Work and Energy

AP Style Free Response

1. Two students are tasked with finding the spring constant of the spring in a marble
launcher. A marble is placed in the launcher and the spring can be set at one, two,
or three notches which correspond to three different compressions. The students
have equipment that would usually be found in a physics laboratory.

a. Design an experiment the students can use to determine the spring constant of
the marble launcher, including the information specified below:

i. What quantities would be measured?

ii. What equipment would be used and how would it be used?

iii. Describe an overall procedure to get the data needed to determine the spring
constant. Include and label a diagram of your set up. Include enough detail so
that someone else could carry out the procedure.

b. Describe how you would represent the data in a graph or table. Explain how that
representation would be used to determine the spring constant.

c. The students find that they do not get a constant value for the spring constant.
They believe that the spring constant increases as the spring becomes more
compressed. What could be a cause of their findings?

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2. A block is initially positioned on a smooth ramp at a height h. The block is released
and slides down until it hits a spring and compresses the spring a maximum distance
of x as shown in the diagram above. A student believes that if the block is lifted to a
height of 2h and released, then the spring will be compressed to a maximum
distance of 2x because increasing the gravitational potential energy increases the
elastic potential energy.

a. Which aspects of the student’s reasoning, if any, are correct? Explain how you
arrived at your answer.

b. Which aspects of the student’s reasoning, if any, are incorrect? Explain how you
arrived at your answer.

c. Develop an expression for the new distance the spring is compressed, x’. Express
your answer in terms of x.

d. Instead of the block starting from h hitting the spring directly, it first hits another
identical block, and the two blocks stick together before they hit the spring. Will
the spring be compressed more than, less than or the same as it was before the
second block was added?
___ more than ___ less than ___ the same
Explain your reasoning.

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3. Block A of mass M is on a horizontal, frictionless tabletop with height H and is placed
against a spring of negligible mass and spring constant k. The other end of the
spring is attached to a wall. The block is pushed toward the wall until the spring has
been compressed a distance x. The block is released and follows the trajectory
shown striking a target on the floor that is a distance D from the edge of the table.
Air resistance is negligible.

a. Derive an expression for the speed of the block as it leaves the table.

b. Derive an expression for the speed of the block right before it hits the floor.

The frictionless table is now inclined above the horizontal. The right end of the
table is at the same height as the original setup, while the left end is lower than
the original setup. Block B of mass M is placed against the same spring. The
spring is compressed the same distance x and the block is released.
c. Compare the work done by the spring in this scenario W 2 to the work done by the
spring in the first scenario, W1.

_____W1 < W2 _____W1 > W2 _____W1 = W2

Explain your reasoning in a brief response.
d. Compare the velocity of block A to the velocity of block B when they leave the
table.

_____vA < vB _____vA > vB _____vA = vB

Explain you reasoning in a paragraph-length response.
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4. There is a small jumping toy whose spring can be compressed in the physics lab. The
students compress the spring a distance x from equilibrium. When they release the
toy, it jumps up in the air. Air resistance is negligible.

a. Rank the total energy of the system from largest (1) to smallest (3) for when the
toy starts on the ground, is half-way to its height h, and when it reaches height
h. You do not need to use all of the numbers if the energy is the same at two or
more of the heights.

_____ On the ground _____ Half-way to height h _____ At height h

Explain your answer without deriving equations.

Students perform an experiment with the toy to find its spring constant k. They
compress the spring multiple times to the same compression x and then release
the spring, measuring the height h it reaches. They affix additional mass to the
toy each trial and record the combined mass m of the toy plus the extra mass.
b. With the spring compressed a distance x = 0.020 m in each trial, the students
obtained the following data for different values of m.

m (kg) h (m)
0.030 0.327
0.045 0.227
0.060 0.187
0.075 0.127
0.090 0.120

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 i. What quantities should be plotted on the horizontal axis and vertical axis so
that a linear graph can be made to determine the spring constant k?

Vertical Axis: ______________ Horizontal Axis: ______________

ii. Complete the table in part (b) with these quantities and their values. Additional
columns are provided for any values that may need to be computed.

iii. Plot the appropriate quantities from the table in part (b). Clearly scale and
label all axes, including units as appropriate.

iv. Use the graph to calculate the spring constant k.

c. A student predicts that a toy with spring constant 3k will reach a height of 3h. Is
the student’s prediction correct?

