AP Physics 1 01KinematicsFRQ Quiz2 Key

AP Physics 1 Scoring Guide
Kinematics FRQ Quiz 2
1.
Two small blocks, each of mass m, are connected by a string of constant length 4h and negligible mass.
Block A is placed on a smooth tabletop as shown above, and block B hangs over the edge of the table.
The tabletop is a distance 2h above the floor. Block B is then released from rest at a distance h above
the floor at time t = 0. Express all algebraic answers in terms of h, m, and g.
(a) Determine the acceleration of block B as it descends.
(b) Block B strikes the floor and does not bounce. Determine the time t1 at which block B strikes the
floor.
(c) Describe the motion of block A from time t = 0 to the time when block B strikes the floor.
(d) Describe the motion of block A from the time block B strikes the floor to the time block A leaves the
table.
(e) Determine the distance between the landing points of the two blocks.
Please respond on separate paper, following directions from your teacher.
Part A
1 point is earned: For a force diagram or a correct application of Newton's second law for block A
Copyright © 2021. The College Board. These materials are part of a College Board program. Use or distribution of these materials online or in print
beyond your school’s participation in the program is prohibited.
Page 1 of 28
Or ma = T
1 point is earned: For a force diagram or a correct application of Newton's second law for block B
Or ma = mg-T
Combining the two equation to eliminate T
ma = mg - ma
2ma = mg
1 point is earned: For the correct answer
a = g/2
Alternate solution
For treating the system as a one-body problem (of mass 2m), with the proper gravitational force acting
For correctly applying Newton's second law
2ma = mg
For the correct answer a = g/2
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0 1 2 3
The student response earns three of the following points:
1 point is earned: For a force diagram or a correct application of Newton's second law for block A
Or ma = T
1 point is earned: For a force diagram or a correct application of Newton's second law for block B
Or ma = mg-T
Combining the two equation to eliminate T
ma = mg - ma
2ma = mg
a = g/2
Alternate solution
For treating the system as a one-body problem (of mass 2m), with the proper gravitational force acting
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For correctly applying Newton's second law
2ma = mg
For the correct answer a = g/2
Part B
1 point is earned: For using the kinematic equation for distance
s = s0 +v0t+ ½at2
1 point is earned: For correctly substituting values, including the value of acceleration from part (a)
h = ½(g/2)t2
Alternate solution
For equating the work done as block B falls to the change in kinetic energy of the blocks during this time
W = ΔK
mgh= ½(2m)v2
For using the kinematic equation for speed to determine the velocity of the blocks just before block B strikes the
floor
v = v0 + at
v = gt/2
For the correct answer
0 1 2 3
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1 point is earned: For using the kinematic equation for distance
s = s0 +v0t+ ½at2
1 point is earned: For correctly substituting values, including the value of acceleration from part (a)
h = ½(g/2)t2
Alternate solution
W = ΔK
mgh= ½(2m)v2
For using the kinematic equation for speed to determine the velocity of the blocks just before block B strikes the
floor
v = v0 + at
v = gt/2
For the correct answer
Part C
1 point is earned: For indicating that block A accelerates across the table
1 point is earned: For also having no incorrect statements about the block's motion (This point was only awarded
if the previous point was received.)
0 1 2
The student response earns two of the following points:
1 point is earned: For indicating that block A accelerates across the table
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1 point is earned: For also having no incorrect statements about the block's motion (This point was only awarded
if the previous point was received.)
Part D
1 point is earned: For any indication that block A is still in motion after block B strikes the floor
(e.g. referring to the block's velocity)
1 point is earned: For indicating that the block's velocity is constant
1 point is earned: One point was awarded for a statement that the velocity would decrease if friction was present
0 1 2 3
1 point is earned: For any indication that block A is still in motion after block B strikes the floor
(e.g. referring to the block's velocity)
1 point is earned: For indicating that the block's velocity is constant
1 point is earned: One point was awarded for a statement that the velocity would decrease if friction was present
Part E
Since block B falls straight to the floor and stops, the distance between the landing points is equal to the horizontal
distance of block A from the edge of the table
1 point is earned: Determining the constant horizontal speed v at which block A travels:
W = ΔK
mgh = ½(2m)v2
1 point is earned: For determining the velocity of the blocks just before block B strikes the floor
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1 point is earned: For the correct kinematic equation for the horizontal distance x traveled by block A, with zero
acceleration
x = vt
1 point is earned: Determining the time t during which block A falls:
For using the correct kinematic equation for the distance y that block A falls
y = y0 + v0yt + ½at2
1 point is earned: For substituting the appropriate values and solving for the time of fall
0 1 2 3 4 5
The student response earns five of the following points:
Since block B falls straight to the floor and stops, the distance between the landing points is equal to the horizontal
distance of block A from the edge of the table
1 point is earned: Determining the constant horizontal speed v at which block A travels:
W = ΔK
mgh = ½(2m)v2
1 point is earned: For determining the velocity of the blocks just before block B strikes the floor
1 point is earned: For the correct kinematic equation for the horizontal distance x traveled by block A, with zero
acceleration
x = vt
1 point is earned: Determining the time t during which block A falls:
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For using the correct kinematic equation for the distance y that block A falls
y = y0 + v0yt + ½at2
1 point is earned: For substituting the appropriate values and solving for the time of fall
2. A student of mass m stands on a platform scale in an elevator in a tall building. The positive direction
for all vector quantities is upward.
