Workbook | 2019

AP Physics 1

Contents

2 About This Workbook

3 Unit 1: Kinematics

29 Unit 2: Dynamics

61 Unit 3: Circular Motion and Gravitation

89 Unit 4: Work and Energy

127 Unit 5: Momentum

165 Unit 6: Simple Harmonic Motion

193 Unit 7: Torque and Rotation

225 Unit 8: Electric Charge and Electric Force

251 Unit 9: DC Circuits

281 Unit 10: Mechanical Waves and Sound

315 Unit 11: Review Questions

347 Appendix

348 AP Physics 1 Equation Sheet

350 AP Physics 1 Science Practices

351 AP Physics 1 Task Verbs used in Free-Response Questions

352 Graphical Methods Summary

353 Writing Tips

| ii

Acknowledgments

The College Board would like to acknowledge the following individuals for their
commitment and dedication toward the completion of this project. All individuals and

AP Physics Consultants and Reviewers

Angela Benjamin, Woodrow Wilson High School, DC

Brendon Eaton, Rick Reedy High School, TX

Richard Fetzner, McDowell High School, PA

John Frensley, Prosper High School, TX

Kristen Gonzales-Vega, Rick Reedy High School, TX

Peter Harris, Methuen High School, MA

David Maloney, Purdue University Fort Wayne, IN

Joe Mancino, Windsor High School, CT

Terri McMurray, Career Center High School, NC

Rebecca Messer,

John Pinizzotto, Weymouth High School, MA

Jenny Podel, Northampton High School, MA

Gay B. Stewart, West Virginia University, WV

James VanderWeide, Hudsonville High School, MI

Barbara Watson, JJ Pearce High School, TX

College Board Curriculum,

Instruction, and Assessment

Amy Johnson, Director, Instructional Design and PD Resource Development – Physics

Tanya Sharpe, Senior Director, Advanced Placement STEM Curriculum,

Instruction and Assessment

Claire Lorenz, Senior Director, Instructional Design and Teacher Resource Development

Michael Robertson, Director, Curriculum, Instruction, and Assessment

Process Management

| 1
Return to Table of Contents

© 2019 College Board



About This Workbook

Background

The AP Physics 1 course is designed to promote student learning of essential physics

content and foster the development of deep conceptual understanding. The instructional

approaches utilized in this workbook are informed by research on student learning and

knowledge construction, especially with regard to physics principles.

Contents
This workbook is a compilation of problems written by high school and higher

education physics faculty to help students and teachers prepare for the AP Physics 1

Exam. The AP Physics 1 Exam requires students to be able to think about physics both

conceptually and mathematically as well as to write about physics. Thinking about

physics and defending claims with writing may be new and challenging for students,

and this workbook provides helpful guidance in supporting students’ development

of this skill.

| 2
Return to Table of Contents

© 2019 College Board



Workbook | 2019

Unit 1 -

Kinematics

| 3
Return to Table of Contents

© 2019 College Board



UNIT

1 Kinematics | 1.A Displacement

NAME DATE

Scenario

Angela is running to the bus 15 meters away.

Using Representations

PART A: On the diagram to the right, label Angela’s

position with zero meters and label the position

of the bus door 15 meters. Label the marks

between Angela and the bus with appropriate

position values.

Based on the labels along the axis in the

diagram above, what direction (left or right)

should be labeled positive? Label this direction

on the diagram using an arrow (vector).

PART B: If the positive direction was labeled as the

opposite direction of what you chose in Part A,

think about how the locations of the labels for

0 meters and 15 meters would change. Relabel

the diagram at right, with the positive direction

pointing the opposite way as in Part A. Include

position values along the bottom of the scale.

Argumentation

PART C: You are asked to make a claim about the physical meaning of Angela’s displacement in Part B.

Fill in the blanks below to complete the Claim, Evidence, and Reasoning paragraph.

Evidence: When Angela gets to the bus, her position is meters.

number

Angela’s initial position was meters.

number

Reasoning:

Claim: Therefore, Angela’s displacement is meters minus meters

number number

which equals meters.

number

Data Analysis

PART D: How does the displacement in Part C compare to the displacement in Part A?

PART E: If Angela ran to the bus and back to where she started, what distance would she travel?

Compare that to her displacement.

| 4
Return to Table of Contents

© 2019 College Board



UNIT

1 Kinematics | 1.B Position and Velocity

NAME DATE

Scenario

Angela is running at 3 m/s toward the bus 15 m away.

Using Representations

PART A: Below is a table of Angela’s position at each

second. Complete the table. Then, on the

diagram of Angela and the bus, create a motion

map of Angela’s position at every second. Do

this by marking with a dot where Angela is at

every second.

X Time (s) 0 1 2 3 4 5

Y Position (m) 0 3 6

PART B: Another way to represent Angela’s motion

is by creating a position vs. time graph.

then mark Angela’s position at every second

on the graph. (Plot the data points with solid

as close as possible to all points and as

many points above the line as below.)

Quantitative Analysis

PART C: Calculate the slope of the line you drew in Part B by choosing two points on the line

the equation below. (Choose two locations on the line that will be used to calculate the slope. Circle

these two places on the line—remember DO NOT use data points from the table.)

The slope of a position vs. time graph represents the . (Hint: Check units!)
physical quantity

Using the equation for a line ( ), write an equation (including units) for the position vs.

time line given above. (Remember that m is the slope and b is the vertical intercept.)

= +
letter number letter number

Write a more general equation for Angela’s motion using standard physics symbols (x , v , t ).

=
letter letter letter

| 5
Return to Table of Contents

© 2019 College Board



UNIT

1 Kinematics | 1.C Average vs. Instantaneous Speed

NAME DATE

Scenario

A toy company claims to have developed two toy car models which they call A and B, where the

average speed of each car is identical ( ). Each group of students is given two toy cars

(one of each model), metersticks, and stopwatches and is asked to test the toy company’s claim.

Experimental Design

PART A: The students decide that they need to collect distance and time data for each car to test the

company’s claim. The students design a procedure.

Cross out any extraneous steps and order the remaining procedural steps:

Turn the car on and release along the measured path.

Gather equipment.

Repeat to reduce error.

Measure and record the time the car took to travel the 2 meters with a stopwatch.

Lab Group CAR A CAR B

Draw a data table in your notebook. Number Speed Speed

1 0.45 m/s 0.54 m/s

Data Analysis
PART B: Given is a data set collected by students in the class. 2 0.46 m/s 0.52 m/s

Based on these data, what conclusion should the

3 0.42 m/s 0.56 m/s

students make about the hypothesis that the two cars,

A and B, have the same speed? 4 0.43 m/s 0.55 m/s

The cars have the same average speed. 5 0.74 m/s 0.23 m/s

6 0.44 m/s 0.54 m/s

Explain your choice in one short sentence. AVERAGE 0.49 m/s 0.49 m/s

Experimental Design

PART C: The students decide that additionally they want to test the toy company’s claim that the car’s speed

is constant throughout the motion. How, if at all, does the experimental procedure from Part A need

Angela thinks they should use a motion sensor to collect speed vs. time data. If the graph

of speed vs. time is horizontal with a zero slope, the instantaneous speed is constant.

Blake thinks that they should use photogates positioned at the beginning and end of

the 2-meter-long track to determine the instantaneous speed of the cart. The students measure the

length of the cart and divide this length by the time recorded by the photogate to determine the

instantaneous speed.

Identify which student’s procedure will provide evidence for the claim that the instantaneous speed

of the cart is constant.

| 6
Return to Table of Contents

© 2019 College Board



UNIT

1 Kinematics | 1.D Velocity Is a Vector!

NAME DATE

Scenario

Angela and Blake are running toward each other from

15 m away. At time t = 0 s, Angela runs to the right at

5 m/s, and Blake runs to the left at 3 m/s.

Using Representations

PART A:

Time (seconds) Angela’s Position (meters) Blake’s Position (meters)

Quantitative Analysis
PART B: Calculate the slope of the line you drew in Part A for Angela by choosing two points on the line and

PART C: Calculate the slope of the line you drew in Part A for Blake by choosing two points on the line and

| 7
Return to Table of Contents
© 2019 College Board
 1.D Velocity Is a Vector!

Using Representations
PART D: Based on the slopes you calculated in Parts B and C, sketch a velocity vs. time graph for Angela and

Argumentation
PART E: Carlos makes the following claim about the intersection point of the two lines on the position vs.
time graph in Part A. “The point on the position vs. time graph where the two lines cross represents
the time when Angela and Blake are at the same position and traveling at the same velocity.”
The student’s claim is partially correct. Fill in the blanks of the following statement using evidence
from the graph to correct the student’s claim.

Claim: I agree that the is the same because Angela and Blake do have the same
physical quantity

of meters at seconds. However, I do not agree that they have the

physical quantity number number

same because the slope of one line is m/s and the slope of the other line
physical quantity number

is m/s.
number

| 8
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.E Relative Velocity

NAME DATE

Scenario
Blake and Carlos are playing on a train while
Angela watches. While the train passes Angela,
it is traveling at 5 m/s to the east. At this time,
Blake is running at 2 m/s east relative to the
train toward Carlos (who is taking a break).
(All speeds given for Blake are relative to
the train.)

Using Representations
PART A: Identify and label a direction to be positive. In the sketch above, label the positive direction.
Sketch a motion map based on Angela’s measurement of Blake’s motion.

Sketch a motion map based on Carlos’s measurement of Blake’s motion.

Data Analysis
PART B: Use the diagram in Part A to determine Blake’s speed relative to Angela.

PART C: Blake now turns around and runs at

2 m/s west.
Use the diagram at right to determine
Blake’s velocity relative to Angela’s.

| 9
Return to Table of Contents
© 2019 College Board
 1.E Relative Velocity

Argumentation
PART D: In both cases shown below, Blake is running on a train as it travels. In which case is Blake’s speed
relative to the ground the greatest?

Case A Case B
Circle the correct parts of each student’s argument.

Blake: I’m running the fastest in Case A. Therefore, I will appear to be moving fastest relative to the
ground. Who cares what the train is doing?

Carlos: No, the train does matter, but since 20 + 10 is greater than 10 + 10, you are right that in
Case A is where Blake is the fastest.

Angela: Blake is running fastest relative to the ground in Case B because Blake’s velocity and the
train’s velocity are in the same direction and add up to 20 m/s east; but in Case A, Blake’s velocity is
in the opposite direction of the train and they add up to 10 m/s west.

| 10
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.F Constant Velocity

NAME DATE

Scenario
Carlos places a constant motion vehicle on the ground
and releases it so that the vehicle travels down the hall at
5 m/s in a straight line for 10 seconds.

Using Representations
PART A: Scale and label the axes on the graph to the right.
Draw a velocity vs. time graph of the constant

Argumentation
PART B: Collect evidence about the physical meaning
of the slope of the graph that could be used to
support a claim. Fill in the blanks below.

Evidence: The slope of the velocity vs. time graph

is equal to . is also the unit

number units units

for .
physical quantity

PART C: Claim: The constant motion vehicle will travel a distance of 50 meters during the 10-second time
interval.
Collect evidence about the physical meaning of the area under the line on the graph that can be
used to support the claim above. Using the equation for the area of a rectangle (Area = length ×
width), write an equation (including units) for the area of the rectangle between the velocity vs.
time line and the x -axis between t = 0 and t = 10 seconds.

Evidence: The area under the line of the velocity vs. time graph is equal to ×
number units number

= . This area is also known as the of the vehicle.

units number units physical quantity

Reasoning: Fill in the blanks of the following statement.

The claim makes sense because if the constant motion vehicle is traveling at a velocity of

m/s, then each second it will move a distance of meters. After 2 seconds, the
number number

vehicle has moved meters. After 3 seconds, it has moved meters. After
number number

seconds, it has moved 25 meters.

number

Quantitative Analysis
PART D: Rewrite the equation for the area of a rectangle (Area = length × width) using the symbols and
numbers (with units) from the graph in Part A between t = 0 and t = 10 seconds.

=
letter number (with units) letter

The area under a velocity vs. time graph represents the .

physical quantity
(Hint: Use the units.)

| 11
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.G Graphs of Velocity

NAME DATE

Scenario
A car traveling in a straight line to the right starts from rest at time t = 0.
At time t = 2 s, the car is traveling at 4 m/s. At t = 4 s the car is traveling at 8 m/s.

Using Representations
PART A: Scale and label the axes on the graph to the right. Using the data table below, plot a velocity vs. time

Time (s) Speed (m/s)

0 0

1 2

2 4

3 6

4 8

Argumentation
PART B: Evidence: Calculate the slope of the velocity vs. time graph in Part A using two points on the line
(NOT data points).

Claim:

The slope of the velocity vs. time graph is equal to . is also the unit for
number unit unit
.
physical quantity

Quantitative Analysis
Area bh

PART C: Rewrite the equation for the area of a triangle (Area = base × height) using the symbols and
numbers (with units) from the graph in Part A between t = 0 and t = 4 seconds.

=
letter number (with units) number (with units)

Write a more general equation for the car using standard physics symbols (x , v f , and t ).

=
letter letter letter

The area under a velocity vs. time graph represents the . (Hint: Check units!)
physical quantity

| 12
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.H Relationships Between Position, Velocity, and Acceleration

NAME DATE

Scenario
The motion of a car, starting from position x = 0 m is

KIL
modeled in the velocity vs. time graph at right.
4
Quantitative Analysis
t
PART A:
od
Using the equation for a line (y = mx + b ), write an equation
(including units) for the velocity vs. time line given above.
o
8 Taste
v = 4 test + 12 2
letter number (with units) letter number (with units)

Write a more general equation for the motion of the car

4

g
using standard physics symbols (x , v x , t, a x).

0 25 at
The slope of a velocity vs. time graph represents the

acceleration .
physical quantity

Argumentation
PART B: Carlos makes the following claim about the motion of the car.

0
Carlos: “The car is slowing down for the entire distance it travels because the slope of the line is
always negative and never changes.

Evidence: Fill in the blanks and circle the appropriate choices to complete the following statement
of evidence to disprove Carlos’s claim:
The car starts with an initial velocity of
Et
number
O
m/s and is (slowing down/speeding up) for
car’s
motion changes from traveling (in the positive direction/in the negative direction) to traveling
(in the positive direction/in the negative direction). The horizontal intercept represents the

time
physical quantity
when the
ty
physical quantity
of the car is equal to O
number
. The car accelerates

4 m/s2 because the

slope
0
constantly with a magnitude of of the line
number mathematical term
never changes.

| 13
Return to Table of Contents
© 2019 College Board
 1.H Relationships Between Position, Velocity, and Acceleration

Using Representations
PART C: Use the graph in Part A to draw an acceleration vs. time graph for the motion represented above.

PART D: Use the graph in Part A to draw a position vs. time graph for the motion represented above.
The position vs. time graph will pass through the two dots plotted for you.

3
O

| 14
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.I The Chase

NAME DATE

Scenario
A truck is traveling at a constant speed of 20 m/s
through a school zone. At time t = 0 seconds, he passes
a hidden police car that is at rest. Five seconds after
the truck passes, the police car begins accelerating at a
constant rate of 2 m/s2 in order to catch the truck.

Using Representations
PART A: On the axis at right, sketch and label graphs of the
velocity of the truck and the police car as functions of

truck and the police car. Include a key.

Data Analysis
PART B:

i. Using the graph you made in Part A, determine the

time at which the speed of the truck is equal to the
speed of the police car. Mark this time as t 1.
ii. How will the positions of the police car and the truck compare when they have the same speed
and why?

PART C: Explain in a short sentence or two how you could use the graph you made in Part A to determine the
time at which the truck and the police car are in the same location.

| 15
Return to Table of Contents
© 2019 College Board
 1.I The Chase

Argumentation
PART D: Angela and Blake are discussing Carlos’s graph of position as a function of time for the police car.

Angela says, “Since the police car is accelerating, the graph of position vs. time should be a curve,
showing that the speed is changing. The graph of position vs. time for the police car is correct.
Blake says, “I don’t see how that can be. The police car waits for 5 seconds before moving.
The graph shouldn’t start at (0, 0) but at (5, 0).”
Which aspects of Angela’s reasoning, if any, are correct? Support your answer with evidence.

Which aspects of Blake’s reasoning, if any, are correct? Support your answer with evidence.

| 16
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.J Vertical Motion

NAME DATE

Scenario

an upward acceleration of 5 m/s2 for 10 seconds. After this

down back to Earth’s surface.

Using Representations
PART A: Sketch a graph of the acceleration as a function of time from
t = 0 seconds to t = 10 seconds.

PART B: Sketch a graph of the velocity as a function of time from t = 0 seconds to t = 10 seconds.

Data Analysis
PART C: From the graph drawn in Part B, determine the velocity of the rocket after the initial 10 seconds of travel.
The velocity of the rocket at the end of 10 seconds is .
PART D: From the graph drawn in Part B, determine the height of the rocket after 10 seconds.

Height =

Argumentation
PART E:

The acceleration of the rocket 10.1 seconds after it was launched is .

| 17
Return to Table of Contents
© 2019 College Board
 1.J Vertical Motion

PART F: 10.1 seconds after the rocket was launched, indicate whether the rocket moving upward or downward.
Upward Downward
Choose one piece of evidence to support your claim and write it below.

| 18
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1. K Free Fall

NAME DATE

Scenario

from rest with an upward acceleration of 5 m/s2

for 10 seconds. After this time, the engine shuts

to Earth’s surface.

Using Representations
PART A: Draw a graph of the acceleration as a function of time from t = 0 seconds to t = 20 seconds.

PART B: Draw a graph of the velocity as a function of time from t = 0 seconds to t = 20 seconds.

| 19
Return to Table of Contents
© 2019 College Board
 1.K Free Fall

Quantitative Analysis
PART C: Using the kinematics equation , a classmate writes out the following solution

acceleration, velocity, position, constant, changing, and zero, why the solution below is incorrect.

Argumentation
PART D: From your velocity vs. time graph in Part B, determine the time when the rocket reaches its
maximum height.
Time for the rocket to reach its maximum height =
Explain how you determined your answer.

PART E: Make a claim about the numerical value of the rocket’s maximum height.
The rocket’s maximum height is equal to

Evidence: What physical feature of the velocity vs. time graph supports your claim?

| 20
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.L Linearizing Graphs

NAME DATE

Scenario
Angela, Blake, and Carlos have been
given a stopwatch, several large
spheres, and a meterstick and have
been asked to determine the acceleration
due to gravity. They decide that they
need to collect drop height and time

heights to create a position vs. time

graph. The averages of the collected
data are shown in the data table below.

H (m) T (s)

0 0

0.50 0.32

0.75 0.40

1.0 0.46

1.25 0.50 Graph Relationship

As x increases, y
Quantitative Analysis increases proportionally.
PART A: Graph the drop height as a function of fall time on the axis above. y is directly proportional
to x.
PART B: Based on your graph and the table at the right, identify the
correct relationship between the drop height and the time to
fall to the ground. As x increases, y
decreases. y is inversely
Claim: The is proportional to x.
physical quantity

to the
proportional / inversely proportional square / square root

of y is proportional to the
physical quantity square of x.
PART C: The relationship between drop height and time to fall can
be compared to the equation for a line, so that the students
can create what is called a linearized graph. Fill in the
third column in the data table with appropriate values and
graph to create a linearized graph. The square of y is
proportional to x.

| 21
Return to Table of Contents
© 2019 College Board
 1.L Linearizing Graphs

PART D: What quantities should be plotted on a graph if the graph is to have a linear trend and the slope of

Using Representations
PART E: Plot the appropriate quantities stated in Part D on the graph below. Label the axes with quantities, a

Quantitative Analysis
PART F:

acceleration due to gravity.)

| 22
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.M Projectile Motion

NAME DATE

Scenario
A rock is thrown horizontally with speed v H,
as shown in the diagram to the right.

Using Representations
PART A: On the diagram, choose a location for a horizontal and vertical origin. Label
your choice with x = 0 and y = 0 on the diagram. Choose a horizontal and
vertical positive direction and label those directions on the diagram using
arrows.

Quantitative Analysis
PART B: Identify an equation that can be used to solve for the time it takes the rock to hit the ground. Write

textbook, or the AP Physics 1 equation sheet.)

PART C: Rearrange the equation you wrote above in Part B to solve for the time it will take the rock to hit the
H, v, and
physical constants as necessary).

t=
PART D: Identify an equation that can be used to solve for the horizontal distance between the bottom of the

PART E: Rearrange the equation you wrote above in Part D to solve for the horizontal distance D between
H, v, and physical
constants as necessary.

D=

| 23
Return to Table of Contents
© 2019 College Board
 1.M Projectile Motion

PART F: How, if at all, would the equations written in Parts C and E change if the projectile was thrown from

| 24
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.N Projectile Motion Part 2.

NAME DATE

Scenario
A rock is thrown horizontally with speed v from the top of a
H as shown in the diagram to the right.

Using Representations
PART A: Sketch the following graphs of the motion of the rock on the
axes provided below the diagram to the right:
PART B: A second rock is now thrown at an angle θ above the horizontal
at the same speed v and from the same height H as the rock
in Part A. On the same set of axes in Part A, sketch the graphs

lines.

Argumentation
PART C: If the second rock was instead thrown horizontally with
initial speed 2v, would the horizontal distance D between the

Claim:

the place where the rock lands is:

_____ Larger ____ Smaller _____ The same

Evidence: The
physical quantity/quantities

for both rocks is/are the same, so the to fall

physical quantity

is also the same. Since both rocks are in the air for the same

, the rock that is going horizontally faster,

physical quantity

Rock goes .
A or B Further, Less Far, Equal Distance

| 25
Return to Table of Contents
© 2019 College Board
 UNIT

1 Kinematics | 1.O 2D Motion

NAME DATE

Scenario

to a table so that the dart is launched horizontally. A target is placed in

front of the crossbow so that the crossbow is pointing directly at the center
of the target. The distance D from the crossbow to the target is varied, and
H from the center that the dart
strikes the target is measured.

Quantitative Analysis
The data taken by the engineer are shown in the table.

Horizontal Distance Vertical Distance Time the Dart Is a

to Target D(m) Dart Falls H(m) Projectile T(s)

0.084

10.00 0.169

15.00 0.408

20.00 0.677

25.00 0.975

PART A: Using the assumption that the crossbow darts were projected horizontally, derive an expression
for T in terms of H and g . (Remember that derivations should start with a fundamental equation of
physics, i.e., an equation given on the AP Physics 1 equation sheet.)

Step 1:

Step 2:

Step 3:

Step 4:

PART B: T calculated using your expression in Part A.

Use g = 9.8 m/s2

| 26
Return to Table of Contents
© 2019 College Board
 1.O 2D Motion

Using Representations
PART C: What quantities should be plotted on a graph if the graph is to have a linear trend and the slope of

PART D: Plot the quantities stated in Part C on the graph below. Label the axis with quantities, a scale, and

Quantitative Analysis
PART E:
(Hint: Carefully calculate the slope and determine the relationship between the quantities you
plotted on the graph above and how they relate to the speed of the crossbow darts. Use the slope to
determine the speed.)

| 27
Return to Table of Contents
© 2019 College Board
Page 28 has been left intentionally blank
Workbook | 2019

Unit 2 -
Dynamics

| 29
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.A Relationship Between Force and Acceleration

NAME DATE

Scenario
Carlos and Dominique collect the following data from an experiment where they exerted the same force,
F

Trial Mass Acceleration

1 1.5 m/s2
2 0.75 m/s2
3 0.60 m/s2
2

5 0.30 m/s2
6 0.20 m/s2
7 0.15 m/s2

Using Representations
PART A: Plot the acceleration of the boxes versus the mass of each box.

| 30
Return to Table of Contents
© 2019 College Board
 2.A Relationship Between Force and Acceleration

Data Analysis
Graph Relationship

As x increases, y
increases proportionally.
y is directly proportional
to x .

As x increases, y
decreases. y is inversely
proportional to x .

y is proportional to the
square of x .

The square of y is
proportional to x .

PART B: Based on the graph you created in Part A, identify the correct relationship between the acceleration
and mass of an object. Fill in the blanks.
As mass , acceleration . Therefore, acceleration is
to mass.
PART C: Based on your analysis in Part B, what could be graphed instead of mass and acceleration that would
lead to a linear relationship?