_____ Yes _____ No

Justify your answer.

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5. A student holds a block of mass m at the top of a rough incline that is 45 degrees
above the horizontal. The student lets go of the block and it slides a distance L
along the incline, reaching the bottom of the incline with a velocity v.

a. Derive an equation for the total work done by friction on the block after it slid
down a distance L along the incline.

b. The block-incline system has a total energy E0 when the block is at the top of the
incline. The block is released and reaches the ground at time t1. Sketch the
graph of the energy as a function of position along the incline on the below
graph. Explain the shape of the graph, including any intercepts and the trend of
the energy.

c. The student predicts that doubling the mass will result in the block having double
the speed at the bottom of the incline. Is the student correct?

___ Yes ___ No

Explain your reasoning.
The student doubles the height of the incline but keeps the angle of the plane at
45 degrees.

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 d. The student argues that doubling the height will double the block’s velocity at the
bottom of the inclined plane. Is the student’s argument correct?

___ Yes ___ No

Explain why you chose yes or no.

6. A block is released from rest at the top of a quarter-circle curved frictionless surface.
The radius of the curvature is r. When the block reaches the bottom of the curvature
it slides for a distance x on a rough horizontal surface with coefficient of friction µ
until it comes to rest.

a. Derive an equation for the stopping distance of the block in terms of m, µ, r, and
fundamental constants.

b. On the graph below, make a sketch of the friction force as a function of distance
along the rough surface. Label the graph with appropriate units.

c. Describe how the graph could be used to calculate the work done by friction over
an arbitrary distance x along the rough surface.

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 d. The radius of the curve is changed to 2r and the experiment is repeated.

i. A student reasons that the block will take twice the time to stop as it did with the
curve with radius r. Is the student’s reasoning correct?

___ Yes ___ No

In a clear, coherent paragraph-length response that may also contain

diagrams and/or equations, explain your reasoning.

ii. Compare the energy ET of the block-path system when the block is at the top of
the curve, to the energy EB when the block is at the bottom of the curve before
entering the rough horizontal surface.
_____ ET < EB _____ ET > EB _____ ET = EB
Explain you reasoning.

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7. A car of mass 2,000 kg is driven at a constant speed of 15 m/s up a hill inclined at 15 ̊
to the horizontal. Ignore air resistance and other energy dissipations.

a. How much work is required to drive the car 200 m up the hill?

b. What power is developed by the engine?

c. The car now goes up a second his that is inclined to 30 ̊ with respect to the
horizontal. How would it change the power developed by the engine to maintain
the same speed?

doubles_______ less than doubles________ remains the same

Explain your reasoning.

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Work and Energy

AP Style Free Response

Answer Key

1. Marble Launcher spring constant

a.
i. Measure the height of the marble’s apex, the compression of the spring, and
the mass of the marble.

ii. The height of the marble’s apex can be measured using a meter stick set up
vertically next to the launcher. Using a pencil, the compression of the spring
can be found. Using a balance, the mass of the marble can be found.

iii. Set the launcher to shoot vertically. The meter stick should be held vertically
next to the launcher with the end of the meter stick at the opening of the
launcher.

Press the pencil vertically in the launcher with no compression and make a
mark on the pencil at the opening of the launcher. Then, set the launcher to
the first compression and repeat the pencil process, marking the pencil at the
opening of the launcher. The difference in length between the two markings
is the compression of the spring, x. Repeat these steps for the 2nd and 3rd
notches. Place the marble on the balance and record the mass, m.
Launch the marble three times from each compression and record the apex, h.

Diagram:

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 b. The conservation of energy is used to show that the initial energy (EPE) is equal
to the final energy (GPE). ½ kx2 = mgh. Solve for k = 2mgh/x2. Graph x2 on the
x-axis and 2mgh on the y-axis. The slope of the line is the spring constant k.

c. Since the measurements show that the spring constant is changing, the spring is
not being correctly described by Hooke’s Law. It is not a linear spring and this
can cause the graph to be curved in one direction. If the students were making
an error in measurement of the height, that could cause errors in k in both
directions.

