacecraft does not depend on the 1 point
spacecraft mass (or only depends on the mass of Earth and the radius of the orbit)
OR an explanation consistent with the answer from (b)(i)
Note: The explanation must be consistent with the checked answer.

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Question 1 (continued)
Distribution
of points

(c) LO / SP: 2.B.1.1 / 2.2; 3.A.1.1 / 1.5, 2.2; 3.B.1.3 / 1.5, 2.2; 3.B.2.1 / 1.1, 1.4, 2.2; 3.C.1.2 / 2.2
1 point
The first spacecraft is moved into a new circular orbit that has a radius greater than R, as shown in the
figure below.

Is the speed of the spacecraft in the new orbit greater than, less than, or equal to the original speed?

____ Greater than ____ Less than ____ Equal to

Briefly explain your reasoning.

Correct answer: “Less than”

Note: If the wrong selection is made, the explanation is not graded.
For a correct explanation of why speed decreases with increasing orbital radius 1 point
Example:
Derivation step in (b)(i) shows that speed decreases with increasing R.

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Question 1 (continued)

Learning Objectives (LO)

LO 2.B.1.1: The student is able to apply F = mg to calculate the gravitational force on an object with mass m in
a gravitational field of strength g in the context of the effects of a net force on objects and systems. [See
Science Practices 2.2 and 7.2]

LO 2.B.2.1: The student is able to apply g  GM r 2 to calculate the gravitational field due to an object with
mass M, where the field is a vector directed toward the center of the object of mass M. [See Science
Practice 2.2]

LO 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical
representations. [See Science Practices 1.5, 2.1, and 2.2]

LO 3.A.2.1: The student is able to represent forces in diagrams or mathematically using appropriately labeled
vectors with magnitude, direction, and units during the analysis of a situation. [See Science Practice 1.1]

LO 3.B.1.3: The student is able to re-express a free-body diagram representation into a mathematical
representation and solve the mathematical representation for the acceleration of the object. [See Science
Practices 1.5 and 2.2]

LO 3.B.2.1: The student is able to create and use free-body diagrams to analyze physical situations to solve
problems with motion qualitatively and quantitatively. [See Science Practices 1.1, 1.4, and 2.2]

LO 3.C.1.2: The student is able to use Newton's law of gravitation to calculate the gravitational force between
two objects and use that force in contexts involving orbital motion (for circular orbital motion only in
Physics 1). [See Science Practice 2.2]

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Question 2
12 points total Distribution
of points

A group of students prepare a large batch of conductive dough (a soft substance that can conduct electricity)
and then mold the dough into several cylinders with various cross-sectional areas A and lengths  .  Each
student applies a potential difference V across the ends of a dough cylinder and determines the resistance R
of the cylinder. The results of their experiments are shown in the table below.

Example: Example:
Lab
Station
 
A m2  (m) V (V) R  

RA   m 2
 
 A m 1 
1 0.00049 0.030 1.02 23.6 0.012 61

2 0.00049 0.050 2.34 31.5 0.015 102

3 0.00053 0.080 3.58 61.2 0.032 151

4 0.00057 0.150 6.21 105.0 0.060 263

(a) LO / SP: 1.E.2.1 / 4.1; 5.B.9.3 / 2.2; 5.C.3.2 / 4.1, 5.1

7 points

The students want to determine the resistivity of the dough cylinders.

i. 2 points

Indicate below which quantities could be graphed to determine a value for the resistivity of the dough
cylinders. You may use the remaining columns in the table above, as needed, to record any quantities
(including units) that are not already in the table.

Vertical Axis: ________________________ Horizontal Axis: ________________________

For quantities derived from R,  , and A only 1 point

For choosing two quantities that, graphed together, can be used to determine the 1 point
resistivity

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Question 2 (continued)
Distribution
of points
(a) (continued)
ii. 3 points
On the grid below, plot the appropriate quantities to determine the resistivity of the dough cylinders. Clearly
scale and label all axes, including units as appropriate.

120

100

80

60
R

40

20
0 50 100 150 200 250 300

Note: The following points can be earned only if the graphed points correspond to the
quantities chosen in (a)(i).
For a linear scale where the plotted data uses at least half the grid 1 point
For labeling both axes, with units as appropriate 1 point
For data points plotted that represent the appropriate trend based on chosen quantities 1 point
Note: The appropriate trend depends on the choice of graphed quantities and may be
e.g., linear, inversely proportional, etc.