PART D: What is the physical meaning of the slope of the linearized graph suggested in Part C?

| 31
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.B Force and Acceleration

NAME DATE

Scenario
Angela is standing on a very low-friction skateboard while Blake
pushes her away from the motion detector, which is set to record

Analyze Data
PART A:
between the change in Angela’s motion and the interaction
with Blake. Fill in the blanks.
When Blake pushes harder, the slope of the velocity vs. time
line .
Since the slope ,
the acceleration is .
When Blake stops pushing, the slope of the velocity vs.
time line becomes . Since the slope is now
, this means that the acceleration is also .

Using Representations
PART B: The students then repeat the experiment, this time with
Angela holding two textbooks and then four textbooks.
Sketch a diagram of the velocity vs. time for Angela with
two and then four textbooks. Blake pushes with the same
force every time. The velocity of Angela without textbooks is
already sketched.

Argumentation
PART C: The following statement is written to describe what will

pushing. Cross out any incorrect statements and explain why

they are incorrect. (Use the checklist to help you check your own
writing! After you have written your answer, make sure that you

“After Blake stops pushing, Angela will travel at a constant

speed for a few seconds before she runs out of force. Then
she will decelerate and stop.”

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I used physics vocabulary (force,
mass, acceleration, velocity,

| 32
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.C Force

NAME DATE

Scenario
Carlos pushes a block of mass, m, across a rough horizontal surface
at a constant speed by applying a force, F

Using Representations
PART A: The dot at right represents the block. Draw a free-body diagram

magnitudes of all the forces. Each force must be represented by a

distinct arrow starting on and pointing away from the dot.

Quantitative Analysis
PART B: Blake is asked to use Newton’s second law to derive an equation
that relates the force of gravity and the normal force from the surface

side of the table below. For each line of the derivation, explain in

as an example.

We start with Newton’s second law, which says that the sum of all the forces exerted on an
object is equal to the object’s mass times the object’s acceleration.

| 33
Return to Table of Contents
© 2019 College Board
 2.C Force

Make an Argument
PART C: Carlos gets tired of pushing and instead begins to pull with force F pull at an angle to the horizontal.
The block slides along the rough horizontal surface at a constant speed. A free-body diagram for the
situation is shown below. Blake makes the following claim about the free-body diagram:
Blake: “The velocity of the block is constant, so the net force exerted on the block must be zero.
Thus, the normal force F N equals the weight F mg, and the force of friction Ff equals the applied
force F pull .”
What, if anything, is wrong with this statement? If something is
wrong, identify it and explain how to correct it. If this statement is
correct, explain why.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I used physics vocabulary (force,
mass, acceleration, velocity,

| 34
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.D Newton’s Third Law and Eliminating Internal Forces

NAME DATE

Scenario

2 m/s2

Using Representations
PART A: The dots below represent the three train cars. Draw free-body diagrams showing and labeling the

relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on
and pointing away from the dot. For each diagram, write an equation that relates the horizontal forces
in the diagram to acceleration.

Forces on the 3,000 kg car Forces on the 2,000 kg car Forces on the 1,000 kg car

= = =

PART B:
system
the relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting
on and pointing away from the dot. For each diagram, write an equation that relates the forces in the
diagram to acceleration.

Forces on the system of the Forces on the system of the Forces on system of the 3,000 kg,
2,000 kg and 3,000 kg cars 2,000 kg and 1,000 kg cars 2,000 kg, and 1,000 kg cars

= = =

|
Return to Table of Contents
© 2019 College Board
 2.D Newton’s Third Law and Eliminating Internal Forces

Quantitative Analysis
PART C: F1, F2 , and F3.

Argumentation
PART D: Without referencing any math or any numbers, explain why F 1 is the greatest tension and F 3 is the
smallest tension, even though F 3 is connected to the greatest mass.

| 36
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.E Newton’s Second and Third Laws

NAME DATE

Scenario

force F m2
is greater than the mass m 1

Using Representations
PART A: The dots below represent the two blocks. Draw free-body diagrams showing and labeling the forces

magnitudes of all the forces. Each force must be represented by a distinct arrow starting on and
pointing away from the dot.

Quantitative Analysis
PART B: Derive the magnitude of the acceleration of block 2. Express your answers in terms of m1, m 2 , g, and F.

The sum of the external forces on the system will be equal to

the mass of the system times the acceleration of the system.

The net external force (in the horizontal direction) is Fpush .

The mass of the system is the sum of the two masses.

The acceleration of the system is then:

And since mass 2 will have the same acceleration as the

system, the acceleration of mass 2 is:

| 37
Return to Table of Contents
© 2019 College Board
 2.E Newton’s Second and Third Laws

Block 3 of mass m 3 is added to the system as shown at right. The

three boxes are pushed across the same surface with the same
external force F.

Argumentation
PART C: Indicate whether the magnitude of the acceleration of block 2 is now larger, smaller, or the same as
in the original situation. Justify your answer.
Larger Smaller Same

| 38
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.F Direction of Friction

NAME DATE

Scenario
A bulldozer of mass M pushes a cube of cement of
mass m

Using Representations
PART A: The dots below represent the bulldozer, cube, and bulldozer-cube system. Draw free-body diagrams

an “external force” diagram.

External Forces on
Forces on Bulldozer Forces on Cube Bulldozer/Cube System

= = =

Quantitative Analysis
PART B: In the blanks above, write an equation stating Newton’s second law in the horizontal direction for the
bulldozer, the cube, and the bulldozer-cube system.

PART C: Use the equation created for the external forces on the bulldozer-cube system to determine the
acceleration of the bulldozer-cube system if the mass of the bulldozer is 1,000 kg, the mass of the
rock is 500 kg, the force of friction on the bulldozer is 5,000 N, and the force of friction on the cube
is 2,000 N.

| 39
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.G Acceleration in Two Dimensions

NAME DATE

Scenario
A 300 kg
t = 0 seconds, the box is lowered with a
downward acceleration of 1.5 m/s2

Using Representations
PART A: The dot below right represents the box. Draw a free-body diagram

magnitudes of all forces. Each force must be represented by a

distinct arrow starting on and pointing away from the dot.
PART B: In a brief sentence, support the magnitude of the normal force in
comparison to the gravitational force on the box.

Argumentation
PART C: Blake derives an equation for the height of the box as a function of time,
makes a mistake, and comes up with . Without deriving
the correct equation, how can you tell that this equation is not
plausible— in other words, why does it not make physical sense?

PART D: At time t = 0 seconds, the forklift also begins to move forward with an
acceleration of 2 m/s2 while lowering the box as described above. The
box does not slip or tip over while the forklift is accelerating forward.
The dot at right represents the box. Draw a free-body diagram showing

forces. Each force must be represented by a distinct arrow starting on

and pointing away from the dot.

| 40
Return to Table of Contents
© 2019 College Board
 2.G Acceleration in Two Dimensions

PART E: Explain in a brief sentence why the force of friction points in the direction you sketched in Part D.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I used physics vocabulary (force,
mass, acceleration, velocity,

Quantitative Analysis
PART F: When the box is only being accelerated forward, a max has one value. (a max is the maximum

forward and down, a max is less. Explain in a clear, coherent paragraph-length response why this
is true.

| 41
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.H Forces on Inclined Planes

NAME DATE

Scenario
Angela and Carlos are asked to determine the
relationship between the normal force on a box of
mass m and the angle of incline of the box θ as the box

Using Representations
PART A: The dot at right represents the block on the incline.
Draw a free-body diagram showing and labeling the

magnitudes of all the forces. Each force must be

represented by a distinct arrow starting on and pointing
away from the dot. The dotted line represents the incline.

Quantitative Analysis
PART B: Start with Newton’s second law to derive an equation
that relates the normal force with the angle of incline.
For each line of the derivation, explain in words what

an example. Express your answer in terms of m , θ , and

physical constants as appropriate.

Newton’s second law states that the sum of the forces in the “y ” direction
will be equal to the mass of the box times the acceleration of the box in the
y -direction, therefore:

| 42
Return to Table of Contents
© 2019 College Board
 2.H Forces on Inclined Planes

Analyze Data
Angela and Carlos then perform an experiment to test the equation they derived in Part B.
The following data are collected.

Normal Force (N) Angle (degrees)

97 10
95 15
85 30
80 35
75
63 50
60

PART C: Based on the equation you created in Part B, what data should be plotted to create a linearized graph
for this experiment?

PART D: What is the physical meaning of the slope?

| 43
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.I Stopping Distance

NAME DATE

Scenario
Consider a car of mass m moving with initial speed v 0 on a
t = 0, the driver fully applies the
brakes to avoid colliding with debris in the road in front of

value μ k

Using Representations
PART A: The dot at right represents the car. Draw a free-body diagram showing

the car slides to a stop. Draw the relative lengths of all vectors to

represented by a distinct arrow starting on and pointing away from the

dot. Note that the car is moving to the right.

Argumentation
PART B: The stopping distance D depends on the value of v 0 and μ k.
i. Does the value of D increase or decrease with increasing initial
speed v 0? Give a physical explanation why this is the relationship.
Increase Decrease Remains the same

ii. Does the value of D μk?

Give a physical explanation why this is the case.
Increase Decrease Remains the same

| 44
Return to Table of Contents
© 2019 College Board
 2.I Stopping Distance

PART C: In the spaces below, derive two equations, one in the “y ” direction and one in the “x ” direction,
expressing Newton’s second law using the symbols m , g, a , μ and physical constants as appropriate.

Newton’s second law states that the sum of the forces in the “y
will be equal to the mass of the car times the acceleration of the car in the “y ”
direction, therefore:

|
Return to Table of Contents
© 2019 College Board
 2.I Stopping Distance

Quantitative Analysis
PART D: Use your equations from Part C along with an appropriate kinematic equation to do the following:
i. Write an equation for D in terms of v 0 , g, and µ .

D, v 0, and µ outlined in Part B.

| 46
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics |
NAME DATE

Scenario
M has taken

x = 0 at time t = 0 and it is moving to the right with initial speed

v0
a hanging mass object of mass m by a string that passes over an
x = D at
time t = t1
returns to position x = 0 at time t = t 2 , having a leftward speed v 2

Using Representations
PART A: The dots below represent the block on the table during the interval 0 < t < t 1 and t 1 < t < t 2 .

magnitudes of all the forces. Each force should be a single arrow that originates on the dot.

Forces during 0 < t < t1 Forces during t1 < t < t2

Analyze Data
PART B: Is the magnitude of the block’s acceleration greater before the block reaches x = D or after?
Explain your reasoning in terms of the forces that you drew in the above diagrams.

| 47
Return to Table of Contents
© 2019 College Board
PART C: On the grid below, sketch a graph of the block’s velocity as a function of time, taking right to be
positive. Label the values v 0 , t 1, and t 2 on the axes. Make sure that your graph is sketched to show
that the block travels the same distance forward and backward.

| 48
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.K Acceleration of Systems

NAME DATE

Scenario
M

mass m = 10 kg
and pulls with a constant force equal to 98 N

Using Representations
PART A: The dots below represent each object in Case 1. Draw the forces acting on those objects after the
system is released. Use the grids to draw longer arrows to represent stronger forces. Assume that
m < M. Recall that the system is accelerating.

M Case 1: Hanging object m

| 49
Return to Table of Contents
© 2019 College Board
 2.K Acceleration of Systems

Argumentation
PART B: Angela and Dominique are observing this demonstration and note that the block accelerates in both
cases. However, the block reaches the right edge of the table in less time in Case 2 even though the
force on the string in this case is the same as the weight of the hanging object in Case 1.

ii. This can also be explained by considering systems. Let the system in Case 1 consist of both the
hanging object and the block on the table. Let the system in Case 2 consist only of the block on
the table. Explain how Newton’s second law, when applied to these systems, predicts that the
block in Case 2 reaches the end of the table in less time.

|
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.L Hooke’s Law Springs

NAME DATE

Scenario

Carlos suggests that both the spring and rubber band exert a force that is directly proportional to their

Experimental Design
PART A: Describe a procedure that Carlos could perform to make measurements that would allow him
to show evidence for his claim. Assume that Carlos has access to a spring, a rubber band, and
equipment typically found in a school physics laboratory. Describe the measurements to be made
and with what equipment. Include enough detail that another student could follow the procedure.
Draw a diagram of the experimental setup.

What Needs to Be Measured and Procedure:

Stretch length (∆L )

Applied force (F )

Labeled Diagram of the Setup

Analyze Data
PART B: How would the measurements be analyzed in order to test Carlos’s claim about the behavior of a
spring and a rubber band?

|
Return to Table of Contents
© 2019 College Board
 2.L Hooke’s Law Springs

PART C: Carlos collects the measurements shown below. Graph the data on the axis below.

Force Applied [N] 10 20 30 50

Stretch Length of Spring [m] 0.11 0.20 0.29 0.51

Stretch Length of Rubber Band [m] 0.10 0.17 0.20 0.22

Argumentation
PART D: Does the graph show evidence that supports Carlos’s
claim? Be sure to address both the spring’s behavior
and the rubber band’s behavior.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I compared the situations (stated

I contrasted the situations (stated

I used physics vocabulary (force,

|
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.M Limiting Cases

NAME DATE

Scenario

sister have a total mass m

the sled and the ground is μ k , and Blake causes the rope connected
to the sled to have a constant tension force T that makes an angle θ

Using Representations
PART A: The dot at right represents the sister and sled system. Draw a free-

exerted on the system. Draw the relative lengths of all vectors to

represented by a distinct arrow starting on and pointing away from

the dot.

Argumentation
PART B: Suppose that Blake increases the angle θ slightly but keeps the
angle less than 90o. Angela and Carlos debate how this will change
the magnitude of the sled’s acceleration.

angle will decrease the acceleration of the angle will increase the acceleration of the
sled. Explain why this is possible in terms of sled. Explain why this is possible in terms of
the free-body diagram you drew above. the free-body diagram you drew above.

|
Return to Table of Contents
© 2019 College Board
 2.M Limiting Cases

Quantitative Analysis
PART C: Derive expressions for the following in terms of m , μ , Fp, and θ :

ground exerts on the ground exerts on

the system. the system.

|
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.N Experimental Procedure Design

NAME DATE

Scenario
Dominique reads that race cars have wide tires because the increased area of contact between

friction on an object is directly proportional to the area of the object in contact with the surface

Experimental Design
PART A: Explain how Dominique and Blake could determine the force of kinetic friction exerted on one of the
wooden pieces.

What Needs to Be Measured and Procedure:

Labeled Diagram of the Setup

|
Return to Table of Contents
© 2019 College Board
 2.N Experimental Procedure Design

Block A B C D E

Area [m2] 0.0025 0.0050 0.0075 0.0100 0.0125

Volume [m3] 0.00005 0.00010 0.00015 0.00020 0.00025

Kinetic Friction Force [N] 0.11 0.19 0.31 0.39 0.50

Analyze Data
PART B: On the grid, plot a graph of the data that could be used to test Dominique’s SPECIFIC hypothesis.

PART C: Does the graph itself support Dominique’s hypothesis? Why or why not?

Argumentation
PART D:

|
Return to Table of Contents
© 2019 College Board
 UNIT

2 Dynamics | 2.O Spring Force and Acceleration

NAME DATE

Scenario
Angela is given a spring, meterstick, stopwatch, and set of objects of known mass, that can be

Experimental Design
PART A:
this equipment.

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

equipment to analyze the motion of the elevator between the time that the doors close and the

elevator’s maximum upward speed v max and the upward acceleration a that the elevator has as its
speed increases to maximum.
The elevator has no windows, so there is no way for her to make measurements relative to
anything outside the elevator.

|
Return to Table of Contents
© 2019 College Board
 2.O Spring Force and Acceleration

PART B: Outline a brief procedure that explains how measurements are to be made that can be used to
calculate v max and a

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

Analyze Data
PART C: Explain how the measurements made in the procedure outlined in Part B can be used to determine
the values of v max and a .

|
Return to Table of Contents
© 2019 College Board
 2.O Spring Force and Acceleration

Argumentation
PART D: An object connected to the spring causes the spring to be 10-cm long before the elevator begins to
move. When the elevator has reached half its maximum speed, the spring is 12 cm long.

speed? Explain your reasoning.

ii. How long is the spring when the elevator is moving upward but slowing down with the same
magnitude acceleration a that it had while speeding up?
Longer than 10 cm Equal to 10 cm Shorter than 10 cm
Explain your reasoning.

|
Return to Table of Contents
© 2019 College Board
Page 60 has been left intentionally blank
Workbook | 2019

Unit 3 -
Circular
Motion and
Gravitation
| 61
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.A Inertia and Acceleration

NAME DATE

Scenario

Using Representations
PART A: Sketch and label vectors for velocity, acceleration, and net force on the
car. (This is NOT a free-body diagram.)
Which way does Angela’s body “feel” pushed? Explain in a short
sentence why she feels this way.
She feels pushed because

PART B: As she approaches a stop sign, she slams on

the brakes. Sketch and label vectors for velocity,
acceleration, and net force on the car. (This is
NOT a free-body diagram.)

Which way does Angela’s body “feel” pushed?

Which way is the car accelerating?
Which direction is the net force on the car?
PART C: As Angela continues driving, she rounds a corner at a constant speed. Sketch and label vectors for
velocity, acceleration, and net force on the car. (This is NOT a free-body diagram.)

Which way does Angela’s body “feel” pushed?

Which way is the car accelerating?
Which direction is the net force on the car?

| 62
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.B Direction of Acceleration and Velocity

NAME DATE

Scenario

Using Representations
PART A: For the following situations, determine if the car is speeding up, slowing down, or staying at a
constant speed and turning clockwise, counterclockwise, or not turning.

Speeding Up/ Turning Clockwise/

Slowing Down/ Turning Counterclockwise/
Physical Scenario Constant Speed Not Turning

| 63
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.C Centrifugal Force

NAME DATE

Scenario

M m (M > m)

Using Representations
PART A: Sketch the paths that the left and right mirrors
take during the turn.
PART B:
that the two blocks of ice take during the turn.
Assume that friction between the bed of the truck
and the ice may be neglected.

Argumentation
PART C: Your friend, who is not in physics class, says the
blocks go to the outside of the truck because a
centrifugal force is acting on them. In a few brief
sentences, explain why your friend is incorrect.
Reference the diagram above in your answer.

PART D: The truck then approaches another intersection

to make a turn. The truck can either make a left
turn or a right turn as shown in the diagram.
Assume that the truck approaches, makes the turn,
and continues in the new direction all without
changing speed.
The centripetal force for the turn is provided by
the force of static friction, which is determined
by the relationship . In a few short
sentences, explain why the force of static friction,
and not kinetic friction, is exerted on the truck
even though the truck is in motion.

| 64
Return to Table of Contents
© 2019 College Board
 3.C Centrifugal Force

PART E: In a few short sentences, explain what happens if the value of is greater than the value
of .

PART F: Which turn (left or right) requires the truck to slow down more
Checklist:
in order to make the turn safely? Explain your answer using
appropriate relationships. I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I used physics vocabulary (force,

velocity, speed, time, radius).

| 65
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.D Vertical Circles

NAME DATE

Scenario
2N
2m
7N
15 N

Dominique: “The net force on the ball at the top position is 7 N

since the net force is the same as the tension.”
Carlos: “No, the net force on the ball includes the centripetal force, tension, and weight.
The tension and the weight are acting downward and have to be added. Then you need to

and include it in the net force.”

Analyze Data
PART A: Cross out the incorrect statements for each student’s argument.
PART B: In a few short sentences, state the net force on the ball at the top of the circle and support your claim
with evidence.

Using Representations
PART C: The diagram at right shows the circular path of the ball from Part A. The dots
below represent the ball at the marked locations on the circular path. Draw
free-body diagrams showing and labeling the forces (not components) exerted

relative magnitudes of all the forces.

| 66
Return to Table of Contents
© 2019 College Board
 3.D Vertical Circles

Quantitative Analysis
PART D: Derive an expression for the minimum speed the ball can have at point Z without leaving the

completed for you as an example.

The sum of the force is equal to ma , and since the ball is in circular motion, a is the
centripetal acceleration.

PART E: Suppose the breaks at point P. Describe the motion of the ball after the string breaks. (When
describing the motion of an object, you need to discuss what is happening to the position, velocity,
and the acceleration of the object.) Tell the story of the motion of the ball from the time the string
breaks until the ball reaches the ground.
Position:

Velocity:

Acceleration:

| 67
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.E Maximum Speed over the Top

NAME DATE

Scenario
m
R

Using Representations
PART A: The dot, at right below the picture, represents the car at
the top of the hill. Draw a free-body diagram showing
and labeling the forces (not components) exerted on the

relative magnitudes of all the forces. Each force must be

represented by a distinct arrow starting on and
pointing away from the dot.

Quantitative Analysis
PART B: Starting with Newton’s second law, derive an expression for the maximum
speed v the car can have without losing contact with the road. For each line
of the derivation, explain what was done mathematically (i.e., annotate your
derivations). Your expression should be in terms of R and physical constants.

The net force on the car at the top of the hill is equal to the acceleration of the car
times the mass of the car.

| 68
Return to Table of Contents
© 2019 College Board
 3.E Maximum Speed over the Top

Argumentation
PART C: In your derivation, you set the normal force equal to zero. Explain why.

PART D: A truck of mass 2 m passes over the same bump. Compared

Checklist:
to the car, how many times bigger or smaller is its maximum
speed without losing contact with the road? Justify your I answered the question directly.
answer with reference to your expression in Part B.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I used physics vocabulary (force,
mass, acceleration, centripetal,
velocity, speed, time, radius).

| 69
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.F Horizontal Circles

NAME DATE

Scenario
m
R

speed is v 0
µs

Using Representations
PART A: The dot at right represents the car. Draw a free-body diagram showing and
labeling the forces (not components) exerted on the car as it rounds the corner.

the forces. Each force must be represented by a distinct arrow starting on and
pointing away from the dot.

Argumentation
PART B: i. Suppose that the car encounters a wet section of the curved roadway
µs.
The maximum safe speed to make this turn is v 1. Mark the correct
relationship between v 0 and v 1.
v1 < v0 v1 = v0 v1 > v0
Explain your reasoning using physical principles without manipulating equations. (This means
you may reference equations from the equation sheet but should not derive an equation for the
relationship between µ and F N .)

ii. Suppose that the police car arrives at another section of roadway that also curves but has a
radius of curvature greater than R . The maximum safe speed to make this turn is v 2 . Mark the
correct relationship between v 0 and v 2 .
v2 < v0 v2 = v0 v2 > v0
Explain your reasoning using physical principles without manipulating equations. (This means
you may reference equations from the equation sheet but should not derive an equation for
the relationship.)

| 70
Return to Table of Contents
© 2019 College Board
 3.F Horizontal Circles

Quantitative Analysis
PART C: Derive an expression for the maximum safe speed that the car can take the turn in terms of µ and R .

PART D: i. Explain how your expression in Part C supports your answer for Part B (i).

ii. Explain how your expression in Part C supports your answer for Part B (ii).

| 71
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.G Mass and Frictional Force

NAME DATE

Scenario
m
distance R
period T

Using Representations
PART A: The dot at right represents the coin when the coin is at the location shown
above in the diagram. Draw a free-body diagram showing and labeling the forces
(not components) exerted on the coin. Draw the relative lengths of all vectors to

by a distinct arrow starting on and pointing away from the dot.

Create an Equation
PART B: Starting from the equation Ff ≤ µF N , an inequality has been derived that must

Ff ≤ µF N

| 72
Return to Table of Contents
© 2019 College Board
 3.G Mass and Frictional Force

Argumentation
Blake and Carlos are trying to predict whether the coin will slip if the coin is “too close” to or
“too far” from the axis of rotation. The students reason as follows:
Blake: “I think that the coin will slip if it is too close to the axis. It is like if a car takes a turn too
tightly, the car can slide out of control. There’s not enough force if the radius is too small.
Carlos: “I think that the coin will slip if it is too far from the axis. It’s like a merry-go-round; if I ride
a merry-go-round near the center, then I don’t feel much force pulling me to the outside,
but if I ride near the outside, there is more force pulling me away from the axis.
PART C: For each student’s statement, state whether the inequality written in Part B provides support for
that statement. If so, explain how. If not, explain why not. Ignore whether the student’s statement is
correct or incorrect for this part.
Blake’s Statement Carlos’s Statement

PART D: State whether the coin will slip when it is “too close” to or “too far” from the axis.
too close too far
PART E:
Angela believes that a lighter coin is less likely to slip because a lighter coin requires less force.
Dominique believes that a heavier coin is less likely to slip because a heavier coin can have a greater
amount of friction. Using your equations along with other physical principles, explain how the coin’s

| 73
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.H The Rotor Ride

NAME DATE

Scenario
m
v

Using Representations
PART A:
out. Draw a free-body diagram showing and labeling the forces (not components)

magnitudes of all the forces. Each force must be represented by a distinct arrow
starting on and pointing away from the dot.