a. Draw a free-body diagram showing and labeling all the forces acting on the student, who is
represented by the dot below.
b. Derive an expression for the reading on the scale in terms of the acceleration a of the elevator,
the mass m of the student, and fundamental constants. An inspector provides the student with the
following graph showing the acceleration a of the elevator as a function of time t.
i. During what time interval(s) is the force exerted by the platform scale on the student a
maximum value?
ii. Calculate the magnitude of that maximum force for a 45 kg student.
d. During what time interval(s) is the speed of the elevator constant?
Part A
1 point is earned: For an upward force with a label indicating a normal force or a force from the scale
1 point is earned: For a downward force with a label appropriate for a weight
One point was deducted for each extraneous force until the net score was zero.
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0 1 2
1 point is earned: For an upward force with a label indicating a normal force or a force from the scale
1 point is earned: For a downward force with a label appropriate for a weight
One point was deducted for each extraneous force until the net score was zero.
Part B
The scale reading is the magnitude of the normal force on the student.
1 point is earned: For starting with Newton’s second law
Fnet = ma
1 point is earned: For correctly expressing the net force
N – mg = ma
1 point is earned: For correctly solving for the normal force
N = m(g + a)
0 1 2 3
The scale reading is the magnitude of the normal force on the student.
1 point is earned: For starting with Newton’s second law
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Fnet = ma
1 point is earned: For correctly expressing the net force
N – mg = ma
1 point is earned: For correctly solving for the normal force
N = m(g + a)
Part C
i. The normal force exerted by the scale is maximum when the acceleration has its maximum positive value.
The force is maximum from 12 to 16 seconds. 1 point is earned: For an interval beginning at 12 seconds1
point is earned: For an interval ending at 16 secondsOne point was deducted for each interval with no correct
endpoints until the net score was zero.
ii. Using the expression for the normal force from part (b) N = m(g + a)N = (45 kg)(9.8 m/s2 + 1.2 m/s2)N =
(45 kg)(11.0 m/s2)1 point is earned: For the correct answer with unitsN = 500 N
0 1 2 3
i. The normal force exerted by the scale is maximum when the acceleration has its maximum positive
value.The force is maximum from 12 to 16 seconds.1 point is earned: For an interval beginning at 12
seconds1 point is earned: For an interval ending at 16 secondsOne point was deducted for each interval with
no correct endpoints until the net score was zero.
ii. Using the expression for the normal force from part (b)N = m(g + a)N = (45 kg)(9.8 m/s2 + 1.2 m/s2)N =
(45 kg)(11.0 m/s2)1 point is earned: For the correct answer with unitsN = 500 N
Part D
The speed of the elevator is constant when the acceleration is zero.
This occurs from 7 to 10 seconds and from 17 to 20 seconds.
1 point is earned: For each correct interval
One point was deducted for each extraneous interval until the net score was zero.
One point was awarded if the scale was misread for both intervals and the response was given as both 6.5 to 10 and
16.5 to 20.
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0 1 2
The speed of the elevator is constant when the acceleration is zero.
This occurs from 7 to 10 seconds and from 17 to 20 seconds.
1 point is earned: For each correct interval
One point was deducted for each extraneous interval until the net score was zero.
One point was awarded if the scale was misread for both intervals and the response was given as both 6.5 to 10 and
16.5 to 20.
3.
A 0.30 kg ball is in a cup of negligible mass attached to a block of mass M that is on a table. A string
passing over a light pulley connects the block to a 2.5 kg object, as shown above. The system is
released from rest, the block accelerates to the right, and after moving 0.95 m the block collides with a
bumper near the end of the table. The ball continues to move and lands on the floor at a position 2.4 m
below and 1.8 m horizontally from where it leaves the cup. Assume all friction is negligible.
(a) Calculate the speed of the ball just after the block hits the bumper and the ball leaves the cup.
(b) Calculate the magnitude of the acceleration of the block as it moves across the table.
(c) Calculate the mass M of the block.
(d) If the mass of the ball is increased, the horizontal distance it travels before hitting the floor will
decrease. Explain why this will happen.
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Part A
1 point is earned: For using a correct expression for the vertical motion to determine time t
1 point is earned: For substituting the correct height and acceleration into the vertical equation
1 point is earned: For substituting the correct values into the constant horizontal velocity equation
0 1 2 3
The student response earns all of the following points:
1 point is earned: For using a correct expression for the vertical motion to determine time t
1 point is earned: For substituting the correct height and acceleration into the vertical equation
1 point is earned: For substituting the correct values into the constant horizontal velocity equation
Part B
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1 point is earned: For using a correct expression to determine the acceleration of the block
1 point is earned: For correct substitutions consistent with part (a)
0 1 2
1 point is earned: For using a correct expression to determine the acceleration of the block
1 point is earned: For correct substitutions consistent with part (a)
Part C
For using Newton's second law
1 point is earned: For a correct value for the total force on the system
mobjg = (mobj + M + mball) a
1 point is earned: For correct values in the expression for the total mass being accelerated
1 point is earned: For the correct substitution of the acceleration of the block from part (b)
25 N = (2.8 kg + M) (3.5 m/s2)
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M =4.24 kg
0 1 2 3
For using Newton's second law
1 point is earned: For a correct value for the total force on the system
mobjg = (mobj + M + mball) a
1 point is earned: For correct values in the expression for the total mass being accelerated
1 point is earned: For the correct substitution of the acceleration of the block from part (b)