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Question 2 (continued)
Distribution
of points
(a) (continued)
iii. 2 points

Use the above graph to estimate a value for the resistivity of the dough cylinders.

For correctly using the slope of the graph to find the resistivity or a statement that a 1 point
calculator was used to find the appropriate value from the graph
For a correct value of the resistivity   0.42  m ( ± 0.03) calculated from graph or 1 point
data

(b) LO / SP: 1.E.2.1 / 4.1

1 point

Another group of students perform the experiment described in part (a) but shape the dough into long
rectangular shapes instead of cylinders. Will this change affect the value of the resistivity determined by the
second group of students?
____ Yes ____ No
Briefly justify your reasoning.

Correct answer: “No”

Note: If the wrong selection is made, the explanation is not graded.
For indicating that resistivity only depends on material, not shape 1 point

(c) LO / SP: 1.E.2.1 / 4.1; 5.B.9.2 / 4.2; 5.B.9.3 / 2.2; 5.C.3.2 / 4.1, 4.2; 5.C.3.3 / 1.4, 2.2
4 points

Describe an experimental procedure to determine whether or not the resistivity of the dough cylinders
depends on the temperature of the dough. Give enough detail so that another student could replicate the
experiment. As needed, include a diagram of the experimental setup. Assume equipment usually found in a
school physics laboratory is available.

For explicitly or implicitly controlling all variables (e.g., length and area) except for 1 point
temperature
For a plausible way to change the temperature of the dough 1 point
For indicating that the temperature will be varied 1 point
For a valid and feasible experiment in which resistance, OR voltage and current, are 1 point
appropriately measured
Example: Make two dough cylinders of the same length and cross-sectional area. Keep
one cylinder at room temperature, and heat the other cylinder on a hot plate to 30C
(measured with a thermometer). Apply the same voltage to each cylinder (measured
with a voltmeter), and measure the current through each cylinder with an ammeter.

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Question 2 (continued)

Learning Objectives (LO)

LO 1.E.2.1: The student is able to choose and justify the selection of data needed to determine resistivity for a
given material. [See Science Practice 4.1]

LO 5.B.9.2: The student is able to apply conservation of energy concepts to the design of an experiment that will
demonstrate the validity of Kirchhoff’s loop rule (∆V = 0) in a circuit with only a battery and resistors either
in series or in, at most, one pair of parallel branches. [See Science Practices 4.2, 6.4, and 7.2]

LO 5.B.9.3: The student is able to apply conservation of energy (Kirchhoff’s loop rule) in calculations involving
the total electric potential difference for complete circuit loops with only a single battery and resistors in
series and/or in, at most, one parallel branch. [See Science Practices 2.2, 6.4, and 7.2]

LO 5.C.3.2: The student is able to design an investigation of an electrical circuit with one or more resistors in
which evidence of conservation of electric charge can be collected and analyzed. [See Science Practices 4.1,
4.2, and 5.1]

LO 5.C.3.3: The student is able to use a description or schematic diagram of an electrical circuit to calculate
unknown values of current in various segments or branches of the circuit. [See Science Practices 1.4
and 2.2]

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Question 3
12 points total Distribution
of points

The disk shown above spins about the axle at its center. A student’s experiments reveal that, while the disk is
spinning, friction between the axle and the disk exerts a constant torque on the disk.

(a) LO / SP: 3.A.1.1 / 1.5, 2.2; 3.F.1.1 / 1.4; 3.F.2.1 / 6.4; 4.D.2.1 / 1.2, 1.4
4 points

At time t  0 the disk has an initial counterclockwise (positive) angular velocity 0 . The disk later comes to
rest at time t  t1 .

i. On the grid at left below, sketch a graph that could represent the disk’s angular velocity as a function of time t
from t  0 until the disk comes to rest at time t  t1 .

ii. On the grid at right below, sketch the disk’s angular acceleration as a function of time t from t  0 until the
disk comes to rest at time t  t1 .