2. Block sliding down a ramp

a. The student’s reasoning that increasing the height increases the gravitational
potential energy which in turn increases the elastic potential energy is correct.
Due to the law of conservation of energy (which is applicable because there are
no external forces acting on the system), the potential energy at the beginning
must equal the potential energy at the end. Increasing the potential energy at the
beginning by increasing the height will increase the potential energy at the end
by increasing the compression of the spring.

b. The student’s claim that the spring’s new compressed distance would be 2x is
incorrect. The original compression can be solved with conservation of energy.

𝐺𝑃𝐸𝑚𝑎𝑥 = 𝐸𝑃𝐸𝑚𝑎𝑥

1
𝑚𝑔ℎ = 𝑘𝑥 2
2

2𝑚𝑔ℎ
= 𝑥2
𝑘

2𝑚𝑔ℎ
𝑥=√
𝑘

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 The new compression can be solved with conservation of energy.
1
2𝑚𝑔ℎ = 𝑘𝑥′2
2

4𝑚𝑔ℎ
= 𝑥′2
𝑘

2(2𝑚𝑔ℎ) 2𝑚𝑔ℎ
𝑥′ = √ = √2√ = √2𝑥
𝑘 𝑘

The new compression of the spring is √2𝑥, not 2𝑥.

c. The new compression can be solved with conservation of energy.

𝐺𝑃𝐸𝑚𝑎𝑥 = 𝐸𝑃𝐸𝑚𝑎𝑥

1
2𝑚𝑔ℎ = 𝑘𝑥′2
2

4𝑚𝑔ℎ
= 𝑥′2
𝑘

2(2𝑚𝑔ℎ) 2𝑚𝑔ℎ
𝑥′ = √ = √2√ = √2𝑥
𝑘 𝑘

d. Less than

The collision is an inelastic collision and kinetic energy is not conserved in an

inelastic collision. Energy is lost when the blocks stick together. The total energy
of the system is lower, so the elastic potential energy at the end is less than
before, therefore the spring compression is less than before.

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3. Spring on a tabletop

a. Use conservation of energy:

1 2 1
𝑘𝑥 = 𝑚𝑣 2
2 2

𝑘𝑥 2 = 𝑚𝑣 2

𝑘𝑥 2
𝑣2 =
𝑚

𝑘𝑥 2 𝑘
𝑣=√ = 𝑥√
𝑚 𝑚

b. Use conservation of energy.

1 2 1
𝑘𝑥 + 𝑚𝑔ℎ = 𝑚𝑣 2
2 2

𝑘𝑥 2 + 2𝑚𝑔ℎ = 𝑚𝑣 2

𝑘𝑥 2 + 2𝑚𝑔ℎ
𝑣2 =
𝑚

𝑘𝑥 2 + 2𝑚𝑔ℎ
𝑣=√
𝑚

c. W1 = W2
The work done by the spring is same as before because the spring has the same
spring constant and has the same compression. The energy imparted on the
block is the same as before.

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 d. vA > vB
Both blocks have the same initial elastic potential energy because they use the
same spring with the same compression before launch. After the launch both
blocks have the same kinetic energy as all the elastic potential energy is
converted. When block A gets to the end of the table, it retains the same kinetic
energy as it had when it left the launcher. When block B gets to the end of the
table, some of the kinetic energy is converted into gravitational potential energy
as it moves up the incline. Block A has greater kinetic energy than block B, so it
has a greater velocity.

4. Two spring toys

a. 1 On the ground 1 Half-way to height h 1 At height h

The energy of the system is conserved, so the energy of the system at every
point is the same. The energy transforms into different forms. The spring initially
has elastic potential energy which transforms into kinetic energy and gravitational
potential energy (half-way). At height h, all the energy is transformed into
gravitational potential energy.

2𝑚𝑔ℎ
b. Use conservation of energy to find: 𝑘 = . But this cannot be used, without
𝑥2
modification, to find the spring constant for the experiment since x is held
2𝑚𝑔ℎ 2𝑔ℎ 1
constant and only m and h vary. Rearrange the equation: 𝑘 = = 1 =
𝑥2 𝑥2
𝑚
1
𝑠𝑙𝑜𝑝𝑒 (𝑥 2 ). A straight line will result when 2gh is plotted vs 1/m

i. Vertical Axis: 2gh Horizontal Axis: 1/m .

ii. Answers may vary. Sample answers are provided.

m (kg) h (m) 2gh 1/m

0.030 0.327 6.409 33.333
0.045 0.227 4.449 22.222
0.060 0.187 3.665 16.667
0.075 0.127 2.489 13.333
0.090 0.120 2.352 11.111