Create an Equation
PART B:
out. For each line of the derivation, explain what was done mathematically
(i.e., annotate your derivation). Express your answer in terms of m , v, R and
physical constants as appropriate.

Data Analysis
On the next ride, Carlos takes a force sensor and places it between himself and the wall of the ride
and collects the following data about the force from the wall and the speed of the ride:

Force from the Wall Speed of the Ride

10

12

| 74
Return to Table of Contents
© 2019 College Board
 3.H The Rotor Ride

PART C: Which quantities should be graphed to yield a straight line whose slope could be used to determine
the radius of the ride? Justify your answer. 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.

PART D: Plot the graph on the axes below. Label the axis with the variables used and appropriate numbers to

PART E: Using the slope calculated in Part D, determine the radius of the ride if Carlos’s mass is 50 kg.

| 75
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.I The Conical Pendulum

NAME DATE

Scenario
M L

Using Representations
PART A: i. The dot below represents the ball at the instant it appears in the
diagram. Draw a free-body diagram showing and labeling the forces
(not components) exerted on the ball. Draw the relative lengths of

cannot become completely horizontal no matter how fast the ball is whirled.

Create an Equation
PART B: i. Derive an equation that relates the speed v of the ball in its circle to the string length L and
angle θ
the radius of the circle in terms of L and θ ?]

| 76
Return to Table of Contents
© 2019 College Board
3.I The Conical Pendulum

ii. How does your equation in Part B (i) show that the rope cannot become horizontal no matter
how fast the ball is whirled?

| 77
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.J Centripetal vs. Linear Acceleration

NAME DATE

Scenario

θ
P

Data Analysis
PART A: In Case 1, the block is released from rest. Is the block accelerating?
Yes No
Explain, and if yes, determine the direction of the acceleration.

In Case 2, the block is released so that it travels with a constant speed along the dotted circular
path. Is the block accelerating?
Yes No
Explain, and if yes, determine the direction of the acceleration.

Using Representations
PART B: In both diagrams below, the weight Fg of the block is drawn. Draw the normal force exerted in
each case on the corresponding diagram. Use the grids provided to make each normal force have

the direction of the acceleration.)

Case 1 Case 2

| 78
Return to Table of Contents
© 2019 College Board
 3.J Centripetal vs. Linear Acceleration

Quantitative Analysis
PART C: Derive an expression for the magnitude of the normal force exerted on the object in each case in
terms of Fg, θ, and physical constants as necessary.
Case 1 Case 2

PART D: Use the diagrams in Part B to explain why the normal force is greater in Case 2. Then use your
equations in Part C to explain why the normal force is greater in Case 2.

| 79
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.K Friction as the Centripetal Force

NAME DATE

Scenario

µs

Experimental Design
PART A:
of static friction to be calculated. Be sure to explain clearly what rotational period must be measured
and how experimental error can be reduced.

Quantitative Analysis
PART B: Starting with Newton’s laws and basic equations for circular motion, derive an equation that
relates µ , r, T, and fundamental constants.

| 80
Return to Table of Contents
© 2019 College Board
 3.K Friction as the Centripetal Force

The student collects the data shown in the table above.

r (m) T (s) T 2 (s2)
PART C: Plot the data on the T 2 vs. r graph shown below. Draw
0.1 1.96
0.2 2.0
0.3 2.3
2.7 7.29
2.9

PART D:
value of µ .

| 81
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.L Inertia in Space

NAME DATE

Scenario

9.8 m/s2

Using Representations
PART A: On the image at right, sketch and label vectors that represent the
astronaut’s velocity and acceleration.
PART B: The dot at right represents the astronaut standing in the space station.
Draw a free-body diagram showing and labeling the forces (not components)
exerted on the astronaut at the instant shown. Draw the relative lengths of

PART C: The astronaut drops a ball. On the following diagrams, sketch the velocity and
acceleration vectors for the ball as seen by an observer outside the space station
in an inertial frame of reference. These are NOT free-body diagrams.

After the ball is released and

PART D: From the point of view of a person watching from outside the space station, what does the path of
the ball look like?

PART E: From the point of view of the astronaut inside the space station, what does the path of the ball
look like?

| 82
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.M Gravitational Fields

NAME DATE

Scenario

Quantitative Analysis
PART A: Derive the equation for gravitational, g, due to a planet.

PART B: Let g

answer should be a number multiplied by g For each line of the derivation, explain what was done
mathematically (i.e., annotate your derivation).

Argumentation
PART C: A rock is dropped 2.0 meters above the surface of Mars. Does this rock take a longer or a shorter
time to fall than a rock dropped 2.0 m above the surface of Earth? Justify your answer without
using equations.

| 83
Return to Table of Contents
© 2019 College Board
 3.M Gravitational Fields

PART D:

ground from a height h , depending on the mass and radius of the planet the object is on:

Regardless of whether this equation is correct, does it agree with your qualitative reasoning in Part C?
In other words, does this equation for t have the expected dependence as reasoned in Part C?
Yes No
t.

PART E: Another student deriving an equation for the time it takes for an object to fall from height h makes a

mistake and comes up with: . Without deriving the correct equation, how can you tell

explain your reasoning.

| 84
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.N Newton’s Law of Universal Gravitation

NAME DATE

Scenario

MJ

Orbital Period T Orbital Radius R

3

× 107 1.12 × 1010

× 107 1.26 × 1010

× 107 1.71 × 1010

× 107 2.02 × 1010

Create an Equation
PART A: Write an algebraic expression for the gravitational force between Jupiter and one of its moons.

PART B: Use your expression from Part A and the assumption of circular orbits to derive an equation for the
orbital period T of a moon as a function of its orbital radius R .

Data Analysis
PART C: Which quantities should be graphed to yield a straight line whose slope could be used to determine
the mass of Jupiter?

| 85
Return to Table of Contents
© 2019 College Board
 3.N Newton’s Law of Universal Gravitation

PART D: Complete the table by calculating the two quantities to be graphed. Label the top of each column,
including units.
PART E: Plot the graph on the axes below. Label the axis with the variables used and appropriate numbers to
indicate the scale.

PART F: Two identical probes are sent to study one of Jupiter’s moons. Probe A is in geosynchronous orbit
around the moon while probe B rests on the surface of the moon and rotates with the moon.
Rank the magnitudes of the following gravitational forces from greatest to least. If two or more
quantities are the same, say so clearly.
a. The force of the moon on probe A
b. The force of the moon on probe B
c. The force of probe A on the moon
d. The force of probe B on the moon
e. The force of probe A on probe B
f. The force of probe B on probe A
Greatest Least
Justify your ranking.

| 86
Return to Table of Contents
© 2019 College Board
 UNIT

3 Circular Motion and Gravitation | 3.O The Gravitational Force

NAME DATE

Scenario
Mass Orbital Radius Orbital Period
Planet [1024 kg] [109 m] [years]
Mercury 0.330
Venus 0.616
Earth 1.00
Neptune 102

Angela: “It appears that the more mass a planet has, the longer its period is. This is because more

Blake: “No, all the planets move at the same speed around the sun, but planets with greater orbital
radius must make longer circumference orbits, causing their orbital periods to be greater.”
Carlos: “It is the case that farther-radius planets must make farther-circumference orbits, but the
farther planets also go slower because there is less gravitational force acting on them.”
For this problem, consider one planet of mass m making a circular orbit of radius R around the sun
(mass M ). Let v represent the speed of the planet as it orbits the sun and T be the orbital period.

Create an Equation
PART A: Beginning with basic equations for gravitational and centripetal force and an equation that relates
speed and period of circular motion, derive an expression for the orbital period of this planet in terms
of R , M , v, and physical constants as necessary. Note that it may be helpful for Part B for you to
number your steps so that they can be referred to later.

Step 1

Step2

Step 3

Step 4

Step 5

Step 6

| 87
Return to Table of Contents
© 2019 College Board
 3.O The Gravitational Force

Argumentation
PART B: Your work in Part A can be used to support or refute the arguments of the three students. For each
student, explain which aspects of their reasoning is correct (if any) and incorrect (if any) and cite

each aspect.

Angela Blake Carlos

| 88
Return to Table of Contents
© 2019 College Board
Workbook | 2019

Unit 4 -
Work and
Energy

| 89
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.A Work

NAME DATE

Scenario
Starting from rest, a 1 kg cart moves to the right along a horizontal surface that exerts negligible
friction, while being pushed by a horizontal force F as shown. The force exerted on the cart as a
function of displacement is graphed below.

Data Analysis
PART A: Claim: The cart will have a change in mechanical energy of 48 J as its displacement is changed
by 12 m .
Collect evidence about the physical meaning of the area under the line on the graph that can be
used to support the claim above. Write an equation (including units) for the area between the force
line and the x -axis between x = 0 m and x = 12 m .

Evidence: The area under the line of the force vs. displacement graph is equal to
× = . This area is also known as the
number units number units number units

done on the object.

physical quantity

Reasoning: Fill in the blanks of the following statement:

The claim makes sense because the done on the cart is also equal to the change in

of the cart.
PART B: 12 m .

| 90
Return to Table of Contents
© 2019 College Board
 4.A Work

Using Representations
PART C: On the grid to the right, sketch a graph of the acceleration of the
cart as a function of displacement from x = 0 m to x = 12 m .
PART D: After creating her graph of acceleration vs. displacement,
Angela says, “Oh, the slope of a velocity graph represents the
acceleration. So, since the acceleration is constant at 4 m/s2 ,
the velocity should be a line with a slope of 4 m/s2 .
Do you agree with Angela?
Yes No
Explain.

PART E: Sketch a graph of the velocity of the cart as a function of displacement.

Quantitative Analysis
PART F: The equation can help describe the velocity of an object with a constant
acceleration as a function of position. Is this equation consistent with the graph you sketched in
Part E? Explain.

| 91
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.B Choosing Systems

NAME DATE

Scenario
A ball falls from rest from a height h. Consider the
ball to be the system.

Using Representations
PART A: Draw a dotted circle around the system.
PART B: The dot at right represents the ball. Draw a free-body diagram
showing and labeling the forces (not components) exerted on the
ball. (This should only include forces exerted on the system.) Draw

the forces. Each force must be represented by a distinct arrow starting

on and pointing away from the dot.
PART C: On the grid below, sketch a graph of the net external force on the ball
vs. height. What are the units of the area under the curve?
What does the area under the curve represent?

| 92
Return to Table of Contents
© 2019 College Board
 4.B Choosing Systems

PART D: Fill in the energy bar chart to describe the energy

of the system from when the ball is dropped to just
before it hits the ground. Use the lines below to
explain your reasoning.

Argumentation
PART E: Does the mechanical energy increase, decrease, or stay the same as the ball falls from height h?
Justify your answer by referencing the energy bar chart created in Part D.

PART F: If the system were to include Earth, how would that

change the energy bar chart? Sketch a new chart and
discuss the changes.

PART G: If the system were to include Earth, would the mechanical energy increase, decrease, or stay the same
while the ball was falling? Justify your answer by referencing the energy bar chart created in Part F.

| 93
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.C Energy Graphs

NAME DATE

Scenario
A ball is released from rest at a height h
Air resistance can be ignored.

Using Representations
PART A: On the following axis, sketch graphs of:
Ug vs. distance fallen, K vs. distance fallen, and total mechanical energy vs. distance fallen.
Clearly label each line or provide a key.

Ug vs. time, K vs. time, and total mechanical energy vs. time. Clearly label each line or provide a key.

| 94
Return to Table of Contents
© 2019 College Board
 4.C Energy Graphs

Argumentation
PART B: When the ball is halfway to the ground (at –12 h), is its kinetic energy more than, less than, or exactly
equal to half of its maximum kinetic energy? Explain.
More than –12 K max Less than –12 K max Exactly –12 K max

PART C: When the ball is halfway through falling (at t = –12 T ), is its kinetic energy more than, less than, or
exactly equal to half of its maximum kinetic energy? Explain.
More than –12 K max Less than –12 K max Exactly –12 K max

| 95
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.D Spring Potential Energy

NAME DATE

Scenario
Blake, Carlos, and Dominique are given an ideal spring that can expand or be compressed and
access to other equipment commonly available in a school physics laboratory.

Experimental Design
The spring constant has already been found by an experiment the students performed earlier. Now
the students need to put together an experiment to demonstrate the conservation of mechanical
energy. They need to show that when all the mechanical energy of a system is initially in the form
of elastic potential energy, all this energy is transformed into another form of mechanical energy.
The students are given a cart with bearings of negligible friction, a track that exerts negligible
friction, and a wooden block and have access to other commonly available equipment.
PART A: Draw a diagram of an experimental setup that could be used to show conservation of mechanical
energy and give a list of equipment to be used. Outline a procedure whereby the student could

procedure includes methods of reducing experimental error.

What Needs to Be Measured Procedure:

and Algebraic Symbols

| 96
Return to Table of Contents
© 2019 College Board
 4.D Spring Potential Energy

Labeled Diagram of the Setup Procedure:

Data Analysis
PART B: Explain how the measurements taken can be used to determine whether mechanical energy was

energy belong.

| 97
Return to Table of Contents
© 2019 College Board
 4.D Spring Potential Energy

PART C: If the spring constant turns out to be larger than they initially measured it to be, how would that

| 98
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.E Comparisons of Work by Identical Forces

NAME DATE

Scenario
Consider a cart on a smooth incline. The incline makes an angle θ with the horizontal. In two cases,
the cart is pushed up the incline by a force F, whose magnitude is greater than the weight of the cart.
In Case A, the force is applied parallel to the incline; in Case B, the force is applied horizontally
(parallel to the ground). In both cases, the cart is pushed from rest a length L up the incline and attains
vA vB in Case B.

Argumentation
PART A: vA > vB .

| 99
Return to Table of Contents
© 2019 College Board
 4.E Comparisons of Work by Identical Forces

Quantitative Analysis
PART B: Using either Newton’s second law and a kinematics equation or using principles of work and energy,
write equations for the following in terms of m , g, L , θ, and F.
i. The speed v A

ii. The speed v B

| 100
Return to Table of Contents
© 2019 College Board
 4.E Comparisons of Work by Identical Forces

PART C: Explain how your two equations from Part B support the idea that v A > v B . Also explain how your
two equations support your answer to either Part A (i) or Part A (ii), depending on whether you used
forces or energy in Part B.

| 101
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.F Energy Transformations

NAME DATE

Scenario
Three identical blocks are released
simultaneously from height h. Block A is
dropped from rest, Block B slides from
rest down an incline (where friction may
be neglected), and Block C is launched
horizontally with speed v 0.

Argumentation
Dominique and Carlos are trying to determine which block will have the fastest speed just

Dominique states, “They will all have the same speed before hitting the ground. Remember
that we saw this demonstration in class, and it didn’t matter how the blocks were dropped, they
all landed at the same time. The speed will be the same because of conservation of energy. All
blocks have the same gravitational potential energy to start with. This is the total energy and
converts into kinetic energy.”
Carlos states, “I think you’re mixing up time and speed. They won’t have the same speed at the
end because Block C has an initial velocity. They will all land at the same time, though.”
PART A: i. Which aspects of Dominique’s reasoning, if any, are correct? Explain your answer.

ii. Which aspects of Carlos’s reasoning, if any, are correct? Explain your answer.

| 102
Return to Table of Contents
© 2019 College Board
 4.F Energy Transformations

iii. Which parts of Dominique’s reasoning are incorrect? Explain how you know.

iv. Which parts of Carlos’s reasoning are incorrect? Explain how you know.

Using Representations
PART B: A fourth identical block is now released from rest at the top of a
curved track of radius R .
Draw free-body diagrams showing and labeling the forces (not
components) exerted on the block at each of the two positions

the relative magnitudes of all the forces.

| 103
Return to Table of Contents
© 2019 College Board
 4.F Energy Transformations

Quantitative Analysis
PART C: Blake comes up with the following equation for the work done by the normal force during the slide:

, where R is the radius of curvature of the ramp, and θ is the angle through

which the box has traveled.

i. Angela suggests that the equation could be incorrect. Does the equation make physical sense?
Yes No

ii. Dominique says that Wnormal = 0 regardless of the physical situation. Explain why this claim
makes physical sense.

| 104
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.G Circular Motion, Forces, and Energy

NAME DATE

Scenario
A toy car is released from rest on a smooth track
with a loop de loop. The car is released from
height h such that it never loses contact with the

air resistance can be ignored.

Using Representations
PART A:
components) exerted on the car as it goes down the ramp and at the top of the loop. Draw the

represented by a distinct arrow starting on and pointing away from the car.
PART B: h

PART C: Citing the bar chart, explain why the release height must be greater than the diameter of the loop.

| 105
Return to Table of Contents
© 2019 College Board
 4.G Circular Motion, Forces, and Energy

Data Analysis
PART D: Carlos determines that the normal force the car experiences at the top of the loop can be determined

by using the equation: .

To test the equation, he releases the cart from various heights and records the normal force at the
top of the loop from the sensor in the track. The graph below is the student’s plot of the data for F n
as a function of height.

Are these data consistent with Carlos’s equation?

PART E: Blake suggests that regardless of whether or not the data above are consistent with the equation, the
equation could be incorrect for other reasons. Does the equation make physical sense?

| 106
Return to Table of Contents
© 2019 College Board
 4.G Circular Motion, Forces, and Energy

PART F: What would happen if Carlos released the car from a height of 0.8 m?
The car completes loop. The car does not complete loop.
Justify your claim using relevant features of the data shown.

| 107
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.H Potential Energy and Choice of Zero

NAME DATE

Scenario
An ideal spring of an unstretched length of ℓ 0 = 0.25 m and spring
constant k = 50 N/m
1.0 kg block is attached to the spring when it is at its
natural length, released, and allowed to move freely.

Using Representations
PART A: Draw and label the forces exerted on each block in the diagram.
Qualitatively consider relative magnitudes of the forces.
The equilibrium point of the block-spring system is shown as a
dotted line.

Quantitative Analysis
PART B: i. Calculate how much the spring has stretched when the block
is at equilibrium.

PART C: Angela is tasked with completing energy bar charts for the scenario described above and creates the
chart (below and left) for the time just as the block is released. Complete the energy bar chart below
and right that would depict the energy of the block-Earth-spring system as the block passes through
equilibrium.

| 108
Return to Table of Contents
© 2019 College Board
 4.H Potential Energy and Choice of Zero

Dominique says that the height above the ground doesn’t matter; only the change in height is
relevant. She considers the equilibrium position to be zero gravitational potential energy. Complete
the energy bar charts for the block-Earth-spring system when the block is initially released.

Argumentation
PART D: Use the results of your bar charts to support Dominique’s claim that the zero point of gravitational

details of the students’ energy bar charts in your answer.

| 109
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.I Gravitational Potential Energy

NAME DATE

Scenario
An astronaut is lost in space near an alien planet and its
orbiting moon, shown at right (not to scale). At a particular
instant, the moon is directly opposite the astronaut on the
far side of the planet, in line with the center of the planet,
and at a distance r from the astronaut.

Using Representations
PART A: Mark an “X” on the diagram shown to indicate the location where the astronaut could move so that
she would feel no net gravitational force.

Argumentation
PART B: If the planet was not between the astronaut and moon, but the distance r was the same, would the
gravitational force on the astronaut by the moon increase, decrease, or stay the same?
Increase Decrease Stay the Same
Justify your answer.

PART C: The astronaut’s jetpack is powered by an arc reactor that can supply nearly limitless energy to the suit’s
thrusters. The astronaut wishes to escape this planet-moon system and travel to other parts of this

standing on the moon, would it require more, less, or the same amount of energy to escape the system?
More energy Less energy Same amount of energy

| 110
Return to Table of Contents
© 2019 College Board
 4.I Gravitational Potential Energy

PART D: The astronaut is able to travel a very far distance x away from the planet-moon system at a constant
velocity, needing a total amount of energy E to do so.
i. Explain why the jetpack must do work on the astronaut to maintain a constant velocity.

ii. Sketch a graph of the force exerted by the jetpack vs. x to keep the astronaut at a constant
velocity as she moves away from the planet-moon system. Identify the feature of the graph
that could be used to determine the energy used by the jetpack to move the astronaut in
this manner.

iii. Describe the power required from the jetpack as the astronaut travels away from the
planet-moon system.
More power as Same power regardless Less power as
distance increases of distance distance increases
Justify your choice.

| 111
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.J Impact of Mass on Conservation of Energy

NAME DATE

Scenario

the right. The box is slowly rotated counterclockwise. When the

box makes an angle θ with the horizontal, the block of mass m just
starts to slide, and at this instant, the box is stopped from rotating.
Thus, at angle θ , the block slides a distance d , hits the spring of
force constant k , and compresses the spring a distance x before
coming to rest.

Data Analysis
PART A: Draw qualitative energy bar charts that represent the energy of the
block-Earth-spring-box system at the locations indicated.

Argumentation
PART B: In a subsequent experiment, a second block with a mass 2 m is subjected to the same conditions as

values of the quantities below would change in the second experiment.

v ......... Increase Decrease Remain the same
Justify your selection, reasoning in terms of energy.

| 112
Return to Table of Contents
© 2019 College Board
4.J Impact of Mass on Conservation of Energy

xs ......... Increase Decrease Remain the same

Justify your selection.

| 113
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.K Energy in Systems

NAME DATE

Scenario
Consider a car that is initially moving on a straight roadway. The road may be an uphill road, a downhill

pedal. The only energy transformations that can take place are chemical energy becoming mechanical
energy (when the gas pedal is pressed) and mechanical energy becoming thermal energy (when the brake
pedal is pressed). (Chemical energy levels may be thought about as the level of the gas gauge.)

Data Analysis

changing, create an energy bar chart representing the energy transformation, and use the blank
space to explain how you formulated your answers.
PART A: The car is traveling downhill while the driver presses the
gas pedal.
The mechanical energy of only the car is
while the mechanical energy
increasing/decreasing/constant
of the car-Earth system is .
increasing/decreasing/constant

Complete the bar charts to show the energy of the car-

gas-Earth system as the car travels from the top of the
hill to the bottom of the hill while pressing the gas.
Explain how you formulated your answers.

PART B: The car is traveling uphill while the driver presses

neither pedal.
The mechanical energy of only the car is
while the mechanical
increasing/decreasing/constant
energy of only the car-Earth system is

.
increasing/decreasing/constant

Complete the bar charts to show the energy of the car-

gas-Earth system as the car travels from the bottom of
the hill to the top of the hill.
Explain how you formulated your answers.

| 114
Return to Table of Contents
© 2019 College Board
 4.K Energy in Systems

PART C: The mechanical energy of only the car is constant

and the mechanical energy of only the car-Earth
system is decreasing. The car is traveling on a road

that is and the driver is pressing on

.
the gas/the brake/neither pedal

Complete the bar charts to show the energy of the

car-gas-earth system for this scenario.

Explain how you formulated your answers.

PART D: The mechanical energy of only the car is decreasing

and the mechanical energy of only the car-Earth
system is increasing. The car is traveling on a road

that is and the driver is pressing on

.
the gas/the brake/neither pedal

Complete the bar charts to show the energy of the

car-gas-earth system for this scenario.

Explain how you formulated your answers.

| 115
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.L The Sign of Work

NAME DATE

Scenario

in the diagram. Identical Blocks 1 and 2 are each set on the

leftmost part of one of the tracks and given an initial speed
v 0. Block 1 goes up its track and Block 2 goes down its track,
as shown. Block 1 comes to a stop after traveling a length L1
and Block 2 travels a distance L2 before coming to rest.

Data Analysis
PART A: i. Predict: If students performed this experiment, which block would travel farther on its track before
coming to rest?
L1 L2
Explain your prediction, reasoning in terms of energy transformations.

ii. Through experimentation, students measure values for L1and L1 (m) L2 (m)
L2 , shown in the table.
Do the results of the experiment agree with the predictions made
in Part A?
Yes No
Explain your reasoning.