Example graphs: (a)(i) (a)(ii)

i. 2 points

For a curve that has an angular velocity of  0 at time t = 0 and decreases to zero at 1 point
time t = t1
For a curve that is a straight line with a negative slope showing the angular velocity 1 point
approaching zero (can be a positive slope, if the initial angular velocity on the graph
is negative)

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Question 3 (continued)
Distribution
of points

(a) (continued)
ii. 2 points

For a curve that is negative for the entire time 1 point

For a curve that is a constant nonzero function 1 point

(b) LO / SP: 3.A.1.1 / 1.5, 2.2; 3.F.2.1 / 6.4; 4.D.1.1 / 1.2, 1.4; 4.D.2.1 / 1.2, 1.4; 4.D.3.1 / 2.2
3 points

The magnitude of the frictional torque exerted on the disk is  0 . Derive an equation for the rotational
inertia I of the disk in terms of  0 , 0 , t1 , and physical constants, as appropriate.

For using an equation for the rotational version of Newton’s second law 1 point
For using an appropriate rotational kinematics equation 1 point
   t
For a correct answer in terms of the listed quantities, derived from first principles 1 point
 t
I  01
0
Note: This point is still earned if there is a minus sign, e.g., from using  0 or  0 .

Alternate solution using angular momentum and rotational impulse:

For defining and using angular momentum 1 point
L  I
For using rotational impulse 1 point
L   t
For a correct answer in terms of the listed quantities, derived from first principles 1 point
 t
I  01
0
Note: This point is still earned if there is a minus sign, e.g., from using  0 or  0 .

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Question 3 (continued)
Distribution
of points

(c) LO / SP: 3.A.1.1 / 1.5, 2.2; 3.A.3.1 / 6.4, 7.2; 3.F.1.1 / 1.4; 3.F.2.1 / 6.4; 4.D.1.1 / 1.2, 1.4; 4.D.2.1 / 1.2,1.4
4 points

In another experiment, the disk again has an initial positive angular velocity  0 at time t  0. At
1
time t  t1 , the student starts dripping oil on the contact surface between the axle and the disk to reduce the
2
friction. As time passes, more and more oil reaches that contact surface, reducing the friction even further.

i. On the grid at left below, sketch a graph that could represent the disk’s angular velocity as a
function of time from t  0 to t  t1 , which is the time at which the disk came to rest in part (a).

ii. On the grid at right below, sketch the disk’s angular acceleration as a function of time
from t  0 to t  t1 .

Example graphs: (c)(i) (c)(ii)

i. 3 points
1 1 point
For curve with a clear change of slope or curvature at t  and showing a decrease in
21
speed thereafter
1 1 point
For a curve that indicates slowing at a decreasing rate between times t and t1
21
For a curve that does not reach zero at or before time t1 1 point

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Question 3 (continued)
Distribution
of points

(c) (continued)
ii. 1 point
1 1 point
For a curve with decreasing magnitude between times t and t1
21
Note: The acceleration may reach zero at or before time t1 . If so, it must remain zero for
the remaining time.

(d) LO / SP: 3.F.2.1 / 6.4

1 point

The student is trying to mathematically model the magnitude  of the torque exerted by the axle on the disk
1
when the oil is present at times t  t1. The student writes down the following two equations, each of which
2
includes a positive constant  C1 or C 2  with appropriate units.

 1

(1)   C1 t  t1 (for t  t1 )
2
1
2
C2 1
(2)   (for t  t1 )
 1
t  t1
2  2

Which equation better mathematically models this experiment?

____ Equation (1) ____ Equation (2)
Briefly explain why the equation you selected is plausible and why the other equation is not plausible.

Correct answer: “Equation (2)”

Note: If the wrong selection is made, the explanation is not graded.
For stating that Equation (2) is plausible because the frictional torque decreases with 1 point
increasing time, whereas in Equation (1) torque increases with increasing time
Examples:
Equation (2) because  decreases. In Equation (1), it doesn’t.
Equation (2) is plausible because the frictional torque decreases as more oil reaches the
contact surface over time. Equation (1) is not plausible because it shows friction
increasing as more oil reaches the surface over time.