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 2*Acceleration due to gravity*Height (m2/s2)

1/Kilograms (1/kg)

iii.
2𝑚𝑔ℎ 2𝑔ℎ 1 1 𝑠𝑙𝑜𝑝𝑒 0.198
𝑘= = = 𝑠𝑙𝑜𝑝𝑒 ( ) = = = 490 𝑁/𝑚
𝑥2 1 𝑥2 𝑥2 𝑥2 0.0202
𝑚

c. Yes

The original height, h, that the toy will reach when the spring constant is k is:
1 2
𝑘𝑥 = 𝑚𝑔ℎ
2
𝑘𝑥 2
ℎ=
2𝑚𝑔
The new height, h’, that the toy will reach when the spring constant is 3k is:

1
(3𝑘)𝑥 2 = 𝑚𝑔ℎ′
2
(3𝑘)𝑥 2
ℎ′ = = 3ℎ
2𝑚𝑔

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5. Block on an Incline

a. Use the work energy equation, where the friction force performs work on the box;
“rough incline” means there is friction between the incline and objects placed or
moving on the incline.
1
𝑊𝑓𝑟. = 𝐸𝑓 − 𝐸0 = 𝑚𝑣 2 − 𝑚𝑔ℎ
2
ℎ
sin 𝜃 =
𝐿
ℎ = 𝐿 sin 𝜃
1
𝑊𝑓𝑟. = 𝑚𝑣 2 − 𝑚𝑔𝐿 sin 𝜃
2
√2
sin 𝜃 = sin 45° =
2
1 √2
𝑊𝑓𝑟. = 𝑚𝑣 2 − 𝑚𝑔𝐿
2 2
1
𝑊𝑓𝑟. = 𝑚(𝑣 2 − √2𝑔𝐿)
2
b. Answers may vary. Sample answers are given. Work is equal to Force times
displacement in the direction of the force. Friction force does negative work on
the block which results in the energy of the system decreasing. As the
displacement of the block increases, the energy of the system decreases
proportionally.

As the block moves down the incline, energy decreases proportionally from the
initial energy.
E0
Energy of the System (J)

½ mv2

0 L
Position Along the Incline (m)

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 c. No
The mass of the block does not affect the final speed. The gravitational potential
energy, the kinetic energy and the energy lost to friction all have a linear
dependence on m. Using the work energy equation, m cancels out in all three
terms.

d. No
The block has twice the initial energy at the top of the inclined plane. If the
height of the incline is doubled, the total energy of the block doubles. The work
done by friction also doubles, removing energy from the system. Even if there
was no friction, the most the velocity would increase would be √2, as the
velocity, with no friction is √2𝑔ℎ. The friction is also proportional to the height, so
the total velocity would increase by the same factor, √2.

6. Block on a curve

a. Use the work energy equation.

𝐸0 − 𝐹𝑓𝑟. 𝑥 = 𝑚𝑔ℎ − 𝐹𝑓𝑟. 𝑥
𝑚𝑔ℎ − 𝐹𝑓𝑟. 𝑥 = 0
𝑚𝑔ℎ = 𝐹𝑓𝑟. 𝑥
𝑚𝑔ℎ
𝑥=
𝐹𝑓𝑟.
𝐹𝑓𝑟. = 𝑁𝜇 = 𝑚𝑔𝜇
ℎ=𝑟
𝑚𝑔𝑟 𝑟
𝑥= =
𝑚𝑔𝜇 𝜇

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 b.

mgμ

Friction Force (N)

0 x
Distance Along the Rough Surface (m)

c. The area under the graph from 0 to x is the work done by the friction over the
distance x along the rough surface.

d.
i. No.

If the radius is doubled, then the block starts twice as high and therefore
twice the initial energy. The friction force between the block and the rough
surface stays the same, but the friction force does twice the work in order to
stop the block. Therefore, the block travels twice the distance before
𝑟
stopping. 𝑥 = 𝜇 , so if the radius is doubled, then the stopping distance is
doubled. The time it takes to travel twice the distance does not take twice
the time. The velocity at the bottom of the 2r curve is not twice the velocity
at the bottom of the r curve. The velocity at the bottom of the curve with
radius r can be found using conservation of energy.