AVERAGE AVERAGE
3.0 3.0

| 116
Return to Table of Contents
© 2019 College Board
 4.L The Sign of Work

Quantitative Reasoning
PART B: µ, each block has a mass m , and
both incline angles are θ. Derive equations for the following in terms of v 0 , m , µ , θ, and g. Identify
whether you are using force and motion principles or conservation of energy principles in your
derivation.
i. The length L1

| 117
Return to Table of Contents
© 2019 College Board
4.L The Sign of Work

| 118
Return to Table of Contents
© 2019 College Board
 4.L The Sign of Work

ii. The length L 2

PART C: Explain how your answers for Part B support the results obtained by experiment.

| 119
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.M Energy and Projectile Motion

NAME DATE

Scenario
A designer is creating an obstacle for an obstacle course
where a person starts on a moveable platform of height H
from the ground. The person grabs a rope of length L and
swings downward. At the instant the rope is vertical, the
person lets go of the rope and attempts to reach the far side of

the position where the person will let go of the rope. The

lengths and moves the platform such that the rope is always
initially horizontal. The designer notices that the person
cannot land on the other side if the length L is very short.
The designer also notices that the person also cannot land on
the other side if the length L is very close to the height H.

Assume the size of the person is much smaller than the lengths L and H . Let D represent the
horizontal distance from below the release point to where the person lands.

Data Analysis
PART A: Answer the following qualitatively, citing physical principles but without manipulating equations.
i. Why does the person land in the moat if the rope’s length is very short?

ii. Why does the person land in the moat if the rope’s length is nearly the same as the height
of the platform?

| 120
Return to Table of Contents
© 2019 College Board
 4.M Energy and Projectile Motion

Quantitative Analysis
PART B: Using the variables given above and fundamental constants, write mathematical expressions for
the following:
i. v, the horizontal speed of the person at the moment they let go of the rope

ii. The distance D

Argumentation
PART C: i. Describe how your equations from Part B (i) and (ii) support your reasoning in Part A (i).

ii. Describe how your equations from Part B (i) and (ii) support your reasoning in Part A (ii).

| 121
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.N Potential Energy of Systems

NAME DATE

Scenario
Three identical springs (A , B, and C), each with an
unstretched length of 1.0 m and spring constant of 2.0 N/m
are attached on the edge of a circular hoop with radius
of 4.0 m
a desk, and we are looking at it from above.) A small
object is attached to each spring and comes to rest in the
center of the hoop.

Quantitative Analysis
PART A: How much work was done on the spring-object system while attaching the springs to the center object?

Argumentation
In Figure 2, the mass has been given a horizontal displacement of 3.0 m relative to
the center of the hoop by an external force. A student measures the resulting lengths
of each spring, as shown on the diagram.
PART B: Did the external force do positive work, negative work, or no work on the spring-
mass system?
Positive work Negative work No work
In a clear, coherent, paragraph-length response, explain your choice above.

| 122
Return to Table of Contents
© 2019 College Board
 UNIT

4 Work and Energy | 4.O Conservation of Energy and Circular Motion

NAME DATE

Scenario
A, B, and C are responsible for
A
comes up with the idea sketched to the right,
which is a solar-system themed coaster.
The track starts at point P on top of a sphere
(radius R) representing Jupiter, then goes
down to ground level, then goes over a sphere
(radius r) representing Neptune (the top of
which is point Q), and then back to the
ground again, etc. The spheres are intended
to be built to the actual scale of the planets
they represent. The coaster consists of a single cart of mass m that experiences no friction or
other dissipative forces. The coaster starts from rest at point P.

The other two engineers are extremely concerned about the safety of this coaster. If the normal force
becomes any number less than zero, the cart loses contact with the track and becomes a projectile,
severely injuring the occupants. The engineers reason this way:

Engineer B:
the cart will go too fast at point Q, causing the cart to lose contact with the track.”
Engineer C:
of curvature of the track as it goes over Neptune.”

Quantitative Analysis
PART A: Write expressions for the following.
i. The speed of the cart when it is on the top of the Neptune sphere

| 123
Return to Table of Contents
© 2019 College Board
 4.O Conservation of Energy and Circular Motion

ii. The normal force of the cart when it is on top of the Neptune sphere

Argumentation
PART B:
supports each engineer’s reasoning.
i. Engineer B

ii. Engineer C

| 124
Return to Table of Contents
© 2019 College Board
 4.O Conservation of Energy and Circular Motion

PART C: Is this ride safe? If Neptune is not safe, what combination of planets could be safe?
Justify your answer.

Radius
(In terms of the
Planet Radius of Jupiter)
Jupiter
Saturn
Neptune
Earth

| 125
Return to Table of Contents
© 2019 College Board
Page 126 has been left intentionally blank
Workbook | 2019

Unit 5 -
Momentum

| 127
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.A Center of Mass

NAME DATE

Scenario
Two students, Blake and Angela, stand on a smooth icy surface,
a distance x apart and pull on opposite ends of a rope to pull
themselves together. They each hold tightly onto the rope, which
has negligible mass. Angela pulls on the rope with a constant force,
so that she and Blake approach each other and meet. The system
includes both students and the rope.

Using Representations
PART A: The dots to the right represent the two students.
Draw free-body diagrams showing and labeling the
forces (not components) exerted on each student.

relative magnitudes of all the forces.

Data Analysis
PART B: From the following four statements about the
situation above, place a check mark next to the
statement if it is completely true and provide

and if it is false, cross out the statement and provide

A. Only Angela moves relative to the ice.

B. The magnitude of Angela’s acceleration is less than the magnitude of

Blake’s acceleration.

C. Just before they meet, Blake’s speed is less than Angela’s speed.

| 128
Return to Table of Contents
© 2019 College Board
 5.A Center of Mass

D. While the students are moving, their momentum vectors have equal magnitude
and direction.

Argumentation
PART C: Where do the two students meet?
The students meet at the of the system.
Justify your answer in a few short sentences. You do not need to do any calculations to determine
where they meet.

| 129
Return to Table of Contents
© 2019 College Board
 5.A Center of Mass

PART D: Carlos (m = 50 kg ) stands on the far-left edge of a 100 kg stand-up paddle board. The board is
6 m long as shown in the diagram below and slides across the surface of the water with negligible
friction. On the diagram, show the location of the student-board center of mass. Then draw what
the system will look like after Carlos walks to the other end of the board. On this second diagram,
mark the location of the student-board center of mass.

Give an explanation in terms of external forces and center-of-mass concepts.

| 130
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum |
NAME DATE

Scenario

frictionless surface for a time t

Using Representations
PART A:
the system with a dotted circle.
PART B: The dots below represent the two boxes. Draw free-body diagrams showing and labeling the forces

Forces that are external to the system include:

PART C: Sketch a graph of the net external force vs. t

colors and providing a key.

Quantitative Analysis
PART D: Using the equation for the area of a rectangle, A = bh , write two equations, one with words and one
with units, for the area of the rectangle between the net external force vs. time line and the x -axis on the
graph created in Part C.

The area under a net external force vs. time graph represents the

| 131
Return to Table of Contents
© 2019 College Board
PART E: Re-represent the data above by creating a momentum diagram for each box on the same set of axes

of an object or system by showing the mass of the object as the width of bar on the chart, and the
velocity of the object as the height of the bar.

Argumentation
PART F:
done on the second box while speeding up?
Greater than Less than Same

PART G:
impulse given to the second box while speeding up? Justify your ranking.
Greater than Less than Same

| 132
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum |
NAME DATE

Scenario
A truck has a mass of M and initially moves with a speed of v 0. Consider two cases: The truck makes
a “gentle” stop, and the truck makes an “emergency” stop.

Using Representations
PART A: Show on the diagrams what a “gentle” stop and an “emergency” stop might look like.

| 133
Return to Table of Contents
© 2019 College Board
 Argumentation
A car company tests its safety features by crashing cars into barriers in its testing facility.

masses. Assume that the barriers are all identical and exert the same constant force.

PART B: Rank the time it takes the cars to stop if the barriers apply the same constant force.
Longest time Shortest time
Justify your ranking in a few short sentences.

| 134
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.D Change in Momentum

NAME DATE

Scenario

of the force changes as a function of time as shown. Take the

positive direction to be to the right.

Data Analysis
PART A: Rank the magnitude of the impulse applied to the box by the
force during each 2-second interval indicated below:
A. 0–2 seconds B. 2–4 seconds C. 4–6 seconds D. 6–8 seconds E. 8–10 seconds
Greatest impulse Smallest impulse
PART B: Write a few sentences justifying your reasoning. Use words like speed, velocity, acceleration, time,
force, momentum, and impulse.

Using Representations
PART C: Re-represent the data given in the force vs. time graph in Part A as a momentum vs. time graph for
the same 10 kg box.

Step 3: Plot the momentum as a function of time. (Make a table if you need to.)

| 135
Return to Table of Contents
© 2019 College Board
5.D Change in Momentum

Quantitative Analysis
Use the graph above to calculate the velocity of the box after 10 seconds.

p m v The change in momentum is equal to the mass times the

change in velocity.

| 136
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum |
NAME DATE

Scenario
A toy car of mass m and a toy truck with a mass 3m travel
in opposite directions at identical speeds. The truck moves
to the right and the car moves to the left. The two toys collide
and stick together.

Using Representations
PART A:

PART B: Diagram the situation.

| 137
Return to Table of Contents
© 2019 College Board
PART C: The toy car and truck are now pressed together with an ideal spring compressed between them.
They are then released from rest. Diagram the momentum before and after the explosion as well as
the energy before and after the explosion.

| 138
Return to Table of Contents
© 2019 College Board
PART D:
how would the momentum diagram change, and what direction would they be traveling after the
collision? Explain and justify your answer.

| 139
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.F Conservation of Momentum (Elastic Collisions)

NAME DATE

Scenario
A toy car is pushed with a speed v toward a toy truck initially

speed is in the opposite direction. Consider the system to be the

car and the truck.

Using Representations
PART A: Sketch a momentum diagram for the car and truck before and after the collision.

PART B: Sketch a momentum diagram for the collision for the car-only system.

| 140
Return to Table of Contents
© 2019 College Board
 5.F Conservation of Momentum (Elastic Collisions)

Data Analysis
PART C:
Checklist:

(foam, feathers, clay, etc.). The momentum of the ball

changes by the same amount in each trial; in each trial, the
average scale reading is F, and the time of collision t are
always true.
measured. What quantities would need to be graphed to
exhibit a straight-line relationship?
Justify your answer in a few sentences.
circumstances of the situation.

(momentum, mass, energy, force,

velocity, speed, time).

| 141
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.G Ballistic Pendulum

NAME DATE

Scenario
A small dart of mass m is launched at an angle phi (ϕ) above the
v 0. At the moment it reaches the highest

to a wooden block of mass M that is suspended at the end of a string

of negligible mass. The center of the block is a distance L below the
pivot point of the string. The block and dart then swing up until the
string makes an angle theta ( θ) with the vertical as shown at the
right. Air resistance is negligible.

Using Representations
PART A:

i. Sketch a horizontal and a vertical velocity vs.

time graph from the time the dart is launched
to the time it hits the block.
ii. Determine the speed of the dart just before
it strikes the block. Your answer should only
include v0 , Φ , θ , L , and physical constants.
v=
PART B:

and the box with a dotted circle.

ii. Sketch a momentum diagram for the system
from just before to just after the dart collides
with the block.

| 142
Return to Table of Contents
© 2019 College Board
 5.G Ballistic Pendulum

Argumentation
PART C:
dart collides with and sticks to the same wooden block. Would the angle theta (θ ) that the dart and

that may
Decrease Stay the same

Checklist:

always true.

circumstances of the situation.

what was the same in all cases).

(momentum, mass, energy, force,

velocity, speed, potential, kinetic,
time).

| 143
Return to Table of Contents
© 2019 College Board
UNIT

5 Momentum |
NAME DATE

Scenario

sketches the following diagram of the laboratory setup and writes the procedure below.

Materials: computer, force sensor, motion sensor, cart, cardboard target, mass balance

| 144
Return to Table of Contents
© 2019 College Board
 Experimental Design
PART A: Edit Dominique’s procedure for length and clarity. Cross out any unnecessary statements, change the
order of statements, correct statements for errors, or write new sentences if necessary.

ring stand.

motion sensor.

cart mode.

motion detector.

motion data.

| 145
Return to Table of Contents
© 2019 College Board
 Using Representations
PART B: Sketch a graph of what the velocity as a function of time and the force as a function of time should
look like for the time just before the collision to just after the collision.

Data Analysis
PART C: Explain how these representations can be used to determine the impulse given to the cart during the
collision. Explain how you could determine the impulse given to the cart from each graph.

| 146
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum |
NAME DATE

Scenario
A ball is thrown straight up into the air with an initial speed v 0. After a few seconds, it returns to the
height from which it was thrown. Air resistance is negligible.

Using Representations
PART A: Sketch the following graphs as functions of time for the time the ball is in the air.

| 147
Return to Table of Contents
© 2019 College Board
 Data Analysis
PART B: The following sentences discuss the relationships between these graphs and the physical ideas they
represent. Fill in the blanks.
1. The slope of the position vs. time graph is equal to .
2. The slope of the velocity vs. time graph is equal to .
3. The area under the acceleration vs. time curve is equal to the .
4. The area under the velocity vs. time curve is equal to the ,
5. The graph of momentum vs. time is the same shape as the vs. time graph
because momentum is equal to .
6. The net force graph vs. time is the same shape as the vs. time graph
because the net force is equal to .
7. The slope of the momentum vs. time graph is equal to .
8. The area under the curve of the net external force vs. time graph is equal to
or .
9. The potential energy vs. time graph is the same shape as the vs.
time graph because the potential energy is equal to .
10. The kinetic energy vs. time graph is related to the vs. time graph because the

kinetic energy is equal to .

11. The total mechanical energy graph is because it represents the sum of the
vs. time and the vs. time graphs.
Also, there are no forces on the system, so there is no work done. Therefore,
the total mechanical energy is .

| 148
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.J Explosions

NAME DATE

Scenario
Angela and Carlos have identical masses M and stand on
identical light carts with bearings with negligible friction.
Carlos holds a heavy ball of mass m. At time t = 0, Carlos throws

a projectile. At time t = T, Angela catches the ball at the same

height from which it was thrown.

Argumentation
PART A: Which student moves with faster speed for time t > T ? Explain your reasoning qualitatively without
manipulating equations.

Quantitative Analysis
PART B: Derive expressions for v fA and v fC t > T in terms of M, m ,
and v.

vfC M m v.

mv
mv
vfA.

vfA M m v.

| 149
Return to Table of Contents
© 2019 College Board
 5.J Explosions

Data Analysis
PART C: Explain how your expressions in Part B support your reasoning in Part A.

PART D: Let E1 be the mechanical energy of the Angela-Carlos-ball system for t < 0, let E2 be the mechanical
energy of this system for 0 < t < T, and let E3 be the mechanical energy of this system for t > T. Rank
these energies from highest to lowest and explain your reasoning.
Lowest energy

Checklist

always true.

circumstances of the situation.

mass, momentum, conservation,

velocity, time).

| 150
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.K Conservation of Momentum

NAME DATE

Scenario
Blake is given two carts of unequal masses, m and M, and a long track that ensures both carts
travel in a straight line with no noticeable friction. He also has access to other commonly available
equipment. The carts do NOT have any way to connect together when they come into contact. He asks
three questions:
1. When the two carts collide, is the total momentum of the system conserved?
2. When the two carts collide, is the mechanical energy of the two-cart system conserved?
3. When the two carts collide, is the force m M equal to the force that M m?

Experimental Design
PART A: Outline a procedure that Blake could follow to make measurements that could be used to answer all
three questions above. Give each measurement a meaningful algebraic symbol and state with what
equipment each measurement is made. Draw a labeled diagram showing each piece of equipment
being used.

What Needs to Be Measured

| 151
Return to Table of Contents
© 2019 College Board
 5.K Conservation of Momentum

Data Analysis
PART B:

i. Explain how the measurements made in Part A can be used to answer question 1.

ii. Explain how the measurements made in Part B can be used to answer question 2.

iii. Explain how the measurements made in Part A can be used to answer question 3.

| 152
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum |
NAME DATE

Scenario

into a wooden block. She already knows the mass m of the dart.

Experimental Design
PART A: Angela has access to the equipment listed below. Mark the space next to each piece of equipment
that she could use in an experiment to determine the dart’s speed.
Meterstick Stopwatch String Electronic balance
Cart with frictionless bearings and light wheels (that the wood block can be
attached to)
Track (that allows the cart to travel in a straight line with no noticeable friction)

Camera (that can take video that can be replayed frame by frame with time codes
indicated on each frame)
PART B: Outline a procedure that Angela could follow to use the equipment that you marked above to make

meaningful algebraic symbol. Draw a labeled diagram of the experimental setup.

What Needs to Be Measured

| 153
Return to Table of Contents
© 2019 College Board
 Data Analysis
PART C:
the gun. As part of your explanation, show symbolic equations that measurements must be plugged
into and solved to arrive at your conclusion.

| 154
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.M Collisions

NAME DATE

Scenario
A wooden cart of mass M

A dart of mass m < M v toward

the cart, which is initially at rest.
Consider the following cases:
Case 1: The dart embeds itself in the cart.

Case 3: The dart passes through the cart.

Using Representations
PART A: For each case, create a pictorial representation of conservation of momentum during the collision.

| 155
Return to Table of Contents
© 2019 College Board
 5.M Collisions

Quantitative Analysis
PART B: Create a mathematical representation showing conservation of momentum for each of the three
cases. Use each representation to derive the velocity v 2f of the cart after the collision.

Case 1 Case 2 Case 3

Argumentation
PART C: Rank the cases in terms of the distance up the incline that the cart travels after its interaction with
the dart and explain your ranking in terms of conservation of momentum and conservation of energy.

Claim: Farthest up the incline , , Least far up the incline

Evidence/Reasoning: (Use evidence and reasoning from Parts A and B to support your claim.)

| 156
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.N Center of Mass Motion

NAME DATE

Scenario
Two blocks of mass 1 kg and 4 kg are placed in contact at the center point of an 80 m long track that

0.5
t = 0 so that the 1 kg block moves with a speed of 40 m/s along its section of the frictionless track.

distance to the location where the frictionless

track is connected to a rough surface.)

Quantitative Analysis
PART A: Calculate the time at which the 1 kg block reaches its rough surface and the time at which the 4 kg
block reaches its rough surface. Verbally explain your calculations.

1-kg Block 4-kg Block

| 157
Return to Table of Contents
© 2019 College Board
 5.N Center of Mass Motion

1-kg Block 4-kg Block

PART B: Both blocks have the same magnitude of acceleration while sliding to rest on their respective rough
surfaces. Calculate this acceleration and verbally explain your method.

| 158
Return to Table of Contents
© 2019 College Board
 5.N Center of Mass Motion

PART C: Calculate the time at which the 1 kg block comes completely to rest and the time at which the 4 kg
block comes completely to rest on their respective rough surfaces.

1-kg Block 4-kg Block

| 159
Return to Table of Contents
© 2019 College Board
 5.N Center of Mass Motion

Argumentation
Now, the blocks are exploded apart the same way as before, but this time,

located at x = −80 m . Upon striking the wall, the 1 kg block sticks to the
wall. The graph of the center of mass position of the two-block system is
shown as a function of time.
PART D: The graph at right shows the position of
the center of mass of the two-block system
as a function of time. The graph is zero for
0 < t < 2 s and has a constant positive slope
for t > 2 s
length response, explain why the graph has
these features.

Checklist:

always true.

circumstances of the situation.

(energy, mass, momentum, force,

velocity, center of mass, time).

| 160
Return to Table of Contents
© 2019 College Board
 UNIT

5 Momentum | 5.O Conservation of Energy and Momentum

NAME DATE

Scenario
Angela, Blake, Carlos, and Dominique are performing an

and the friction in the bearings can be neglected. The students

push Cart 1 against a spring (force constant k), compressing
the spring a distance x from its equilibrium length. Cart 1
is released, collides with Cart 2, and sticks. The two carts
continue with constant speed v f after the collision. The students are tasked with
making v f as fast as possible but with the following constraints:
• The spring compression distance x cannot be varied.
• Masses can be added or removed from either Cart 1 or 2 or both as long as the total mass of the
system (M = m 1 + m 2) remains constant.

Argumentation
PART A: Answer the following question. Explain your reasoning. You may cite equations but do not
manipulate or combine equations as part of your explanation.
i. After Cart 1 is launched, how will the total mechanical energy of the system (spring and m1),
change if m 1 is large?

Claim:

Evidence/Reasoning:

ii. After Cart 1 is launched, how will the total momentum of the system change if m 1 is large?

Claim:

Evidence/Reasoning:

| 161
Return to Table of Contents
© 2019 College Board
 5.O Conservation of Energy and Momentum

PART B: Based on one or both of your answers to Part A, explain whether m 1 should be large or small to
vf the fastest.

Quantitative Analysis
PART C: Derive an expression for v f , the combined cart speed, in terms of m 1, M , x , and k . Then explain how
this expression supports your assertions in Part B.

(1)

(2)

(3)

(4)

(5)

| 162
Return to Table of Contents
© 2019 College Board
5.O Conservation of Energy and Momentum

(6)

(7)

(8)

Line number supports my claim by:

| 163
Return to Table of Contents
© 2019 College Board
Page 164 has been left intentionally blank
Workbook | 2019

Unit 6 -
Simple
Harmonic
Motion
| 165
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.A Forces in Simple Harmonic Motion

NAME DATE

Scenario
A cart of mass m is attached to an ideal spring that
can stretch and compress equally well. The cart and
spring rest on a smooth horizontal track. The cart is
pulled to position A and released. The cart then moves
toward position E , where it reverses direction and
returns again to position A.

Using Representations
PART A: Show with a sketch of a position diagram how the velocity of the cart changes between the points
indicated.
Position Diagram for motion between points A and E

PART B:
showing and labeling all the forces (not components) exerted on the cart at each labeled position.

one set of sketches for when the cart is moving to the right and a second set for when the cart is
moving to the left.

FBD of Cart at FBD of Cart at FBD of Cart at FBD of Cart at FBD of Cart at
Point A Point B Point C Point D Point E

| 166
Return to Table of Contents
© 2019 College Board
 6.A Forces in Simple Harmonic Motion

Argumentation
PART C: Claim and Evidence:
Justify your claim with evidence.

PART D: Reasoning: At each position, compare the direction of the net force exerted by the spring on the
cart and the cart’s displacement from equilibrium when at that position. Note that this question IS

claim in Part C makes sense.

Position A Position B Position C Position D Position E

Direction of the
Net Force

Direction of
Displacement
from Equilibrium

| 167
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.B Simple Harmonic Motion and Energy Review

NAME DATE

Scenario
A cart of mass m is attached to an ideal spring that can stretch
and compress equally well. The natural length of the spring
without the cart is at point E . The cart and spring rest on a
smooth angled track. The cart is pulled to position A and
released. The cart then moves toward position E , where it
reverses direction and returns again to position A.

Using Representations
PART A: A to
be equal to zero height for gravitational potential energy. (Some of the bars have been sketched for you.)

Analyze Data
PART B:

| 168
Return to Table of Contents
© 2019 College Board
 6.B Simple Harmonic Motion and Energy Review

PART C:

PART D: As the cart moves from A to E, the total energy of the system should be the same at each labeled
point. Explain why this is the case. If your energy bar charts do not show this relationship, then
make corrections to your bar charts.

PART E: As the cart moves from A to E, the gravitational potential energy should increase by the same
amount between each labeled point. Explain why this is the case. If your energy bar charts do not
show this relationship, then make corrections to your bar charts.

PART F: As the cart moves from E to A, the spring potential energy should increase quadratically between
each labeled point. Explain why this is the case. If your energy bar charts do not show this
relationship, then make corrections to your bar charts.

| 169
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.C Equations of Motion for Simple Harmonic Motion

NAME DATE

Scenario
A cart of mass m, resting on a smooth surface, is attached to
an ideal spring. The cart is displaced to the right a distance Δx
from equilibrium and released. While the cart oscillates around
the equilibrium position, a motion detector collects data to
make the following graph of position as a function of time.