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Question 3 (continued)

Learning Objectives (LO)

LO 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical
representations. [See Science Practices 1.5, 2.1, and 2.2]

LO 3.A.3.1: The student is able to analyze a scenario and make claims (develop arguments, justify assertions)
about the forces exerted on an object by other objects for different types of forces or components of forces.
[See Science Practices 6.4 and 7.2]

LO 3.F.1.1: The student is able to use representations of the relationship between force and torque. [See Science
Practice 1.4]

LO 3.F.2.1: The student is able to make predictions about the change in the angular velocity about an axis for an
object when forces exerted on the object cause a torque about that axis. [See Science Practice 6.4]

LO 4.D.1.1: The student is able to describe a representation and use it to analyze a situation in which several
forces exerted on a rotating system of rigidly connected objects change the angular velocity and angular
momentum of the system. [See Science Practices 1.2 and 1.4]

LO 4.D.2.1: The student is able to describe a model of a rotational system and use that model to analyze a
situation in which angular momentum changes due to interaction with other objects or systems. [See Science
Practices 1.2 and 1.4]

LO 4.D.3.1: The student is able to use appropriate mathematical routines to calculate values for initial or final
angular momentum, or change in angular momentum of a system, or average torque or time during which the
torque is exerted in analyzing a situation involving torque and angular momentum. [See Science Practice 2.2]

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Question 4
7 points total Distribution
of points

A transverse wave travels to the right along a string.

(a) LO / SP: 3.A.1.1 / 1.5; 6.A.1.2 / 1.2

4 points

Two dots have been painted on the string. In the diagrams below, those dots are labeled P and Q.

i. 2 points

The figure below shows the string at an instant in time. At the instant shown, dot P has maximum
displacement and dot Q has zero displacement from equilibrium. At each of the dots P and Q, draw an arrow
indicating the direction of the instantaneous velocity of that dot. If either dot has zero velocity,
write “v = 0” next to the dot.

For “v = 0” at point P 1 point

For an upward arrow at point Q 1 point

ii. 2 points

The figure below shows the string at the same instant as shown in part (a)(i). At each of the dots P and Q,
draw an arrow indicating the direction of the instantaneous acceleration of that dot. If either dot has zero
acceleration, write “a = 0” next to the dot.

For an upward arrow at point P 1 point

For “a = 0” at point Q 1 point

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Question 4 (continued)
Distribution
of points

The figure below represents the string at time t = 0, the same instant as shown in part (a) when dot P is at its
maximum displacement from equilibrium. For simplicity, dot Q is not shown.

(b) LO / SP: 3.A.1.1 / 1.5; 6.A.1.2 / 1.2

2 points

i. 1 point

On the grid below, draw the string at a later time t  T 4 , where T is the period of the wave.
Note: Do any scratch (practice) work on the grid at the bottom of the page. Only the sketch made on the grid
immediately below will be graded.

For a curve shifted to the right by 1/4 of a wavelength (1 gridline) with the same 1 point
wavelength as the original wave (for example, as indicated by a negative minimum
at x = 0)

ii. 1 point
On your drawing above, draw a dot to indicate the position of dot P on the string at time t  T 4 and clearly
label the dot with the letter P.

For point P on the string and at the dot’s original x position, 3/4 of a wavelength (3 grid 1 point
units) to right of origin

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Question 4 (continued)
Distribution
of points

(c) LO / SP: 6.A.3.1 / 1.4

1 point

Now consider the wave at time t = T. Determine the distance traveled (not the displacement) by dot P between
times t = 0 and t = T.

For the correct numerical answer: 32 cm 1 point

___________________________________________________________________________________________

Learning Objectives (LO)

LO 3.A.1.1: The student is able to express the motion of an object using narrative, mathematical, and graphical
representations. [See Science Practice 1.5]

LO 6.A.1.2: The student is able to describe representations of transverse and longitudinal waves. [See Science
Practice 1.2]

LO 6.A.3.1: The student is able to use graphical representation of a periodic mechanical wave to determine the
amplitude of the wave. [See Science Practice 1.4]

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Question 5
7 points total Distribution
of points

Block P of mass m is on a horizontal, frictionless surface and is attached to a spring with spring constant k.
The block is oscillating with period TP and amplitude AP about the spring’s equilibrium position x0 . A
second block Q of mass 2m is then dropped from rest and lands on block P at the instant it passes through the
equilibrium position, as shown above. Block Q immediately sticks to the top of block P, and the two-block
system oscillates with period TPQ and amplitude APQ .

(a) LO / SP: 3.B.3.1 / 6.4

1 point

Determine the numerical value of the ratio TPQ TP .

