ap physics 1 algebra based 2017 free response answers

The new courses debuted in , with the first Physics 1 and Physics 2 exams given in The wildly popular test prep guide— updated and enhanced for smartphone users— 5 Steps to a 5 AP Physics 1: Algebra-Based Cross-Platform Prep Course provides a proven strategy to achieving high scores on this demanding Advanced Placement exam. The book helps students master both multiple-choice and free-response questions and offers comprehensive answer explanations and sample responses.

Written by a physics teacher, this insider's guide reflects the latest course syllabus and includes 2 full-length practice exams, plus the most up-to-date scoring information. To clearly indicate at which point on the wheel each force is exerted, draw each force as a distinct arrow startoing on, and pointing away from, the point at which the force is exerted. Instead, the magnitude of the force of static friction on the wheel is 40 percent of the magnitude of the force or force component directed opposite to the force of friction.

Derive an expression for the linear acceleration of the wheel's center of mass in terms of M, theta, and physical constants as appropriate. The block slides down the ramp with negligible friction. Briefly explain your answer, reasoning in terms of forces. Draw a free-body diagram showing the forces on the wheel, and where those forces act on the wheel. Which force is responsible for making the wheel roll as opposed to sliding down the ramp without rolling? Given the information about the magnitude of the friction force, and using your diagram, derive an equation for a in terms of M, theta, and physical constants.

Make sure to show a clear and logical chain of reasoning for your derivation. If a block of ice slides down the same ramp from the same height at the same time as the wheel rolls down the ramp, which will be going faster at the bottom? Explain your answer twice, once in terms of forces and again in terms of energy. A student suspects, however, that no colllision can be perfect elastic.

The student hypothesizes that the collisions are very close to being perfectly elastic for low-speed collisions but that they deviate more and more from from being perfectly elastic as the collision speed increases. Explain how that representation would be used to determine whether the data are consistent with the student's hypothesis.

The student immediately concludes that something went wrong in the experiment because the graph or table shows behavior that is elastic for low-speed collisions but appears to violate a basic physics principle for high-speed collisions. Briefly explain what aspect of the graph or table indicates that the physics principle is violated, and why.

Design an experiment to determine whether a collision between a ball and a hard surface is elastic at different speeds. In detail, describe what will be measured and how, the specific procedure, and how the data will be analyzed to determine whether or not the collision is elastic. Give an example of data that would indicate that a basic physics principle had been violated if you had gotten that data in the experiment you designed.

Explain what physics principle was violated, and how you could tell. The bumps are evenly spaced a distance d apart, as shown in the figure above. The track is actually much longer than shown, with over bumps. A cart of mass M is released from rest at the top of the track. A student notices that after reaching the 40th bump the cart's average speed between successive bumps no longer increases, reaching a maximum value vavg. This means the tme interval taken to move from one bump to the next bump becomes constant.

Label this line "vavg". Is the maximum speed of the cart now greater than, less than, or the same as it was with the bumps closer together? Is the maximum speed of the cart now greater than, less than, or the same as it was when the ramp angle was smaller? That way, the derivation can be checked later to see if it makes sense physically.

The student varies the mass M of the cart with each trial but keeps everything else the same. The graph shown below is the students plot of the data for vavg as a function of M. Are these data consistent with the student's equation? Does the equation make physical sense? Sketch a graph of how the cart's velocity changes with time from bump 41 to bump Add a dashed line representing the cart's average velocity over that interval to your graph.

If the bumps are spaced farther apart, what happens to the average velocity of the cart? If the ramp is tilted at a steeper angle, what happens to the average velocity of the cart? Does the graph agree with the equation given? How can you tell? If the graph does agree with the data, does this definitely mean the equation is correct? If any resistors have potential differences with the same magnitude, state that explicitly.

Resistor B is now removed from the circuit and there is no connection between the wires that were attached to it. Rank the potential difference voltage drop across each of the resistors in the circuit shown from greatest to least.

If any of them have the same potential difference voltage drop , indicate that in your ranking. Explain why you ranked them the way you did. If resistor B is removed and the wires that were attached to it are not connected, what happens to the current through resistor A?

If resistor B is removed and the wires that were attached to it are not connected, what happens to the current through resistor C? When the oscillator is on and set at a certain frequency, the rope forms the standing wave shown above on the right.

P and Q are two points on the rope. Briefly explain why. A student hypothesizes that increasng the tension in a rope increases tyhe speed at which waves travel along the rope. Why is the tension in the rope greater at point P the higher point than it is at point Q the lower point? How does the standing wave pattern in the rope demonstrate that waves travel faster through a rope when the tension is higher?

The mass m2 of block 2 is greater than the mass m1 of block 1. Draw free-body diagrams showing and labeling the forces not components exerted on each block. Draw the relative lengths of all vectors to reflect the relative magnitudes of all the forces. The free response section consists of five multi-part questions, which require you to write out your solutions, showing your work. Unlike the multiple-choice section, which is scored by a computer, the free-response section is graded by high school and college teachers.

They explain that you should be familiar with the following topics: :. AP scores are reported from 1 to 5. Colleges are generally looking for a 4 or 5 on the AP Physics I exam, but some may grant credit for a 3. Licensing of the content of APlusPhysics. Exam Prep. Search In. Existing user? Or sign in with one of these services Sign in with Google. Free-Response Questions. Scoring Guidelines.