1
𝑚𝑔ℎ = 𝑚𝑣 2
2

1
𝑚𝑔𝑟 = 𝑚𝑣𝑟 2
2

𝑣𝑟 = √2𝑔𝑟

The time it takes to stop can be found using kinematics.

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 𝑣𝑓 = 𝑣0 + 𝑎𝑡

𝐹𝑓𝑟. = 𝑚𝑎

𝐹𝑓𝑟.
𝑎=
𝑚

𝐹𝑓𝑟. = 𝑁𝜇 = 𝑚𝑔𝜇

𝐹𝑓𝑟.
0 = 𝑣𝑟 − 𝑡
𝑚 𝑟
𝑚𝑔𝜇
0 = √2𝑔𝑟 − 𝑡 = √2𝑔𝑟 − 𝑔𝜇𝑡𝑟
𝑚 𝑟

√2𝑔𝑟
𝑡𝑟 =
𝑔𝜇

The velocity at the bottom of the curve with radius 2r can be found using
conservation of energy.
1
𝑚𝑔ℎ = 𝑚𝑣 2
2

1
𝑚𝑔(2𝑟) = 𝑚𝑣2𝑟 2
2

𝑣2𝑟 = √2𝑔(2𝑟) = √2√2𝑔𝑟 = √2𝑣𝑟

The time it takes to stop can be found using kinematics.

𝑣𝑓 = 𝑣0 + 𝑎𝑡

𝐹𝑓𝑟. = 𝑚𝑎

𝐹𝑓𝑟.
𝑎=
𝑚

𝐹𝑓𝑟. = 𝑁𝜇 = 𝑚𝑔𝜇

𝐹𝑓𝑟.
0 = 𝑣2𝑟 − 𝑡
𝑚 2𝑟

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 𝑚𝑔𝜇
0 = √2√2𝑔𝑟 − 𝑡 = √2√2𝑔𝑟 − 𝑔𝜇𝑡2𝑟
𝑚 2𝑟

√2√2𝑔𝑟
𝑡2𝑟 = = √2𝑡𝑟
𝑔𝜇

Therefore, when the block is placed twice as high, it does not take twice the
time to stop.

ii. ET = EB

The energy of the system along the curve before the rough surface is
conserved because there is no friction along the curve. The energy at
the top of the curve is equal to the energy just before the rough
surface.

7. Car going up a hill

a. Start with the free-body diagram:

F is the static friction force developed by the engine between the driving wheels
and the surface. It is static friction as the combination of the linear and rotational
motion of the tires equal zero, so the wheel is momentarily at rest with respect to
the ground. The wheels push down and to the rear of the car, so the ground
exerts the friction force to push the car up the hill.
mg is the force of gravity.
FN is the normal force applied by the surface on the car.

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 Use Newton’s second law to find the friction force:
∑𝐹 = 𝑚𝑎
𝑥: 𝑝𝑎𝑟𝑎𝑙𝑙𝑒𝑙 𝑡𝑜 𝑡ℎ𝑒 𝑖𝑛𝑐𝑙𝑖𝑛𝑒𝑑 𝑠𝑢𝑟𝑓𝑎𝑐𝑒 𝐹 − 𝑚𝑔𝑠𝑖𝑛𝜃 = 𝑚𝑎 = 0, 𝑠𝑖𝑛𝑐𝑒 𝑎 = 0
𝐹 = 𝑚𝑔𝑠𝑖𝑛𝜃
Work done by the friction force is:
𝑚
𝑊 = 𝐹𝑑 = 𝑚𝑔𝑠𝑖𝑛𝜃𝑑 = (2,000𝑘𝑔) (9.8 ) (𝑠𝑖𝑛15)(200𝑚) = 1.01𝑥106 𝐽
𝑠2

b. Since the car moves at a constant speed, the power developed by the engine is:
𝑚
𝑃 = 𝐹𝑣 = (1.01𝑥106 𝐽) (15 ) = 1.5𝑥107 𝑊
𝑠

c. Derive the equation for the power for this case:

𝑃 = 𝐹𝑣 = (𝑚𝑔𝑠𝑖𝑛𝜃)𝑣

The angle doubles. The velocity remains the same. The force depends on sinθ,
not just θ. The ratio of sin(2θ) to sin(θ) is less than 2, so the power required to
keep the same speed is less than twice the original hill.

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