25 N = (2.8 kg + M) (3.5 m/s2)
M =4.24 kg
Part D
1 point is earned: For stating that with the same force, the horizontal acceleration of the ball will be less as a result
of the increased mass of the system
1 point is earned: For stating the launch velocity will be lower
Example
A larger combined mass of the system will result in a smaller acceleration, so the ball has a smaller speed upon
launch. However, the time to hit the floor will be the same since it's falling the same vertical distance with the same
vertical acceleration in freefall. So the horizontal distant (vlaunch x tfall) will be less.
One earned point was deducted for any incorrect statement in the reasoning not included in the points shown.
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0 1 2
1 point is earned: For stating that with the same force, the horizontal acceleration of the ball will be less as a result
of the increased mass of the system
1 point is earned: For stating the launch velocity will be lower
Example
A larger combined mass of the system will result in a smaller acceleration, so the ball has a smaller speed upon
launch. However, the time to hit the floor will be the same since it's falling the same vertical distance with the same
vertical acceleration in freefall. So the horizontal distant (vlaunch x tfall) will be less.
One earned point was deducted for any incorrect statement in the reasoning not included in the points shown.
4. This question is a short free-response question. Show your work for each part of the question. (10
points, suggested time 15 minutes)
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Two identical objects, and , move along straight, parallel, horizontal tracks. The graph above
represents the position as a function of time for the two objects.
(a) At approximately which time or times, if any, are the objects moving at the same speed? If the
objects are never moving with the same speed during the interval shown, indicate this explicitly. Briefly
explain your answer.
(b) Describe what is happening to the positions of objects and between 3 seconds and 4 seconds.
(c) Which object, if either, has an acceleration with a greater magnitude during the time interval shown
in the graph? If the accelerations have the same magnitude for both objects, indicate this explicitly.
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(d) In a clear, coherent, paragraph-length response, explain your response to part (c). Be sure to
reference and compare the graphed information for both objects and .
Part A
Select a point value to view scoring criteria, solutions, and/or examples and to score the response.
0 1 2
The response accurately includes both of the following criteria.
1 point is earned for a statement that the two objects are moving at the same speed at some time
between 0.5 and 1.5 seconds
1 point is earned for a justification that includes that the two objects have the same speed when the
slopes of the position vs. time graphs are the same
Example Response:
The two objects are moving at the same speed at , where the slopes of the two position vs. time graphs are
the same
Part B
Note: If the student does not address the intersection of the lines at all, a statement that explains that both objects
increase their position in the positive direction between 3 and 4 seconds would earn a maximum of 1 point
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0 1 2
The response accurately includes both of the following criteria.
1 point is earned for a statement that the two objects are in the same position at some time between 3
and 4 seconds
1 point is earned for an explanation that includes that object A is passing object B during the time
interval
Example Response:
Object A is behind object B until about 3.6 seconds, when they are at the same position. During the time interval
described object A is passing object B.
Part C
0 1
The response accurately includes
1 point is earned for a statement that Object B has an acceleration with a greater magnitude
Example Response:
Object B has the greatest magnitude of acceleration.
Part D
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0 1 2 3 4 5
The response accurately includes five of the following criteria.
1 point is earned for a statement that relates the change in the slope of the position vs. time graph to the
acceleration of the object(s)
1 point is earned for a statement that identifies the constant slope of object A as a zero acceleration
1 point is earned for a statement that identifies the changing slope of object B as a nonzero acceleration
1 point is earned for a statement that the nonzero acceleration of object B is greater than the zero
acceleration of object A.
1 point is earned for a logical, relevant, and internally consistent argument that addresses the required
argument or question asked, and follows the guidelines described in the published requirements for the
paragraph-length response
Example Response:
The change in the slope of each of the displacement vs. time represents the acceleration of the object. For object A
the slope is constant, so the velocity is constant, meaning that the acceleration of object A is zero. The slope of the
displacement vs. time graph for object B is changing which means that object B is accelerating. Since object B has
a non-zero acceleration and object A has a zero acceleration, the acceleration of object B is greater than object A
5. This question is a long free-response question. Show your work for each part of the question.
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Students are studying the two-dimensional motion of objects as they move through the air. Specifically,
they are examining the behavior of a sphere that is launched horizontally from a location above the
floor with an initial velocity in the direction, as shown in the figure. The students assume that the
positive directions are along the sphere’s initial velocity for horizontal motion and downward for
vertical motion.
The horizontal displacement of the object from its starting point is , and the vertical displacement of
the object from its starting point is . One of the students derives an equation for in terms of and
other quantities. After examining the equation, the student claims that is proportional to .
(a) Derive an equation for the vertical coordinate of the sphere as a function of , , and physical
constants, as appropriate.
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The students have access to the experimental apparatus shown in the figure. Besides the sphere, the