Data Analysis
PART A: Using the graph above, determine the following:

Time(s) of Time(s) of Time(s) Time(s) of Time(s) of Time(s)

maximum maximum when maximum maximum when
positive negative velocity positive negative acceleration
T f ω velocity velocity is zero acceleration acceleration is zero

PART B: Remember from math class that the equation to describe a cosine wave is x A ft , where
A is the amplitude, f is the frequency, and x is the position as a function of time t. In terms of the
data you collected in Part A, write the equation for the position of the cart as a function of time.

x=

| 170
Return to Table of Contents
© 2019 College Board
 6.C Equations of Motion for Simple Harmonic Motion

PART C: Another group of students collected the following data from their motion sensor. What is one

PART D: Write the equation that describes the position vs. time of the second group’s cart.
x=

Using Representations
PART E: The second group repeated their procedure thinking that perhaps if they added mass to the cart,
it would help their analysis. On the graph in Part C above, sketch what the position vs. time graph
would look like for a cart with a mass of 4m .

| 171
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion |

NAME DATE

Scenario
Angela and Blake are given a spring and asked to determine its force/spring constant. Both students

to the spring, and an electronic balance.

Experimental Design
PART A: Angela, in addition to the equipment above, is given a meterstick but has no access to a stopwatch
or any other way to measure time. Explain how she can make measurements and how those
measurements can be used to calculate the spring constant.
Measurements to be made:

How measurements will be made How measurements can be used to calculate k

PART B: In addition to the equipment above, Blake is given a stopwatch but has no access to a meterstick
or any other way to measure distance. Explain how he can make measurements and how those
measurements can be used to calculate the spring constant.
Measurements to be made:

How measurements will be made How measurements can be used to calculate k

| 172
Return to Table of Contents
© 2019 College Board
 Argumentation
PART C: Now suppose that both students and the classroom (including all equipment) are transported to
another planet where the acceleration due to gravity is greater than Earth’s. For each student, list any

Angela Blake

PART D:
coherent, paragraph-length response, explain your reasoning.

Checklist:
I answered the question directly.
I stated a law of physics that is
always true.
I connected the law or laws

circumstances of the situation.

I compared the situation (stated
what was the same in all cases).
I contrasted the situations (stated

I used physics vocabulary

(period, mass, spring, constant,
force, velocity, displacement,
equilibrium).

| 173
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.E Equilibrium on an Incline

NAME DATE

Scenario
A cart of mass m is attached to a vertical spring of spring constant k so that the spring stretches
a distance x 0. When the cart is set into oscillatory motion on the vertical spring, the period of
oscillation is T. The cart is then set on a smooth incline angled at θ above the horizontal and
reattached to the spring.

Using Representations
PART A: The dot at right represents the cart at rest on the

the forces (not components) exerted on the block.

relative magnitudes of all the forces. Each force must be

represented by a distinct arrow starting on and pointing
away from the dot. (The dotted line represents the incline.)

Quantitative Analysis
PART B:
the cart is on the incline in terms of x 0 , θ, and physical
constants as necessary.

| 174
Return to Table of Contents
© 2019 College Board
 6.E Equilibrium on an Incline

PART C: θ = 0°

θ = 90°

PART D: How does the new period of oscillatory motion that the cart could undergo on the incline compare to
the original period T

| 175
Return to Table of Contents
© 2019 College Board
 6.E Equilibrium on an Incline

PART E: The cart is pulled down the ramp so that it has been stretched a distance L past equilibrium. The
cart is released and oscillates. A graph of the position of the cart as a function of time is sketched
below. Sketch the following graphs for the cart as it oscillates on the incline: velocity vs. time and
acceleration vs. time.

| 176
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion |

NAME DATE

Scenario

in the diagram. Dominique connects a mass to the other end of the

plate, displaces the mass a small distance, and observes that the
mass vibrates up and down with a period that can be measured. She
asks the following question: “I know the mass is oscillating but does

following text in a textbook:

Not all oscillations (periodic motions) qualify as “simple harmonic motion.” Simple harmonic
motion is a special class of oscillatory motions. To qualify as simple harmonic motion, an
oscillation must meet all of the following requirements:
The graph of position as a function of time must take the shape of a sine graph.
The net force exerted on the object must be directly proportional to its displacement
from equilibrium and opposite in direction.
The period of the motion must be independent of the amplitude.

Dominique wishes to determine experimentally whether the mass exhibits simple harmonic motion.
(Note: The statements above are equivalent—if one is true, they are all true.)

Experimental Design
PART A:
she would need in order to perform an experiment to determine whether the plate exhibits simple
harmonic motion.
Meterstick Stopwatch Photogate

Spring scale Motion sensor Other attachable masses

Balance Camera with frame-by-frame playback

PART B:
exhibits simple harmonic motion.

| 177
Return to Table of Contents
© 2019 College Board
 Data Analysis
PART C:

exhibits simple harmonic motion.

| 178
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion |

NAME DATE

Scenario
Consider a class of physics students in a three-story schoolroom with a high ceiling. (The ceiling is high

a very large-scale pendulum where the ball travels almost completely in the horizontal direction. The
teacher pulls the heavy ball a small distance to the side and releases it so that it oscillates with a certain
period, amplitude, and average speed. The teacher then repeats the demonstration but releases the ball
from a greater displacement than before. The teacher asks the students to think about how the period,
amplitude, and average speed will change for this greater displacement.

Carlos and Angela agree that the amplitude will be greater but disagree on other points. They reason
as follows:

Angela: “The period will be greater because the distance the ball must travel in one cycle depends on
the amplitude. A greater amplitude means a greater distance, which means it takes a longer
time to complete one cycle.”

Carlos: “The period should be shorter because the ball will have a greater average speed as it cycles.
A greater average speed would mean that it takes less time to complete a full cycle.”

Quantitative Analysis
PART A: Suppose that A represents the amplitude, the distance that the ball travels from equilibrium to one
endpoint of its oscillation, and T represents the period of the oscillation. Write an equation for vavg,
the average speed (in terms of the amplitude A and period T ) of the ball as it oscillates.

i. Explain how this equation shows support for Angela’s reasoning.

ii. Explain how this equation shows support for Carlos’s reasoning.

| 179
Return to Table of Contents
© 2019 College Board
 Argumentation
PART B: Carlos is correct that a greater amplitude of oscillation will result in a greater average speed.
i. Explain why this is the case, reasoning in terms of the forces exerted on the ball as it oscillates.

ii. Explain again, this time reasoning in terms of the mechanical energy of the ball-Earth system.

PART C:
amplitude increases, assuming that the pendulum undergoes small-angle oscillations in both cases.
Use one student’s explanation or synthesize the two explanations to justify your claim.
Period will: Increase Remain the same

| 180
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.H Period and Mass Relationship for Mass-Spring Systems

NAME DATE

Scenario Mass m [kg] Period T (sec) T 2 (sec2)

Carlos and Dominique hang a spring with an unknown
spring constant from a ceiling. The students connect 1.15 0.78 0.61
m to the spring 2.32 1.21 1.46
and measure the oscillation period T of each object.
3.51 1.61 2.59
Their data are shown in the table to the right. Note that
the square of each period is also calculated. 4.75 1.87 3.49
5.89 2.06 4.24
Argumentation
PART A: The students did not take care to ensure that the object oscillated with the same amplitude on each
trial. Their teacher informs them that this oversight will not invalidate their experimental results.

Using Representations
PART B: On the grid below, plot a graph of T 2 vs. m

Data Analysis
PART C: An unknown object hung on the spring oscillates with a period of 1.47 seconds. Using your best-

mathematical steps.

| 181
Return to Table of Contents
© 2019 College Board
 6.H Period and Mass Relationship for Mass-Spring Systems

PART D:
the spring. Explain how you determined what the slope of the line represents algebraically.

PART E: T 2 vs. m. However, the graph they made has a

| 182
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.I Changing Mass and Period of a Mass-Spring System

NAME DATE

Scenario
A cart of mass m is connected to a spring of spring constant k and displaced to position x = +A. The
cart is released and oscillates about the position x = 0. At time t = 0, the cart passes through the origin
having rightward velocity. For the 15 seconds after this time, Angela and Blake use motion-sensing
equipment to measure the cart’s velocity (where right is positive). The graph below shows this velocity
as a function of time.

Quantitative Analysis
PART A: The spring-cart system has 10 J of total energy. Calculate the values of m , k , and A . Explain your
methods with words as you show calculations.

First, I solve for:

| 183
Return to Table of Contents
© 2019 College Board
 6.I Changing Mass and Period of a Mass-Spring System

A dart is shot to the right into the cart at a moment in time when the cart’s momentum has greater
magnitude than the dart’s momentum. In Case 1, the dart is shot into the cart at time t = 12 s .
In Case 2, the experiment is repeated exactly as before, but the dart is shot into the cart at time
t = 14 seconds. The dart embeds itself into the cart in both cases. The graphs below show the
velocity of the cart as a function of time for both cases for the interval 20 s < t < 35 s . The dotted
graph in each case is the graph of the cart’s velocity vs. time had the dart not been shot into the cart.

Case 1 Case 2

Argumentation
PART B: In a clear, coherent, paragraph-length response, explain how
Checklist:
and why the maximum speed and period shown in each
I answered the question directly.
I stated a law of physics that is
principles as appropriate.
always true.
I connected the law or laws

circumstances of the situation.

I compared the situation (stated
what was the same in all cases).
I contrasted the situations (stated

I used physics vocabulary

(period, mass, spring constant,
force, velocity, displacement,
equilibrium, momentum, energy).

| 184
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.J Small Angles, Tensions, and Pendulum Period

NAME DATE

Scenario
A 20-kg child swings on a swing set. The chains
supporting the swing are L = 3 m long. At time t = 0,
the child is at point A, where the angular displacement
of the chains supporting the swing is θ = −90°. The
child swings between points A and B, that is between
the angular displacements of −90° and +90°.
Angela uses force sensors and video analysis to
measure the angular displacement of the chains
(below left graph, solid line) and the tension in the
chains (below right graph) as functions of time.

Data Analysis
PART A: The dashed line on the above left graph shows the angular displacement of the chains if the swing
is modeled as a simple pendulum swinging with simple harmonic motion and having period
. Angela notices that the dashed (SHM model) and solid (collected data) lines are not
aligned. Explain why this is the case.

| 185
Return to Table of Contents
© 2019 College Board
 6.J Small Angles, Tensions, and Pendulum Period

Argumentation
PART B: Angela suggests that the tension in the chains is 200 N when the child swings through θ = 0°. She
reasons that this is because the child is neither speeding up nor slowing down, so the tension must
balance the weight force according to Newton’s second law. The graph above and to the right does
NOT support her claim.

iv. Explain why the tension in the chains is greater than 200 N when θ =
physical principles.

| 186
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion | 6.K Mass and Period of Mass-Spring System

NAME DATE

Scenario
A cart of mass m that rolls on frictionless
bearings is connected to a spring that
can both compress and expand. The
cart is displaced to position x = +A
(measured at the point where the spring
connects to the cart) and released so that
the cart oscillates with period T. At time
t = 0, when the cart is again at position
x = +A, sand begins to be poured into
the cart from a spout; the sand falls
directly down into the cart.

Quantitative Analysis
PART A: Suppose the mass of the cart is m = 0.5 kg and the sand enters the cart at a rate of 0.1 kg/s .
At what time after t = 0 is the period of the oscillation 2T

| 187
Return to Table of Contents
© 2019 College Board
 6.K Mass and Period of Mass-Spring System

Argumentation
PART B: As sand falls straight down into the cart, the mechanical energy of the system consisting of
the spring, the cart, and the sand in the cart decreases with time. Explain why this is the case.

Using Representations
PART C: On the grid below, sketch a graph of the position x of the point where the spring connects to the cart
as a function of time t , considering that mechanical energy decreases and the mass being oscillated
is increasing.

| 188
Return to Table of Contents
© 2019 College Board
 UNIT

6 Simple Harmonic Motion |

NAME DATE

Scenario
Dominique’s precalculus teacher asks her to make an exact
graph of y = sin x using a real-life process. She sets up
equipment as shown in the diagram, where a very light cart on

and connected on the other end to a thread. The thread passes

over an ideal pulley and supports a very light bucket. She
attaches a pencil to the bucket; the marking end of the pencil is
in light contact with a piece of paper. Dominique plans to have
the bucket oscillate while the paper moves horizontally with
constant velocity so that the pencil draws out a sinusoidal
graph on the paper. With no mass in the cart or bucket and
everything at rest, the pencil points directly to the top of the paper.

Argumentation
PART A: M in the cart and a mass m
at rest, the pencil now points to the bottom of the paper, and when the pencil does oscillate, the
period is shorter than desired. She wishes to make the pencil point to the center of the paper when

| 189
Return to Table of Contents
© 2019 College Board
 Quantitative Analysis
PART B: 0.5 kg in the bucket and 9.5 kg in the
cart and allows the setup to oscillate with an amplitude
of 2 cm. As the paper moves horizontally with constant
speed v past the oscillating pencil, the pencil draws
the graph shown. Each square on the graph represents
1 cm. Recall that the pencil pointed to the highest line of
the grid when neither the bucket nor the cart carried any
mass, and everything was at rest. Calculate the speed
v that the paper was moving and include units in your
answer. Explain each part of your calculation with words.

| 190
Return to Table of Contents
© 2019 College Board
 Data Analysis
PART C:
vertical motion of the bucket but not cause the bucket to swing back and forth horizontally. Answer
the following questions assuming all other quantities are kept constant:

| 191
Return to Table of Contents
© 2019 College Board
Page 192 has been left intentionally blank
Workbook | 2019

Unit 7 -
Torque and
Rotation

| 193
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.A Relationship between Arc Length and Angle of Rotation

NAME DATE

Scenario
A coin rests on a rotating turntable. Angela Trial Radius Arc Length Angle in Angle in
collects the following data for the distance of Number (meters) (meters) Degrees Radians
the coin from the center (radius): the distance
1 0.20 0.07
the coin traveled in an arc ( S) and the angle in
degrees through which the coin rotated.
2 0.20 0.10

Use an Equation 0.20 0.16

PART A: Remember from math class that 2π radians
0.20 0.21
the last column in the table.
0.20 0.26
Analyze Data
PART B: Which trial numbers should Angela use if 6
she wants to create a graph of arc length vs.
angle in radians or can all trials be used for 7 120
the graph?
8
Trial number(s)

Using Representations
PART C: Create a graph of arc length vs. angle in radians, sketch a

(Do not use data points for this calculation.)

PART D:
in radians?

PART E: Write an equation for the line with units and include a key
for any symbols you use.

| 194
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation |

NAME DATE

Scenario
A long rod of length L and negligible mass supports a box of mass M . The left end of each rod is held
in place by a frictionless pin about which it can freely rotate. In each case, a vertical force is holding
the rods and the weights at rest. The rods are marked at half-meter intervals.

Data Analysis
PART A: Rank the magnitude of the vertical force F applied to the rods to keep the rod horizontal.
Greatest Force F , , , , Smallest Force F
Explain your ranking.

Using Representations
PART B: On the diagrams above, sketch the forces acting on the rod-box system. The forces that are internal
to the system can be ignored.

| 195
Return to Table of Contents
© 2019 College Board
 Argumentation
PART C: In which cases is the force from the pin up? Down? Zero? Justify your answers.
Force from pin is up in case(s):
Force from pin is down in case(s):
Force from pin is zero in case(s):

PART D: Explain in a short paragraph with reference to the picture above why it is easier to hang a shopping
bag from the crook of your elbow than to carry it suspended from your hand with your arm at a
90-degree angle.

| 196
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.C Rotational Energy

NAME DATE

Scenario
A solid sphere is initially at rest at the top of a tall, rough hill. It rolls down the
hill and up the next hill.

Using Representations
PART A:
Earth system for the time between when it is released from rest at point A and

incorrect.

| 197
Return to Table of Contents
© 2019 College Board
 7.C Rotational Energy

PART B:

PART C: The sphere continues to roll along the track without slipping and at point C, it leaves the track. At the
sphere’s highest point, will it be above, below, or at the same height as point A? Explain your reasoning.
Above Same Height

PART D: The sphere is then taken to an identically shaped track with negligible friction and released from
point A. Is the sphere’s maximum height after leaving the track greater than, less than, or the same
as the height it reached on the rough track?
Greater than Less than Same as
Explain your reasoning.

| 198
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.D Forces vs. Torques

NAME DATE

Scenario
A box of mass m is tied to a rope that is wrapped around a pulley.
The pulley is initially rotating counterclockwise and is pulling the box
up. The box slows down, stops instantaneously, and then moves back
downward.

Using Representations
PART A: i. The dot below left represents the box. Draw a free-body diagram
showing and labeling the forces (not components) exerted on

the relative magnitudes of all the forces. Each force must be

represented by a distinct arrow starting on and pointing away
from the dot.

ii. On the diagram at right, draw and

label the forces (not components)
that are exerted on the pulley as
it initially rotates. Clearly indicate
at which point on the wheel each
force is exerted. Draw each force
as a distinct arrow starting on and
pointing away from the point at
which the force is exerted.

PART B: What force is responsible for the net torque on the pulley?

| 199
Return to Table of Contents
© 2019 College Board
 7.D Forces vs. Torques

PART C: Sketch a graph of the angular velocity as a PART D: Sketch a graph of the angular acceleration of the
function of time from the initial instant until the pulley as a function of time for the same period.
weight comes back down to the same height.
(Take counterclockwise as positive.)

| 200
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.E Rotation

NAME DATE

Scenario
A meterstick is set on the edge of a table so that all

table as shown. The meterstick is released from rest

horizontally. The meterstick’s mass is M and its
length is L . The rotational inertia of the meterstick
around the end is .

Using Representations
PART A: Sketch a force diagram for the meterstick just after it has been released—meaning that it is still
horizontal, but there is no longer anyone supporting the right end of the meterstick. (Remember
at the point of
application rather than just at the center of mass.)
PART B: Identify the point on the meterstick around which the meterstick is pivoting. Mark this point
with an X.
Is there more than one choice for the pivot point? What are the implications?

Use an Equation
PART C: Determine the net torque about the meterstick’s left end, instantaneously after being released.

| 201
Return to Table of Contents
© 2019 College Board
 7.E Rotation

PART D: Starting with Newton’s second law in rotational form, derive an expression for the initial angular
acceleration of the meterstick in terms of M , L, and physical constants.

PART E: Derive an expression for the linear acceleration of the far end of the meterstick (not on the table) in
terms of g . What is the consequence of your answer? Explain in terms of what would happen to a
penny placed on the end of the rod before it was released.

| 202
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.F Rotation

NAME DATE

Scenario
A ladder is set against a wall so that the ladder makes a
30°

person holds it in place. When the person lets go, the ladder
accelerates down and to the right.

forces acting on the ladder are its weight Fg, the normal force
from the wall Nw Nf , and the
FF . He then correctly
ranks the magnitudes of these forces as Fg > N F > Nw > FF.

Using Representations
PART A: On the diagram above, draw and label the forces that are exerted on the ladder. To clearly indicate at
which point on the ladder each force is exerted, draw each force as a distinct arrow starting on, and
pointing away from, the point at which the force is exerted. The lengths of the arrows should indicate
the relative magnitudes of the forces.

Argumentation
PART B: Explain why Fg > Nf

PART C: Explain why Nf > Ff

PART D: Explain why Nw > Ff

| 203
Return to Table of Contents
© 2019 College Board
 7.F Rotation

Use an Equation
PART E:
Nf > Nw + Ff . Explain how this expression is demonstrated by the scenario described.

| 204
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.G Rotation vs. Translation

NAME DATE

Scenario
Carlos brings a pair of identical yo-yos (modeled as
solid disks with rotational inertia ) to the top
of the stadium bleachers of height H . The yo-yos both
have a mass M and a radius R and are wound with a
string so thin that the mass of the string can be ignored.
Carlos simultaneously drops one yo-yo while he lets the
other unwind.

Using Representations
PART A: Sketch a free-body diagram for the dropped yo-yo and
a force diagram for the unwinding yo-yo while they
are in the air. Draw the relative lengths of all vectors to

free-body diagram, each force must be represented by a

distinct arrow starting on and pointing away from the dot. For the force diagram, each force must be
represented by a distinct arrow positioned where the force is exerted.

Quantitative Analysis
PART B:
mathematical expression.

| 205
Return to Table of Contents
© 2019 College Board
 7.G Rotation vs. Translation

PART C: Derive an expression for the time for yo-yo 1 (dropped) to the time for yo-yo 2 (unwinding).
Yo-Yo 1 Yo-Yo 2

Argumentation
PART D: Each yo-yo lands on sticky tape and does not bounce upon landing. In a clear, coherent, paragraph-
length response, explain which yo-yo experiences a greater impulse due to the normal force from
the ground.

| 206
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.H Rotational Kinetic Energy

NAME DATE

Scenario
A thin hoop of mass M and radius R is released
from rest at the top of a ramp of length L as shown at
right. The ramp makes an angle θ with respect to a

top is height H
rolls without slipping down the ramp and across the
table. Express all algebraic answers in terms of given
quantities and fundamental constants.

Using Representations
PART A: On the diagram below, draw and label the forces (not components) that act on the wheel as it rolls
down the ramp, which is indicated by the dashed line. To clearly indicate at which point on the wheel
each force is exerted, draw each force as a distinct arrow starting on and pointing away from the
point at which the force is exerted.

PART B: Sketch an energy bar chart for the hoop-Earth system from the time when it is at the top of the ramp
to the time when it reaches the bottom of the ramp.

| 207
Return to Table of Contents
© 2019 College Board
 7.H Rotational Kinetic Energy

PART C: Derive an expression for the speed of the center of mass of the hoop when it reaches the bottom of
the ramp.

| 208
Return to Table of Contents
© 2019 College Board
 7.H Rotational Kinetic Energy

PART D: Determine an expression for the distance D from the edge of the table to where the hoop lands on

PART E: Suppose that the hoop is now replaced by a disk having the same mass M and radius R . How

Less than The same as Greater than

| 209
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.I Collisions

NAME DATE

Case A Case B Case C Case D

Scenario
The four cases above show four pucks (viewed from above) sliding to the right on a smooth table. Each
puck collides with and sticks to a rod that can move or rotate with negligible friction. In all four cases,
the pucks are identical, the rods are identical, the initial rightward velocities of the puck are identical,
and the initial velocities of the pucks are perpendicular to the rods’ lengths. In Cases A and D, the rod

Cases A and C, the puck collides with the center of the rod.

Analyze Data
PART A: For each case, determine whether angular momentum, linear momentum, and kinetic energy are
x in the box if the quantity
changes during the collision.

Case A Case B Case C Case D

Angular Momentum

Linear Momentum

Kinetic Energy

| 210
Return to Table of Contents
© 2019 College Board
 7.I Collisions

PART B: Rank the cases according to which case has the most rightward linear momentum instantaneously
after the collision from “least rightward momentum” to “most rightward momentum.” Include <, >,
or = to clarify your ranking.

Least rightward momentum Most rightward momentum

Justify your ranking.

PART C: Rank the cases according to which case has the most clockwise angular momentum taken about
the center of the rod instantaneously after the collision from “least clockwise” to “most clockwise”
angular momentum. Include <, >, or = to clarify your ranking.

Least clockwise angular momentum Most clockwise angular momentum

Justify your ranking.

| 211
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.J Translation vs. Rotation

NAME DATE

Scenario
A cart of mass M that slides across a surface with negligible friction, with initial speed v encounters
an incline with an angle θ to the horizontal. At the same time, a wheel of mass M and radius R rolls
with speed v without slipping and encounters an identical incline. Both the cart and the wheel reach
the bottom of their respective inclines at the same time. The wheel does not slip as it rolls up the
incline. Assume no energy is dissipated in the bearings in the cart.

Argumentation
PART A: The forces acting on the cart (shown as a rectangle) and the wheel (shown as a circle) are shown
below while both objects are on their respective inclines. The incline is shown as a dotted line
for reference.

i. Is the friction force acting on the wheel static or kinetic? Explain your reasoning.

ii. Explain why the friction force on the wheel points up the incline even though this is not the
direction opposite to the wheel’s translational motion.

| 212
Return to Table of Contents
© 2019 College Board
 7.J Translation vs. Rotation

PART B:
respective inclines. However, the wheel takes a longer time and travels a longer distance up its
incline to come momentarily to rest than the cart does.
i. Explain why this happens in terms of the forces on the above diagrams.

ii. Explain why this happens in terms of conservation of energy principles.