For a correct answer: 3 1 point

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Question 5 (continued)
Distribution
of points

(b) LO / SP: 3.B.3.1 / 6.4, 7.2; 3.B.3.4 / 2.2, 6.2; 4.C.1.1 / 1.4, 2.2; 4.C.1.2 / 6.4;
5.B.3.1/ 2.2, 6.4; 5.B.3.3 / 1.4, 2.2; 5.B.4.1 / 6.4, 7.2; 5.B.4.2 / 1.4, 2.1, 2.2; 5.D.2.1 / 6.4, 7.2
6 points

How does the amplitude of oscillation APQ of the two-block system compare with the original amplitude AP
of block P alone?
____ APQ  AP ____ APQ  AP ____ APQ  AP
In a clear, coherent paragraph-length response that may also contain diagrams and/or equations, explain your
reasoning.

Correct answer: APQ  AP .

Note: The response is graded even if an incorrect selection is made.
For applying conservation of momentum to the collision 1 point
For correctly finding that the post-collision speed has decreased (or, for determining that 1 point
1
v f  vi )
3
Note: The first 2 points can be earned for stating that the collision is inelastic
For stating or implying that the system’s kinetic energy has decreased (or, for 1 point
calculating a lower final kinetic energy)
For stating or implying kinetic energy of blocks right after collision equals maximum 1 point
potential energy of spring
OR
For stating or implying that the maximum potential energy equals the total mechanical
1
energy just after the collision (Simply stating that Etot  kA2 is sufficient.)
2
For stating or implying that maximum potential energy is reached when the 1 point
displacement from equilibrium equals the amplitude of oscillation
Note: The previous 2 points can be earned in a single sentence in which one or both of
the points is implicit.
For a logical, relevant, and internally consistent argument that addresses the required 1 point
argument or question asked and follows the guidelines described in the published
requirements for the paragraph-length response

Alternate solution for first 2 points in part (b):

A frictional force is exerted on block P by Q, so it slows down.
Note: The third point can be earned if energy loss is stated. 2 points

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5 (continued)

Example:
The second block (Q) adds mass without changing the horizontal momentum of the
two-block system. In effect, block P (mass m) becomes block PQ (mass 3m). This
reduces the speed at equilibrium from vmax to vmax 3 according to conservation of
momentum. To see how this affects amplitude, we must analyze what happens to the
maximum kinetic energy (K) of the oscillating mass:
2
v
K PQ   3m   max   mvmax
1 2 1 1 2 1
K P  mvmax  KP
2 2  3  6 3
Because the maximum K is reduced, this means the maximum potential energy in
the spring is also reduced (to 1 3 of its former value). Because amplitude is related

 1

to maximum potential energy U max  kA2 , the amplitude of block PQ is less
2
than that of block P.

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 AP® PHYSICS 1
2018 SCORING GUIDELINES

Question 5 (continued)

Learning Objectives (LO)

LO 3.B.3.1: The student is able to predict which properties determine the motion of a simple harmonic oscillator
and what the dependence of the motion is on those properties. [See Science Practices 6.4, 7.2]

LO 3.B.3.4: The student is able to construct a qualitative and/or a quantitative explanation of oscillatory behavior
given evidence of a restoring force. [See Science Practices 2.2, 6.2]

LO 4.C.1.1: The student is able to calculate the total energy of a system and justify the mathematical routines
used in the calculation of component types of energy within the system whose sum is the total energy. [See
Science Practices 1.4, 2.1, 2.2]

LO 4.C.1.2: The student is able to predict changes in the total energy of a system due to changes in position and
speed of objects or frictional interactions within the system. [See Science Practice 6.4]

LO 5.B.3.1: The student is able to describe and make qualitative and/or quantitative predictions about everyday
examples of systems with internal potential energy. [See Science Practices 2.2, 6.4, 7.2]

LO 5.B.3.3: The student is able to apply mathematical reasoning to create a description of the internal potential
energy of a system from a description or diagram of the objects and interactions in that system. [See Science
Practices 1.4, 2.2]

LO 5.B.4.1: The student is able to describe and make predictions about the internal energy of systems. [See
Science Practices 6.4, 7.2]

LO 5.B.4.2: The student is able to calculate changes in kinetic energy and potential energy of a system, using
information from representations of that system. [See Science Practices 1.4, 2.1, 2.2]

LO 5.D.2.1: The student is able to qualitatively predict, in terms of linear momentum and kinetic energy, how the
outcome of a collision between two objects changes depending on whether the collision is elastic or inelastic.
[See Science Practices 6.4, 7.2]

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