apparatus consists of the following.
A launcher that launches the sphere horizontally, always with the same unknown speed
A stand that can be used to adjust the height of the launcher above the floor
The students also have several sheets of plain paper, several sheets of carbon paper, a meterstick, and a
stopwatch. Whenever the sphere bounces off of the carbon paper, the carbon paper produces a visible
mark on the sheet of plain paper that is under the carbon paper, as shown in the figure.
(b) Design an experimental procedure that the students could use to test the claim that is proportional
to . In the table below, list the quantities and associated symbols that would be measured in your
experiment and the equipment used to measure them. Also list the equipment that would be used to
measure each quantity. You do not need to fill in every row. If you need additional rows, you may add
them to the space just below the table.
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Quantity to Be Measured Symbol for Quantity Equipment for Measurement
Describe the overall procedure to be used, referring to the table. Provide enough detail so that another
student could replicate the experiment, including any steps necessary to reduce experimental
uncertainty. As needed, use the symbols defined in the table and/or include a simple diagram of the
setup.
The students’ teacher has a video camera, which is not available for use in the experimental procedure
described in part (b). The teacher uses the camera and video analysis software to generate the data
shown in the table below. The table shows the sphere’s horizontal and vertical displacements and ,
as measured from the location of the sphere’s launch point.
Vertical Displacement
Horizontal Displacement
0.50 0.065
1.00 0.245
1.50 0.560
2.00 0.990
(c) The students want to use the teacher’s data to determine whether the claim that is proportional to
is true.
i. Indicate below which quantities could be graphed to determine whether the claim is true. You may
use the remaining columns in the table, as needed, to record any quantities (including units) that are not
already in the table.
Vertical axis: Horizontal axis:
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ii. On the grid below, plot the appropriate quantities to determine whether the claim is true. Clearly
scale and label all axes, including units as appropriate.
iii. Do the data in the above graph support the claim that is proportional to is true?
Yes No
State your reasoning.
(d) The graphs show the sphere’s horizontal and vertical velocity components, and , as functions
of time , where at the instant the sphere is launched. On the same graphs, sketch what and
would look like for a different launcher that has a launch speed less than .
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Part (a)
Note: To earn the first point, it must be possible to use the written equations to arrive at a correct final equation.
0 1 2
Student response accurately includes two of the following criteria.
1 point is earned for using appropriate kinematics equations for the sphere’s horizontal and vertical
motions.
1 point is earned for combining the equations to get a correct equation for y in terms of x, , and g.
Example Responses:
Part (b)
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0 1 2 3 4 5
Student response accurately includes four of the following criteria.
1 point is earned for listing relevant/appropriate equipment that matches the measured quantities.
1 point is earned for a plausible/practical way to directly or indirectly determine whether the claim is
true, using the available equipment.
1 point is earned for measuring x, the horizontal displacement of the sphere.
1 point is earned for measuring y, the vertical displacement of the sphere, for at least two different
values of y.
1 point is earned for attempting to reduce uncertainty using at least three different launch heights, or at
least two experimental trials at each of two launch heights.
Example Response:
1. Move the launcher to the maximum height possible on the stand.
2. With the sphere in the launcher, use the meter stick to measure the height y from the floor to the bottom of the
sphere. Also, mark the spot on the floor below the center of the sphere.
3. Launch the sphere and note approximately where the sphere hits the floor.
4. Place the two sheets of paper at the location where the sphere hit the floor.
5. Launch the sphere again, so that a mark is made on the plain paper when the sphere hits the sheets of paper. If
the sphere misses the paper sheets, reposition the sheets and repeat the launch until the sphere hits the sheets.
6. Put the sphere in the launcher, and use the meter stick to measure the horizontal distance x from the mark made
in step 1 to the mark on the paper where the sphere hit the floor.
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7. Repeat steps 2 through 6 for launch heights of 20%, 40%, 60%, and 80% of the maximum launch height.
Part (c)ii
0 1 2
Student response accurately includes both of the following criteria.
1 point is earned for using a correct scale that uses more than half the grid and for correctly labeling the
axes, including units, as appropriate.
1 point is earned for correctly plotting the data or quantities calculated from the data.
Example Response:
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Part (c)iii
Note: if students graph y versus x which results in a parabola, it is not sufficient for a student to simply note that a
graph of y versus x is curved, or that the graph “looks like a parabola”.) Students must say that y increases by a
factor of approximately 4 whenever x is doubled, or similar.
0 1
Student response accurately includes the following criteria.
1 point is earned for a reasonable justification that y is proportional to .
Example Response:
The data points in a graph of y versus lie along a straight line.
Part (d)
Page 27 of 28
0 1 2
Student response accurately includes both of the following criteria.
1 point is earned for a graph of that is a constant and less in magnitude than indicated by the dashed
line.
1 point is earned for a graph of that is identical to the graph indicated by the dashed line.
Example Response:
Copyright © 2021. The College Board. These materials are part of a College Board program. Use or distribution of these materials online or in print beyond your school’s
participation in the program is prohibited.
Page 28 of 28