PART C: While on the incline not including friction, the cart and wheel have identical forces F || acting on
them directed down the incline. If it were determined that the frictional force on the wheel is 75% of
the strength of F ||, and the cart travels a distance L up the incline before coming momentarily to rest,
how far does the wheel travel in terms of L before coming momentarily to rest? Explain your method.

| 213
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation |

NAME DATE

Scenario
A wheel of radius R and mass M
friction μ). The wheel spins with initial angular speed ω0 so that all points on the edge of the wheel
circle the wheel’s center with speed v 0. At time t = 0, the wheel is released from rest, lands on the table,
and does not bounce. The wheel’s rotational speed decreases while the linear speed of its center of
mass increases until the wheel begins to roll without slipping at time t = T .

PART A: i. On the circle that represents the wheel, draw and label the forces exerted on the wheel during the
interval 0 < t < T. The dotted line represents the table. Each force should be represented by a single
arrow that starts on and points away from the location on the wheel where that force is applied.

ii. In terms of the forces you drew above, explain why the center of mass of the wheel increases in
speed and the rotational speed of the wheel decreases during the interval 0 < t < T .

| 214
Return to Table of Contents
© 2019 College Board
 Create Equation
PART B: Dominique derives an expression for T , makes a mistake, and obtains the incorrect expression
. Without deriving the correct expression, explain how one can know that this expression

is not plausible.

Analyze Data
PART C:
of R or μ speed –12 v 0 and angular
speed –2 ω 0. On the grids below (linear speed on the left, angular speed on the right), draw graphs of
1

the linear and angular speeds of the wheel from time t = 0 to a time after the wheel begins to roll
without slipping for the two cases indicated below. Label the graphs as you are instructed.

| 215
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.L Angular Momentum

NAME DATE

Scenario
A planet orbits a star in the counterclockwise orbit shown in the
diagram at right. At time T = 0, the planet is at point A in its orbit.
At a later time, the planet is at point B. At a still later time t = T ,
the planet is at point C in the diagram. The kinetic energy of the
planet is shown in the graph below (solid line) as a function of
time. The total energy of the star-planet system is shown on the
same grid by the dashed line as a function of time.

Analyze Data
PART A: Suppose that it takes 1.25 years for the planet to travel from point A to p
are shown on the graph above? Explain your reasoning.

PART B: Half of 1.25 years is 0.625 years. Does it take 0.625 years for the planet to go from p
point C? Explain your reasoning.

| 216
Return to Table of Contents
© 2019 College Board
 7.L Angular Momentum

Using Representations
PART C:
the same interval. Draw your graph to scale using the grid lines.
PART D: On point C on the orbital diagram above, draw a vector labeled v representing the velocity of the
planet at point C, and draw a vector labeled F representing the net force exerted on the planet at
point C.
PART E: At time t = T, when the planet is at point C, the kinetic energy of the planet is decreasing. Use your

PART F: Sketch a graph of the angular momentum of the planet taken

about the star as a function of time in the space at the right, where
counterclockwise angular momentum is positive. Using your vectors

| 217
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation |

NAME DATE

Scenario
An axle with a large amount of rotational inertia is lubricated so that it rotates with negligible friction.
A light but thick rope is wrapped around the axle so that the rope is layered on top of itself several times
as shown in the diagram. The free end of the string is connected to an object of mass M = 2 kg that is
much heavier than the rope but much lighter than the axle. The mass is released at time t = 0 and is
allowed to fall, causing the axle to accelerate rotationally. The downward speed of the mass is shown
on the graph as a function of time.

Create an Equation
PART A: Write an equation that represents Newton’s second law as applied to the mass. Then use the equation
and the graph to estimate the tensions in the string T0 (at time t = 0) and T8 (at time t = 8 seconds).

The slope of the graph decreases slightly during the 8-second interval.

| 218
Return to Table of Contents
© 2019 College Board
 Analyze Data
PART B:
Explain why this is the case.

Argumentation
PART C:
relationships.

| 219
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.N Frictional Torque

NAME DATE

Scenario
A bicycle wheel is mounted on a horizontal axle as

the torque that is applied to the wheel by the force of

friction at the axle. She is not able to remove the wheel
from its bearings or change the orientation of the axle but
does have access to materials commonly found in a school
physics laboratory.

PART A: Explain how Angela can calculate the frictional torque

applied to the wheel. State what apparatus is to be used,
what measurements are to be made, and what calculations
must be done to obtain a value for the frictional torque.

bearings now exert negligible friction and wishes to determine the rotational inertia of the wheel.
PART B:

| 220
Return to Table of Contents
© 2019 College Board
 7.N Frictional Torque

PART C: Explain how Angela can calculate the rotational inertia of the wheel. State what apparatus is to be
used, what measurements are to be made, and what calculations must be done to obtain a value for
the rotational inertia.

| 221
Return to Table of Contents
© 2019 College Board
 UNIT

7 Torque and Rotation | 7.O Rotational Inertia

NAME DATE

Scenario
A bar of length ℓ is constructed so that it is not uniform in its density. At one
end, the alloy is rich in aluminum, which has low density. At the other end,
more tin is mixed in, which is more dense. The materials are painted over so
that it is not possible to determine visually which end is made of which metal.
Blake must determine the rotational inertia of the bar if it is pivoted about its
less-dense end.

PART A: The center of mass is located a distance x from the less-dense end. Explain

determine which end of the bar is less dense.

PART B: Once the less-dense end and the distance x

could follow to make measurements that could be used to calculate the rotational inertia of the bar
about this axis assuming friction is negligible. Give each measurement a meaningful algebraic
symbol and explain how commonly available equipment is used to make that measurement.

| 222
Return to Table of Contents
© 2019 College Board
 7.O Rotational Inertia

PART C: Explain how the measurements that you made can be used to calculate the rotational inertia of the

these equations are chosen, and what each term of the equation represents.

| 223
Return to Table of Contents
© 2019 College Board
Page 224 has been left intentionally blank
Workbook | 2019

Unit 8 -
Electric Charge
and Electric
Force
| 225
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.A Conservation of Electric Charge

NAME DATE

Scenario

Using Representations
PART A: On the diagram at right, sketch a sample distribution of charges to
represent the neutrality of the sphere.

PART B: A positively charged rod is now brought near but not

touching the sphere. Sketch a sample distribution
of charges to represent what happens to the charges
because of the introduction of the charged rod.

Argumentation
PART C: Make a claim about the direction of the force exerted on the sphere by the rod.
to the left to the right no force exerted on the sphere from the rod
Explain your answer.

| 226
Return to Table of Contents
© 2019 College Board
 8.A Conservation of Electric Charge

PART D: Based on your explanation above, could you use a similar experiment to provide evidence for the

collect to test the two-charge model?

| 227
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.B Electric Force

NAME DATE

Scenario
Two identical point charges +Q and +Q D apart from each
point charges

Using Representations
PART A: The dots below represent the two point charges. Draw free-body diagrams
showing and labeling the electric forces only (not components) exerted on each point charge.

PART B: The dots below represent the two point charges; the magnitude of the charge
on the right was increased to +5Q. Draw free-body diagrams showing
and labeling the electric forces only (not components) exerted on each
point charge.
magnitudes of all the forces.

PART C: If the force between the two point charges for Part A was F, determine an expression for the force, F’,
between the two point charges after the magnitude of the right charge is increased to +5Q.
F’ =

| 228
Return to Table of Contents
© 2019 College Board
 8.B Electric Force

Data Analysis
PART D: On the image to the right, determine a position where a third point charge
(−2Q) could be placed so that the net electric force on it from the other
two point charges is zero. Mark the position with an X and explain your
answer without determining the exact position mathematically.

Argumentation
PART E: Two point charges −Q and −q (where Q > q D apart from each other. Angela
makes the following statement about the direction of the force on −Q : “Coulomb’s law says that the
force between the two point charges is equal to , and the two charges are both negative,

the force on −Q will be positive, which means that the force on −Q will point to the right.”
Explain what is wrong with this statement in a few sentences. Explain the error and state how to
correct it.

| 229
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.C Internal Forces

NAME DATE

Scenario

A C are the same

B

Using Representations
PART A: The dot to the right represents Sphere A. Draw a free-body
diagram showing and labeling the electric forces only (not
components) exerted on Sphere A from the other two spheres.

magnitudes of all the forces.

PART B: The dot to the right represents Sphere B. Draw a free-body

diagram showing and labeling the electric forces only
(not components) exerted on Sphere B from the other two

relative magnitudes of all the forces.

PART C: The dot to the right represents Sphere C. Draw a free-body

diagram showing and labeling the electric forces only
(not components) exerted on Sphere C from the other two

relative magnitudes of all the forces.

| 230
Return to Table of Contents
© 2019 College Board
 8.C Internal Forces

PART D: The dot to the right represents the system of the three spheres,
support rods, and cart. Draw a free-body diagram showing and
labeling the net electric forces only (not components) exerted on

relative magnitudes of all the forces.

Argumentation
PART E: If released from rest, will the cart accelerate to the left, right, or remain at rest. Explain in a clear,
coherent, paragraph-length response.
Accelerate left Accelerate right Remain at rest

| 231
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.D Conservation of Energy

NAME DATE

Scenario
point charge held a distance x from a large, charged
sphere and then released while the sphere is held still

(+Q)
x

Argumentation
PART A: Rank the work done by the electric force on
the point charge after it is released, from
greatest magnitude to least magnitude.
Greatest magnitude of work
done by the electric force

Least magnitude electrical potential

velocities before impact? Explain how you

arrived at your answer.

PART B: If you graph the impact velocity as a function of the mass of the point charge, will the graph be
linear? Explain how you arrived at your answer.

| 232
Return to Table of Contents
© 2019 College Board
 8.D Conservation of Energy

Data Analysis
PART C: Before deriving an equation for a quantity such as v impact , it can be useful to come up with an
equation that is intuitively expected to be true. That way, the derivation can be checked later to
see if it makes sense physically. Blake comes up with the following equation for the impact speed:
, where C is a positive constant.
i. To test the equation, he releases the point charges many times and records the impact velocity.
Blake varies the mass of the point charge with each trial but keeps everything else the same.
The graph shown is a plot of the v impact vs. m .

Are these data consistent with Blake’s equation?

Yes No

ii. Angela suggests that regardless of whether or not the data above are consistent with
the equation, the equation could be incorrect for other reasons. Does the equation make
physical sense?
Yes No

| 233
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.E Equilibrium with Electric Force

NAME DATE

Scenario
Balloons 1 and 2 hang from strings connected to the same point in the

Using Representations
PART A: Each dot below represents one of the balloons. Draw a free-body diagram
showing and labeling the forces exerted on each balloon while they hang
in equilibrium. Use the grids to draw the relative lengths of all vectors to

Balloon 1 Balloon 2

Argumentation
PART B: Mark an answer to each of the following questions:
i. Which balloon carries a greater charge?
Balloon 1 Balloon 2
Both have the same charge. There is not enough information.
ii. Which balloon has a greater mass?
Balloon 1 Balloon 2
Both have the same mass. There is not enough information.
iii. The string supporting which balloon exerts a stronger tension force?
Balloon 1 Balloon 2
Both exert the same tension. There is not enough information.

| 234
Return to Table of Contents
© 2019 College Board
 8.E Equilibrium with Electric Force

PART C: In a clear, coherent, paragraph-length response that references your diagrams from Part A along with
other appropriate physical principles, justify your selections to the questions in Part B.

| 235
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.F Forces and Acceleration (Motion Review)

NAME DATE

Scenario

Data Analysis
PART A: In which case or cases above is the speed (magnitude of velocity) increasing at the moment shown?
Mark all correct answers.
Case A Case B Case C Case D
Justify your answer.

PART B: In which case or cases above is the magnitude of acceleration increasing at the moment shown?
Mark all correct answers.
Case A Case B Case C Case D
Justify your answer.

| 236
Return to Table of Contents
© 2019 College Board
 8.F Forces and Acceleration (Motion Review)

Argumentation
PART C: Carlos and Dominique are asked to rank the net force exerted on the sphere in each of the cases.
(For Part C, consider ALL forces acting on the sphere.) Carlos incorrectly says that all four net forces
are equal. Dominique correctly says F C = F D > F A = F B .
i. Even though Carlos is incorrect, he was considering a correct physical principle. Explain the
correct idea(s) that could have led to Carlos’s conclusion.

ii. Dominique is correct because she considered something that Carlos did not. State what this
additional idea is and explain how it leads to Dominique’s correct answer.

| 237
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.G Forces and Torques in Equilibrium

NAME DATE

Scenario
A and B
qA and qB a
C, which
has a qC

Using Representations
PART A: In Case 1, q B = 1.4q A , and the A-B
is free to rotate and translate.
In the Case 1 diagram to the right, draw arrows representing
only the electric forces exerted on A and B. It is not necessary
to label the vectors, but it is necessary that each vector be a
distinct arrow that starts on and points away from its point of
application and the grid be used to show correct direction and
relative magnitudes of forces.

Argumentation
PART B: In which direction does the center of the rod accelerate at the instant shown in the diagram? Does the
rod rotate clockwise or counterclockwise, if at all? Justify your answers using the forces you drew.

Acceleration is:
Left Right Up Down
Rotation is:
Counterclockwise Clockwise

| 238
Return to Table of Contents
© 2019 College Board
 8.G Forces and Torques in Equilibrium

Scenario
P
of q B is also decreased so that the A-B

Using Representations
PART C: In the Case 2 diagram shown at right, draw arrows representing
only the external forces exerted on the A-B -rod system (For
this case, do not draw the normal force and weight, as they
are perpendicular to the page). It is not necessary to label the
vectors, but it is necessary that each vector be a distinct arrow
that starts on and points away from its point of application
and the grid be used to show correct direction and relative
magnitudes of forces. The forces you draw in the Case 2
diagram do NOT need to be to the same scale as the forces you
drew in the Case 1 diagram.

Quantitative Analysis
PART D: Derive an expression for the magnitude of charge q B in terms of charge q A . Verbally explain the
physical principles you are using as you perform the steps of your derivation.

| 239
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.H Equilibrium

NAME DATE

Scenario
grains of mass m
grains to a process that strips one or more electrons from each grain and then
grains
charge Q = 1 μC grains
and the charge Q

Data Analysis
PART A: grains group together rather than being distributed at all points in
the tube.

PART B: Draw a diagram of the forces exerted on a single grain and use the diagram to write an
equation that expresses the exerted forces in terms of m , Q, y (the vertical height of the
pollen grain), and q (the charge on that grain), plus any other physical constants needed.

| 240
Return to Table of Contents
© 2019 College Board
 8.H Equilibrium

PART C: q on a single grain

and height y of a single grain. Note that you are asked to calculate the quantity y 2 .

Charge q Height y y2 2

PART D: Graph q vs. y 2

m of a pollen grain.

| 241
Return to Table of Contents
© 2019 College Board
 8.H Equilibrium

PART E: Explain how you used the equation from Part B to determine the meaning of the slope of the graph
by giving the relationship between the mass of a pollen grain and the slope of the line above.

| 242
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.I Electric Force and Motion Review

NAME DATE

Scenario
q and mass m rolls on a

x = 0 and has a rightward

v0 Q
x = 0, a height H
H

Using Representations
PART A: On the grids labeled “velocity” and
“position,” connect the three dots
with appropriate lines or curves to
make graphs of the cart’s velocity
and position as functions of time
during the same interval shown in the
acceleration vs. time graph.
PART B: The dot below represents the
cart. Draw a free-body diagram
showing and labeling all the forces
(not components) exerted on the
cart when the cart is located at
position x = −H. Indicate relative
lengths of the forces that balance.

| 243
Return to Table of Contents
© 2019 College Board
 8.I Electric Force and Motion Review

Argumentation
PART C: The graph shows the magnitude of acceleration increasing as the cart approaches the origin, then
decreasing to zero as the cart reaches the origin. In a clear, coherent, paragraph-length response,
explain why the magnitude of acceleration increases and then decreases as the cart approaches the
origin. Refer to the forces that you drew on Part B and/or their components as necessary.

| 244
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.J Oscillation

NAME DATE

Scenario
A charged sphere q
θ = 10° with the
m = 0.1 kg with a charge q

on
L

Using Representations
PART A: The dot below represents the cart on the incline. Draw a free-body diagram showing and labeling

relative magnitudes of all the forces. Each force must be represented by a distinct arrow starting on
and pointing away from the dot.

| 245
Return to Table of Contents
© 2019 College Board
 8.J Oscillation

Quantitative Analysis
PART B: Derive an expression for the charge q. Explain how you use the graph and other information and
what physical principles you are applying in your calculations.

Argumentation
PART C: If the cart is set at its equilibrium position on the incline and released, the cart will remain at rest.
However, if the cart is set a small distance away from the equilibrium position and released, the cart
will oscillate about the equilibrium position.
Explain why this occurs.

| 246
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.K Electric Force and Orbits

NAME DATE

Scenario
A small star of mass m M
is R

Using Representations
PART A:
star orbits counterclockwise and draw and label the vectors indicated.
i. Draw and label the forces exerted on the ii. Draw a vector labeled v representing the
small star at this instant. velocity of the small star and a vector labeled
a representing the acceleration of the small
star, at this instant.

Quantitative Analysis
PART B: Derive an expression for the kinetic energy of the small star as it orbits the large star in terms of M ,
m , R , and fundamental constants.

| 247
Return to Table of Contents
© 2019 College Board
 8.K Electric Force and Orbits

PART C: Suppose instead that the small star has four times as much kinetic energy but is kept in the circular
orbit of the same radius because both stars have equal magnitudes of net charge Q.
i. Do the stars have same sign or opposite sign charges? Explain your reasoning.

ii. Derive an expression for Q in terms of M , m , R , and fundamental constants.

| 248
Return to Table of Contents
© 2019 College Board
 UNIT

8 Electric Charge and Electric Force | 8.L Collisions Review/Electric Force

NAME DATE

Scenario

on a nonconducting smooth D
−Q,
a charge +5Q
time t = 0 t=2

shows their data for 0 < t < 4

Data Analysis
PART A: Using the graph, estimate the initial distance D between the two pucks. Explain your method.

PART B: Which puck is made of material with greater density? Explain your reasoning.

| 249
Return to Table of Contents
© 2019 College Board
 8.L Collisions Review/Electric Force

PART C: Is the collision between the pucks elastic? Explain your reasoning.

Argumentation
PART D: The graphs have slopes whose magnitudes increase as time approaches t = 2 s and then decrease
after t = 2 s. Also, the slope of each graph has a magnitude that is greater just before t = 2 s than
just after t = 2 s. In a clear, coherent, paragraph-length response, explain these aspects of the graph
using appropriate physical principles.

| 250
Return to Table of Contents
© 2019 College Board
Workbook | 2019

Unit 9 -
DC Circuits

| 251
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.A Open and Short Circuits

NAME DATE

Scenario
A circuit is constructed with identical bulbs as shown
at right.

Quantitative Analysis
PART A: Which switches must be open in order to have a
completely open circuit?
Switch 1 Switch 2
Switch 3 All switches open
Justify your claim.

PART B: Which switches must be closed in order to have a short circuit?

Switch 1 Switch 2 Switch 3 All switches open
Justify your claim.

PART C: Is it possible to light Bulb 2 without lighting Bulb 3?

Yes No
Explain.

PART D: Is it possible to light Bulb 1 without lighting either Bulb 2 or 3?

Yes No
Explain.

| 252
Return to Table of Contents
© 2019 College Board
 9.A Open and Short Circuits

Using Representations
PART E: On the diagram to the right of the circuit with switches
S2 and S3 closed, sketch in an ammeter so that it would
correctly measure the current through Bulb 2.

PART F: On the diagram shown of the circuit with switches S2

and S3 closed, sketch in a voltmeter so that it would

Bulb 1.

| 253
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.B Series Circuits

NAME DATE

Scenario
A simple circuit is constructed with a single battery, a wire, and a single
bulb with resistance R.

Quantitative Analysis
PART A: Describe what happens to the total resistance of the circuit when a
second identical bulb (Bulb B) is placed in the circuit as shown below.
Provide evidence.

PART B: Write an expression for the total resistance of the circuit in terms of R , the resistance of a light bulb.

PART C: A third identical bulb (Bulb C) is now added to the circuit. Fill in the following
table to show what changes and what stays the same in each circuit after Bulb C
is added. Place a check mark or an X in the correct box: increases, decreases, or
remains the same.

Increases Decreases Remains the Same

Total ΔV

ΔV (across Bulb A)

ΔV (across Bulb B)

Total Current

Current through Bulb A

Current through Bulb B

Total Resistance

| 254
Return to Table of Contents
© 2019 College Board
 9.B Series Circuits

Argumentation
PART D: Your lab partners make the following statements:
i. Angela: “Since power is equal to P = I 2R , and brightness is proportional to power, the larger
the resistance, the more power the bulbs will have and the brighter they will be. So, we need to
add more bulbs in series to make more light.” Is Angela correct? Justify using the equations for
power and the table completed in Part C.

ii. Blake: “When we add more bulbs, the one closest to the negative terminal of the battery will

use up some of the electrons. So, adding more bulbs in series won’t make more light.” Is Blake
correct? Justify using the table completed in Part C.

| 255
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.C Qualitative Electric Potential Diagram

NAME DATE

Scenario
You have been given a 9V battery connected by wires to
two identical light bulbs as shown.

Using Representations
PART A: Sketch a circuit diagram for the setup shown.
Label positions A–G on your circuit diagram.

PART B: Sketch a qualitative electric potential vs. position graph.

Qualitative Analysis
PART C: If a wire is connected between points D and F, what happens to the brightness of the bulbs?
Bulb 1: Increases in brightness Decreases in brightness
Stays the same brightness
Bulb 2: Increases in brightness Decreases in brightness
Stays the same brightness
Justify your choices above in a few short sentences.

| 256
Return to Table of Contents
© 2019 College Board
 9.C Qualitative Electric Potential Diagram

Data Analysis
PART D: The current delivered by the battery is shown at
right as a function of time. How many coulombs of

1,000 seconds?

| 257
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.D Parallel Circuits

NAME DATE

Scenario
A simple circuit is constructed with a single battery, wires, and a single
bulb with resistance R .

Quantitative Analysis
PART A: When a second identical bulb (Bulb B) is placed in the circuit as shown
below, describe what happens to the total resistance of the circuit.
Provide evidence.

PART B: Write an expression for the total resistance of the circuit in terms of R , the resistance of a light bulb.

PART C: A third identical bulb (Bulb C) is now added to the circuit. Fill
in the following table to show what changes and what stays
the same in each circuit after Bulb C is added in parallel. Place
a check mark or an X in the correct box: increases, decreases,
or remains the same.
Increases Decreases Remains the Same

Total ΔV

ΔV (across Bulb A)

ΔV (across Bulb B)

Total Current

Current through Bulb A

Current through Bulb B

Total Resistance

| 258
Return to Table of Contents
© 2019 College Board
 9.D Parallel Circuits

Analyze Data
PART D: The three bulbs are then taken out of the circuit and rearranged so that, with the switch closed,
Bulb A is brighter than Bulbs B and C, and Bulbs B and C are equally bright.

the switch was closed.

Sketch the circuit below.

| 259
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits |
NAME DATE

Scenario
The diagram shows four resistors R p, R s , r p, and r s that are connected to identical ideal batteries.
The resistances are such that R p = R s > r p = r s.

Series Circuit Parallel Circuit

PART A: Rank the currents passing through each resistor from greatest to least. (Include <, >, or = to clarify
your ranking.)

Greatest Current Least Current

PART B: <, >, or = to clarify

your ranking.)

Greatest Potential Least Potential

PART C: In a clear, coherent paragraph-length response, explain the reasoning for your rankings. Be sure to
cite appropriate physical principles.

| 260
Return to Table of Contents
© 2019 College Board
 | 261
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.F Reasoning with Ammeters and Voltmeters

NAME DATE

Circuit A Circuit B Circuit C

Scenario
Carlos connects each of the circuits shown above. The batteries are identical and ideal. The resistors
are identical, and all meters are ideal.