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AP Physics 1 Scoring Guide

Kinematics FRQ Quiz 2

(a) Determine the acceleration of block B as it descends.

Please respond on separate paper, following directions from your teacher.

Kinematics FRQ Quiz 2

Combining the two equation to eliminate T

1 point is earned: For the correct answer

For correctly applying Newton's second law

For the correct answer a = g/2

Kinematics FRQ Quiz 2

The student response earns three of the following points:

Combining the two equation to eliminate T

1 point is earned: For the correct answer

Kinematics FRQ Quiz 2

For correctly applying Newton's second law

For the correct answer a = g/2

1 point is earned: For using the kinematic equation for distance

1 point is earned: For the correct answer

For the correct answer

The student response earns three of the following points:

Kinematics FRQ Quiz 2

1 point is earned: For using the kinematic equation for distance

1 point is earned: For the correct answer

For the correct answer

The student response earns two of the following points:

Kinematics FRQ Quiz 2

(e.g. referring to the block's velocity)

1 point is earned: For indicating that the block's velocity is constant

The student response earns three of the following points:

(e.g. referring to the block's velocity)

1 point is earned: For indicating that the block's velocity is constant

Kinematics FRQ Quiz 2

1 point is earned: Determining the time t during which block A falls:

The student response earns five of the following points:

1 point is earned: Determining the time t during which block A falls:

Kinematics FRQ Quiz 2

Please respond on separate paper, following directions from your teacher.

Kinematics FRQ Quiz 2

The student response earns two of the following points:

1 point is earned: For starting with Newton’s second law

1 point is earned: For correctly expressing the net force

1 point is earned: For correctly solving for the normal force

The student response earns three of the following points:

1 point is earned: For starting with Newton’s second law

Kinematics FRQ Quiz 2

1 point is earned: For correctly expressing the net force

1 point is earned: For correctly solving for the normal force

The student response earns three of the following points:

The speed of the elevator is constant when the acceleration is zero.

This occurs from 7 to 10 seconds and from 17 to 20 seconds.

1 point is earned: For each correct interval

Kinematics FRQ Quiz 2

The student response earns two of the following points:

The speed of the elevator is constant when the acceleration is zero.

This occurs from 7 to 10 seconds and from 17 to 20 seconds.

1 point is earned: For each correct interval

(c) Calculate the mass M of the block.

Please respond on separate paper, following directions from your teacher.