PART A: Carlos draws the reading on the ammeter for Circuit A as shown below. Draw what the other
two ammeters should read. In the other two diagrams, the reading for Circuit A is shown for reference.

Circuit A Circuit B

Circuit C

| 262
Return to Table of Contents
© 2019 College Board
 9.F Reasoning with Ammeters and Voltmeters

PART B: Carlos draws the reading on the voltmeter for Circuit A as shown below. Draw what the other
two voltmeters should read. In the other two diagrams, the reading for Circuit A is shown for reference.

Circuit A Circuit B

Circuit C

PART C: Complete the following two sentences:

If the power delivered by the battery in Circuit A is P, then the power delivered by the battery in
Circuit B is .
If the power delivered by the battery in Circuit A is P, then the power delivered by the battery in
Circuit C is .
PART D: Suppose the battery has internal resistance. (Internal resistance is like having a small resistor in
series with the battery enclosed in the battery housing.) Draw a possible reading for the voltmeter for
Circuit C .

Circuit C

| 263
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.G Internal Resistance

NAME DATE

Scenario
A battery ε has internal resistance r and is connected to a variable resistor
as shown.

Quantitative Analysis
PART A:

i. As the resistance of the variable resistor is increased, which of the

following quantities stays the same?
I ε r All quantities stay the same.
ii. As R
or remain the same? Explain.
Increase Decrease Remains the same

PART B:

of ε , I, r , and R .

ii. Rewrite the equation from Part B (i) to solve for R as a function of I.

Dominique records the current through the variable resistor as a function of the resistance and
collects the following data.

| 264
Return to Table of Contents
© 2019 College Board
 9.G Internal Resistance

PART D:

PART E: What is the physical meaning of the slope?

PART F: Determine the y -intercept. What is the physical meaning of the y -intercept?

| 265
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.H Power

NAME DATE

Scenario
The circuit at the right consists of three unequal resistors that represent
ohmic light bulbs. Resistance A is the greatest, and C is the least.

Quantitative Analysis
PART A: Rank the resistors according to the current passing through them from
greatest to least. Rank the resistors according to the magnitude of

Rank the resistors according to their brightness from greatest to least.

Greatest I Least I Greatest Least Greatest Least

|∆V| |∆V| brightness brightness

Justify your rankings.

PART B: Suppose that R A = 4R C and R B = 2R C . The rate at which energy is being delivered to Resistor C is P C .
i. Calculate the rate at which energy is delivered to Resistor B, P B , in terms of P C .

| 266
Return to Table of Contents
© 2019 College Board
9.H Power

ii. Calculate the rate at which energy is delivered to Resistor A, P A , in terms of P C .

| 267
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.I Building a Lightbulb

NAME DATE

Scenario
ε but has internal resistance r. Angela wishes
to build a light bulb and must select a resistance R for the light bulb. The resistance is determined
R that will maximize the
brightness (power P delivered to) the light bulb when it is connected to the power supply.

Using Representations
PART A: ε, resistor r, and
light bulb R . Also draw a voltmeter and an ammeter that are correctly

the light bulb. Label all components.

Analyze Data
PART B: R and connects them individually to
the power supply. She notices that very large values of R result in dim illumination (low P ) and very
small values of R also result in dim illumination. Provide brief answers to the following questions in

i. Why do high values of R result in low values of P ?

ii. Why do low values of R result in low values of P ?

| 268
Return to Table of Contents
© 2019 College Board
 9.I Building a Lightbulb

Quantitative Analysis
PART C: Derive an expression for P, the power delivered to the light bulb, in terms of ε , r, and R .

PART D:

i. Show how your expression in Part C supports the idea that high values of R result in low values
of P.

ii. Show how your expression in Part C supports the idea that low values of R result in low values
of P.

| 269
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.J Non-Ohmic Resistors

NAME DATE

Scenario
Blake obtains three identical light bulbs: A, B, and C. He performs an

across the bulb and measures the resulting current through the bulb. The
resulting graph of Blake’s data is shown to the right.

Using Representations
PART A: Using standard circuit symbols, draw a circuit containing a variable source

allow Blake to make the measurements that resulted in the graph shown.

Analyze Data
PART B:
increases? Explain your reasoning.

Argumentation
PART C: Blake connects the three bulbs as shown in the diagram to the right. He
measures the luminosity of Bulb A with a photometer and determines that
Bulb A emits one-eighth as much light energy each second as Bulb B. In a
clear, coherent, paragraph-length response that references both the circuit
diagram and the above graph, explain why this is the case.

| 270
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.K Resistivity

NAME DATE

Scenario
You are given a piece of malleable, clay-like material that is electrically conductive. You are also given
a meterstick, a stopwatch, an electronic balance, a voltmeter, an ammeter, several batteries in special
holders that can be connected together, a power supply with a knob that can vary its emf, and many
connecting wires.

Design an Experiment
PART A:

i. In the space below, outline a procedure that could be followed to make measurements that
would allow you to determine the resistivity of the material. Give each measurement an algebraic
symbol. Include a labeled diagram and be sure to explain what equipment is to be used to make
each measurement.

What Needs to Be Measured and Procedure:

Algebraic Symbols

Labeled Diagram of the Setup

| 271
Return to Table of Contents
© 2019 College Board
 9.K Resistivity

in Part A (i), derive an equation for the resistivity in terms

of measured quantities.

PART B: You are next asked next to determine whether the material is ohmic, meaning that its resistance

the material is ohmic.

Analyze Data
PART C: How would you represent your data to show whether the material is ohmic? What feature of the
representation would indicate that the material is ohmic?

| 272
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.L Brightness vs. Labeled Wattage

NAME DATE

Scenario
A and B, which are unequal but ohmic resistances. When the bulbs
are connected to a source of emf in parallel, Bulb A is brighter than Bulb B. When the bulbs are later
connected to the same source of emf in series, Bulb B is brighter than Bulb A but is dimmer than
Bulb B in the parallel circuit.

Using Representations
PART A: Sketch a circuit diagram for the two bulbs (A and B) in series and in parallel.

Series Parallel

Quantitative Analysis
PART B: Which light bulb has a greater resistance? Justify your reasoning.

PART C:
are cylindrically shaped. Based on your answer to Part A, compare geometric quantities between the

| 273
Return to Table of Contents
© 2019 College Board
 9.L Brightness vs. Labeled Wattage

Argumentation
PART D:
why bulb B is brighter than bulb A in series but bulb A is brighter than bulb B in parallel and why
both bulbs in series are dimmer than the bulbs in parallel.

| 274
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.M Current and Power vs. Time

NAME DATE

Scenario
Circuit 1 is connected at time t = 0 and the chemical
reaction taking place within the battery reaches
completion after 2 hours. The two graphs show the
current passing through the battery and resistor as
a function of time and the power delivered by the
battery and to the resistor as a function of time.

Using Representations Circuit 1 Circuit 1’s I vs. t Circuit 1’s P vs. t

PART A: Circuit 2 is shown below and has a fresh
identical battery and identical resistors as Circuit 1. The I vs. t graphs and P vs. t graphs have the
same scale as the corresponding graphs above. Sketch graphs of I and P for the battery as a function
of time and graphs of I and P for one of the resistors as a function of time.

Circuit 2 I vs. t for battery P vs. t for battery I vs. t for a resistor P vs. t for a resistor
Explain your reasoning for the graphs you constructed.

| 275
Return to Table of Contents
© 2019 College Board
 9.M Current and Power vs. Time

PART B: Circuit 3 is shown below. It has a fresh identical battery and identical resistors as Circuit 1. The
I vs. t graphs and P vs. t graphs have the same scale as the corresponding graphs above. Sketch
graphs of I and P for the battery as a function of time and graphs of I and P for one of the resistors
as a function of time.

Circuit 3 I vs. t for battery P vs. t for battery I vs. t for a resistor P vs. t for a resistor
Explain your reasoning for the graphs you constructed.

| 276
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.N Resistivity vs. Resistance

NAME DATE

Scenario
Carlos bends a wire of conductive material into a coil and connects the

when connected to the battery. He immerses the coil into water in order
to heat the liquid water from 0°C to 100°C and observes that it takes a
time t to bring the water from 0°C to 100°C.

Carlos supposes that using a longer wire with the same thickness will
result in the water heating faster. Upon using a longer wire, he is surprised
to discover that the water takes longer to go from 0°C to 100°C.

Argumentation
PART A:
and power, explain qualitatively why it is that a longer wire causes an increase in the time to bring
the water from 0°C to 100°C . Frame this explanation as a paragraph-length response and discuss

Quantitative Analysis
PART B: Suppose that the wire has a cross-sectional area A , length L , and resistivity ρ. The potential
V. The amount of energy required to bring the water from 0°C to
100°C is E . Derive an equation that gives the time t in terms of A , L , ρ, V, and E .

Design an Experiment
PART C: Using your equation as evidence, name two things (other than decreasing the length of the
wire) that Carlos could do to decrease the time it takes for the water to go from 0°C to 100°C.

| 277
Return to Table of Contents
© 2019 College Board
 UNIT

9 DC Circuits | 9.O Resistivity and Real Batteries

NAME DATE

Scenario
Dominique wishes to determine the resistivity of the
Length (m) Current (A)
graphite used to make mechanical pencil “lead.”
0.02 0.29
lengths but of the same diameter (0.5 mm), one at a
0.04 0.15

0.06 0.10
1.20 V. Dominique
0.08 0.07
current passing through each piece of graphite on each
trial. Her results are shown on the table to the right. 0.10 0.06

Using Representations
PART A: Draw a circuit diagram showing the battery, one piece of graphite,
and the ammeter and voltmeter all connected correctly to make
measurements in this experiment.
PART B: In the space below, state the quantities that should be graphed to yield a
line whose slope can be used to calculate the resistivity of graphite. By
manipulating basic equations, show why these two quantities yield a

or both columns as needed with calculated values. Plot your linearized

| 278
Return to Table of Contents
© 2019 College Board
 9.O Resistivity and Real Batteries

Quantitative Analysis
PART C: Use the slope of your graph to calculate the resistivity of graphite.

Argumentation
PART D:
the graphite used increases. She correctly claims that this has nothing to do with the graphite but
instead is due to some property of the battery. Explain why she observes this increase.

| 279
Return to Table of Contents
© 2019 College Board
Page 280 has been left intentionally blank
Workbook | 2019

Unit 10 -
Mechanical
Waves and
Sound
| 281
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.A Properties of a Wave

NAME DATE

Scenario
Angela is shaking her hand left and right on a rope
to get a continuous wave. A graph of a continuous
wave is shown at right.

Using Representations
PART A: On the diagram, label a crest, a trough, an
amplitude, and a wavelength.
PART B: On the diagram below, sketch a continuous wave
with half the amplitude as Angela shaking her
hand back and forth times per second. The
wavelength is 1 m. Calculate the speed of the wave. (Apply this to Parts C and D.)

PART C: On the diagram below, sketch a continuous wave with twice the wavelength.

PART D: Is Angela shaking the string at the same rate?

Faster Slower Same rate to get the last continuous wave

| 282
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.B Relationship Between Wave Speed,

Frequency, and Wavelength
NAME DATE

Scenario
You are given a long length of string and an oscillator that can shake one end of the string at any
desired frequency. The oscillator has a display that indicates the frequency. You are asked to design an
experiment to determine the velocity of the standing waves on the string.

Experimental Design
PART A: Describe your experimental setup and procedure, including any additional pieces of equipment you
would need and the kind of data you would record. Include enough detail that another student could
follow and complete the experiment.

PART B: Describe how you would analyze your data to determine the velocity of the waves on the string.

| 283
Return to Table of Contents
© 2019 College Board
 10.B Relationship Between Wave Speed, Frequency, and Wavelength

A student performs the experiment and collects the following data:

n Sketch f(Hz)

1 2 100

2 1 200

3 0.7 300

4 0.5 400

8 0.25 800

Data Analysis
PART C: Fill in the “sketch” column with what you would
expect the wave to look like.
PART D: Graph the necessary data to solve for the speed of

additional values if necessary.) Sketch a line of

PART E:
to determine the speed of the wave on the string.

| 284
Return to Table of Contents
© 2019 College Board
 10.B Relationship Between Wave Speed, Frequency, and Wavelength

Argumentation
PART F: These drawings represent snapshots taken of waves traveling to the right along strings. The grids
shown in the background are identical. The waves all have the same speed, but their amplitudes
and wavelengths vary. Rank the frequency of the waves. (Include <, >, or = to clarify your ranking.)
Explain your ranking.

Highest frequency > > > Lowest frequency

| 285
Return to Table of Contents
© 2019 College Board
UNIT

10 Mechanical Waves and Sound | 10.C Superposition of Wave Pulses

NAME DATE

Scenario

Using Representations
PART A: PART B: Blake now sends a pulse PART C: Now one end of the string
pulse toward the wall. toward the end of the is held by Blake and the
Sketch the pulse as it spring, but this time, the other by Carlos. Each
continues toward the wall other end is attached student sends a pulse
and returns to Blake. loosely on a pole so that on the string toward the
the end of the spring is other student. Sketch the
free to move. Sketch the pulses as they continue
pulse as it continues on the string. Make sure
toward the pole and to sketch what happens
returns to Blake. when the pulses meet.

Explain your reasoning Explain your reasoning Explain your reasoning

| 286
Return to Table of Contents
© 2019 College Board
 10.C Superposition of Wave Pulses

Argumentation
PART D: Dominique watches what is happening as the two pulses move toward each other and states,

each other and go back the way they came from.” What if anything is wrong with this statement?
If something is wrong, identify it and explain how to correct it. If this statement is correct,
explain why.

| 287
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.D Superposition of Wave Pulses

NAME DATE

Scenario
A pair of pulses travels toward each other at equal speeds. The composite wave forms as they pass
through each other and interfere are shown at 1-second intervals.

Using Representations
PART A: Sketch a construction for the two wave pulses in each column. Each pulse travels at one square per
second.

| 288
Return to Table of Contents
© 2019 College Board
10.D Superposition of Wave Pulses

Argumentation
Rectangular transverse wave pulses are traveling toward each other along a string. The grids
shown in the background are identical, and the pulses vary in height and length. The pulses will
meet and interact soon after they are in the positions shown.

Rank the maximum amplitude of the string at the instant the positions of the centers of the
two pulses overlap. (Include <, >, or = to clarify your ranking.)
Greatest amplitude Least amplitude
Explain your reasoning.

| 289
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.E Displacement of Wave vs.

Displacement of Medium
NAME DATE

Scenario
x = 0. The graph
below left depicts the wave and the bead at time t = 0, a “snapshot.” The graph below and to the right
shows the displacement of the bead as a function of time.

Data Analysis
PART A: Calculate the speed of waves on this cord. Explain how you use the graphs to obtain information that
is used to make your calculation.

| 290
Return to Table of Contents
© 2019 College Board
 10.E Displacement of Wave vs. Displacement of Medium

PART B: State whether the wave is moving left or right. Explain how you used information from the graphs
above to make this determination.

Using Representations
PART C: The snapshot above is repeated below, but this time, eight positions on the string are marked.
At the instant t = 0, sketch a velocity vector arrow for each of the marked positions, showing the
instantaneous velocity for each of the eight parts of the string. If the velocity at a given position is
zero, write “v = 0” at that location.

PART C: Suppose that the amplitude of the wave is 0.4 meters. What is the average speed of the bead as it
moves? Explain.

| 291
Return to Table of Contents
© 2019 College Board
 10.E Displacement of Wave vs. Displacement of Medium

Argumentation
PART D: The waves occur because one end of the elastic cord
is connected to a mass much heavier than the cord
and that mass hangs vertically from a strong ideal
spring. The mass oscillates on the spring, causing the
waves on the elastic cord. Angela wishes to change the
wave so that the peaks on the graph above right are
closer together, but the graph above left is unchanged.
Blake indicates that, to do this, the tension in the
cord and the amount of mass on the spring must
both be changed. State how the tension and mass
must be changed in order to accomplish the changes
Angela desires. Justify using physical principles
and relationships.

| 292
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.F Standing Sound Waves in Tubes

NAME DATE

Scenario
The diagrams below show eight tubes that are 3.0 m long. The four tubes on the left are open at both
ends. The tubes on the right are open only on the right end. The speed of sound in the room where the
tubes are kept is 340 m/s.

Using Representations
PART A: Draw the transverse representation of displacement wave that vibrates with the harmonic indicated.
The speed of sound is 340 m/s . Then indicate the wavelength and frequency of each wave.

| 293
Return to Table of Contents
© 2019 College Board
 10.F Standing Sound Waves in Tubes

PART B: How did you decide where to put the nodes and antinodes? Explain.

PART C: pressure
wave
pressure and displacement waves.

PART D: A pipe, similar to those above, when capped at one end resonates with a fundamental frequency of
100 Hz . If the cap is removed (not changing the length of the pipe), what is its new fundamental
frequency? Sketch the fundamental for the pipe with and without the cap. Explain your reasoning.

| 294
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.G Beats

NAME DATE

Scenario
v.

Using Representations
PART A:

PART B: What happens to the resonant frequency as the water level in the bottle decreases? Explain.

Quantitative Analysis
PART C:
vibrating tuning fork causes resonance within the bottle. The water
level is then lowered until another resonance is observed. This
second resonance occurs when the water level is lowered a distance
L. Derive an expression for the frequency of the vibrating tuning fork
in terms of L , v, and physical constants.

| 295
Return to Table of Contents
© 2019 College Board
10.G Beats

The sound waves produced from two tuning forks broadcast at the same time are shown below, in
addition to their superposition. Amplitude of the wave vs. time in seconds is being graphed.

| 296
Return to Table of Contents
© 2019 College Board
 10.G Beats

Data Analysis
PART D: Determine the frequency of each tuning fork.

Tuning Fork 1: f=

Tuning Fork 2: f=
PART E: Determine the beat frequency. Beat frequency: f= Hz
PART F: Explain the phenomenon of beats. What must happen in order to cause beats to occur?

| 297
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound |

NAME DATE

Scenario
An ambulance with a siren of frequency 500 Hz is
traveling on the same street as a car. The velocities of
the two vehicles and the distances between them are
given in the images at right.

Data Analysis
PART A:
<, >, or =

PART B: higher

| 298

© 2019 College Board

PART C: In which case(s) would the passenger in the car hear a lower pitch than the ambulance driver?

Explain your reasoning.

PART D: In which case(s) would the passenger in the car hear the same pitch as the ambulance driver?

Explain your reasoning.

| 299
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.I Relationship Between Speed, Frequency, and
Wavelength
NAME DATE

Scenario 1

which causes a fundamental standing wave of initial frequency ƒi, wavelength λ i , and wave speed
v i to form on the string. He then turns a knob to tighten the string without changing its length. When
f ƒ,
wavelength λ ƒ, and wave speed v ƒ.

Argumentation
PART A: Mark each correct relationship:
___ v ƒ > v i ___ v ƒ = v i ___ v ƒ < v i
___ λ ƒ > λ i ___ λ ƒ = λ i ___ λ ƒ < λ i
___ f ƒ > f i ___ f ƒ = f i ___ f ƒ < f i
Explain your choices.

| 300
Return to Table of Contents
© 2019 College Board
 10.I Relationship Between Speed, Frequency, and Wavelength

Scenario 2
Dominique plays a trombone, an instrument where the length can be made longer or shorter to be able

standing wave of initial frequency f i , wavelength λi , and wave speed v i to form in the air inside the
instrument. She then extends the trombone slide so that the entire length of the instrument increases.

frequency f ƒ, wavelength λ ƒ, and wave speed v ƒ.

PART B: Mark each correct relationship:

___ v ƒ > v i ___ v ƒ = v i ___ v ƒ < v i
___ λ ƒ > λ i ___ λ ƒ = λi ___ λ ƒ < λ i
___ f ƒ > f i ___ f ƒ = f i ___ f ƒ < f i
Explain your choices.

Scenario 3
Angela uses a special type of speaker to play a single tone underwater. The tone has frequency f i ,
wavelength λ i , and wave speed v i . When the sound wave leaves the water and enters air, it has a
frequency f f , wavelength λ f, and wave speed v f .

PART C: Mark each correct relationship:

___ v f > v i ___ v f = v i ___ v f < v i
___ f f > f i ___ f f = f i ___ f f < f i
___ λ f > λ i ___ λ f = λ i ___ λ f < λ i
Explain your choices.

| 301
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.J Standing Waves in Tubes

NAME DATE

Scenario
Consider a pipe that is 3 m long in a gas where the speed of sound is 360 m/s. Determine the longest
three wavelengths and lowest three frequencies that resonate a standing sound wave in the pipe in the

possible). Then explain how the wavelength and frequency were found.

Using Representations
PART A: The pipe is open at both ends.

Lowest frequency, longest Second frequency, second Third frequency, third

wavelength wavelength wavelength

| 302
Return to Table of Contents
© 2019 College Board
 10.J Standing Waves in Tubes

PART B: The pipe is closed at its left end.

Lowest frequency, longest Second frequency, second Third frequency, third

wavelength wavelength wavelength

PART C: On the number line below, draw an open circle at each open-pipe frequency you found in Part A.
Then use the pattern to get three more open-pipe frequencies. Then draw a closed circle at
each closed-pipe frequency you found in Part B and use the pattern to get three more closed-pipe
frequencies. List the additional frequencies below.

Three more open-pipe frequencies: , , .

Three more closed-pipe frequencies: , , .

| 303
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.K Pulse Interference and Superposition

NAME DATE

Scenario

a wall. The diagram above and on the left shows the wave at time t = 0, with a grid of squares that
represent distances of 1 cm. The speed of the wave is 1 cm/ms.

Using Representations
PART A: On the blank grid above right, draw what the string looks like at time t = 5 ms .

Data Analysis
PART B: Point P is a single point on the string. Blake attempts
to draw a graph of the height of point P as a function
of time, creating the graph shown to the right. He

i. Blake’s graph is correct between 5 and 7 ms

Explain why.

ii. Another aspect of Blake’s graph is incorrect. State what this aspect is, why it is incorrect, and
what he can do to correct it. Explain why this correction is necessary.

| 304
Return to Table of Contents
© 2019 College Board
 10.K Pulse Interference and Superposition

PART C: Suppose instead that some wave energy is transformed into other, dissipative forms of energy when

| 305
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.L Interference of Sound

NAME DATE

Scenario
Carlos, Dominique, and Angela are given two speakers that emit the same single tone in phase.
The sound energy emitted by each speaker every second is also the same. The students are using the
speakers to experimentally estimate the speed of sound. To do this, they set the speakers together
5 m away from Angela, who is holding an apparatus that measures sound intensity.

On each trial, the students move one speaker a distance d closer to Angela, who holds the intensity
measuring apparatus, while keeping the other speaker 5 m away. The students plot data of the sound
intensity recorded as a function of distance d that the one speaker is moved forward.

Data Analysis
PART A: Explain why the sound intensity increases and decreases as the one speaker is moved closer to
Angela. Draw diagrams showing waves being emitted by both speakers to support your explanation.

| 306
Return to Table of Contents
© 2019 College Board
 10.L Interference of Sound

PART B: The frequency emitted by the speakers is 440 Hz . By taking one or more values from the graph,
obtain an estimate of the speed of sound. Explain your thought process.

PART C: As the one speaker moves a greater distance d (and closer to Angela), the maxima in the above
graph become greater and the minima in the graph also increase. Explain why this occurs in terms of
wave intensity and wave superposition. Draw diagrams to support your explanation.

| 307
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.M The Speed of Sound

NAME DATE

Scenario
Blake is given the equipment listed below and asked to use it to obtain a precise value for the speed of
sound in air.

Meterstick Stopwatch

Sound intensity meter

Tuning forks (Each has its frequency printed on the handle.)

Pipe (as long as the barrel is tall)

Speaker who can generate a single tone (The tone can be varied, and the speaker
displays the frequency.)

Experimental Design
PART A: Select equipment from the above list that Blake could use to determine the
speed of sound in air.
PART B: Outline a procedure that Blake could follow to make a single set of
measurements that can be used to calculate an estimate of the speed
of sound in air. Include a labeled diagram of the experimental setup.
Explain how the measurements can be used to make the calculation.

PART C:
speed of sound in air. Explain how the data collected can be represented in a graph and how the
graph can be used to obtain a precise value of the speed of sound.

| 308
Return to Table of Contents
© 2019 College Board
 10.M The Speed of Sound

PART D: Blake is informed that the speed of sound depends on the temperature of the air. Assuming that he
has access to the thermostat controlling air-conditioning and heating for the laboratory, explain how

speed of sound. Include any additional equipment needed that is not listed above.

| 309
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound |

NAME DATE

Scenario
An elastic string’s equilibrium length is measured while the string is in a warm laboratory. The string
is left outside on a cold winter night. In the morning, the string, while still outside, is measured again
and its equilibrium length is found to have decreased by a very small amount.

The string is returned to the laboratory and allowed to warm back to room temperature. The string

across the bottle, noticing that the standing wave that resonates inside the bottle has the same
frequency as the wave on the elastic string.

it is observed that the frequency produced by plucking the string is greater than when it was in the
laboratory, but the frequency produced by blowing across the bottle is lower.

Data Analysis
PART A: Which of the following wavelengths is the same in the cold outdoors as it was in the warm
laboratory? Mark all that are correct.
The wavelength of the wave on the string itself.
The wavelength of the sound wave in air produced by the vibrating string.
The wavelength of the sound wave in air produced by the air vibrating in the bottle.
Justify your answer(s).

Argumentation
PART B: State how the speed of waves on the string and the speed of waves in the bottle change as these
two objects are left outside in the cold. Support your assertions with reasoning based on physical
principles.

| 310
Return to Table of Contents
© 2019 College Board
PART C: Explain why the waves on the string are a higher pitch in the cold but the waves from the bottle are a
lower pitch after both are left outside in the cold.

| 311
Return to Table of Contents
© 2019 College Board
 UNIT

10 Mechanical Waves and Sound | 10.O Doppler Shift and Beats

NAME DATE

Scenario
Cars A and B are identical. The cars are equipped with horns that sound with the same frequency and
emit the same amount of sound energy every second. An experiment is performed in which Car A is
at rest 30 meters from Angela, who is holding a microphone. At time t = 0, Car B is 10 meters away
from the Angela, moving directly away from her at 40 m/s. Both cars have been sounding their horns
for enough time that the sound waves have reached Angela before t = 0. Angela records data from the
microphone for the interval 0 < t < 1 second while the cars continue to move or stand still and sound
their horns. The data taken from the microphone are shown on the graph above.

Argumentation
PART A: The amplitude of the wave detected by Angela varies with time, reaching maximum and minimum
values. Explain why this happens by citing appropriate physical principles.

| 312
Return to Table of Contents
© 2019 College Board
 10.O Doppler Shift and Beats

Data Analysis
PART B: Both cars’ horns emit a frequency of 200 Hz . Calculate the frequency of Car B’s horn as perceived
by Angela. Explain how you used the graph to obtain values used as part of your calculation.

PART C: Near the beginning of the interval shown in the above graph, the maxima in sound wave amplitude
are larger than the maxima are at the end of the interval shown. Explain why this occurs.

| 313
Return to Table of Contents
© 2019 College Board
Page 314 has been left intentionally blank
Workbook | 2019

Unit 11 -
Review
Questions

| 315
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.A Average vs. Instantaneous Speed

NAME DATE

Scenario

Driver:

PART A: Sketch two graphs representing the truck’s distance as a function of the time that has elapsed.
Noon is t = 0 and 4 p.m. is t = 4 hr. The dot represents the 260 miles that the truck has traveled

time assuming that the truck driver is correct in that he obeyed the speed limit the entire time. For

(i) Case 1: The truck has obeyed the speed limit his (ii) Case 2: The truck was speeding at the time the
entire trip.

| 316
Return to Table of Contents
© 2019 College Board
 11.A Average vs. Instantaneous Speed

PART B:

for speeding.

| 317
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.B Relative Velocity

NAME DATE

Scenario

vw xc
vc
xT
x=0

PART A: Draw a diagram of the situation described above. Label the given quantities on the diagram.

PART B:
(x T
Increase Decrease Remain the same

PART C:
predict the location at which the wide receiver and cornerback tackle each other. The equations were
developed so that only the magnitude of the velocity of each player gets substituted. Each of their
equations is given below.

Angela: Blake:

qualitative reasoning from Part B

Angela Blake Both Neither
Justify your reasoning.

| 318
Return to Table of Contents
© 2019 College Board
 11.B Relative Velocity

PART D:
by the reasoning given in Part B

PART E:
correct. (Substitute the given quantities to derive the equation.)

| 319
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.C Lab Experiment: Force vs. Distance

NAME DATE

Scenario
F
L h

PART A: Suppose students experiment with the tube and a variety of darts.
Some darts have higher masses than others but are the same
aerodynamic shape. Assuming air resistance is negligible for the
darts. Should the students use a dart with large mass or small mass

Large mass Small mass Neither; the mass does not matter.

PART B: On the i .

x have the expected

Yes No
x.

| 320
Return to Table of Contents
© 2019 College Board
 11.C Lab Experiment: Force vs. Distance

PART C: Another student makes a mistake in their derivation and develops the following expression to predict

the landing location of the dart:

that this equation is not plausi

PART D: The group of students is then given a task: Experimentally determine the height of the tube using
a linear regression analysis. The students are able to change the magnitude of the constant force

students correctly determine that the height of the table can be expressed as .

What quantities should be graphed to produce a linear graph from which the vertical height of the

| 321
Return to Table of Contents
© 2019 College Board
 11.C Lab Experiment: Force vs. Distance

PART E:
which are recorded in the table below.

Trial 1 2 3 4 5 6

Force exerted (N) 0.2 0.5 0.8 1.2

Horizontal Distance x (m) 3.5 5.5 8.6 10.2 11.1

Use the grid below to plot a linear graph of x squared as a function of F . Use the empty boxes in

PART F:
length of the tube is 0.35 m.

| 322
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions |
NAME DATE

Scenario

PART A:
exerted on the box at one moment in time when the box is at rest.

PART B: Derive an expression for the magnitude of the tension F in the two ropes in terms of M θ
fundamental constants.

PART C: The graphs above show the values of sinθ and cosθ for angles between 0° and +90°. The two people

Use your equation from Part B and one or both of the graphs above to explain why the people have
these experiences.

| 323
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.E Motion in an Elevator

NAME DATE

Scenario
500 N

PART A: Describe the motion of the elevator for each of the four

positive in all cases. The elevator starts from rest at t = 0.

Speeding up/ Moving up/

Acceleration Slowing Down/ Moving Down/
Time Segment Constant Speed At Rest

0–5 seconds

5–10 seconds

10–15 seconds

15–20 seconds

PART B: C.
velocity vs. time for the 20 seconds shown vs. time for the 20 seconds shown in the
in the graph above. graph above.

| 324
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions |
NAME DATE

Scenario

M O O
L
p P 60°
T1
p Q T2

T2

PART A: The dots below represent the bowling ball at the locations and moments
indicated. Draw free-body diagrams showing and labeling the forces (not
components) exerted on each ball. Draw the relative lengths of all vectors to

The ball is at rest at point P as the teacher The ball has been released and at this
instant is passing through point
in place (time T 1). Q (time T2).

PART B: Use conservation of energy to derive an expression for the speed of the ball at point Q in terms of g
and L .

PART C: Determine the tension in the rope at the two moments in time indicated in terms of m and g .
i. Time T 1

| 325
Return to Table of Contents
© 2019 College Board
 ii. Time T 2

Argumentation
PART D: If the string does not break at time T 1
ball. Explain why using your answers to Part C.

| 326
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.G Magnitude of Friction Paragraph

NAME DATE

Scenario

v = 6 – 2t

PART A: The coin is in the locations shown in the diagrams below at times
t = 1 s and t = 2 s
vectors. Make the vector lengths such that each square on the
diagram represents either one m/s or one m/s2.
A vector (labeled v ) representing the velocity of the coin at
this instant
A vector (labeled a t) representing the tangential component of
acceleration of the coin at this instant
A vector (labeled a c) representing the centripetal component
of acceleration of the coin at this instant
Time t = 1 second Time t = 2 seconds

| 327
Return to Table of Contents
© 2019 College Board
 11.G Magnitude of Friction Paragraph

PART B:

6 m/s.
8 m/s2
and the coin slips when its speed reaches 4 m/s

speed to make the coin slip in Trial 2 was less than in Trial 1.

| 328
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.H Gravitational Force and Newton’s Third Law

NAME DATE

Scenario

Case A Case B Case C Case D

PART A: i. Consider all given cases and assume all of the spheres have the same mass M . Let the left sphere
have a radius R 1 and the right sphere have a radius R 2. Write an equation for the gravitational force
F that the two spheres exert on each other that could apply to any scenario above. Your equation
should contain M 1 M 2 R 1 R 2 and physical constants as appropriate

the spheres shown have the same mass. Include < > = to clarify your ranking.

Strongest force Weakest force

Use your equation from Part A (i) to explain how you made your ranking.

| 329
Return to Table of Contents
© 2019 College Board
 11.H Gravitational Force and Newton’s Third Law

PART B: R.
4R .

<, >, or =

| 330

© 2019 College Board

 UNIT

11 Review Questions | 11.I Energy Graphs for Systems

NAME DATE

Scenario
m

k x
h
E
1 2
E = mgh kx 2 E
2
t=0
t = t1
t = t2
t = t3 t = t4

Graph A Graph B

PART A: One of the graphs shown (Graph A or Graph B) represents the mechanical energy of the cart-Earth

Graph A Graph B

| 331
Return to Table of Contents
© 2019 College Board
 11.I Energy Graphs for Systems

PART B: Create a graph of E c

of E c-s-E
graphs have straight or curved segments so that they are consistent with the graphs above.

PART C: point P
Explain your reasoning.

| 332
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.J Momentum and Energy in Collisions

NAME DATE

Scenario
m1 = 5 kg
m2 = 10 kg
x=0

x=0 24

t=0
4 m/s

PART A:
move. The carts collide again at time t = 8 seconds.
x=0

that explains the motions of the carts between times t = 0 and t = 8

| 333
Return to Table of Contents
© 2019 College Board
 11.J Momentum and Energy in Collisions

p of the two-cart system (where positive

momentum is rightward momentum) and the total mechanical energy E of the two-cart system

interval between = 0 and = 8 seconds.

PART B:

=
your reasoning.

| 334
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.K Velocity and Energy Graphs for a Vertical Collision

NAME DATE

Scenario
t=0

t=T

v0 t = 2T

PART A: The graph on the left below shows velocity as a

T < t < 2T.

Draw and label the following for the interval 0 < t < T.
i. The velocity of ball 1 and label the graph “1.”
ii. The velocity of ball 2 and label the graph “2.”
iii. The velocity of the center of mass of the two-ball system and label the graph “C.”

PART B: Let E
t = 0 E = 3mgH m is the mass of one ball
and H is the height of the building. At time t = 2T E = 2mgH
draw a graph of E as a function of time for 0 < t < 2T .
PART C: Use the v vs. t graph above and to the left to calculate the height of the building H in terms of v 0 T
and g . Explain your method.

| 335
Return to Table of Contents
© 2019 College Board
 11.K Velocity and Energy Graphs for a Vertical Collision

PART D: If the experiment is repeated but this time ball 2 has the same upward launch speed but greater

| 336
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.L Simple Harmonic Motion on an Incline

NAME DATE

Scenario

PART A: Describe an experimental procedure the students could use

to collect the data needed to determine the mass of the cart.

iii. Describe the overall procedure to be used. Give enough detail so that another student could
replicate the experiment.

PART B:

| 337
Return to Table of Contents
© 2019 College Board
 11.L Simple Harmonic Motion on an Incline

PART C: One group creates a position vs. time graph using a motion sensor as shown below. Explain how the
group could use the graph to calculate the mass of the cart.

PART D:

PART E: The group repeated their experiment from Part C but halved the distance they stretched the spring

can expect to see.

| 338
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.M Rotational Motion Experimental Design

NAME DATE

Scenario

M R I = 0.4MR2

PART A:

that can be used to determine the rotational inertia of the bowling ball. Give each measurement a
meaningful algebraic symbol and be sure to explain how each piece of equipment is being used.

PART B: Derive an expression that could be used to determine the rotational inertia of the ball in terms of
the symbols and measurements chosen above. Once your equation has the accepted symbols and

| 339
Return to Table of Contents
© 2019 College Board
11.M Rotational Motion Experimental Design

| 340
Return to Table of Contents
© 2019 College Board
 11.M Rotational Motion Experimental Design

PART C: Identify one assumption that you made about the system in your derivation above.

PART D: 7.0 kg and its radius is 0.1 m . Upon being

released from the top of a ramp 0.05 m 0.75 m/s. Can she conclude

PART E:
both rotates and slips down the incline. Indicate whether the total kinetic energy at the bottom of the

Greater than Less than The same as

Justify your choice.

| 341
Return to Table of Contents
© 2019 College Board
 11.M Rotational Motion Experimental Design

PART F:
equal to the translational speed of the ball at the bottom of the other ramp.
Greater than Less than The same as

| 342
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.N Circuits Experimental Design

NAME DATE

Scenario

PART A:

i. What measurements must be made to

measurements would be made.

| 343
Return to Table of Contents
© 2019 College Board
 11.N Circuits Experimental Design

PART B: Explain how the measurements would be used to answer the question.

PART C:
than the gravitational potential energy gained by the box-earth system. Give a physical reason
for this.

| 344
Return to Table of Contents
© 2019 College Board
 UNIT

11 Review Questions | 11.O Using Data to Determine the Speed of Sound

NAME DATE

Scenario

340 m/s

PART A:

Closed Open
Justify your reasoning.

| 345
Return to Table of Contents
© 2019 College Board
 11.O Using Data to Determine the Speed of Sound

PART B:
determine the length of the pipe.

| 346
Return to Table of Contents
© 2019 College Board
Workbook | 2019

Appendix

| 347
Return to Table of Contents
© 2019 College Board
 AP® PHYSICS 1 TABLE OF INFORMATION
CONSTANTS AND CONVERSION FACTORS
27
Proton mass, mp 1.67 10 kg Electron charge magnitude, e 1.60 10 19
C
27
Neutron mass, mn 1.67 10 kg Coulomb’s law constant, k 14 0 9.0 10 9 N m 2 C 2
31 Universal gravitational
Electron mass, me 9.11 10 kg G 6.67 10 11 m 3 kg s2
constant,
Acceleration due to gravity
Speed of light, c 3.00 108 m s g 9.8 m s2
at Earth’s surface,

meter, m kelvin, K watt, W degree Celsius, C

UNIT kilogram, kg hertz, Hz coulomb, C
SYMBOLS second, s newton, N volt, V
ampere, A joule, J ohm,

PREFIXES VALUES OF TRIGONOMETRIC FUNCTIONS FOR COMMON ANGLES

Factor Prefix Symbol
0 30 37 45 53 60 90
1012 tera T
sin 0 12 35 2 2 45 32 1
10 9 giga G
10 6 mega M cos 1 32 45 2 2 35 12 0
10 3 kilo k tan 0 3 3 34 1 43 3
2 centi c
10
3 milli m
10 The following conventions are used in this exam.
6 micro I. The frame of reference of any problem is assumed to be inertial unless
10
otherwise stated.
10 9 nano n II. Assume air resistance is negligible unless otherwise stated.
10 12 pico p III. In all situations, positive work is defined as work done on a system.
IV. The direction of current is conventional current: the direction in which
positive charge would drift.
V. Assume all batteries and meters are ideal unless otherwise stated.

| 348
-2- Return to Table of Contents
© 2019 College Board
 AP® PHYSICS 1 EQUATIONS
MECHANICS ELECTRICITY

x x0 ax t a = acceleration q1q2 A = area

A = amplitude FE k F = force
r2
1 2 d = distance I = current
x x0 x0 t at q
2 x E = energy I = length
f = frequency t P = power
2 2
x x0 2ax x x0
F = force R q = charge
I = rotational inertia A R = resistance
F Fnet
a K = kinetic energy V r = separation
m m I
k = spring constant R t = time
Ff Fn L = angular momentum P I V V = electric potential
= length = resistivity
2
m = mass Rs Ri
ac i
r P = power
1 1
p = momentum
p mv Rp Ri
r = radius or separation i

p F t T = period
t = time WAVES
1 2 U = potential energy f = frequency
K mv v
2 V = volume v = speed
f
v = speed = wavelength
E W Fd Fd cos
W = work done on a system
x = position GEOMETRY AND TRIGONOMETRY
E
P y = height Rectangle A = area
t
= angular acceleration A bh C = circumference
1 2 = coefficient of friction V = volume
0 0t t
2 = angle Triangle S = surface area
= density 1 b = base
t
0 A bh h = height
= torque 2
x A cos 2 ft = length
= angular speed
w = width
Circle
net r = radius
I I Ug mg y A r2
r F rF sin C 2 r
2 1
T Right triangle
f
L I Rectangular solid c2 a2 b2
L t m V wh
Ts 2 a
k sin
c
1 2 Cylinder
K I b
2 Tp 2 cos
g V r2 c
Fs kx S 2 r 2 r2 a
m1m2 tan
Fg G b
1 2 r2
Us kx Sphere
2 Fg c a
g 4 3
m m V r q 90
3
V b
Gm1m2 S 4 r2
UG
r

| 349
-3- Return to Table of Contents
© 2019 College Board
 AP PHYSICS 1

Science Practices
Practice 1 Practice 2 Practice 3 Practice 4 Practice 5 Practice 6 Practice 7

Modeling 1 Mathematical Experimental Data Analysis 5 Argumentation 6 Making

The student can use Routines 2 Questioning 3 Methods 4 The student can perform The student can work with Connections 7
representations and models The student can use The student can engage The student can plan data analysis and evaluation
and implement data- and relate knowledge across
phenomena and solve extend thinking or to guide collection strategies in various scales, concepts,
investigations within the relation to a particular and representations in and
context of the AP course

1.1 2.1 3.1 4.1 5.1 6.1 7.1

models of natural or man-

3.2 5.2 6.2
2.2 7.2
1.2 4.2

3.3
and models of natural or
5.3

enduring understandings
2.3 6.3
1.3 4.3

models of natural or man-

4.4
1.4 6.4
use representations

situations or solve

1.5 6.5
evaluate alternative

multiple representations in

| 350

© 2019 College Board

Return to Table of Contents
Task Verbs Used in
Free-Response
Questions

The following task verbs are commonly used in the free-response questions.
Calculate:

Compare:
Derive: Perform a series of mathematical steps using equations or laws to

Describe:
Determine:

Evaluate:

calculations are not required.

Explain:

Justify:

Label:

Plot: Draw data points in a graph using a given scale or indicating the scale and

Sketch/Draw:

State/Indicate/Circle:

interrogatory questions.
Verify:

| 351
Return to Table of Contents
AP Physics 1: Algebra-Based Course and Exam Description | 207
© 2019 College Board
Graphical Methods Summary
Mathematical Written How to
Model Graph Shape Relationship Linearize

Constant y is constant

y is directly
Proportional
proportional to x

Linear y is proportional to x

Inversely y is inversely
Proportional proportional to x

y is proportional
Power Law
to xn

y is proportional to
Square Root
the square root of x

| 352
Return to Table of Contents
© 2019 College Board
Writing Tips
(Adapted from J. Frensley Lab Manual)

Drawing Conclusions from Laboratory Data

Your conclusion(s) must be written as one or more paragraphs after your data and
graphs/calculations. The conclusion paragraph(s) must accomplish each of
the following:
Directly connect to and answer the purpose of the lab.
State the evidence clearly.

Purpose Conclusion
“Establish a relationship You will have a graph of the two quantities plotted. In the
between two quantities” conclusion, clearly state the type of relationship. Clearly
explain how you determined the type of relationship.
“Determine a single quantity” You will have a graph OR a set of calculations. In the
conclusion, clearly state the value of the quantity you
determined with units.
“Demonstrate or Test or You will have measurements of all quantities that have
show a law of physics” to do with the law of physics you are testing. In the
conclusion, state the equation that relates to the law of
physics. Show your measurements being plugged into the
left-hand side of the equation and the result. Show your
measurements being plugged into the right-hand side of
the equation and the result. Then compare the two results
to determine if they are close enough to be equal.
“Make something happen” State whether you were able to accomplish the challenge
for the lab. Show evidence, such as a target or a
measurement. If you failed to accomplish the challenge
for the lab, state how close you came.
“Observe a phenomenon” State whether you made the phenomenon occur and
what you observed as a result. Your observations will
likely be qualitative. Using appropriate physical principles,
explain why the phenomenon occurred.
Answer the question clearly with no vagueness.
Use whatever graphs, analysis, or measurements you
have as evidence. Clearly state the evidence and explain
how it answers the question.

| 353
Return to Table of Contents
© 2019 College Board
Justifying a Response
On AP Physics free-response questions, you are often required to answer a question
and then either “justify your answer” or “explain your reasoning.” Your ability to write a

do the following:
First, answer the question directly and clearly so that there is no ambiguity in the

The next one or two sentences need to state laws of physics that are always true and
pertain to this particular question. If you don’t remember the name of the law of

of physics (“if the net force on an object is zero, then it moves with constant velocity”).
Saying an “if-then” statement at this point is usually a good sign.
Next, you have to connect the laws of physics you cited or recited to the situation at

next so that you can do the last bullet point.

Answer the question again. If you did the third bullet point correctly, then it should feel
natural to put the word “therefore” in front of your answer.

EXAMPLE PARAGRAPH LENGTH RESPONSE (AP Physics 1 Question 5, 2018)

is conserved.

m 3m).
This reduces the speed at equilibrium from to according to
conservation of analyze
K ) of the oscillating mass:

Because the maximum K is reduced, this means the maximum potential energy in the
spring is also reduced (to of its former value).
Because amplitude is related to maximum potential energy U kA ,

Additional Pointers from Actual AP Exam Graders:

beginning to write.

“is proportional to,” etc.

| 354
Return to Table of Contents
© 2019 College Board
 Use simple sentence structure. “Noun-verb-direct object”. You are not being graded for
advanced grammatical constructions.
Use the nouns of physics in your answer (“velocity,” “acceleration,” “kinetic

second-grade vocabulary.
The Following Practices Will Get You a Zero:
Steer clear of the words “it” and “they”.
before the word “it” or less, then “it” is squirrels.

Don’t restate the question in your answer. Don’t just restate the information given in
the problem unless you’re about to use the words “because” or “therefore” or “meaning
(interpret the information given to you).” Restating the question or given information in
your answer means that you don’t know what you’re talking about.
Lots of words won’t result in lots of points. You may believe that your grade is proportional
to the length of your writing. This is NOT the case in science. On the AP Physics 1 exam,
use the fewest number of words necessary to get all the information across.

about. Are you talking about weight, normal, tension, friction, buoyancy, or electric
force? Be clear.

you are talking about. “Energy” may not be clear enough. Try “kinetic energy,”
“gravitational potential energy,” “elastic (or spring) potential energy,” “electric
potential energy,” “thermal energy.” For kinetic energy, say which object has the kinetic
energy. For potential energy, say what system has the potential energy. For internal
energy, say what holds the internal energy.
Don’t argue with the question. If the question states that X will happen and asks you to
explain why X happens, don’t write a paragraph about why X WON’T happen.
That is not clear enough because everything
moves. You need to be more precise than that. If you’re asked, “What will happen when
the object is released?” try these answers rather than “it moves”:
“The object moves with constant speed in a straight line.” or “The object moves with
constant velocity.”
“The object moves with a constant acceleration.” or “The object accelerates.”

| 355
Return to Table of Contents
© 2019 College Board
 “The object has an acceleration that (increases/decreases).”
“The object travels as a projectile.”
“The object is in free fall.”
“The object exhibits uniform circular motion.”
“The object exhibits simple harmonic motion.”
Say which rate you

The Paragraph-Length Response

Each AP Physics Exam has at least one problem where you must compose an answer to
a complex question in the form of a paragraph. In essence, this is just a longer version
of “justifying your answer.” All of the above guidelines apply to your paragraph-length
response (answer the question, laws of physics that apply, connect laws to this situation,

to the diagram in your words so that the diagram connects to your words.

(wrong) idea that “paragraph” means “math-free zone.” But remember that your words
are needed to connect the equation(s) to your overall explanation.

| 356
Return to Table of Contents
© 2019 College Board